SCHOOL-DEVELOPED LEARNING AND ASSESSMENT PLAN

Stage 1 English (S2)

School

Teacher(s)

Brighton Secondary

Other schools using this plan

SACE
School Code

Enrolment Code

Year

Stage

2016

Endorsed by principal or delegate (signature)

Subject Code

No. of Credits
(10 or 20)

10

Program
Variant Code
(AW)

Date

Office use only

Approved

Not approved
Accession Number

Signature of SACE Board Officer_______________________________________________________________________

SACE Board Officer Number

Date

Addendum
Please only use this section for any changes made after the learning and assessment plan has been approved.
Changes made to the learning and assessment plan
Describe any changes made to the learning and assessment plan to support students to be successful in meeting the
requirements of the subject. In your description, please explain:

what changes have been made to the plan

the rationale for making the changes

whether these changes have been made for all students, or individuals within the student group.

Endorsement of changes
The changes made to the learning and assessment plan support student achievement of the performance standards and retain
alignment with the subject outline.
Signature of principal or delegate

Page 1 of 2

Date

Stage 1 English school-developed learning and assessment plan form (for use from 2016)
Ref: A468238 (created August 2015)
SACE Board of South Australia 2015

Stage 1 English Semester 2

Assessment Overview
Complete the table below to show details of the planned tasks. Use numbers to show where students will have the
opportunity to provide evidence for each of the specific features for all assessment design criteria.
Assessmen
t Type and
Weighting

Responding
to texts

Weighting
50%
Creating
texts
Weighting
20%
Intertextual
Study

Details of assessment

Assessment Design
Criteria
K&U

An

Ap

Students complete a shared study of The Boy in the Striped Pyjamas and analyse
the ways in which the authors and readers use language and stylistic features to
make meaning and influence opinions. Students support their conclusions with
direct reference to evidence.

1, 2

1, 3

Students study a variety of war poems and consider the ways in which the authors
and readers of texts use language and stylistic features to make meaning and
influence opinions. They analyse the ideas, perspectives and influences
conveyed in the poems and the context in which the poems were written.
Students support their conclusions with direct reference to evidence.

1, 2, 3

1, 2

1, 2,

Students produce an informative non-editorial-style podcast about a contemporary

Australian issue that affects young people. They then produce an accompanying
writers statement under supervision that explores the relationship between
audience, context and purpose to shape meaning.

1, 2, 3

1, 2

1, 2, 3

2, 3

1, 3

Students analyse the relationships between texts and create an analytical

response. Students complete a written response about the intertextual elements
in the film Easy A.

Weighting
30%
Four assessments. Please refer to the Stage 1 English subject outline.