Task sheet, rubric and model text for a non-literary (informative or persuasive) multimodal text

Choose a topic suitable for the purpose of creating/ producing an informative or persuasive text in a Year 3-6 classroom. This might be a topic of interest or one from a curriculum learning area that students are currently studying.

Using the Australian Curriculum English for one of these year levels (Years 3-6), analyse the content descriptions and achievement standards, and select an informative or persuasive multimodal text that learners in that year level will produce as part of a summative task where they present their understanding or point of view on the topic to an audience.

Write a brief description of the summative task in the form of a task sheet for the learners’ use. The task sheet should provide instructions for completing the assessment and clearly describe the knowledge of text organisation and language features (linguistic, visual, spatial) that learners must demonstrate in the multimodal text they produce for assessment. Note that for the purposes of this task, the chosen text must include written rather than spoken language.

Develop an assessment rubric that teachers could use as a guide to making judgments on the quality of student work at the chosen year level. The rubric should include descriptors for students working above, at, or below the achievement standard for the year level.

Construct a sample text to illustrate the text organisation/structure; linguistic and visual features you expect to see demonstrated in the summative task at an A level standard and annotate your sample showing how the chosen features contribute to the text’s social purpose and effectiveness for an audience and reflect the assessment criteria described in your rubric.

Australian Professional Standards for Teachers Addressed:  2.1; 2.3; 2.6; 3.4; 5.1

Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows: 

•  Gen AI may only be used as specified in the assignment instructions. Please refer to the Moodle Assessment tile for specific details.

Further details can be found in Moodle. Note that this assessment task can be used as evidence of the Australian Professional Standards for Teachers.

Ability to create meaningful contexts to support the production of effective multimodal texts (APST 2.6; 3.4)

Knowledge and application of processes for alignment between curriculum intent and assessment in English (APST 2.3)    

Ability to write task-specific criteria as a guide to making judgments on the quality of student work (APST 5.1)

Knowledge and understanding of the purpose, features (linguistic, visual and spatial) and organisation of effective multimodal texts  (APST 2.1; 3.4)

Teaching/ Learning sequence for constructing a literary text

This task may be completed as either a group or an individual task. Students who choose to work in a group will receive the same mark for this task.

Create a digital resource that could be used at a chosen year level of the Australian Curriculum as a stimulus for introducing a unit of work where students must produce a literary text (for this task, you must focus on imaginative writing in the form of either narrative [stories] or poetry) for the final summative assessment task. The text students create can be in a form and mode of your choice (e.g. multimodal, digital, film, performance, picture book, narrative, biographical recount, poetry, etc.).

Clearly identify the content descriptions from the Australian Curriculum English that will be the focus of teaching and learning for the unit/ lesson sequence leading up to students' production of this text.

Design an overview of the content, teaching strategies and learning activities for a sequence of ten (10) lessons that:

1. Makes use of the created resource and
2. Supports students’ knowledge and understanding of, and ability to use the language features of, literary texts in aesthetic and engaging ways to convey meaning and heighten engagement, enjoyment, or emotional impact for the reader/ viewer.

    List any resources that will be used to implement the lessons on the planning template. Include a bibliography that shows the source of any activities from published units or websites or any model texts you have used to plan your lessons.     

Australian Professional Standards for Teachers:  1.2; 2.1; 2.2; 2.3; 2.6; 3.4; 5.1

Further details can be found in Moodle.

Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows: 

•  Gen AI may only be used as specified in the assignment instructions. Please refer to the Moodle Assessment tile for specific details.

Application of processes for alignment between curriculum intent, teaching and learning, and assessment. (APST 2.3; 5.1)

Use of stimulus and resources that support the writing process. (APST 3.4)  

Knowledge and understanding of imaginative texts' purpose, organisation and language features. (APST 2.1) 

Application of effective pedagogical frameworks to the design of English learning sequences. (APST 1.2; 2.2.; 2.3)

Knowledge and application of strategies for scaffolding student learning in English. (APST 1.2; 2.6)