What Is Level 2 English Syllabus With The Australian Curriculum

Assessment Task 2, EDC2300

The program has been designed from the Year 2 English syllabus corresponding with the Australian Curriculum F-10 (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2017a; Queensland Curriculum and Assessment Authority [QCAA], 2015). The topic of the unit is ‘Imaginative Narratives’ whereby students will explore literary texts to learn about language features and text structures. Students will also explore the texts gaining knowledge about imaginative characters and key events before demonstrating their knowledge by writing their own imaginative narrative piece. Year 2b is a class of 24 students in a small private school, close to the centre of town in Ipswich. The school is located in a mid to high

Four content descriptors were chosen to be taught and assessed, covering all three of the English strands (language, literature and literacy) from the Australian Curriculum (ACARA, 2017a). As a cohesive unit, the four descriptors have been purposefully integrated to create an aesthetic and engaging way for students to demonstrate their learning. The assessment task aligns with the requirements of the year two syllabus and specifically addresses the learning required in the year two achievement standard (QCAA, 2015). The Year two achievement standard in the syllabus outlines that, by the end of year two students should be able to use everyday language features and topic-specific vocabulary (QCAA. 2015). Students should also be able to draw on their own experiences, imagination and information that they have previously learned to create texts (QCAA, 2015). In this assessment piece, students are being asked to write an ‘imaginative narrative’ about a chosen animal character, addressing the topic of friendship. The task requires the students to draw on their own experiences with their friends as well as recall information from familiar texts and combine this with their imagination to create a new narrative. Within this narrative the students are instructed to follow appropriate text structure, creating key events and demonstrating the use of evaluative and descriptive language, aligning with the chosen content descriptors. The rubric has been designed accordingly and each descriptor is appropriately weighted for the task. More weighting has been allocated to creating the narrative including how the topic ‘friendship’ is addressed and text structure as this is where students will spend most of their time. Students have been asked to use a variety of higher and lower order thinking skills throughout the task such as remembering, understanding and applying information learned as well as