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ASSESSMENT NOTIFICATION

Model Farms High School

“Achieving Personal Excellence Through Quality Teaching”

The rules of assessment tasks can be found in the assessment booklet on pages 9-10.

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Subject English Standard Task 30%
Weighting

Year 11 Date of Week 4 Friday

notification 24 May 2024

Task Number 2 Date Task Week 8 Monday

Due 17 June 2024

TASK Multimodal Presentation (30 marks)

Description Students will present a speech based on the film studied in class:
• 11ENSC – ‘Searching’ directed by Aneesh Chaganty
• 11ENSG – ‘Lion’ directed by Garth Davis
• 11ENSK – ‘Minority Report’ directed by Steven Spielberg
• 11ENSR – ‘Searching’ directed by Aneesh Chaganty
• 11ENSV – ‘Searching’ directed by Aneesh Chaganty
• 11ENSY – ‘Searching’ directed by Aneesh Chaganty

Requirements Imagine you are the director of OR a main actor in the film you have studied in class
for Module A: Contemporary Possibilities. Select 2-3 key scenes (these can be
separate or sequential) from the film to discuss. Deliver a 4-minute speech to your
fellow cast and crew that focuses on the following:

Analyse how filmic devices have been used to shape meaning around the
contemporary possibilities of our world.

It would be helpful to begin planning your work by asking yourself:

• WHAT is the key message behind this film? What contemporary concepts have
been brought to life in these specific scenes? What do they represent in
relation to our contemporary world?
• HOW has the director/actor achieved this purpose through creative decisions?
How do they communicate their ideas through aural, language and/or visual
devices?
For this presentation, you must also create a maximum of THREE slides (one for
each scene) to accompany your speech. On each slide, you should insert a still
image from that specific scene, as well as any other information that would
complement your filmic analysis.
In your speech, you must:
• For context, include a very brief synopsis of which scenes in the film you are
about to discuss. (Assume everyone assembled knows the script and plot.)
• If you’re adopting the persona of the director, identify 4-6 filmic techniques
(e.g. diegetic/nondiegetic sound, camera angles/movement, mise-en-scene,
lighting, set design, special effects, symbolism, props and costuming) and
explain their effect.
 • If you’re adopting the persona of an actor, describe the overall tone of the
scene. Explain what thoughts and emotions you’re aiming to portray in the
scene, including any changes in mood and what this represents. You could
provide examples of dialogue from the character and describe the way in
which they should be delivered in terms of vocal/facial expression and body
language.
• Throughout your analysis, analyse how filmic devices are used to shape
meaning around the contemporary possibilities of our world.
NB - You may follow the final product as it has been produced or put your
own creative spin on the scenes. Either way, it is important to justify your
reasons for all creative choices.
Submission A submission point will be created on your class’s Google Classroom where you
Requirements must upload BOTH your speech transcript and accompanying slides by 8:30am on
Monday 17 June 2024. Your transcript and slides will not be marked but MUST be
submitted to meet the requirements of this task.

After you attach your files, you MUST press ‘Turn in’ to complete your submission,
which will create a digital timestamp. Not doing this will constitute a non-submission
and will incur a mark of zero, as will late submissions.

You MUST have palm cards and be ready to speak from the due date of the task and
every English period thereafter until you have presented. Failure to do this will
result in a mark of zero as per the assessment policy.

Technical difficulties cannot be used as an excuse for an extension or delay in your

assessment, so carefully plan and organise your speech transcript and
accompanying slides. Emailed or USB copies will not be accepted.

Assessment policy must be adhered to, regarding appeals and documentation.

All work submitted must be your own. Plagiarism, including the use of Al assisted
platforms, holds the penalty of zero for the task.

Outcomes being assessed:

EN11-1 responds to and composes increasingly complex texts for understanding, interpretation, analysis,
imaginative expression and pleasure.
EN11-2 uses and evaluates processes, skills and knowledge required to effectively respond to and compose
texts
in different modes, media and technologies.
EN11-5 thinks imaginatively, creatively, interpretively and analytically to respond to and compose texts that
include considered and detailed information, ideas and arguments.
EN11-7 understands and explains the diverse ways texts can represents personal and public worlds

MARKING GUIDELINES
Students will be marked on how well they:
• Discuss ideas around the contemporary possibilities of our world in relation to the class text
• Analyse film techniques and explain how they have been used to shape meaning
• Demonstrate control of language to express ideas and presentation skills through vocal clarity/intonation,
eye contact, gesture and pace
• Meet time requirement (4 minutes).
 Year 11 Standard Marking Grid Name: Time:

Mark

discusses how the medium of film has been used to explore the contemporary possibilities of our world through 2-3 key scenes /10

No direction. Direction of response is too Some direction but ideas are too Provides direction for the Provides a clear direction for the
No engagement with the broad and not clarified. broad and not clarified. speech. speech.
question. Sections are imbalanced and Sentences/sections may be long It reflects structure but may It is well structured and correctly
May be an exact repetition repeats the rubric/task or imbalanced. require more effective signposted or signalled.
of the rubric/task. No personal perspective (as the Some personal perspective (as signposting or signalling to the Response effectively and
director/actor speaking to the the director/actor speaking to the audience. frequently uses language of the
crew). crew). Uses the language of the rubric rubric, which is specific.
through personal perspective Effectively incorporates personal
(as the director/actor speaking perspective (as the director/actor
to the crew).. speaking to the crew). /5

No links made to the film, Basic links made to the film, Links to the film are made (ONE Links to the film are consistently Clear and detailed links are
or only briefly referenced/a which may be simplistic in scene) but are tokenistic in nature made through relevant consistently made to the film (at
recount. nature. and may not reflect a personal references (TWO scenes), least TWO scenes) through
Noticeable that the student does voice (as the director/actor some personal voice (as the strong personal voice (as the
not “know” the text. speaking to the crew). director/actor speaking to the director/actor speaking to the
crew). crew).
/5

analyses 4-6 film techniques for each scene and explains how they have been used for meaning /10

Examples are brief or Scene(s) is not well chosen and Scene(s) is well chosen but may Scenes (x2) are mostly well Scenes (at least TWO) are well
irrelevant. may not be relevant. not be relevant. chosen and mostly support the chosen and support the
Not enough examples are May only provide a minimum discussion of contemporary discussion of contemporary
provided. requirement of examples. possibilities, may be formulaic. possibilities. /5

No analysis of scenes. Examples have techniques Examples have techniques Examples are mostly explained. Examples are fully explained.
identified (x1-2) but meaning is identified (x2-3) but meaning is Techniques (x4) are referenced, Techniques (at least FOUR) are
not linked to the question. not linked to the question. and the effect of these referenced and the effect of
Analysis and examples may read Analysis and examples may read techniques is clearly explained these techniques is clearly and
like a list and are not connected like a list and are not connected but may not be linked to the meaningfully explained; all are
through conjunctions (however, through conjunctions (however, in direction of the speech OR verb linked to the direction of the
in addition, furthermore). addition, furthermore). usage is repetitive. speech. /5
control of language and expression: vocal clarity/intonation, eye contact, gesture and pace /10

Response contains some direction but is difficult to Response is mostly cohesive, or cohesive in parts. Response is cohesive, where there are smooth
follow. Transitions between sections are not smooth There are mostly smooth transitions between sections. transitions between sections.
or they are forced. Ideas are mostly referenced throughout the response Ideas are referenced throughout the response and
Expression is mostly clear but there are some errors and expression is mostly clear and comprehensible. expression is succinct and confident.
or stumbles. /3

Speaks in a monotone voice, may be too loud or too Varied use of pause and varied tone (e.g. used for Consistent use of varied tone for emphasis. Volume is
quiet. emphasis). appropriate for audience and context.
Volume is mostly appropriate but not sustained. /3

No eye contact, or effort to look/engage with the Eye contact is frequent but fixed, and just “quick looks” Eye contact is frequent and varied around the room to
audience. up. engage all audience members.
/0 /2

No awareness of pacing. Some awareness of pace; may speak overly quickly or Awareness of pace, use of pause for effect. Speaks at a
/0 too slowly. Some pause used but not purposeful and/or clear comprehensible speed.
consistent. /2

Presentations significantly over or under time (thirty seconds over or under 4 minutes) cannot achieve the top band.
Speeches under 3:30 minutes may struggle to achieve a band higher than a C.

TOTAL /30

Teacher comment: