English Inquiry

Course Description

English Inquiry Level 3 is the transdisciplinary study of English through inquiry-based learning. The course focuses on the investigation of ideas and issues in texts from contemporary culture. It is designed for learners who would like to broaden and deepen their understanding and application of English. Learners develop their critical and creative thinking skills making purposeful connections between English and other disciplines.

Learners apply and refine their language, literacy and literary skills throughout the course. They explore how point of view can be used to create argument in texts, investigate different perspectives on social, national and global issues, respond to a range of complex and varied texts form different disciplines and texts, and create texts for a variety of purposes, contexts and audiences. In module 3, learners complete and externally assessed independent inquiry that investigates one of the following prescribed concepts:

Identity
Transformation
Power
Sustainability.

Focus Area

Transdisciplinary projects

Courses aligned to the Years 9 to 12 Curriculum Framework belong to one of the five focus areas of Discipline-based study, Transdisciplinary projects, Professional studies, Work-based learning and Personal futures.

English Inquiry Level 3 is a Transdisciplinary projects course.

Transdisciplinary projects courses require learners to integrate, transfer and reflect on their prior knowledge, skills, attitudes and values in transdisciplinary ways. Learners will engage critically and creatively to integrate the learning and ways of working from multiple disciplines. Learners will produce outcomes that are only possible through the intersection between disciplines. Learners will share the outcomes of Transdisciplinary projects as appropriate to their methodology, and their exhibition of work will form a major element of their assessment. Learners will reflect upon their learning by evaluating their project outputs, the effectiveness of their methodology and the implications of their work on the pre-existing body of knowledge.

Transdisciplinary projects courses have three key features that guide teaching and learning:

engage and ideate
connect and apply
exhibit and reflect.

Figure 1: Transdisciplinary Project Cycle of Learning (adapted from OECD Learning Compass 2030)

For the purposes of this document, the term discipline is used to describe a recognised field of study or body of knowledge in a well-planned structure. Disciplines are defined by specialist knowledge, theories, concepts, methodology and terminology.

For the purposes of this document, transdisciplinary is used to describe an approach to teaching and learning which enables students to use learning or ways of working from multiple disciplines to explore a relevant concept, issue, or problem. It integrates the perspectives of a range of disciplines, resulting in a new and deeper understanding of the concept, issue or problem.

In this course learners will do this by:

making connections between texts, context, purpose and audience
accessing, integrating and synthesising information
applying critical and creative thinking strategies and ethical and intercultural understanding to ideate, analyse, evaluate, communicate and shape meaning
responding to and creating a range of text types
producing an independent inquiry
presenting and reflecting on their learning experiences.

In the English Inquiry suite of courses transdisciplinary texts are defined as contemporary spoken, written and multimodal texts from English as the primary discipline and a range of other disciplines.

Rationale

English Inquiry Level 3 focuses on the investigation of issues in contemporary culture through the study of transdisciplinary texts and inquiry-based learning. The course refines and consolidates the skills and knowledge needed by learners to become competent, engaged users of English through the study of transdisciplinary texts drawn from English as the primary discipline and other disciplines. Learners broaden and deepen their knowledge and skills as functional, purposeful, creative and critical language users to make and communicate meaning.

English Inquiry Level 3 builds on the skills gained in English Inquiry Level 2. Learners use a range of processes to ideate, design, plan, act, reflect and communicate their learning in increasingly sophisticated ways. This course is suited to learners who wish to extend their knowledge, understanding and skills in English, by creating, comprehending and responding to texts from a range of disciplines.

The course encourages learners to apply and augment their language, literacy and literary skills through their engagement with a diverse range of purposeful and increasingly demanding textual experiences.

The English Inquiry Level 3 course:

centres on empowering learners to interpret, evaluate and experiment with the ideas, values, language forms, features and structures of transdisciplinary texts
offers comprehensive and contemporary language experiences in the modes of reading, writing, speaking, listening, viewing and representing
enables learners to experiment with point of view as a persuasive device to represent ideas and values in texts drawn from both English and other discipline areas
enables exploration of social, national or global issues presented in transdisciplinary texts and the development of reasoned responses to them
enables students to learn how the interaction of structure, language, audience and context helps to shape how the audience makes meaning
provides opportunities for learners to both independently and collaboratively apply their knowledge to create analytical, imaginative, interpretive and persuasive texts in different modes and media
supports learners through transdisciplinary study of texts in becoming flexible and critical thinkers, capable of engaging with, understanding and appreciating the variety of cultural heritages and differences that make up Australian and global societies.

The purpose of Years 9 to 12 Education is to enable all learners to achieve their potential through Years 9 to 12 and beyond in further study, training or employment.

Years 9 to 12 Education enables personal empowerment, cultural transmission, preparation for citizenship and preparation for work.

This course is built on the principles of access, agency, excellence, balance, support and achievement as part of a range of programs that enables learners to access a diverse and flexible range of learning opportunities suited to their level of readiness, interests and aspirations.

Learning Outcomes

On successful completion of this course, learners will be able to:

apply and control language to express and develop ideas
apply communication skills through speaking, listening, reading, writing, viewing and representing
understand ways in which language is used to influence and engage different audiences
create oral, written and multimodal texts* that communicate ideas, values, points of view and perspectives on ideas and issues
apply inquiry skills to make and communicate meaning through transdisciplinary study of English
examine the ways that points of view are presented in texts* for different purposes and contexts
examine the ways that perspectives are presented in texts*
investigate and create texts* by experimenting with different ways of representing a concept.

* contemporary spoken, written and multimodal texts from English and a range of other disciplines.

Pathways

The English Inquiry Level 3 course enables learner continuity from Years 9-10 Australian Curriculum English, the English Inquiry Level 2 course, the English Foundations Level 2 course and Level 2 courses from other discipline areas.

The English Inquiry Level 3 course enables learner continuity into other:

Level 3 Office of TASC-accredited senior secondary English courses
tertiary pathways and other education and learning and workplace pathways.

Integration of General Capabilities and Cross-curriculum Priorities

The general capabilities addressed specifically in this course are:

Critical and creative thinking
Literacy.

The cross-curriculum priorities enabled through this course are:

Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability.

Course Size And Complexity

This course has a complexity level of 3.

For a full description of courses at a complexity level of 3, please refer to the Levels of Complexity - Tasmanian Senior Secondary Education document on the TASC website.

This course has a size value of 15. Upon successful completion of this course (i.e., a Preliminary Achievement (PA) award or higher), a learner will gain 15 credit points at Level 3 towards the Participation Standard of the Tasmanian Certificate of Education (TCE).

Course Structure

This course consists of three 50-hour modules.

Module 1: Point of view in argument and narrative texts^Δ

Module 2: Perspectives on social, national, or global issues in textsΔ

Module 3: Independent inquiry

^Δ contemporary spoken, written and multimodal texts from English and a range of other disciplines

Course Delivery

The three modules must be delivered in order 1, 2 and 3.

Through inquiry and transdisciplinary approaches, learners refine their knowledge, skills and understanding of English. English is the primary discipline that will intersect with a range of relevant disciplines in a customised and purposeful way as learners progress through the modules. Possible transdisciplinary connections with English may include, but are not exclusive to, Health and Physical Education, Humanities and Social Sciences, Mixed Field, Science, Technologies and The Arts.

Each of the three modules in this course must have different topics, ideas and texts selected for transdisciplinary learning.

Course Requirements

Access

There are no access restrictions for entry into this course.

Work submitted for assessment in other studies cannot be used for assessment in this course. Therefore, a student cannot use work including, but not limited to, an independent study, folio, project or assignment presented for assessment in another TASC-accredited course or recognised formal learning qualification including Vocational Education and Training (VET) studies.

Resource requirements

Access to a computer, phone and the internet.

Engagement with the community inside and outside the classroom through avenues such as visits, surveys, interviews, listening to guest speakers or excursions.

Course Content: Module 1

Module 1: Point of view in argument and narrative texts

Transdisciplinary connections between English as the primary discipline and other disciplines are used in this module to investigate the way point of view works as a persuasive and literary device through thematic concerns across different disciplines. Learners will engage with at least three text types in a range of written, oral, multimodal and digital forms.

It is important to note in the study of English Inquiry Level 3 the concepts of point of view and perspective are not synonymous. In this course, point of view in a text is the position from which the subject matter of a text is designed to be perceived and judged. The writer, speaker or director of the text controls what we see and how we relate to the situation, characters or ideas in the text. Point of view is studied as a persuasive and literary device in the construct of a text to influence response.

In this module possible transdisciplinary connections with English may include, but are not exclusive to, Health and Physical Education, Humanities and Social Sciences, Mixed Field, Science, Technologies and The Arts. For example:

English and Geography - Humanities and Social Sciences, Science or Health and Physical Education: how does point of view work as a persuasive device in the representation and marketing of different types of tourism? Learners investigate one of the following: geo-tourism, world heritage and sustainable tourism, business tourism, sports tourism, medical tourism and ethical tourism. Possible stimuli could include, but are not limited to, destination marketing, travel apps, visual libraries – travel guides and tourist packages.
English and Geography and Science: how can point of view work as a persuasive device to represent the positive and negative impacts of tourism on a destination? Possible focal points include economic, social and cultural, educational, environmental impacts on biodiversity, pollution, reduction and depletion of natural resources. Possible stimuli could include, but are not limited to, documentaries, impact studies, reports, news media and social media.
English and The Arts: how can texts use point of view as a persuasive or literary device? Possible stimuli could include but are not limited to, the use of point of view in stand-up comedy, visual art works, plays, computer multiplayer digital or role-playing games.

Texts

This module requires that learners' study at least:

one extended text
two shorter texts.

See Appendix 6 for full text requirements.

Module 1 learning outcomes

The following learning outcomes are a focus for this module:

apply and control language to express and develop ideas
apply clear communication skills through speaking, listening, reading, writing, viewing and representing
understand ways in which language is used to influence and engage different audiences
create oral, written and multimodal textsΔ that communicate ideas, values, points of view and perspectives on ideas and issues
apply inquiry skills to make and communicate meaning through transdisciplinary study of English
examine the ways that points of view are presented in textsΔ for different purposes and contexts.

^Δ contemporary spoken, written and multimodal texts from English and a range of other disciplines

Module 1 content

In module 1 learners examine how the use of point of view as a device and language choices work to position the way a text’s subject matter is understood and invite audience response. They do this by examining a common concept in texts drawn from both English and other discipline areas. Learners explore values, attitudes, text structures and language features to understand each text’s meaning and purpose. They analyse the way point of view works to represent ideas and values in texts which the reader, listener or viewer is invited to adopt. They articulate reasoned and persuasive arguments to develop and justify their own interpretations when responding to texts, and to develop an understanding of purpose and context. Students learn how to select and use language and point of view as a device in the creation of their own texts. They learn how to communicate logically, persuasively and imaginatively in different contexts and for different purposes, using a variety of types of texts.

Key knowledge

that point of view is the position from which the subject matter of a text is designed to be perceived
point of view is a device for persuading
point of view controls the meaning of a text and may be resisted
that experimenting with point of enables other ways of understanding texts.

Consider how different points of view are presented in texts including:

the relationships between context, purpose and audience, and the impact on meaning in transdisciplinary texts
use of mediums, types of texts, text structures and language features
the use of narrative techniques.

Key skills

Use strategies and skills for comprehending transdisciplinary texts including:

understanding how point of view is represented in texts
distinguishing different points of view expressed in texts
understanding that choice of point of view shapes the meanings, the values and the effect of the text
identifying the effect of language choices on an audience.
understanding the way attitudes and values are represented
identifying facts, opinions, supporting evidence and bias
explaining shifts in intonation and point of view.

Use information for specific purposes and contexts by:

gathering different points of view
categorising and integrating ideas and information about specific themes or ideas
understanding ethical research practices
applying inquiry skills and learning processes.

Create a range of texts:

using personal voice and adopting different points of view to influence audiences in a range of mediums and digital technologies
selecting text structures, language features and visual techniques to communicate and represent ideas and information for different contexts and purposes
communicating and presenting ideas and information clearly
using appropriate strategies to establish and maintain spoken communication
developing appropriate vocabulary and using accurate spelling, punctuation and grammar
using strategies for planning, drafting, revising, editing and proofreading and appropriate referencing.

Module 1 work requirements summary

This module includes the following work requirements:

one portfolio with 2 parts:
- part 1: an analytical extended response (written) which engages critically with point of view in texts
- part 2: a creative extended response (multimodal, print or non-print) which engages creatively or imaginatively with point of view in texts
one persuasive extended response (oral-multimodal or written) which makes connections between texts.

See Appendix 3 for the full specifications of the work requirements of this course.

Module 1 assessment

This module has a focus on criteria 1, 2, 3, 4, 5 and 6.

Course Content: Module 2

Module 2: Perspectives on social, national or global issues in texts

Transdisciplinary connections between English as the primary discipline and other disciplines are used in this module to investigate how social, national or global issues are represented in transdisciplinary texts and develop a reasoned response. In this module possible transdisciplinary connections with English may include, but are not exclusive to, Health and Physical Education, Humanities and Social Sciences, Mixed Field, Science, Technologies and The Arts. For example:

English and Health and Physical Education: gender perspectives in sport; for example, women in sport. Learners investigate differing perspectives on one or more of the following aspects:

factors influencing participation
female performance and health
media coverage and representation
women in leadership, governance, coaching an officiating, professionalisation and pay equity
women in sport initiatives
awards and recognition
international practice.

Possible stimuli could include, but are not limited to digital media, sport research, reports and studies, sports journalism, initiatives and apps.

English and Humanities and Social Sciences: perspectives on historic statues and monuments. Learners investigate differing perspectives on the place of historic statues in today’s context. Learners focus on one or more of the following aspects:

Possible stimuli could include, but are not limited to digital media, photographs, legal documents, podcasts, blogs, protest movements and campaigns, information and historical texts.

Texts

This module requires that learners study at least:

one extended text
two shorter texts.

Module 2 learning outcomes

The following learning outcomes are a focus for this module:

apply and control language to express and develop ideas
apply clear communication skills through speaking, listening, reading, writing, viewing and representing
understand ways in which language is used to influence and engage different audiences
create oral, written and multimodal textsΔ that communicate ideas, values, points of view and perspectives on ideas and issues
apply inquiry skills to make and communicate meaning through transdisciplinary study of English
examine the ways that perspectives are presented in textsΔ.

^Δ contemporary spoken, written and multimodal texts from English and a range of other disciplines

Module 2 content

Learners explore social, national or global issues presented in transdisciplinary texts that invite an audience to take up positions. Building on module 1 learners continue to develop and apply their understanding about how language features and devices work in texts to shape ideas, attitudes and values to invite response.

They analyse how issues are represented in a range of transdisciplinary texts and develop their own perspectives about the issues. They analyse the ways in which authors use subject matter, language and persuasive techniques in texts to invite audience response. Learners synthesise information from a range of transdisciplinary texts and construct and clearly express coherent, logical and sustained arguments. In responding to texts, learners have opportunities to discuss and listen to differing perspectives, compare, draw conclusions and influence audiences for a range of purposes. They consider intended purpose, their representation of ideas and issues and audience response when crafting their own persuasive, analytical, creative and interpretive texts.

Key knowledge

the arguments, ideas, issues and perspectives presented in texts
the use of persuasive language and persuasive techniques
the features of analytical responses to texts that present an argument
the features of written, spoken and multimodal texts used by authors to position audiences.

How to consider how attitudes and assumptions are presented in texts including:

the representation of community, local or global issues in texts from English and a range of disciplines
the use of mediums, types of texts, text structures and language features; for example, subjective and objective reporting in feature articles and current affairs programs
how some points of view are privileged while others are marginalised or silenced; for example, the unreliable narrator in fiction and film.

Key skills

How to use strategies and skills for comprehending texts including:

analysing issues and ideas represented in a range of texts and explaining points of view and implications
evaluating the evidence upon which different views are based
explaining how texts use language to appeal to the beliefs, attitudes and values of an audience
reflecting on the way ideas and information are presented in texts
applying inquiry skills and learning processes.

How to use information for specific purposes and contexts by:

investigating and synthesising ideas and information from a range of transdisciplinary source material
determining the relevance of source material to the context and topic
employing ethical research practices such as acknowledging sources and avoiding plagiarism and collusion.

How to create a range of texts:

expressing perspectives about an idea, issue or event in a range of mediums and digital technologies
integrating text structures, language features and visual techniques to engage and persuade audiences
communicating and presenting ideas and information
using appropriate strategies to establish and maintain spoken communication
developing appropriate vocabulary and using accurate spelling, punctuation and grammar
using an effective editing processes and appropriate referencing in the presentation of work.

Module 2 work requirements summary

This module includes the following work requirements:

one analytical extended response (written) focussed on engaging critically with issues in texts.
one portfolio with 2 parts:
- part 1: an analytical extended response (written) which makes connections with issues in texts
- part 2: a creative extended response (multimodal or written) focussed on engaging imaginatively or creatively with issues in texts.

See Appendix 3 for the full specifications of the work requirements of this course.

Module 2 assessment

This module has a focus on criteria 1, 2, 3, 4, 5 and 7.

Course Content: Module 3

Module 3: Independent inquiry

In this module learners will undertake an independent inquiry through a transdisciplinary approach to learning. To do this, learners will select and negotiate a prescribed conceptΔ. Prescribed concepts to choose from are: identity, transformation, power, or sustainability. The prescribed concept can be explored as a theme within the concept or as an issue. Learners will also self-select, negotiate, analyse and respond to three texts in total, from the English discipline and at least one other discipline.

Possible transdisciplinary connections with English in this module include, but are not exclusive to, English and Health and Physical Education, Humanities and Social Sciences, Mixed Field, Science, Technologies and The Arts. A transdisciplinary connection is a purposeful link between English and another learning area. It involves integrating concepts, skills, or texts to deepen understanding and broaden perspectives for inquiry and response.

For example:

English and Science: learners investigate sustainability ideas or issues related to Antarctica and the Southern Ocean. For example, learners focus on one or more of the following aspects:

human impacts in Antarctica and the Southern Ocean
environmental impacts in Antarctica and the Southern Ocean
impacts of hunting and fishing
introduced species
undoing past damage.

Possible stimuli could include, but are not limited to, scientific research and programs, international agreements, United Nations goals, government strategic plans, environmental protection studies, scientific observatory data, non-fiction picture books and magazine articles.

English and Humanities and Social Sciences, Technologies and The Arts: learners investigate how can identity be shaped and represented. For example, learners focus on one of the following aspects:

Technologies and The Arts: How can technology, media or social media represent and shape our identity?
Humanities and Social Sciences and The Arts: How can our cultural identity shape our perceptions of the world?

Possible stimuli could include, but are not limited to, visual artworks, plays, print based, digital, live and transmedia multimodal texts, locative or site-specific storytelling and historical narratives.

^Δ See Appendix 6 for prescribed concepts.

Module 3 learning outcomes

The following learning outcomes are a focus for this module:

apply and control language to express and develop ideas
apply clear communication skills through speaking, listening, reading, writing, viewing and representing
understand ways in which language is used to influence and engage different audiences
create oral, written and multimodal texts^Δ that communicate ideas, values, points of view and perspectives on ideas and issues
apply inquiry skills to make and communicate meaning through transdisciplinary study of English
investigate and create texts^Δ by experimenting with different ways of representing a concept.

^Δ contemporary spoken, written and multimodal texts from English and a range of other disciplines

Module 3 content

In Module 3 learners investigate and develop a reasoned response to the ways in which a prescribed^Δ concept is represented in texts from the English discipline and at least one other discipline. Learners will continue to develop and extend their understanding of the ways that point of view works as a persuasive device in texts to shape meaning and invite response, and that perspective provides a frame through which we learn to see the world. Learners experiment with language features, devices form and medium to create their own persuasive, analytical and creative texts. Learners will either consolidate or extend knowledge, understanding and skills from their learning in modules 1 and 2.

^Δ See Appendix 6 for prescribed concepts.

Key knowledge

the arguments, ideas, issues, points of view and perspectives presented in texts
the features of analytical, creative, persuasive responses including structure, conventions and language
the features of comparative analysis including structure, conventions and language
the features of written, spoken and multimodal texts used by authors to position audiences
the conventions of discussion and oral presentations.

Key skills

Use strategies and skills for comprehending transdisciplinary texts

consolidating and extending comprehension and inquiry skills.

Consider how attitudes and assumptions are presented in transdisciplinary texts

consolidating and extending critical literacy skills.

Use information for specific purposes and contexts

consolidating and extending ethical research practices.

Create a range of texts:

using critical and creative thinking skills to manipulate language, form, mode and medium to express ideas, values and perspectives in innovative and meaningful ways
experimenting with point of view to influence audiences
presenting oral texts that communicate ideas and perspectives
using the language of negotiation, problem solving and conflict resolution
using appropriate vocabulary, spelling and sentence structures and editing processes.

Applying key knowledge and skills to the independent inquiry

Learners will negotiate an independent inquiry by exploring a range of ways of representing an authentic concept in texts drawn from English and at least one other discipline. The independent inquiry must comprise approximately 70 percent of the module time. The other 30 percent of class time is distributed across the module to establish, present and self-evaluate the inquiry. Guidance as to the establishment and development of the inquiry is provided in Appendix 7.

Learners will:

select and negotiate one prescribed concept^Δ from identity, transformation, power or sustainability, that has not previously been studied in this course
negotiate an inquiry focus or question in line with the prescribed concept
identify and negotiate the transdisciplinary connections to be used in their study between the English discipline and in texts from at least one other discipline
self-select and negotiate the study of three texts in total. The texts will comprise:
- one extended English text
- two shorter texts in different forms and media from other disciplines.

All texts selected must:
- relate to the prescribed concept
- be appropriate to the module focus, level of complexity and course standards.

explain and justify the intention of the inquiry
critically reflect on the processes involved in the inquiry
outline new learning developed in response to the inquiry.

^Δ See Appendix 6 for the full specifications of the text requirements and the prescribed concepts of this course.

Learners will:

engage critically and creatively in transdisciplinary learning using a range of inquiry skills and processes
engage with at least three text types in in a range of written, oral, multimodal and digital forms
use a range of inquiry skills and processes to develop and communicate their learning
establish and meet agreed time frames.

Learners will provide evidence of their learning throughout the stages of their inquiry through:

an independent inquiry for external assessment
a study journal developed during the development of the inquiry
a multimodal presentation developed using the texts created in the independent inquiry and presented after the submission of the independent inquiry.

The independent inquiry will comprise four different text types:

one reflective statement in the form of an extended written response
one comparative analysis extended written response, examining the representation of one of the prescribed concepts, identity, transformation, power or sustainability, through point of view, perspective, and text features
one persuasive extended response combining written and visual multimodal elements to convey the learner's point of view and other perspectives on the prescribed concept
one creative extended response, presented as a multimodal print or non-print format, which represents the prescribed concept through a narrative argument.

See Appendix 6 for the full specifications of the text requirements of this course.

Module 3 work requirements summary

This module includes the following work requirements:

One externally assessed, independent inquiry containing three different text types.
One internally assessed reflection (written, multimodal or oral presentation) on the inquiry process and output.

See Appendix 3 for the full specifications of the work requirements of this course.

See Appendix 6 for the full specifications of the text requirements of this course.

Module 3 assessment

This module has a focus on criteria 1, 2, 3, 4, 5 and 8.

Assessment

Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate endpoint of study. Although assessment as part of the learning program is continuous, much of it is formative and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect endpoint achievement.

The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.

A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.

A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.

Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.

TASC will supervise the external assessment of designated criteria which will be indicated by an asterisk (*). The ratings obtained from the external assessments will be used in addition to internal ratings from the provider to determine the final award.

Quality Assurance Process

The following processes will be facilitated by TASC to ensure there is:

a match between the standards of achievement specified in the course and the skills and knowledge demonstrated by learners
community confidence in the integrity and meaning of the qualification.

Process 

TASC gives course providers feedback about any systematic differences in the relationship of their internal and external assessments and, where appropriate, seeks further evidence through audit and requires corrective action in the future.

This process will be scheduled by TASC using a risk-based approach.

Additionally, TASC may select to undertake scheduled audits of this course and its work requirements (Provider standards 1, 2, 3 and 4).

External Assessment Requirements

The external assessment for this course will comprise:

one folio assessing criteria 1, 2, 3, 4 and 8.

For further information, see the current external assessment specifications and guidelines for this course available in the Supporting documents below.

Criteria

The assessment for English Inquiry Level 3 will be based on the degree to which the learner can:

apply and control language to express and develop ideas^*
apply communication skills through speaking, listening, reading, writing, viewing and representing^*
analyse the ways language is used to position audiences^*
create a range of oral, written and multimodal texts^Δ*
apply inquiry skills and processes
examine the representation of point of view in texts^Δ*
analyse the ways that perspectives are presented in texts^Δ*
investigate and create representations of point of view and perspective in texts^Δ*.

^Δ contemporary spoken, written and multimodal texts from English and a range of other disciplines

^* denotes criteria that are both internally and externally assessed

	Module 1	Module 2	Module 3
Criteria focus	1,2,3,4,5,6	1,2,3,4,5,7	1,2,3,4,5,8

Standards

Criterion 1: apply and control language to express and develop ideas

This criterion is both internally and externally assessed.

Standard Element	Rating A	Rating B	Rating C
E01 - Control of language	sustains control and accurately uses grammatical conventions, punctuation and spelling to achieve effect	accurately uses grammatical conventions, punctuation and spelling	uses grammatical conventions, punctuation and spelling errors do not impede meaning
E02 - Register	accurately uses register and sophisticated vocabulary and syntax to convey meaning for a range of purposes and audiences	accurately uses register, vocabulary and syntax to convey meaning for a range of purposes and audiences	selects and uses appropriate register, vocabulary and syntax to convey meaning for a range of purposes and audiences
E03 - Structure and cohesion	develops a clearly structured, coherent and cohesive text	develops a logically structured text	develops a structured text
E04 - Academic integrity	clearly and accurately differentiates the information, images, ideas and words of others from the learner’s own	clearly differentiates the information, images, ideas and words of others from the learner’s own	differentiates the information, images, ideas and words of others from the learner’s own
E05 - Referencing	creates appropriate, well-structured reference lists and follows referencing conventions and methodologies with a high degree of accuracy.	creates appropriate, structured reference lists and follows referencing conventions and methodologies correctly.	creates appropriate, structured reference lists and follows referencing conventions and methodologies; errors do not impede meaning.

Criterion 2: apply communication skills through speaking, listening, reading, writing, viewing and representing

This criterion is both internally and externally assessed.

Standard Element	Rating A	Rating B	Rating C
E01 - Mode appropriate features: written, visual language, oral and gestural	effective and controlled choice of mode-appropriate features for purpose, audience and context	appropriate and controlled choice of mode-appropriate features for purpose, audience and context	appropriate choice of mode-appropriate features for purpose, audience and context to achieve clarity: errors do not impede meaning
E02 - Use of written and visual language	experiment by selecting, adapting or subverting vocabulary and visual language features to communicate ideas in innovative ways	experiment by using, selecting, adapting and combining vocabulary and visual language features to clearly communicate ideas	experiment by using and combining vocabulary and visual language features to communicate ideas
E03 - Communication and negotiation skills	communicates ideas effectively using the language of negotiation, problem solving and conflict resolution	communicates ideas appropriately using the language of negotiation, problem solving and conflict resolution	communicates ideas using the language of negotiation, problem solving and conflict resolution
E04 - Text construction	purposefully selects and sequences relevant subject matter, using cohesive devices to construct a coherent text	appropriately selects and sequences relevant subject matter, using cohesive devices to construct a coherent text	selects and sequences subject matter, using cohesive devices to construct a coherent text
E05 - Oral, written or multimodal presentation	accurately presents ideas and information appropriate to purpose and audience.	effectively presents ideas and information appropriate to purpose and audience.	clearly presents ideas and information appropriate to purpose and audience.

Criterion 3: analyse the ways language is used to position audiences

This criterion is both internally and externally assessed.

Standard Element	Rating A	Rating B	Rating C
E01 - Text structures and features	evaluates how text structures and language features are used to achieve particular purposes and effects	analyses how text structures and language features are used to achieve particular purposes and effects	explains how text structures and language features are used to achieve particular purposes and effects
E02 - Analysis of connections between language, context and meaning	critically analyses connections between texts^Δ, context, purpose and audience in the construction of meaning	analyses connections between texts^Δ, context, purpose and audience in the construction of meaning	discusses connections between texts^Δ, context, purpose and audience in the construction of meaning
E03 - Influence of context	evaluates how social, cultural and historical contexts influence language use and audience reception	analyses how social, cultural and historical contexts influence language use and audience reception	explains how social, cultural and historical contexts influence language use and audience reception
E04 - Audience positioning	evaluates how specific language choices and rhetorical devices position audiences to adopt particular responses.	analyses how language choices and rhetorical devices position audiences to adopt particular responses.	explains how language choices and rhetorical devices position audiences to adopt particular responses.

^Δcontemporary spoken, written and multimodal texts from English and a range of other disciplines

Criterion 4: create a range of oral, written and multimodal texts

This criterion is both internally and externally assessed.

Standard Element	Rating A	Rating B	Rating C
E01 - Text^Δ creation	creates sophisticated, sustained and coherent texts in different modes for different contexts, purposes and audiences	creates effective and coherent texts in different modes for different contexts, purposes and audiences	creates texts appropriate for different modes for different contexts, purposes and audiences
E02 - Language features, text^Δ structures and forms	makes discerning selection of language features, text structure and forms to engage and persuade audiences	selects language features, text structures and forms effectively to engage and persuade audiences	selects language features, text structures and forms appropriately, to engage and persuade audiences
E03 - Construction of an argument	constructs a compelling and coherent argument, comprehensively supported by relevant evidence and examples	constructs a coherent and logical argument, effectively supported by relevant evidence and examples	constructs a clear argument, supported by evidence and examples
E04 - Plan, edit and review texts	plans, drafts, edits, evaluates and refines the effectiveness of their own texts.	plans, drafts, proofreads, reviews and develops the effectiveness of their own texts.	plans, drafts, proofreads and develops the effectiveness of own texts.

^Δcontemporary spoken, written and multimodal texts from English and a range of other disciplines

Criterion 5: apply inquiry skills and processes

This criterion is only internally assessed.

Standard Element	Rating A	Rating B	Rating C
E01 - Inquiry skills	applies inquiry skills and processes effectively, to respond to all aspects of the inquiry	applies inquiry skills and processes appropriately, to respond to all aspects of the inquiry	applies inquiry skills and processes to respond to all aspects of the inquiry
E02 - Research	researches widely and independently, locating relevant information and uses it effectively for different contexts, purposes and audiences	researches widely and locates relevant information and uses it appropriately for different contexts, purposes and audiences	researches and locates relevant information and uses it for different contexts, purposes and audiences
E03 - Self-management and reflective practice	clearly explains and justifies thinking about, choices, strategies and actions taken in the development and completion of work requirements	clearly explains thinking, about choices, strategies and actions taken in the development and completion of work requirements	explains thinking about choices, strategies and actions taken in the development and completion of work requirements
E04 - Time management	effectively meets specified or negotiated timelines and addresses all task requirements comprehensively.	meets specified or negotiated timelines and addresses all task requirements.	meets specified or negotiated timelines and addresses most task requirements.

Criterion 6: examine the representation of point of view in texts

This criterion is only internally assessed.

Standard Element	Rating A	Rating B	Rating C
E01 - Analysis of attitudes and values	critically analyses how underlying attitudes and values are represented in texts, comprehensively supported by relevant evidence and examples	analyses how underlying attitudes and values are represented in texts, supported by relevant evidence and examples	explains how attitudes and values are represented in texts, supported by relevant evidence and examples
E02 - Point of view as a device	effectively selects and privileges particular point of view to shape meaning and response	appropriately uses point of view for particular purposes and effects	uses point of view to achieve particular purposes
E03 - Audience positioning	critically analyses how composers can privilege, marginalise or silence points of view in texts^Δ	analyses how composers can privilege, marginalise or silence points of view in texts^Δ	discusses how composers can privilege, marginalise or silence points of view in texts^Δ
E04 - Shape meaning and response	evaluates how effectively point of view works as a persuasive and literary device in different texts^Δ to shape meaning and response.	analyses how point of view works as a persuasive and literary device in different texts^Δ to shape meaning and response.	explains how point of view works as a persuasive and literary device in different texts^Δ to shape meaning and response.

^Δ contemporary spoken, written and multimodal texts from English and a range of other disciplines

Criterion 7: analyse the ways that perspectives are presented in texts

This criterion is only internally assessed.

Standard Element	Rating A	Rating B	Rating C
E01 - Analysis of issues and perspectives	evaluates ideas, issues and perspectives in texts supported by extensive evidence from texts^Δ	analyses ideas, issues and perspectives in texts supported by evidence from texts^Δ	discusses ideas, issues and perspectives in texts supported by evidence from texts^Δ
E02 - Shape perspectives	makes discerning selection of language, devices and mode appropriate features to shape perspectives of people, events, groups or ideas	effectively selects language, devices and mode appropriate features to shape perspectives of people, events, groups or ideas	clearly uses language, devices and mode appropriate features to shape perspectives of people, events, groups or ideas
E03 - Audience positioning	critically analyses how audiences are invited to accept or reject particular perspectives.	analyses how audiences are invited to accept or reject particular perspectives.	explains how audiences are invited to accept or reject particular perspectives.

^Δ contemporary spoken, written and multimodal texts from English and a range of other disciplines

Criterion 8: investigate and create representations of point of view and perspective in texts

This criterion is both internally and externally assessed.

Standard Element	Rating A	Rating B	Rating C
E01 - Reflective statement	evaluates the intent of the study, justifying use of specific language features, conventions, form and mode	identifies and analyses the intent of the study, explaining use of specific language features, conventions, form and mode	identifies and articulates the intent of the study, explaining use of specific language features, conventions, form and mode
E02 - Comparative analysis of representation of issues in texts^Δ	compares texts by evaluating the ways language features and structures represent different perspectives	compares texts by analysing the ways language features and structures represent different perspectives	compares texts by explaining the ways language features and structures represent different perspectives
E03 - Perspective and point of view in own texts	crafts a persuasive, cohesive argument, integrating point of view to achieve particular purposes, drawing on single or differing perspectives as appropriate	crafts a clear and balanced argument, selecting point of view to achieve particular purposes drawing on single or differing perspectives as appropriate	crafts a balanced argument, using point of view to achieve particular purposes, drawing on single or differing perspectives as appropriate
E04 - Creative writing: narrative as argument	crafts a sustained creative response that effectively uses narrative conventions to construct and convey a persuasive argument from a particular perspective.	crafts a creative response that appropriately uses narrative conventions to construct and convey a persuasive argument from a particular perspective.	crafts a creative response that uses narrative conventions to construct and convey persuasive argument for a particular perspective.

^Δcontemporary spoken, written and multimodal texts from English and a range of other disciplines

Qualifications Available

English Inquiry Level 3 (with the award of):

EXCEPTIONAL ACHIEVEMENT

HIGH ACHIEVEMENT

COMMENDABLE ACHIEVEMENT

SATISFACTORY ACHIEVEMENT

PRELIMINARY ACHIEVEMENT

Award Requirements

The final award will be determined by TASC from 13 ratings (8 from the internal assessment, 5 from external assessment).

The minimum requirements for an award in this course are as follows:

EXCEPTIONAL ACHIEVEMENT (EA)
10 ‘A’ ratings, 3 ‘B’ ratings (3 ‘A’ ratings, 2 ‘B’ rating from external assessment)

HIGH ACHIEVEMENT (HA)
5 ‘A’ ratings, 5 ‘B’ ratings, 3 ‘C’ ratings (1 ‘A’ ratings, 3 ‘B’ ratings, 1 ‘C’ rating from external assessment)

COMMENDABLE ACHIEVEMENT (CA)
6 ‘B’ ratings, 6 ‘C’ ratings (2 ‘B’ ratings, 3 ‘C’ ratings from external assessment)

SATISFACTORY ACHIEVEMENT (SA)
11 ‘C’ ratings (3 ‘C’ ratings from external assessment)

PRELIMINARY ACHIEVEMENT (PA)
6 ‘C’ ratings

A learner who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.

Course Evaluation

The Department for Education, Children and Young People (DECYP) will develop and regularly review and revise the curriculum. Course evaluation is informed by the experience of the course’s implementation, delivery and assessment. More information about course evaluation can be found on the Years 9-12 website.

Course Developer

This course has been developed by the Department for Education, Children and Young People’s Senior Secondary Provision Unit in collaboration with Catholic Education Tasmania and Independent Schools Tasmania.

Accreditation

The accreditation for this course has been renewed from 1 January 2026.

Version History

Version 1: Accredited on 23 November 2022 for use from 1 January 2024 to 31 December 2028.

Version 2: Accreditation renewed with amendment on 26 April 2023. Minor change to the wording of C02-E04. The word spoken has been removed and "speech" has been changed to "text" to provide increased utility.

Version 3: Accreditation renewed with amendment on 20 June 2023: The wording 'including an oral component and transcript' has now been removed from the module 3 work requirements.

Version 4: Accreditation renewed with amendments approved 28 November 2024 for minor adjustments to Module 3 Work Requirement wording.

Version 5: Accreditation reviewed with amendments on 1 April 2025. Refinement to QA section (removal of archive requirement).

Version 6: Accreditation renewed with amendments from 1 January 2026. Additional prescribed concepts added, changes to Standards and minor administrative updates have been applied.

Appendix 1 – Line of sight

Line of sight

Learning outcomes	Course content: modules	Work requirements: modules	Criterion	Criterion elements	General capabilities
apply and control language to express and develop ideas	1, 2, 3	1, 2, 3	1	1, 2, 3, 4, 5	Critical and Creative Thinking; Literacy
apply clear communication skills through speaking, listening, reading, writing, viewing and representing	1, 2, 3	1, 2, 3	2	1, 2, 3, 4, 5	Critical and Creative Thinking; Literacy
understand ways in which language is used to influence and engage different audiences	1, 2, 3	1, 2, 3	3	1, 2, 3, 4	Critical and Creative Thinking; Literacy
create oral, written and multimodal texts that communicate ideas, values, points of view and perspectives on ideas and issues	1, 2, 3	1, 2, 3	4	1, 2, 3, 4	Critical and Creative Thinking; Literacy
apply inquiry skills to make and communicate meaning through transdisciplinary study of English	1, 2, 3	1, 2, 3	5	1, 2, 3,4	Critical and Creative Thinking; Literacy
*examine the ways that points of view are presented in texts for different purposes and contexts**	1	1	6	1, 2, 3, 4	Critical and Creative Thinking; Literacy
examine the ways that perspectives are presented in texts^*	2	2	7	1, 2, 3	Critical and Creative Thinking; Literacy
Investigate and create texts by experimenting with different ways of representing a concept.	3	3	8	1, 2, 3, 4	Critical and Creative Thinking; Literacy

Appendix 2 – Alignment to curriculum frameworks

Alignment to curriculum frameworks

English Inquiry Level 3 aligns with course content contained in:

Senior Secondary Australian Curriculum: Essential English Units 3-4 through a transdisciplinary lens.

Representation of Senior Secondary Australian Curriculum: Essential English Unit 3

All Unit 3 content descriptors are articulated in the course content.

On one occasion, content descriptors have been amalgamated as evidenced through the representation and allocation of content codes below.

Use strategies and skills for comprehending texts including:

distinguishing different points of view about the main ideas in texts (ACEEE029)
identifying facts, opinions, supporting evidence and bias (ACEEE030)
understanding the way attitudes and values are represented (ACEEE031)
explaining shifts in intonation and point of view, identifying the effect of language choices on an audience. (ACEEE032)

Consider how different perspectives and values are presented in texts* including:

the relationships between context, purpose and audience, and the impact on meaning in social, community and workplace texts (ACEEE033)
the use of narrative techniques, mediums, types of texts, text structures and language features. (ACEEE034) ACEEE035)

Using information for specific purposes and contexts by:

gathering different points of view (ACEEE036)
categorising and integrating ideas and information about specific themes or ideas (ACEEE037)
understanding ethical research practices. (ACEEE038)

Create a range of texts:

using personal voice and adopting different points of view to influence audiences in a range of mediums and digital technologies (ACEEE039)
selecting text structures, language features and visual techniques to communicate and represent ideas and information for different contexts and purposes (ACEEE040)
developing appropriate vocabulary and using accurate spelling, punctuation and grammar (ACEEE041)
using strategies for planning, drafting, revising, editing and proofreading and appropriate referencing. (ACEEE042)

Representation of Senior Secondary Australian Curriculum: Essential English Unit 4

All Unit 4 content descriptors are articulated in the course content.

Use strategies and skills for comprehending texts including:

analysing issues and ideas represented in a range of texts and explaining points of view and implications (ACEEE043)
evaluating the evidence upon which different views are based (ACEEE044)
explaining how texts use language to appeal to the beliefs, attitudes and values of an audience (ACEEE045)
reflecting on the way ideas and information are presented in texts. (ACEEE046)

Consider how attitudes and assumptions are presented in texts including:

the representation of community, local or global issues in social, community, workplace or literary texts (ACEEE047)
the use of mediums, types of texts, text structures and language features; for example, subjective and objective reporting in feature articles and current affairs programs (ACEEE048)
how some points of view are privileged while others are marginalised or silenced; for example, the unreliable narrator in fiction and film. (ACEEE049)

Using information for specific purposes and contexts by:

investigating and synthesising ideas and information from a range of source material (ACEEE050)
determining the relevance of source material to the context and topic (ACEEE051)
employing ethical research practices such as acknowledging sources and avoiding plagiarism and collusion. (ACEEE052)

Create a range of texts:

expressing a logical point of view about an idea, issue or event in a range of mediums and digital technologies (ACEEE053)
integrating text structures, language features and visual techniques to engage and persuade audiences; for example, creating a multimedia advertising campaign (ACEEE054)
developing appropriate vocabulary and using accurate spelling, punctuation and grammar (ACEEE055)
using an effective editing processes and appropriate referencing in the presentation of work. (ACEEE056)

Appendix 3 – Work requirements

Work requirements

The work requirements of a course are processes, products or performances that provide a significant demonstration of achievement that is measurable against the course’s standards. Work requirements need not be the sole form of assessment for a module.

Note: The work requirements for this course must evidence transdisciplinary study between English and a range of other disciplines.

Module 1 work requirements specifications

Work requirement 1 of 2

Title of work requirement: Engaging critically or creatively with point of view in texts^Δ

Mode and format: Portfolio, written and multimodal

Description: Learners craft:

Part 1: an analytical response examining the ways composers use point of view to shape meaning in textsΔ.
Part 2: a creative response in the form of a narrative argument from a particular point of view with a short context statement identifying their purpose and choices.

Size: A maximum of 1 800 words for both parts.

Part 1: 1 000 words
Part 2: 800 words or 2 minutes multimodal equivalent

Relevant criteria: 1, 2, 3, 4 and 6

^Δ contemporary spoken, written and multimodal texts from English and a range of other disciplines

Work requirement 2 of 2

Title of work requirement: Making connections between textsΔ

Mode and format: Extended response, written or multimodal

Description: Learners craft a persuasive argument assessing the ways point of view works as a device in different text types.

Size: A maximum of 1 000 words or 2 minutes multimodal created content or equivalent

Timing: Will depend upon the learning context and the needs of the individual learner

Relevant criteria: 1 or 2, 4, 5 and 6

^Δ contemporary spoken, written and multimodal texts from English and a range of other disciplines

Module 2 work requirements specifications

Work requirement 1 of 2

Title of work requirement: Making connections with issues in textsΔ

Mode and format: Extended response, written

Description: Learners craft an analytical response that examines the representation of the same issue in two different texts and how audiences are positioned to accept or reject the perspectives presented.

Size: A maximum of 1 000 words

Timing: Will depend upon the learning context and the needs of the individual learner

Relevant criteria: 1, 3, 5 and 7

^Δ contemporary spoken, written and multimodal texts from English and a range of other disciplines

Work requirement 2 of 2

Title of work requirement: Engaging critically and creatively with issues in textsΔ

Mode and format: Portfolio, written and multimodal

Description: Learner’s craft:

Part 1: a written argument by analysing a range of ideas and perspectives on a specified issue
Part 2: a creative response which shows different perspectives on an issue

Size: A maximum of 1 800 words for both parts

Part 1: 1 000 words
Part 2: 800 words or 2 minutes multimodal equivalent

Relevant criteria: 1, 2, 3, 4 and 7

^Δ contemporary spoken, written and multimodal texts from English and a range of other disciplines

Module 3 work requirements specifications

Work requirement 1 of 2

Title of work requirement: Independent inquiry

Mode and format: Folio, written and multimodal

Description: A folio comprised of analytical, creative and persuasive pieces

Size: Suggested range:

5,200 – 6,600-word limit (if submitting 4 written pieces) or 4,000 – 5,200, plus a recording from between 3 to 4 minutes multimodal (if submitting 3 written and a multimodal).
Learners will select and negotiate one of the prescribed concepts, not previously studied in this course from the following options:
- identity
- transformation
- power
- sustainability
The prescribed concept can be explored as a theme within the concept or as an issue.
Learners will also self-select, negotiate, analyse and respond to three texts in total, from the English discipline and at least one other discipline.

See Appendix 6 for the text selection requirements for the folio.

Timing: 35 hours including class time

Relevant criteria: 1, 2, 3, 4 and 8

Relationship to external assessment: The folio is externally assessed

The folio will contain:

one reflective statement in the form of an extended written response
one comparative analysis extended written response, examining the representation of one of the prescribed concepts, identity, transformation, power or sustainability, through point of view, perspective, and text features
one persuasive extended response combining written and visual multimodal elements to convey the learner's point of view and other perspectives on the prescribed concept
one creative extended response, presented as a multimodal print or non-print format, which represents the prescribed concept through a narrative argument.

The independent inquiry requires the use of MLA9 referencing.

Work requirement 2 of 2

Title of work requirement: Reflection

Mode or format: Multimodal or oral presentation

Description: Learners craft a short presentation which discusses and outlines the inquiry processes and output of the inquiry. The reflection may be presented as:

a short oral/multimodal presentation or
a multimodal text in another format (equivalent in scope)

Size: A maximum of 3 minutes presentation time or 600 words within the multimodal format

Timing: Will depend upon the learning context and the needs of the individual learner

Relevant criteria: 2 and 5

Appendix 4 – General capabilities and cross-curriculum priorities

General capabilities and cross-curriculum priorities

Learning across the curriculum content, including the cross-curriculum priorities and general capabilities, assists students to achieve the broad learning outcomes defined in the Alice Springs (Mparntwe) Education Declaration (December 2019).

General capabilities:

The general capabilities play a significant role in the Australian Curriculum in equipping young Australians to live and work successfully in the twenty-first century.

In the Australian Curriculum, capability encompasses knowledge, skills, behaviours and dispositions. Students develop capability when they apply knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, in their learning at school and in their lives outside school.

The general capabilities include:

Cross-curriculum priorities:

Cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face, for their own benefit and for the benefit of Australia as a whole. The priorities provide national, regional and global dimensions which will enrich the curriculum through development of considered and focused content that fits naturally within learning areas. Incorporation of the priorities will encourage conversations between students, teachers and the wider community.

The cross-curriculum priorities include:

Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability.

Appendix 5 – Glossary

Term	Definition	Source Acknowledgement
accuracy	The condition or quality of being true, correct or exact; freedom from error or defect; precision or exactness; correctness; in science, the extent to which a measurement result represents the quantity it purports to measure; an accurate measurement result includes an estimate of the true value and an estimate of the uncertainty.	Queensland Curriculum and Assessment Authority (QCAA)
accurate	Precise and exact; to the point; consistent with, or exactly conforming to a truth, standard, rule, model, convention or known facts; free from error or defect; meticulous; correct in all details.	Queensland Curriculum and Assessment Authority (QCAA)
analyse	Consider in detail for the purpose of finding meaning or relationships, and identifying patterns, similarities and differences.	Senior Secondary Australian Curriculum English
appropriate	Acceptable; suitable or fitting for a particular purpose, circumstance, context, etc.	Queensland General English Syllabus 2019
clearly	In a clear manner; plainly and openly, without ambiguity.	Queensland Curriculum and Assessment Authority (QCAA)
coherent	Orderly, logical and internally consistent relation of parts.	Senior Secondary Australian Curriculum English
cohesion	Grammatical or lexical relationships that bind different parts of a text together and give it unity. Cohesion is achieved through various devices such as connectives, ellipses and word associations, sometimes called lexical cohesion. These associations include synonyms, antonyms, for example, ‘study/laze about’, ‘ugly/beautiful’, repetition, for example, ‘work, work, work – that’s all we do!’ and collocation, for example, ‘friend’ and ‘pal’ in, ‘My friend did me a big favour last week. She’s been a real pal.’.	The Australian Curriculum
cohesive	Characterised by being united, bound together or having integrated meaning; forming a united whole.	Queensland Senior Secondary English Course
cohesive devices	Features of vocabulary, syntax and grammar that bind different parts of a text together; examples include connectives, ellipses, synonyms; in multimodal texts examples include establishing shots in films and icons for links on web pages	Department for Education, Children and Young People (DECYP)
compare	Display recognition of similarities and differences and recognise the significance of these similarities and differences	Queensland Literacy Syllabus 2018
competent	Having suitable or sufficient skills, knowledge, experience, etc. For some purpose; adequate but not exceptional; capable; suitable or sufficient for the purpose; acceptable and satisfactory, though not outstanding.	Queensland Curriculum and Assessment Authority (QCAA)
competently	In an efficient and capable way, in an acceptable and satisfactory, though not outstanding, way.	Queensland Curriculum and Assessment Authority (QCAA)
comprehensively	Wide-ranging; detailed and thorough, including all that is relevant.
connecting	Connecting is recognising relationships between texts and between texts and own lives. In this course learners make connections between: texts and their own life elements of texts; for example, words and images common ideas, experiences and texts. Identifiable links between texts and contexts.	New South Wales English Textual Concepts Learning Processes
context	The environment in which a text is responded to or created. Context can include the general social, historical and cultural conditions in which a text is responded to and created (the context of culture) or the specific features of its immediate environment (context of situation). The term is also used to refer to the wording surrounding an unfamiliar word that a reader or listener uses to understand its meaning.	ACARA English Glossary
control	Shows the exercise of restraint or direction over; held in check; restrained, managed or kept within certain bounds.	ACARA English Glossary
convention	An accepted practice that has developed over time and is generally used and understood; for example, the use of specific structural aspects of texts such as in report writing with sections for introduction, background, discussion and recommendations. Conventions can be techniques, features or elements that belong to a genre. In order to belong to a particular genre, a text should adhere to, abide by or follow the conventions of that genre.	Government of Western Australia, School Curriculum and Standards Authority, Year 11 English Glossary
creative	Resulting from originality of thought or expression; relating to or involving the use of the imagination or original ideas to create something; having good imagination or original ideas.	Queensland Curriculum and Assessment Authority (QCAA)
creative or expressive texts	Are those multimodal texts which utilise more conventional, recognised creative/expressive forms, such as fictional, short or feature films, animation, music videos, graphic novels/comics, which are accessed via a range of platforms, and those texts which experiment with form, “…producing new creative forms, such as digital sampling, skinning and modding, fan videomaking… zines, mashups” (Jenkins et.al. 2006), often appearing in digital, participatory spaces.	Jenkins, H. (2006). Fans, bloggers, and gamers: Exploring participatory culture. nyu Press
critical	Involving skilful judgment as to truth, merit, etc.; involving the objective analysis and evaluation of an issue in order to form a judgment; expressing or involving an analysis of the merits and faults of a work of literature, music, or art; incorporating a detailed and scholarly analysis and commentary (of a text); rationally appraising for logical consistency and merit.	Queensland Curriculum and Assessment Authority (QCAA)
critically analyse	Examine the component parts of an issue or information, for example the premise of an argument and its plausibility, illogical reasoning or faulty conclusions.	Senior Secondary Australian Curriculum English
develop	In English: begin to build an opinion or idea.	ACARA English Glossary
discerning	showing insight and good judgment	Oxford Languages (2022).
effect	Selecting and using language features that promote a particular interpretation and reaction of an audience.	Senior Secondary Provision
effective	Successful in producing the intended, desired or expected result.	Queensland General English Syllabus 2019
ethical research practices	Align to academic integrity where learners undertake their studies in a way that is honest and fair as outlined in the information identified in TASC’s Academic Integrity Guide.	Department for Education, Children and Young People (DECYP)
evaluate	Make an appraisal by weighing up or assessing strengths, implications and limitations; make judgments about ideas, works, solutions or methods in relation to selected criteria; examine and determine the merit, value or significance of something, based on criteria.	Department for Education, Children and Young People (DECYP)
examine	Investigate, inspect or scrutinise; inquire or search into; consider or discuss an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.	Queensland Curriculum and Assessment Authority (QCAA)
exhibit	In this course exhibit is synonymous with presentation and sharing. Exhibition refers to projects, presentations or projects through which students exhibit what they have learned, usually as a way of demonstrating whether and to what degree they have achieved expected learning outcomes. An exhibition may take many forms or text types. Interacting with others is part of this process. Adjustments should be made based on learners’ capabilities.	https://www.edglossary.org/exhibition/
explain	Make an idea or situation plain or clear by describing it in more detail or revealing relevant facts; give an account; provide additional information.	Queensland Senior Secondary English Course
explore	Look into both closely and broadly; scrutinise; inquire into or discuss something in detail.	Queensland General English Syllabus 2019
generate ideas	Produce, create ideas.	Queensland General English Syllabus 2019
idea	In this course, the word has an open meaning and can be interpreted as understandings, thoughts, notions, opinions, views or beliefs.	Government of Western Australia School Curriculum and Standards Authority Year 11 Glossary
ideate	To think of an idea or ideas.	Cambridge English Dictionary
innovative	New and original; introducing new ideas; original and creative in thinking.	Queensland Curriculum and Assessment Authority (QCAA)
inquiry skills and learning processes	To be effective inquirers students need to: identify what they want to know and what they can achieve pose researchable questions brainstorm/ideate locate appropriate sources of information gather, sort and organise information engage personally, making connections with texts and between texts engage critically – making judgements about texts and the ways they are constructed through basic analysis experimenting- applying knowledge and skills creatively and critically to develop deep understanding: experimenting with language, form, mode and medium to express ideas and opinions making decisions and putting ideas into action present information in appropriate ways reflect on what they have learned and the inquiry process apply their knowledge in new contexts. In this course they do this through the key elements of transdisciplinary learning: engage and ideate connect and apply exhibit and reflect. In turn inquiry skills are enacted and developed through the following learning processes: understanding connecting engaging critically engaging personally reflecting experimenting.	Focus on Inquiry Jeni Wilson and Lesly Wing Jan and the New South Wales Textual Concepts: Learning Processes
intended	Designed; meant; done on purpose; intentional.	Queensland Curriculum and Assessment Authority (QCAA)
investigate	Carry out an examination or formal inquiry in order to establish or obtain facts and reach new conclusions; search, inquire into, interpret and draw conclusions about data and information.	Queensland Curriculum and Assessment Authority (QCAA)
issues	Matters of personal or public concern that are in dispute; things which directly or indirectly affect a person or members of a society and are considered to be problems. Many issues are raised in texts and it is for the reader/audience to identify these.	Government of Western Australia, School Curriculum and Standards Authority, Year 11 English Glossary
justify	Give reasons or evidence to support an answer, response or conclusion; show or prove how an argument, statement or conclusion is right or reasonable.	Queensland Curriculum and Assessment Authority (QCAA)
language features	The features of language that support meaning; for example, sentence structure, noun group/phrase, vocabulary, punctuation, figurative language, framing, camera angles. They relate to oral, written, multimodal texts and all text types. Choices in language features and text structures together define a type of text and shape its meaning. These choices vary according to the purpose of a text, its subject matter, audience and mode or medium of production.	ACARA English Glossary
literary device	Are techniques that writers use to create a special and pointed effect in their writing, to convey information, or to help readers understand their writing on a deeper level. Often, literary devices are used in writing for emphasis or clarity. Authors will also use literary devices to get readers to connect more strongly with either a story as a whole or specific characters or themes.	Department for Education, Children and Young People (DECYP)
logical	Rational and valid; internally consistent; reasonable; reasoning in accordance with the principles/rules of logic or formal argument; characterised by or capable of clear, sound reasoning; (of an action, decision, etc.) expected or sensible under the circumstances.	Queensland Curriculum and Assessment Authority (QCAA)
logically	According to the rules of logic or formal argument; in a way that shows clear, sound reasoning; in a way that is expected or sensible.	Queensland Curriculum and Assessment Authority (QCAA)
manipulate	Adapt or change to suit one.	Queensland Curriculum and Assessment Authority (QCAA)
media	Spoken, print, graphic or electronic communications with a public audience. They often involve numerous people in their construction and are usually shaped by the technology used in their production. The media texts studied in English can be found in newspapers and magazines and on television, film, radio, computer software and the internet.	Department for Education, Children and Young People (DECYP)
media texts	Spoken, print, graphic or electronic communications with a public audience; they often involve numerous people in their construction and are usually shaped by the technology used in their production; media texts can be found in newspapers and magazines and on television, film, radio, computer software and the internet.	Australian Curriculum
medium	A resource used in the production of texts, including tools and materials used; for example, digital text and a computer, writing and a pen or a typewriter.	ACARA English Glossary
mode	The various processes of communication: listening, speaking, reading/viewing and writing/creating. Modes are also used to refer to the semiotic (meaning-making) resources associated with these communicative processes, such as sound, print, image and gesture.	ACARA English Glossary
mode appropriate features	Include: written; for example, conventional spelling and punctuation spoken/signed; for example, pronunciation, phrasing and pausing, audibility and clarity, volume, pace, silence non-verbal; for example, facial expressions, gestures, proximity, stance, movement complementary features, including digital features such as graphics, still and moving images, design elements, music and sound effects.	Queensland General English Syllabus 2019
multimodal	Uses a combination of at least two modes; for example, spoken and written, delivered at the same time, to communicate ideas and information to a live or virtual audience, for a particular purpose; the selected modes are integrated so that each mode contributes significantly to the response.	Queensland General English Syllabus 2019
multimodal text	A combination of two or more communication modes; for example, print, image and spoken text, as in film or computer presentations. For example: print-based multimodal texts; for example, picture books, textbooks, graphic novels, newspapers, comics, posters, etc. digital multimodal texts; for example, slide presentations, e-books, blogs, e-posters, web pages and social media, animations, film, video games, etc. live multimodal texts; for example, dance, performance, oral storytelling, etc., which combine various modes such as gestural, spatial, audio and oral language. transmedia: use many channels or modes to disseminate a message or tell a story through the combination of multiple media platforms.	ACARA English Glossary
multimodal features	Linguistic – word choice; delivery of spoken or written text (tone); organization into sentences, phrases, paragraphs, etc.; coherence of individual words and ideas. Visual – colour, layout, style, size, perspective Audio – music; sound effects; ambient noise or sounds; silence; tone; emphasis and accent of voice in spoken language; volume of sound. Spatial – arrangement, organization, proximity between people and objects. Gestural – facial expressions, hand gestures, body language, interactions between people.	Department for Education, Children and Young People (DECYP)
narrative conventions	For example, narrative conventions comprise but are not limited to: themes structure and plot development point of view and narrative voice setting, context characterisation figurative language, connotation imagery, symbols, style, tone and mood dialogue, language register, stage directions vocabulary choice; nouns, adjectives, verbs and adverbs, active and passive voice sentence structure and length literary devices editing	Department for Education, Children and Young People (DECYP)
particular	Distinguished or different from others or from the ordinary; noteworthy.	Queensland General English Syllabus 2019
persuasive	Capable of changing someone’s ideas, opinions or beliefs; appearing worthy of approval or acceptance; (of an argument or statement) communicating reasonably or credibly.	Queensland General English Syllabus 2019
persuasive techniques	For example: appeals colloquial language connotations emotive words expert opinion hyperbole inclusive language imagery logic metaphor, pun, simile repetition sarcasm tone.	Department for Education, Children and Young People (DECYP)
perspective	Perspective is a lens through which we learn to see the world; it shapes what we see and the way we see it. Readers and viewers may be positioned to accept or reject particular perspectives. Shared perspectives are markers of groups.	Department for Education, Children and Young People (DECYP)
point of view	Point of view in a text is the position from which the subject matter of a text is designed to be perceived. In defining a point of view the writer, speaker or director of the text controls what we see and how we relate to the situation, characters or ideas in the text. Point of view may be expressed through a narrator or through a character (focaliser in a novel, persona in a poem) and because we are invited to adopt this point of view, we often align ourselves with the character or narrator. The point of view constructed in a text cannot be assumed to be that of the composer. Composers can privilege certain points of view by choosing a particular narrative stance including omniscient, limited, 1st, 2nd or 3rd person narrator. In visual, film and digital texts, point of view is indicated through such devices as foregrounding in visual images, types of camera shots or guiding a pathway of navigation through a web site. In spoken and audio texts the tone and accompanying sounds convey a point of view. Point of view therefore constructs an attitude towards the subject matter in a text which the reader, listener or viewer is invited to adopt.	Department for Education, Children and Young People (DECYP)
positioning	How texts influence responders to read in certain ways; responders are positioned or invited to construct particular meanings in relation to the characters, the arguments, or the groups in a text; a selection of techniques of composition influencing the responder to adopt a particular point of view and interpret a text in a particular way; composers position responders by selectively using detail or argument, by carefully shaping focus and emphasis and by choosing language and other textual features that promote a particular interpretation and reaction.	Department for Education, Children and Young People (DECYP)
refined	Developed or improved so as to be precise, exact or subtle.	Queensland Curriculum and Assessment Authority (QCAA)
reflect	Think about deeply and carefully. In this course learners use reflective thinking to consider why things happen and what can be learnt from these experiences.	Queensland General English Syllabus 2019
register	The degree of formality or informality of language used for a particular purpose or in a particular social setting.	ACARA English Glossary
relevant	Bearing upon or connected with the matter in hand; to the purpose; applicable and pertinent; having a direct bearing on.	Queensland General English Syllabus 2019
represent	Use words, images, symbols, or signs to convey meaning.	ACARA English Glossary
representation	Representation refers to the way people, events, issues, or subjects are presented in a text. The term implies that texts are not mirrors of the real world; they are constructions of ‘reality’. These constructions are partially shaped through the writer’s use of conventions and techniques.	Government of Western Australia School Curriculum and Standards Authority
review	View or inspect again.
sequence	Place in a continuous or connected series; arrange in a particular order.	Queensland Curriculum and Assessment Authority (QCAA)
shape meaning	The way in which authors select and use evidence, persuasive techniques and language choices to influence and position audiences	Department for Education, Children and Young People (DECYP)
sophisticated	Highly complicated or developed intellectually	www.merriam-webster.com
specific	Clearly defined or identified; precise and clear in making statements or issuing instructions; having a special application or reference; explicit, or definite; peculiar or proper to something, as qualities, characteristics, effects, etc.	Queensland General English Syllabus 2019
structure	Text structure is used to organise information to suit the type of text and its purpose. Verb: give a pattern, organisation or arrangement to; construct or arrange according to a plan. Noun: in English, arrangement of words into larger units; for example, phrases, clauses, sentences, paragraphs and whole texts, in line with cultural, intercultural and textual conventions.	Queensland General English Syllabus 2019
structured	Arranged in a given, organised sequence.	ACARA English Glossary
supported	Corroborated; given greater credibility by providing evidence.	Queensland General English Syllabus 2019
subject matter	Subject matter is the body of information, mental procedures and psychomotor procedures (see Marzano & Kendall 2007, 2008) that are necessary for students’ learning and engagement with this course.	Queensland Essential English Syllabus 2019
sustained	Carried on continuously, without interruption, or without any diminishing of intensity or extent.	Queensland Senior English Syllabus
syntax	The ways in which sentences are formed from words, group/phrases and clauses. In some education settings, the terms ‘syntax’ and ‘grammar’ are used interchangeably.	Australian Curriculum
synthesise	to make (something) by combining different things in order to make something new or create a new understanding	www.britannica.com
text	In this course texts refer to oral, written and multimodal. Communication of meaning produced in any medium that incorporates language, including sound, print, film, digital and multimedia representations; texts include written, spoken, nonverbal or visual communication of meaning; they may be extended unified works or series of related pieces.	Queensland General English Syllabus 2019
text structure(s)	The ways in which information is organised in different types of texts; for example, chapter headings, subheadings, tables of contents, indexes and glossaries, overviews, introductory and concluding paragraphs, sequencing, topic sentences, taxonomies, cause and effect. Choices in text structures and language features together define a text type and shape its meaning. Examples of text structures in literary texts include sonnets, monologues and hypertext.	ACARA English Glossary
text types	Classifications of texts according to the particular purposes they are designed to achieve. In general, in the senior courses in the English curriculum, texts are classified as creative, imaginative, interpretive, persuasive or analytical types of texts, although these distinctions are neither static nor discrete and particular texts can belong to more than one category. Analytical texts Texts whose primary purpose is to identify, examine and draw conclusions about the elements or components that make up other texts. Analytical texts develop an argument or consider or advance an interpretation. Examples of these texts include commentaries, essays in criticism, reflective or discursive responses and reviews. Creative texts Texts whose primary purpose is to entertain or provoke thought through their creative use of language and literary elements. They are recognised for their form, style and artistic or aesthetic value. Creativity is the act of creating something in the ‘real world.’ Imaginative texts Texts whose primary purpose is to entertain or provoke thought through their imaginative use of literary elements. They are recognised for their form, style and artistic or aesthetic value. These texts include novels, traditional tales, poetry, stories, plays, fiction for young adults and children, including picture books and multimodal texts, such as film. Imaginative is free from the confines of reality. Interpretive texts Texts whose primary purpose is to explain and interpret personalities, events, ideas, representations or concepts. They include autobiography, biography, feature articles, documentary, satire and allegory. Persuasive texts Texts whose primary purpose is to put forward a viewpoint and persuade a reader, viewer or listener. They form a significant part of modern communication in both print and digital environments. They include advertising, debates, arguments, discussions, polemics and essays and articles.	ACARA English Glossary
transdisciplinary learning processes	The inquiry skills are developed through the following learning processes: understanding – engage and ideate connecting – connect and apply engaging critically – ideate, connect and apply engaging personally – connect and apply reflecting – reflect and apply experimenting – engage and ideate.	Department for Education, Children and Young People (DECYP)
values	Characteristics, qualities, philosophical and emotional stances; for example, moral principles or standards often shared with others in a cultural group.	Queensland General English Syllabus 2019

Appendix 6 - Text requirements

Text requirements

In the English Inquiry Level 3 course text^Δ selection is a school-based decision comprising teacher-selected and student selected texts.

The selection of specific texts for study for modules 1, 2 and 3 will be subject to the following:

it is compulsory that learner’s study:
- three extended texts and at least six short texts
- at least one extended Australian text
- different types of texts
- there is a range and balance in the texts that learners read, listen to and view.
that the texts selected for study in English Inquiry Level 3:
- are appropriate to the course content, level of complexity, course standards and unique to each module
- are from a range of contemporary cultural contexts, valued for their quality, form and style and the English texts selected are recognised as having literary worth or artistic value
- are from both the English discipline and other disciplines.

Across the three modules the selection of texts enables learners to experience the following:

Australian texts, including texts by Aboriginal and/or Torres Strait Islander authors
texts with a wide range of cultural, social and gender perspectives and popular youth cultures
integrated modes of reading, writing, listening, speaking, viewing and representing as appropriate.

Additional advice

Texts may include literary texts, fiction and non-fiction, media texts, everyday texts and workplace texts, from increasingly complex and unfamiliar settings, ranging from the everyday language of personal experience to more abstract, specialised and technical language drawn from a range of disciplines and contexts.
In addition to the text selection requirements identified, whole texts and/or parts of transdisciplinary texts may also be selected to support teaching and learning.

Definitions

Texts are referred to in this course as oral, written and multimodal.
A short text is a text that can be read, viewed or listened to in one session, 1hour and a half duration maximum.
Contemporary texts for the purpose of this course refer to texts from the year 2000 onwards.
'Literary texts’ refer to past and present texts across a range of cultural contexts that are valued for their form and style and are recognised as having enduring or artistic value.

While the nature of what constitutes ‘literary texts’ is dynamic and evolving, they are seen as having personal, social, cultural and aesthetic value and potential for enriching students’ scope of experience. Literary texts include a broad range of forms such as novels, poetry, short stories, plays, fiction, multimodal texts such as film and non-fiction.

Modules 1 and 2

In each module, learners will study a minimum of three texts: at least one extended and two short teacher selected texts^Δ of differing types appropriate to the course content, level of complexity and course standards.

In each module learners will study at least:

one non-print multimodal text
one written text
one spoken text.

Learner self-selected texts

Through inquiry learning, learners may select their own texts as part of the learning process appropriate to the focus, content and standards in modules 1 and 2.

Module 3

In module 3, learners will self-select and study one extended text and two short texts of differing types appropriate to the course content, level of complexity and course standards.

Learners will:

select one prescribed concept, identity, transformation, power or sustainability, not previously studied in this course
select and study one substantial English textΔ on one of the prescribed concepts
select and study two shorter texts from at least one other discipline in different forms and media on one of the prescribed concepts.

For example:

Prescribed concept: sustainability

Substantive text

Flanagan, Richard. Toxic. Hamish Hamilton Australia, 2021.

Shorter text: website

“Farmed Salmon | Industries | WWF.” World Wildlife Fund 2012, website focusing on farmed salmon.

Shorter text: video

ABC News In-depth. “Salmon Farming Exposed: Does the Industry’s ‘Green Image’ Stack Up? | Four Corners.”

Prescribed concepts

The prescribed concepts for the independent inquiry are identity, transformation, power and sustainability.

Δ contemporary spoken, written and multimodal texts from English and a range of other disciplines

Appendix 7 - Module 3 learner independent inquiry plan checklist

Module 3 learner independent inquiry plan checklist

Throughout Module 3 learners can:

use this document in the development of their independent inquiry
comment on each item as it is completed including:
- a sentence outlining how they have met each requirement.

Approval requirements	Learner comments
The independent study
The learner has developed a written proposal for negotiation and approval which details: the selected concept the inquiry focus the transdisciplinary connections the selected texts the inquiry processes to be used the intended learner created text types a time management plan.
Selected concept
The learner has selected one prescribed concept for study.
Selected inquiry focus
The inquiry focus selected aligns with the selected concept and has been negotiated with the teacher.
The inquiry focus is sufficiently challenging to provide the evidence described in the external examination specifications.
The inquiry focus involves new ideas for the learner and for which an answer is not readily and publicly available.
The inquiry focus can be investigated and answered in the specified timeframe by the learner.
Transdisciplinary connections
The transdisciplinary connections identified by the learner are between English as the primary discipline and at least one other discipline.
The transdisciplinary connections identified by the learner have been negotiated with the teacher.
Text selections
The learner self-selected texts contain at least one extended English text and two shorter transdisciplinary texts as specified in Appendix 6 Text selection advice.
The learner has identified the titles and authors of the learner self-selected texts and the texts are accessible.
The learner self-selected texts comprise different text types and modes as specified in the module 3 content.
The learner self-selected texts are appropriate to the inquiry focus and the level of complexity of the English Inquiry Level 3 course.
The learner self-selected texts have not been previously studied in the English Inquiry Level 3 course and have been negotiated with the teacher.
The independent inquiry
The learner in collaboration with the teacher has identified: a time management plan outlining agreed timeframes for completion and presentation of the independent study.
The learner has identified the relationship between the composition of the learner created texts and the assessment criteria and elements.
The learner has undertaken academic integrity learning relevant to the disciplines to be addressed in the independent study.
The learner has used information from differing sources to develop the independent inquiry.
The independent inquiry is developed through the use of inquiry, research, interaction and negotiation skills which include regular consultation with the teacher about the progress of their work and evidenced in a study journal.
The completed independent study comprises five different text types which are externally assessed and internally assessed.
The reflective statement aligns to specified external requirements outlined in the external assessment specifications.
The comparative analysis aligns to specified external requirements outlined in the external assessment specifications.
The persuasive response aligns to specified external requirements outlined in the external assessment specifications.
The creative response aligns to specified external requirements outlined in the external assessment specifications.
The oral presentation aligns to specified internal work requirements outlined in the course document.
The learner has provided draft copies of their work in progress which evidence proofreading and editing.
The presentation of the learner created texts for the Independent Inquiry aligns with the presentation requirements outlined in the external assessment specifications.
The length and word count for the Independent inquiry aligns with the requirements outlined in the external assessment specifications.
The learner has developed and maintained an accurate reference list using MLA 8 referencing.
The learner has complied with all academic integrity requirements and understands the penalties that will be applied if external assessment rules have been breached.
The learner has completed and submitted to the teacher the Student inquiry declaration.
The learner has engaged in self-assessment, reflecting on the learning processes undertaken to develop and present the independent inquiry which has informed the development of the externally assessed reflective statement and the internally assessed oral presentation.