ASSESSMENT: GENRE: Radio Show

STUDENT: ______TEACHER: ______

ASSESSMENT: GENRE: Radio Show

PURPOSE: To inform and entertain a broad audience.

AUDIENCE: Teenager to general audience

CONDITIONS:4-5 minute radio show/ documentary

4 WEEKS NOTICE, KNOWN GENRE, TEACHER INPUT, 1 WEEK PREPARATION, UNLIMITED ACCESS TO RESOURCES

SET DATE: DRAFT DUE: DUE DATE:

CONTEXT:Always wanted to be a radio presenter? Well here’s your chance!

TASK:

Your task is to research a local area issue, interview someone in regard to the issue and present it to the class as a recorded radio program. You are to use a variety of media - interviews, background sounds and music (copyright free) to make your show more interesting. You must choose a topic that you have not researched before.

You need to address at least two different solutions/points of view to your researched problem. Before you record your show, you will have to present an outline (storyboard) of your show.

Your 3-5 minute presentation will need to include:

1. Introduction to the local issue you have researched
2. A detailed explanation of the local area issue including:
3. How/why it became an issue
4. Impact of the issue on the local community
5. A description of the current management of the issue by governments and other organizations
6. Ways to manage or potential solutions to the issue – how have similar issues been dealt with in other areas of Australia/the world?
7. For a three minute individual presentation no more than 30 seconds of music and for a pairs presentation of 5 minutes no more than 45 seconds of music.

Possible Topics:

Environmental issues – Water Crisis, Misuse of state forests and national parks (bike riding, etc.), Climate change (electricity usage, pollution, etc.), feral and dangerous animals.

Social issues – Drug and/or alcohol abuse, Violence, Party gate crashing, Students hanging out in front of shopping centres causing a disturbance, Indigenous affairs.

Economic issues – Poverty, Unemployment, Homeless young people (can be a social issue), Infrastructure, Council Amalgamation.

School issues – Bullying, Open formals, Student stress, Car parking for students, Virtues programme, Literacy/numeracy standards, Use of senior student spares

COMMENTS:

______

PLEASE COMPLETE WORKSHEETS: ______

TEACHER SIGNATURE

OVERALL

GRADE

Year 12 English Communication StudiesPre-Recorded Radio Presentation

A / B / C / D / E
Knowledge of contextual factors / The student has consistently demonstrated knowledge of the ways that meanings in texts are shaped by purpose, cultural context and social situationfor a radio program.by:
-consistently using patterns and conventions of the genre to achieve purpose
- selecting and synthesising relevant subject matter
-explaining information, ideas and arguments with analysis and evaluation
- substantiating opinions with relevant evidence
- controlling appropriate roles and relationships
- selecting and integrating modes where appropriate. / The student has generally demonstrated knowledge of the ways that meanings in texts are shaped by purpose, cultural context and social situation for a radio program. by:
-using patterns and conventions of the genre to achieve meaning
- selecting sufficient relevant subject matter
-explaining information, ideas and arguments with some analysis and evaluation
- supporting opinions with relevant evidence
- using appropriate roles and relationships
- selecting and combining modes where appropriate. / The student has in the main demonstrated knowledge of the ways that meanings in texts are shaped by purpose, cultural context and social situation for a radio program. by:-
-in the main, using patterns and conventions of the genres to achieve purpose
-selecting relevant subject matter
- explaining information, ideas and arguments with some analysis
- supporting opinions with some evidence
- in the main, using appropriate roles and relationships
- using designated modes. / The student has unevenly demonstrated knowledge of the ways that meanings in texts are shaped by purpose, cultural context and social situation for a radio program.by:
-unevenly using patterns and conventions of the genre to achieve purpose
- selecting some relevant subject matter
- explaining some information, ideas and arguments
- supporting opinions with a little evidence
- sometimes using appropriate roles and relationships
- using some designated modes. / The student has occasionally demonstrated knowledge of the ways that meanings in texts are shaped by purpose, cultural context and social situation for a radio program.by:
-using some conventions of the genre
-·selecting some subject matter
-· stating opinions
-·occasionally using appropriate roles and relationships
- using some modes.
Knowledge of textual features / The student has consistently demonstrated knowledge of the appropriateness in a radio program of textual features for purposes and audiences by:
- consistently sequencing and organising subject matter
-use of a range of suitable vocabulary
-controlling most clause and sentence structures
- - consistently controlling spoken and nonverbal features that contribute to meaning:
- pronunciation,
- audibility and clarity,
- pace,
- volume,
- phrasing and
- pausing for emphasis.
- controlling auditory features to make meaning in presentation of text / The student has generally demonstrated knowledge of the appropriateness of textual features in a radio program for purposes and audiences by:-
-sequencing and organising subject matter
- using suitable vocabulary
-generally maintaining control of most clause and sentence structures
- using spoken and nonverbal features that contribute to meaning:
- pronunciation,
- audibility and clarity,
- pace,
- volume,
- pausing for emphasis.
-using ,with some success, auditory features to make meaning in the presentation / The student has in the main demonstrated knowledge of the appropriateness of textual features in a radio program for purposes and audiences by:
- in the main, sequencing and organising subject matter
-sometimes using ideas with cohesive ties
-in the main using suitable vocabulary
-Using clause and sentence structures with occasional lapses in accuracy
-using spoken and nonverbal features that in the main, contribute to meaning:
- pronunciation,
- audibility and
- clarity,
- Volume.
-using auditory features that in the main contribute to the presentation / The student has unevenly demonstrated knowledge of the appropriateness of textual features in a radio program for purposes and audiences by:-
- unevenly sequencing and organising subject matter
-linking some ideas with conjunctions
- using basic vocabulary
-using some clause and sentence structures, with frequent lapses
- using some spoken and nonverbal features:
- pronunciation,
- audibility,
- Volume.
Using some auditory features / The student has occasionally demonstrated knowledge of the appropriateness of textual features in a radio program for purposes and audiences by:
- linking some ideas with conjunctions
-using a narrow range of vocabulary
-using a narrow range of clause and sentence structures that impede understanding
-using a narrow range of spoken and nonverbal features:
- pronunciation,
- audibility,
- Volume.
-auditory
Knowledge and understanding of texts
: / The student has consistently demonstrated knowledge of how texts are interpreted and constructedfor a radio program.by:
-explaining or purposefully shaping representations of people, places, events and concepts in a radio program
- explaining or effectively using cultural assumptions, attitudes, values and beliefs in texts
- making language choices to invite readers, listeners and viewers to take up positions in relation to texts. / The student has generally demonstrated knowledge of how texts are interpreted and constructed for a radio program. by:
-describing or shaping representations of people, places, events and concepts in a radio program.
- describing or using cultural assumptions, attitudes, values and beliefs in texts
- making language choices that generally invite readers, listeners and viewers to take up positions in relation to texts. / The student has in the main demonstrated knowledge of how texts are interpreted and constructed for a radio program. by:
- identifying or unevenly shaping representations of people, places, events and concepts in a radio program
- identifying or unevenly using cultural assumptions, attitudes, values and beliefs in texts
- making language choices that sometimes invite readers, listeners and viewers to take up positions in relation to texts. / The student has unevenly demonstrated knowledge of how texts are interpreted and constructed for a radio program. by:
- sometimes identifying or shaping representations of people, places, events and concepts in a radio program
-sometimesidentifying or using attitudes and beliefs in texts
- recognising that texts influence readers, listeners and viewers. / The student has occasionally demonstrated knowledge of how texts are interpreted and constructed for a radio program. by:
- occasionally recognising or shaping representations of people, places, events and concepts in a radio program
- occasionally identifying some attitudes and beliefs in texts.