Year+10+PLC+2016+-+SY+LL+AG


 * 11th February 2016**


 * Present: SY, AG, LL**

PLC group finalised the rubric for the CIDN SAC. Rubric will be e-mailed around for feedback before it is finalised.

Mainly adaptation of rubric from the "Justice" unit, however is more specific regarding voice. Rubric will be emailed round to Year 10 staff for feedback and then finalised by Monday.


 * 18th February 2016**


 * Present: SY, AG, LL**

PLC group finalised the topics and amended the rubric for the text response assessment in readiness for the hurdle in week 6. An attempt made to make the rubric less wordy and more student friendly. Decision to remove the specifics about colons and semicolons as this has not been taught specifically in the unit but will have to be added in at a later date as it is part of the curriculum. Perhaps this could be focussed on as part of language analysis?

LL to email around the task sheet for the hurdle and the amended rubric.


 * 25th February 2016**


 * Present: SY, AG, LL**

Moderation of creative task responses:

- **A grade responses:**
 * o Create a narrative rather than retelling – with narrative structure
 * o Wider variety of writing features – manage digressions
 * o Understanding of character complexity
 * o Go extra mile and incorporate facts and figures based on their own research

- **C grade responses:**
 * o Attempts to include writing techniques but not always effective (for example, unrevealing dialogue)
 * o Fewer references to the text – does not weave in the text beyond the topic
 * o Show understanding of Christopher’s character but struggles more with the complexity of secondary characters

- **D/E grade responses:**
 * o Some knowledge of text but not always understanding of context
 * o Voice is forced with few writing techniques
 * o Does not understand complexity of character – moves in and out of voice when writing as Christopher, does not understand secondary

LL to photocopy and distribute moderated samples to all Year 10 teachers.


 * 3rd March 2016**


 * Present: SY, AG, LL**

Tree diagram completed and discussion of assessments to track and monitor assessment and student progress. Discussion of teaching activities to improve student progress and work towards PLC goal.


 * 10th March 2016**


 * Present: SY, AG, LL**

Year 10 PLC discussed student performance in the hurdle task. Many students struggled to focus on the construction of the text, as required by the question. They had difficulties applying their knowledge from the creative task.


 * How to improve performance?**


 * Use the sample distributed by LL to demonstrate how to discuss construction of a text in an analytical essay.
 * Give students guidance as to how to complete an effective planning sheet for assessment tasks - PLC group created a guide to be explained and put on Compass for students to use.
 * AG shared resource to help students to focus on key construction areas - dialogue, letters, description

SY voiced concerns about the unit - we have done little work on themes and values and yet these are on the rubric. Are we being consistent with our approach? Some have focused on construction, whereas others have followed the rubric and have spent more time on values, themes etc. How will be moderate with this in mind? Does the rubric need to be narrowed to ensure that we cover all aspects thoroughly in the future? How do we ensure a more unified approach? PLC once again discussed the problem of time constraints and absences in Year 10 - this makes it almost impossible to cover all aspects that are supposed to be assessed according to the rubrics.


 * 17th March 2016**


 * Present: SY, LL**
 * Absent: AG**


 * 1) Discussion about Year 10 SAC conditions -** GW raised the concern about the varying levels of help given with SAC questions.

SY and LL have both gone through the unpacking of the topic and discussed structures. Are we spoon-feeding these students too much and therefore leaving them without the necessary independent skills for VCE? Discussed the reasons for this - 4 periods, Year 10 absence. To possibly be raised at a faculty meeting.

2) **Constant interruptions with Year 10** are making SAC completion near impossible. More notice needed for planning purposes.

3) **Year 10 Language Analysis Unit** - LL and SY developed a resource to introduce language analysis to students, focusing on what they should have learnt at Year 9 in the advertising and persuasive writing units. This will be shared once finalised.


 * 24th March 2016**


 * Present: SY, LL, AG**


 * 1) Discussion about Year 10 SAC conditions -** GW raised the concern about the varying levels of help given with SAC questions.

We once again discussed the difficulties with consistency of approach. SY to put a proposal together to present at faculty meeting.


 * 2) Moderation of C/D students -** Samples distributed


 * 24th March 2016**


 * Present: SY, LL, AG**

1) Hurdle, SAC and exam texts identified and will be distributed. 2) Create hurdle task sheet - to be distributed 3) Consistent approach to assistance: teachers should avoid going through the text with the students - allow for RCA in groups only 4) Rubric amended - to be continued next week. Discussion of what students need to know and how to extend "advanced" level.


 * 28th April 2016**


 * Present: SY, LL**
 * Absent: AG**

1) Rubric for hurdle task completed 2) Removed sentence structure from rubric - to be revised and included in comparative task with focus on more complex sentences for comparison. 2) To make resources for:
 * Explaining the effect on the reader - precision and vocabulary - prior to hurdle task
 * Average "student" response to identify where improved language for analysis could be used
 * Resources of sentence starters for analysis, topic sentences
 * Semi-colons and colons
 * Revision sheet on integrating quotations - combining technique with quotation
 * Using appropriate connectives to link ideas - subsequently, similarly, in addition, furthermore, moreover, however


 * 12th May 2016**


 * Present: SY, LL**
 * Absent: AG**


 * Hurdle Task Moderation -** Checking potential fails - it seems to be impossible to fail on the rubric and based on the global marking criteria. Do we need to amend all of our Y10 rubrics to introduce more rigorous standards? Should we include a criterion that required them to show evidence of RCA strategy / planning for the task? Currently the L.A. rubric seems to be too lenient. Students can receive a passing grade for doing very little.


 * TO DO: Make the comparative rubric more complex and rigorous.**


 * Improving writing (integrating quotations):** LL and SY began to make a resource to revise integration of quotation


 * 19th May 2016**


 * Present: AG, LL**
 * Absent: SY**

AG and LL discussed how to improve student writing in the exam - PLC to develop resources to address this in W6 and W7. Possible resources are outlined below.

1) Expectations of different types of response 2) Time management 3) Unpacking topics under time - with strategies 4) Writing a concise plan under time 5) Editing / proofreading 6) Reminders of fluency strategies - connectives, integration 7) Personal reflection sheet - identify targets from SACs and understand the criteria - AG to look at this
 * To improve student performance under timed conditions**

LL continued with integration of quotations resource for language analysis.


 * 26th May 2016**


 * Present: AG, LL, SY**

1) Preparation of Year 10 exam papers 2) Discussion of resources for Year 10 revision
 * LL distributed resources (exam details PPT and speed-dating tasks on the Curious Incident)
 * AG and SY put together practice CIDN questions to use for unpacking and writing practice
 * SY introduced the idea of students making revision "notebooks" for self-testing
 * SY plans to meet with Rachel Heard to develop resources for learning quotations
 * Personal reflection sheet still needed.


 * 19th August**


 * Present: AG, LL, SY**


 * Moderation of hurdle tasks with marking guidelines:**


 * High**

To achieve in the ‘**Advanced**’ column for the ‘in-depth analysis’ criteria we are looking for either: - A discussion of differences as well as similarities. Eg. Both texts demonstrate that masculine honour leads to violence, however, in ‘The Outsiders’ it is the least masculine characters who are a catalyst for the most violent event in the novel. - Sophisticated ideas which demonstrate complex thinking. Ie. Looking at the other side of the topic. Eg. People within the group can still demonstrate individuality and challenge the status quo.


 * Fails**

- Demonstrated a low knowledge of the text but had little to no comparison and little to no quotes. In other words, they do not understand the task. - If students have ‘Not Shown’ in two of the first three criteria, they should rewrite their hurdle. - If a student’s work is incomplete, the teacher can use their discretion. Students should probably not be passed if they have failed to plan their work sufficiently in this situation.