Back to Speaking and Listening
Task summary
The student was asked to prepare and deliver a presentation about an issue of their choice. The student chose to speak about access to in-vitro fertilisation by single women.
Duration: 5 minutes 47 seconds
Level 10 Sample 2 transcript (docx - 49.54kb)
Level 10 English, Speaking and Listening achievement standard (extract only)
This speaking sample provides evidence of student achievement for:
… explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features … create a wide range of texts to articulate complex ideas … make presentations … justifying opinions and developing and expanding arguments.
For more information, please see:
Victorian Curriculum F–10: English – Level 10 – Speaking and Listening
Video with annotations against achievement standard extracts for Speaking and Listening only
The student:
Justifies a personal stance, after analysis of arguments on a particular issue, using evidence and elaboration
Uses language strategically to subtly align others to own point of view, including varying modality ('should', 'will') and using rhetorical questions ('How would you feel …?' ), hyperbole ('Countless of single woman …') and metaphor ('Imagine walking on a road …')
Outlines complex abstractions (societal pressures relating to motherhood, female ageing and fertility, LGBTIQ parenting)
Shifts line of argument (the student outlines several issues before calling for action)
References and quotes statistics to add authority ('5% chance of conceiving when she is of age 40', 'According to research by New York University students …')
Uses affirmative language to encourage change ('We need to smooth the road to IVF for single woman').
Planning the next stage of student learning
When planning the next stage of the teaching and learning program to progress this student's learning, focus on the following skills and knowledge:
Level 10
- Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (VCELA483)
- Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage audiences, using organisation patterns, voice and language conventions to present a coherent point of view on a subject (VCELY485)
- Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action, speaking clearly and using logic, imagery and rhetorical devices in order to engage audiences (VCELY486)
VCE English, Unit 1
- the conventions of oral presentations including intonation, stress, rhythm, pitch, timing, volume, gesture and eye contact (Area of Study 1; Area of Study 2)
- apply the conventions of oral presentation in the delivery of spoken texts (Area of Study 1; Area of Study 2)
- the features of written, spoken and multimodal texts used by authors to position audiences, such as appeals, repetition, and vocabulary choice (Area of Study 2)
Reference to the following skills in the EAL Developmental Continuum should also be made:
Secondary 1 (S1) Level
- use some irregular plurals of countable nouns, e.g. sheep, children, ladies, men