ENGLISH – Year 8

Assessment instruction name and number: Task 1 – Vlog Project

Student name Year 8

Teacher name TOLE, DIGN, SCOM, HETM, PRIL

Unit 1 – Let me teach you something

Draft Due Date See checkpoints

Final Due Date 12/03/24 – 9 am
Conditions
Duration/Notice of task Weeks 5 - 8 (3 weeks and 2 days notice)
Mode Spoken/multimodal Length 3-5 mins See below
Individual / group Individual Modified / Adjusted
Resources available Open access Other
Cognitive verbs create, explain, justify
Context
This unit you have been learning about instructional language. You have worked with sentences to consider the rules
we use when we are given instructions. You understand that imperatives are a sentence form we use for instructions.
Imperatives don’t have a subject; instead, they begin with verbs or adverbial phrases. You have looked at how meaning
is made through cohesively joining instructions into step-by-step commands.
Task

You are to create an instructional YouTube episode that teaches your audience how to perform a specific task. This
episode will use instructional language and visual cues to provide a step-by-step guide for the completion of this task.
Your task needs to have enough steps that ensure you meet the 3-5 minutes timeframe.

Examples of possible tasks:

• How to bake a cake
• How to ride a skateboard
• How to groom a dog
• How to do a magic trick
• How to do a particular hairstyle.

To complete this task, you must

1. Choose a suitable skill/task
2. Consider how you will introduce the following things:
• the episode,
• yourself
• the task/skill you will teach.
3. Create a list of steps, which you will speak, that explain precisely how to complete the task.
4. Consider what other information and ‘dialogue’ you will have with your audience.
5. Create a thoughtful ‘sign off’ that continues the relationship between speaker and viewer.

NB – You will use CANVAS studio to make and upload your VLOG. As per the College’s assessment policy, IT issues are
not a valid reason for late or non-submission.
Checkpoints

 Start of Week 5 – Task distributed.

 Week 6 – Checkpoint 1 - Plan for vlog – Teacher to check.
 Start of week 7 – Checkpoint 2 - Peer Review of first vlog
 End of Week 7 – upload VLOG draft for teacher feedback.
 Week 8 – implement teacher feedback.
 12/03 – Complete vlog project due – submitted to CANVAS by 9am

* please note that precise checkpoint dates are set by your teacher and will align with your lesson times.

RESULT
• Supervised class work
Authentication strategies • Peer feedback
• Submitted through Turnitin (CANVAS)

Student signature Teacher signature

 The folio of a student’s work has the following characteristics: A B C D E
Discerning Effective Evidenced Partial Fragmented
Use of the patterns and conventions of an instructional video when Discerning use of the patterns and Effective use of the patterns and Use of the patterns and Partial se of the patterns and Fragmented use of the
communicating how to complete a chosen task. conventions of an instructional conventions of an instructional conventions of an instructional conventions of an instructional patterns and conventions of
• Introduction video when communicating how to video when communicating how video when communicating how video when communicating an instructional video when
• Clear steps complete a chosen task. to complete a chosen task. to complete a chosen task. how to complete a chosen communicating how to
• Outro task. complete a chosen task.

Use of the role of the speaker to establish and maintain relationships Discerning use of the role of the Effective use of the role of the Use of the role of the speaker to Partial use of the role of the Fragmented se of the role of
with the identified public audience. speaker to establish and maintain speaker to establish and establish and maintain speaker to establish and the speaker to establish and
• Direct address to audience relationships with the identified maintain relationships with the relationships with the identified maintain relationships with maintain relationships with
• Use of rhetorical questions to engage audience in public audience. identified public audience. public audience. the identified public the identified public
‘conversation’. audience. audience.
• Establish self as expert
Organisation, sequence subject matter to achieve instructional purpose. Discerning organisation, sequence Effective organisation, sequence Adequate organisation, sequence Partial organisation, sequence Fragmented organisation,
• Use of clear and logical steps subject matter to achieve subject matter to achieve subject matter to achieve subject matter to achieve sequence subject matter to
• Inclusion of relevant information instructional purpose. instructional purpose. instructional purpose. instructional purpose. achieve instructional purpose.
Use of cohesive devices to emphasise ideas and connect parts of video. Discerning use of cohesive devices Effective use of cohesive devices Use of cohesive devices to Partial use of cohesive devices Fragmented se of cohesive
• Use of cohesive ties to show the processes involved in to emphasise ideas and connect to emphasise ideas and connect emphasise ideas and connect to emphasise ideas and devices to emphasise ideas
Spoken

the task parts of video. parts of video. parts of video. connect parts of video. and connect parts of video.
• Use of adverbial phrases to show connection between steps
and how steps need to be performed.
• Use of specific vocabulary repetition to build cohesion.
Selection and variation of vocabulary for role, audience, and purpose Discerning selection and variation Effective selection and variation Adequate selection and variation Partial selection and variation Fragmented selection and
• Subject specific vocabulary adverbial phrases of vocabulary for role, audience, of vocabulary for role, audience, of vocabulary for role, audience, of vocabulary for role, variation of vocabulary for
• Vocabulary to build a relationship with audience and purpose and purpose and purpose audience, and purpose role, audience, and purpose
• Vocabulary specific to the genre.
Selection and precision of grammar and language structures for role, Discerning selection and precision Effective selection and precision Adequate selection and precision Partial selection and precision Fragmented selection and
audience, and purpose. of grammar and language of grammar and language of grammar and language of grammar and language precision of grammar and
• Use of imperatives structures for role, audience, and structures for role, audience, and structures for role, audience, and structures for role, audience, language structures for role,
• Use of sentence structure to show the relationship purpose. purpose. purpose. and purpose. audience, and purpose.
between speaker and audience
• Use of a variety of purposefully sentence structures.
Use of voice and non-verbals for role and purpose. Discerning use of voice and non- Effective use of voice and non- Adequate use of voice and non- Partial use of voice and non- Fragmented use of voice and
• Pitch verbals for role and purpose. verbals for role and purpose. verbals for role and purpose. verbals for role and purpose. non-verbals for role and
• Pace purpose.
• Power
• Pause
• Pronunciation
• Gesture
• Movement
• Space
• Facial expression
Use of multimodal techniques (where applicable) for purpose. Discerning use of multimodal Effective use of multimodal Adequate use of multimodal Partial use of multimodal Fragmented use of multimodal
• Camera angle techniques (where applicable) for techniques (where applicable) techniques (where applicable) techniques (where applicable) techniques (where applicable)
• Distance purpose. for purpose. for purpose. for purpose. for purpose.
• Titles
• Music