2014 Heit

1
Name_____________________
School____________________
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Introduction

In this program you will learn about making videos and writing articles for publication. In
groups of three you will choose one of the following topics to focus on:
Trains, Rails and Transport (Rail Museum)
Shipwrecked (Tours of the Ship Wrecks)
Sailing to Australia (Maritime Museum)

Within your group you will be required to create one television advert and one feature
article focusing on your groups topic/museum. These will then be uploaded to a Wiki page
for viewing by others. You will be marked on your work. If you wish to see the marking
criteria, turn to the end of the booklet.

Keep track of your group, topic and other notes on this page!

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My topic is
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HEIT programme
This is a run-down of the activities we will be doing and where they will take place. The booklet has been divided into
weeks and you will find more detailed descriptions at the beginning of each weekly section.
Date/ Hours Activities Location
3/6/14
(Week 6)
Lessons 1-4
Outcome:
Introduce program
Discuss and understand structural elements of
Adverts and Feature Articles
o Shots, narration, structure etc.
Understand how to use cameras
Understand our day at the Port

BHS: CR4
10/6/14
(Week 7)
Full Day

Outcome:
Experience Port
Collect information and materials
Construct/plan Story Board and Feature Article
Access to CR4

Depart BHS 8:45 arrive PA 9:30

Depart PA 1:00 arrive BHS 1:45

CR4 needed from 1:45

17/6/14
(Week 8)
3 Lessons
Outcome:
The aim for this week is to have all the raw
materials necessary to create and polish advert
and feature article
o Learn skills for production
o Drafting FA and completing storyboard
o Recording of audio
BHS: CR3 and CR4
24/6/14
(Week 9)
3 Lessons
Outcome:
Advert and Feature Article nearing completion.
BHS: CR3 and CR4
1/7/14
(Week 10)
3 Lessons
Outcome:
Advert and Feature Article completed and polished
All products uploaded to Wiki/YouTube
BHS: CR3 and CR4
TBA (Possibly
later in week 10-
afternoon
Thursday)
Presentation of products Conference Room

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Contents
Introduction ...................................................................................................................................................................... 3
HEIT programme ............................................................................................................................................................... 5
Week 1 Program and Outcomes ....................................................................................................................................... 9
Introduction ................................................................................................................................................................ 10
Feature Articles ........................................................................................................................................................... 11
Article 1 ................................................................................................................................................................... 12
Article 2 ................................................................................................................................................................... 13
Text Mapping .......................................................................................................................................................... 14
Television Advertisements .......................................................................................................................................... 17
Camera Shots and Movement ................................................................................................................................ 18
Shot Movement Activity ......................................................................................................................................... 19
Using the Cameras .................................................................................................................................................. 20
Panasonic Leica Video Camera ............................................................................................................................... 21
Flip Video Camera ................................................................................................................................................... 22
Camera Practice Activity ......................................................................................................................................... 23
Camera Practise - Extension Activity....................................................................................................................... 24
Week 2 Program and Outcomes ..................................................................................................................................... 25
Advertisement: Video Shots We Need ....................................................................................................................... 26
Photographs We Need ............................................................................................................................................ 27
Feature Article............................................................................................................................................................. 28
Topic 1 Notes .......................................................................................................................................................... 29
Topic 2 Notes .......................................................................................................................................................... 30
Topic 3 Notes .......................................................................................................................................................... 31
Removing Photos and Video from Cameras ............................................................................................................... 32
Storyboard .................................................................................................................................................................. 34
Script Writing .............................................................................................................................................................. 36
Advertisement: Audacity basics tutorial .................................................................................................................. 40
Windows Movie Maker 2012 Tutorial .................................................................................................................... 42
Feature Article: Scaffolding ............................................................................................................................................. 44
Language features of a feature article .................................................................................................................... 46
Putting it together ................................................................................................................................................... 47
Feature Article: Editing Checklist ................................................................................................................................ 50
Visual Structure of a Feature article. ...................................................................................................................... 52
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Curriculum Links .............................................................................................................................................................. 54
HEIT: Advertisement and Feature Article Task sheet ..................................................................................................... 55
IBMYP Marking Criteria- Level 1 ..................................................................................................................................... 56
Language and Literacy ................................................................................................................................................ 56
Individuals and Societies ............................................................................................................................................. 58

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Week 1 Program and Outcomes

This week we will begin the program by discussing feature articles and television advertisements. Firstly,
we will discuss what a feature article is and why we need to write them. As a class we will then look at
some example feature articles and text map their structure to learn more about how they are constructed.
We will then go on to look at television advertisements in more detail studying the camera shots and
movement needed to construct the visual part of a video.

Later in the lesson we will look at the three (3) types of cameras which will be used to take video for our
television advertisements and photographs for our feature articles. We will learn how to use these
cameras to take the camera shots discussed earlier in the lesson. We will finally put the skills we have
learnt into practise by completing an activity where we are to practise taking footage using the shots we
have studied.

The lesson will conclude with a discussion regarding what will be needed for next weeks trip to Port
Adelaide.

At the end of the lesson you should:
Understand what a feature article is
Understand what a television advertisement is
Know the basic structure of a feature article
Be able to recognise different camera shots and movement
Have learned how to use cameras to take specific video and photographs
Understand what will be happening on the Port Adelaide excursion next week

Notes (If you need extra space)
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Introduction
We will begin the program by going through a PowerPoint as a group. You will find space below to take notes. As we
go through the PowerPoint, we will complete the activities on the following pages, so you may need to flip from
these notes pages to different ones. Your teachers will let you know which pages you need to be working on.
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Feature Articles

A feature article is a newspaper,
magazine or blog article that is
written to entertain and inform the
audience. Feature articles can be
prompted by current events, but
they are written in a way that
makes them relevant for many
years. Your feature article will start
with an introduction about the
attraction you have visited and then
go further into the history and
displays that are presented there. It
will entertain the reader and inform
them of some of the important
history tied to Port Adelaide.

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Article 1
As a class we will text map this article looking at the focus subject of each paragraph and the type of language used.
Fill out the table on page 14 as you look through the article.

Walking with Dinosaurs in Canberra

A visit to Canberra usually entails a trip to the more common attractions Parliament House, the War Memorial, the National
Gallery. However there are a few other unique attractions that are starting to gain some momentum, such as the National
Dinosaur Museum.

Sitting on the outskirts of Canberra, at Gold
Creek Village in the suburb of Nicholls, the
National Dinosaur Museum is ideal for the young
and the young at heart, who still have an active
imagination and a vivid interest into these long
departed reptiles.

The National Dinosaur Museum isn't new. It has
been building its vast resources since 1993,
building up Australia's largest permanent display
of dinosaur and pre-historic fossil material in
Australia.

Outside you will find a collection of wonderful replica statues of creatures such as the Brontosaurus, Tyrannosaurus-Rex and
Triceratops. Inside is where you can take a walk through time, viewing the 23 complete skeletons and 300 fossils that the
Museum has collected so far covering plants, mammals and reptiles through the ages.

The Museum is a great place for families to visit,
especially during school holidays when the Museum
puts on extra activities. You can even hold children
parties at the Museum, perfect for creating that
memorable occasion.

For more information on the National Dinosaur
Museum visit their website at:
http://www.nationaldinosaurmuseum.com.au

While you are at the National Dinosaur Museum take
some time to visit another unique Canberra attraction
right next door, Cockington Green. This miniature
English village is an amazing display of miniaturised scenes from typical English villages. Both these attractions are part of the
Gold Creek village where you can find boutique shops and cafes for a bite to eat after your explorations.

Taken from the National Geographic website: http://www.youraustralia.com/feature-articles/activities/walking-with-dinosaurs-in-canberra
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Article 2
In pairs you will text map this article looking at the focus subject of each paragraph and the type of language used.
You will be able to compare this to the first article looked at. Fill out the table on page 14 as you look through the
article.
Mummified singer is star of new British Museum exhibition
Michael RoddyReuters
11:59 a.m. CDT, April 9, 2014

A singer is the star of the show in a new exhibition of
mummies at the British Museum for which modern
medical scanners have been used to examine eight
bodies and find out what they looked like, how they
lived and how they died.

The technology has helped the researchers to look
through bandages and inside mummy cases that
have never been opened, take images of amulets and
statues stored with the body, and reproduce those
objects for display at the exhibition "Ancient lives, new discoveries" which opens on May 22.

"We're getting much greater precision," said John Taylor, assistant keeper of the museum's Department of Ancient
Egypt and Sudan, from which the eight mummies forming the exhibition were taken.
"It used to be very difficult to work out the age of death within less than 20 or 30 years and now we are able to pinpoint
it very precisely to within a couple of years." he told a news conference on Wednesday.

One mummy whose casket had never been opened is that of a female named Tamut who lived in Thebes at about
900 BC. Inscriptions on the casket say she was a "chantress", or singer, for the god Amun, probably at the Temple of
Karnak. With the aid of 3D imagery the museum has been able to make a model of a small falcon that was sealed
inside the casket along with the body. It will be displayed along with other objects and scanned images of her
mummified body that the museum hopes will allow visitors for the first time to feel like they are "meeting" a person
who lived thousands of years ago. "I personally think Tamut is the star of the show, she has such a wonderful array of
objects inside her case, we have the inscriptions saying all about her life, we have her name, what she really did,"
Taylor said. "We can show objects and say this is the kind of thing she would have held that brings you very close to
these ancient people in a way that nothing else could do."

Daniel Antoine, the museum's curator of physical anthropology, said the scans had even detected a buildup of plaque
in a mummified artery. If part of that had broken away and entered the blood stream, it could have caused death by
stroke or heart attack, he said.

Scanners and X-rays have been used since the 1960s to pry into cases and through bandages of mummies in the
museum's collections, but recent advances in technology have allowed researchers to dig deeper and get more detail
than ever before, and to make 3D visualizations which are a huge help to understanding, the specialists said.

The eight mummies come from Sudan and Egypt and span a period of time ranging from 3,500 BC to 700 AD, which
covers everything from pre-dynastic Egypt to well after its absorption into the Roman Empire. They include mummies
that were properly mummified, according to the process that as Taylor put it includes taking out the brain through the
nose and removing the other internal organs, and other bodies that were simply preserved by burial in sand.

Each will have its own space in the exhibition. Visitors will be able to watch images taken by scanners as they peel
through caskets, bandages, skin and to the interior of the body, and see artefacts associated with each.
Taken from the Chicago Tribune website: http://www.chicagotribune.com/travel/sns-rt-us-britain-mummies-20140409,0,259961.story
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Text Mapping
We will complete the Walking with Dinosaurs column as a class. Then, you will complete the Mummified Singer is the
star of the show with a partner.
Paragraph

Walking with
Dinosaurs
Mummified singer
is star of the show
Elements in common
1
2
3
4
5

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We will now use the Common Elements column to fill in the Element column of the following table. During our
discussion about the different themes of paragraphs to make your own notes on the kinds of information you can
expect to find in each of the paragraphs.
Element My Notes

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Television Advertisements

A television
advertisement is a short
segment which informs
and attempts to
persuade the audience
to purchase or make use
of a particular product or
service.
Television
advertisements make
use of lots of different
techniques in order to
make their product or
service enticing.
The purpose of your
advertisement will be to
persuade families and
individuals to visit your
attraction.
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Camera Shots and Movement

Camera Shots

Extreme Long Shot Also known as an establishing shot this can be used to
show where action will take place.

Long Shot All of the focus object (Rory, Amy and The Doctor) can be seen plus
some of their background/environment. This could be used to show people having
fun in a particular place.

Medium Shot This shows most of the focus object. This is sometimes used to
show enjoyment through facial features and body language.

Close-up Shot This shot shows the most important part of the focus object for
that scene only. This is really great for showing emotion or an important part of an
exhibition/sign.

Extreme close-up This makes the viewer aware of a specific detail. This can
be used to show a very important detail such as a knot on a ships rigging.

Camera Movement

Panning This is a horizontal camera movement that swivels around a fixed
point showing more of a location. This can be used to establish the
surroundings of a location. If the camera is also moving to follow an object
this is called a Tracking Shot.

Tilt This is the vertical version of a panning
shot. It could be used to emphasise the height
of a lighthouse or other structure.

Zooming This is where the camera moves in to a closer shot or out to a
longer shot. This is often used to emphasise an object, action or location.

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Shot Movement Activity

Now that you have an understanding of camera shots and camera movement we will look at the
way they are structured in adverts. As we watch each of the adverts you are to number the shots
when you see them.

Keep in mind, some shots may be static which means you will number one box but some will be
moving so you will need to number the shot and the movement with the same number.

Shot/Movement Advert 1
Yorkshire Railway
Museum
Advert 2 Advert 3
Shots

Extreme Long Shot

Long Shot
1,

Medium Shot
2, 3

Close-up Shot

Extreme Close-Up Shot

Movement

Panning

Tilt
3

Zooming

Which shots are most common at the:

Beginning: ________________________________________________________________

Middle: ___________________________________________________________________

End: _____________________________________________________________________

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Using the Cameras

Label the following diagrams of each camera we will be using. Note: Some students may be using a
different brand of camera; however, the basic usage of the camera is similar.

Panasonic LUMIX Camera (Used for photographs and can also be used for some video)

Labels
On/Off Button _______________________________________________________
Battery slot _________________________________________________________
Delete Button _______________________________________________________
MODES Button _______________________________________________________
Zoom Button ________________________________________________________
Shoot Button ________________________________________________________
Movie Record Button ___________________________________________________
SD Card Slot ________________________________________________________
Playback Button ______________________________________________________
Navigation Pad _______________________________________________________
Data Transfer Port _____________________________________________________

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Panasonic Leica Video Camera (Used for video shots)

Labels
On/Off Switch _______________________________________________________
Light Button ________________________________________________________
Delete Button _______________________________________________________
Record Button_______________________________________________________
Menu Button________________________________________________________
Zoom Switch ________________________________________________________
Navigation Joystick ____________________________________________________
SD Slot ____________________________________________________________
Screen ____________________________________________________________
Playback switch ______________________________________________________
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Flip Video Camera (Can be used for backup photo and video and to record video notes)

Labels
On/Off Button _______________________________________________________
HDMI Port__________________________________________________________
Record Button _______________________________________________________
Navigation buttons ____________________________________________________
Screen ____________________________________________________________
USB port ___________________________________________________________
Delete Button ________________________________________________________
Playback Button ______________________________________________________

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Camera Practice Activity

Your task is to pretend you will be making an advert for Blackwood High School. Decide on which of the
cameras you will be using in your group of 3 and practise filming the different shots you have learned in
class. You will need to collect 2 of the following shots. You should jot down a quick description of each
shot for future reference.

REMEMBER: You want your shots to move as smoothly as possible so try to keep a very steady hand.

Establishing Shot (This could also tilt or pan if you wish)
Shot 1

Shot 2

Close Up
Shot 1

Shot 2

Zoom
Shot 1

Shot 2

Extreme Close-up
Shot 1

Shot 2

Medium Shot
Shot 1

Shot 2

Tilt
Shot 1

Shot 2

Pan
Shot 1

Shot 2

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Camera Practise - Extension Activity

Now that you have collected a series of camera shots you can think about which order these may appear in
your advert for Blackwood High School. You may look back over the previous activities to check the normal
flow of camera shots in adverts. After you have organised your shots you can start to dot point what might
be being narrated over each shot.

Shot:
Movement:
Sound/Narration:

Shot:
Movement:
Sound/Narration:

Shot:
Movement:
Sound/Narration:

Shot:
Movement:
Sound/Narration:

Shot:
Movement:
Sound/Narration:

Shot:
Movement:
Sound/Narration:

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This week we will visit Port Adelaide to attend various attractions. Depending on the group you are in you
will travel to either the shipwrecks with Mr Zadey; the Railway Museum with Ms Rogers or the Maritime
Museum with Ms Hodson and Ms Matthews. Every destination will begin with a tour in which you can
learn more about the displays. You and your group will begin to collect information and photographs for
your feature article and video for your advertisement.

After lunch we will return to school and learn how to take all our video and photographs off of the cameras
so that we may save it to our folders on the computers at school. You and your group will then be able to
begin to plan which order you want your shots to go in for your advertisement using the knowledge about
shot order from last week.

Finally, we will look at how scripts are constructed so that your group may start planning and writing your
script in preparation for recording in the upcoming weeks.

At the end of the lesson you should have:
collected information on three (3) displays for your groups feature article (as a group)
collected photographs for your feature article (as a group)
collected video for your advertisement (as a group)
taken the video and photos off of the cameras and saved it into your folder on the computer
begun storyboarding your groups advertisement (as a group)
discussed and begun writing the script for your advertisement (as a group)

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WARNING: You must get
permission to take film or pictures
of members of the public (even if
theyre only in the background).
You can ask politely (remember to
explain clearly what you are doing)
or wait patiently for them to leave.
Advertisement: Video Shots We Need

One of your groups tasks for today is to collect all the shots you need
to create your advertisement.

Keep track of the shots you have taken by using this table. Write a
short description of each shot so you remember what you have taken
and why. Record at least two takes of every shot.

REMEMBER: You want your shots to move as smoothly as possible so try to keep a very steady hand.

Establishing Shot (This could also tilt or pan if you wish)

Close Up
Shot 1

Shot 2

Zoom
Shot 1

Shot 2

Long Shot
Shot 1

Shot 2

Medium Shot
Shot 1

Shot 2

Tilt
Shot 1

Shot 2

Pan
Shot 1

Shot 2

Shot 1

Shot 2

1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
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WARNING: You must get
permission to take film or pictures
of members of the public (even if
theyre only in the background).
You can ask politely (remember to
explain clearly what you are doing)
or wait patiently for them to leave.
______________________________
Shot 1

Shot 2

______________________________
Shot 1

Shot 2

______________________________
Shot 1

Shot 2

Photographs We Need

Another task your group needs to complete today is taking the
photographs for your feature article.
Keep track of the shots you have taken by using this table. Write a
short description of each shot so you remember what you have taken
and why. Take two photos of each shot.

REMEMBER: You still need a steady hand for still shots. Make sure
you let the camera focus before snapping the photograph.

Long Shot (e.g. Outside the museum)
Shot 1

Shot 2

Close Up
Shot 1

Shot 2

Extreme Close Up
Shot 1

Shot 2

Medium Shot (a display)
Shot 1

Shot 2

1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
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Feature Article

Possible Focus Topics
For your feature article you and your group will be required to write about two topics. For safetys sake,
you are asked to take individual notes on three (3) topics that you and your group have agreed on.
Take a moment to look at the list below and decide on your topics (you might change your mind as you
explore the different displays).
Your aim is to be able to discuss:
a) the display at the museum (how it is presented, is it engaging and why)
b) the content of the display (facts relating to what it is about and why it is important)
Maritime Museum Railway Museum Shipwrecks
Migration to Australia The Tea and Sugar train Wreck: Dorothy H Sterling
Navy and War Women on the Railways Wreck: Sunbeam
The Activ II ketch and Mosquito Fleet The development of passenger travel Wreck: Santiago
Life on the Beach Technological Development in
Railways
Dangers of travelling by sea
Figureheads
Life and Death in the age of Sail
Lighthouse

My group is visiting:_____________________________________________________
My groups topics are:
1) ____________________________________________________________
2) ____________________________________________________________
3) ____________________________________________________________

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Topic 1 Notes
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Topic 2 Notes
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Topic 3 Notes
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Removing Photos and Video from Cameras

After you have recorded the video and photos you need, your group will have to download the files and data to the
school computers and save them into your folder. Follow this set of instructions to help you.

Lumix Cameras and HD video cameras
1. Take the card out of the camera or video camera by flicking the required switch on either camera. This will open
the card slot. You will then need to press the card in until it clicks, allowing it to pop up. Make sure you use the
unlock button first on the Lumix camera.

2. Place the SD card into the
SD slot. This is found in your
computer near the USB ports.
Make sure you insert it the
right way. The right way is
with the cut corner facing
inwards and down and the
gold contacts on the back
facing left.

3. Open the files on the SD card the same way as you would a USB stick.
(For Lumix: Computer Kingston(SD Brand) DCIM 100_PANA)
(For HD video {video}: Computer SD(SD Brand) SD_VIDEO)
(For HD Video {photos}: Computer SD(SD Brand) DCIM)

4. Copy all files from the SD card onto your student folder. You will find this in: Computer {your username}.
Create one folder in your student folder named videos and one named photos. Save your files into the respective
folders.

You should now be able to use your files in other programs.

Flip Cameras
1. Flip out the hidden USB stick. Insert the USB stick into your computer.

2. Open files the same way you would for a USB stick.
(Computer FLIPVIDEO DCIM 100VIDEO)

3. Copy files into your video folder.

You should now be able to use your files in other programs.

Open switches
Unlock button
Gold contacts
Cut corner
SD Slot
Open switch
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Storyboard

Now that you have footage you should begin to organise this into the order you want for your
advertisement. Think about the order of camera shots from the adverts were previously discussed to help
you. After you have organised your footage you may begin to dot point ideas for your script.

Shot:
Movement:
Sound/Narration:

Shot:
Movement:
Sound/Narration:

Shot:
Movement:
Sound/Narration:

Shot:
Movement:
Sound/Narration:

Shot:
Movement:
Sound/Narration:

Shot:
Movement:
Sound/Narration:

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Shot:
Movement:
Sound/Narration:

Shot:
Movement:
Sound/Narration:

Shot:
Movement:
Sound/Narration:

Shot:
Movement:
Sound/Narration:

Shot:
Movement:
Sound/Narration:

Shot:
Movement:
Sound/Narration:

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A play on words is a
humours use of a word with
more than one meaning or
sounds like another word.
Eg. Lettuce Eat (A vegetarian
restaurant in New York)
Script Writing

Your next step is to expand the dot points you have made in your narration part of
your storyboard into your script. Scripts can focus on many aspects but it is
important to keep it fun and interesting to help the viewer stay interested in your
advertisement. You can do this by speaking in an interesting tone, using exciting
adjectives or by using a play on words. All three of these aspects are evident in the
Yorkshire Attractions advert that we have previously looked at. You can watch it
again by going to http://tinyurl.com/my7pcq5 . A copy of the script for this video is
below. See if you can find the adjectives and play on words. Highlight them.

We could go to free to the National Railway Museum, a fun filled journey from steam to the modern day.
Get fired up at Britains biggest rail celebration or the Royal Armoires is free, home of the national
collection of arms and armour. Explore the world of the warrior from medieval knights to modern day
soldiers. But then theres the national coal mining museum where you can actually go down the pit. Meet
the pit ponies and learn what life was really like for the brave miners. Oh, the only way to decide is to visit
Yorkshireattractions.org

Discuss what attraction and displays you will be presenting in your advertisement with your group. Brainstorm as
many adjectives as you can think of that you could use to describe your attractions below.
_______________ _______________ _______________
_______________ _______________ _______________
_______________ _______________ _______________
_______________ _______________ _______________
_______________ _______________ _______________
_______________ _______________ _______________

Can you and your group come up with any plays on words that would be effective in making your script more
entertaining?
________________________________________________________________
_________________________________________________________________
_________________________________________________________________

________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Quite often, adverts will end with a catchphrase to help the viewer remember the product. Think of three notable
catchphrases that you know of and write them below. Hint: The burgers are better at Hungry Jacks
_______________ _______________ _______________

Have a discussion with your group and see if you can come up with a suitable catchphrase for your advertisement.
Catchphrases often involve a play on words so you may be able to tweak one of your examples above to make an
interesting catchphrase. When your group is happy with the catchphrase, write it below.
________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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Use the space below to start writing your script. Remember to try and use the adjectives that you have
brainstormed to make it more interesting, the play on words to keep it fun and the catchphrase to make it
memorable. Use the following structure to help you:
1. Introduce your attraction
2. Discuss your displays
3. Finish with your catchphrase
Once you have finished your script, make sure you edit it and also have it checked by a teacher.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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39


This week we will begin by continuing work on our storyboards and scripts. We will then look at tutorials
to learn how to record and edit sound in Audacity and to edit video in Windows Movie Maker. We will also
revise the knowledge we already have from week one (1) regarding feature articles and build upon these
skills. You and your group will then start planning and drafting your feature article.

One group member will be required to type up the draft of the feature article so that all group members
may take turns working on this over the remaining weeks. Some groups may also be able to record their
script in this lesson if there is time.

At the end of the lesson you should:
Have a completed storyboard (in your group)
Have a completed script (in your group)
Be able to use Audacity to record and edit sound
Be able to use Windows Movie Maker to edit video
Have a typed version of your feature article draft (in your group)
(Have a recording of your script) Some groups might not get to this

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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Advertisement: Audacity basics tutorial
We will be using the sound editing program Audacity to work on your audio for your adverts. Follow these
steps to learn about basic recording and editing in Audacity.

Step 1. Open Audacity.

Buttons: Use these to pause, play, stop,
rewind, fastforward and record. (In that
order)

Editing window: This is where you will
record and edit tracks.

Step 2. Recording sound.
Once I have checked the setup of your
recording input record the following line
with expression I wear a fez now, fezzes
are cool! You will see a waveform like this.

Step 3. Do the following to remove background noise.
1. Use to highlight the space at the beginning of the track. This is indicated by a flat line in the waveform.
2. Click on effect noise removal
3. Click Get noise profile and then exit the window.
4. Double click on the waveform so that it is all darker grey
5. Click effect noise removal and this time when the window loads
click okay.
6. You will notice a slight change in your waveform and clearer sound.

Step 4. Do the following to select and split your audio.
1. Use the tool to select the second half of your audio (between now and
fezzes).
2. Hold CTRL+X to cut the shaded slice of audio (It will disappear).
3. Click in the blank area of track after the wave form (a black line will appear).
4. Paste the audio using CTRL+V.
5. You will now have two separate waveforms in your track that you can move
around.

Step 5. Moving waveforms in the track.
1. Select the tool and click and hold on either of your wave forms.
2. Move your mouse to move the selected waveform in the track.

Step 6. Adding a music track.
1. Import the file tardis.mp3 by clicking on file import audio
2. This will open up an extra track below your vocal track.

Step 7. Fading in and out.
1. Use the tool to select the beginning 3 seconds of sound.
2. Click on effect Fade In.
3. You will notice the waveform change so that it is small at the beginning.
4. Use the same took to select the ending 3 seconds of sound.
5. Click on effect fade out.
6. Your sound waveform should now look something like this.
Buttons
Sound wave
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Challenge: You will now arrange your two tracks
so that the sound begins with your quote, the
tardis flies in, and you begin finish your quote
before the tardis sound leaves. Use the tools
above and see how you do. Your waveforms will
probably look something like this when youre
finished.

When you are happy with the sound of your audio file, follow these steps to export your sound.
Exporting your sound
1. File Export
2. Save your file on your computer with the name doctorlovefezzes.
3. Click on the Save as Type dropdown menu and select .mp3.
4. Click okay. Your file will be ready to use in other programs.

Other tips

Deleting sound to get rid of unwanted dead sound or chop mistakes
1. Use the tool to highlight the part of the waveform you wish to delete.
2. Press the delete key on your keyboard.

Always listen to your audio Constantly listen to your audio to check how its going.

Chopping music Be careful when editing and cutting music. You have to make sure that you cut and paste in the
right places otherwise the music will not flow together nicely.

Zooming in and out If you wish to edit more precisely you can use the tool to zoom in or out of your
waveform. (Use the left mouse button to zoom in and the right mouse button to zoom out.)

When mixing music When you mix music with a voice recording you must be careful about the type of music you
select. It is difficult to understand a voice track if there is too much singing in your music. Choose your music
carefully and make sure it is appropriate.

Saving as you go You might not finish in a lesson and exporting means you cant work on it more later.
1. Save as you would a word document. File Save.
2. Make sure you dont move or delete the folder that is created on the computer as all the source files the program
needs will be in this folder

After the Tutorial
You will now have the skills you need to record your script. Follow
the steps above. You should split your script into sections so that
different group members get to feature in the sound recording.
This may mean that you have to record separate people
on different tracks within the program. This is shown here.
You will then be able to arrange where these separate tracks
play using the tool. You may also add music to your advert if you
wish. Once you are happy with your recording remember to export it
as an .mp3 file.
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Windows Movie Maker 2012 Tutorial

We will be using the video editing software Windows Movie Maker 2012to work on the video for your adverts.
Follow these steps to learn about basic video edition in Movie Maker.

Step 1: Opening Windows Movie Maker.

Timeline: Once you have added your
video you will be able to adjust it here.
You can use this section to cut,
shorten, lengthen and add sections of
video.

Preview window: This is where you
can watch your video so far. The play,
pause, stop etc. buttons are below the
window.

Quick menu: This allows you to easily
insert film, images and sound into your
timeline.

Transitions and effects: This menu allows you to add transitions between sections of video and effects over sections
of video if you wish.

Step 2: Inserting photos and video. Click on the Add Video and Photos button in the Quick Menu. This will load an
import file box. Choose some appropriate images to match the sound file you made earlier. You will find some
pictures to download in the DropBox link at: . Insert these into your timeline. You will only need about 3 or 4
pictures.

Step 3: Inserting video. Download the video also found in the DropBox link. Click the Add Video and Photos button
in the Quick Menu again and this time insert the video.

Step 4: Inserting sound. Click on the Add Music Button in the Quick
Menu. This will open a drop down box. Select Add Music. Select the
sound file that you made earlier in the Audacity Tutorial.
You will see the sound file show up as a waveform under the pictures and video in your timeline. Click play to test
your video. You will notice that the sound in the video still plays over your own sound file. You will therefore need
to mute the sound in the video. You do this by clicking on
the first panel of your video Video Tools (top toolbar)
Video Volume Click on the speaker with the cross
through it. You can also use this to make sections of your
video/presentation louder or softer.

Step 5: Editing photos and video in the timeline. Click on one of your photos or your video
file. Click play and the pause the video where you wish to cut it. Right click Set End
Point. This will shorten the section of video to fit where you wish to end it. If you also
wish to cut the beginning of the video out, you can also use the Set Start Point option.

Step 6: Using transition effects. Transition effects make the changes between your
photos more interesting. Click on the top toolbar on Animations. Choose one of the
transitions in this section. You can also use the duration option
to adjust how long it takes for the transition to occur. The timeline will now
show that there is a transition between the videos.

Step 7: Using other effects. Sometimes, you may want to speed up or slow down a section of video. This can be
done from the Video Tools menu at the top of the screen. Have a play with some other tools to see what other
effects you can place over your video.
Preview window
Timeline
Quick menu
Transitions and effects
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Step 8: Adding credits/words. Click on Home in the Quick Menu. You can add either a caption or credits to your
video. Caption will allow the text to appear over the current selected video, whereas Credits will add a plain slide to
the end of your presentation. Select the first image of your presentation and add a Caption. A text box will appear
on the preview window. Type Doctor Who into this text box. You will now be able to edit the text colour, size, start
time, duraition and the way it appears in the Text Tools menu. Select the settings you wish to use for your video.

Challenge: You are now to arrange the photos and videos so that they show photos of the
doctor, then a short video image when the tardis noise flies in and finally photos of the doctor
again. Use transition effects and editing effects if you want. You will need to include a title on
the first slide saying Doctor Who.

When you are happy with your file, follow these steps to export your file.
Exporting your file
1. Click on Home in the Quick Menu.
2. Click on Save Movie For Computer. This will open another window.
3. Save your video in your folder under the name DoctorWhoVideo.

Other tips
Make sure you save your work as a Windows Movie Maker file
as youre working on it.
1. Click on File save as project
2. Save it in your folder

You can delete parts of the timeline by using the delete key on
a highlighted image.

WARNING: Windows Movie Maker
unfortunately can become unstable and
crash. Make sure you follow the
instructions in the other tips section here
to make sure youre saving your work as
you go along.
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Feature Article: Scaffolding
You have seen how a feature article looks and we have discussed the different elements that come together to make
a feature article.
During our visit to Port Adelaide, you and your group took notes on three topics. Have a discussion with your group-
as you look at your notes- and decide on 2 (two) of the topics to write about in your feature article. Write them
below:
___________________________________________________________________________
___________________________________________________________________________
In this section, you will start planning your feature article. Planning the feature article is especially important
because different members of the group will be working on it at different times. The plan will be your groups map
to where the feature article is heading.
Feature articles like the one we are going to be writing contain an introduction, body paragraphs (as many as are
needed) and a conclusion. They are written with a specific idea, or goal, in mind. The goal might be to inform the
reader of something, or to convince them to do something. In this case, our feature articles will serve a few
purposes. The purposes of our feature articles will be to:
Inform the reader about the attraction we visited
Tell the reader about the history of the Port
Persuade the reader that they should visit the attraction and the Port
Work with your group to fill the table below. You will see the elements we have spoken about in the first column, a
prompt on the notes you should make in the second column and space for you to write those notes in the third
column. Everyone in the group will need a copy of this table.
Element Prompt Notes
Introduction
Name of the attraction
History of the
attraction (you may
look online for
information)

Exciting things to see
and do at the
attraction

The two topics you
have decided on

Something positive
about the attraction

Body paragraph
1 (one)
The topic you are
talking about this
paragraph

Why this topic is
interesting

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The background of the
topic (explain the
topic- you will have
multiple dot points
here)

Why is this topic
important to the
history of Port
Adelaide or South
Australia

Body paragraph
2 (two)
The topic you are
talking about this
paragraph

Why this topic is
interesting

The background of the
topic (explain the
topic- you will have
multiple dot points
here)

Why is this topic
important to the
history of Port
Adelaide or South
Australia

Conclusion
Something positive
about the attraction

Something positive
about Port Adelaide

Encourage the reader
to visit

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Extra elements
Pictures you will use (describe) Captions

Quote or important fact you will use

Important details about the attraction (such as opening times/cost/special displays)

Language features of a feature article

When we talk about language features in a text, we are talking about the kind of language that is used in it. Some
text types, like stories or poems, feature language that is designed to create a picture in the readers mind. Other
types of texts, like essays or reports, use very formal language with lots of technical terms.
Feature articles generally use formal to semi-formal language (the type of language you might use if you were talking
to the Principal) and dont tend to use much slang, unless a quote is being used. The descriptive language
(adjectives) is sometimes tied to the purpose of the feature article. For instance, if the author of the article doesnt
want the reader to do something, they would use adjectives like horrible, disgusting and unpleasant. If the author
does want us to do something they would use language like worthwhile, pleasant and interesting.
We want our readers to visit our attraction, so brainstorm some positive adjectives to use in your feature article.
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________

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Putting it together
At this point, you and your group have:
Chosen the two topics to focus on
Gone through your notes and completed a scaffold
Made a list of positive adjectives to use in your article
It is now time to take the plunge and start writing.

The first thing your group needs to do is decide who is going to be responsible for the first draft. Write that persons
name here:
The person responsible for the first draft is:_____________________________________

Now, decide who is going to be responsible for typing up the first draft, so that it can be easily edited later. This
person should be different from the person who was responsible for the first draft. While they are typing up the
feature article, they will make any changes they think are necessary. Write that persons name here:

The person who is responsible for typing up our essay is:__________________________

The last member of your group will be responsible for making sure that all the things that are meant to be in the
feature article are in there. That includes making sure that the pictures are at least on the document and that there
has been a quote and interesting facts chosen and typed up. While they are doing that, they will make any changes
they think are necessary

The person who is making sure that everything is IN the feature article
is:_______________________________________________________________________

After everyone has gone through the feature article at least once, you will go through it again next week with an
editing checklist. Then, you will have a group meeting before submitting your work.

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This week we will continue working on our feature articles and advertisements. The groups that did not
get to record their script last week will definitely complete the recording this week. You and the rest of
your group will share the work that needs to be done between the three (3) of you. You may decide to
have one student work on the feature article, one student working on fixing and editing the sound file in
Audacity and one student starting to organise the order of the video in Windows Movie Maker. You must
remember though to share the tasks around so that every group member has a shot at each task.

Completed recording your script (in your group)
Completed editing your sound file and have it exported to .mp3 (in your group)
Continued editing your feature article (in your group)
Started to add videos into Windows Movie Maker (in your group)

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Feature Article: Editing Checklist
Each person in your group should go through your feature article (one after another) and make sure that they have
completed this checklist.
This is important because it means there is very little chance that mistakes will be missed. It also gives you a chance
to reflect on mistakes you may be making when you write by yourself.
Once everyone has gone through the checklist, you will have a group meeting to decide the final layout of the
feature article and ensure that everyone in the group is happy with it.
If you are the first person to edit your feature article, you may find many errors. Please make a comment on any
error you find using the codes (or by making up your own) below. If you are the second or third person to edit your
feature article, you will find that comments and suggestions have been made already. As you read through the
feature article, consider these suggestions. Incorporate them if you feel that it is appropriate. If you are unsure,
leave the comments as you will have time to discuss them in week 5.
1) ATTENTION FIRST EDITOR: You will have to copy this table onto the bottom of your groups feature article.
Read your groups feature article SILENTLY and mark with editing codes*. You may add codes to the table at the
bottom of your feature article if you need them.
Common Errors Code
Spelling error SP
Tense confusion T
Punctuation error P
New sentence needed NS
Use a conjunction instead of punctuation CN

a. As you are reading, make any spelling / grammar changes that you find. If you are unsure whether
something is correct, highlight it.
2) Examine the introduction of the feature article. How clever and enticing is it?
a. Have interesting and enticing adjectives been used to make the reader want to visit the
attraction?
b. Make a suggestion as to how the group can make the introduction EVEN BETTER. You may even
try rewriting a portion of the introduction to make it better. Write your
improvements/suggestions in comments using Ctrl+Shift+M

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51

3) Provide a summary of your groups feature article below. In this summary you should identify the main theme of
each paragraph. If you cant do this, then the point of each paragraph is unclear and it needs to be re-worked.
You can make suggestions on how to do this with comments (Ctrl+Shift+M).
Paragraph Theme
1

2

3

4

4) TITLE: What is the title of your groups feature article? Write it here:
________________________________________________________________________________________
a. Analyze the title. Is it creative? Is it too simple or obvious? Write an alternative title using a
comment.
5) CLARITY: It is important that every part of the feature article is clear and that it makes sense. Read your groups
again. Is there any point that makes you a little confused?
a. Use the following codes in comments to mark these points of your groups feature article:
unclear = this part is unclear and needs to be revised
awk = this part/word is a little awkward and should be changed
exp = explain this more so that it makes better sense for readers
6) Has your group used the adjectives, catch phrases and other elements that you brainstormed during your
planning on page 42? Double check.
7) Verify that you have completed your editing by completing the checklist below
I have :
First editor only: Copy and pasted the table to the bottom of our feature article.
Checked for spelling and grammar errors.
Checked the introduction.
Made suggestions on how to improve the introduction.
Summarised each paragraph.
If something is unclear, I have tried to correct it or made a comment.
Checked our title and made a suggestion for an alternative title.
Checked the feature article for clarity and used the clarity codes when necessary.
Let the next group member know that it is their turn to edit our feature article

Well done! You are a step closer to finishing the feature article!
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An important quote or
interesting fact. You may
have more than one of
these.
Adventure Time is
broadcast daily on
ABC3 in the
afternoons. For
information on
scheduling in your
area, please visit the
ABC website.
Addition!
Visual Structure of a Feature article.
As you would have noticed from the examples on the Feature Article intro page, there are many different ways you can
visually structure a feature article. However, all of these ways contain some common elements which we discussed in our
first session (and some new ones that we didnt).
When you have finished writing your feature article, you can play around with the visual structure. However, you will have
to make sure that your article is still easy to read and follow. You will also have to make sure that all the elements that
appear on the diagram below are in your article
Although they enjoy adventuring
and meeting princesses,
Adventure Time heroes Finn and
Jake make time for numbers

Subtraction!!
A Catchy Title
This may be the
catch phrase from
your advertisement
or a play on words.
It needs to capture
the readers
interest.
A text box with
information
relevant to people
who might wish to
visit your attraction
A brief summary of
what the article is
about.
Headings for
different
paragraphs or
topics in your
article
Math is Algebraic!
Pictures with captions
which are relevant to
the contents of your
article. It is suggested
that you have more than
one picture- one per
paragraph is good.
Your text is in columns
and organised into
paragraphs. Each
paragraph deals with a
different aspect of your
attraction or the history
of the Port.
Finn and Jake both share a love of math
Yeah, it's pretty math...
you psychopath
Finn
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53


This week is the last opportunity we have to finish our feature articles and advertisements. Today you
must share the workload between everyone in your group to get both products finished. You will each
have a shot at editing your feature article using an editing checklist so you can be sure that your feature
article is well polished.

You will also need to work together to add your sound file into your video and complete the process of
putting your advert together. You will then need to export your video file ready for submission and
demonstration at the exhibition evening.

A completed feature article (in your group)
A completed advertisement (in your group)
Felt a great sense of achievement!
Met some new people
Developed a range of useful skills

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Curriculum Links
Australian Curriculum, English, Year 7
Literature and context Identify and explore ideas and viewpoints about events, issues and characters
represented in texts drawn from different historical, social and cultural contexts
(ACELT1619)
Language for interaction Understand that the coherence of more complex texts relies on devices that
signal text structure and guide readers, for example overviews, initial and
concluding paragraphs and topic sentences, indexes or site maps or breadcrumb
trails for online texts (ACELA1763)
Expressing and developing ideas Investigate vocabulary typical of extended and more academic texts and the role
of abstract nouns, classification, description and generalisation in building
specialised knowledge through language (ACELA1537)
Interpreting, analysing, evaluating Analyse and explain the ways text structures and language features shape
meaning and vary according to audience and purpose (ACELY1721)
Compare the text structures of language features of multimodal texts, explaining
how they combine to influence audiences (ACELY1724)
Creating texts Plan, draft and publish imaginative informative and persuasive texts, selecting
aspects of subject matter and particular language, visual, and audio features to
convey information and ideas (ACELY1725)
Use a range of software, including word processing programs, to confidently
create, edit and publish written and multimodal texts (ACELY1728)
Australian Curriculum, Year 7, History
Historical questions and research Identify and locate relevant sources, using ICT and other methods (ACHHS208)
Locate, compare, select and use information from a range of sources
as evidence (ACHHS210)
Explanation and Communication Use a range of communication forms (oral, graphic, written) and digital
technologies (ACHHS214)

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55

HEIT: Advertisement and Feature Article Task sheet
Due Date

Method of
Submission
Submission to supervising teachers through digital means TBA
Assessment Criteria
Language A: B Structure, C Style and Language Use
Humanities: A Knowing and Understanding

Task Description
During the HEIT programme, you will be introduced to two specific text
types: television advertisements and feature articles. We will travel to
Port Adelaide to collect footage and information on tourist attractions
and the history of the Port. In groups, we will use our footage and
information to create a feature article and an advertisement which
showcases both the attraction visited and the history it displays.
Task Instruction
Groups have access to the HEIT programme booklet, which contains the
scaffolding necessary to complete the two texts. At the end of the
programme, students will have completed:
A television advertisement which advertises their attraction to
the public and entices them to visit (30-45 seconds).
A feature article which informs the reader of the attraction and
elaborates on two Port Adelaide/attraction-related historical
themes (500-600 words)
Assessment Criteria
Details
Please see over page

Comments

Language A & Humanities IBMYP Level 1

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IBMYP Marking Criteria- Level 1

Language and Literacy
B- Organising
Achievement
level
Level descriptor Task Specific Descriptor
0 The student does not reach a standard described by any of
the descriptors below.
The student does not reach a standard described by any of the descriptors
below.

12
The student:
i. makes minimal use of organizational structures, though
these may not always serve the context and intention
ii. organizes opinions and ideas with a minimal degree of
logic
iii.makes minimal use of referencing and formatting tools
to create a presentation style that may not always be
suitable to the context and intention.
Your groups feature article
Is not organized into topic based paragraphs, although some attempt has been
made
Does not contain an opinion or a recommendation about the attraction to the
reader
Is not clearly, logically ordered, although some attempt has been made
Your groups advertisement
Is hard to follow, although some attempt has been made
Does not make full use of the language features described to entice the viewer
to visit your attraction
Has used some of the camera shots and movement described throughout the
programme.

34
The student:
i. makes adequate use of organizational structures that
serve the context and intention
ii.organizes opinions and ideas with some degree of logic
iii.makes adequate use of referencing and formatting tools
to create a presentation style suitable to the context and
intention.
Is basically organised into topic based paragraphs, although links may not always
be clear
Contains a recommendation to the reader
Is logically ordered
Is logically structured and makes some use of the language conventions of
television advertising.
Does not make full use of the language features described to entice the viewer
to visit your attraction
Has used a good range of the camera shots and movement described
throughout the programme.

56
The student:
i. makes competent use of organizational structures that
ii. organizes opinions and ideas in a logical manner, with
ideas building on each other
iii. makes competent use of referencing and formatting
tools to create a presentation style suitable to the context
and intention.
Is well organised into topic based paragraphs, with clear links throughout
Contains a convincing recommendation to the reader
Is logically ordered
Is logically structured and makes good use of the language conventions of
Makes good use of language features described to entice the viewer to visit your
attraction
Has used a good range of the camera shots and movement described

78
The student:
i. makes sophisticated use of organizational structures that
serve the context and intention effectively
ii. effectively organizes opinions and ideas in a logical
manner with ideas building on each other in a
sophisticated way
iii.makes excellent use of referencing and formatting tools
to create an effective presentation style.
Is well organised into topic based paragraphs, with clear links throughout. The
feature article makes excellent use of visual organisation
Contains a convincing recommendation to the reader
Is logically ordered. Pictures and quotes are labelled.
Is logically structured and makes good use of the language conventions of
Is effective in enticing the viewer
Makes good use of language features described to entice the viewer to visit your
attraction
Has used an excellent range of the camera shots and movement described
C- Producing Texts
Acheivement
level
Level Descriptor Task Specific Descriptor
below.
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12
The student:
i. produces texts that demonstrate limited personal
engagement with the creative process; demonstrates a
limited degree of thought or imagination and minimal
exploration of new perspectives and ideas
ii. makes minimal stylistic choices in terms of linguistic,
literary and visual devices, demonstrating limited
awareness of impact on an audience
iii. selects few relevant details and examples to support
ideas.
Your groups feature article and advertisement
Have limited evidence of engagement with the content and creative process
delivered in the programme.
Demonstrate little to no imagination and thought
Shows little evidence that you have considered the language and visual
conventions of your texts as shown throughout the programme
Have only a few relevant details about your attraction and the history it displays

34
The student:
i. produces texts that demonstrate adequate personal
engagement with the creative process; demonstrates some
thought or imagination and some exploration of new
perspectives and ideas
ii. makes some stylistic choices in terms of linguistic,
literary and visual devices, demonstrating some awareness
of impact on an audience
iii. selects some relevant details and examples to support
ideas.
Have some evidence of engagement with the content and creative process
Demonstrate some imagination and thought
Shows some evidence that you have considered the language and visual
Have some relevant details about your attraction and the history it displays

56
The student:
i. produces texts that demonstrate considerable personal
engagement with the creative process; demonstrates
considerable thought or imagination and substantial
exploration of new perspectives and ideas
ii. makes thoughtful stylistic choices in terms of linguistic,
literary and visual devices, demonstrating good awareness
iii. selects sufficient relevant details and examples to
support ideas.
Have good evidence of engagement with the content and creative process
Demonstrate good imagination and thought
Shows good evidence that you have considered the language and visual
Have good and relevant details about your attraction and the history it displays

78
The student:
i. produces texts that demonstrate a high degree of
personal engagement with the creative process;
demonstrates a high degree of thought or imagination and
perceptive exploration of new perspectives and ideas
ii. makes perceptive stylistic choices in terms of linguistic,
literary and visual devices, demonstrating clear awareness
iii. selects extensive relevant details and examples to
support ideas.
Have excellent evidence of engagement with the content and creative process
Demonstrate excellent imagination and thought
Shows excellent evidence that you have considered the language and visual
Have excellent and relevant details about your attraction and the history it
displays
D- Using Language
Achievement
level
Level Descriptor Task Specific Descriptor
below.

12
The student:
i. uses a limited range of appropriate vocabulary and forms
of expression
ii. writes and speaks in an inappropriate register and style
that do not serve the context and intention
iii. uses grammar, syntax and punctuation with limited
accuracy; errors often hinder communication
iv. spells/writes and pronounces with limited accuracy;
errors often hinder communication
v. makes limited and/or inappropriate use of non-verbal
communication techniques.
Use a limited range of vocabulary to express the themes, history and purpose of
your texts
Have not made language choices which are suitable for the audience and
intention of your texts
Have many errors in grammar, syntax and punctuation
Have many errors in spelling and speaking
Have not made use of the various visual, spoken and technical apparatus as
discussed in the programme

34
The student:
i. uses an adequate range of appropriate vocabulary,
sentence structures and forms of expression
ii. sometimes writes and speaks in a register and style that
iii. uses grammar, syntax and punctuation with some
degree of accuracy; errors sometimes hinder
communication
iv. spells/writes and pronounces with some degree of
accuracy; errors sometimes hinder communication
v. makes some use of appropriate non-verbal
Use an adequate range of vocabulary to express the themes, history and purpose
of your texts
Has made acceptable language choices which are suitable for the audience and
Have some but not many errors in grammar, syntax and punctuation
Have some but not many errors in spelling and speaking
Have made some use of the various visual, spoken and technical apparatus as
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56
The student:
i. uses a varied range of appropriate vocabulary, sentence
structures and forms of expression competently
ii. writes and speaks competently in a register and style that
iii. uses grammar, syntax and punctuation with a
considerable degree of accuracy; errors do not hinder
effective communication
iv. spells/writes and pronounces with a considerable degree
of accuracy; errors do not hinder effective communication
v. makes sufficient use of appropriate non-verbal
Use varied range of vocabulary to express the themes, history and purpose of
your texts
Have made good language choices which are suitable for the audience and
Have few, if any, errors in grammar, syntax and punctuation
Have few, if any, errors in spelling and speaking
Have made good use of the various visual, spoken and technical apparatus as
Individuals and Societies
A- Knowing and Understanding
below.

12
The student:
i. uses a limited range of appropriate vocabulary and forms
of expression
ii. writes and speaks in an inappropriate register and style
that do not serve the context and intention
iii. uses grammar, syntax and punctuation with limited
accuracy; errors often hinder communication
iv. spells/writes and pronounces with limited accuracy;
errors often hinder communication
v. makes limited and/or inappropriate use of non-verbal
Uses a limited range of attraction and history based vocabulary
Uses an inappropriate register and style for the purpose of informing and
attracting people
Demonstrates limited accuracy in speaking
Demonstrates limited understanding of non-verbal communication techniques

34
The student:
i. uses an adequate range of appropriate vocabulary,
sentence structures and forms of expression
ii. sometimes writes and speaks in a register and style that
iii. uses grammar, syntax and punctuation with some
degree of accuracy; errors sometimes hinder
communication
iv. spells/writes and pronounces with some degree of
accuracy; errors sometimes hinder communication
v. makes some use of appropriate non-verbal
Uses an adequate range of attraction and history based vocabulary
Sometimes uses a register and style for the purpose of informing and attracting
people
Demonstrates some accuracy in speaking
Demonstrates some understanding of non-verbal communication techniques

56
The student:
i. uses a varied range of appropriate vocabulary, sentence
structures and forms of expression competently
ii. writes and speaks competently in a register and style that
iii. uses grammar, syntax and punctuation with a
considerable degree of accuracy; errors do not hinder
effective communication
iv. spells/writes and pronounces with a considerable degree
of accuracy; errors do not hinder effective communication
v. makes sufficient use of appropriate non-verbal
Uses varied range of attraction and history based vocabulary
Uses a suitable register and style for the purpose of informing and attracting
people
Demonstrates good accuracy in speaking
Demonstrates good understanding of non-verbal communication techniques

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2014 Heit

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