Extension 2 English Bibliography Syllabus

The New Year 11 & 12 (Stage 6) English Syllabus starts in 2018

2018 Year 11 students will begin the study of the new Year 11 & 12 (Stage 6) English Syllabus. The 2018 English Syllabus introduces new modules and texts.

In this post, we answer some frequently asked questions from Year 10 students about choosing the right English course for Year 11.

 

Read on as we compare the different English courses so you can make the right decision.

 

Introducing the New 2018 Year 11 English Syllabus

Year 11 English is the first year of Stage 6 English.

  • Year 9 and 10 English is known as Stage 5 English
  • Year 11 and 12 English is known as Stage 6 English

Stage 6 English offers three different options – English Advanced, English Standard, and English Studies. More information about Stage 6 can be found on the NSW Education Standards Authority (NESA) website.

Year 11 English Standard and Advanced courses have set modules for study. The modules for the  Year 11 curriculum starting in 2018 are:

Year 11 English Advanced
Year 11 English Standard
Year 11 English Studies
Common Module:
Reading to Write
Reading to Write
Non Common Module.
Achieving Through English: English in education, work and community
Module A:
Narratives that Shaped the World
Contemporary Possibilities
Chosen from a group of 14 Electives
Module B:
Critical Study of Literature
Close Study of Literature
 Chosen from a group of 14 Electives

Table of HSC English Modules

 

  • Module is the term used by NESA to describe the unit set for study. The modules prescribe the content studied by students, this includes the approach to the texts.
  • Students must always familiarise themselves with the Module outlines to be able to address their criteria.
  • The Common Module is used to standardise testing for the different levels of English.
  • All students for English Standard and English Advanced will need to take the Common Module in Year 11 and again in Year 12.
  • English Studies students do not do The Common Module in Year 11. In Year 11, English Studies students study the Achieving Through English Module. In Year 12, English Studies students will take the Common Module with English Advanced and English Standard.
  • English Studies students take elective modules chosen by their teachers from a list of 14 options. The list can be found here on the NESA website. The other modules that students take will differ in difficulty depending on which English course they study.
  • The English Advanced Modules are more complex and demanding than the English Standard Modules.
  • In Year 11, there is not a prescribed text list. In Year 12, the texts will be chosen from a list of prescriptions.
  • We recommend students speak with their School English co-ordinator regarding the suitable level of English.
  • There are only 3 assessment tasks allowed to be set for Year 11.

 

“Universities are increasingly requiring students to have a minimum result in either English Standard or Advanced. “

 

Choosing the Right English Course (English Advanced, English Standard, or English Studies)

The different levels of English have different requirements for student competency and ability. To help students determine which English course is best for them, we’ve produced a flowchart that illustrates the level of achievement students need to attain for the differing levels.

The Pathways of English Progression

 

How students perform in Year 10 English should inform their decisions for the level of Year 11 English they choose to study.

  • If they struggle with Year 10 English, students should carefully consider the commitment they will need to make to succeed in Year 11 English Advanced.
  • If students perform well in Year 10 English, but don’t want to commit the time to studying Year 11 English Advanced, they should consider how scaling may benefit them.

We recommend that students discuss this with their High School English teacher and Year Co-ordinator before making a decision.

 

Comparing English Courses: English Advanced  vs English Standard vs English Studies

What are the specific differences between English Advanced, English Standard, and English Studies? Let’s have a look.

  • English Standard and English Advanced are both Category A subjects. This means that they are academic subjects that qualify for an ATAR.
  • English Studies is Category B subject. You are only allowed to have 2 units of category B in your 10 units for the HSC.
  • As you must have an English subject, English Studies will be the only Category B subject you can take.
  • In addition, some university courses, such as those in education, will require a Band 5 in English Standard or Advanced as a minimum.

The table below compares the three different courses in terms of its aims, complexity of texts, student skills required, study requirements and benefits.

English Studies
English Standard
English Advanced
Aims
English Studies aims to teach a practical understanding of English.English Standard is designed to give students competence in analysing and discussing a range of texts.

English Standard is aimed to help students communicate more effectively.

English Advanced develops students’ mastery of English.

They learn to analyse complex texts and discuss them in detail.

Complexity of Texts
Developing reading competency.Common literary texts.Complex and challenging texts.
Students Skills
Correct English usage

Clear essay structure

Basic literary analysis

Oral communication skills.

Correct English usage

Strong essay structure

Aptitude spotting and discussing literary/ dramatic/ poetic/ filmic  techniques

Ability to analyse themes in texts

Strong oral communication skills

Understanding of different mediums of production and textual forms.

Mastery of English usage

Excellent Essay structure

Excellent ability to analyse and discuss a wide range of literary/ dramatic/ poetic/ filmic techniques in texts. Students can use these to support detailed arguments.

Comprehensive understanding of themes in texts

Knowledge of a range of artistic movements and contextual periods

Detailed knowledge of different mediums of production and textual forms. Students develop the ability to discuss how these are used to produce meaning.

Excellent written and oral communication skills.

Students are able to produce texts in a variety of forms and registers.

Study Requirements
2-3 hours per week4-5 hours per week6 hrs + per week
Benefits
Students who complete English Studies will gain confidence in their oral and written communication skills.

Students will develop a basic understanding of how texts develop meaning.

English Studies is a Category B subject. This means it will only attract an ATAR if it is the only 2 unit Category B subject.

Students will learn to analyse texts.

They will gain an understanding of how composers represent their ideas for various audiences.

Students will be able to communicate effectively in written and oral forms.

Qualifies for an ATAR as a Category A subject.

Students will gain excellent communication skills.

They will learn how to analyse a wide range of complex texts.

They will be able to discuss challenging ideas clearly and concisely.

Students of English Advanced will be well prepared for the communication demands of tertiary education.

English Advanced scales better than Standard, making it easier to achieve the ATAR you need.

Qualifies for an ATAR as Category A Subjects.

Table of the Differences Between English Advanced, English Standard, and English Studies

 

Understanding What’s Expected of Year 11 English Students

Most Year 10 students find Year 11 English much more demanding. In Stage 6, there is a significant increase in the level of complexity of the texts and the depth of detail with which they are studied.

In Year 10, students identify techniques and discuss what these techniques do. Whereas in Year 11, students need to identify techniques and discuss how they develop meaning in the text.

 

“You will be presented with similar texts to Stage 5. But in Year 11, you will need to discuss them in far greater depth.”

 

How to Create and Organise English Study Notes

This means student responses will be longer and more detailed in Year 11 and therefore students will have more homework and need to do more study! So, how should students study for English? Let’s have a look at a comprehensive seven-step process:

    1. Read/ view the set text for the first time to understand the plot and themes.
    2. Read/ view it again to look for useful examples that support these themes.
    3. Make note of the techniques used in the examples and explain how they develop meaning for the audience (you!).
    4. Create a table of the themes and useful quotations from the text. At Matrix, students are provided with Textual Analysis Templates in their Year 11 English Theorybooks like the one below.
Theme/ Character
Example
Technique
Effect
Research
What to do
Organise your notes by theme or character
Provide a quotation or example from the text

 

 

 

Note and describe the technique used

 

 

 

Explain how the technique affects or shapes your understanding of the meaning in the example

 

 

 

Look for what do others say about this theme or example from the text? Try to look for scholarly articles.

Wikipedia is a good place to begin research, but it is not always reliable or accurate. After reading a Wikipedia article, you should look at its sources and read those articles.

Often Wikipedia articles included suggested further reading, these are ideal places to further continue your research.

Make note of your findings and keep track of the references.

Example
“The Difficulty of Year 11”
Year 11 English is like scaling Mount Everest.

 

The use of “like” signifies this is a simile

 

This compares Year 11 English to climbing a large mountain. This argues that Year 11 is hard and requires a lot of careful preparation.

 

25th June: Lots or people agree that Year 11 English is hard. Some say that universities require to study specific units of English and achieve specific marks. I should look into why that is to develop my notes further.

26th June: The Matrix blog states that “The English Advanced Modules are more complex and demanding than the English Standard Modules.” (https://www.matrix.edu.au/english-studies-vs-english-standard-vs-english-advanced)

Example From Othello
Iago’s Villainy
Iago: And what’s he then that says I play the villain?  / When this advice is free I give and honest (2.3. 330-331)Rhetorical Question (hypophora – asks a question and immediately answers it)Iago is giving them logical and helpful advice. The use of hypophora is a manipulative technique. Answering the question he’s asked immediately means that Iago’s listeners aren’t given time to formulate an answer against it.24th June: Not sure why Iago is evil?

26th June: Found quote by R.Berry: “This is of the same order as the grotesquely
exaggerated hell-imagery in his speeches, which we should not take at face-value. Iago, in truth, likes to think of himself as evil, as the villain: he plays the role in capital letters.” Berry argues that Iago revels in his villainy and his concealment of it. (R. Berry 1972.  http://www.jstor.org/stable/2868648)

A Sample Study Table for English Notes

 

  1. Do some research on the text and see how the ideas and perspectives compare to those of others. It is important that students form an opinion of the text before they search out others’. You must demonstrate independent thinking and learning skills! Make sure you enter your research into your study table. (See our example above!).
  2. Write a new essay incorporating changes that fix the flaws of the first essay. Use these notes to write a practice essays and mark it against a school marking rubric. At Matrix, students are provided with comprehensive rubrics and detailed feedback on their work. Matrix rubrics give actionable feedback on the following criteria:
    1. Engagement with the question
    2. Originality
    3. Argumentation
    4. Structure
    5. Use of Evidence
    6. Language Use
  3. Repeat this process by writing another essay to a new question.

 

As you can see, Year 11 English is far more complex and time-consuming than Year 10 English. In addition, English Advanced is more complex and demanding than English Standard or English Studies.

However, there is a reward for this additional work. There is a greater level of scaling applied to English Advanced. In past years, English Advanced has been scaled significantly higher than English Standard.

For more help, you should read our Beginner’s Guide to Acing HSC English for comprehensive tips on how to get Band 6 results.

Let’s see what scaling is and how it works.

 

Scaling of English Advanced and English Standard?

Scaling is the process of converting HSC marks into scaled marks for comparison across different subjects. This conversion, or ‘scaling,’ is required as students undertake different levels of English. Essentially, comparing the marks of students studying different English courses is not accurate in assessing students in comparison to one another.

A different level of scaling is applied to each subject, this reflects different demands of the subject. As a general rule, the “harder” the unit of study, the “better” the scaling it receives.

“English Advanced scales better than English Standard.”

Please note that students should not be choosing subjects based on scaling. Instead, scaling graphs should be used as the tool for determining your required position/rank in the state for you to obtain your desired ATAR.

For example,

  • A student in 90th percentile (top 10 percent in the state) in English Advanced will receive a scaled mark of 42.5/50 which equates to 85/100, whereas a student in 90th percentile in English Standard will receive a scaled mark of 28/50 which equates to 56/100. Note that you will only need to be in the 30th percentile (top 70 percent in the state) in English Advanced to obtain a scaled mark of 56/100!
  • A student in the 30th percentile in English Advanced will obtain higher scaled mark than a student is in the 90th percentile (top 10 percent in the state) in English Standard.

Graph of Scaling Curves for English Subjects

Scaling is a complex idea, if you would like to know more you should read All About ATAR Scaling.

 

You may be also interested in:

 

 

 

© Matrix Education and www.matrix.edu.au, 2017. Unauthorised use and/or duplication of this material without express and written permission from this site’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Matrix Education and www.matrix.edu.au with appropriate and specific direction to the original content.


Found this article interesting or useful? Share the knowledge!

  1. Home
  2. Syllabuses
  3. Senior Years (11–12) Syllabuses
  4. English Extension 2
  5. English Extension 2 Major Work fact sheets

English Extension 2 Major Work fact sheets

Examination and assessment

External examination

Major Work (40 marks)

The Major Work must be a substantial composition. The composition may use any medium of presentation appropriate to the nature of the composition and must be one, or a combination, of the following: imaginative; investigative; interpretative; and/or analytical.

Reflection statement (10 marks)

The Major Work is to be accompanied by a statement of reflection on the intent, process and understanding gained from undertaking the Major Work.

Internal assessment

The components for the internal assessment are the two course objectives, with equal weighting. There are three assessment tasks, as shown in the table below.

 Components 

Tasks

Objective 1:
Skills in extensive independent investigation
Objective 2:
Skills in sustained composition
Total

Viva Voce addressing the proposal for the Major Work

5510

Report on the impact of independent investigation on the development of the Major Work

10515
Draft version of the Major Work, and reflection on progress to date101525
Total252550

Examination and assessment

Major Work Journal

Requirements for Major Work Journal

During the development of the Major Work, students are required to keep a journal that documents their processes of investigation and composition. It provides a strong foundation for students in the completion of all three internal assessment tasks, as well as in the composition of the Reflection Statement.

This journal must provide the following information:

  • a clear written statement of intention agreed to by the student and the teacher/school
  • reflections pertaining to the development of the Major Work.

Students are required to submit their Major Work Journal to their teacher at least three times at key points during the course.
If the final version of the Major Work varies substantially from earlier drafts, these changes must be reflected in the Major Work Journal.
The Major Work Journal is not marked but has a role in establishing the authenticity of the Major Work and will be referenced in the case of appeals being made to the BOSTES. The Major Work Journal is used by teachers to monitor the learning of the students and to provide evidence of the processes undertaken in the development of the Major Work.

Presentation

  • The Major Work Journal may be presented in either print or electronic forms, such as a blog.
  • Overly decorative and lengthy journals should be avoided.
  • The Major Work Journal should not identify the student (except by candidate number and school number), any other students, teachers or the school.
  • The Major Work Journal must be submitted by the student at the same time as the Major Work is submitted.

Additional advice

This fact sheet should be read in conjunction with the following documents, which can be accessed on the BOSTES website:

Major Work Journal

Reflection Statement

Requirements for Reflection Statement

The Reflection Statement is a personal, critical reflection on the process involved in completing the Major Work and on the completed product. The Reflection Statement is composed at the end of the process and should be informed by the student’s reflections in the Major Work Journal. It must contain a minimum of 1000 words and no more than 1500 words.

The Reflection Statement:

  • summarises the intention of the Major Work and the relationship it has with the extensive independent investigation
  • must include an outline of the intended audience for the Major Work and the purpose for which it was composed
  • supports the Major Work, explaining the relationships of concept, structure, technical and language features and conventions
  • must explain the relationship the Major Work has to the English (Advanced) and Extension coursework ­– this can include the work undertaken in the Preliminary year
  • should explain the development of concepts during the process of composition, making the links clear between independent investigation and the development of the finished product
  • should indicate how the student realised the concepts in the final product
  • may be written in either a formal or informal register.

 Presentation

  • A4 paper with pages numbered.
  • Font size 12, Arial or Times New Roman, double-spaced, text colour – black.
  • The Reflection Statement should not identify the student (except by candidate number and school number), or any other students, teachers or the school.

Additional advice

The Reflection Statement should be attached to the Major Work. Students undertaking a Major Work in print or sound media are required to submit their Major Work and Reflection Statement in PDF format. Schools will then upload them to the BOSTES website via Schools Online.

This fact sheet should be read in conjunction with the following documents, which can be accessed on the BOSTES website:

Reflection Statement

Major Work – Print Medium

Short story(ies)

Requirements for Major Work

Students complete a short story or a suite of stories within a 5000–6000 word limit. The word limit does not include the Reflection Statement.

Presentation

  • Cover sheet with school number, candidate number and title of the work(s).
  • A4 paper with pages numbered.
  • Font size 12, Arial or Times New Roman, double-spaced, text colour – black.
  • All appropriated or non-original material must be acknowledged in the Reflection Statement.
  • The Major Work should not identify the student (except by candidate number and school number), or any other students, teachers or the school.
  • The Reflection Statement has a 1000–1500 word limit.
  • Bibliographies are not required. However, where works have been cited or referenced in the Major Work, these should be appropriately cited as an addendum attached to the short story(ies). (See Frequently Asked Questions.)

Additional advice

The Major Work with Reflection Statement attached should be submitted to the school in PDF format.

This fact sheet should be read in conjunction with the following documents, which can be accessed on the BOSTES website:

Short story(ies)

Poem(s)

Requirements for Major Work

Students write a suite of poems, a collection of poems or an extended poem up to a 3500 word limit. The word limit does not include the Reflection Statement. Also note that:

  • the suite of poems should be linked in theme and/or structure
  • the collection could develop a single concept or diverse concepts.

Presentation

  • Cover sheet with school number, candidate number and title of the work(s).
  • A4 paper with pages numbered.
  • Font size 12, Arial or Times New Roman, double-spaced, text colour – black.
  • All appropriated or non-original material must be acknowledged in the Reflection Statement.
  • The Major Work should not identify the student (except by candidate number and school number), or any other students, teachers or the school.
  • The Reflection Statement has a 1000–1500 word limit.
  • Bibliographies are not required to be added to poetry. However, where works have been cited or referenced in the Major Work, these should be appropriately cited as an addendum attached to the poem(s).

Additional advice

The Major Work with Reflection Statement attached should be submitted to the school in PDF format.

This fact sheet should be read in conjunction with the following documents, which can be accessed on the BOSTES website:

Poem(s)

Critical response

Requirements for Major Work

Students develop a critical response based on their independent research into an area of special interest of their choice within a 4000–5000 word limit. The word limit does not include the Reflection Statement, bibliography or footnotes.

The critical response could take the form of:

  • a critique of an author’s work; or
  • an independent investigation into an aspect of language; or
  • an independent investigation into the works of a particular historical period; or
  • an independent investigation into a particular paradigm related to the study of English; or
  • any other critical response approved by the teacher, which is an extension of the knowledge and understanding gained by the student in the English (Advanced) or English Extension courses.

Presentation

  • Cover sheet with school number, candidate number and title of the work(s).
  • A4 paper with pages numbered.
  • Font size 12, Arial or Times New Roman, double-spaced, text colour – black.
  • All appropriated or non-original material must be acknowledged in the Reflection Statement.
  • The Major Work should not identify the student (except by candidate number and school number), or any other students, teachers or the school.
  • The Reflection Statement has a 1000–1500 word limit.
  • A bibliography or reference list is typically appropriate to the conventions of this form and should be attached to the critical response. (See also Frequently Asked Questions.)

Additional advice

Footnotes need to be used judiciously and not as a means of expanding the Major Work.

The Major Work with Reflection Statement attached should be submitted to the school in PDF format.

This fact sheet should be read in conjunction with the following documents, which can be accessed on the BOSTES website:

Critical response

Script – radio, film, television or drama

Requirements for Major Work

Students develop a script of a complete work for the medium of radio, film, television or drama. The intended performance time for the script must be 20–30 minutes.

Presentation

  • Cover sheet with school number, candidate number and title of the work(s).
  • A4 paper with pages numbered.
  • Font size 12, Arial or Times New Roman, double-spaced, text colour – black.
  • Scriptwriting conventions appropriate to the medium should be followed. The BOSTES does not specify a particular style or format.
  • All appropriated or non-original material must be acknowledged in the Reflection Statement and as an addendum to the script.
  • The Major Work should not identify the student (except by candidate number and school number), or any other students, teachers or the school.
  • The Reflection Statement has a 1000–1500 word limit.

Additional advice

The Major Work with Reflection Statement attached should be submitted to the school in PDF format.

This fact sheet should be read in conjunction with the following documents, which can be accessed on the BOSTES website:

Script – radio, film, television or drama

Major Work – Sound Medium

Speech(es)

Requirements for Major Work

Students present an audio file and a print copy of a speech or combination of speeches. The audio file must have a playing time of 15–20 minutes and may include music and/or sound effects, which will not be included in the running time. These effects will be noted for their contribution to the establishment of the internal context of the work, but the assessment emphasis will be on the substance of the speech and the delivery. The audience for the speech must be specified. (See Frequently Asked Questions.)

The student presenting the Major Work must be the principal performer, sole writer and sole director/producer.

Presentation

  • Cover sheet with school number, candidate number and title of the work(s).
  • A4 paper with pages numbered.
  • Font size 12, Arial or Times New Roman, double-spaced, text colour – black.
  • All appropriated or non-original material must be acknowledged in the Reflection Statement and acknowledged as an addendum to the speech(es).
  • The Major Work should not identify the student (except by candidate number and school number), or any other students, teachers or the school.
  • The Reflection Statement has a 1000–1500 word limit.

Additional advice

The completed work should be directly and thoroughly tested for appropriate functionality before submission. It is strongly advised that the work be tested on the storage medium on a computer that has not been used during the production of the work to ensure that it performs as intended.

The Major Work with Reflection Statement attached should be submitted to the school in PDF format with embedded audio file.

This fact sheet should be read in conjunction with the following documents, which can be accessed on the BOSTES website:

Speech(es)

Radio drama

Requirements for Major Work

Students present an audio file and a print copy of a complete radio drama. The audio file must have a playing time of 10–15 minutes and may include music and/or sound effects, which will not be included in the running time. These effects will be noted for their contribution to the establishment of the internal context of the work, but the assessment emphasis will be on the substance of the radio drama and the delivery.

The student presenting the Major Work must be the sole writer and sole director/producer.

Presentation

  • Cover sheet with school number, candidate number and title of the work(s).
  • A4 paper with pages numbered.
  • Font size 12, Arial or Times New Roman, double-spaced, text colour – black.
  • Scriptwriting conventions appropriate to the medium should be followed. The BOSTES does not specify a particular style or format.
  • All appropriated or non-original material must be acknowledged in the Reflection Statement and as an addendum to the radio drama.
  • The Major Work should not identify the student (except by candidate number and school number), or any other students, teachers or the school.
  • The Reflection Statement has a 1000–1500 word limit.

Additional advice

The completed work should be directly and thoroughly tested for appropriate functionality before submission. It is strongly advised that the work be tested on the storage medium on a computer that has not been used during the production of the work to ensure that it performs as intended.

The Major Work with Reflection Statement attached should be submitted to the school in PDF format with embedded audio file.

This fact sheet should be read in conjunction with the following documents, which can be accessed on the BOSTES website:

Radio drama

Performance poetry

Requirements for Major Work

Students present an audio file and a print copy of a complete poetry performance. The audio file must have a playing time of 8–10 minutes and may include music and/or sound effects, which will not be included in the running time. These effects will be noted for their contribution to the establishment of the internal context of the work, but the assessment emphasis will be on the substance of the performance poetry and the delivery.

The student presenting the Major Work must be the principal performer, sole writer and sole director/producer.

Presentation

  • Cover sheet with school number, candidate number and title of the work(s).
  • A4 paper with pages numbered.
  • Font size 12, Arial or Times New Roman, double-spaced, text colour – black.
  • All appropriated or non-original material must be acknowledged in the Reflection Statement and as an addendum to the poetry.
  • The Major Work should not identify the student (except by candidate number and school number), or any other students, teachers or the school.
  • The Reflection Statement has a 1000–1500 word limit.

Additional advice

The completed work should be directly and thoroughly tested for appropriate functionality before submission. It is strongly advised that the work be tested on the storage medium on a computer that has not been used during the production of the work to ensure that it performs as intended.

The Major Work with Reflection Statement attached should be submitted to the school in PDF format with embedded audio file.

This fact sheet should be read in conjunction with the following documents, which can be accessed on the BOSTES website:

Performance poetry

Major Work – Visual Medium

Video

Requirements for Major Work

Students present a video exploring a concept or notion that is an extension of the knowledge and understanding gained in the English (Advanced) or Extension courses. The video is submitted as a digital file that has a playing time of 6–8 minutes. Students must also submit a print copy of the script, using scriptwriting conventions appropriate to the medium.

The student presenting the Major Work must be the sole writer and director.

Presentation

  • Cover sheet with school number, candidate number and title of the work(s).
  • A4 paper with pages numbered.
  • Font size 12, Arial or Times New Roman, double-spaced, text colour – black.
  • The video must be submitted as a digital file in the format advised annually by the BOSTES.
  • All appropriated or non-original material, such as images, music, programming equipment or software, must be acknowledged in the Reflection Statement, in the credits of the video and as an addendum to the print copy of the script.
  • The Major Work should not identify the student (except by candidate number and school number), or any other students, teachers or the school.
  • The Reflection Statement has a 1000–1500 word limit.

Additional advice

The completed work should be directly and thoroughly tested for appropriate functionality before submission. It is strongly advised that the work be tested on the storage device on a computer that has not been used during the production of the work to ensure that it performs as intended.

This fact sheet should be read in conjunction with the following documents, which can be accessed on the BOSTES website:

Video

Major Work – Digital Media

Digital media

Requirements for Major Work

Students present a digital media composition exploring a concept or notion that is an extension of the knowledge and understanding gained in the English (Advanced) or Extension courses. Digital media compositions can use a wide variety of digital tools to create interactive texts. The digital file must have media content viewable within 20 minutes. Students must also submit a hard copy of a flowchart, logic map or storyboard with the Major Work.

The student presenting the Major Work must be the sole composer. All files and links are to be established and created by the student.

Presentation

  • Cover sheet with school number, candidate number and title of the work(s).
  • A4 paper with pages numbered.
  • Font size 12, Arial or Times New Roman, double-spaced, text colour – black.
  • The digital media composition must be submitted as a digital file in the format advised annually by the BOSTES. Technical specifications and installation and running instructions must also be submitted.
  • All appropriated or non-original material, such as images, music, programming equipment or software, must be acknowledged in the Reflection Statement and as an addendum to the hard copy flowchart, logic map or storyboard.
  • The Major Work should not identify the student (except by candidate number and school number), or any other students, teachers or the school.
  • The Reflection Statement has a 1000–1500 word limit.

Additional advice

The digital media composition must be able to function directly from the digital file. Submitted work cannot be copied to a hard drive to improve playback performance. The work must be designed for playback and interaction not requiring specialist hardware or software such as high performance cards or software drivers. Any applications must run on current Apple Macintosh or Microsoft Windows operating systems directly from the storage medium.

The completed work should be directly and thoroughly tested for appropriate functionality before submission. It is strongly advised that the work be tested on the storage device on a computer that has not been used during the production of the work to ensure that it performs as intended.

This fact sheet should be read in conjunction with the following documents, which can be accessed on the BOSTES website:

Digital media

 

One thought on “Extension 2 English Bibliography Syllabus

Leave a Reply

Your email address will not be published. Required fields are marked *