Assessment Criteria

Criterion A: Analysing
Criteria Task Specific Criteria

The student does not reach a standard described by any The student does not reach a standard described by any
0
of the descriptors below. of the descriptors below.

The student:
i. provides limited analysis of the content, context,
language, structure, technique and style of text(s) and the
relationship among texts,
1-2
ii. provides limited analysis of the effects of the creator’s
choices on an audience,
iii. rarely justifies opinions and ideas with examples or
explanations; uses little or no terminology,
The student:
i. provides adequate analysis of the content, context,
language, structure, technique and style of text(s) and the
relationship among texts,
3-4 ii. provides adequate analysis of the effects of the
creator’s choices on an audience,
iii. justifies opinions and ideas with some examples and
explanations, though this may not be consistent; uses
some terminology,
The student:
i. competently analyses the content, context, language,
structure, technique, style of text(s) and the relationship
among texts,
5-6
ii. competently analyses the effects of the creator’s
choices on an audience,
iii. sufficiently justifies opinions and ideas with examples
and explanations; uses accurate terminology,
The student:
i. provides limited identification of
Shakespearean/literary features; provides limited
explanation of the techniques (verbal and non-verbal)
used to develop character/theme/plot; provides limited
explanation of the ways in which the text adheres to
Shakespearean conventions.
ii. provides limited analysis and explanation of the ways
in which specific creative choices are meant to impact
an audience.
iii. rarely justifies opinions and ideas with explanations
or specific examples from their text; uses little or no
literary terminology or text-type specific terminology.
The student:
i. provides adequate identification of
Shakespearean/literary features; provides adequate
explanation of the techniques (verbal and non-verbal)
used to develop character/theme/plot; provides
adequate explanation of the ways in which the text
adheres to Shakespearean conventions.
ii. provides adequate analysis and explanation of the
ways in which specific creative choices are meant to
impact an audience.
iii. sometimes justifies opinions and ideas with
explanations or specific examples from their text,
though this might not be consistent; uses some literary
terminology or text-type specific terminology, though
some inconsistency.
The student:
i. competently identifies Shakespearean/literary
features; provides competent explanation of the
techniques (verbal and non-verbal) used to develop
character/theme/plot; provides competent explanation
of the ways in which the text adheres to Shakespearean
conventions.
ii. competently analyses the ways in which specific
creative choices impact an audience.
iii. Sufficiently justifies opinions and ideas with
explanations or specific examples from their text; uses
literary terminology or text-type specific terminology
sufficiently.

The student:
i. provides perceptive analysis of the content, context,
language, structure, technique, style of text(s) and the
relationship among texts,
7-8 ii. perceptively analyses the effects of the creator’s
choices on an audience,
iii. gives detailed justification of opinions and ideas with a
range of examples, and thorough explanations; uses
accurate terminology,
Criterion C: Producing Text
Criteria
The student does not reach a standard described by any
0
of the descriptors below.
The student:
i. produces texts that demonstrate limited personal
engagement with the creative process; demonstrates a
limited degree of insight, imagination and sensitivity and
minimal exploration of, and critical reflection on, new
1-2
perspectives and ideas
ii. makes minimal stylistic choices in terms of linguistic,
literary and visual devices, demonstrating limited
awareness of impact on an audience
The student:
i. produces texts that demonstrate adequate personal
engagement with the creative process; demonstrates
some insight, imagination and sensitivity and some
exploration of, and critical reflection on, new perspectives
and ideas
3-4
ii. makes some stylistic choices in terms of linguistic,
literary and visual devices, demonstrating adequate
awareness of impact on an audience
The student:
i. provides perceptive identification of
Shakespearean/literary features; provides perceptive
explanation of the techniques (verbal and non-verbal)
used to develop character/theme/plot; provides
perceptive explanation of the ways in which the text
adheres to Shakespearean conventions.
ii. Perceptively analyses and explains the ways in which
specific creative choices impact an audience.
iii. Provides detailed justification of opinions and ideas
with thoughtfully selected examples from their text, and
explains ideas thoroughly; consistently uses literary
terminology or text-type specific terminology accurately.
Task Specific Criteria
The student does not reach a standard described by any
of the descriptors below.
The student:
i. Demonstrates limited engagement with the creative
process; performance demonstrates limited degree of
insight and imagination into the play’s
plot/character/theme; project appears rushed and is read
with little understanding of the lines.
ii. Makes minimal choices in terms of volume, pacing,
tone, body language while performing, demonstrating
limited awareness of impact on an audience.
The student:
i. Demonstrates adequate engagement with the creative
process; project demonstrates some insight and
imagination into the play’s plot/character/theme, though
some choices are forced; project reflects an
understanding of most lines performed, though there are
some inconsistencies.
ii. Makes some choices in terms of volume, pacing, tone,
body language while performing, demonstrating
adequate awareness of impact on an audience.
 The student:
i. produces texts that demonstrate considerable personal
engagement with the creative process; demonstrates
considerable insight, imagination and sensitivity and
5-6 substantial exploration of, and critical reflection on, new
perspectives and ideas
ii. makes thoughtful stylistic choices in terms of linguistic,
literary and visual devices, demonstrating good awareness
of impact on an audience
The student:
i. produces texts that demonstrate a high degree of
personal engagement with the creative process;
demonstrates a high degree of insight, imagination and
7-8 sensitivity and perceptive exploration of, and critical
reflection on, new perspectives and ideas
ii. makes perceptive stylistic choices in terms of linguistic,
literary and visual devices, demonstrating good awareness
of impact on an audience
Criterion D: Using Language
Criteria
The student does not reach a standard described by any
0 of the descriptors below.
The student:
i. uses a limited range of appropriate vocabulary and
forms of expression,
ii. writes and speaks in an inappropriate register and
1-2 style that do not serve the context and intention,
iv. spells/writes and pronounces with limited accuracy;
makes errors that often hinder communication,
v. makes limited and/or inappropriate use of non-verbal
communication techniques.
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 serve the context and intention,
3-4
iv. spells/writes and pronounces with some degree of
accuracy; makes errors that sometimes hinder
communication,
v. makes some use of appropriate non-verbal
communication techniques.
The student:
i. Demonstrates considerable engagement with the
creative process; project demonstrates considerable
insight and imagination into the play’s
plot/character/theme; project reflects a good
understanding of the lines performed.
ii. Makes thoughtful choices in terms of volume, pacing,
tone, body language while performing, demonstrating
good awareness of impact on an audience.
The student:
i. Demonstrates high degree of personal engagement
with the creative process; project demonstrates high
degree of insight and imagination into the play’s
plot/character/theme; project reflects a thorough
understanding of the lines performed and enhances the
audience’s understanding.
ii. Makes perceptive choices in terms of volume, pacing,
tone, body language while performing, demonstrating
good awareness of impact on an audience.
Task Specific Criteria
The student does not reach a standard described by any
of the descriptors below.
The student:
i. uses a limited range of appropriate vocabulary and
forms of expression in oral analysis,
ii. speaks in an inappropriate register for both
performance and analysis
iv. pronounces with limited accuracy; makes errors that
often hinder communication,
v. makes limited and/or inappropriate use of non-verbal
communication techniques.
The student:
i. uses an adequate range of appropriate vocabulary,
and forms of expression in oral analysis,
ii. sometimes speaks in an appropriate register for both
performance and analysis
iv. pronounces with some degree of accuracy; makes
errors that sometimes hinder communication,
v. makes some use of appropriate non-verbal
communication techniques.
 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 serve the context and intention,
5-6
iv. spells/writes and pronounces with a considerable
degree of accuracy; makes errors that do not hinder
effective communication
v. makes sufficient use of appropriate non-verbal
communication
techniques.
The student:
i. uses a varied range of appropriate vocabulary and
forms of expression competently in oral analysis,
ii. Uses a mostly appropriate register for both
performance and analysis
iv. pronounces with a considerable degree of accuracy;
makes errors that do not hinder effective
communication,
v. makes sufficient use of appropriate non-verbal
communication
techniques.

The student: The student:

i. effectively uses a range of appropriate vocabulary,
sentence structures and forms of expression,
ii. writes and speaks in a consistently appropriate
register and style that serve the context and intention,
7-8
iv. spells/writes and pronounces with a high degree of
accuracy; makes errors that are minor and
communication is effective,
v. makes effective use of appropriate non-verbal
communication techniques.
i. effectively uses a range of sophisticated vocabulary
and forms of expression in oral analysis
ii. Uses an appropriate register for performance and
analysis
iv. pronounces with a high degree of accuracy; makes
errors that are minor and communication is effective,
v. makes effective use of appropriate non-verbal
communication techniques.

Criterion A: Analysing Criterion C: Producing Text Criterion D: Using Language

4 6
Be careful not to at the end of
pause
lines
Be aware of your body is you're raking back
and forth
Good expression for the mostpart
Be aware of when the idea in the soliloquy
shifts
Good explanation of the foreshadowing
and dramatic irony a bit further and
ego
explain exactly hot it is foreshadowing

Nice discussion of symbolism