SENIOR SCHOOL - Summative
Grade 8 Subject English Language and Literature
Topic Are we Living in a Dystopia?
Time allowed 90 mins Time Taken*
Name of the Student*
Day/Date June 2025
Global Context Fairness and Development
Key Concept Connections
Related Concept Setting, theme
Statement of Inquiry By examining the connection between setting and theme, we can exp
how literature inspires readers to imagine a hopeful future
You will prepare and deliver a spoken presentation that explores the dystopian world in The Giver
and connects it to a real-world issue we face today. You’ll take on the role of a youth delegate
speaking at a global teen summit about freedom, control, and human rights.
This is your chance to show how fiction helps us understand the world around us and why it matters
Goal: Your goal is to show that the connection between setting and theme can help us explore how
literature inspires readers to imagine a hopeful future
Role: You are a youth delegate invited to speak at a Global Teen Summit on Freedom and Human
Rights. Your role is to provide insight into how dystopian literature like The Giver can help us understand
and challenge real-world social issues.
Audience: Your audience includes fellow student delegates, educators, and guest speakers from global
human rights organizations. They are interested in how literature can spark meaningful conversations
about society and ethics.
Situation: As society increasingly debates topics like government surveillance, censorship, and social
conformity, your perspective is needed to highlight the risks and responsibilities that come with shaping
human behavior. You are expected to deliver a thought-provoking oral analysis that explores the
relationship between the dystopian world of The Giver and a current real-world issue related to control,
freedom, surveillance, or conformity etc. You will analyze how both the fictional and real societies
manage (or manipulate) individuals for the "greater good" and reflect on the implications for our world
today.
Product/Performance: You will deliver a 3-5 minute oral analysis
Standards: You will be assessed on criteria A, B and D
Task Clarification
Checklist. You must include:
A concise explanation of key dystopian features in The Giver (e.g., sameness, lack of choice,
memory control).
A connection to a real-world issue or system that reflects similar values or risks.
An analysis of the ethical implications of both.
Your personal reflection on what individuals and communities can do to uphold human rights
and individuality.
Use of visuals or multimedia (optional but encouraged) to support your points.
Assessment Criteria
Criterion A: Analyzing
Leve Level Descriptor Task Specifi
l
1-2 The student:
i. provides minimal identification or explanation of the content, context, language, structure,
technique & style, & does not explain the relationship among texts I rarely ide
I outline th
ii. provides minimal identification & explanation of the effects of the creator’s choices on an I rarely giv
audience
[Link] justifies opinions & ideas with examples or explanations; uses little or no terminology
3-4 The student:
i. provides adequate identification & explanation of the content, context, language, structure,
technique & style, & some explanation of the relationship among texts I sometim
I Sometim
ii. provides adequate identification & explanation of the effects of the creator’s choices on an issues
audience I sometim
[Link] opinions & ideas with some examples & explanations, though this may not be consistent;
uses some terminology
5-6 The student:
i]. provides substantial identification & explanation of the content, context, language, structure,
technique & style, & explains the relationship among texts I often ide
I often exa
ii. provides substantial identification & explanation of the effects of the creator’s choices on an I often giv
audience
[Link] justifies opinions & ideas with examples & explanations; uses accurate terminology
7-8 The student:
i. provides perceptive identification & explanation of the content, context, language, structure,
technique & style, & explains the relationship among texts thoroughly I mostly id
I examine
ii. provides perceptive identification & explanation of the effects of the creator’s choices on an I consisten
audience
iii. gives detailed justification of opinions & ideas with a range of examples, & thorough
explanations; uses accurate terminology
Criterion B: Organizing
Leve Level Descriptor Task Specifi
l
1-2 The student:
i. makes minimal use of organizational structures though these may not always serve the
context & intention My pow
My idea
ii. organizes opinions & ideas with a minimal degree of coherence & logic
3-4 The student:
i makes adequate use of organizational structures that serve the context & intention
My pow
ii. organizes opinions & ideas with some degree of coherence & logic thesis s
My idea
5-6 The student:
i. makes competent use of organizational structures that serve the context & intention
My pow
ii. organizes opinions & ideas in a coherent & logical manner with ideas building on each statem
other My idea
7-8 The student:
i. provides perceptive identification & explanation of the content, context, language,
structure, technique & style, & explains the relationship among texts thoroughly My pow
statem
ii. provides perceptive identification & explanation of the effects of the creator’s choices on an My idea
audience other
iii. gives detailed justification of opinions & ideas with a range of examples, & thorough
explanations; uses accurate terminology
Criterion D: Using language
Leve Level Descriptor Task Specifi
l
1-2 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 - I ra
serve the context and intention - I ra
iii. uses grammar, syntax and punctuation with limited accuracy; errors often hinder communication info
iv. spells/writes and pronounces with limited accuracy; errors often hinder communication - I ra
v. makes limited and/or inappropriate use of non-verbal communication techniques. mo
- I ra
ges
3-4 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 - I so
context and intention - I so
iii. uses grammar, syntax and punctuation with some degree of accuracy; errors sometimes hinder communication info
iv. spells/writes and pronounces with some degree of accuracy; errors - I so
sometimes hinder communication exp
v. makes some use of appropriate non-verbal communication techniques
pow
- I so
(han
aud
- .
5-6 The student: - I mo
i. uses a varied range of appropriate vocabulary, sentence structures and forms of expression competently - I mo
ii. writes and speaks competently in a register and style that serve the info
context and intention - I mo
iii. uses grammar, syntax and punctuation with a considerable degree of few
accuracy; errors do not hinder effective communication - I mo
iv. spells/writes and pronounces with a considerable degree of accuracy; errors do not hinder effective communication (han
v. makes sufficient use of appropriate non-verbal communication
aud
techniques.
7-8 The student: - I co
i. effectively uses a varied range of appropriate vocabulary, sentence - I co
structures and forms of expression info
ii. writes and speaks in a consistently appropriate register and style that - I co
serve the context and intention exp
iii. uses grammar, syntax and punctuation with a high degree of accuracy; errors are minor and communication is - I co
effective (han
iv. spells/writes and pronounces with a high degree of accuracy; errors are minor and communication is effective
aud
v. makes effective use of appropriate non-verbal communication
techniques