Transportation as a Form of Punishment: A History

Transportation as a Form of Punishment A memoirContemporary commentators argued that imparting was no punishment at every last(predicate). Do you think that this is an accurate statement of realities of back breaker to the States and Australia in the eighteenth and 19th centuries?IntroductionIn this physical composition, it shall be cont arrested that at a superficial level, there is a measure of accuracy to the sentiments expressed in the quotation contained in the title statement. The perception of appropriate punishment that formed the frequent consciousness of the iniquitous justice system in Georgian England, where over 140 offences carried the immediate prospect of a capital penalty upon conviction, is the point of commencement. The delivery of a convicts life in a far off land was often perceived non as a neat criminal fourth dimension but as a lesser but equally effective form of pardon.Public aversion to conveyanceation as a true form of criminal sentencing int ensified in the Victorian era. As the concept of the penitentiary replaced the before purposes of banishment and its inherent cleansing of the accessible textile of the criminal classes, a seemingly free passage to an ungoverned land such as Australia was incompatible with the formid fitted images of Milbank prison and the panopticons forgeed on the earlier work of Jeremy Bentham.The superficial impression created by the contemporary commentators concerning the relationship between transportation and conventional notions of criminal punishment is submitted in this paper to be incomplete. This paper entrust explore a number of important corollaries that radiate from these conventional concepts, the chief of which is the development of the Australian convict republic and its success in effecting reformation and societal integration of criminals that was n ever achieved in its side of meat counterpart.. In addition to the physical risks posed to the convict cargo transported by eighteenth and advance(prenominal) nineteenth vessels travelling from England to the distant lands of America and later to mysterious and unexplored Australia, transportation represented a form of un take holding emigration, often as a endingpoint of conviction for offences that by modern standards might warrant, at most, a non custodial disposition.These points shall be developed within the following framework. It is important to appreciate the timeline within which transportation was appropriatetable as a criminal sentence in England. The timeline may be divided into five distinct components the period prior to the 1718 legislative reforms the edict of the Transportation Act, 1718 until the forbiddenbreak of the American Revolutionary War, 1776 the period of the prison hulks the commencement of Australian transportation, 1787 and the early Australian colonies the reform of the Australian penal closure coordinate until the cessation of Australian transportation, 1840.Th e analysis of the periods of transportation necessarily involves a comparison between the rationales employed by British political sympathies feignivity to justify transportation to America and that invoked with respect to Australia. The Australian colonial initiatives in turn reflected a powerful sea-change in public sentiment concerning transportation later on the Bigge report of 1822. The twin Georgian era motivation to rid Britain of its criminals through banishment correspondingly populated a geopolitically strategic south Pacific resolution. The penitentiary movement and its attendant principles of social control and reformation of the criminal classes at large lastly became the principle focus of Englands Victorian system of criminal sentencing and punishment..The Australian penal small town experience is presumptuousness(p) primacy in this paper due to its extent and the various social forces that influenced its course of action between the sailing of the beginnin g(a) Fleet to Australia in 1787 and the end of transportation sentences in the British criminal justice system to New South Wales aft(prenominal) 1840. In direct reference to the quotation cited in the title, special(a) reference is made to the contemporary transcripts of the proceedings at the Old Bailey in the relevant period. The cases and secondary authorities cited in support of the propositions advanced here ar not submitted not as exhaustive but as illustrative of the points advanced.The origins of the transportation sentence in side of meat criminal practice- The American coloniesBanishment as exile from ones homeland is an ancient sanction.1In face law, the practice did not originate with the passage of the Transportation Act in 1718. As early as 1674, a female defendant named Mall. Floyd was sentenced at the Old Bailey to be transported to some of the Plantations beyond the Seas.2 Floyd was convicted of stealing childrens clothing hers is the earliest transportation sentence noted in the Old Bailey records.3 These transcripts reveal that in over 50 cases recorded in the capital of the United Kingdom courts between 1676 and 1684, transportation was the sentence imposed. In the statutory age of transportation cases, the offender was convicted of petty theft or larceny.4The outgrowth Transportation Act apparently codified this common practice5. The American colonies were the most frequent ultimate destination of the persons sentenced to transportation between 1718 and the outbreak of the American War of Independence in 1776. It is plain that the public policy basis for transportation was multi-dimensional and reflected an inherent tautness in English legal practice between the increased number of English criminal offences that nominally carried a capital penalty later 1660, and a recognition that the so-called Bloody Code did not always result in a punishment that suited the crime.6 Transportation and the consequence of banishment to a foreig n land was perceived as a relief from theIt is noted in many of the academic authorities that transportation to the American colonies was suspended after 1776. However, the sentences continued to be imposed between the American war and the first off shipment of convicts to Botany Bay in 1787, Old Bailey records indicate that over 8700 persons were sentenced to transportation without necessarily ever leaving England7. Most of these male convicts served their sentences on the disease infested and crowded hulks, the prison ships stationed on the Thames whose inmates were used to dredge the river.8There is little gesture given the historical record that transportation to America, assuming that the dangerous Atlantic passage was survived by the convict, represented an opportunity for the offender to live a healthy existence, if not one where citizen status was attainable9. In contract the later Australian experience, transportation to America was a practice intended to provide ready stab to the colonial economy. There was no legal mechanism by which a convict could integrate themselves into free colonial night club. Transportation almost inevitably resulted in a life of relatively healthy servitude for the convict in the colony, a result that may have been perceived as preferable to the existence of members of the infra classes of their contemporary free English society, or the dangerous and disease carrying hulks where sentences were passed after 177610.It is of interest that succession the American rebellion resulted in the suspension and hence the end of transportation to America, by the time the war began the work output of African slaves was regarded by colonial enterprises as superior to that produced by transported English convicts.11 The best of African labour was preferred to the worst of England as previously shipped to the colonies.12The transport of convicts to America had alike spawned a variety of myths concerning the returning felon and his particular angers to English society.13Panics of this instance were much a creation of fertile media minds of the period than rooted in fact. These fears were also advanced with less force during the period of Australian transport.14An earlier vertebral column to the notion that transportation was in the general public interest of English society was found in the crime wave popularly believed to be be London in the early 1790s.15AustraliaWhereas the transportation of offenders to the American colonies was a pragmatic legal penalty that achieved the effect of banishment of undesirables to a place where their labour could be utilized, the commencement of Australian transportation in 1787 engaged more profound and conflicting social policy considerations16. Such sentences served to remove undesirables from English society Australia, a land only known to Europeans since 1770, represented a profound colonial opportunity for England. A economically self-supporting colony and its atten dant military charge in the south Pacific region was a desired objective of English authorities.17Transportation as a tool of criminal sentencing had been challenged prior to the transport of the first convicts to Australia. Jeremy Bentham is the most notable of these opponents, who saw transportation as extirpation when the societal goal ought to be the amendment of human nature through correction18. His theories of punishment were say not to the banishment of offenders and the perceived removal of the criminal stain from the societal fabric, but to the principles of reformation of offenders through the use of imprisonment. The panopticon as devised by Bentham combined the concepts of contrition to be served by the offender to the state through separation from society and the labour performed while confined, and the efficiency of the prisoner to be returned to society an improved person.19The Bentham model was intended to incorporate a calibration of deterrence, where the lengt h of sentence and its severity were matched to the crime committed to produce a reformed convict.20It has been noted by Braithwaite that the longer convict passage to Australia was significantly less hazardous to the convicts than that to America. Incentives were offered by the British authorities to the captains taking convicts to New South Wales for the number of convicts who were brought safely to the colony. The notion of banishment implicit in a transportation sentence was clearly tempered by a desire on the part of English authorities to have healthy and contributing persons in the colony.21 The same attitude appears in the decision to transport by way of the floating brothel female convicts to the colony in 1790, a group of women later characterised as the founding mothers of Australia.22It was after the English public became aware of how the transported convicts were housed and treated in the Australian colony after 1787 that provoked the criticisms contained in the title qu otation. Benthams objections to transportation were rooted in his philosophy of social justice the sentiments of the detractors of transportation sentences as induced above were motivated by the perception that Botany Bay and the later established Australian colonies permitted criminals to avoid their just desserts. The specific bases for these criticisms are examined below.In the popular press, the Australia colonies came to be regarded as a place where There vice is virtue, virtue vice, / and all thats vile is voted nice23. Bentham questioned whether the world ever saw anything under the name of punishment bearing the to the lowest degree resemblance to it,24 a sentiment that reflected a movement within English society to provide a moralistic underpinning to government policy.25 From this perspective, rooted in Calvinist notions of sin and penitence, the veritablety and unremitting harshness of an English prison sentence was to be preferred to the vagaries of a quasi-colonial , ungoverned existence in a tropic land26.The first colonial governor, Arthur Philip, provided the best ammunition for the anti-transportation forces, with the sardonic observation that convicts were sentenced to a transportation regime where they were no longer be burdened with the support of your married woman and family removed from a very bad climate and a country over burdened with people to one of the finest regions of the earthwhere it is highly probable you may ultimately gain your character and improve your future, a disposition that the Court was obligated to pass in consequence of the many aggravating pot of your case, and they hope your fate allow be a warning to others.27Emsley has noted that prior to the Bentham led movement to rationalise English criminal justice and sentencing procedures on a reformation centred model, the three chief sentencing tools applied in the courts were death transportation corporal punishment, chiefly whipping. In serious matters, the ap horism execution or exile was apt.28 English sentencing law was one of absolutes, where pardons were rendered so often as a chemical reaction to the disporportionality between what modern justice regards as petty offences and the available penalty that the justice system was rendered an unsustainable lottery.29It is suggested that modern commentators such as Hughes have overly romanticised the fate of the first Australian transportees, with descriptions of the Botany Bay colony as a prison with a wall 14,000 miles thick, where its convict inhabitants were cast in bondage as a device to rid England of its criminal classes.30On this reading, the convicts were unwilling emigrants as opposed to a transplanted population.31 This approach places greater emphasis than is conceivable on the sentencing consequence of leaving ones homeland, in severalize to both the quality of life otherwise typically available to these convicts in England, and the opportunities for advancement and full ci tizenship that evolved in the Australian colony not ever promising to be realised at home.All commentators are agreed that the Australian penal colonists were overwhelmingly comprised of the very short(p) urban lower classes from the British Isles.32. The first shock to any collective perception of what rights might be extended to them new colony mustiness(prenominal) have occurred shortly after the landing of the First Fleet in 1788. The colonial leadership permitted cases involving alleged thefts from convicts to proceed on the strength of convict testimony, a procedure prohibited under conventional English law.33The right of habeus corpus was extended to convicts by the Australian colonial tribunals.34These advances are themselves profound and represent an important if oblique rebuttal to the criticisms set out in the title question. Given that the overwhelming majority of transported convicts were convicted of theft and related offences, there is a significant irony in these persons achieving greater common law legal protections and the rule of law in a colony whose courts were convened ostensibly as military tribunals, over the rights available to them in formal law courts of England.35The colonial government was also quick to recognise that convicts could own property, marry, and be tasked to civilian authorities such as the police force and the colonial bureaucracy.36In profound contrast to the American colonial transportation regime, where the convict was afforded no state protections, by 1800 the Australian convicts were a part of a governmental structure that was a wholly delegated institutional authority where the complete integration of the convict into the societal mainstream was not only conceivable, but a common outcome.37The colonial government also imposed more traditional sanctions. In addition to the various regulations by which convicts were assigned to either existing landowners or the colonial administration, there was an element of brutality to the early Australian colony that was not emphasised or understood by critics of convict transportation. Floggings were widely administered without prior legal sanction hangings were a frequent event.38It is imperative to a complete appreciation of the contemporary commentaries regarding the Australian colonies that their criticisms had a pronounced effect on English policy by the 1820s. Concerns that transportation to the plantation society was not sufficiently dreaded were the undoubted motivation behind the investigation conducted by John Thomas Bigge (1780-1843) in 1818 that culminated in his reports concerning New South Wales published in 1822.39 Bigge inflexible that the express fears of the English government, that the colony was not properly regarded as an object of real terror were justified. Bigge pointed specifically to the colonial administration practices of appointing former convicts to positions as magistrates, and the ability of convict landowners to su pervise newly transported convicts in their business enterprises.The Bigge report and its recommendations formed the basis for a series of intended reforms of Australian colonial practice after the mid 1820s. The chief targets of the report were the alleged corruption permitted by then Governor Macquarie, including the laxness of ex-convicts appointed as district constables theft from government stores poor tracking and management of the ticket-of-leave system deficiencies in the accommodation for female convicts40. Bigge discounted the ability of the present government to maintain general order and the popular support that the administration enjoyed amongst the colonial population. Bigges attitudes as expressed in his reports confirmed the contemporary commentator belief that transportation to Australia was a godsend not a penalty, where the moral corruption of the convict classes was wide spread.41The institution of convict chain gangs to perform public labour such as road constru ction and the development of a comprehensive bureaucracy to support the monitoring of convicts generally and tickets-of-leave in particular were two of the fundamental changes to Australian colonial government. Isolated penal colonies such as Moreton Bay and Norfolk Island were operated with unremitting uniform discipline42. These institutions quickly acquired the desired reputation as places of dread, consistent with the domestic notions of punishment and a restrictive existence for their convicts advocated by Bigge and endorsed by influential forces in England.43Once the Bigge reforms were instituted, the ticket-of-leave became the primary means of convict control in the New South Wales colony. As a conditional pardon with a remission component built in, tickets-of-leave were extended to permit further reductions and the availability for speedier conclusion if the holder performed special works in the interests of the colony, such as the capture of an outlaw.44The ability to work off additional elements of ones sentence was not a benefit considered by the opponents of transportation.45It may be said that the attitudes to convict reintegration evidenced in Australian society were pragmatic and effective Godfrey and Cox determined that while crimes continued to be committed in the convict society of the colony, the crimes were generally of a lesser degree than those perpetrated in England46.These same domestic forces had limited the previous widespread dissimulation of capital punishment in England. From the 7,000 executions that are estimated to have been carried out between 1660 and 1800 (and the resulting desirability of mitigation by transportation sentences)47, by 1830 execution was almost exclusively reserved for convicted murderers.48 The construction of penitentiaries and the resultant imposition of corresponding incarceration gained general public favour.49The criticism of transportation as no punishment at all may have been restricted to the English society establishment. The Old Bailey transcripts that span the entire period of convict transportation reveal sentiments that suggest the offenders facing such sentences harboured a fear of their imposition.50Two examples that provide a chronological bracket for this proposition are noteworthy. In 1683, the theft of a silver tankard that resulted in a plea of guilty within the Benefit of his Clergy webbed the offender a transportation sentence that he feared.51 More tellingly as late as 1847, when Australian convict transportation was restricted to Tasmania, a robbery victim described the perpetrator as having threatened to make a false complaint of a crime he took it from my pocketI did not tell him to search my pocketsI parted with it under the dread of transportationhe took itI did not make any attempt to get it back.52ConclusionThe contemporary criticism of transportation must be considered in the context of the existing English criminal justice system53. The commentators obs ervations were accurate if the viewing optical prism was that of execution or exile anything short of death might be considered a measure of leniency. A combination of factors that operated at various junctures over the course of Australian transportation counter these sentiments. Dislocation from the known environment of England to the edge of the earth that was Australia is discounted as a modern human rights impression that itself is outweighed by the despicable future prospects of most transported convicts had they remained in England. The most compelling counterbalance to the critics of transportation is a combination of pragmatic effects. Over 187,000 presumed undesirable persons were removed from England to Australia between 1787 and 1840 some returned, thus achieving the fundamental object of the perceived cleansing and security of English society. Conversely, a vibrant group of colonies was established and thereby created permanent economic and geopolitical advantages fo r England into the twentieth century.Further, from the perspective of the individual convicts, the Australian colonial experience may be regarded as the most successful system of criminal rehabilitation ever devised, at once brutal yet forgiving54. Whether by accident or design, English convicts in Australia were given hope and the opportunity to take a impale in the future many achieved an integration into a functioning community where their fate otherwise was that of the perpetual impoverished outcast resident on the edges of English society.BibliographyAnderson, S. J. Pratt (2009) prison houseer memoirs and their role in prison hi legend in H. Johnston (ed.) Punishment and Control in Historical Perspective, Basingstoke Palgrave MacmillanBartrip, P (1981) Public Opinion and Law Enforcement The ticket of Leave Scares in Mid-Victorian Britain in V. Bailey (ed.) Policing and Punishment in Nineteenth century Britain, London Croom Helm. Beattie, J. M. (1986) offensive activity and the Courts in England, 1660-1800, Clarendon Oxford. Beattie, J. M. (2001) Policing and Punishment in London, 1660-1750 Urban offensive and the Limits of Terror, Oxford Oxford University extractBenis, Toby R. (2003) Transportation and the Reform of Narrative Criticism, 45Bigge, John Thomas (2008) Australian Dictionary of Biography at http//www.adb.online.anu.edu.au/biogs/A010093b.htm (Accessed January 17, 2009)Braithwaite, J. (2001) Crime in a reprove Republic, Modern Law Review, 641, 11-50 (also available at http//www.aic.gov.au/conferences/hcpp/braithwaite.pdf (Accessed January 12, 2009) Brown, A. (2003) English Society and the prison Time, Culture and Politics in the Development of the Modern prison house, 1850-1920 Woodbridge Boydell compactionCohen, Stanley (1972) Folk Devils and Moral Panics. London MacGibbon KeeDavis, J. (1980) The London Garroting Panic of 1862 A Moral Panic and the Creation of a Criminal Class in mid-Victorian England in Gatrell, Lenman, Parker (eds.) Crime and the Law The Social chronicle of Crime in Western Europe since 1500Ekrich, A. R. (1987) Bound for America The Transportation of British censures to the Colonies, 1718-1775, Oxford Clarendon. Emsley, C (2002) The History of Crime and Crime Control Institutions, 1770-1945 in Maguire, M et al (eds.) The Oxford Handbook of Criminology, Oxford Oxford University Press. Emsley, C (2005) Crime and Society in England, 1750-1900, Essex LongmanFeehan, L. (2008) Transportation in Yvonne Jewkes and Jamie Bennett (eds.) Dictionary of Prisons and Punishment, Cullompton WillanFinnane, Mark (1997) Punishment in Australian Society, Melbourne Oxford University Press. Fitzgerald, Mike et al (1981) Crime and Society Readings in History and Theory, London RoutledgeGodfrey, Barry and Cox, David (2008) The Last Fleet Crime, Reformation and Punishment in Western Australia, Australian and New Zealand Journal of Criminology, 41, 2 236-258Henriques, U.R.Q. (1972) The Rise and Decline of the Separate System of Prison Discipline, Past and Present, 54, 61-93Hughes, R (1996) The Fatal Shore A History of the Transportation of Convicts to Australia, 1787-1868, London The Harvill PressHerrup, Cynthia (2004) Punishing Pardon Some Thoughts on the Origins of penal Transportation In Simon Devereaux and Paul Griffiths (eds.) Penal Practice and Culture, 1500-1900 Punishing the English. Basingstoke, 121-37Hirst, J. (1998) The Australian Experience The Convict Colony in Morris, N and D. J. Rothman (eds.) The Oxford History of the Prison The Practice of Punishment in Western Society, Oxford University Press, Oxford.Jewkes, Yvonne and Johnston, Helen (2006) Prisons in context in Yvonne Jewkes and Johnston, Helen (eds.) Prison Readings A critical introduction to prisons and imprisonment, Cullompton WillanJewkes, Yvonne and Johnston, Helen (2007) The evolution of prison architecture in Y. Jewkes (ed.) Handbook on Prisons, Cullompton Willan. Johnston, Helen (2008) The Victorian Prison in Yvonne Jewkes and J. Bennett (eds.) Dictionary of Prisons and Punishment, Cullompton Willan. Johnston, Helen (2008) The Separate and the unplumbed systems in Y. Jewkes and J. Bennett (eds.) Dictionary of Prisons and Punishment, Cullompton Willan. Johnston, Helen (2008) Less eligibility in Y. Jewkes and J. Bennett (eds.) Dictionary of Prisons and Punishment, Cullompton Willan. Johnston, Helen (2006) Buried Alive Re demonstrations of the Separate System in Victorian England in P. Mason (ed.) Captured by the media Prison discourse in popular culture, Cullompton Willan. Johnston, Helen (2005) The Shropshire Magistracy and Local Imprisonment Networks of Power in the Nineteenth atomic number 6, Midland History, 30, 67-91Mayhew, Henry (1851) The London Labour and the London Poor, as reprinted in Peter Quennell (1983) Londons Underworld, London Spring BooksMcGowen, Randall (1990) Getting to Know the Criminal Class in Nineteenth-Century England, Nineteenth Century Contexts, 14, 1 McGowen, Randall (2004) The Problem of Punishment in Eighteenth-Century England in S. Devereaux P. Griffiths (eds.) Penal Practice and Culture, 1500-1900 Punishing the English, Hampshire Palgrave MacmillanMorgan, Gwenda and Peter Rushton (1998) Rogues, thieves and the rule of law The problem of law enforcement in northeast England, 1718-1800, London UCL Press, Chapters 6 and 7Morgan, Gwenda and Peter Rushton (2004) Eighteenth-Century Criminal Transportation The Formation of the Criminal Atlantic, Basingstoke Palgrave MacmillanOld Bailey Proceedings Online http//www.oldbaileyonline.org/static/Legal-info.jsp (Accessed January 18, 2009)Pratt, John (2002) Punishment and Civilization Penal Tolerance and Intolerance in Modern Society, London Sage Pratt, John (2005) Explaining the history of punishment, in B. Godfrey and G. Dunstall (eds.) Crime and Empire, 1840-1940 Criminal Justice in local and globular context, Cullompton Willan Priestley, Philip (1999) Victorian Prison Lives English Prison Biog raphy 1830-1914 London Pimlico Rawlings, Philip (1999) Crime and Power A History of Criminal Justice 1688-1998, Essex Longman Reece, Bob (2001) The Origins of Irish Convict Transportation to New South Wales, Basingstoke Palgrave. Rees, Sian (2002) The Floating Brothel The extraordinary true story of an 18th century ship and its cargo of female convicts, London Headline. Saunders, Janet (1986) Warwickshire Magistrates and Prison Reform, 1840-1875, Midland History 11, 79-99Shaw, A. G. L. (1998) Convicts and the Colonies A Study of Penal Transportation from Great Britain Ireland to Australia other parts of the British Empire, Ireland Irish Historical Press. Sindall, Robert (1987) The London garroting panics of 1856 and 1862, Social History 12,All About Me verbal PresentationAll About Me Oral PresentationIntroduction.For this naming, I have chosen to do my assessment on Literacy inhabitancy Language. The skills to be focused on will be Listening and Speaking, and the grade that I have chosen is Grade 3. In grade 3, the students are compulsory to make an oral demo as part of their outcomes. For my assessment, I have chosen to do an Oral Presentation using Formative Assessment strategy.This assignment will cover what the Oral Presentation entails, the memorandum as well as the rubric. The reason for using Formative Assessment will also be explained, and Learning Support Programmes will be discussed.All approximately me oral presentation.You are required to do an oral presentation all about yourself. You must be prepared to stand in front of the class and talk for no longer than 3 minutes.Topics you need to talk about1. Where were you born and on what date?2. Who is your family?3. What is your favourite(a) food you love to eat and why?4. What do you love doing the most?5. What is your favourite subject at school and why?6. If you could be anything one day when you are older, what would it be? Explain.You will need to bring visual- back up to take to he art you with your oral presentation. You could bring eg. photographs, drawings, toys or anything else that is part of your oral presentation.Your oral presentation needs to be ready by the 4 March 2011.Have fun MemorandumWhere were you born and on what date?Learner gave a reasonable explanation to where they were born eg. Umhlanga Hospital. Learner was able to say their birth date in full and not eg. 05-02-05, or five February.*Learner had visual help to support answer, eg. Birth Certificate.Who is your family?Learner could talk fluently about their family members, and went beyond the question. Learner did not include eg. pets as member of family.*Learner had visual aids to support answer, eg. photographs.What is your favourite food you love to eat and why?Learner gave a substantial answer to their choice of their favourite food and could give reasons why it is their favourite food, and not say eg. because it tastes nice.*Learner had visual aids to support answer, eg. pictures or s amples.What do you love doing the most?Learner gave a valid response to what they love doing the most, their hobbies.*Learner had visual aids to support answer, eg. pictures or toy.What is your favourite subject at school and why?Learner was able to give their favourite subject at school and could give a variety of reasons as to why.Eg. Literacy. Reason I love being able to read stories and being able to write my own stories.*Learner had visual aids to support answer, eg. story book.If you could be anything one day when you are older, what would it be? Explain.Learners were able to think out-of-door the box, and were able to answer the question creatively while giving a clear explanation as to why.*Learner had visual aids to support answer, eg. backup helmet.Mark allocation*Introduction and conclusion= 5marks*Time allocation= 5marks*Content= 10marks.Total of 20/40 counts 50% of presentationRubric- Mark Structure.1= Not Achieved.2= uncomplete Achievement.3=Satisfactory Achievement .4= Excellent Achievement.TOTAL1. Tone and Expression, with Body Language.Very soft, lacks egoism.Minimal eye-contact.Tries to be expressive, uses eye-contact some of the time.Conscious of tone and expression. maps physical structure language and eye-contact.Expressive speaker, uses body language and eye-contact appropriately.2. Logical Sequencing.No sequence cannot follow savant.Some points out of order.Presented logically.Sequence of events followed in an interesting, logical way.3. Descriptive Language.Use of descriptive language was not achieved.Tries to use descriptive language.Conscious of language and vocab. used.Uses language and vocab. that is interesting and appropriate.4. Creativity Process.Use of creative thinking process lacked.Partial use of creative thinking process.Satisfactory use of creative thinking process.Excellent use of creative thinking process, and answering of open-ended questions.5. Use of ocular Aids.No visual aids present.Brought visual aids, but we re not used.Satisfactory use of visual aids, supports presentations.Excellent use of visual-aids. Explained and were used appropriately.6. Factual Information Given. unconnected information given, not prepared.Knowledge of information lacks understanding.Full knowledge and understanding of information given. Good presentation.Full knowledge and understanding of information given. Excellent presentation.* x5 as per memorandum states, 50% of the oral for factual info.Choice of assessment.Formative assessment is developmental. It is used by teachers to provide feedback to the learner and track whether the learner has progressed (or not).South Africa s.a9 During formative assessment, the learner is aware that he/she is being assessed. Formative assessment is also known as assessment for learning. South Africa s.a9.The reason why I chose formative assessment is only because it allows for feedback (positive) to be given to learners after the assessment to allow for improvement. The Centr e for Educational Research and Innovation stated that formative assessment also allows for the use of antithetic approaches to identify the learners understanding, eg. the use of visual aids in my assessment. It also said that formative assessment is also used to improve the learners understanding and progress. Centre 200545-46The CAPS document stated that specific attention needs to be given to listening and speaking skills throughout the Foundation Phase. South Africa 20108 Therefore, I did my assessment based on an Oral assessment, as Oral assessments are important and are often over-looked. Oral assessments will prepare the learners for their futures as well as boost their self-esteem. With the use of Formative assessment, I will be able to monitor the learners progress as well as they will be able to monitor their own progress. I will be able to keep record of the learners performance and assist them according to their individual needs.Feedback.28 learners in my class took par t in the oral presentation assessment. Out of the 28 learners, 6 of the learners fared poorly, where 10 of the learners could have performed better. These 16 learners need the extra support that the Learning support programmes will provide for them. The remaining 12 learners fared magnificently and will take part in the accelerated learner programme.Learning Support Programme.Learners who experience difficulties in basic areas of learning are support through the Learning Support Program in their local school. Student support programmes 2010The 26 learners who need the extra support from the assessment, are the learners who are less comfortable talk of the town in front of others (shy learners), learners who spoke without expression or without the use of body language. The learners also battled with using descriptive language to bring their oral presentation to life.The first learning support program will be focusing on breathing.The breathing activity that we will be doing is call ed The Elephant Walk Breathing strategies for kids 2011. The activity is helpful to assist the learners with relaxation, and allow them to feel less tensed when doing another(prenominal) oral presentation, or just generally speaking in front of groups of people.For this activity the learners have to act as to be big elephants. They have to bend their legs, lower their heads, relax their shoulders and have their arms dangling loosely next to their sides. They will need to imagine and act as an elephant walking slowing, swaying their arms side to side. The next step is to get the learners to inhale as much air in as they can. They will then be shown how to blow the air out slowly. Breathing strategies for kids 2011.This activity will not only help the learners to relax, but will also teach them to breathe out long and slow which is helpful for their presentations.The next support programme will be role-plays. The outcome for this activity will be to develop the learners confidence an d self-esteem while talking in front of people.For the role-plays, the 16 learners will be divided into 4 groups of 4. The 4 groups will be given a certain story to act out, eg. Goldie-Locks and the Three Bears. This story will be divided into 4 partitions, and each group will be given a section to work on and act out. Splitting one-whole story into the sections will allow the learners to gain knowledge of logical sequencing, as they must perform the story in the correct sequence.The use of role-plays has many beneficial uses, and will support the learners. The role-plays focus on developing self-esteem, as they will be working together in groups, and will be in character which aids in their self-confidence. It will also allow them to be conscious of body movements- which is where most of the learners fared poorly on as well as maintaining eye-contact.It will teach the learners to express themselves using descriptive language. Role-plays are also used to facilitate coherence of spe ech and cognizance for the use of suitable vocal techniques, as well as to build self-esteem and improve presentational skills. Speech and drama s.aThe learners will be given the opportunity to practice the role-plays in class, and will be allowed to dress up accordingly. The groups will then need to perform in front of the class, but in the correct sequence allowing the story to menstruum in a logical way.These 2 learning support programmes will boost these 16 learners to improve in their speaking and presentation skills. They will acquire important skills while being involved in these programmes, and they will be done in a relaxed, fun atmosphere, where learners learn best speed up learning programmes.Accelerated programmes are programmes developed for learners who fair excellently in their assessment. These programmes allow learners to further develop and enhance their strengths, and allows them to reach their maximum potential.The 12 learners who fared excellently in their ora l assessment, are the learners who spoke with expression and used body language appropriately. They were able to use descriptive language while maintaining and logical flow of information during their presentation.The first accelerated programme these learners will do will be focused on doing creative orals.The learners will each be given laminated pictures where they will be required to make-up a story using the pictures. Lance 199610 This activity will encourage the creative process of the learners, and they will be take a crapd to use descriptive language while telling their story. They must also ensure that the story is told in a logical sequence and that it flows creatively.The learners will then get a chance to tell their story to the other learners in the other learning programme. This will enhance the use of tone and body-language, as they will be talking in smaller groups, but will still be required to maintain expression while talking. The learners must also be open to q uestions regarding their stories, which allows critical creative thinking process to be activated. The learners will be given time in class to prepare their stories while the other groups practice their role-plays.Another activity that these learners will be required to do is doing general knowledge orals. This entails that each learner will be given a day in the week, where they will be required to research and come-up with an interesting fact, or general knowledge to share with the class. It must be age-appropriate, and the learners must be able to lend themselves to all areas, eg. wild-life facts, scientific fact or basic general knowledge facts.This activity is a great activity to stimulate descriptive language as learners must be able to speak in such a way as to get the attention of all learners. They will get a chance in the beginning of the day to present their findings, and use visual-aids, eg. pictures or newspaper clippings, to stimulate their presentation.This will benef it the learner as they are able to speak in front of the class, practice their tone and use of expression again and enhance their strengths while talking about a variety of different topics. They will be required to talk in a logical way that is easy for the other learners to follow. It will be a brief presentation, no longer than 2 minutes, which will assist the learners to talk within a given time-frames as well as give the most important facts first.These advanced learning programmes will enhance the 12 learners who fared excellently in their oral presentations. It will not only give them another opportunity to speak in front of others, but it will allow them to be extended and to use their creative thinking skills. This programme will change the learners skills and improve their overall speaking and presentation skills.Conclusion.This assignment covered many aspects of assessment and it shows that learning does not stop after an assessment is given, but it is a continual proces s. Programmes must be incorporated to assist learners who fared poorly as well as the learners who fared excellently. From reading this assignment, you would have seen why I chose to do an Oral presentation as my assessment and use the formative assessment strategy.