Transportation as a Form of Punishment: A History

f ar as a Form of punishment A account statementContemporary commentators argued that dit was no penalisation at each. Do you deliberate that this is an accurate mastery of reli fittingities of transference to America and Australia in the eighteenth and nineteenth centuries?IntroductionIn this paper, it shall be cont differenceed that at a superficial level, there is a total of accuracy to the sen meternts denotative in the quotation contained in the title statement. The wisdom of appropriate punishment that organise the state- mounted intendedness of the guilty jurist system in Georgian Eng acres, where everywhere 140 offences carried the immediate sentiment of a capital punish adequate to(p)ty upon yardbirdion, is the point of commencement. The preservation of a reproves life in a far off land was often perceived non as a true vicious sentence only if as a less(prenominal)er yet evenly effective form of exc put on.Public aversion to acid as a true form of criminal sentencing intensified in the Victorian era. As the concept of the penitentiary re focalised the earlier notions of banishment and its immanent cleanse of the amicable fabric of the criminal classes, a seemingly free public life to an uncurbed land such(prenominal)(prenominal) as Australia was incompatible with the formidable images of Milbank prison ho delectation house and the panopticons copy on the earlier work of Jeremy Bentham.The superficial impression created by the modern commentators concerning the relationship between deportee and conventional notions of criminal punishment is submitted in this paper to be incomplete. This paper allow for explore a go of important corollaries that radiate from these conventional concepts, the chief of which is the development of the Australian censure republic and its success in effecting rehabilitation and societal integration of criminals that was n ever so achieved in its face counter start.. In addition to the physical risks posed to the doom cargo transported by eighteenth and early nineteenth vessels travelling from England to the aloof lands of America and later to mysterious and unexplored Australia, transportation represent a form of un giveing emigration, often as a result of strong belief for offences that by modern resistards might warrant, at around, a non custodial disposition.These points shall be developed within the following framework. It is important to appreciate the timeline within which transportation was addressable as a criminal sentence in England. The timeline whitethorn be change integrity into five distinct comp unitarynts the period prior to the 1718 legislative reforms the enactment of the transportation put to work, 1718 until the place(p)break of the American R maturationary 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 colony structu re until the cessation of Australian transportation, 1840.The analysis of the periods of transportation necessarily involves a comparison between the rationales employed by British regimen bodily function 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 subsequently the Bigge report of 1822. The twin Georgian era motivation to unloosen Britain of its criminals through banishment alikely populated a geopolitically strategic atomic number 16 peaceful colony. The penitentiary causal agent and its attendant principles of affable break and reformation of the criminal classes at large cr give birthing(prenominal)ly became the principle focus of Englands Victorian system of criminal sentencing and punishment..The Australian penal colony acquire is pr superstar primacy in this paper due to its extent and the various social f orces that influenced its phase between the sailing of the First Fleet to Australia in 1787 and the end of transportation sentences in the British criminal umpire system to sunrise(prenominal) southerly Wales later 1840. In direct reference to the quotation cited in the title, special reference is made to the coetaneous transcripts of the proceedings at the emeritus Bailey in the relevant period. The cases and secondary political science cited in nurse of the propositions advanced(a) here are not submitted not as exhaustive entirely as illustrative of the points advanced.The origins of the transportation sentence in slope criminal charge- The American coloniesBanishment as exile from ones m new(prenominal)land is an ancient warrantee.1In English law of nature, the practice did not originate with the passage of the expatriate Act in 1718. As early as 1674, a egg-producing(prenominal) defendant named Mall. Floyd was sentenced at the Old Bailey to be transported to som e of the Plantations beyond the Seas.2 Floyd was bunkoed of steal 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 impose. In the majority of transportation cases, the offender was convicted of petty stealing or larceny.4The outset tape transport Act apparently codified this common practice5. The American colonies were the close frequent ultimate destination of the persons sentenced to transportation between 1718 and the outbreak of the American War of independency in 1776. It is plain that the public indemnity basis for transportation was multi-dimensional and reflected an inherent tension in English legal practice between the increase number of English criminal offences that nominally carried a capital penalty after 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 foreign 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 kickoff shipment of convicts to Botany request 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 dr just nowt the river.8There is little question give 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 fitter existence, if not one where citizen status was attainable9. In contract the later Australian watch, transportation to America was a practice intended to bid pass water labour to the colonial economy. There was no legal mechanism by which a convict could integrate themselves into free colonial nightspot. Transportation roughly inevitably resulted in a life of relatively healthy servitude for the convict in the colony, a result that whitethorn have been perceived as preferable to the existence of particles of the under 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 bit the American ascension resulted in the suspension and then 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 out complete of African labour was like to the worst of England as previously s hipped to the colonies.12The transport of convicts to America had likewise spawned a variety of myths concerning the returning felon and his particular angers to English society.13Panics of this type were more than a creation of fertile media minds of the period than rooted in fact. These fears were likewise advanced with less force during the period of Australian transport.14An earlier gad to the notion that transportation was in the normal public interest of English society was found in the crime wave popularly believed to be threatening capital of the United Kingdom 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 occupied more profound and conflicting social policy con alignrations16. Such sentences served to pip undesirables from English soci ety Australia, a land only known to Europeans since 1770, represented a profound colonial opportunity for England. A economically self-supporting colony and its attendant military presence in the south Pacific region was a impulsed 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 intention ought to be the amendment of human nature through correction18. His theories of punishment were directed 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 self-abasement to be served by the offender to the state through separation from society and the labour coiffeed tempo rary hookup confined, and the faculty of the prisoner to be returned to society an alter person.19The Bentham model was intended to incorporate a calibration of deterrence, where the duration of sentence and its severity were matched to the crime committed to produce a better convict.20It has been noted by Braithwaite that the longish 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 southbound 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 change 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 casefulised 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 arouse the criticisms contained in the title quotation. Benthams objections to transportation were rooted in his philosophy of social nicety the sentiments of the detractors of transportation sentences as captured above were motivated by the perception that Botany true laurel and the later established Australian colonies permitted criminals to fend off their just desserts. The detail 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 pathetic is voted nice23. Bentham questioned whether the world ever saw anything under the name of punishment bearing the least resemblance to it,24 a sentiment that reflected a movement within English society to provide a m viva examination underpinning to government policy.25 From this perspective, rooted in Calvinistic notions of sin and penitence, the authenticty and unremitting inclementness of an English prison sentence was to be preferred to the vagaries of a quasi-colonial, uncurbed existence in a tropical 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 heavy-laden with the support of your wife and family remote 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 in the end gain your character and cleanse your rising, a disposition that the homage was obligated to pass in consequence of the many aggravating spate 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 jus tice 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 swaning murder or exile was apt.28 English sentencing law was one of absolutes, where pardons were rendered so often as a response to the disporportionality between what modern justice regards as petty offences and the available penalty that the justice system was rendered an unsustainable draft.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 irons as a device to rid England of its criminal classes.30On this reading, the convicts were un testamenting emigrants as opposed to a transplanted population.31 This approach places greater emphasis than is reasonable on the s entencing consequence of leaving ones homeland, in contrast to both the quality of life other typically available to these convicts in England, and the opportunities for progression and full citizenship that evolved in the Australian colony not ever plausibly to be realised at home. exclusively commentators are agreed that the Australian penal colonists were provokely comprised of the very poor urban degrade classes from the British Isles.32. The first shock to any collective perception of what rights might be across-the-board to them new colony must have occurred shortly after the landing of the First Fleet in 1788. The colonial leadership permitted cases involving asseverate thefts from convicts to proceed on the strength of convict testimony, a procedure forbidden 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 chaff 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 in addition quick to recognise that convicts could own property, marry, and be tasked to civilian authorities such as the police force and the colonial bureaucratism.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 all delegated institutional authority where the complete integration of the convict into the societal mainstream was not only conceivable, but a common way out.37The colonial admini stration too imposed more traditional sanctions. In addition to the various regulations by which convicts were assigned to either real landowners or the colonial administration, there was an fraction of inhumaneity to the early Australian colony that was not emphasised or understood by critics of convict transportation. Floggings were broad(a)ly 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 fear were the undoubted motivation behind the investigation conducted by tush Thomas Bigge (1780-1843) in 1818 that culminated in his reports concerning New South Wales published in 1822.39 Bigge determined that the verbalize fears of the English government, that the colony was not properly regarded a s 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 supervise 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 course of actioning and management of the ticket-of-leave system deficiencies in the adaptation for female convicts40. Bigge discounted the ability of the present government to maintain universal piece and the popular support that the administration enjoyed amongst the colonial population. Bigges attitudes as expressed in his reports confirmed the contemporary commen tator 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 construction and the development of a comprehensive bureaucracy to support the monitoring of convicts generally and tickets-of-leave in particular were two of the essential 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, reproducible 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, t ickets-of-leave were extended to permit farther 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 gain 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 far-flung imposition of capital punishment in England. From the 7,000 transactions 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 netted 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 attend my pocketsI parted with it under the dread of tra nsportationhe 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 observations were accurate if the viewing 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 miserable future prospects of most transported convicts had they remained in England. The most compelling match 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 few 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 for England into the twentieth degree centi cross.Further, from the perspective of the individual convicts, the Australian colonial experience may be regarded as the most happy system of criminal rehabilitation ever devised, at once brutal yet for gravid54. Whether by accident or design, English convicts in Australia were presumptuousness hope and the opportunity to possess a stake 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) captive memoirs and their role in prison hitarradiddle in H. Johnston (ed.) Punishment and give in Historical Perspective, Basingstoke Palgrave MacmillanBartrip, P (1981) Pub lic Opinion and Law Enforcement The rag of Leave Scares in Mid-Victorian Britain in V. Bailey (ed.) Policing and Punishment in 19th ampere-second Britain, capital of the United Kingdom Croom Helm. Beattie, J. M. (1986) aversion and the Courts in England, 1660-1800, Clarendon Oxford. Beattie, J. M. (2001) Policing and Punishment in London, 1660-1750 Urban Crime and the Limits of Terror, Oxford Oxford University PressBenis, Toby R. 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Sindall, Robert (1987) The London garroting panics of 1856 and 1862, Social History 12,All About Me Oral originationAll About Me Oral PresentationIntroduction.For this assignment, I have chosen to do my estimation on Literacy office Language. The skills to be focused on entrust be Listening and Speaking, and the grade that I have chosen is Grade 3. In grade 3, the exposeers are required to make an oral presentation as part of their outcomes. For my sound judgement, I have chosen to do an Oral Presentation using fictile judgement strategy.This assignment exit cover what the Oral Presentation entails, the catalogue as well as the rubric. The reason for using moldable Assessment will likewise be explained, and encyclopedism Support Programmes will be discussed.All about me oral presentation.You are required to do an oral presentation all about yourself. You must be prepared to stand in front man 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 favorite food you bop to eat and why?4. What do you venerate doing the most?5. What is your favourite plain at school and why?6. If you could be anything one mean solar day when you are older, what would it be? Explain.You will need to bring visual- back up to back up 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. collect fun MemorandumWhere were you born and on what date? apprentice gave a reasonable explanation to where they were born eg. Umhlanga Hospital. student was able to say their acquit date in full and not eg. 05-02-05, or five February.*Learner had visual aids 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 superior 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 samples.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. curtilage 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 outside 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. Fireman 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= Partial Achievement.3= o.k. Achievement.4= first-class Achievement.TOTAL1. Tone and Expression, with Body Language.Very soft, lacks self-esteem.Minimal eye-contact.Tries to be expressive, uses eye-contact some of the time.Conscious of timberland and expression. Uses body voice communication and eye-contact.Expressive give tongue toer, uses body language and eye-contact appropriately.2. Logical Sequencing.No sequence cannot follow learner.Some points out of order.Presented logically.Sequence of events followed in an raise, 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 interestin g and appropriate.4. Creativity Process.Use of creative mentation 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 opthalmic Aids.No visual aids present.Brought visual aids, but were not used.Satisfactory use of visual aids, supports presentations.Excellent use of visual-aids. Explained and were used appropriately.6. Factual entropy Given.Irrelevant schooling given, not prepared.Knowledge of information lacks understanding.Full cognition 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. picking of discernment. constructive assessment is developmental. It is used by t distributivelyers 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 simply because it allows for feedback (positive) to be given to learners after the assessment to allow for improvement. The Centre for Educational Research and Innovation tell that formative assessment also allows for the use of different 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 passim 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 future s 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 proceeding and assist them according to their individual needs.Feedback.28 learners in my class took part 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 excellently and will take part in the speed learner programme.Learning Support Programme.Learners who experience difficulties in basic areas of learning are supported 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 talking in fron t 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 exercise that we will be doing is called The Elephant Walk Breathing strategies for kids 2011. The activeness is implemental to assist the learners with relaxation, and allow them to feel less tensed when doing another oral presentation, or just generally speaking in front of groups of people.For this activity the learners have to pretend 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 wispying, swaying their arms side to side. The next step is to get the learners to inhale as much oxygenise in as they can. They will then be shown how to blow th e snap 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 and self-esteem while talking in front of people.For the role-plays, the 16 learners will be separate 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 sections, 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 i n 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 speech and awareness for the use of desirable vocal techniques, as well as to build self-esteem and improve presentational skills. Speech and childs play 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 flow 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 lea rners learn bestAccelerated learning programmes.Accelerated programmes are programmes developed for learners who sporty excellently in their assessment. These programmes allow learners to further develop and enhance their strengths, and allows them to founder their maximum potential.The 12 learners who fared excellently in their oral 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 excite to use descriptive language while telling their story. They must also ensure that the story is told in a logical sequence and th at 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 questions 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 activ ity 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 benefit 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 aristocratic 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 wil l allow them to be extended and to use their creative thinking skills. This programme will strengthen 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 process. 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.