VCE LOTE Student Handbook

8/20/2019 VCE LOTE Student Handbook

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FIRST LANGUAGEChineseIndonesianJapaneseKorean

SECOND LANGUAGE

AlbanianArabic

BosnianChinese SLChinese SLACroatianDutchFilipinoFrenchGermanGreekHebrewHindiHungarianIndonesianItalianJapaneseKhmerKoreanMacedonianMaltesePersianPolishPortuguesePunjabi

RussianSerbian

SinhalaSpanishTurkishVietnamese

Romanian

C E L EBRAT I N G 75

1935-2010

YEARS

2010

VCE LOTE

STUDENTHANDBOOK



Copyright 2010VCE LOTE STUDENT HANDBOOK

Published by theVictorian School of Languages

C



Vic to r i an Scho ol of Languages

Address: PO Box 1172

Thornbury Vic. 3071

Phone: 9474 0500Fax: 9416 9899

Home Page: http://www.vsl.vic.edu.au

E-mail: [email protected]

VCE LOTE Student Handbook – 2010 Firs t and Second LanguagePrepared by: Pandora Petrovska, Assistant Principal and VSL Area Managers

Editing: Rebecca Gilbert

Printing: Ed Merckel

Copyrigh t 2010

mailto:[email protected]

mailto:[email protected]



CONTENTSPersonal Information ............................................................................................................................................... 1Introduction .............................................................................................................................................................. 2

SECTION 1RULES AND REGULATIONS AT THE VSLInformation for VSL Students .................................................................................................................................. 3

IMPORTANT DATES, TEXT TYPES AND KINDS OF WRITINGTerm dates for 2010 ................................................................................................................................................ 6LOTE Planning calendar ......................................................................................................................................... 7Detailed Study ......................................................................................................................................................... 9Conventions of some common text types ............................................................................................................. 10Main characteristics of different kinds of writing .................................................................................................... 12

VSL FORMS Application for Special Provision ........................................................................................................................... 14 Absence Note ........................................................................................................................................................ 16Withdrawal from a VCE Unit .................................................................................................................................. 16

SECTION 2 ASSESSMENT OUTCOMES FOR SECOND LANGUAGE (NOT CHINESE SL - SEE SECTION 4)VCE LOTE Second Language: Unit 1 ................................................................................................................... 17VCE LOTE Second Language: Unit 2 ................................................................................................................... 18VCE LOTE Second Language: Unit 3 ................................................................................................................... 19VCE LOTE Second Language: Unit 4 ................................................................................................................... 22Detailed Study: Second Language ........................................................................................................................ 25

SECOND LANGUAGE ORAL AND WRITTEN EXAMINATIONS UNITS 3 AND 4 (NOT CHINESE SL)Oral Examination for all Second Languages ......................................................................................................... 26Second Language Written Examination ................................................................................................................ 27

SECTION 3

ASSESSMENT OUTCOMES FOR FIRST L ANGUAGEVCE LOTE First Language: Unit 1 ........................................................................................................................ 31VCE LOTE First Language: Unit 2 ........................................................................................................................ 32VCE LOTE First Language: Unit 3 ........................................................................................................................ 33VCE LOTE First Language: Unit 4 ........................................................................................................................ 36Detailed Study ....................................................................................................................................................... 39

FIRST LANGUAGE END OF YEAR ORAL AND WRITTEN EXAMINATIONSFirst Language Oral Examination .......................................................................................................................... 40First Language Written Examination ..................................................................................................................... 41

SECTION 4

ASSESSMENT OUTCOMES FOR CHINESE SL AND CHINESE SL AVCE LOTE Chinese Second Language: Unit 1 ..................................................................................................... 43VCE LOTE Chinese Second Language: Unit 2 ..................................................................................................... 44VCE LOTE Chinese Second Language: Unit 3 ..................................................................................................... 45VCE LOTE Chinese Second Language: Unit 4 ..................................................................................................... 48VCE LOTE Chinese Second Language Advanced: Unit 3 .................................................................................... 51VCE LOTE Chinese Second Language Advanced: Unit 4 .................................................................................... 54Detailed Study ....................................................................................................................................................... 57

CHINESE SL AND CHINESE SLA END OF YEAR ORAL AND WRITTEN EXAMINATIONSChinese Second Language Oral Examination ...................................................................................................... 59Chinese Second Language Written Examination .................................................................................................. 60Chinese Second Language Advanced Oral Examination ..................................................................................... 63Chinese Second Language Advanced Written Examination................................................................................. 64


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PERSONAL INFORMATION

Name

Address

Postcode

Telephone Emergency

Telephone

VSL Centre

Language

Year Level Teacher



2 VCE LOTE STUDENT HANDBOOK 2010

INTRODUCTION

Dear VCE student,

The V ictorian S chool of Languages welcomes you t o a n ex citing year oflanguage st udy at t he V CE l evel. T he V CE LOTE Student Handbook isespecially designed to assist you with the requirements of the VCE.

This student handbook is divided into four sections:

SECTION 1 contains important information common to all VCEstudents in both Years 11 and 12.

SECTION 2 (Yellow cover page) contains information relevant toSecond Language students at both Years 11 and 12 (not Chinese SecondLanguage or Chinese Second Language Advanced – see Section 4).

This includes: Albanian, Arabic, Croatian, Dutch, Filipino, French, German,Greek, Hebrew, Hindi, Hungarian, Indonesian (SL), Italian, Japanese (SL),Khmer, Korean (SL), Macedonian, Maltese, Persian, Polish, Portuguese,Punjabi, Romanian, Russian, Serbian, Sinhala, Spanish, Tamil, Turkish,Ukrainian, Vietnamese.

Please check this section for separate examination criteria for

1. Re-accredited Second Languages(Arabic, Indonesian SL, Italian, Japanese SL, Korean SL, French,German, Greek, Spanish and Vietnamese)

2. Albanian, Bosnian, Croatian, Dutch, Filipino, Hebrew, Hindi, Hungarian,Khmer, Macedonian, Maltese, Persian, Polish, Portuguese, Punjabi,Romanian, Russian, Serbian, Sinhala, Tamil, Turkish, Ukrainian.

SECTION 3 (Lilac cover page) contains information relevant toFirst Language students at both Years 11 and 12.

This includes: Chinese, Indonesian, Japanese and Korean.

SECTION 4 (Pink cover page) contains information relevant toChinese Second Language and Chinese Second Language

Advanced students in Years 11 and 12.

In or der t o su ccessfully co mplete t he V CE, st udents must know t herequirements and cr iteria of the co urse; w e therefore enco urage all VCEstudents to read the information carefully.

Wishing you a successful year,

P. Petrovska Assistant Principal



INFORMATION FOR VSL STUDENTS

1. Enrolment

Upon enrolment all students must sign the declaration on the back of the VSLenrolment form, stating that he or s he will obey school rules and instructions for theVCE and accept any discip linary prov isions.

Your Home School is responsible for all matters related to your enrolment with theVCAA. T ake a Confirmation/Notification of Enrolment form to your VCE/VASScoordinator and check your student details to ensure that your LOTE enrolment is included.

If you ar e studying only one V CE su bject, that i s, a l anguage with the Victorian School ofLanguages and you are not attending a school or accredited VCE provider, then your VSLCentre is responsible for your enrolment as your Home School.

You must inform the VSL Centre if you change any details OR you wish to transfer to anotherCentre OR you want to withdraw from a Unit.

Japanese, Chinese, Korean and Indonesian students must ensure that they complete and

send an enrolment form to VCAA via the home school in order to be eligible for SecondLanguage enrolment.

Please refer to the VCAA website to check the eligibility criteria .

2. At tendance

It is vital that you attend regularly. All absences must be explained by a note from your parentor guardian and be accompanied by a medical certificate if possible. Unexplained absencesof 3 sessions or more during a semester could lead to a J or N (unsatisfactory) scorefor t he Unit.

Regular attendance is essential.

3. Completion of Work

Work must be completed by the due dates. Your teacher will notify you in writing of the datesfor School-assessed Coursework. Make sure that you plan your work carefully and prepareappropriately.

4. Important Forms

This handbook contains the following for your use: an absence note and withdrawal form an Application for Special Provision.

5. Unit Completion

For satisfactory completion of a unit, a student must demonstrate achievement of the set ofoutcomes for the unit.

You must: produce work (Assessment Tasks) that meet the required standard submit work on time that is clearly your own observe VCAA and school rules.

If a teacher judges that all outcomes are achieved, you will satisfactorily complete the unit.




6. School-assessed Coursework (SAC)

Al l LOTE School-assessed Coursework is conducted under supervi si on.The following rules apply to these tasks.

A student must ensure that all work submitted for assessment is genuinely his or herown. A student must not receive undue assistance from any other person in the preparation

and submission of work.Unacceptable forms of assistance include use of, or copying of, another person’swork or other resources without acknowledgment.

A student who knowingly assists other students in a breach of rules may be penalized.

Redeeming outcomes: submitting further workIf a student’s work does not meet the required standard for the assessment of an outcome,the teacher may allow a student to submit further work to meet satisfactory completionrequirements of the unit, but a student may not submit further tasks for thereconsideration of School-assessed Coursework sc ores awarded by the VSL .The VCAA advises students that their total school-assessed coursework scores maychange following statistical moderation.

7. External Examinations

GAT (General Achi evement Test)

All VCE students enrolled in Unit 3 and 4 LOTE are required to sit the General Achievement Test. Information regarding this test is available from home schools.

Oral and Written LOTE Examinations

Students must present for the examinations at the designated date, time and venue.Students will receive individual examination notification from the VCAA via their homeschool. For details of the examinations refer to the VCAA timetable.

8. Special Examination Arrangements

Students with significant health impairment, physical disability, hearing or visual impairment,learning disability or severe language disorder should speak to their home school Principal or

VSL Area Manager regarding special examination arrangements.

9. Special Provision

When a student is absent from school for prolonged periods or has been unable tocomplete all SACs because of illness or other special circumstances, the school maygrant Special Provisi on .

If students experience serious health or personal problems during the year, or have adisability, they should apply for Special Provision using the form included in this handbook.Supporting documentation from an independent health professional stating the problem,date of diagnosis and impact of the student must be provided.

If students have been granted special provision by their day school, they should inform theirteacher and Area Manager so that appropriate support may be provided at the VSL.

An extension of time to complete school assessment will only be granted in specialcircumstances.



10. Derived Examination Score

Students are eligible for a Derived Examination Score (DES) if they can demonstrate thatillness, personal trauma or other circumstances occurring immediately before or during theexamination period has affected their performance on an examination or prevented themfrom attending an examination. Students must have completed the course of study leadingto the examination to be eligible for a DES. The VCAA must receive the DES applicationcompleted by the student’s home school no later than seven days after the student’s oralor final examination. It is recommended that students attend or attempt the examinations if

at all possible. The DES application to the VCAA requires extensive evidence to be providedby an independent health or other professional as stated on the form. It is not issuedautomatically by the VCAA.

11. Students’ right of appeal

Students have the right of appeal to the school on decisions about: Non-Satisfactory completion of a unit Special Provision Breach of Rules.

Students have the right of appeal to VCAA on: Breach of Rules.

There is no provis ion for appeals against final grades awarded by VCAA.

12. Appeals to the School

The s tudent m ust l odge t he appeal i n w riting to t he A rea M anager within 14 days ofreceiving the decision. The Area Manager is responsible for establishing an AppealsCommittee and an appeal pr ocess, w hich sh ould pr otect the co nfidentiality of t hestudent. The Area Manager will also inform students of this process.

The A ppeals Committee m ust co nsist o f a t l east three members, including t he Area

Manager or Area Manager’s delegate, a teacher representative and a third member whomay be a non-teacher.

The committee must consider all records relating to the case and may interview thestudent. The student should be given not less than 24 hours’ notice of the interview.

The teacher who made the initial decision may be required by the Appeals Committee toprovide additional information.

Make sure you read the relevant sections of your LOTE specific Study Design. Addi ti onal informat ion in VCAA Bullet ins will be passed on to you b y your teacher .

The staff of the Victorian School of Languages wishes you all the best in yourstudies.



IMPORTANT DATES

TEXT TYPES

ANDKINDS OF WRITING



VCE LOTE STUDENT HANDBOOK 2010 6

TERM DATES FOR 2010

Term I

Feb 6 ________________________

13 _________________________

20 _________________________

27 _________________________March 6 Holiday – Labour Day weekend

13 _________________________

20 ________________________

27 ________________________

(Good Friday is on 2 April 2010)

Term 3

July 17 __________________________

24 VCE Only Classes

__________________________

31 __________________________ Aug 7 _________________________

14 __________________________

2 1 __________________________

28 __________________________

Sept 4 __________________________

11 __________________________

18 VCE Only Classes

__________________________Term 2

April 17 __________________________

24 __________________________

May 1 __________________________

8 __________________________

15 No classes

22 __________________________

29 __________________________

June 5 __________________________

12 Holiday – Queen’s B’day w’end

19 __________________________

Term 4

Oct 9 __________________________

16 __________________________

23 __________________________

3 0 __________________________

Nov 6 __________________________

13 __________________________

20 __________________________

Nov 6 Final day VCE students

Nov 20 Final day Years 1-10

Govt . School TERM DATES – 2010Term 1 1 February – 26 MarchTerm 2 12 April - 25 JuneTerm 3 12 July - 17 September

Term 4 4 October – 17 December


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LOTE PLANNING CALENDAR

Dates of Assessment Tasks Unit: _____________

Date Outcomes

F e

b r u a r y

M a r c

h

A p r i l

M a y

J u n e



LOTE PLANNING CALENDAR

Dates of Assessment Tasks Unit: _____________

Date Outcomes

J u l y

A u g u s

t

S e p

t e m

b e r

O c

t o b e r

N o v e m

b e r



DETAILED STUDYUnit 3 and 4 students only

MY END OF YEAR ORAL EXAMINATION:

Date/time/venue:

Discussion

The sub-topic chosen for the Detailed Study:

The texts I will refer to are (list 3):

Support material I will b ring (e.g. photo, chart, map):

MY END OF YEAR WRITTEN EXAMINATION:

Date/time/venue (to be announced in term 3):



CONVENTIONS OF SOME COMMON TEXT TYPESThe following generalised list of identifiable features may be useful.

TEXT TYPE IDENTIFIABLE FEATURES

Adverti sement topic/product name; content – factual and persuasiveinformation; register; style; layout

Arti cle (magazine) title; content; author (fictional name); register; style; layout

Arti cle (newspaper) title; date; place; content; author (fictional name); register;style; layout

Brochure /leaflet topic; content – factual and persuasive information;heading/sub-headings; register; style; layout

Diary entry day; date; salutation e.g. ‘Dear diary’ (where culturallyappropriate); body (e.g. record of events, feelings); closing;style; layout

Guide (tourist) topic; content – factual and persuasive information;heading/sub-headings; register; style; layout

Instruction/recipe title/topic; structure; content (equipment, method); register;style; layout

Journal entry day; date; body (e.g. record of events, feelings, reflection onevents or emotions, advice for the future); style; layout

Letter/fax/email (social): family or friend

address; date; salutation; greeting; body (content); farewell;signing off (fictional name); register; style; layout

Letter/fax/email (social): acquaintance

address; date; salutation; greeting; body (content); farewell;signing off (fictional name); register; style; layout

Letter/fax/email (business)

address; date; reference number or equivalent; salutation;greeting; body (content); farewell; signing off (fictional name);register; style; layout

Letter (to the editor)

salutation; structure (introduction, body, conclusion); content;signing off (pseudonym and/or fictional name and address);register; style; layout

Message/note recipient’s name; body (facts, times/arrangements etc); nameof message giver; name of person passing on another’smessage (where appropriate); style; layout

Report (newspaper)

title; date; place; content; (fictional name); register; style;layout

Report (factual)

topic; structure (introduction, body, conclusion); content;author (fictional name); register; style; layout

Report (supporting recommendations)

topic; structure (introduction, body, conclusion); content; useof evidence; author (fictional name); register; style; layout

Review/critique topic; identification of event/publication etc under discussion;structure; content – factual and persuasive information; author(fictional name); register; style; layout

Short story title/topic; structure; content; author (fictional name); register;style; layout

Script (conversation)

title/topic; structure (e.g. salutation; indication ofparticipants, turn-taking); content; register; style; layout



Script (discussion)

title/topic; structure (e.g. salutation, indication ofparticipants, turn-taking); content; register; style; layout

Script or r eport (interview)

title/topic; structure (e.g. salutation, indication ofparticipants, turn-taking); content; register; style; layout

Script (sketch or skit)

title/topic; structure (indication of participants, turn-taking,script directions); content; register; style; layout

Script

(speech)

title/topic; structure (salutation, introduction, body,

conclusion, leave-taking); content; register; style; layout

NOTE : Make sure that you are thoroughly familiar with the common text types for your LOTE,especially those which you may be required to produce under test conditions.(See details in the Study Design for your LOTE.)



MAIN CHARACTERISTICS OF DIFFERENT KINDS OF WRITING

The following descriptions outline the main characteristics of the five different kinds of writingreferred to in the VCE LOTE Study Design . This is a guide only; students would not beexpected to include all aspects in their writing.

Personal writ ing:

creates a sense of person/personality for the writer in the reader’s mind

establishes a relationship/intimacy/empathy between the writer and the reader usually employs first and/or second person; subjective; informal, familiar style/register;

often includes emotive language emphasises ideas, opinions, feelings, impressions rather than factual, objective

information uses, in reflective writing, the act of writing to help the author understand and unravel

his/her own feelings or ideas may, in certain contexts, use contracted language such as is used in speech.

Imaginative writing:

manipulates the reader’s response to the piece to create the desired impression orresponse: visual and/or emotional appeal usually creates a strong sense of context (physical surroundings and atmosphere) and

situation normally includes description (person, place, emotion, atmosphere), so careful

selection of language such as adjectives and adverbs (or their equivalents) is important uses techniques such as variation in sentence length, juxtaposition of different

sentence lengths, careful control of structure and sequencing, to add to the overalleffect by creating the desired atmosphere or conveying the required emotion

may break normal sequencing for added impact, such as in a flashback or in a finaldisclosure which puts a different interpretation on preceding passages.

Persuasive writi ng:

manipulates the reader’s emotions and opinions in order to achieve a specific purpose,that is, to achieve a desired outcome or effect which is important to and selected by thewriter

is strongly influenced by the nature of the target audience in choosing the persuasivetechniques to adopt, i.e. the language (vocabulary, sentence structures, style/ register),structure and sequencing of the piece are framed with the particular audience andpurpose in mind

requires choice of the best word (with the precise shade of meaning and overtones ofapproval/disapproval, virtue/vice etc.), so range of vocabulary and dictionary techniqueare important

aims in certain instances (for example, advertisements) to keep the target audienceunaware of being manipulated and adopts an appearance of objectivity and rationalityby using indirect, subtle, secretive techniques; confidential, intimate, collaborative styleand register

sometimes uses exaggeration, extravagant language, humour to create a conspiratorialrelationship between the writer and the reader

often uses the second person for direct address and appeal sometimes employs direct speech and questions to intensify the relationship with the

audience may use techniques such as the use of technical or scientific language and

superlatives or quantitative statements to lend authority to the content.



Informative writing:

aims to convey information from the writer to the reader as clearly, completely andaccurately as possible

usually uses objective style and impersonal expressions, although the writer may use aninformal style to establish a relationship of ‘friendly helper’ with the reader

normally has no particular point of view to convey; if a point of view is involved, thewriting becomes either persuasive (aiming to convert the reader to a particular point of

view or attitude in order to convince him or her to act or respond in a certain way) orevaluative (aiming to weigh two or more items/ideas in order to convince the readerrationally and objectively that a particular point of view is correct)

generally uses facts, examples, explanations, analogies and sometimes statisticalinformation, quotations and references as evidence

chooses language, structure and sequence to make the message clear andunambiguous, so the sequencing of information is usually logical and predictable

probably uses few adjectives, adverbs, images, except as examples or analogies inexplanation.

Evaluative writ ing:

aims to reach a conclusion acceptable to an intelligent, unbiased reader through thelogical presentation and discussion of facts and ideas

presents two or more important aspects of an issue or sides of an argument anddiscusses these rationally and objectively; using evidence to support the contrastingsides or alternatives

uses objective style; appeals to reason not emotion; creation of an impression ofbalance and impartiality is essential

often includes expressions of cause, consequence, opposition and concession.



VSL FORMS




APPLICATION FOR SPECIAL PROVISION FOR SCHOOL-ASSESSEDCOURSEWORK AND UNIT COMPLETION

Note: Applications for permission to complete or re-do an assessment task or SAC must be submitted no more thanSEVEN DAYS after original due date.

1. SCHOOL DETAILS

VICTORIAN SCHOOL OF LANGUAGES VCAA School code:

Centre: Language:

2. STUDENT DETAILS

Student Name:

Student Number: Date of Application:

Period the application covers from __ / __/ _____ to __ / __ / _____

3. DETAILS OF APPLICATIONI am applying fo r:

Additional time to complete an assessment task or SAC due to

illness OR personal trauma

Use of an aide

Use of technology to complete and present work

Other (please specify) _____________________________________________________

_________________________________________________________________________________________

YEAR 11 YEAR 12 Assessment task 1 Assessment task 4 SAC 1 SAC 4

Assessment task 2 Assessment task 5 SAC 2 SAC 5

Assessment task 3 Assessment task 6 SAC 3 SAC 6

Unit 1 Unit 2 Unit 3 Unit 4

4. TEACHER TO COMPLETE WITH STUDENT (SECTION 4 TO 7)

DETAILS OF SPECIAL PROVISION(S) granted

Type of disadvantage: _________________________________________________________

Under Provision Granted, list the ways in which the student has been assisted, for example,additional time etc.

LOTE Task Provision Granted Level of effect



5. NUMBER OF DAYS ABSENT FROM SCHOOL (ABSENCE IS NOT REPORTED TOVCAA)

Term 1 Term 2 Term 3 Term 4

6. IS A SUPPORT GROUP TO BE ESTABLISHED?

Yes No

7. CHECKLIST OF SUPPORTING DOCUMENTATION PROVIDED

Parent/Guardian report/letter (if necessary)

Confidential teacher/coordinator’s report

Student’s signed statement of reasons for application

Qualified medical practitioner report/letter

Psychologist report/letter (if necessary)

Other reports/letters (if necessary)

Student's signature: _____________________________________________

Parent's signature: _____________________________________________

Teacher's signature: _____________________________________________

New date for the outcome task: / / ____

Location: _____________________________________________

The task will be: _____________________________________________

Your application has been accepted / rejected

Signature of Area Manager/Supervisor: _____________________________________________

I accept the oppo rtuni ty to c omplete/re-do the above assessment task/SAC and acknowledgenotif ication of t he date, time and loc ation of the test.

Student's signature: ________________________________________

Date: ________________________________________




ABSENCE NOTE

To the teacher of ...............................................................................................................(Student’s name)

LANGUAGE .................................................................. CLASS ...........................

I, ...............................................................................................................................................Parent's name (Please print.)

Parent/Guardian of ...................................................................................................................Student' s name (Please prin t.)

I wish to advise that the above student was absent because: ..................................................

.............................................................................................................................................................

.............................................................................................................................................................

Date/s of absence: ...................................................................................................................Signature of Parent/Guardian: ............................................................... Date: ....................

Is a medical certificate attached? Yes No (Tick one box)

------------------------------------------------------------------------------------------WITHDRAWAL FROM A VCE UNIT

I hereby inform t his Centre of the Victorian School of Languages that I have withdrawn m yenrolment in the Unit/s indicated and that I will not require an assessment in the Unit/s.

LOTE: ................................................................. VCE UNIT: ............ CLASS: .........

STUDENT NAME: ...................................................................................................................

Student VCAA Number:

Student’s Home School: ……………………………………………………………………………

Signature of Home School VCE Coordinator: ................................................................

Student’s Signature: .............................................................. Exit Date: ...........................

Area Manager's Signature: .............................................................................................

If you want to w ithdraw from a VCE Unit you must do so at your Home School.

This note is to inf orm the VSL assessing school that you have completed the formalities.



ASSESSMENTOUTCOMES

FORSECOND

LANGUAGE




LOTE OUTCOMES AND ASSESSMENT: SECOND LANGUAGE

VCE UNIT 1: OUTCOMES - FOUR ASSESSMENT TASKS

OUTCOME 1Establish and maintain a spoken or written exchange related to personal areas of experience.

Assessment task 1:Participate in an informal conversationORWrite a personal letter/fax/email.

Assessment cr it eria1. Relevance, breadth and depth of

information, ideas and opinions2. Capacity to establish, maintain and close

the exchange3. Appropriateness and accuracy of language

OUTCOME 2Listen to, read and obtain information from written and spoken texts.

Assessment task 2:Listen to spoken texts (e.g. conversations,interviews, broadcasts) to obtain informationto complete notes, charts or tables in LOTE orEnglish

AND

Read written texts (e.g. extracts,advertisements, letters) to obtain informationto complete notes, charts or tables in Englishor LOTE.

Assessment cr it eria1. Inclusion of the required points2. Suitability of the response for the

specified task

NB: Students must satisfactorily completeboth tasks.

OUTCOME 3Produce a personal response to a text focusing on a real or imaginary experience.

Assessment task 3:Take part in an oral presentationORWrite a reviewORWrite an article.


information, ideas and opinions2. Capacity to establish links with and reflect

the original text3. Suitability for the context, purpose and

audience described4. Appropriateness and accuracy of language

Remember that if Outcome 1 is or al, Outcome 3 must be wri tten, and vice versa.





OUTCOME 1Participate in a spoken or written exchange related to making arrangements and completingtransactions.

Assessment task 1:Write a formal letter/fax/emailORParticipate in a role-playORTake part in an interview.


information, ideas and opinions2. Appropriateness of structure and sequence3. Capacity to establish, maintain and close

the exchange4. Appropriateness and accuracy of language

OUTCOME 2Listen to, read and extract and use information and ideas from spoken and written texts.

Assessment task 2 (spoken resource):Listen to spoken texts (e.g. conversations,interviews, broadcasts) and reorganiseinformation and ideas in a different text type

AND

Assessment task 2 (written resource):Read written texts (e.g. extracts,advertisements, letters) and reorganiseinformation and ideas in a different text type.

Assessment cr it eria1. Identification of the required information

and ideas2. Capacity to structure and sequence

information and ideas in order to completethe specified task

3. Suitability of the language for the context,purpose and audience in the task


OUTCOME 3Give expression to real or imaginary experience in written or spoken form.

Assessment task 3:Complete a journal entryOR

A personal accountORWrite a short story.


information, ideas and opinions2. Capacity to establish, maintain and close

the exchange3. Suitability for the context, purpose and







VCE UNIT 3: OUTCOMES - THREE ASSESSMENT TASKS

Unit 3 School-assessed Coursework contri butes 25% to t he final assessment.

OUTCOME 1

Express ideas through the production of original texts.This outcome will contribu te 20 marks out of 50 marks allocated to School-assessedCoursework for Unit 3.

TASK: (SAC 1)

You will produce a 250 word / 500 ji / 500-600 cha personal or imaginative written piece.

Conditions:

80-100 minutes suggested for completion An additional 5 minutes reading time normally allowed

Requires responses in the LOTE

Access to dictionaries allowed

Must be done under supervision

A descript ion of t he highest l evel of performance:

Highly effective, original, personal or imaginative text focusing on an event or experience in

the past, present or future. Comprehensive understanding of the narrative perspective and kind of writing required for

the task, including, for example, appropriate use of an introduction, body and conclusion.

Relevant and comprehensive content showing some sophistication in the writing.

Broad range of language (including accurate vocabulary, grammar, punctuation and whererelevant, script) is used appropriately for the audience, context, purpose and text type.

Ideas are organised and effectively sequenced throughout, for example, within and betweenparagraphs and with cohesiveness in the writing as a whole.

Simple stylistic techniques are successfully used for effect.




VCE UNIT 3

OUTCOME 2 Analyse and use information from spoken texts.

This outcome will contribu te 10 marks out of the 50 marks allocated to School-assessedCoursework for Unit 3.

TASK: (SAC 2)

You will respond to specific questions, messages or instructions, extracting and using theinformation requested.

Conditions:

40-50 minutes suggested for completion

An additional 5 minutes reading time normally allowed




A descri pt ion of t he highest l evel of performance:

Excellent understanding of the overall meaning of the spoken text, as well as demonstratedability to identify main points, supporting points and detailed items of specific information.

Effectively infers such aspects as points of view, attitudes and emotions from the text.

Presents relevant information in a well-organised and effective response in the language, forexample, by structuring and sequencing ideas.

Conveys meaning in the response using the correct register and stylistic features, accurategrammar and a highly appropriate range of vocabulary.





VCE UNIT 3

OUTCOME 3Exchange information, opinions and experiences.


TASK: (SAC 3)

You will participate in a 3-4 minute role-play, focusing on the resolution of an issue.

Conditions:

Conducted in the LOTE

Students notified of task/sub-topic early in the semester Information about the precise task given to student only 10-15 minutes before the role-play

Role-play undertaken by the student and the teacher

Tape-recording of the role-play is recommended


Comments in a highly effective manner on experiences appropriate to the topic.

Effectively exchanges and justifies opinions and ideas and comments on a range of relevantfactual information in resolving an issue.

Links and sequences ideas clearly and logically.

Uses a range of communication and repair strategies as required; for example, asking forand giving advice, assistance or opposing points of view, using a range of question forms,self-correcting or rephrasing.

Consistently uses appropriate language for the audience, context and purpose of the task.

Maintains the exchange achieving a very high level of accuracy and variety in the language,for example in the use of vocabulary, grammar, expressions, pronunciation, register,intonation, stress and tempo.





Unit 4 School-assessed Course work contribu tes 25% to t he final assessment.

OUTCOME 1

Analyse and use information from written texts.This outcome will contribu te 10 marks out of the 50 marks allocated to School-assessedCoursework for Unit 4.

TASK: (SAC 4)


Conditions: 80-100 minutes suggested for completion

An additional 5 minutes reading time

May be presented as one task, or a choice of tasks of comparable scope and demand

Task/s may focus on informative, persuasive or evaluative writing

Requires response in the LOTE of approximately 200-250 words, 500 ji, 500-600 cha




Excellent understanding of the overall meaning of the written texts, as well as demonstratedability to identify main points, supporting points and detailed items of specific information.

Effectively infers points of view, attitudes or emotions from the texts.

Effectively summarises, interprets, evaluates, compares or contrasts relevant information,as required by the task.

Infers meaning from language and cultural cues.

Presents a very well organised and effective response appropriate to the text type required

for example, by sequencing and structuring ideas within and between paragraphs. Effectively demonstrates understanding using a wide range of vocabulary, grammar,

expressions and stylistic features (including punctuation and script, where relevant)accurately and appropriately.





VCE UNIT 4

OUTCOME 2Respond critically to spoken and written texts which reflect aspects of the language and cultureof LOTE-speaking communities.This outcome will contribu te 40 marks out of the 50 marks allocated to School-assessedCoursework for Unit 4. It will be assessed by two t asks. At least one of the two tasks forOutcome 2 should focus on t he sub-topic selected for the Detailed Study.Task A, the writt en response, will cont ribut e 20 marks and Task B, the interview, willcontr ibute 20 marks.

TASK A: (SAC 5)

Written response (20 marks):

You will do a 250-300 word / 600 ji / 700 cha informative, persuasive or evaluative writtenresponse, for example, report, comparison or review.

Conditions:

80 -100 minutes suggested for completion



Requires responses in the LOTE Must be done under supervision


Capably identifies and comments on culturally specific aspects of language, behaviour orattitude.

Presents comprehensive information with some sophistication about an aspect of the cultureassociated with the language, with particular ideas, opinions and comparisons effectivelysupported by relevant evidence from texts studied.

Demonstrates comprehensive understanding of the features of the kind of writing requiredfor the task, for example, effective use of an introduction, body and conclusion.

A broad range of language, including vocabulary, grammar, (where relevant, script), andstylistic techniques is used accurately for the audience, context, purpose and text type.

Content is very well organised and sequenced logically, for example, within and betweenparagraphs and throughout the writing as a whole.




TASK B: (SAC 6)

Interview (20 marks):

Participate in a 3-4 minute interview on an issue related to the texts studied.

Conditions: Undertaken by teacher and student on a date notified well in advance


3-4 minutes in length

Tape-recording of the interview is recommended

A descri pt ion of t he highest l evel of perform ance:

Capably identifies and comments on culturally specific aspects of language, behaviour or

attitudes. Presents an opinion or information about an aspect of the culture associated with the

language, with a range of ideas, opinions and comparisons effectively supported by relevantevidence from the texts studied.

Capably maintains and advances the exchange, linking with the partner and using effectivecommunication and repair strategies.

Uses a broad range of appropriate language, including vocabulary and grammaticalstructures, and achieves a very high level of accuracy.

Consistently uses appropriate language for the audience, context and purpose.

Demonstrates excellent pronunciation, intonation, register, stress and tempo.




THE DETAILED STUDY: SECOND LANGUAGE

Basis for the Detailed Study

A sub-topic related to a topic prescribed forthe language.

Time required for the Detailed Study

The Detailed Study covers about 15 hours of class time may require some homework time.

The Detailed Study enables students toexplore and compare aspects of languageand culture related to a selected sub-topic.This will enable the student to developknowledge and understanding of, forexample, historical issues, aspects ofcontemporary society or literary or artisticheritage.

Key knowledge and skills (Study Design):Students should:

compare and contrast aspects of life inLOTE-speaking communities and

Australia identify and comment on culturally

specific aspects of language, behaviouror attitude

identify similarities and differencesbetween texts, and find evidence tosupport particular views

show awareness that different socialcontexts require different types oflanguage

select and make use of relevant referencematerials

present an opinion about an aspect of theculture associated with the languagewhere appropriate.

Possible texts fo r the Detailed Study:

feature films and short films short stories songs oral histories documentaries music painting literary extracts from a novel or play newspaper and magazine articles electronic texts

Written task development

Students are given sh ort written texts relatedto the task to stimulate their writing. The ideasand the language contained in these materialsprovide the basis for student responses.

Oral task development

As indicated abov e, t he t ask i s an i nterview

involving the teacher and the student.

Assessment of the Detailed Study

At the VSL the Detailed Study could begin inUnit 3, but may only be assessed in one orboth o f t he asse ssment t asks for U nit 4 ,Outcome 2.

The Study Design describes this outcomeand these assessment tasks as follows:

Respond critically to spoken and writtentexts, which reflect aspects of the languageand culture.

Assessment tasks :

250-300 word / 600 ji / 700 cha informative,persuasive or evaluative written response,for example, report, comparison or review.

and

A 3–4 minute interview on an issue related

to the texts studied.

Detailed Study and the Oral Examination

The Detailed Study is the basis for Section 2of the Oral Examination, Discussion .

Section 2: Discussi on (approximately 8min.)

Following t he C onversation t he st udent w illindicate t o the asse ssor(s) the su b-topicchosen for detailed study and, in no more thanone minute, briefly introduce the main focus oftheir su b-topic, al erting a ssessors to anyobjects brought to support the discussion. Thefocus of the di scussion w ill be t o e xploreaspects of t he language and culture of LOTE-speaking communities. The student will beexpected to make reference to texts studied.The student may support the Discussion withobjects such as photographs, di agrams andmaps.

Notes and cue cards are not permitted.



SECOND LANGUAGE

END OF YEARORAL AND

WRITTENEXAMINATIONS

UNITS 3 & 4



ORAL EXAMINATION FOR ALL SECOND LANGUAGES

Albanian, Arabic, Bosnian, Croati an, Dutch , Fil ip ino, French, German, Greek,Hebrew, Hindi, Hungarian, Indonesian SL, Italian, Japanese SL, Khmer, KoreanSL, Macedonian, Maltese, Persian, Polish, Portuguese, Punjabi, Romanian,Russian, Serbian, Sinhala, Spanish, Tamil , Turkish, Ukrainian and Vietnamese.

Description: The oral examination is in two sections: Section 1 : Conversation (approximately 7 minutes)

Section 2 : Discussion (approximately 8 minutes)

Section 1: ConversationThe exam will begin with a general conversationbetween the student and the assessor about thestudent’s personal world, for example, schooland home life, family and friends, interests andaspirations.

Assessment cr it eria:

CommunicationCapacity to maintain and advance the exchangeappropriately and effectively capacity to link with assessors effectiveness of communication and repair

strategies degree of support necessary to maintain the

exchange

Clarity of expression pronunciation, intonation, stress, tempo

ContentRelevance, breadth and depth of information,opinions and ideas

relevance of information/ideas range of information/ideas capacity to support/elaborate ideas/opinions

with reasons/examples/evidence/new ideas

Language Accuracy of vocabulary and grammar

Range and appropriateness of vocabulary andgrammar

variety of vocabulary and grammar appropriateness of vocabulary and grammar

to the context, audience and purpose of thetask

Section 2: Discussion Students will indicate to the assessor thesub-topic chosen for the Detailed Study andin no more than 1 minute, briefly introducethe main focus and show any objectsbrought to support the discussion.


CommunicationCapacity to maintain and advance theexchange appropriately and effectively capacity to link with assessors effectiveness of communication and

repair strategies degree of support necessary to maintain

the exchange


ContentCapacity to present information, ideas andopinions on a chosen topic

capacity to support/elaborateideas/opinions with reasons/examples/evidence and/ornew ideas


Range and appropriateness of vocabularyand grammar

variety of vocabulary and grammar appropriateness of vocabulary and

grammar to the context, audience andpurpose of the task




SECOND LANGUAGE WRITTEN EXAMINATION

Albanian, Bosn ian , Croati an, Dutch , Fil ip ino, Hebrew, Hindi , Hungar ian, Khmer ,Macedonian, Maltese, Persian, Polish, Portuguese, Punjabi, Romanian, Russian,Serbian, Sinhala, Tamil , Turkish, Ukrainian

Description:

3 hours, including 10 minutes reading time.The written examination is in three sections: Section 1 : Listening and responding

Section 2 : Reading and responding

Section 3 : Writing in the LOTENote : In all sections, responses in the wrong language will receive no credit. In questions where word limits are given, excessively long pieces will be penalised. Monolingual and/or bilingual dictionaries may be used.

Section 1: Listening and respondingThis section assesses the student’s knowledge and skill in analysing information from spokentexts.

The texts in Part A and Part B will be related to one or more of the prescribed themes.The student hears five to seven texts in the language covering a number of text types.Some texts will be short, some will be longer.Each text will be heard twice. There will be a pause between the first and second readings inwhich the student may take notes.The student will be given sufficient time after the second reading to complete responses.The student will be expected to respond to a range of question types, such as completing atable, chart, list or form, or responding to a message, open-ended questions or multiple-choiceitems.

Part AThere will be two to four short texts, and one longer text. Questions will be phrased in Englishfor responses in English .

Assessment criteria: The capacity to understand general and specific aspects of texts by identifying and analysinginformation and convey the information accurately and appropriately

Part BThere will be one short text and one longer text. Questions will be phrased in the LOTE andEnglish for responses in LOTE .

Assessment criteria:

The capacity to understand general and specific aspects of texts by identifying and analysinginformation

The capacity to convey information accurately and appropriately



Section 2: Reading and RespondingThis section assesses the student’s knowledge and skill in analysing and responding toinformation from written texts.

Part AThe student will be required to read two texts in the LOTE (total 400-500 words).

The texts will be different in style and purpose, but may be related in subject matter or context.Questions on the text will be phrased in English for responses in English.


The capacity to understand general and/or specific aspects of texts by, for example, comparing,contrasting, su mmarising, or ev aluating an d co nvey t he i nformation accu rately andappropriately

Part BThe student will be r equired to read a short t ext in the LOTE ( total 150 words) – for example,

letter, message, advertisement o r not ice – and r espond t o questions, statements, co mmentsand/or other specific items provided in the written text.The task will specify a purpose, context, and audience.The response is to be written in 150-200 words.The task will be phrased in English and the LOTE for a response in t he LOTE .


The capacity to understand general and specific aspects of texts by identifying, analysing andresponding to information

The capacity t o convey information co herently (structure, se quence, ac curacy and v ariety ofvocabulary and sentence structure) and appropriately (relevance, use of conventions of the text

type)

Section 3: Writing in the LOTEThis section assesses the student’s ability to express ideas through the creation of original textin the language.

The s tudent will be r equired t o write a text i nvolving pr esentation of i deas and/or i nformationand/or opinions.There will be a ch oice of 2-4 tasks. The tasks will be related to one of more of the prescribedthemes.

The task will specify a purpose, context and audience and the response is to be written in 200-250 words.The task will be phrased in English and the LOTE for a response in the LOTE.


Relevance and depth of treatment of ideas, information or opinions

Accuracy and range of vocabulary and sentence structures

The capacity to structure and sequence response and capacity to use conventions of text types




SECOND LANGUAGE WRITTEN EXAMINATION

Arabic, French , German, Greek, Indonesian SL, Ital ian , Japanese SL,Korean SL, Spanish and Vietnamese

Description: 2 hours, plus 15 minutes reading time.

The written examination is in three sections: Section 1 : Listening and respondingSection 2 : Reading and responding

Section 3 : Writing in the LOTENote : In all sections, responses in the wrong language will receive no credit. In questions where word limits are given, excessively long pieces will be penalised. Monolingual and/or bilingual dictionaries may be used.

Section 1: Listening and responding

This section assesses the student’s knowledge and skill in analysing information from spokentexts.

The student will hear three to five texts in the LOTE covering a number of text types. The totallistening time for one reading of the texts without pauses will be approximately 4 ½ - 5 minutes.Each text will be heard twice. There will be an announcement at the start of the first reading anda sound to alert students just before the commencement of the second reading.There will be a pause between the first and second readings in which the student may takenotes. The student will be expected to respond to a range of question types, such as completinga table, chart, list or form, or responding to a message, open-ended questions or multiple-choice items.

Part AThere will be two to three texts. Questions will be phrased in English for responses in English.


The capacity to understand and convey general and specific aspects of texts

Part BThere will be one or two texts. Questions will be phrased in the LOTE and English forresponses in LOTE .


The capacity to understand general and specific aspects of texts

The capacity to convey information accurately and appropriately where relevant, structure and sequence of ideas accuracy, v ariety and appr opriateness of v ocabulary and g rammar, i ncluding p unctuation,

and where relevant, script



Section 2: Reading and RespondingThis section assesses the student’s knowledge and skill in analysing and responding toinformation from written texts.The texts in both parts will be related to one or more of the prescribed themes. The overalllength of the text will be 350-450 words / 1000-1100 ji / 1000-1200 cha and there will be two tothree texts in total over Parts A and B.

Part A

The student will be required to read one or two texts in the LOTE. The texts will be different instyle and purpose, but may be related in subject matter or context. Questions on the text will bephrased in English for responses in English.

Assessment criteria: The capacity to understand and convey general and specific aspects of texts

Part BThe student will be required to read one or two texts in the LOTE. Questions on the text(s) willbe phrased in English and the LOTE for a response in the LOTE .

Assessment criteria: The capacity to understand general and specific aspects of texts

The capacity to convey information accurately and appropriately where relevant, structure and sequence of ideas accuracy, v ariety and appr opriateness of v ocabulary and g rammar, i ncluding punctuation,


Section 3: Writing in the LOTEThis section assesses the student’s ability to express ideas through the creation of original textin the language.The s tudent will be r equired t o write a t ext i nvolving pr esentation of i deas and/or i nformationand/or opinions. There will be a choice of 5 tasks. The tasks will be related to one or more of theprescribed themes. The tasks will accommodate a range of student interests and will require theproduction o f di fferent kinds of w riting ( personal, i maginative, per suasive, i nformative andevaluative) t hrough, for ex ample, hav ing di fferent pur poses, audi ences and co ntexts andrequiring different text types.

The student will write a response in 200-300 words, 500-650 cha , 400-500 ji. The task will bephrased in English and the LOTE for a response in the LOTE.

Assessment criteria: Relevance, breadth and depth of content

relevance of content in relation to task set comprehensiveness and sophistication of content

Appropriateness of structure and sequence introduction, body and conclusion as appropriate to text type organisation and sequencing o f i deas within and bet ween par agraphs, co hesiveness of

writing within and between paragraphs

Accuracy, range and appropriateness of vocabulary and grammar accuracy of vocabulary and grammar variety of vocabulary and grammatical structures appropriateness of vocabulary and grammar for the text type/audience, purpose and context

of the task



ASSESSMENT

OUTCOMESFOR

FIRST

LANGUAGE

Chinese First Language Japanese First Language

Indonesian First Language Korean First Language



LOTE OUTCOMES AND ASSESSMENT: FIRST LANGUAGE


OUTCOME 1Establish and maintain a spoken or written exchange related to an issue of interest or concern.

Assessment task 1:Participate in a discussionORWrite a personal letter/fax/email.


information, ideas and opinions2. Capacity to establish links with and

reflect the original text3. Appropriateness and accuracy oflanguage

OUTCOME 2Listen to, read and reorganise information and ideas from written and spoken texts.

Assessment task 2 (spoken resource):Listen to a spoken text (e.g. discussion,interviews, broadcasts) and extract and useinformation and ideas in a different text type

AND

Assessment task 2 (written resource):Read a written text (e.g. article, report, letter)and extract and use information/ideas in adifferent text type.

Assessment cr it eria1. Inclusion of the required points2. Suitability of the response for the

specified task


OUTCOME 3Produce a personal response to a fictional text.

Assessment task 3:Perform an oral presentationORWrite a reviewORWrite an article.


information, ideas and opinions2. Suitability for the context, purpose and







OUTCOME 1Participate in a spoken or written exchange focusing on the resolution of an issue.

Assessment task 1: Write a formal letter/fax/email

OR

Participate in a role-play.

Assessment cr it eria for wri ti ng1. Relevance, breadth and depth of

information, ideas and opinions2. Appropriateness of structure and sequence3. Appropriateness and accuracy of language

Assessment cr it eria for role-play1. Relevance, breadth and depth of

information,ideas and opinions;

2. Capacity to establish, maintain and closethe exchange

3. Appropriateness and accuracy of language.

OUTCOME 2Listen to, read, extract and compare information and ideas from written and spoken texts.

Assessment task 2 (spoken resource):

Listen to two or more spoken texts (e.g.interviews, discussion, debate) and compareinformation and ideas obtained in a givenformat in the LOTE

AND

Assessment task 2 (writt en resource):Read two or more written texts (e.g. letters,articles, reports) and compare information andideas obtained in the LOTE.

Assessment cr it eria1. Identification of the required information

and ideas2. Capacity to structure and sequence

information and ideas in order to completethe specified task

3. Suitability of the language for the context,purpose and audience in the task


OUTCOME 3

Produce an imaginative piece in written or spoken form.

Assessment task 3:

Complete a journal entry

OR

Present a spoken personal account

OR

Write a short story.


information, ideas and opinions2. Suitability for the context, purpose and








OUTCOME 1

Express ideas through the production of original texts.This outcome will contribu te 20 marks out of 50 marks allocated to School-assessedCoursework for Unit 3.

TASK: (SAC 1)

You will produce a 350-400 word / 500-600 character / 1400-1600 ji / 1000-1200 cha imaginative written piece.

Conditions:


Additional 5 minutes reading time allowed


Access to dictionaries recommended



Highly effective, original, imaginative piece of writing in an appropriate text type. Comprehensive understanding of the narrative perspective required for the task.

Highly relevant, comprehensive content at a good level of sophistication.

Ideas are well organised and sequenced throughout; cohesiveness of the writing as a whole.

Effective structuring of text, including, for example, an introduction, body and conclusion.

Broad range of vocabulary and grammar, including structures related to describing,recounting and narrating.

Appropriate use of vocabulary, grammar, punctuation, style and register for the audience,context, purpose and text type.

Variety of stylistic techniques. Appropriate script is used accurately where applicable.




VCE UNIT 3



TASK: (SAC 2)

You will respond to specific questions or instructions, analysing and using the informationrequested.

Conditions:

40-50 minutes suggested for completion An additional 5 minutes reading time normally allowed





Comprehensive understanding of the spoken texts, showing the capacity to distinguishbetween different registers and stylistic features.

Consistently demonstrates ability to summarise and synthesise relevant ideas andinformation, for example, by extracting and using relevant details from the texts.

Highly effective capacity to recognise speakers’ intention and/or attitudes from the spokentext and to convey meaning accurately.

Highly coherent organisation and sequencing of extracted ideas and information appropriateto the task, through, for example, structuring and sequencing ideas within and betweenparagraphs.

A broad range of language (for example, vocabulary and grammar) is appropriately andaccurately used.




VCE UNIT 3

OUTCOME 3Exchange information, opinions and experiences.


TASK: (SAC 3)

You will conduct a 4-5 minute evaluative oral presentation, focusing on points for and against anaspect related to texts studied.

Conditions:


Students notified of task/sub-topic early in the semester

Information about the precise task given only to student 10-15 minutes before thepresentation

Student supervised from then until the presentation is completed


Very well-developed ideas, opinions and attitudes which are consistently justified, through,

for example, supporting and elaborating information with reasons, examples and/orevidence.

Links and sequences content logically, supports ideas with a broad range of highly relevantinformation relating to the texts studied.

A broad range of language (including specialist vocabulary and appropriate register) usedaccurately and appropriately for the audience, context, purpose and conventions of anevaluative presentation.

Complex structures used accurately to effectively convey meaning.

Excellent capacity to produce clear spoken language, for example, through excellentpronunciation, intonation, stress and tempo and to engage with the audience.




VCE UNIT 4 OUTCOMES - THREE ASSESSMENT TASKS


OUTCOME 1

Analyse and use information from written texts.This outcome will contribu te 20 marks out of the 50 marks allocated to School-assessedCoursework for Unit 4.

TASK: (SAC 4)

You will respond to specific questions or instructions, analysing and using the informationrequested.







Comprehensive understanding of the written texts is demonstrated through the ability to inferpoints of view, attitudes, emotions and meaning from context and language.

Excellent capacity to summarise and synthesise relevant ideas and information from thesource texts through, for example, the highly effective structuring and sequencing of ideaswithin and between paragraphs.

A broad range of language (including, for example, technical vocabulary, stylistic featuresand grammar) is used appropriately for the audience, context, purpose and text type of thetask.

Meaning is conveyed accurately and concisely in the response.




VCE UNIT 4

OUTCOME 2Respond critically to spoken and written texts, which reflect aspects of the language andculture.This outcome will contribu te 30 marks out of the 50 marks allocated to School-assessedCoursework for Unit 4. It will be assessed by two t asks. Task A, the written response, willcontr ibute 20 marks and Task B, the interview, will contribute 10 marks out of the 30marks allocated to this outcome.

Task A: (SAC 5)

Written response (20 marks)

You will do a 350-400 word / 500-600 character / 1400-1600 ji / 1000-1200 cha persuasive orevaluative written response, for example, report, essay or review,

Conditions:







Highly effective, original and comprehensive evaluative or persuasive piece of writing whichpresents either a particular stance on an issue or an objective evaluation of it related to thetexts studied.

Comprehensive analysis, comparing, interpreting and evaluating relevant aspects of thetexts, through, for example, the presentation of highly relevant, comprehensive contentshowing sophistication in the organisation of ideas.

Demonstrated ability to use the texts studied to consistently support the argumentspresented through, for example, using a wide range of relevant and accurate language (such

as vocabulary, grammar, punctuation and script where relevant) appropriate to the purpose,audience and context of the task.

Excellent capacity to produce a well organised and logically sequenced text appropriate tothe text type required by the task, for example, effective sequencing within and betweenparagraphs and including an introduction, body and conclusion.

AND



Task B: (SAC 6)


You will participate in a 4-5-minute interview on an issue related to the texts studied.

Conditions:

Undertaken by teacher and student on a date notified well in advance





Excellent capacity to link with a partner and maintain a highly effective and comprehensiveoral interview on an issue related to the texts studied.

Excellent capacity to analyse, compare and evaluate information, ideas and attitudes fromthe texts studied, for example, by including a wide range of relevant information and ideas.

Demonstrated ability to use the texts studied to consistently support the argumentspresented, for example, with reasons, examples and/or evidence.

Use of a wide range of accurate language appropriate to the purpose, audience and contextof the task.

Clear expression in the language, for example, through excellent pronunciation, intonation,stress and tempo

.



THE DETAILED STUDY: FIRST LANGUAGE

Basis for the Detailed Study A sub-topic related to a topic prescribed forthe language.

Time required for the Detailed Study The Detailed Study covers

about 15 hours of class time requires some homework time.

The Detailed Study should enable thestudent to understand and appreciateaspects of language and culture through thestudy of texts drawn from Literature and the

Arts. It will include study of theauthor’s/director’s/ composer’s intent, aswell as the relationship between the contextin which the text was produced, the textitself, the author and the audience. It issuggested that three texts from the field ofLiterature and/or the Arts are selected.

Possible texts for the Detailed Study: a short novel film a poem or song collection of poems or collection of short stories by one author

Assessment of the Detailed Study

At the VSL, although the Detailed Studycould beg in i n U nit 3 , i t m ay onl y beassessed in one or both of the assessmenttasks f orUnit 4, Outcome 2.

The Study Design describes this outcomeand these assessment tasks as follows:Respond critically to spoken and writtentexts, which reflect aspects of the languageand culture.

Assessment tasks : A 350-400 word / 500-600 character /1400-1600 ji / 1000 -1200 cha persuasive orevaluative written response, for example,report, essay, article or review.

and

a 4-5 minute interview on an issue related tothe texts studied.

Key knowledge and skil ls (Study Design):Students should:

be able to identify, compare and evaluatevalues, attitudes and beliefs expressed ina range of texts.

produce a text to present a particular

stance. understand the notion of ‘appropriateness’and its relationship to purpose, audienceand context.

analyse information and ideas to findsimilarities, differences and evidence ofbias.

recognise a writers’ or presenter’sintention/attitude.

analyse and compare themes,experiences and the creation of effect ininformative, imaginative and persuasive

texts. recognise the extent to which texts can be

interpreted differently by different readers. read or view and review a text. select and make use of relevant reference

material. organise and make effective use of

evidence gathered.

Detailed Study and the Oral ExaminationThe Detailed Study is the basis of bothSect ion 1 and 2 of the Oral Examination.See page 41 for information about oralexam.

Section 1: Presentation (approx . 5 minutes) The presentation, w hich w ill l ast no l ongerthan four m inutes, sh ould em body a cl earstance on the issue selected. The student maysupport the presentation with objects such asphotographs, di agrams, m aps and b riefspeaker notes. These should be in point formand on a small (no more than 20cm x 12.5cm)

card.

Section 2: Discussion (approx . 5 minutes) The student will discuss aspects of thenominated issue and should be prepared toclarify points presented. The student shouldexpect the discussion to range beyond theissue selected. It may include a reflection onexperiences, speculation on furtherdevelopments, or discussion of possibleunfamiliar issues. Assessors may also expectthe student to answer general questions aboutthe Detailed Study.



FIRST LANGUAGE

END OF YEARORAL AND

WRITTENEXAMINATIONS

UNITS 3 & 4



FIRST LANGUAGE ORAL EXAMINATION

Description

The oral examination is in two sections: Section 1: Presentation (approximately 5 minutes)Section 2: Discussion (approximately 5 minutes)

Section 1: PresentationStudent w ill indicate t he opt ion se lected f or t heDetailed Study and the subtopic, and in no morethan one m inute, briefly out line t he i ssueselected for the pr esentation and i ntroduce anyobjects brought to su pport t he pr esentation.Student pr esentation sh ould l ast no m ore t hanfour minutes.

Section 2: Discussion Students will indicate to the assessoraspects of the nominated issue and shouldbe prepared to clarify points presented. Theycould be asked to discuss general questionsabout the Detailed Study or discuss aspectsbeyond the issue selected. Students couldeven reflect on experiences or speculate onfurther developments.


CommunicationCapacity to present the information appropriatelyand effectively accuracy, v ariety and appropriateness of

vocabulary and grammar clarity of expression (pronunciation,

intonation, stress, tempo) capacity to engage with audience


relevance of information/ideas range of information/ideas capacity to support/elaborate information

with reasons/examples/evidence


CommunicationCapacity t o m aintain and adv ance t heexchange appropriately and effectively accuracy, v ariety and appr opriateness

of vocabulary and grammar clarity o f ex pression ( pronunciation,

intonation, stress, tempo) capacity to link with assessors

Content

Relevance, br eadth and dept h ofinformation, opinions and ideas relevance of information/ideas range of information/ideas capacity to support/elaborate

information withreasons/examples/evidence/new ideas



FIRST LANGUAGE WRITTEN EXAMINATION

Description

2 hours, plus 15 minutes reading time.

The written examination is in three sections: Section 1 : Listening and responding

Section 2 : Reading and responding

Section 3 : Writing in the LOTE

NOTE : In all sections, responses in the wrong language will receive no credit. In questions where word limits are given, excessively long pieces will be penalised.

Section 1: Listening and RespondingThis section assesses the student’s knowledge and skill in analysing information from spokentexts.

The student will hear a text in the LOTE which will be read twice (3-4 minutes). There will be apause of 5 minutes between the first and second reading in which the student may take notes.The student will have approximately 17 minutes after the second reading to complete theresponses. The student will be required to answer in the LOTE a number of questions in theLOTE, some of which require answers in paragraphs. Questions will focus on the ideasunderlying the text, as well as specific items of information. The student will be given anindication of the length of the responses required.


The capacity to convey information accurately and appropriately structure and sequence of ideas accuracy, v ariety and appr opriateness of v ocabulary and g rammar, including punctuation,




Section 2: Reading and Responding

This section assesses the student’s knowledge and skill in analysing information from writtentexts.

The student will be required to use the LOTE to synthesize information and ideas for a definedpurpose, audience, and co ntext f rom t wo t exts written i n t he LO TE. The texts will be largelyauthentic texts of 330-450 words / 350-400 characters / up to 2000 ji, 1200-1400 cha in total.The student will write a response in the LOTE (200-250 words / 350-400 characters / 900-1100

ji / 800-1000 cha ). The theme will be drawn from one of the three prescribed themes.

Assessment criteria: The capacity to identify and synthesize relevant information and ideas from texts

Appropriateness of structure and sequence introduction, body, conclusion as appropriate to text type and kind of writing organization and sequencing of ideas within and between paragraphs, cohesiveness of


Accuracy, range and ap propriateness of vocabulary and g rammar, including punct uation and,where relevant, script accuracy and range of vocabulary and grammatical structures appropriateness of vocabulary and grammar for the text type/audience, purpose and context

of the task

Section 3: Writing in the LOTE

This section assesses the student’s ability to express ideas through the creation of original textin the language.

The s tudent w ill be r equired to write either an i maginative or an ev aluative text in the LO TE(300-450 words / 400-450 characters / 1000-1200 ji / 1000-1200 cha ).There will be a choice of five tasks. The tasks will be related to the prescribed themes.Imaginative writing tasks include a text in LOTE, a visual or a combination of text and visual.Evaluative writing tasks will involve the organisation of arguments and ideas in a structuredconsideration of a given issue.

All tasks will specify a purpose, audience, context and text type.

Assessment criteria: Relevance, breadth and depth of content relevance of content in relation to task set comprehensiveness and sophistication of content

Appropriateness of structure and sequence introduction, body and conclusion as appropriate to text type and kind of writing organisation and sequencing o f i deas within and bet ween par agraphs, co hesiveness of


Accuracy of vocabulary and grammar, including punctuation and, where relevant, script

Range and appropriateness of vocabulary and grammar variety of vocabulary and grammatical structures appropriateness of vocabulary and grammar for the text type/audience, purpose and context

of the task



ASSESSMENT

OUTCOMES

FOR

CHINESE SECOND

LANGUAGE AND

CHINESE SECOND

LANGUAGE

ADVANCED



LOTE OUTCOMES AND ASSESSMENT: CHINESE SECONDLANGUAGE

Outcomes and assessment tasks for UNITS 1 and 2 are the same for both Chinese SecondLanguage (SL) and Chinese Second Language Advanced (SLA). However , UNITS 3 and 4 differ.


Task 1 or 3 – Oral assessment Task 2 – Using spoken and wri tten texts

OUTCOME 1Establish and maintain a spoken or written exchange related to personal areas of experience.

Assessm ent tas k 1:Informal conversation

ORReply to personal letter/fax/email.

Assessm ent cr it eri a1. Relevance, breadth and depth of information,

ideas and opinions2. Capacity to establish, maintain and close the

exchange3. Appropriateness and accuracy of language

General information: If Task 1 is oral, Task 3 must be written, and vice versa. The context, purpose and audience/participants for each task should be described in the Chinese . Check the Study Design for Key knowledge and skills for this Outcome.

OUTCOME 2Listen to, read and obtain information from written and spoken texts.

Assessment tas k 2 (spo ken resou rce):Listen to spoken texts (e.g. conversations,interviews, broadcasts) to obtain information tocomplete notes, charts or tables in Chinese orEnglish AND

As sessment tas k 2 (w ri tt en resour ce):Read written texts (e.g. extracts, advertisements,letters) to obtain information to complete notes,charts or tables in English or Chinese .

Assessment cr it eri a1. Inclusion of the required points2. Suitability of the response for the specified

task

NB: Students must satisfactorily comp lete bothtasks.

General information: One task must be completed in English (usually the listening task) and one must be in Chinese . The description for the task involving spoken text should provide a brief outline in Chinese of the contextso students have some idea of the situation they are listening to.

Check the Study Design for Key knowledge and skills for this Outcome.

OUTCOME 3Produce a personal response to a text focusing on a real or imaginary experience.

Assessm ent tas k 3:Oral presentation OR review OR article.

Assessment cr it eri a1. Relevance, breadth and depth of information,

ideas and opinions2. Capacity to establish links with and reflect the

original text3. Appropriateness and accuracy of language

General information:

If Task 1 is oral, Task 3 must be written. The context, purpose and audience/participants for each task should be described in Chinese . Check the Study Design for Key knowledge and skills for this Outcome.



VCE CHINESE SL ASSESSMENT: UNIT 2


Task 1 or 3 – Writt en assessment Task 2 – Reorganising spoken texts

OUTCOME 1Participate in a spoken or written exchange related to making arrangements and completingtransactions.

Assessment tas k 1:Formal letter/fax/email OR role-play OR interview.

As sessment cr it eri a1. Relevance, breadth and depth of information,

ideas and opinions2. Appropriateness of structure and sequence3. Appropriateness and accuracy of language

General information: If Task 1 is oral, Task 3 must be written, and vice versa. These activities are easily related to everyday life and the prescribed texts. The context, purpose and audience/participants for each task should be described in Chinese . Check the Study Design for Key knowledge and skills for this Outcome.

OUTCOME 2Listen to, read and extract and use information and ideas from spoken and written texts.

Assessment tas k 2 (spo ken resou rce):Listen to spoken texts (e.g. conversations,interviews, broadcasts) and reorganise informationand ideas in a different text type

AND

Assessment tas k 2 (w ri tt en reso urce):Read written texts (e.g. extracts, advertisements,letters) and reorganise information and ideas in adifferent text type, and translate part of the text/s fromChinese characters into English.

As sessment cr it eria1. Identification of the required information and

ideas2. Capacity to structure and sequence

information and ideas in order to complete thespecified task

3. Suitability of the language for the context,

purpose and audience in the task4. For translation - express part of the text/s in

fluent EnglishNB: Students mu st satisfactorily complete both

tasks.General information: The task description should provide a brief outline in Chinese of the context so students have some ideaof the situation they are listening to.

Students should be told the text type to use and the purpose and audience for the reorganisedinformation.

Some of the information required should be easily identified and factual. Check the Study Design for Key knowledge and skills for this Outcome.

OUTCOME 3Give expression to real or imaginary experience in written or spoken form.

Assessment tas k 3:Journal entry OR personal account OR short story.General information: The context, purpose and audience/participantsfor each task should be described in Chinese .

Check the Study Design for Key knowledge andskills for this Outcome.

Assessment cr it eri a1. Relevance, breadth and depth of information,

ideas and opinions2. Capacity to establish, maintain and close the

exchange3. Appropriateness and accuracy of language






OUTCOME 1Express ideas through the production of original texts.This outcome will contribu te 20 marks out of 50 marks allocated to School-assessedCoursework for Unit 3.

TASK: (SAC 1)

You will produce a 150-200 character personal or imaginative written piece.



Requires responses in Chinese




Highly effective, original, personal or imaginative text focusing on an event or experience inthe past, present or future.

Comprehensive understanding of the narrative perspective and kind of writing required forthe task, including, for example, appropriate use of an introduction, body and conclusion.


Broad range of language (including accurate vocabulary, grammar, punctuation and whererelevant, script) is used appropriately for the audience, context, purpose and text type.

Ideas are organised and effectively sequenced throughout, for example, within and betweenparagraphs and with cohesiveness in the writing as a whole.





VCE UNIT 3

OUTCOME 2

Analyse and use information from spoken texts.This outcome will contribu te 10 marks out of the 50 marks allocated to School-assessedCoursework for Unit 3.

TASK: (SAC 2)


Conditions:









Presents relevant information in a well-organised and effective response in the language, forexample, by structuring and sequencing ideas.

Conveys meaning in the response using the correct register and stylistic features, accurategrammar and a highly appropriate range of vocabulary.




VCE UNIT 3

OUTCOME 3

Exchange information, opinions and experiences.This outcome will contribu te 20 marks out of the 50 marks allocated to School-assessedCoursework for Unit 3.

TASK: (SAC 3)

You will participate in a 3-4 minute role-play, focusing on the resolution of an issue.

Conditions:

Conducted in Chinese Students notified of task/sub-topic early in the semester

Information about the precise task given to student only 10-15 minutes before the role-play

Role-play undertaken by the student and the teacher

Tape-recording of the role-play is recommended


Comments in a highly effective manner on experiences appropriate to the topic.

Effectively exchanges and justifies opinions and ideas and comments on a range of relevantfactual information in resolving an issue.

Links and sequences ideas clearly and logically.

Uses a range of communication and repair strategies as required; for example, asking forand giving advice, assistance or opposing points of view, using a range of question forms,self-correcting or rephrasing.

Consistently uses appropriate language for the audience, context and purpose of the task.

Maintains the exchange achieving a very high level of accuracy and variety in the language,for example in the use of vocabulary, grammar, expressions, pronunciation, register,

intonation, stress and tempo.





Unit 4 School-assessed Course work contribu tes 25% to t he final assessment.

OUTCOME 1 Analyse and use information from written texts and translate part of text/s into English.This outcome will contribu te 10 marks out of the 50 marks allocated to School-assessedCoursework for Unit 4.

TASK: (SAC 4)


Conditions:



May be presented as one task, or a choice of tasks of comparable scope and demand

Task/s may focus on informative, persuasive or evaluative writing

Requires response in Chinese of approximately 150-200 characters for the first part(extended response or answers to a series of questions)

Second part requires translation, from Chinese characters into English, of part of the text/sto which responded in the first part








Presents a very well organised and effective response appropriate to the text type requiredfor example, by sequencing and structuring ideas within and between paragraphs.

Effectively demonstrates understanding using a wide range of vocabulary, grammar,expressions and stylistic features (including punctuation and script, where relevant)accurately and appropriately.

Demonstrates accuracy in writing in Chinese and in translating characters into fluent English.




VCE UNIT 4

OUTCOME 2

Respond critically to spoken and written texts which reflect aspects of the language and cultureof Chinese-speaking communities.This outcome will contribu te 40 marks out of the 50 marks allocated to School-assessedCoursework for Unit 4. It will be assessed by two t asks. At least one of the two tasks forOutcome 2 should focus on t he sub-topic selected for the Detailed Study.Task A, the writt en response, will cont ribut e 20 marks and Task B, the interview, willcontr ibute 20 marks.

TASK A: (SAC 5)


You will do a 250 character informative, persuasive or evaluative written response, for example,report, comparison or review.

Conditions:

80 -100 minutes suggested for completion







Presents comprehensive information with some sophistication about an aspect of the culture

associated with the language, with particular ideas, opinions and comparisons effectivelysupported by relevant evidence from texts studied.

Demonstrates comprehensive understanding of the features of the kind of writing requiredfor the task, for example, effective use of an introduction, body and conclusion.

A broad range of language, including vocabulary, grammar, (where relevant, script), andstylistic techniques is used accurately for the audience, context, purpose and text type.

Content is very well organised and sequenced logically, for example, within and betweenparagraphs and throughout the writing as a whole.




TASK B: (SAC 6)


Participate in a 3-4 minute interview on an issue related to the texts studied.

Conditions:


Conducted in Chinese




Capably identifies and comments on culturally specific aspects of language, behaviour orattitudes.

Presents an opinion or information about an aspect of the culture associated with thelanguage, with a range of ideas, opinions and comparisons effectively supported by relevantevidence from the texts studied.

Capably maintains and advances the exchange, linking with the partner and using effectivecommunication and repair strategies.



Demonstrates excellent pronunciation, intonation, register, stress and tempo.



LOTE OUTCOMES AND ASSESSMENT: CHINESE SL ADVANCED

Outcomes and assessment tasks for UNITS 1 and 2 are the same for both Chinese SecondLanguage (SL) and Chinese Second Language Advanced (SLA). See pages 43 - 44.However , UNITS 3 and 4 differ.

For the Detailed Study description, see pages 57 - 58.



OUTCOME 1Express ideas through the production of original texts.This outcome will contribu te 20 marks out of 50 marks allocated to School-assessedCoursework for Unit 3.

TASK: (SAC 1)

You will produce a 200-250 character personal or imaginative written piece.

Conditions:







Highly effective, original, personal or imaginative text focusing on an event or experience inthe past, present or future.

Comprehensive understanding of the kind of writing and narrative perspective required forthe task, including, for example, appropriate use of an introduction, body and conclusion.


Broad range of language (including accurate vocabulary, grammar and punctuation) is usedappropriately for the audience, context, purpose and text type.

Demonstrates a very high level of accuracy in using Chinese characters in writing.

Ideas are well organised and effectively sequenced throughout, for example, within andbetween paragraphs and with cohesiveness in the writing as a whole.




LOTE OUTCOMES AND ASSESSMENT:

CHINESE SECOND LANGUAGE ADVANCED

VCE UNIT 3



TASK: (SAC 2)

You will give an extended response to specific questions, messages or instructions, extractingand using the information requested.









Presents relevant information in a well-organised and effective response in Chinese, forexample, by structuring and sequencing ideas.

Conveys meaning in the response using the correct register and stylistic features and a widerange of vocabulary, grammar and expressions accurately and appropriately.

Demonstrates a very high level of accuracy in using Chinese characters in the writtenresponse/s.








Unit 4 School-assessed Coursework contr ibutes 25% to the final assessment.

OUTCOME 1 Analyse and use information from written texts and translate texts.This outcome will contribu te 10 marks out of the 50 marks allocated to School-assessedCoursework for Unit 4.

Task: (SAC 4)

You will give an extended response to specific questions, messages or instructions, extractingand using the information requested and translating part of the text/s into English.

Conditions:




Requires response of 200-250 characters for the first part (extended responses to one ormore questions, messages or instructions

Second part requires translation, from Chinese characters into English, of part of the text/sto which responded in the first part







Presents a very well organised and effective response appropriate to the text type requiredfor example, by sequencing and structuring ideas within and between paragraphs.

Effectively demonstrates understanding using a wide range of vocabulary, grammar,punctuation, expressions and stylistic features accurately and appropriately.

Demonstrates a very high level of accuracy in using Chinese characters in writing andshows skill in translating characters into fluent English.





VCE UNIT 4

OUTCOME 2Respond critically to spoken and written texts which reflect aspects of the language and cultureof Chinese-speaking communities.This outcome will contribu te 40 marks out of the 50 marks allocated to School-assessedCoursework for Unit 4. It will be assessed by two t asks.Task A, the writt en response, will cont ribut e 20 marks and Task B, the int erview, willcontr ibute 20 marks.

TASK A: (SAC 5)


You will do a 300-350 character informative, persuasive or evaluative written response, forexample, report, comparison or review.

Conditions:








Presents comprehensive information with some sophistication about an aspect of the cultureassociated with the language, with particular ideas, opinions and comparisons effectivelysupported by relevant evidence from texts studied.

Demonstrates comprehensive understanding of the features of the kind of writing required

for the task, for example, effective use of an introduction, body and conclusion. A broad range of language, including vocabulary, grammar, and stylistic techniques is used

accurately for the audience, context, purpose and text type.

Demonstrates a very high level of accuracy in using Chinese characters in writing.

Content is very well organised and sequenced logically; for example, within and betweenparagraphs and throughout the writing as a whole.



TASK B: (SAC 6)


Participate in an interview of approximately 4 minutes on an issue related to the texts studied.

Conditions:


Conducted in Chinese



Capably identifies and comments on culturally specific aspects of language, behaviour orattitudes.

Presents a considered opinion or information about an aspect of the culture associated withthe language, with a wide range of ideas, opinions and comparisons effectively supported by

relevant evidence from the texts studied. Capably maintains and advances the exchange, linking with the partner and using effective

communication and repair strategies.



Demonstrates excellent pronunciation, intonation, register, stress and tempo and tonalaccuracy.



DETAILED STUDY DESCRIPTIONThe s tudent will be e xpected to discuss their Detailed S tudy in Section 2: Discussion , of theOral Examination.

PurposeThe Detailed Study should enable students to explore and compare aspects of the languageand cu lture of t he C hinese-speaking co mmunity t hrough a r ange o f o ral and written t extsrelated to the selected sub-topic.

Basis for the Detailed Study A sub-topic related to a topic prescribed for the language. This will enable students to developknowledge and under standing o f, for ex ample, hi storical i ssues, asp ects of co ntemporarysociety or the literary or artistic heritage of the community.

Weeks in the Detailed Study The Detailed Study covers about 15 hours of class time. (At the VSL this could be about 5 or 6hours at the end of Unit 3 and about 8 or 9 hours early in Term 3 of Unit 4.) Some homework

time is required for the following week’s work; students can reflect on the material they read,hear and see.

Possible textsFeature film Short film Short storiesSongs Newspaper articles Electronic textsDocumentaries Music PaintingOral Histories

Student activitiesKey knowledge and skills (Study Design):Students should:• compare and contrast aspects of life in Chinese-speaking communities and Australia.• identify and comment on culturally specific aspects of language, behaviour or attitude.• identify similarities and differences between texts, and find evidence to support particular

views.• show an awareness that different social contexts require different types of language.• select and make use of relevant reference materials.

During early weeks, students• study texts•

identify aspects of the culture and language to comment on• develop opinions about these• refine their Detailed Study title• help each other choose 3 or 4 texts (written, spoken and visual) to be used as evidence for

opinions expressed• prepare for assessment by forming pairs to engage in discussion• provide constructive criticism about the title, opinion and evidence used in each discussion• brainstorm possible areas of discussion & additional ideas to be used during Outcome 2 or

Oral Examination assessment.



At the end of th is per iod, s tudents should have:• developed a thorough understanding of their Detailed Study title• participated in activities involving

− writing about the title, using the chosen texts as evidence− presenting the individual title to classmates and the teacher, explaining and j ustifying

the ideas and opinions presented, and defending these against opposing views.

Then students complete:• written assessment task for Unit 4, Outcome 2• interview based on an issue related to the texts studied.

Finally, students p repare for the Oral Examination.

Assessment of the Detailed Study Assessment tasks for Uni t 4 Outcome 2:Students should be able to respond critically to spoken and written texts which reflect aspectsof the language and culture of the Chinese-speaking communities.

For Chinese Second Language :(a) A 250 ch aracter i nformative, per suasive or evaluative written r esponse, for ex ample,

report, comparison or review. AND(b) A 3-4 minute interview on an issue related to the texts studied.

For Chinese Second Language Advanced :

(a) A 300-350 character informative, persuasive or evaluative written response, forexample, report, comparison or review.

AND(b) A 4 minute interview on an issue related to the texts studied.

Written task developmentStudents are given two or three short written texts related to the task to stimulate their writing.The i deas and t he l anguage co ntained i n t hese m aterials provide t he basi s for s tudentresponses, thus assisting even the weakest students to produce a written response.

Oral task development As indicated above, the task is an interview involving the teacher and the student. The topic isan issue related to texts studied.

Detailed Study and the Oral ExaminationThe Detailed Study is the basis for Section 2, Discussion of the Oral Examination.

Section 2: Discussion (approximately 8 minutes)Following the conversation the student will indicate to the assessor(s) the sub-topic chosen fordetailed study and, in no more than one m inute, briefly introduce the main focus of their sub-topic, al erting asse ssors t o any objects brought t o su pport t he di scussion. The focus of t hediscussion will be to explore aspects of the language and culture of Chinese-speakingcommunities. The student will be expected to make reference to texts studied.The s tudent m ay su pport the discussion with obj ects such as phot ographs, di agrams, and

maps. Notes and cue cards are not permitted.



CHINESE SECOND

LANGUAGE

AND

CHINESE SECOND

LANGUAGE

ADVANCED

END OF YEAR

ORAL AND WRITTEN

EXAMINATIONS



ORAL EXAMINATION FOR CHINESE SL

Description: The oral examination is in two sections: Section 1 : Conversation (approximately 7 minutes)


Section 1: ConversationThe exam will begin with a general conversationbetween the student and the assessor about thestudent’s personal world, for example, schooland home life, family and friends, interests andaspirations.


CommunicationCapacity to maintain and advance the exchange

appropriately and effectively capacity to link with assessors effectiveness of communication and repair


exchange









Section 2: Discussion Students will indicate to the assessor thesub-topic chosen for the Detailed Study andin no more than 1 minute, briefly introducethe main focus and show any objectsbrought to support the discussion. Thefocus of the discussion will be to exploreaspects of the language and culture of theChinese-speaking communities and thestudent will be expected to make referenceto texts studied.


CommunicationCapacity to maintain and advance theexchange appropriately and effectively capacity to link with assessors effectiveness of communication and

repair strategies degree of support necessary to maintain

the exchange



capacity to support/elaborate oninformation/ideas/opinions withreasons/ examples/evidence and/ornew ideas


Range and appropriateness of vocabularyand grammar

variety of vocabulary and grammar appropriateness of vocabulary and

grammar to the context, audience andpurpose of the task

Refer to the VCE Chinese Second Language/Second Language Advanced AssessmentHandbook 2008-2010 , pages 30 – 35 for the allocation of marks for each criterion.



CHINESE SECOND LANGUAGE WRITTEN EXAMINATION2 hours, plus 15 minutes reading time.


Section 2 : Reading, responding and translating

Section 3 : Writing in ChineseNote : In all sections, responses in the wrong language will receive no credit. In questions where word limits are given, excessively long pieces will be penalised. Monolingual and/or bilingual dictionaries may be used.

Section 1: Listening and respondingThis section assesses the student’s knowledge and skill in analysing information from spokentexts. It has two parts, Part A and Part B. The texts in both parts will be related to one or more ofthe prescribed themes.

The student will hear texts in Chinese covering a number of text types. The total listening timefor one reading of the texts without pauses will be approximately 1½ - 2 minutes. The length ofthe individual texts will not be specified, but one text will be longer than the other(s).

Each text will be heard twice. There will be an announcement at the start of the first reading anda sound to alert students just before the commencement of the second reading. There will be apause between the first and second readings in which the student may take notes. The studentwill be given sufficient time after the second reading to complete responses.The student will be expected to respond to a range of question types, such as completing atable, chart, list or form, or responding to a message, open-ended questions or multiple-choiceitems.

Part AQuestions will be phrased in English for responses in English.


The capacity to understand and convey general and specific aspects of texts

Part BQuestions will be phrased in Chinese and English for responses in Chinese .


The capacity to understand general and specific aspects of texts

The capacity to convey information accurately and appropriately where relevant, structure and sequence of ideas accuracy, v ariety and appr opriateness of v ocabulary and g rammar, i ncluding punctuation,

and script

Section 2: Reading, responding and translatingThis section assesses the student’s knowledge and skill in analysing and responding toinformation from written texts and translating from characters into English.Texts in all three parts will be related to one or more of the prescribed texts. The overall lengthof text in Parts A and B will be 250-350 characters and for Part C the total length of text will be150-250 characters.

Part AThe student will be required to read texts in Chinese. The student may be required to extract,summarise, and/or evaluate information from texts. If the texts are related, the student may be

required to compare and/or contrast aspects of both. Questions on the text will be phrased inEnglish for responses in English.



Assessment criteria: The capacity to understand and convey general and specific aspects of texts.

Part BThe student will be required to read texts in Chinese and respond to information provided.Questions on the text(s) will be phrased in English and Chinese for a response in Chinese .


The capacity to understand general and specific aspects of textsThe capacity to convey information accurately and appropriately where relevant, structure and sequence of ideas accuracy, variety and appropriateness of vocabulary and grammar, including punctuation

and script.

Part C: Translation of an unseen passageThe student will be required to translate texts from characters into English.The total length of the text will be 150-250 characters.


The capacity to understand and clearly convey the meaning of the passage accurately and appropriately interpret and express grammatical aspects of the passage accurately express the passage in fluent English.

Section 3: Writing in ChineseThis section assesses the student’s ability to express ideas through the creation of original textin the language.The s tudent will be r equired t o write a t ext i nvolving pr esentation of i deas and/or i nformationand/or opinions. There will be a choice of topics. The tasks will be related to one or more of the

prescribed themes. The tasks will accommodate a range of student interests and will require theproduction o f di fferent kinds of w riting ( personal, i maginative, per suasive, i nformative andevaluative) t hrough, for example, hav ing di fferent pur poses, audiences and r equiring di fferenttext types.

The student will write a response of 200-250 characters . The task will be phrased in English andChinese for a response in Chinese.




Accuracy, range and appropriateness of vocabulary and grammar accuracy of vocabulary and grammar variety of vocabulary and grammatical structures appropriateness of v ocabulary and grammar f or t he t ext type, audience, pu rpose an d

context of the task.



Contribut ion of assessment tasks to the stud y score %

Unit 3

150-200-character personal or imaginative written piece 10

Response to spoken texts 5

Three to four minute role-play 10

Unit 4

Response to written texts and translation 5

250-character informative, persuasive or evaluation written piece 10

Three to four minute interview 10

Contribution of examinations to the study score %

Oral examination 12.5

ConversationDiscussion

Written examination

Listening and respondingPart A: Response in English 2.5Part B: Response in Chinese 2.5

Reading, responding and translatingPart A: Response in English 7.5Part B: Response in Chinese 7.5Part C: Translation – characters into English 7.5

Writing 10



CHINESE SECOND LANGUAGE ADVANCED ORAL EXAMINATIONDescription: The oral examination is in two sections: Section 1 : Conversation (approximately 7 minutes)


Section 1: ConversationThe exam will begin with a general

conversation between the student and theassessor about the student’s personal world, forexample, school and home life, family andfriends, interests and aspirations.

Section 2: Discussion Students will indicate to the assessor the

sub-topic chosen for the Detailed Study and in nomore than 1 minute, briefly introduce the mainfocus and show any objects brought to supportthe discussion.




exchange

Clarity of expression pronunciation, intonation, fluency, stress,

tempo effective control of language to convey

linguistic and culturally appropriate meaning





The focus of the discussion will be to exploreaspects of the language and culture ofChinese-speaking communities and the studentwill be expected to make reference to textsstudied.




exchange

Clarity of expression pronunciation, intonation, fluency, stress,

tempo effective control of language to convey

linguistic and culturally appropriate meaning


capacity to support/elaborate oninformation/ideas/opinions with reasons/examples/evidence and/or new ideas

LanguageRange and appropriateness of vocabulary andgrammar



appropriateness of register

Accuracy of vocabulary and grammar




appropriateness of register

Refer to the VCE Chinese Second Language/Second Language Advanced AssessmentHandbook 2008-2010 , pages 57 - 62 for the allocation of marks for each criterion.



CHINESE SECOND LANGUAGE ADVANCED WRITTEN EXAMINATION

Description

2 hours, plus 15 minutes reading time.


Section 2 : Reading, responding and translating

Section 3 : Writing in ChineseNote : In all sections, responses in the wrong language will receive no credit. In questions where word limits are given, excessively long pieces will be penalised. Monolingual and/or bilingual dictionaries may be used.

Section 1: Listening and respondingThis section assesses the student’s knowledge and skill in analysing information from spokentexts.

The student will hear texts in Chinese covering a number of text types. The total listening timefor one reading of the texts without pauses will be approximately 1½ -2 minutes. The length ofthe individual texts will not be specified, but one text will be longer than the others.Each text will be heard twice. There will be an announcement at the start of the first reading anda sound to alert students just before the commencement of the second reading.There will be a pause between the first and second readings in which the student will takenotes. The student will be given sufficient time after the second reading to complete responses.The student will be expected to respond to a range of question types, such as completing atable, chart, list or form, or responding to a message, open-ended questions or multiple-choiceitems.

Part A

Questions will be phrased in English for responses in English.

Assessment criteria: The demonstrated capacity to understand and convey general and specific aspects of texts.

Part B

Questions will be phrased in Chinese and English for responses in Chinese .

Assessment criteria: The capacity to understand general and specific aspects of texts

The capacity to convey information accurately and appropriately where relevant, structure and sequence of ideas within/between paragraphs accuracy, variety and appropriateness of v ocabulary and grammar, including punctuation

and script.

Section 2: Reading, responding and translatingThis section assesses the student’s knowledge and skill in analysing and responding toinformation from written texts and translating from characters into English. Texts in all threeparts will be related to one or more of the prescribed themes. The overall length of text in Parts

A and B will be 350-450 characters and for Part C the total length will be 200-300 characters.

Part A

The student will be r equired to read text/s in Chinese. The student may be required to extract,summarise, and/or evaluate information from texts. If the texts are related, the student may berequired to compare and/or contrast aspects of both.Questions on the text will be phrased in English for responses in English.




Part B

The student will be required to read text(s) in Chinese. Questions to the text(s) will be phrasedin English and Chinese for a response in Chinese .


The demonstrated capacity to understand general and specific aspects of texts.The capacity to convey information accurately and appropriately where relevant, structure and sequence of ideas within/between paragraphs accuracy, variety and appropriateness of vocabulary and grammar, including punctuation

and script

Part CThe student will be required to translate text/s from characters into English.The total length of the text will be 200-300 characters.


The capacity to understand and clearly convey the meaning of the passage accurately and appropriately interpret and express grammatical aspects of the passage accurately express the passage in fluent English.

Section 3: Writing in Chinese

This section assesses the student’s ability to express ideas through the creation of original textin Chinese.

The student will be required to write a text involving presentation of ideas and/or informationand/or opinions. There will be a choice of tasks. The tasks will be related to one of more of the

prescribed themes. The task will accommodate a range of student interests and will be set toensure that the student is provided with opportunities for producing different kinds of writing(personal, imaginative, persuasive, informative and evaluative) through, for example, havingdifferent purposes, audiences and contexts and requiring different text types. The task will bephrased in English and Chinese for a response in Chinese . The student will be required towrite a response of 250-300 characters. The use of pinyin wil l not be acceptable.




Accuracy, range and appropriateness of vocabulary and grammar accuracy of vocabulary and grammar variety of vocabulary and grammatical structures appropriateness of v ocabulary and grammar f or t he t ext type, audience, pu rpose an d

context of the task.



Contribut ion of assessment tasks to the study score %

Unit 3

200-250-character personal or imaginative written piece 10

Response to spoken texts 5

Approximately four minute role-play 10

Unit 4

Response to written texts and translation 5

300-350 character informative, persuasive or evaluation written piece 10

Approximately four minute interview 10

Contribution of examinations to the study score %

Oral examination 12.5

ConversationDiscussion

Written examination

Listening and respondingPart A: Response in English 2.5Part B: Response in Chinese 2.5

Reading, responding and translatingPart A: Response in English 7.5Part B: Response in Chinese 7.5Part C: Translation – characters into English 7.5

Writing 10

Documents

VCE LOTE Student Handbook