Victorian School of Languages · 2 VCE LOTE STUDENT HANDBOOK 2012 INTRODUCTION Dear VCE student, The Victorian School of Languages welcomes you to an exciting year of language study

Victorian School of Languages

Address: PO Box 1172

Thornbury Vic. 3071

Phone: 9474 0500

Fax: 9416 9899

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

E-mail: [email protected]

VCE LOTE Student Handbook – 2012 First and Second Language

Prepared by: Pandora Petrovska, Assistant Principal and VSL Area Managers

Editing: Rebecca Gilbert and Maree Usher

Printing: Ed Merckel

Copyright 2012

CONTENTS Personal Information ............................................................................................................................................... 1 Introduction .............................................................................................................................................................. 2

SECTION 1

RULES AND REGULATIONS AT THE VSL Information for VSL Students .................................................................................................................................. 3

IMPORTANT DATES, TEXT TYPES AND KINDS OF WRITING Term dates for 2012 ................................................................................................................................................ 6 LOTE Planning calendar ......................................................................................................................................... 7 Detailed Study ......................................................................................................................................................... 9 Conventions of some common text types ............................................................................................................. 10 Main characteristics of different kinds of writing .................................................................................................... 12

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

SECTION 2

ASSESSMENT OUTCOMES FOR SECOND LANGUAGE (NOT CHINESE SL - SEE SECTION 4) VCE LOTE Second Language: Unit 1 ................................................................................................................... 17 VCE LOTE Second Language: Unit 2 ................................................................................................................... 18 VCE LOTE Second Language: Unit 3 ................................................................................................................... 19 VCE LOTE Second Language: Unit 4 ................................................................................................................... 22 Detailed Study: Second Language ........................................................................................................................ 25 SECOND LANGUAGE ORAL AND WRITTEN EXAMINATIONS UNITS 3 AND 4 (NOT CHINESE SL) Oral Examination for all Second Languages ......................................................................................................... 26 Second Language Written Examination ................................................................................................................ 27

SECTION 3

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

FIRST LANGUAGE END OF YEAR ORAL AND WRITTEN EXAMINATIONS

First Language Oral Examination .......................................................................................................................... 40 First Language Written Examination ..................................................................................................................... 41

SECTION 4

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

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

VCE LOTE STUDENT HANDBOOK 2012 1

PERSONAL INFORMATION

Name

Address

Postcode

Telephone Emergency

Telephone

VSL Centre

Language

Year Level Teacher

2 VCE LOTE STUDENT HANDBOOK 2012

INTRODUCTION

Dear VCE student,

The Victorian School of Languages welcomes you to an exciting year of language study at the VCE level. The VCE LOTE Student Handbook is especially 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 VCE students in both Years 11 and 12.

SECTION 2 (Yellow cover page) contains information relevant to Second Language students at both Years 11 and 12 (not Chinese Second Language 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 to First Language students at both Years 11 and 12.

This includes: Chinese, Indonesian, Japanese and Korean.

SECTION 4 (Pink cover page) contains information relevant to Chinese Second Language and Chinese Second Language Advanced students in Years 11 and 12.

In order to successfully complete the VCE, students must know the requirements and criteria of the course; we therefore encourage all VCE students to read the information carefully. Wishing you a successful year, P. Petrovska Assistant Principal

RULES AND

REGULATIONS AT THE

VICTORIAN SCHOOLOF LANGUAGES


INFORMATION FOR VSL STUDENTS

1. Enrolment

Upon enrolment all students must agree that he or she will obey the school rules and instructions for the VCE and accept any disciplinary provisions. Your Home School is responsible for all matters related to your enrolment with the VCAA. Take a Confirmation/Notification of Enrolment form to your VCE/VASS coordinator and check your student details to ensure that your LOTE enrolment is included. If you are studying only one VCE subject, that is, a language with the Victorian School of Languages and you are not attending a school or accredited VCE provider, then your VSL Centre 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 another Centre 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 Second Language enrolment. Please refer to the VCAA website to check the eligibility criteria.

2. Attendance

It is vital that you attend regularly. All absences must be explained by a note from your parent or guardian and be accompanied by a medical certificate. Unexplained absences of 3 sessions or more during a semester could lead to an (unsatisfactory) N score for the Unit. Our school requires 80% attendance for the successful completion of VCE.

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 dates for School-assessed Coursework. Make sure that you plan your work carefully and prepare appropriately.

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 of outcomes 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)

All LOTE School-assessed Coursework is conducted under supervision.

The following rules apply to these tasks. A student must ensure that all work submitted for assessment is genuinely his or her own. 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’s work or other resources without acknowledgment.

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

Redeeming outcomes: submitting further work

If 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 completion requirements of the unit, but a student may not submit further tasks for the reconsideration of School-assessed Coursework scores awarded by the VSL.

The VCAA advises students that their total school-assessed coursework scores may change following statistical moderation.

7. External Examinations

GAT (General Achievement 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 home (day) school. It is the student’s responsibility to ensure that they are in regular contact with the VCE or VASS co-ordinator at their day school and ensure that they receive the examination notifications. The written examination timetable is available on the VCAA website.

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 to complete all SACs because of illness or other special circumstances, the school may grant Special Provision. If students experience serious health or personal problems during the year, or have a disability, 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 on the student must be provided. If students have been granted special provision by their day school, they should inform their teacher 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 special circumstances.


10. Derived Examination Score

Students are eligible for a Derived Examination Score (DES) if they can demonstrate that illness, personal trauma or other circumstances occurring immediately before or during the examination period has affected their performance on an examination or prevented them from attending an examination. Students must have completed the course of study leading to the examination to be eligible for a DES. The VCAA must receive the DES application completed by the student’s home school no later than seven days after the student’s oral or 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 provided by an independent health or other professional as stated on the form. It is not issued automatically 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 provision for appeals against final grades awarded by VCAA.

Published results are final. No school-based assessments will be re-marked once results have been released except where a student appeals to the VCAA against penalties imposed by their school for breach of rules. There is no provision for a student to appeal to the VCAA against a school’s assessment of outcomes for satisfactory completion of a unit… In exceptional cases the VCAA may consider an application by a principal on behalf of any student who believes that any questions on an externally assessed written examination have been incorrectly assessed, in that there is an objective factual error. (p 158 VCE and VCAL Administrative Handbook 2012 VCAA)

12. Appeals to the School

The student must lodge the appeal in writing to the Area Manager within 14 days of receiving the decision. The Area Manager is responsible for establishing an Appeals Committee and an appeal process, which should protect the confidentiality of the student. The Area Manager will also inform the student of this process.

The Appeals Committee must consist of at least three members, including the Area Manager or Area Manager’s delegate, a teacher representative and a third member who may be a non-teacher.

The committee must consider all records relating to the case and may interview the student. 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 to provide additional information.

Make sure you read the relevant sections of your LOTE specific Study Design. Additional information in VCAA Bulletins will be passed on to you by your teacher.

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

IMPORTANT DATES

TEXT TYPES AND

KINDS OF WRITING


VSL TERM DATES FOR VCE STUDENTS 2012

Term I

Feb 11 _________________________

18 _________________________

25 _________________________

March 3 _________________________

10 Holiday – Labour Day weekend

17 _________________________

24 _________________________

31 _________________________

(Good Friday is on 6 April)

Term 3

July 21 __________________________

28 __________________________

Aug 4 No classes

11 __________________________

18 __________________________

25 __________________________

Sept 1 __________________________

8 __________________________

15 __________________________

22 VCE Classes only

Term 2

April 21 _________________________

28 _________________________

May 5 _________________________

12 _________________________

19 _________________________

26 _________________________

June 2 _________________________

9 Holiday – Queen’s B’day w’end

16 _________________________

23 VCE Classes only

(Anzac Day is on Wed 25 April)

Term 4

Oct 13 __________________________

20 __________________________

27 __________________________

Nov 3 __________________________

10 __________________________

17 __________________________

24 __________________________

Nov 10 Final day VCE students

Nov 24 Final day Years 1-10

(Cup Day is on Tue 6 November)

Government School TERM DATES – 2012

Term 1 Wed 1 Feb (teachers begin) – Fri 30 Mar Term 2 16 April – 29 June Term 3 16 July – 21 September Term 4 8 October – 21 December


LOTE PLANNING CALENDAR

Dates of Assessment Tasks Unit: ____________

Date Outcomes

Feb

ruar

y

Mar

ch

Ap

ril

May

Jun

e


LOTE PLANNING CALENDAR

Dates of Assessment Tasks Unit: ____________

Date Outcomes

July

Au

gu

st

Sep

tem

ber

Oct

ob

er

No

vem

ber


DETAILED STUDY Unit 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 bring (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 TYPES The following generalised list of identifiable features may be useful.

TEXT TYPE IDENTIFIABLE FEATURES

Advertisement topic/product name; content – factual and persuasive information; register; style; layout

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

Article (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 culturally appropriate); 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 on events 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); name of message giver; name of person passing on another’s message (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; use of 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 of participants, turn-taking); content; register; style; layout

Script (discussion)

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

Script or report (interview)

title/topic; structure (e.g. salutation, indication of participants, 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 writing referred to in the VCE LOTE Study Design. This is a guide only; students would not be expected to include all aspects in their writing.

Personal writing:

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 or response: 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 overall effect 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 final disclosure which puts a different interpretation on preceding passages.

Persuasive writing:

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 the writer

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

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

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

sometimes uses exaggeration, extravagant language, humour to create a conspiratorial relationship 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 and accurately as possible

usually uses objective style and impersonal expressions, although the writer may use an informal 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, the writing 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) or evaluative (aiming to weigh two or more items/ideas in order to convince the reader rationally and objectively that a particular point of view is correct)

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

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

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

Evaluative writing:

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

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

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

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

VSL FORMS


APPLICATION FOR SPECIAL PROVISION FOR SCHOOL-ASSESSED COURSEWORK AND UNIT COMPLETION

Note: Applications for permission to complete or re-do an assessment task or SAC must be submitted no more than SEVEN 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 APPLICATION

I am applying for:

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



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 TO

VCAA)

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 opportunity to complete/re-do the above assessment task/SAC and acknowledge notification of the date, time and location 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 print.)

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 this Centre of the Victorian School of Languages that I have withdrawn my enrolment 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 withdraw from a VCE Unit you must do so at your Home School. This note is to inform the VSL assessing school that you have completed the formalities.

ASSESSMENT OUTCOMES

FOR SECOND

LANGUAGE


LOTE OUTCOMES AND ASSESSMENT: SECOND LANGUAGE

VCE UNIT 1: OUTCOMES - FOUR ASSESSMENT TASKS

OUTCOME 1

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

Assessment task 1:

Participate in an informal conversation

OR

Write a personal letter/fax/email.

Assessment criteria

1. Relevance, breadth and depth of information, ideas and opinions

2. Capacity to establish, maintain and close the exchange

3. Appropriateness and accuracy of language

OUTCOME 2

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

Assessment task 2:

Listen to spoken texts (e.g. conversations, interviews, broadcasts) to obtain information to complete notes, charts or tables in LOTE or English

AND

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

Assessment criteria

1. Inclusion of the required points

2. Suitability of the response for the specified task

NB: Students must satisfactorily complete both tasks.

OUTCOME 3

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

Assessment task 3:

Take part in an oral presentation

OR

Write a review

OR

Write an article.

Assessment criteria


2. Capacity to establish links with and reflect the original text

3. Suitability for the context, purpose and audience described


Remember that if Outcome 1 is oral, Outcome 3 must be written, and vice versa.




OUTCOME 1

Participate in a spoken or written exchange related to making arrangements and completing transactions.

Assessment task 1:

Write a formal letter/fax/email

OR

Participate in a role-play

OR

Take part in an interview.

Assessment criteria


2. Appropriateness of structure and sequence



OUTCOME 2

Listen 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 reorganise information and ideas in a different text type

AND

Assessment task 2 (written resource):

Read written texts (e.g. extracts, advertisements, letters) and reorganise information and ideas in a different text type.

Assessment criteria

1. Identification of the required information and ideas

2. Capacity to structure and sequence information and ideas in order to complete the specified task

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


OUTCOME 3

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

Assessment task 3:

Complete a journal entry

OR

A personal account

OR

Write a short story.

Assessment criteria








VCE UNIT 3: OUTCOMES - THREE ASSESSMENT TASKS

Unit 3 School-assessed Coursework contributes 25% to the final assessment.

OUTCOME 1

Express ideas through the production of original texts.

This outcome will contribute 20 marks out of 50 marks allocated to School-assessed Coursework 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 description of the highest level 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 where relevant, script) is used appropriately for the audience, context, purpose and text type.

Ideas are organised and effectively sequenced throughout, for example, within and between paragraphs 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 contribute 10 marks out of the 50 marks allocated to School-assessed Coursework for Unit 3.

TASK: (SAC 2)

You will respond to specific questions, messages or instructions, extracting and using the information requested. Conditions:






Excellent understanding of the overall meaning of the spoken text, as well as demonstrated ability 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, for example, by structuring and sequencing ideas.

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



VCE UNIT 3

OUTCOME 3

Exchange 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

A description of the highest level of performance:

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 relevant factual 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 for and 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 contributes 25% to the final assessment.

OUTCOME 1

Analyse and use information from written texts.


TASK: (SAC 4)



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 demonstrated ability 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 2

Respond critically to spoken and written texts which reflect aspects of the language and culture of LOTE-speaking communities.

This outcome will contribute 40 marks out of the 50 marks allocated to School-assessed Coursework for Unit 4. It will be assessed by two tasks. At least one of the two tasks for Outcome 2 should focus on the sub-topic selected for the Detailed Study. Task A, the written response, will contribute 20 marks and Task B, the interview, will contribute 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 written response, for example, report, comparison or review. Conditions:






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

Presents comprehensive information with some sophistication about an aspect of the culture associated with the language, with particular ideas, opinions and comparisons effectively supported 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, (where relevant, script), and stylistic techniques is used accurately for the audience, context, purpose and text type.

Content is very well organised and sequenced logically, for example, within and between paragraphs 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


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 relevant evidence from the texts studied.

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

Uses a broad range of appropriate language, including vocabulary and grammatical structures, 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 for the 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 to explore and compare aspects of language and culture related to a selected sub-topic. This will enable the student to develop knowledge and understanding of, for example, historical issues, aspects of contemporary society or literary or artistic heritage.

Key knowledge and skills (Study Design):

Students should:

compare and contrast aspects of life in LOTE-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 awareness that different social contexts require different types of language

select and make use of relevant reference materials

present an opinion about an aspect of the culture associated with the language where appropriate.

Possible texts for 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 short written texts related to the task to stimulate their writing. The ideas and the language contained in these materials provide the basis for student responses. Oral task development

As indicated above, the task is an interview involving the teacher and the student.

Assessment of the Detailed Study

At the VSL the Detailed Study could begin in Unit 3, but may only be assessed in one or both of the assessment tasks for Unit 4, Outcome 2. The Study Design describes this outcome and these assessment tasks as follows:

Respond critically to spoken and written texts, which reflect aspects of the language and culture. Assessment tasks:

250-300 word / 600ji / 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 2 of the Oral Examination, Discussion. Section 2: Discussion (approximately 8 min.)

Following the Conversation the student will indicate to the assessor(s) the sub-topic chosen for detailed study and, in no more than one minute, briefly introduce the main focus of their sub-topic, alerting assessors to any objects brought to support the discussion. The focus of the discussion will be to explore aspects of the language and culture of LOTE-speaking communities. The student will be expected to make reference to texts studied.

The student may support the Discussion with objects such as photographs, diagrams and maps.

Notes and cue cards are not permitted.

SECOND LANGUAGEEND OF YEAR

ORAL AND

WRITTEN EXAMINATIONS

UNITS 3 & 4


ORAL EXAMINATION FOR ALL SECOND LANGUAGES

Albanian, Arabic, Bosnian, 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 and Vietnamese.

Description:

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

Section 2: Discussion (approximately 8 minutes) Section 1: Conversation

The exam will begin with a general conversation between the student and the assessor about the student’s personal world, for example, school and home life, family and friends, interests and aspirations. Assessment criteria: Communication

Capacity to maintain and advance the exchange appropriately 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 Content

Relevance, 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 and grammar

variety of vocabulary and grammar appropriateness of vocabulary and grammar

to the context, audience and purpose of the task

Section 2: Discussion

Students will indicate to the assessor the sub-topic chosen for the Detailed Study and in no more than 1 minute, briefly introduce the main focus and show any objects brought to support the discussion. Assessment criteria: Communication


capacity to link with assessors effectiveness of communication and

repair strategies degree of support necessary to maintain

the exchange Clarity of expression


Capacity to present information, ideas and opinions on a chosen topic

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

Language


variety of vocabulary and grammar appropriateness of vocabulary and

grammar to the context, audience and purpose of the task


SECOND LANGUAGE WRITTEN EXAMINATION

Albanian, Bosnian, Croatian, Dutch, Filipino, Hebrew, Hindi, Hungarian, 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 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.

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 spoken texts. 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 in which 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 a table, chart, list or form, or responding to a message, open-ended questions or multiple-choice items.

Part A

There will be two to four short texts, and one longer text. Questions will be phrased in English for responses in English.

Assessment criteria:

The capacity to understand general and specific aspects of texts by identifying and analysing information and convey the information accurately and appropriately Part B There will be one short text and one longer text. Questions will be phrased in the LOTE and English for responses in LOTE.


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

The capacity to convey information accurately and appropriately


Section 2: Reading and Responding

This section assesses the student’s knowledge and skill in analysing and responding to information from written texts. Part A

The 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, summarising, or evaluating and convey the information accurately and appropriately

Part B The student will be required to read a short text in the LOTE (total 150 words) – for example, letter, message, advertisement or notice – and respond to questions, statements, comments and/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 the LOTE.


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

The capacity to convey information coherently (structure, sequence, accuracy and variety of vocabulary and sentence structure) and appropriately (relevance, use of conventions of the text type)


This section assesses the student’s ability to express ideas through the creation of original text in the language. The student will be required to write a text involving presentation of ideas and/or information and/or opinions. There will be a choice of 2-4 tasks. The tasks will be related to one of more of the prescribed themes. 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, Italian, Japanese SL, Korean SL, Spanish and Vietnamese

Description:

2 hours, plus 15 minutes reading time.




Note:





This section assesses the student’s knowledge and skill in analysing information from spoken texts. The student will hear three to five texts in the LOTE covering a number of text types. The total listening 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 and a 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 take notes. The student will be expected to respond to a range of question types, such as completing a table, chart, list or form, or responding to a message, open-ended questions or multiple-choice items. Part A

There 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 B

There will be one or two texts. Questions will be phrased in the LOTE and English for responses in LOTE.


The capacity to understand general and specific aspects of texts


where relevant, structure and sequence of ideas accuracy, variety and appropriateness of vocabulary and grammar, including punctuation,

and where relevant, script



This section assesses the student’s knowledge and skill in analysing and responding to information from written texts. The texts in both parts will be related to one or more of the prescribed themes. The overall length of the text will be 350-450 words / 1000-1100 ji / 1000-1200 cha and there will be two to three 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 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 and convey general and specific aspects of texts Part B

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





and where relevant, script Section 3: Writing in the LOTE

This section assesses the student’s ability to express ideas through the creation of original text in the language. The student will be required to write a text involving presentation of ideas and/or information and/or opinions. There will be a choice of 5 tasks. 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 the production of different kinds of writing (personal, imaginative, persuasive, informative and evaluative) through, for example, having different purposes, audiences and contexts and requiring different text types. The student will write a response in 200-300 words, 500-650 cha, 400-500ji. The task will be phrased in English and the LOTE for a response in the LOTE.


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 of ideas within and between paragraphs, cohesiveness 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 OUTCOMES

FOR FIRST

LANGUAGE

Chinese First Language Japanese First Language

Indonesian First Language Korean First Language


LOTE OUTCOMES AND ASSESSMENT: FIRST LANGUAGE


OUTCOME 1

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

Assessment task 1:

Participate in a discussion

OR

Write a personal letter/fax/email.

Assessment criteria




OUTCOME 2

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


Listen to a spoken text (e.g. discussion, interviews, broadcasts) and extract and use information and ideas in a different text type

AND


Read a written text (e.g. article, report, letter) and extract and use information/ideas in a different text type.

Assessment criteria




OUTCOME 3

Produce a personal response to a fictional text.

Assessment task 3:

Perform an oral presentation

OR

Write a review

OR

Write an article.

Assessment criteria








OUTCOME 1

Participate 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 criteria for writing



3. Appropriateness and accuracy of language Assessment criteria for role-play

1. Relevance, breadth and depth of information, ideas and opinions;


3. Appropriateness and accuracy of language.

OUTCOME 2

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


Listen to two or more spoken texts (e.g. interviews, discussion, debate) and compare information and ideas obtained in a given format in the LOTE

AND


Read two or more written texts (e.g. letters, articles, reports) and compare information and ideas obtained in the LOTE.

Assessment criteria





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.

Assessment criteria









OUTCOME 1



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

OUTCOME 2



TASK: (SAC 2)

You will respond to specific questions or instructions, analysing and using the information requested. Conditions:






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

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

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

Highly coherent organisation and sequencing of extracted ideas and information appropriate to the task, through, for example, structuring and sequencing ideas within and between paragraphs.

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



VCE UNIT 3

OUTCOME 3



TASK: (SAC 3)

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



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

Student supervised from then until the presentation is completed A description of the highest level of performance:

Very well-developed ideas, opinions and attitudes which are consistently justified, through, for example, supporting and elaborating information with reasons, examples and/or evidence.

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

A broad range of language (including specialist vocabulary and appropriate register) used accurately and appropriately for the audience, context, purpose and conventions of an evaluative presentation.

Complex structures used accurately to effectively convey meaning.

Excellent capacity to produce clear spoken language, for example, through excellent pronunciation, 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.


TASK: (SAC 4)

You will respond to specific questions or instructions, analysing and using the information requested. Conditions:






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

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

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

Meaning is conveyed accurately and concisely in the response.



VCE UNIT 4

OUTCOME 2

Respond critically to spoken and written texts, which reflect aspects of the language and culture.

This outcome will contribute 30 marks out of the 50 marks allocated to School-assessed Coursework for Unit 4. It will be assessed by two tasks. Task A, the written response, will contribute 20 marks and Task B, the interview, will contribute 10 marks out of the 30 marks 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 or evaluative written response, for example, report, essay or review, Conditions:






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

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

Demonstrated ability to use the texts studied to consistently support the arguments presented 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 to the text type required by the task, for example, effective sequencing within and between paragraphs and including an introduction, body and conclusion.

AND


Task B: (SAC 6)

Interview (10 marks): You will participate in a 4-5-minute interview on an issue related to the texts studied. Conditions:






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

Excellent capacity to analyse, compare and evaluate information, ideas and attitudes from the 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 arguments presented, for example, with reasons, examples and/or evidence.

Use of a wide range of accurate language appropriate to the purpose, audience and context of 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 for the 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 the student to understand and appreciate aspects of language and culture through the study of texts drawn from Literature and the Arts. It will include study of the author’s/director’s/ composer’s intent, as well as the relationship between the context in which the text was produced, the text itself, the author and the audience. It is suggested that three texts from the field of Literature 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 Study could begin in Unit 3, it may only be assessed in one or both of the assessment tasks for Unit 4, Outcome 2.

The Study Design describes this outcome and these assessment tasks as follows:

Respond critically to spoken and written texts, which reflect aspects of the language and culture. Assessment tasks:

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

and

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

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

be able to identify, compare and evaluate values, attitudes and beliefs expressed in a range of texts.

produce a text to present a particular stance.

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

analyse information and ideas to find similarities, differences and evidence of bias.

recognise a writers’ or presenter’s intention/attitude.

analyse and compare themes, experiences and the creation of effect in informative, 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 Examination

The Detailed Study is the basis of both Section 1 and 2 of the Oral Examination. See page 41 for information about oral exam. Section 1: Presentation (approx. 5 minutes)

The presentation, which will last no longer than four minutes, should embody a clear stance on the issue selected. The student may support the presentation with objects such as photographs, diagrams, maps and brief speaker notes. These should be in point form and on a small (no more than 20cm x 12.5cm) card. Section 2: Discussion (approx. 5 minutes)

The student will discuss aspects of the nominated issue and should be prepared to clarify points presented. The student should expect the discussion to range beyond the issue selected. It may include a reflection on experiences, speculation on further developments, or discussion of possible unfamiliar issues. Assessors may also expect the student to answer general questions about the Detailed Study.

FIRST LANGUAGE END OF YEAR

ORAL AND

WRITTEN EXAMINATIONS

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: Presentation

Student will indicate the option selected for the Detailed Study and the subtopic, and in no more than one minute, briefly outline the issue selected for the presentation and introduce any objects brought to support the presentation. Student presentation should last no more than four minutes.


Students will indicate to the assessor aspects of the nominated issue and should be prepared to clarify points presented. They could be asked to discuss general questions about the Detailed Study or discuss aspects beyond the issue selected. Students could even reflect on experiences or speculate on further developments.

Assessment criteria: Communication

Capacity to present the information appropriately and effectively

accuracy, variety and appropriateness of vocabulary and grammar

clarity of expression (pronunciation, intonation, stress, tempo)

capacity to engage with audience Content


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

with reasons/examples/evidence



accuracy, variety and appropriateness of vocabulary and grammar

clarity of expression (pronunciation, intonation, stress, tempo)

capacity to link with assessors Content


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

information with reasons/examples/evidence/new ideas


FIRST LANGUAGE WRITTEN EXAMINATION

Description




Section 3: Writing in the LOTE NOTE:


In questions where word limits are given, excessively long pieces will be penalised. Section 1: Listening and Responding

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

The student will hear a text in the LOTE which will be read twice (3-4 minutes). There will be a pause 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 the responses. The student will be required to answer in the LOTE a number of questions in the LOTE, some of which require answers in paragraphs. Questions will focus on the ideas underlying the text, as well as specific items of information. The student will be given an indication of the length of the responses required.




structure and sequence of ideas accuracy, variety and appropriateness of vocabulary and grammar, including punctuation,

and where relevant, script



This section assesses the student’s knowledge and skill in analysing information from written texts. The student will be required to use the LOTE to synthesize information and ideas for a defined purpose, audience, and context from two texts written in the LOTE. The texts will be largely authentic 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.


The capacity to identify and synthesize relevant information and ideas from texts


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 appropriateness of vocabulary and grammar, including punctuation 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


This section assesses the student’s ability to express ideas through the creation of original text in the language. The student will be required to write either an imaginative or an evaluative text in the LOTE (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 structured consideration of a given issue. All tasks will specify a purpose, audience, context and text type.


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


introduction, body and conclusion as appropriate to text type and kind of writing organisation and sequencing of ideas within and between paragraphs, cohesiveness 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 SECOND LANGUAGE

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


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

OUTCOME 1

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

Assessment task 1:

Informal conversation

OR

Reply to personal letter/fax/email.

Assessment criteria




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 2

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


Listen to spoken texts (e.g. conversations, interviews, broadcasts) to obtain information to complete notes, charts or tables in Chinese or English AND


Read written texts (e.g. extracts, advertisements, letters) to obtain information to complete notes, charts or tables in English or Chinese.

Assessment criteria





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 context so students have some idea of the situation they are listening to.


OUTCOME 3

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

Assessment task 3:

Oral presentation OR review OR article.

Assessment criteria





If Task 1 is oral, Task 3 must be written.

The context, purpose and audience/participants for each task should be described in Chinese.



VCE CHINESE SL ASSESSMENT: UNIT 2


Task 1 or 3 – Written assessment Task 2 – Reorganising spoken texts

OUTCOME 1

Participate in a spoken or written exchange related to making arrangements and completing transactions.

Assessment task 1:

Formal letter/fax/email OR role-play OR interview.

Assessment criteria





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.



OUTCOME 2

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


Listen to spoken texts (e.g. conversations, interviews, broadcasts) and reorganise information and ideas in a different text type

AND


Read written texts (e.g. extracts, advertisements, letters) and reorganise information and ideas in a different text type, and translate part of the text/s from Chinese characters into English.

Assessment criteria




4. For translation - express part of the text/s in fluent English



The task description should provide a brief outline in Chinese of the context so students have some idea of the situation they are listening to.

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

Some of the information required should be easily identified and factual.


OUTCOME 3

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

Assessment task 3:

Journal entry OR personal account OR short story.




Assessment criteria








OUTCOME 1



TASK: (SAC 1)

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



Requires responses in Chinese




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.


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

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




VCE UNIT 3

OUTCOME 2



TASK: (SAC 2)









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

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



VCE UNIT 3

OUTCOME 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


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









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 contributes 25% to the final assessment.

OUTCOME 1

Analyse and use information from written texts and translate part of text/s into English.


TASK: (SAC 4)




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/s to which responded in the first part








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 culture of Chinese-speaking communities.

This outcome will contribute 40 marks out of the 50 marks allocated to School-assessed Coursework for Unit 4. It will be assessed by two tasks. At least one of the two tasks for Outcome 2 should focus on the sub-topic selected for the Detailed Study. Task A, the written response, will contribute 20 marks and Task B, the interview, will contribute 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:









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

Content is very well organised and sequenced logically, for example, within and between paragraphs 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:







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 relevant evidence from the texts studied.




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 Second Language (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 1



TASK: (SAC 1)

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







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


Broad range of language (including accurate vocabulary, grammar and punctuation) is used appropriately 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 and between paragraphs and with cohesiveness in the writing as a whole.



LOTE OUTCOMES AND ASSESSMENT:

CHINESE SECOND LANGUAGE ADVANCED

VCE UNIT 3

OUTCOME 2



TASK: (SAC 2)

You will give an extended response to specific questions, messages or instructions, extracting and using the information requested. Conditions:








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

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

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




VCE UNIT 3

OUTCOME 3



TASK: (SAC 3)

You will participate in role-play of approximately 4 minutes focusing on the resolution of an issue. Conditions:



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









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






OUTCOME 1

Analyse and use information from written texts and translate texts.


Task: (SAC 4)

You will give an extended response to specific questions, messages or instructions, extracting and 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 or more questions, messages or instructions

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







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 and shows skill 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 culture of Chinese-speaking communities.

This outcome will contribute 40 marks out of the 50 marks allocated to School-assessed Coursework for Unit 4. It will be assessed by two tasks. Task A, the written response, will contribute 20 marks and Task B, the interview, will contribute 20 marks.

TASK A: (SAC 5)


You will do a 300-350 character informative, persuasive or evaluative written response, for example, report, comparison or review. Conditions:









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 between paragraphs 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:



Tape-recording of the interview is recommended A description of the highest level of performance:


Presents a considered opinion or information about an aspect of the culture associated with the language, with a wide range of ideas, opinions and comparisons effectively supported by relevant evidence from the texts studied.




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


DETAILED STUDY DESCRIPTION The student will be expected to discuss their Detailed Study in Section 2: Discussion, of the Oral Examination.

Purpose The Detailed Study should enable students to explore and compare aspects of the language and culture of the Chinese-speaking community through a range of oral and written texts related 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 develop knowledge and understanding of, for example, historical issues, aspects of contemporary society 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 6 hours 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 texts Feature film Short film Short stories Songs Newspaper articles Electronic texts Documentaries Music Painting Oral Histories

Student activities Key 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 this period, students 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 justifying

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 prepare for the Oral Examination.

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

For Chinese Second Language:

(a) A 250 character informative, persuasive or evaluative written response, for example, 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, for example, report, comparison or review.

AND

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

Written task development Students are given two or three short written texts related to the task to stimulate their writing. The ideas and the language contained in these materials provide the basis for student responses, 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 is an issue related to texts studied.

Detailed Study and the Oral Examination The 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 for detailed study and, in no more than one minute, briefly introduce the main focus of their sub-topic, alerting assessors to any objects brought to support the discussion. The focus of the discussion will be to explore aspects of the language and culture of Chinese-speaking communities. The student will be expected to make reference to texts studied.

The student may support the discussion with objects such as photographs, diagrams, 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:


Section 2: Discussion (approximately 8 minutes) Section 1: Conversation

The exam will begin with a general conversation between the student and the assessor about the student’s personal world, for example, school and home life, family and friends, interests and aspirations. Assessment criteria: Communication













Students will indicate to the assessor the sub-topic chosen for the Detailed Study and in no more than 1 minute, briefly introduce the main focus and show any objects brought to support the discussion. The focus of the discussion will be to explore aspects of the language and culture of the Chinese-speaking communities and the student will be expected to make reference to texts studied. Assessment criteria: Communication


capacity to link with assessors effectiveness of communication and

repair strategies degree of support necessary to maintain

the exchange Clarity of expression



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

Language


variety of vocabulary and grammar appropriateness of vocabulary and

grammar to the context, audience and purpose of the task

Refer to the VCE Chinese Second Language/Second Language Advanced Assessment Handbook 2008-2014, pages 30 – 35 for the allocation of marks for each criterion.


CHINESE SECOND LANGUAGE WRITTEN EXAMINATION 2 hours, plus 15 minutes reading time.


Section 2: Reading, responding and translating

Section 3: Writing in Chinese Note:





This section assesses the student’s knowledge and skill in analysing information from spoken texts. It has two parts, Part A and Part B. The texts in both parts will be related to one or more of the prescribed themes.

The student will hear texts in Chinese covering a number of text types. The total listening time for one reading of the texts without pauses will be approximately 1½ - 2 minutes. The length of the 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 and a 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 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 a table, chart, list or form, or responding to a message, open-ended questions or multiple-choice items.

Part A

Questions will be phrased in English for responses in English.



Part B

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





and script


This section assesses the student’s knowledge and skill in analysing and responding to information 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 length of text in Parts A and B will be 250-350 characters and for Part C the total length of text will be 150-250 characters. Part A

The 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 in English for responses in English.



The capacity to understand and convey general and specific aspects of texts. Part B

The 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.




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 passage

The 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 Chinese

This section assesses the student’s ability to express ideas through the creation of original text in the language. The student will be required to write a text involving presentation of ideas and/or information and/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 the production of different kinds of writing (personal, imaginative, persuasive, informative and evaluative) through, for example, having different purposes, audiences and requiring different text types. The student will write a response of 200-250 characters. The task will be phrased in English and Chinese for a response in Chinese.


Relevance, breadth and depth of content

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





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.


Contribution of assessment tasks to the study 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

Conversation Discussion

Written examination Listening and responding Part A: Response in English 2.5 Part B: Response in Chinese 2.5 Reading, responding and translating Part A: Response in English 7.5 Part B: Response in Chinese 7.5 Part C: Translation – characters into English 7.5 Writing 10


CHINESE SECOND LANGUAGE ADVANCED ORAL EXAMINATION

Description:


Section 2: Discussion (approximately 8 minutes)

Section 1: Conversation

The exam will begin with a general conversation between the student and the assessor about the student’s personal world, for example, school and home life, family and friends, interests and aspirations.


Students will indicate to the assessor the sub-topic chosen for the Detailed Study and in no more than 1 minute, briefly introduce the main focus and show any objects brought to support the discussion.






pronunciation, intonation, fluency, stress, tempo

effective control of language to convey linguistic and culturally appropriate meaning

Content




Accuracy of vocabulary and grammar

The focus of the discussion will be to explore aspects of the language and culture of Chinese-speaking communities and the student will be expected to make reference to texts studied.






pronunciation, intonation, fluency, stress, tempo

effective control of language to convey linguistic and culturally appropriate meaning

Content


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

Language

Range and appropriateness of vocabulary and grammar



appropriateness of register




appropriateness of register

Refer to the VCE Chinese Second Language/Second Language Advanced Assessment Handbook 2008-2014, pages 57 - 62 for the allocation of marks for each criterion.


CHINESE SECOND LANGUAGE ADVANCED WRITTEN EXAMINATION

Description




Section 3: Writing in Chinese Note:



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 spoken texts.

The student will hear texts in Chinese covering a number of text types. The total listening time for one reading of the texts without pauses will be approximately 1½ -2 minutes. The length of the 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 and a 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 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 a table, chart, list or form, or responding to a message, open-ended questions or multiple-choice items.

Part A

Questions will be phrased in English for responses in English.


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.




where relevant, structure and sequence of ideas within/between paragraphs accuracy, variety and appropriateness of vocabulary and grammar, including punctuation

and script. Section 2: Reading, responding and translating

This section assesses the student’s knowledge and skill in analysing and responding to information from written texts and translating from characters into English. Texts in all three parts 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 required 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 be required 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 phrased in English and Chinese for a response in Chinese.


The demonstrated capacity to understand general and specific aspects of texts.


where relevant, structure and sequence of ideas within/between paragraphs accuracy, variety and appropriateness of vocabulary and grammar, including punctuation

and script

Part C

The 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 text in Chinese.

The student will be required to write a text involving presentation of ideas and/or information and/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 to ensure that the student is provided with opportunities for producing different kinds of writing (personal, imaginative, persuasive, informative and evaluative) through, for example, having different purposes, audiences and contexts and requiring different text types. The task will be phrased in English and Chinese for a response in Chinese. The student will be required to write a response of 250-300 characters. The use of pinyin will not be acceptable.


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





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.


Contribution 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 Conversation Discussion

Written examination Listening and responding Part A: Response in English 2.5 Part B: Response in Chinese 2.5 Reading, responding and translating Part A: Response in English 7.5 Part B: Response in Chinese 7.5 Part C: Translation – characters into English 7.5 Writing 10

Documents

Victorian School of Languages · 2 VCE LOTE STUDENT HANDBOOK 2012 INTRODUCTION Dear VCE student, The Victorian School of Languages welcomes you to an exciting year of language study