Year 8

104

100 hours

2008

23% of cohort continuing with a language

56% of cohort continuing with a language

Year 9

60

(26 German 34 French)

2010

Year 9

24

(11 German, 13 French)

2009

Numbers 2009

2009

Year 8

108

100 hours

Selling the initiative to the Executive: •The College would be demonstrating a strong commitment to enhancing the learning potential of the most able students. It sends the message out loud and clear that focus on academic rigour is one of the key objectives for the College and that the College caters for the academically gifted. •The learning potential of these students would be greatly enhanced, as would their potential to achieve highly in the subject.  •The most able students who sometimes give up their learning of a language would commit to studying a language for a longer period and engage in a life-long learning opportunity.

•Gifted and talented students can often be prone to experiencing pastoral / social challenges and by offering them the opportunity to work in a stimulating environment with only a few students we would be maximising their learning potential. •It promotes the value of life-long and deep learning, whereby students will be committing themselves to studying the subject long-term. 

• Students would experience a great sense of pride and achievement by being part of a class like this. They would be role models for the type of learning that is expected in the College as a whole.

 • The College would be demonstrating their commitment to traditional, academic

subjects and supporting the immense value associated with learning a second language.

 • All of the above could be a great marketing tool for the College.

Key features of the Extension PathwayAn alternative pathwayThis additional class will be a positive addition to what is currently offered. It is a different pathway for learning which will suit the needs of some students – specifically, independent and self-motivated learners – better than others.

Extension outcomesStudents undertake learning activities consistent with the pursuit of Stage 5 Extension outcomes as described the German 7-10 Syllabus. Assessment and reporting is also aligned to these outcomes.

Learner independenceStudents will be allocated independent study time in their timetable. For example, in a two week cycle, there may be one period when students will go to the Library/Study Room. This will represent an induction to the senior study environment and set the tone for the type of learning which will take place. As part of this independent study time, students will keep a log book of tasks completed.

Real-life Application

STANDARD PATHWAY EXTENSION PATHWAY

Collaboration IndependenceTeacher direction Self-direction

Motivated by peers Self-motivated

Student demonstrates:

• A passion for learning a foreign language

• Excellent academic results

• Hard-working & conscientious ethic

• Independent study skills and academic drive

• Commitment to studying a language long-term

Characteristics of our learners:

Criteria for extension pathway:

Process for creating extension pathway:

1. Information Evening – Tuesday September 21

2. Student assessment and questionnaire – Term IV, Week 2, during class time

• German language deduction tasks• Questions in English – students comment on own

learning preferences, motivation to learn German

3. Head of Languages, in consultation with Director of Studies, measures students against given criteria by examining outcomes of above assessment and questionnaire. Students’ 2010 Semester 1 Report will also be reviewed.

4. Parents are informed in writing of the outcome of the selection process – Term IV, Week 6.

• Rationale

• Curriculum links

• Classroom implications

• Process

• Questions

Additional Pathway for Year 10 German 2011

Pathway at SVC

Pathways(7-10 German Syllabus)

Stage 5Extension Outcomes

An additionalpathway

Common Objectives

7-10 German Syllabus

www.boardofstudies.nsw.edu.au/syllabus_sc/

Different ways of working towards these objectives

Common overarching objectives

Stage 5 Outcomes

Stage 5 Extension Outcomes

Common content (themes & topics)

Tailored learning activities

Tailored learning activities

Stage 5 learn about and learn to descriptors

Stage 5 Extension learn about and

learn to descriptors

Stage 5 Outcomes Stage 5 Extension Outcomes

Using Language

  A student: A student:

Listening and Responding

5.UL.1 selects, summarises and analyses information and ideas in spoken texts and responds appropriately

5.UL.5 selects, summarises and evaluates information and ideas in spoken texts and presents a point of view in a range of text types

Reading and Responding

5.UL.2 selects, summarises and analyses information and ideas in written texts and responds appropriately

5.UL.6 selects, summarises and evaluates information and ideas in written texts and responds appropriately in a range of text types

Speaking 5.UL.3 uses German by incorporating diverse structures and features to express own ideas

5.UL.7 uses German with flexibility by incorporating new structures and features for effective communication

Writing 5.UL.4 experiments with linguistic patterns and structures in German to convey information and to express own ideas

5.UL.8 presents a point of view using accurate grammar and experimenting with linguistic structures and features in a range of text types

Making Linguistic Connections

5.MLC.1 demonstrates understanding of the nature of languages as systems by describing and comparing linguistic features across languages

5.MLC.3 engages in discussions to solve linguistic problems and refine the production of original texts in German

  5.MLC.2 uses linguistic resources to support the study and production of texts in German

5.MLC.4 analyses ways in which the structures and features of spoken and written German can be manipulated for particular effect

Moving Between Cultures

5.MBC.1 explores the interdependence of language and culture in a range of texts and contexts

5.MBC.3 evaluates the importance of being able to move between cultures

5.MBC.2 identifies and explains aspects of the culture of German-speaking communities in texts.

5.MBC.4 evaluates expressions and representations of the culture of German-speaking communities in a range of texts.

An example:

Year 10 German 2011 Programme

The alternative pathway offered in 2011 will involve a broadening and deepening of the Stage 5 course in order to work towards Stage 5 Extension outcomes, as described by the NSW Syllabus.

Extension vs. acceleration

This pathway does NOT involve acceleration. In other words, students will not commence any part of the Stage 6 course if involved in the Year 10 German Extension pathway.

Both the extension and the standard pathways will provide preparation for the Stage 6 German Continuers course.

Students in the standard pathway will have access to extension materials as part of regular teaching and learning.

Davis & Rimm (2004)

A shift in emphasis

Bloom’s Taxonomy

Examples of Enrichment Activities

o Approaches to teaching the Perfect Tense –

Core V Enrichmento Web-quest – self-paced

activity

Peer-Teaching Students’ responses

• “Yes it was good to be able to explain what we have learnt and to teach other people. It shows that we know what we are talking about.”

• It was a good experience from both a learning aspect and an enjoyable aspect.”

• “It was extremely useful for both us and the Yr 8’s as we got the opportunity to use our language skills and they got to go over the subject with people they can relate to other than their teacher.”

• “It helped us to revise what we know and teaching it makes you also double check the vocabulary which is good.”

• “I found it useful and that helping them string small sentences together using the correction formation was satisfying.”

• It was useful and I felt that we all had a boost in confidence after the experience because it showed us we are capable of teaching another German class, even with a basic knowledge of the language.”

• “I think it was good revision to have to explain how rules work rather than just learning it.”

• I felt good and confident about my language skills.”

Assessment

• How are assessment tasks differentiated to reflect extension outcomes?

• Improvements in assessment results.

Fill in the following sentences with the best English word that fits. 3 marks

 

“Manuela wears blue and red __________________, a top in leopard ____________, a __________ jacket with patches from Bands, a black pair of ____________ and ___________ socks. Her hair is __________ and red in a Rockabilly style.”

 

What conflict is there in Manuela’s family about her clothes? 2 marks

 

_________________________________________________________________________________

   EXTENSION QUESTION

 

Based on what you have read about their clothing styles, do you think Manuela and Stefan would get on? Refer closely to both texts in your response and justify your answer.

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

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EXTENSION QUESTION

What might Manuela ask Stefan next? Explain why.

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

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Extract from reading assessment

LISTENINGOutcome 5.UL.5:A student selects, summarises and evaluates information and ideas in spoken texts and presents a point of view in a range of text types  

 Question1

  High Satisfactory Progressing 

 Question 5 b)

  High Satisfactory Progressing 

READINGOutcome 5.UL.6:A student selects, summarises and evaluates information and ideas in written texts and responds appropriately in a range of text types.  

Question 2   High Satisfactory Progressing 

Question 3   High Satisfactory Progressing 

Extension Question   High Satisfactory Progressing 

Teacher’s Comment:         

ASSESSMENT OF EXTENSION OUTCOMES:

Results

Mean Results

Class Reading Assessment Listening Assessment

Yr 10 German 77% 75%

Yr 10 German Enrichment

92% 86%

Where to now?

• 2012 & beyond

• Senior class – interest in Extension

• Yr 9 Enrichment class - French