Studying a Language at VCE – Transition Package for VSL Year 10 students 1 Arabic Bosnian Chin Hakha Chinese (Mandarin) Classical Greek Croatian Dutch Filipino French German Greek Hebrew Hindi Hungarian Indonesian Italian Japanese Karen Khmer Korean Latin Macedonian Maltese Persian Polish Portuguese Punjabi Romanian Russian Serbian Sinhala Spanish Tamil Turkish Vietnamese Studying Languages at VCE Transition Package for VSL Year 10 students
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Languages at - VSL · 6 Studying a Language at VCE – Transition Package for VSL Year 10 students ABOUT THE VICTORIAN CERTIFICATE OF EDUCATION VCE What is the VCE? The VCE is the
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Studying a Language at VCE – Transition Package for VSL Year 10 students 1
Arabic
Bosnian
Chin Hakha
Chinese (Mandarin)
Classical Greek
Croatian
Dutch
Filipino
French
German
Greek
Hebrew
Hindi
Hungarian
Indonesian
Italian
Japanese
Karen
Khmer
Korean
Latin
Macedonian
Maltese
Persian
Polish
Portuguese
Punjabi
Romanian
Russian
Serbian
Sinhala
Spanish
Tamil
Turkish
Vietnamese
Studying
Languages at
VCE
Transition Package for
VSL Year 10 students
Studying a Language at VCE – Transition Package for VSL Year 10 students 2
Studying a Language at VCE – Transition Package for VSL Year 10 students
Prepared by: Angela Natoli, Assistant Principal: Curriculum & Professional Development
Acknowledgements The school is indebted to the VCAA and VTAC for making material available for inclusion. At the time of publication every attempt was made to confirm the accuracy of the content. Students are reminded to check the VCAA and VTAC publications as they become available.
Studying a Language at VCE – Transition Package for VSL Year 10 students 3
INTRODUCTION
Dear Student, The Victorian School of Languages welcomes you to exciting years ahead of language study at the VCE level. The Studying a Language at VCE- Transition Package for Year 10 students is especially designed to inform you about the requirements for successfully completing your VCE.
The study of a language other than English contributes to the overall education of individual students,
most particularly in the area of communication, but also in the areas of cross-cultural understanding,
cognitive development, literacy and general knowledge. It provides access to the culture of
communities which use the language and promotes understanding of different attitudes and values
within the wider Australian community and beyond. Australia as a trading nation also needs citizens
who can speak other languages.
In order to successfully complete the VCE, students must know the requirements and criteria of each
course; so we therefore encourage all future VCE students to read the information carefully. Another
invaluable resource and one you should become familiar with is the VCAA website:
www.vcaa.vic.edu.au
Wishing you all the very best for successful VCE studies at the Victorian School of Languages.
Frank Merlino Angela Natoli
Principal Assistant Principal Curriculum & Professional Development
You can also study the following languages via Distance Education: Contact the VSL Head Office on (03) 9474 0500 for the criteria and enrolment process.
Studying a Language at VCE – Transition Package for VSL Year 10 students 9
INFORMATION FOR VSL VCE STUDENTS
1. Enrolment Upon enrolment all students must agree that they 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. When
enrolling with the VSL, students must take an Assessing School Enrolment Notification form to their home
school VASS or VCE Co-ordinator and check their student details carefully to ensure that their Language
enrolment is included. Students must inform their VSL Centre if they change any details or if they wish to
transfer to another Centre, or to withdraw from a Unit.
All VCE forms are legal documents so it is important that you enrol using the name and surname as on your
Birth Certificate. Any change of name must be accompanied with the official paperwork from Births, Deaths &
Marriages Victoria.
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.
We advise students to complete a sequence of language studies from Unit 1 to Unit 4 in order to
achieve the best possible result in VCE. Continuity of language study is essential for Second Language
students.
International students have a separate enrolment form and a process that is monitored by the DEECD
International Education Division.
2. Attendance Regular attendance is essential.
It is vital that students have regular attendance in order to complete coursework for VCE. The Victorian School of Languages requires 80% attendance for the successful completion of VCE. All absences must be explained by a note from the parent or guardian and be accompanied by a medical certificate if possible. Unexplained absences of three sessions or more during a semester could lead to an unsatisfactory N score for the Unit. Where a student has completed work but there has been a substantive breach of attendance rules and the school therefore decides to assign a ‘Not Satisfactory’ (N) for the Unit, the school must assign an ‘N’ result for one or more outcomes and thus the unit.
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.
The VCAA advises students that their total school-assessed coursework scores assigned by the teacher for SACS may change following statistical moderation.
4. Approved dictionaries Students are permitted to use an approved bi-lingual or monolingual dictionary in Language written tasks. A VCAA approved dictionary is EITHER an English-Language, Language-English dictionary (which may be in two separate volumes) OR a monolingual dictionary in the language being assessed.
The dictionary must be printed and should not contain any highlighting or annotation.
Electronic dictionaries are not permitted.
Dictionaries are not permitted in the oral component of any Language examination.
Studying a Language at VCE – Transition Package for VSL Year 10 students 10
5. Satisfactory Unit Completion For satisfactory completion of a Unit, a student must demonstrate achievement of the set of outcomes for the Unit.
Students are required to demonstrate achievement of study outcomes. The decision about satisfactory
completion of outcomes is based on the teacher’s assessment of the student’s overall performance on
assessment tasks designated for the unit. For VCE Units 3 and 4, evidence of achievement is collected
by the teacher through a range of tasks which include School-assessed coursework that are
designated for the study and examinations.
To achieve an outcome the student must:
Produce work that demonstrates achievement of the outcomes
Submit work on time
Submit work that is clearly his/her own
Observe the VCAA and school rules
If a teacher judges that all outcomes are achieved, the student satisfactorily completes the unit.
A student receives S or N according to the successful fulfilment of the criteria. A J result is used for a student who is no longer attending, but who has not officially withdrawn. It should not be used for students who have partially completed work or whose attendance record breaches school rules. In such cases N will be used.
The criteria are an attempt to bring objectivity to the assessment process. However, there is always room for interpretation and the teacher’s professional judgement as to whether the student work demonstrates the required criteria.
If a student does not successfully complete an outcome, the teacher will
a) notify the Area Manager
b) ensure that the student is given the opportunity to redo the Assessment Task or SAC in order to redeem the unit and
c) notify the parents that the student is at risk of failing the unit.
6. School-assessed Coursework (SAC) All School-assessed Coursework for Languages 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.
A student who knowingly assists other students is in breach of rules and may be penalised.
Students must ensure that all work submitted for assessment is their own. Students should
acknowledge all resources used (text, websites and source material) and should not receive undue
assistance in the preparation and submission of work. Unacceptable forms of assistance include use
of, or copying from another person’s work or other resources without acknowledgement and
corrections made or dictated by another person.
Studying a Language at VCE – Transition Package for VSL Year 10 students 11
7. Redeeming Assessment Tasks and SACs While wanting to give students every opportunity to successfully demonstrate the outcomes, teachers
have to set limits. Under VCAA regulations, If, in the judgement of the teacher, work submitted by a
student for the assessment of an outcome does not meet the required standard for satisfactory
completion, the teacher may consider work previously submitted, provided it meets the requirements.
A student may any submit further work or resubmit a School-assessed Coursework assessment, for
reconsideration to redeem an ‘S’ for the outcome. The teacher may not allow a student to resubmit
work to improve a score of an assessment for School-assessed Coursework.
8. Statistical moderation School based Assessment is an important part of the VCE. To ensure fairness when Study scores are
calculated, it is important that School based assessments made by all schools are comparable. The
VCAA uses statistical moderation to express student’s achievement from all schools on the same scale.
This provides fairness for students across the State. To ensure comparability of School-based
Assessment from different schools the VCAA will apply statistical procedures to each moderation
group, study by study. Statistical moderation realigns the level and spread of each school’s
assessments of its students in a particular study to match the level and spread of the same students’
scores on a common external score. Because the external score is based on examinations done by all
students across Victoria, it is a common standard against which schools’ assessments can be
compared.
9. Special Provision and/or extension of time When a student is absent from school for prolonged periods, or has been unable to complete all
assessment tasks because of illness or other special circumstances, the school may, on application
from the student, grant Special Provision for school based assessment or an extension of time to do
assessment tasks or SACs. For this reason, teachers are asked to submit two versions of SACs to the
Area Manager in anticipation of special provision students. Students who do not satisfactorily
complete a SAC should be given another opportunity to redeem the unit. In this case the student
should not be penalised for lack of attendance. If students have been granted special provision by
their day school, they should inform their language teacher and Area Manager so that appropriate
support may be provided at the VSL.
10. External Examinations GAT (General Achievement Test)
All VCE students enrolled in Unit 3 and 4 Languages are required to sit the General Achievement
Test. Information regarding this test is available from home schools.
Oral and Written Language 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- Generally mid May.
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.
Studying a Language at VCE – Transition Package for VSL Year 10 students 12
11. Special Entry requirements for VCE Units 3 & 4 Second Languages VCE Second Language studies in Chinese, Indonesian, Japanese and Korean cater for students who
have learnt all they know of the language in an Australian school or similar environment. All
enrolments in VCE Second Language studies Unit 3 and 4 must be approved by the VCAA.
The criterion for eligibility for a VCE Second Language study is the number of years the student has
been educated in a school where the language is the medium of instruction. Students who have learnt
all they know of the language in an Australian school are eligible for VCE Second Language
enrolment.
Chinese Second Language A student is NOT eligible for Chinese SL if they have had one of the following:
12 months or more of education in a school where Chinese is the medium of instruction
Three years (36 months) or more of residence in any of the VCAA-nominated countries or regions (China, Taiwan, Hong Kong or Macau)
Chinese Second Language Advanced A student is eligible for Chinese Second Language Advanced if:
They have had no more than seven years of education in a school where Chinese is the medium of instruction
The highest level of education attained in a school where Chinese is the medium of instruction is no greater than the equivalent of Year 7 in a Victorian school.
Indonesian Second Language
A student is eligible for Indonesian SL if they have had no more than seven years of education in a
school where Indonesian or Malay is the medium of instruction.
Japanese Second Language
A student is eligible for Japanese SL if they have had no more than seven years of education in a
school where Japanese is the medium of instruction.
Korean Second Language
A student is eligible for Korean SL if they have had no more than seven years of education in a school
where Korean is the medium of instruction.
Studying a Language at VCE – Transition Package for VSL Year 10 students 13
LANGUAGES: SUMMARY OF THEMES AND TOPICS *CHECK STUDY DESIGN FOR SUGGESTED TOPICS.
THE INDIVIDUAL THE LANGUAGE-SPEAKING COMMUNITIES
THE CHANGING WORLD
ARABIC
Personal world
Family and friends
Education and aspirations
Health
Lifestyles
Culture and traditions
Arabic civilization
Social issues
The natural world
The world of work
BOSNIAN
Personal Identity
School & aspirations
Leisure, sport & health
People & places
Past & present
Arts, entertainment & traditions
Youth issues
The modern world
Social issues
CHIN HAKHA
Personal Identity
Relationships
Education and aspirations
History & culture
Historical/contemporary people and events
Arts & Entertainment
Lifestyles
Social Issues
Youth Issues
Scientific & Technological Issues
CHINESE SL & SLA
Personal identity
Education and aspirations
Recreation and leisure
Travel experiences
History and culture
Schooling
Lifestyles
Geography
Youth issues
World of work
Tourism and hospitality
CLASSICAL GREEK
Check Study Design Check Study Design Check Study Design
CROATIAN
Personal identity
Educational aspirations
Leisure and recreation
People and places
History and culture
Arts and entertainment
Youth issues
World of work
Tourism
DUTCH
Personal identity
Relationships
Education and aspirations
Leisure and interest
Lifestyles
History and culture
Arts and entertainment
Youth issues
Tourism
Issues facing the world today
FILIPINO
Personal identity
Relationships
Education and aspirations
Leisure and recreation
Lifestyles
History and culture
Arts and entertainment
Social issues
World of work
Tourism
FRENCH
Personal world
Education and aspiration
Personal opinions and values
Lifestyles
Historical perspectives
Arts and entertainment
Social issues
The world of work
Scientific and technological issues
GERMAN
Personal identity
School and aspirations
Leisure and lifestyles
People and places
Past and Present
Arts and entertainment
The world of work
Social issues
Tourism
GREEK
Personal identity
School experience
Relationships
Lifestyles
The Greek cultural heritage
Historical/Contemporary people and events
The migrant experience
Contemporary issues
World of work
HEBREW
Personal identity
Leisure and lifestyles
Relationships
Education and future aspirations
Arts and entertainment
Current and historical perspectives
Ways of life in Israel
Hospitality and tourism
World of work
Social issues
HINDI
Personal world
Education and aspirations
Personal opinions and values
Lifestyles
Visiting a Hindi- speaking community
History and traditions
Arts and entertainment
Social issues
Environmental issues
The world of work
Studying a Language at VCE – Transition Package for VSL Year 10 students 14
THE INDIVIDUAL THE LANGUAGE-SPEAKING
COMMUNITIES THE CHANGING WORLD
HUNGARIAN Personal identity
School life and aspirations
Leisure and interest
Daily life and lifestyles
Arts and entertainment
Historical perspectives
Social and contemporary issues
Tourism and hospitality
World of work
INDONESIAN SL Personal world
Education and aspirations
Personal opinions and values
Lifestyles
Visiting Indonesia
Customs and traditions
Arts and entertainment
Stories from the past
The world of work
Social Issues
Australian-Indonesian relations
Environmental issues
ITALIAN Personal world
Health and leisure
Education and aspirations
Historical perspectives
Lifestyles in Italy and abroad
The Arts and entertainment
Social and contemporary issues
The world of work
Technology
Trade and commerce
Tourism and hospitality
KAREN To be confirmed – Check Study Design
To be confirmed – Check Study Design
To be confirmed – Check Study Design
KHMER
Personal identity
Relationships
Education and aspirations
Leisure and lifestyle
History and geography
Cultural diversity
Tourism
Arts and entertainment
Changing lifestyles
World of work
Current issues
KOREAN SL
Personal identity
Education & aspirations
Everyday life and activities
People & places
Past & Present lifestyles
Arts & Entertainment
Social issues
The world of work
Tourism
LATIN Prescribed text Check Study Design
MACEDONIAN Personal identity
Relationships
Education and aspirations
Lifestyles
Culture and traditions
Arts, literature and the media
Migration
Social issues
Our natural world
Current affairs
MALTESE Personal identity
Education and aspirations
Personal opinion and values
Lifestyles
History and traditions
The Arts and literature
The world of work
Social issues
Tourism
PERSIAN Personal identity
Relationships
Values
Education and aspirations
Lifestyles
Culture and traditions
Arts and entertainment
Past and present
World of work
Social issues
Trade and tourism
The natural world
POLISH Relationships
Education and aspirations
Leisure and interest
Visiting Poland
Polish customs and traditions
Legends and significant historical events
Famous people-music science, art, literature
Migration in the past and present
World of work
Social issues
PORTUGUESE Personal identity
Education and aspirations
Personal values
Lifestyles
History and traditions
Arts and entertainment
Visiting Portuguese- speaking countries
Social Issues
World of work
Environmental issues
PUNJABI Education and aspirations
Personal opinions and values
Personal World
Visiting a Punjabi speaking community
Historical perspectives
Arts and entertainment
Lifestyles
The world of work
Scientific and technological issues
Social Issues
Studying a Language at VCE – Transition Package for VSL Year 10 students 15
THE INDIVIDUAL THE LANGUAGE-SPEAKING
COMMUNITIES THE CHANGING WORLD
ROMANIAN Personal Identity
Relationships
Education and
aspirations
Lifestyles
History
Arts and entertainment
Values
Technology
Trade and tourism
World of Work
Social issues
RUSSIAN Personal identity
Education and aspirations
Leisure and lifestyle
Lifestyles
Visiting Russia
Arts and entertainment
Environmental issues
World of work
Social issues
SERBIAN Personal identity
Education and aspirations
Leisure and recreation
Daily life
History and culture
Arts and entertainment
Current issues
World of work
Tourism
SINHALA Personal identity
Personal aspirations
Lifestyles
Visiting Sri Lanka
Customs and traditions
Arts and entertainment
Stories from the past
Environmental issues
Technological change
The world of work
SPANISH
Personal world
My world in the past and future
Lifestyles
People & Places
Living in a Spanish-speaking community
Arts and entertainment
World of work
Growing up and growing old
Social issues
Environmental issues
TAMIL
Personal identity
Personal views and opinion
Education and aspirations
Culture and traditions
The past and present
The Arts and entertainment
Travel and tourism in a Tamil-speaking country
Changing lifestyles
Status of women
World of work
TURKISH
Personal identity
Future aspirations
Leisure
Migration
Cultural diversity
Tourism
Arts and entertainment
World of work
The younger generation
Issues now, and in the future
VIETNAMESE
Personal World
Education and aspirations
Relationships
Migration
Folk/contemporary literature
Traditions and values
Arts & Entertainment
Environment
World of work
Science and technology
Social issues
FIRST LANGUAGES: SUMMARY OF THEMES AND TOPICS
SELF AND OTHERS
TRADITIONS AND CHANGE IN THE LANGUAGE-
SPEAKING COMMUNITIES GLOBAL ISSUES
CHINESE FL
Personal world
Personal beliefs and ideals
Contributing to the community
Lifestyles
Arts and entertainment
Stories from the past
Peace
Human rights in the world today
The nature and future of work
INDONESIAN FL
Personal world
Personal beliefs and ideals
Contributing to the community
Lifestyles
People and events
Education
Unity and diversity
The global environment
Human rights in the world today
Development
JAPANESE FL
Personal world
Personal beliefs and ideals
Contributing to the community
Lifestyles
People and events
Education
Human rights in the world today
The Environment
The nature and future of work
KOREAN FL
Personal world
Personal beliefs and ideals
Contributing to the community
Lifestyles
Arts and entertainment
Stories from the past
Human rights
Current issues
The nature and future of work
Studying a Language at VCE – Transition Package for VSL Year 10 students 16
OUTCOMES – SECOND LANGUAGES Outcome Charts and Assessment Guides
Unit 1: VCE (Second Language) Unit 2: VCE (Second Language)
OUTCOMES FOUR TASKS OUTCOMES FOUR TASKS
Outcome 1 Outcome 1 Establish and maintain a spoken or written exchange related to personal areas of experience.
Informal conversation OR Reply to personal letter/fax/email
Participate in a spoken or written exchange related to making arrangements and completing transactions.
Formal letter or fax or email
OR
Role-play
OR
Interview.
Outcome 2 Outcome 2 Listen to, read and obtain information from written and spoken texts. * In Unit 1 only, of the two tasks required for Outcome 2, one must be completed in the target language and the other in English.
Listen to spoken texts, (e.g. conversations, interviews, broadcasts) to obtain information to complete notes, charts or tables in the target language or English AND Read written texts (e.g. extracts, advertisements, letters) to obtain information to complete notes, charts or tables in English or the target language.
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.
Outcome 3 Outcome 3 Produce a personal response to a text focusing on real or imaginary experience.
Oral presentation
OR
Review
OR
Article
Give expression to real or imaginary experience in written or spoken form.
Journal entry
OR
Personal account
OR
Short story.
NOTE: Of Outcomes 1 & 3, one must be an oral activity and the other written
Unit 3: VCE (Second Language) Unit 4: VCE (Second Language)
OUTCOMES THREE TASKS OUTCOMES THREE TASKS
Outcome 1 Outcome 1 Express ideas through the production of original texts.
A 250 word personal or imaginative written piece.
20 marks
Analyse and use information from written texts.
A response to specific questions, messages or instructions, extracting and using information requested.
10 marks
Outcome 2 Outcome 2 Analyse and use information from spoken texts.
A response to specific questions, messages or instructions, extracting and using the information requested.
10 marks
Respond critically to spoken and written texts, which reflect aspects of the language and culture of Language speaking communities.
A 250-300 word 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.
20 marks
20 marks
Outcome 3 Exchange information, opinions and experiences.
A three to four minute role-play, focusing on the resolution of an issue.
20 marks
TOTAL MARKS 50 TOTAL MARKS 50
Unit 3 contributes 25% to the final assessment Unit 4 contributes 25% to the final assessment
Studying a Language at VCE – Transition Package for VSL Year 10 students 17
OUTCOMES-CHINESE SECOND LANGUAGE
Unit 1 Unit 2
OUTCOMES FOUR TASKS OUTCOMES FOUR TASKS
Outcome 1 Outcome 1 Establish and maintain a spoken or written exchange related to personal areas of experience.
Informal conversation OR Reply to personal letter/fax/email
Participate in a spoken or written exchange related to making arrangements and completing transactions.
Formal letter or fax or email OR Role-play OR Interview.
Outcome 2 Outcome 2 Listen to, read and obtain information from written and spoken texts. * In Unit 1 only, of the two tasks required for Outcome 2, one must be completed in Chinese and the other in English.
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.
Listen to, read, and extract and use information and ideas from spoken and written texts, and translate part of text/s from characters into English.
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 original text/s from Chinese characters into English.
Outcome 3 Outcome 3 Produce a personal response to a text focusing on real or imaginary experience.
Oral presentation OR Review OR Article
Give expression to real or imaginary experience in written or spoken form.
Journal entry OR Personal account OR Short story.
NOTE: Of Outcomes 1 & 3, one must be an oral activity and the other written.
Unit 3 Unit 4
OUTCOMES THREE TASKS OUTCOMES THREE TASKS Outcome 1 Outcome 1 Express ideas through the production of original texts.
A 150-200-character personal or imaginative written piece.
20 marks
Analyse and use information from written texts, and translate part of the text/s into English.
A response to specific questions, messages or instructions, extracting and using information, and translating part of these texts into English.
10 marks
Outcome 2 Outcome 2 Analyse and use information from spoken texts.
A response to specific questions, messages or instructions, extracting and using the information requested.
10 marks
Respond critically to spoken and written texts, which reflect aspects of the language and culture of Chinese-speaking communities.
A 250-character 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.
20 marks
20 marks
Outcome 3 Exchange information, opinions and experiences.
A three to four minute role-play, focusing on the resolution of an issue.
20 marks
Unit 3 contributes 25% to the final assessment Unit 4 contributes 25% to the final assessment.
Studying a Language at VCE – Transition Package for VSL Year 10 students 18
OUTCOMES – FIRST LANGUAGES Outcome Charts and Assessment Guides
Unit 1: VCE (First Language) Unit 2: VCE (First Language)
OUTCOMES FOUR TASKS OUTCOMES FOUR TASKS
Outcome 1 Outcome 1
Establish and maintain a spoken or written exchange related to an issue of interest or concern.
Discussion OR Personal letter/fax/email
Participate in a spoken or written exchange focusing on the resolution of an issue.
Formal letter or fax or email.
OR
Role-play
Outcome 2 Outcome 2
Listen to, read and reorganize information & ideas from written and spoken texts.
Listen to a spoken text, (eg: discussion, interview, broadcast) & extract & use information & ideas in a different text type. AND Read a written text (eg: article, report, letter) & extract & use information & ideas in a different text type.
Listen to, read, and extract and compare information and ideas from spoken and written texts.
Listen to 2 or more spoken texts, (eg: interview, discussion, debate) and compare information & ideas obtained in a given format in the Language.
AND
Read 2 or more written texts (eg: letters, articles, reports) and compare information and ideas obtained in a given format in the Language.
Outcome 3 Outcome 3
Produce a personal response to a fictional text.
Oral presentation
OR
Review
OR
Article
Produce an imaginative piece in written or spoken form.
Journal entry
OR
Spoken personal account
OR
Short story.
NOTE: Of Outcomes 1 & 3, one must be an oral activity and the other written
Unit 3: VCE (First Language) Unit 4: VCE (First Language)
OUTCOMES THREE TASKS OUTCOMES THREE TASKS
Outcome 1 Outcome 1
Express ideas through the production of original texts.
A 350-400 word, 500-600 character, 1400-1600 ji or 1000-1200 cha imaginative written piece.
20 marks
Analyse and use information from written texts.
A response to specific questions or instructions, analysing & using information requested.
20 marks
Outcome 2 Outcome 2
Analyse and use information from spoken texts.
A response to specific questions or instructions, analysing & using information requested.
20 marks
Respond critically to spoken and written texts, which reflect aspects of the language and culture.
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 texts studied.
20 marks
10 marks
Outcome 3
Exchange information, opinions and experiences.
A 4-5 minute evaluative oral presentation, focusing on points for and against an aspect related to texts studied.
10 marks
TOTAL MARKS 50 TOTAL MARKS 50
Unit 3 contributes 25% to the final assessment Unit 4 contributes 25% to the final assessment.
*check word limit requirements for your language
Studying a Language at VCE – Transition Package for VSL Year 10 students 19
CHARACTERISTICS OF DIFFERENT KINDS OF WRITING The following descriptions outline the main characteristics of different kinds of writing. They are intended as a guide
only; students would not be expected to include all aspects in their writing. Authentic writing will require using a combination of styles.
Personal writing: Uses a personal voice.
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.
May use 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. Purpose: the author is conveying something personal to the reader.
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 or evaluative.
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 and images, except as examples or analogies in explanation. Purpose: The author is conveying information.
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 length, 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.
Purpose: The author is creating a piece of fiction designed to entertain, amuse, or create an impression, picture, or feeling in the reader. Descriptive writing: Creates a vivid impression of a person, place, object or event: a particular mood, atmosphere: vivid pictures of
characters.
Engages a reader’s attention: brings writing to life.
Includes precisely chosen vocabulary with evocative adjectives and adverbs, similes and metaphors.
Is focused, interesting and compelling.
Uses sensory description-what is heard, seen, smelt, felt, tasted: with sensory details to increase the reader’s experience.
Uses active verbs and varied sentences; structured and ordered.
Creates a dominant impression.
Evokes feelings and attitudes- connotative language.
Makes comparisons-similes, metaphors, personification.
Develops the experience, focusing on key details, powerful verbs and precise nouns. Purpose: The author is painting a picture through words to make the reader see what they have seen.
Studying a Language at VCE – Transition Package for VSL Year 10 students 20
Evaluative writing: Aims to weigh two or more items/ideas in order to convince the reader rationally and objectively that a particular point
of view is correct.
Aims to reach a conclusion acceptable to an 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. Purpose: The author is giving a balanced view of both sides of a case.
Reflective writing: Relates not only events, but feelings, what has been learnt, and how it will affect future behavior.
Includes description and analysis of an experience.
Provides exploration and explanation of events and contexts.
Includes consideration of the larger context, meaning and implications of an experience or action.
Identifies and challenges personal values and beliefs, assumptions, feelings and actions.
Includes opinion, with supporting evidence.
Uses personal voice (e.g. I, me, you, we, us) when providing opinion.
Uses verbs related to feeling, thinking and analysing.
May include comment on hypothetical situations, and speculation about the future.
May move between past tense (recounting the actual events) and present tense (making more general observations).
Is perceptive; demonstrating analysis, synthesis and evaluation. Purpose: The author is looking back on experiences/actions in order to analyse ideas and practices that relate to them personally.
Narrative writing: Tells a story in chronological order.
Entertains, to gain and hold the readers’ interest.
Teaches or informs; changes attitudes/social opinions.
Sequences: setting, characters, initiating event, conflict/goal, events resolution, theme; series of actions.
May set up problems to be resolved.
Is imaginary or factual; has characters with defined with defined personalities/identities.
Dialogue often included.
Tense may change.
Descriptive languages to enhance the story.
May include complication involving the main character; conflict; points of view. Purpose: The author is telling a story/retelling event to entertain or to teach.
Persuasive writing: Aims to covert 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.
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.
Persuasive techniques chosen are strongly influenced by the nature of the target audience; that is, 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 techniques; confidential, intimate register.
Sometimes uses exaggeration, extravagant language, and 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.
Purpose: The author is taking a stance and trying to persuade the reader.
Studying a Language at VCE – Transition Package for VSL Year 10 students 21
Part 1 of the Oral Examination (General Conversation) – Sample questions
Preparing answers to the sample questions below will make you feel more confident with Part 1 of the oral
examination.
Attention: Ensure you answer the general questions in the correct tense. E.g. If the questions relates to the
future you would respond using either a future or conditional tense etc.
The five general topics covered during the oral examination are as follows:
* FAMILY and FRIENDS * SCHOOL * WORK (part time job)
* LEISURE/PASTIMES * FUTURE ASPIRATIONS
NOTE: You will need to expand upon all of the answers that you give to the questions below.
FAMILY AND FRIENDS
Tell me a little about your family?
What kinds of activities do you like doing with your family/friends?
What kind of relationship do you have with your parents, brothers and sisters? Explain.
If you have a problem who do you go to for advice-Mum or Dad? Why?
How many siblings do you have?
What chores do you do to help your parents at home?
Do you have a family pet?
SCHOOL
What subjects are you studying this year?
What is your favourite subject? Why?
What subject/s don’t you like?
How do you travel to school?
How are you finding your studies this year?
Tell me a little about your ‘ideal’ teacher.
Other than your school subjects, what other activities are you involved in at school?
What are the benefits of having/not having a school uniform?
LEISURE AND PASTIMES
Describe an activity you do in your spare time?
What do you like doing on the weekends?
What do you do on a ‘typical’ Sunday?
What sports do you like?
Do you like cooking? What is your specialty dish?
Tell me about the last movie you watched.
What kind of music do you like/who is your idol?
WORK
Do you have a part-time job?
Where do you work? What are your hours?
What are the advantages & disadvantages of working part time for a student doing Year 12?
Why do many students want to work while they are still at school?
What do you do with your earnings?
Do you think that working can have negative effects on your grades?
What part-time work would you like to be doing?
Many students work to be independent. What does being independent mean to you?
FUTURE ASPIRATIONS
What would you like to do after completing Secondary school?
What course would you like to do at University? Why?
Why do you want to continue your studies next year?
What sort of work or career path are you interested in?
What factors have influenced your career choice?
Are you interested in travelling? Where would you like to travel to and why?
Studying a Language at VCE – Transition Package for VSL Year 10 students 22
WRITTEN EXAMINATION: TIPS FOR LISTENING COMPREHENSION
Listening comprehension is one of the most challenging aspects of learning
any new language. Unlike reading, which provides you with a script which
you can hold, cultivating your listening skills is more like dealing with a
moving target and thus requires a higher level of attention and concentration.
Listening, nonetheless, can be profoundly rewarding when you feel that you
can follow a dialogue, news broadcast, presentation etc. So we would like to
suggest some helpful tips about how to get the most out of your listening
experience.
• MAKE ASSUMPTIONS AND VERIFY THEM Before you listen to a text, carefully read the questions you will have to answer. This will enable you to come
up with some assumptions about the general content of the text, based on the elements you recognise in the
questions and can guess from the context of those questions.
When you listen to the text for the first time, you will be able to verify these initial assumptions. You can
confirm them based on increased understanding gained from the second listening.
• LISTEN FOR KEY WORDS Your ability to make assumptions about the content of the text sometimes depends on your ability to identify
key words and phrases that are familiar to you. These key words and phrases will serve as anchors and help
you to create a meaningful context. This will help you to work out or guess the meaning of some unfamiliar
elements in the text.
• GLOBAL COMPREHENSION FIRST As you listen to the entire text the first time, don’t let yourself be distracted by new words; rather, keep your
focus on getting a general idea about the content – the gist or essence of the text. Begin by listening for
answers to the basic “what? who? when? where?” questions and then expand into more details as you listen
further.
• UTILIZE YOUR WORLD KNOWLEDGE As a student, you have a wealth of general knowledge that can be of tremendous value to you as you listen to
anything new. Your strategy while listening should involve activation of this knowledge. When listening to a
weather broadcast, for example, use your general knowledge to anticipate what will be said. Look for
information on rain, storms, sunny days, highs and lows, etc. When listening to a program in which a movie is
being reviewed, listen for possible information on the film’s themes, background information about the film,
its strengths and weakness, etc.
• TAKE NOTES WHILE LISTENING While you listen, you may consider jotting down some information or key words from the text. You can do this
in English or the LANGUAGE, but remember that these are simply notes and don’t have to be elaborate
sentences. The point here is not to slow you down but to give you something to help you focus on the listening
material.
• LISTEN, LISTEN, and LISTEN Like all language skills, listening requires a great deal of practice and extensive exposure to authentic listening
texts. When you begin your language learning experience, you spend most of your time listening to your
teacher and to the audio/video materials accompanying your textbook. As your abilities increase, you need to
have more sustained exposure to listening selections outside the classroom. Make sure you devote ample time
for listening and listen as often and as long as you can. Remember that, when it comes to developing language
skills, once is not enough. The best way to become a proficient listener is to listen, listen and listen.
Studying a Language at VCE – Transition Package for VSL Year 10 students 23
ACCESS PAST EXAM PAPERS AND EXAMINERS REPORTS
In order to achieve your personal best result for your Language study there are many strategies that can be utilised. Most importantly practice provides you with the best revision, and ensures you cover as many aspects and possible topics that could be asked of you during the exam.
Accessing past exam papers provides you with practice not only for your Language exam but how to be manage your time during the exam. Please note that for CCAFL languages there has been modification to the structure of the end of year exam and the time allocated has been reduced to 2 ½ hours. So the allocated time on the past exams papers (3 hours) needs to be modified.
Reading the past examiners reports provides you with feedback of what students completed well and where they didn’t meet required criteria. Reading the reports is most beneficial so you can ensure that you are not making the same mistakes as students in previous years when attempting your final exam.
Access Past exam papers/examiners reports at the following address: