Victorian School of Languages€¦ · 2 VCE (CCAFL) TEACHER MANUAL 2020 ACKNOWLEDGMENTS Our thanks go to the many past and present staff from the Victorian School of Languages who
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Chinese SL*, Chinese SLA* * Year 11 & 12 will use the new revised study
design in 2020
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VCE (CCAFL) TEACHER MANUAL 2020
Communication from the VCAA to school staff The VCAA uses email, Notices to Schools, the VCAA Bulletin (through direct teacher subscription) and its website for
official communication with schools. Teachers must have access to copies of:
• relevant accredited VCE study designs
• relevant VCE Advice for Teachers and Assessment Handbook publications
• assessment criteria sheets and assessment advice for VCE School-assessed Tasks
• VCE and VCAL Administrative Handbook
• VCAA Bulletin
• Notices to Schools.
VCE Study Design Accreditation Periods 2020
Unit 1 & 2 (Year 11) Unit 3 & 4 (Year 12)
Bosnian 2005-2022 2006-2023
Chin Hakha 2015-2022 2016-2023
Croatian 2002-2022 2002-2023
Dutch 2002-2022 2002-2023
Filipino 2002-2022 2002-2023
Hebrew 2002-2022 2002-2023
Hindi 2002-2022 2002-2023
Hungarian 2002-2022 2002-2023
Karen 2016-2022 2017-2023
Khmer 2002-2022 2002-2023
Macedonian 2002-2022 2002-2023
Maltese 2002-2022 2002-2023
Persian 2002-2022 2002-2023
Polish 2002-2022 2002-2023
Portuguese 2002-2022 2002-2023
Punjabi 2005-2022 2005-2023
Romanian 2002-2022 2002-2023
Russian 2002-2022 2002-2023
Serbian 2002-2022 2002-2023
Sinhala 2002-2022 2002-2023
Tamil 2002-2022 2002-2023
Turkish 2002-2022 2002-2023
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VCE (CCAFL) TEACHER MANUAL 2020
VCE TEACHER’S CHECKLIST This checklist is to assist VCE teachers to identify key processes and practices that support the effective
delivery of the VCE. The items are based on the processes and practices set out in the 2020 VCE and
VCAL Administrative Handbook and reflect the most frequent type of queries to which the VCAA responds.
VCE Study development and delivery
Teachers must provide learning experiences and assessment opportunities that are in accordance with the currently accredited
VCE study designs (2020 VCE and VCAL Administrative Handbook, p. 41).
1 In developing a course of study, I have:
• used the current study design
• selected a text from the current text list, where applicable
• prepared a range of tasks that enable students to
− develop the listed knowledge and skills
− demonstrate the listed outcomes.
2 Where a student has been identified as needing special provision for classroom learning and school-based
assessment, I have liaised with the VCE Coordinator.
Satisfactory completion
The decision about satisfactory completion of outcomes is based on the teacher’s judgment of the student’s overall
performance on a combination of set work and assessment tools related to the outcomes (2019 VCE and VCAL Administrative
Handbook, p 69).
1 I have explained clearly the work a student must do to achieve an ‘S’ for a unit and the conditions under which
the work is to be done.
2 I separate ‘S’ and ‘N’ judgements from level of achievement (scored assessment), basing the decision about
satisfactory completion on my judgement of the student’s overall performance on a combination of set work
and assessment tools related to the outcomes.
3 I have provided students with opportunities (including additional opportunities, where appropriate) to develop
and demonstrate the key knowledge and skills required for the outcomes of the unit.
4 Where the work submitted by the student does not demonstrate the outcome, I have considered other work,
including class work, homework, additional tasks or discussions with the student, that demonstrate their
understanding of the outcome, when making an informed decision on whether an outcome is met.
5 In the case of lost or stolen work, I retain a written statement explaining the circumstances.
6 I know the school-based process to delay satisfactory completion and apply it where appropriate.
School-based assessment
School policies and procedures, including the conditions and rules under which school-based assessment will take
place, must be communicated to students and parents at the beginning of the academic year or when a student enrols
in any VCE unit at the school (2019 VCE and VCAL Administrative Handbook, p. 73).
1 To the best of my knowledge, the school-based assessment I deliver does not replicate any existing material.
2 I use the Authentication for School-based Assessment form to monitor and record student progress on
school-based assessment work conducted outside of class time.
3 I have not marked or provided comment on any draft submitted for school-assessed coursework.
4 When assessing student work, I use performance descriptors or an assessment rubric.
5 After assessment is submitted and marked, I follow school-based procedures in relation to the provision of
feedback to students.
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VCE (CCAFL) TEACHER MANUAL 2020
Structure of the VCE
The VCE has four semester units, which enable students to achieve a set of outcomes. The areas of
study include: themes and topics, grammar, text types, vocabulary and kinds of writing.
Themes and Topics
There are three prescribed broad themes:
➢ The individual
➢ The (Language)-speaking communities
➢ The changing world
These themes have a number of prescribed topics and suggested sub-topics, which must be studied
during Units 1, 2, 3 and 4. The topics vary from one language to another and schools may select
their preferred sub-topics, which are provided to guide the teacher in structuring their course.
Grammar and text types
Each Study Design includes a list of grammar and a wide range of text types which students
should be able to recognise and produce in speech and writing in school-assessed tasks and the
external examination. Teachers may introduce the students to a wider range of text types in the
course of their teaching. Students need to be able to use a dictionary and be familiar with
vocabulary and idioms related to their prescribed topics. The student is expected to recognise and
use specified grammatical items which are listed in the language specific pages on the VCAA
website.
Students are expected to be familiar with, and be able to produce different kinds of writing such as:
Personal, Informative, Persuasive, Evaluative and Imaginative, Reflective, Narrative or Descriptive
either individually or in combination.
Outcomes and Assessment Tasks
Each unit has a number of prescribed outcomes, which are assessed through assessment tasks.
Assessment tasks in Units 1 and 2 are part of the regular teaching and learning program and are
to be completed in class under supervision. They are used to decide whether students have
satisfactorily completed the unit.
School-assessed coursework (SACs) in Unit 3 and 4 are part of the regular teaching and learning
program and are to be completed in class under supervision. SACs are marked to provide up to
50% of the VCE Language study score.
A student’s final result in a Language study is made up of two parts: 50% from school-assessed
coursework in Units 3 and 4 and 50% from external examinations oral and written component in
Unit 4.
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VCE (CCAFL) TEACHER MANUAL 2020
VCE Languages Terminology
Areas of Study There are 5 areas of study – themes and topics, text types, grammar,
vocabulary and kinds of writing.
Themes and Topics There are 3 prescribed themes which have a number of prescribed topics.
The placement of the topics under one or more of the three themes is
intended to provide a particular perspective/s for each of the topics. These
are a vehicle through which the student will demonstrate achievement of the
outcomes, in the sense that they form the subject of the activities and tasks
the student undertakes See your specific Language Study Design.
Sub-Topics Sub-topics are smaller sections of topics. They expand on the topics, and are
provided to guide the student and teacher as to how topics may be treated.
Some suggested sub-topics are included in Study Designs.
Grammar Grammar covers the linguistic elements of the language such as: phonology
Vocabulary While there is no prescribed vocabulary list, it is expected that the student
will be familiar with a range of vocabulary and idioms relevant to the topics
prescribed in the study design.
Text Types Text types are the shape of language in speech or writing, e.g. conversation,
letter and short story. They are categories of texts, identified in terms of
purpose, audience, features. In their teaching, learning and assessment
programs, teachers should introduce students to a wide range of text types.
Text types for receptive use in teaching, learning and assessment are not
prescribed however, for CCAFL languages there are a number prescribed for
productive use in the written examination.
Kinds of Writing Students are expected to be familiar with, and be able to produce, the
following kinds of writing: personal, informative, persuasive, imaginative,
evaluative, reflective, narrative or descriptive either individually or in
combination.
Texts Texts refer to any act of communication: written, spoken, visual or
multimodal, in print, sound or digital form. They work together to achieve
communication with a variety of audiences for a range of purposes, using
language in context
Outcomes Outcomes define what students will know and be able to do with language as
a result of undertaking the language study.
Assessment Tasks Assessment tasks are prescribed for each outcome. They are the means by
which teachers judge whether a student has achieved the outcome.
Achievement of a Unit Students are awarded a unit when they achieve all of the outcomes
prescribed for the unit.
School-assessed
Coursework (SACs)
(Units 3 & 4)
SACs are assessment tasks for the outcomes in Units 3 and 4 that are
completed at school. They are judged for satisfactory completion of the unit.
They are also marked using VCAA criteria. SAC marks in Units 3 and 4
provide up to 50% of the final VCE Language score in Year 12.
End-of-Year
Examinations
There are 2 Language end-of-year examinations in Unit 4: the Oral
Examination and the Written Examination. Together they provide 50% of
the final VCE Language score in Year 12.
Detailed Study The Detailed Study involves 15 hours of coursework in Units 3 and 4. It
should enable the student to explore and compare aspects of the language
and culture of the language speaking community through a range of oral and
written texts in the target language related to the selected sub-topic.
CCAFL Collaborative Curriculum and Assessment Framework for Languages,
formally NAFLaSSL languages.
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VCE (CCAFL) TEACHER MANUAL 2020
Detailed Study
Language and Culture through texts
The detailed study should enable the student to explore and compare aspects of the language and culture of
the Language-speaking community through a range of oral and written texts in the target language related to
the selected sub topic.
Over the course of Units 3 and 4, approximately 15 hours of scheduled class time should be devoted to the
Detailed Study. The Detailed Study should be based on a sub-topic related to one or more of the prescribed
topics.
In order for the student to be able to explore their sub topic in sufficient depth to meet the relevant
outcomes, it is suggested that a range of at least three different kinds of texts are selected. These might
include aural, and visual, as well as written.
Detailed Study and the Oral Examination
The Detailed Study is the basis for Section 2, (Discussion) of the Oral Examination for Second Language
students.
A Detailed Study pro-forma has been included in this manual to assist teachers to plan this part of their
course. A copy needs to be given to the Area Manager early in Term 2.
Advice to teachers
Teachers should choose a sub-topic for the 15 hours of class work that is broad enough to accommodate
student ability levels. Class work should cover sufficient texts from a broad enough range of text types,
which include spoken and written texts.
For example, the class as a whole could:
• view and discuss films or videos; art works or artefacts
• read, discuss and use information from magazine or newspaper articles; internet web sites; extracts from
novels, plays, histories, tour or entertainment guides, bibliographical dictionaries; poems or songs; short
stories; tables or surveys & reports
• listen to extracts from radio news or current affairs broadcasts, recorded or real talks or interviews; songs,
scenes from plays; commentaries; music; or reviews of cultural activities or events
Choice of topic
In the Detailed Study, Second Language students need to develop their language competence while
expanding their knowledge and understanding of an aspect of the culture of the Language community.
Teachers should select the sub-topic for detailed study wisely. There is no need to choose a difficult or
wide-ranging topic like a complete novel or a difficult historical period. The best topics will be those which
interest a broad range of students and which will help students develop useful language skills.
Topics which require specialised vocabulary or difficult grammatical structures should be avoided. Written,
oral and visual texts chosen for study should be suitable for Second Language students with limited
language.
Teaching should focus firstly on understanding the topic and the texts. Students should then be helped to
develop the vocabulary and structures necessary to discuss the topic and to support their ideas and opinions
with evidence from the texts.
Class lessons should include both written and oral work leading up to the assessment tasks, which are set
and assessed by the school.
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VCE (CCAFL) TEACHER MANUAL 2020
VSL
Administrative Procedures
&
Advice
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VCE (CCAFL) TEACHER MANUAL 2020
VCE Languages There are 49 languages available for VCE enrolment.
Communication from the VCAA to school staff The VCAA uses email, Notices to Schools, the VCAA Bulletin (through direct teacher
subscription) and its website for official communication with schools. Procedures must be in place
so that official emails and all correspondence are promptly forwarded to the appropriate school
staff (for example, VCE coordinators and VASS administrators). Teachers and VASS
administrators must be kept informed of VCAA administrative and assessment requirements,
including official notification of changes to VCE procedures. Teachers must have access to copies
of:
• relevant accredited VCE study designs
• relevant VCE Advice for Teachers and Assessment Handbook publications
• assessment criteria sheets and assessment advice for VCE School-assessed Tasks
• VCE VET Assessment Guides
• VCE and VCAL Administrative Handbook
• VCAA Bulletin
• Notices to Schools.
School/Provider obligations to students Schools should:
• advise students in writing of the VCAA’s rules and school responsibilities
• ensure that subject matter students investigate through self-directed research is consistent with
community standards, appropriate for study by school students, and does not place students at risk of
contravening Victorian and Australian law
• ensure that teachers use the accredited VCAA curriculum and assessment documents as the source for
the teaching and learning programs
• provide comprehensive course advice to students, including the consequences of receiving an N or a J
result for a unit
• keep student personal details secure for unauthorised access
• ensure that there are established procedures for VCE School-based Assessments and that these
procedures are applied consistently
• allow for students appeal on adverse school decisions
• ensure that students understand and have access to Special Provision for VCE studies
• issue VCE examination timetables to students
When schools fail to meet their obligations to students In exceptional cases, the VCAA may consider an application by a principal that students have been
disadvantaged because of a teacher’s failure to teach and/or assess a significant part of the accredited VCE
study design, This is known as a teacher error application. The VCAA will not investigate matters
concerning teacher qualifications and/or quality of teaching staff.
Only an application by the principal will be considered. The principal must write to the Senior Project
Officer, Quality Assurance, VCAA to apply on behalf of students who may have been disadvantaged by a
teacher error and provide an outline of the alleged error.
An investigation into the matter will be undertaken by the VCAA. This may include interviewing all parties
involved.
The VCAA may determine that there is no teacher error or that the school must provide an additional
opportunity for each student to complete assessment, or may determine that each student should be treated
as having obtained in the examination, or other form of assessment, a standard or result determined by the
VCAA, or another outcome appropriate to the matter.
The VCAA will not enter into a dispute between a student and their school as to whether an error occurred.
The process applies only to cases in which the principal believes an error may have been made that may
have disadvantaged students in terms of their VCE or VCAL results.
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VCE (CCAFL) TEACHER MANUAL 2020
The application must be lodged at the VCAA not later than the last day of the academic year in which the
teacher error is alleged to have occurred. Late applications will not be accepted.
Provision of accredited curriculum and assessments Teachers must provide learning experiences and assessment opportunities that are in accordance with the
currently accredited VCE study designs.
VCE advice
Students undertaking VCE units should be advised of the following in writing:
• that initial school assessments for Units 3 and 4 may change following statistical moderation of School-
based Assessment
• the procedures for requesting an extension of time for submitting a School-based Assessment
VCE Levels of Achievement Levels of achievement for Units 1 and 2 are determined by schools and not reported to the VCAA. Levels
of achievement for Units 3 and 4 sequences are assessed using School-based Assessment and external
assessments including examinations. Each VCE study has three graded assessment components which
contribute to a study score.
VCE (Baccalaureate) The VCE (Baccalaureate) is an additional form of recognition for those students who choose to undertake
the demands of studying both a higher-level mathematics and a language in their VCE program of study. To
be eligible to receive the VCE (Baccalaureate) students must satisfactorily complete the VCE and receive a
study score for each prescribed study component.
The VCE program of study must include:
• a Units 3 and 4 sequence in English or Literature or English Language with a study score of 30 or above;
or a Unit 3 and 4 sequence in EAL with a study score of 33 or above
• a Units 3 and 4 sequence in either Mathematics Methods or Specialist Mathematics
• a Units 3 and 4 sequence in a VCE language
• at least two other Units 3 and 4 sequences
Upon satisfactory completion of the VCE - Baccalaureate program of study, the student will receive an
appellation on their VCE certificate. If a student has previously satisfied their VCE and received a VCE
certificate, they will not automatically receive a subsequent VCE-Baccalaureate certificate.
Eligibility for award of the VCE The VCE is awarded on the basis of satisfactory completion of units according to VCE program
requirements. For VCE Units 3 and 4, evidence of achievement is collected by the teacher through a range
of tasks that are designated for the study, which may include School-based Assessments. The decision about
satisfactory completion of a unit is distinct from the assessment of levels of achievement.
A student may be eligible for the award of the VCE if they have submitted a range of tasks that include
School-based Assessments for satisfactory completion of units, but have not been assessed for levels of
achievement in the study and have not completed examinations. In these cases, the teacher judges that the
student has achieved the outcomes for a study based on the work provided by the student, without assessing
for levels of achievement. A student must be assessed for levels of achievement in two of the graded
assessments in order to receive a study score.
If a result is not provided for the unit, the student will not receive a study score. When making their
enrolment selection, students should consider the requirements for satisfactory completion and the award of
the VCE. Not achieving graded assessments may limit a student’s options for further training, study and
work. Students should be encouraged to attempt all graded assessments, as much as possible.
The VCE is normally completed over two years, but students may accumulate units over any number of
years. It is possible for adults returning to study and students who have received credit equivalent to a full
Year 11 in another jurisdiction, to complete their VCE in a single year.
VCE Student Enrolment Students are enrolled with VCAA through their home school. For those few students who are only doing a
single VCE Language study, their VSL Centre is their home school. Students must submit a Student
Personal Details form that indicates their intended program for the year. This needs to be done with the
student’s home school VASS coordinator. Each student’s personal details (particularly their birth date),
consent permissions, subject enrolment details should be periodically checked and signed by their teachers.
Students should be advised that the address on their Student Full Details report is the one their Year 12
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VCE (CCAFL) TEACHER MANUAL 2020
results will be mailed to at the end of the year. Students must be enrolled on VASS using their legally
registered name as per Births, Deaths & Marriages.
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 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.
When students enrol online they agree to enrolment conditions, the rules and instructions for the VCE at the
VSL and accept the school’s disciplinary provisions.
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 DE&T
International Education Division.
Informing Students of VCE requirements The Victorian School of Languages informs students about VCE requirements via the VSL VCE Student
Handbook which is available on the VSL website. The Student Handbook includes the following
information:
• The components of the VCE
• General descriptions of outcomes and school assessment
• General descriptions of the end of year examination
• VSL procedures: enrolment, attendance, unit and assessment task completion, special provision,
absence, unit withdrawal, appeals
• Planning calendar
Students should be reminded to refer to the handbook whenever they require clarification regarding VSL
administrative procedures, need a VSL form, or have a general question about the VCE. They should speak
to their teacher, Centre Supervisor or Area Manager for further clarification.
In addition to this, teachers should provide students with clear, written information specific to the VCE in
their language. This should include a general description of coursework assessment tasks and the
assessment dates for each assessment task.
Other VCAA information and VCE administrative information, such as examination advice slips, is
distributed to students by their home school.
Student observance of assessment and attendance rules
At the beginning of each academic year, students agree in a signed declaration to abide by the rules and
instructions relating to the conduct of the VCE assessment program. This includes school rules related to
their assessment, including both School-based Assessment and VCE external assessments.
Students must also sign a declaration that they will abide by their school’s policies and rules relating to the
appropriate use of the internet.
Schools should refer to the Scored assessment: School-based Assessment and Scored assessment: External
assessment sections for detailed information on VCAA rules relating to assessment, and what to do if there
is a breach of these rules.
All VCE units involve at least 50 hours of scheduled classroom instruction. A student needs to attend
sufficient class time to complete work. The school sets minimum class time and attendance rules. If a
student has completed work but there has been a substantial breach of attendance rules, and the school
therefore wishes to assign an N to the unit, the school must assign an N for one or more outcomes.
Attendance requirements It is vital that students have regular attendance in order to complete coursework for VCE. Our school
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 Not satisfactory (N) to the unit, the school must assign ‘N’ for one or more
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VCE (CCAFL) TEACHER MANUAL 2020
outcomes and thus the unit. See the VCE and VCAL Administrative Handbook 2020 for more detailed
information.
Teachers are encouraged to make contact by phone and follow up student absences.
If there is a problem of students failing to complete a Unit, due to absence or any other reason, the Area
Manager should be informed and every attempt made to organise a meeting with the student together with
their parents/guardian.
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, upon application from the student,
grant Special Provision for School-based Assessments. In this case, the student should not be penalised for
lack of attendance. The Special Provision granted may allow a student to work from home for a period of
time. Schools should ensure they retain documentation about any decisions relating to granting provisions
for School-based Assessment, including supporting evidence. In the situation where the student is allowed
to work from home, the school must have in place additional measures to be able to authenticate the
student’s work as their own.
Satisfactory Completion of VCE units For satisfactory completion of a VCE unit, students must demonstrate their achievement of the set of
outcomes as specified in the study design. The decision about satisfactory completion of outcomes is based
on the teacher’s judgment of the student’s overall performance on a combination of set work and
assessment tools related to the outcomes. Students should be provided with multiple opportunities to
develop and demonstrate the key knowledge and key skills required for the outcomes for the unit.
The assessment of levels of achievement is separate from the decision to award and S for satisfactory
completion of a unit. VCE unit results (S or N) contribute to satisfactory completion of the certificate and
not to study score calculation.
Final School-based Assessment scores contribute to the calculation of a study score. Where the assessment
item developed combines the demonstration of outcomes (S or N) and levels of achievement (scored
assessment), best practice would support students who did not meet the outcome through the completion of
the assessment item being afforded additional opportunities to demonstrate the outcome. For example a
teacher may consider work previously submitted, provided it meets the requirements. Students may not
resubmit work to improve a School-based Assessment score.
Satisfactory VCE unit result:
The student will receive an S (Satisfactory) for a unit if the teacher determines that the student has:
• produced work that demonstrates achievement of the outcomes
• submitted work that is clearly their own
Decisions about satisfactory completion of a unit are solely the responsibility of the school. Results for each
unit must be based on a judgment of satisfactory or non-satisfactory achievement of outcomes.
At the beginning of the academic year, schools must provide students with clear written details of both the
VCAA rules and the school’s rules and procedures.
Teachers must develop courses that include appropriate learning activities to enable students to demonstrate
achievement of outcomes specified in the currently accredited study design.
Schools must provide students with clear written details of both the VCAA rules (see below) and the
school’s rules and procedure as at the beginning of the school year. For all units in the VCE, schools must
specify the work that a student must do to achieve an S for a unit and the conditions under which the work
is to be done. The school must inform each student in writing of the following:
• all work they need to complete to achieve an S for the unit
• all work they need to complete for School-based Assessment
• class attendance requirements
• how to submit work
• timelines and deadlines for completing work
• procedures for obtaining an extension of time
• internal school appeal procedures
School procedures for satisfactory completion and delay of satisfactory completion decisions for the VCE
must be established and applied consistently across studies and units.
The teacher is responsible for judging satisfactory completion of a unit. By reporting satisfactory
completion, the teacher is certifying that the student has achieved the set of outcomes for the unit according
to the rules set out by the VCAA and the school.
Schools should refer to the Scored assessment: School-based Assessment section for more information.
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VCE (CCAFL) TEACHER MANUAL 2020
Each VCE unit result must be determined on the basis of evidence of achievement of outcomes completed
during the academic year in which the student is enrolled. The criteria are an attempt to bring objectivity to
the assessment process.
• School procedures for satisfactory completion and delay of satisfactory completion decisions for the VCE
must be established and applied consistently across studies and units.
• A student must not submit the same piece of work for assessment in more than one study, or more than
once within a study.
• Each VCE unit result must be determined on the basis of work completed during the current academic
year.
• Students should be informed of timelines and conditions of School-based Assessment.
• Teachers need to employ appropriate authentication procedures and ensure they do not provide undue
assistance to students.
If a student does not successfully complete an outcome, the teacher must
a) notify the Area Manager (see At risk letter in this manual)
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
Not Satisfactory VCE unit result The student receives an N (not satisfactory) for the unit when one or more of the following occurs:
• the work does not demonstrate achievement of the outcomes
• the student has failed to meet a school deadline for the assessment task, including if an extension of time
has been granted for any reason, including Special Provision
• the work cannot be authenticated
• there has been a substantial breach of rules.
VCE unit result of J If a student is no longer attending a unit but they have not officially withdrawn by signing a Student Exit
form, the symbol J is included on VASS.
The J result should be used if the student:
• is no longer attending class
• has not submitted work for assessment.
The J result is recorded on the VCAA database, but is not reported on the student’s Statement of Results.
Units with a J result are made available to the Victorian Tertiary Admissions Centre (VTAC) and are treated
as equivalent to those with an N result.
School-assessed Coursework School-assessed Coursework which consists of a set of assessment tasks that assesses each student’s level of
achievement in Unit 3 and 4 outcomes as specified in the study design. Schools provide a score for each
component of coursework specified in the study design. The Victorian Curriculum and Assessment
Authority (VCAA) aggregates these scores into a single total score for each student, which is then
statistically moderated against the examination scores in the study. The General Achievement Test (GAT)
may also be used in statistical moderation.
School policies and procedures, including the conditions and rules under which School-based Assessment
will take place, must be communicated to students and parents at the beginning of the academic year or
when a student enrols in any Victorian Certificate of Education (VCE) unit at the school.
Each VCE unit result must be determined on the basis of evidence of achievement completed during the
academic year in which the student is enrolled.
Teachers must develop courses that include appropriate learning activities to enable students to demonstrate
achievement of outcomes. Undue assistance should not be provided to students while undertaking
assessment tasks.
Students should be clearly informed of the timelines and the conditions under which assessment tasks are to
be conducted, including whether any resources are permitted.
The VCAA does not take responsibility for teacher absence or a change of teacher within schools. These
issues should be dealt with by the school principal as an internal staffing matter.
All Languages School-assessed Tasks are conducted under supervision. 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.
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VCE (CCAFL) TEACHER MANUAL 2020
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.
Where practicable, teachers should train students to draft written work, edit in a systematic way and
produce a final draft. This process enables students to overcome frequently made errors in the language
studied. Drafting is still a valuable tool in developing written skills in the language.
The VSL SAC procedure is outlined in the following section. Teachers must ensure that they give
students the dates for completion of assessment tasks in advance taking into account the important
dates as required by both the VSL & VCAA and adequate feedback on School-assessed Coursework
assessment and that students are clear about why such assessments have been given. The feedback section
on the front of the SAC Cover Sheets included in this manual enables teachers to record evidence of written
feedback given to students.
Preparation of work for School-assessed Coursework For each new or revised VCE study since 2015, information that was formerly contained in a separate
Assessment Handbook has been incorporated into a single Advice for Teachers publication. Studies
accredited before2015 have an Advice for Teachers publication and an Assessment Handbook.
The VCE Advice for Teachers and Assessment Handbooks publications contain assessment information
about Units 3 and 4 School-assessed Coursework. Advice is provided on how to construct and incorporate
assessment tasks and how to grade these tasks using performance descriptors. The publications are not
published annually.
The Advice for Teachers and Assessment Handbook publications are available from the VCE study pages on
the VCAA website. Notification of any changes to assessment advice during the course of study will be
made available to teachers via the VCAA Bulletin and VCAA website.
Lost, stolen or damaged School-assessed Coursework If a teacher or student has lost work or had the work stolen or damaged, they must make a written statement
explaining the circumstances. The statement must be signed, dated and filed at the school. Schools must
keep a record of the loss or damage, but should not report it to the VCAA. The principal, acting on advice
from the teacher, and on the basis of records kept, shall determine the unit result for the student.
Care in the use of technology A student who uses technology to produce work for assessment is responsible for ensuring that:
• there is an alternative system available for producing assessable work in case of malfunction or
unavailability
• hard copies of the work in progress and back up versions are produced regularly
Repeating VCE units There are no restrictions on students repeating units but they may obtain credit only for each unit. Students
who repeat a unit are required to repeat the full unit including all assessments for the outcomes specified or
the unit, in the current study design or the year of repetition.
SAC Planning Form
All Unit 3 and 4 teachers must submit a SAC Planning Form to their Area Manager, two weeks prior to the
SAC. A Planning Form is not necessary for Units 1 & 2.
Setting dates for the submission of assessment tasks and SACs should be done as part of course planning at
the beginning of the year. Refer to the Assessment Planning Calendar in this manual for suggested school
assessment dates. This is a guide only.
SAC Notification to Students An assessment timetable should be given to students early in each semester, without any mention of
dates for Special Provision. A SAC Assessment Notice form needs to be given to Unit 3 and 4 students two
weeks prior to the date of each SAC.
Integrity of School-based Assessments At the beginning of the academic year, schools must provide students with your written details of both the
VCAA rules and the school’s rules and procedures.
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Principals are responsible for the administration of the VCAA’s rules and instructions in their school. They
must ensure that teachers are using only the currently accredited VCE Study Designs.
To ensure the integrity of School-based Assessment in all VCE units, schools should:
• develop a document that clearly states the school’s expectations in relation to the development and
delivery of School-based Assessment and the steps teachers must take to ensure the security of the
content
• keep assessment tasks, including tasks in development, out of the reach, view and access of students
until they are delivered
• where possible, avoid storing assessment tasks on open school networks and unsecured media such as
USB sticks, and avoid sending assessment tasks by unsecured means such as emails
• have students sign a declaration that they will abide by their school’s policies and rules relating to the
appropriate use of the internet
• when delivering the same School-based Assessment across several different discrete classes, minimise
the time lag between classes
• ensure that tasks are not recycled from one academic year to another to prevent student use of other
student work from previous academic years
• suitable modify commercially produced materials to ensure the school can authenticate student work
For all units in the VCE, schools must specify the work that a student must do to achieve an S for a unit and
the conditions under which the work is to be done. The school must inform each student in writing of the
following:
• all work they need to complete to achieve an S for the unit
• all work they need to complete for School-based Assessment
• class attendance requirements
• how to submit work
• timelines and deadlines for completing work
• procedures for obtaining an extension of time
• internal school appeal procedures
Decisions about satisfactory completion of a unit are solely the responsibility of the school. Results for each
unit must be based on a judgment of satisfactory or non-satisfactory achievement of outcomes.
In order to support student with additional opportunities to achieve a satisfactory result, schools should have
an established process to support the delay of satisfactory completion for the VCE that is applied
consistently across studies and units. The teacher is responsible for judging satisfactory completion of a
unit. By reporting satisfactory completion, the teacher is certifying that the student has achieved the set of
outcomes for the unit according to the rules set out by the VCAA and the school.
Each VCE Unit result must be determined on the basis of evidence of achievement of outcomes completed
during the academic year in which the student is enrolled
Access to Student Data
Schools registered with the VRQA are required to ensure that parents of a student have access to accurate
information about the student’s achievement and performance. This information must include at least two
written reports per academic year relating to the student’s performance. This is a requirement of regulation
60 and Clause 3 of Schedule 4 of the Education and Training Reform Regulations 2017 (Vic).
Assessments under test conditions and authentication of student work In addition students must observe and schools must apply the following rules for authentication of School-
based Assessment:
1. A students must ensure that all unacknowledged work submitted for assessment is genuinely their own
2. A student must acknowledge all resources used, including:
• Text, websites and source material
• The name and status of any person who provided assistance and the type of assistance provided
3. A student must not receive undue assistance from another person in preparation and submission of work
4. Acceptable levels of assistance include:
• The incorporation of ideas or material derived from other sources (eg, by reading, viewing or note
taking), but which has been transformed by the students and used in a new context
• Prompting and general advice from another person or source, which leads to refinements and/or self-
correction
5. Unacceptable forms of assistance include:
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• Use of, or copying, another person’s work or other resources without acknowledgment
• Corrections or improvements made or dictated by another person
6. A student must not submit the same piece of work for assessment in more than one study, or more than
once within a study
7. A student must not circulate or publish written work that is being submitted for assessment in a study, in
the year of enrolment
8. A student must not knowingly assist another student in a breach of rules
Strategies for avoiding authentication problems To reduce the possibility of authentication problems occurring in VCE Units 1 to 4, or problems being
difficult to resolve, the following strategies are useful:
• Teachers should ensure that tasks are kept secure prior to delivery, to avoid unauthorised release to
students and compromising of the assessment. They should not be sent by mail or electronically without
due care.
• A significant amount of class time should be spent on the task so that the teacher is familiar with each
student’s work in progress and can regularly monitor and discuss aspects of the work with each student.
• Students should document the specific stages of the development of work, starting with an early part of the
task, such as the topic choice, list of resources and/or preliminary research.
• Copies of each student’s written work should be filed at given stages in their development.
• Assessment tasks should not be recycled unless modifications are made to ensure that students are unable
to use other students’ work from a previous academic year.
• Where commercially produced tasks are being used for school-based assessment it is the responsibility of
the school to ensure the tasks meet the requirements of the study design and that modifications are made
for authentication purposes.
• If there is more than one class of a particular study in the school, the VCAA expects the school to apply
internal moderation and/or cross-marking procedures to ensure consistency of assessments between
teachers. Teachers are advised to apply the same approach to authentication and record-keeping, as cross-
marking sometimes reveals possible breaches of authentication. The early liaison on topics and sharing of
draft student work between teachers enables earlier identification of possible authentication problems and
the implementation of appropriate action.
• Students should acknowledge tutors, if they have them, and discuss and show the work done with them.
Ideally, liaison between class teachers and tutors can provide the maximum benefit for students and ensure
that tutors are aware of the authentication requirements. Similar advice applies to students who receive
regular help from a family member.
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.
Word limits for Languages assessment
Word limits – Coursework
In Language studies, a word range is specified in the VCE Languages Other Than English (LOTE) –
First Language Assessment Handbook 2005-2018 for Coursework/SACs
Languages written examination-Section 3: Length of response
Each VCE Languages study design and examination paper includes an expected length of response for
Section 3 of the written examination. This is expressed as a word range or as an approximate number of
words. The expected length of response is an important guideline, given the amount of time available in the
examination. Students will not be penalised if they exceed the expected length. When responses for Section
3 are assessed, the whole response is considered against the assessment criteria. While penalties are not
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applied for exceeding the expected word length, it is important that responses are carefully planned and
address the question selected.
VCE Languages: Marking descriptors for Section 3
Descriptors that will be used to assess the extended piece of writing in Section 3 of the VCE First and
Second Languages written examinations are available on the relevant study pages of the VCAA website.
There are no changes to the assessment criteria, as published in the Languages Assessment Handbook. The
descriptors provide teachers and students with additional information about the expected qualities for each
mark range. These have been included in this manual
Retention of VCE School-based Assessments The decision to return School-based Assessments to students rests with the school. Schools should have
access to work completed for assessment until the end of the academic year in which the work was
undertaken.
As part of the School-based Assessment Audit program, the VCAA may request copies of specific School-
based Assessment completed by students.
Administering School-Assessed Coursework
Written Assessment Tasks/SACs
• Students attach the SAC cover sheet to their response paper
• Teacher collects papers at end of supervised task
• Teacher marks papers using the performance descriptors for each assessment according to the VCE
Languages Other Than English (LOTE) –Assessment Handbook It is important to be consistent
• Teacher arranges for papers to be photocopied
• Students receive original corrected copy with S/N mark
• Teacher circles the appropriate score range of the Performance Descriptor on the back of the SAC Cover
Sheet as a guide to student performance
• Teacher enters class scores in the record keeping section of this manual
• Teacher keeps a copy of the SAC cover sheet and photocopied papers
Oral Assessment Tasks/SACs
• Student receives a SAC cover sheet ready for the Oral SAC
• Teacher and student complete the oral task as required. All oral tasks are recorded
• Teacher makes assessment after each student’s performance using the VCE Student Record Sheet in this
manual.
Especially in the case of large classes, the teacher may wish to record the task and then mark later
• Teacher circles the appropriate score range of the Performance Descriptor on the back of the SAC Cover
Sheet
• Teacher gives verbal feedback and discusses the outcome with the student. The student receives a copy
of the SAC Cover Sheet with the circled range of the Performance Descriptor, together with written
feedback. Students receive an S or N
• Teacher keeps a copy of the SAC cover sheet and recordings
Redeeming Assessment Tasks and SACs
While wanting to give students every opportunity to successfully demonstrate the outcomes, teachers have
to set limits. As a result it is recommended that teachers do the following:
• Attempt to get all students to do the Task/SAC at the designated time.
• Requests to repeat a Task/SAC must be accompanied by appropriate Special Provision documentation.
• Any Special Provision Tasks/SACs that do take place should cause minimal class disruption and should
not take place later than the designated period in the VSL Planning Calendar in this manual.
However, under VCAA regulations, if in the judgment of the teacher, work submitted by a student does not
meet the required standard for satisfactory completion, the teacher may consider other work relating to
outcomes undertaken and submitted by the student for the unit. This work may include class work,
homework, additional tasks or discussions with the student that demonstrate their understanding of the
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outcome. The school may decide to delay the decision about satisfactory completion to allow a student to
complete or submit further work.
A student may only submit further evidence, or resubmit a School-based Assessment for reconsideration, to
redeem an S for the outcome. Students may not resubmit to improve a School-based Assessment score.
Feedback to Students After assessment tasks are submitted and marked, teachers should provide feedback to students. Appropriate
feedback includes:
• advice on particular problem areas
• advice on where and how improvements can be made for further learning
• reporting S or N decisions and/or written comments on students’ performance against each outcome
Schools may choose this as a basis for reporting to parents. In providing this feedback, teachers may give
students their marks on individual School-assessed Coursework tasks. If providing marks, teachers must
advise students that their total School-assessed Coursework scores may change following statistical
moderation.
Schools should include the following in student VCE handbooks advice:
• about the ‘conditional’ nature of any School-assessed Coursework marks given to students
• that total scores for School-assessed Coursework may change as a result of statistical moderation.
Although schools may permit students to submit further evidence for satisfactory completion of a unit,
students may not submit further tasks for the reconsideration of School-assessed Coursework scores
awarded by the school.
The decision about whether or not to return School-based Assessments to students rests with the school.
*** No numerical scores are to be given to students for their Units 3 & 4 SACs/Outcomes
as these are subject to statistical moderation by the VCAA and may change.
Maintenance of school records
Schools must establish procedures to keep records and documentation of decisions relating to:
• unit completion and graded assessments (and initial VCE School-based Assessments if appropriate)
• student appeals and resulting decisions
• applications and decisions relating to VCE Second Language eligibility
• agreements to work in partnership with other providers in determining initial School-based Assessments
• applications for extensions of time, with supporting documentation
• applications for, and approvals of, Special Provision, with supporting documentation
• student absences, and whether or not these are approved
• any interviews with a student and any resulting decisions.
Schools should advise students that they need to retain work completed for assessment until the end of the
academic year in which the work was undertaken. Schools may wish to supervise the storage of student
work for this purpose, but it is not required.
Work assessed as N, or which may be, for other reasons, the subject of dispute at a later date, should be
retained at the school. Such work may be retained in original or photocopied form.
Redeeming outcomes – submitting further evidence for satisfactory completion If in the judgment of the teacher, work submitted by the student does not meet the required standard for
satisfactory completion, the teacher may consider other work relating to outcomes undertaken and
submitted by the student for the unit. This work may include class work, homework, additional tasks or
discussion with the student that demonstrate their understanding of the outcome. The school may decide to
delay the decision about satisfactory completion to allow a student to complete or submit further work.
A student may only submit further evidence or resubmit a school based assessment for reconsideration, to
redeem an S for the outcome. Students may not resubmit to improve a school-based Assessment score.
Reporting results: Score aggregation Study scores
A study score indicates how a student performed in relation to all other students who took the
study.
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It is calculated using the student’s final scores for School-assessed Coursework, School-assessed
Tasks,
Externally-assessed Tasks and examinations for each study.
To receive a study score, students must achieve two or more graded assessments in the study and
receive an S for both Units 3 and 4 in the same academic year, unless they have Interrupted Studies
status and have met these requirements over two academic years.
Statistical Moderation School-based Assessment is an important part of the VCE. In many studies it contributes 50 per cent
towards the calculation of a student’s study score. To ensure fairness when study scores are calculated, it is
important that School-based Assessments made by all schools are comparable.
The VCE program gives teachers some flexibility in deciding which teaching and learning activities and
coursework assessment tasks they will use to assess the learning outcomes specified in each study design.
As a result, coursework assessment from different schools will sometimes be based on different sets of
assessment activities, even though they are assessing the same learning outcomes, and therefore cannot be
compared.
The VCAA acknowledges that teachers are best placed to measure students’ academic achievement;
however, measurements are only comparable when they are expressed on the same scale. It is important to
remember that statistical moderation does not change the relative performance of students within the
statistical moderation group. For each VCE program, the VCAA uses statistical moderation to express
students’ achievement from all schools on the same scale. This provides fairness for students across the
state. To ensure comparability of assessment of School-based Assessment from different schools, the
VCAA will apply statistical procedures to each moderation group, study by study.
For VCE studies, moderation groups are the cohort of students in each school undertaking the study, or the
total cohort of students from schools that combine for the purposes of assessment and moderation for a
particular 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. As
the external score is based on examinations done by all students across Victoria, it is a common standard
against which school assessments can be compared.
Each VCE study includes at least one external assessment and the VCAA will use the external assessments
in each study as the basis for statistical moderation of school assessments. In studies with two external
assessments, scores from both will be used.
The VCE assessment program also includes the General Achievement Test (GAT). In a small number of
studies GAT and examination scores are a better match with school assessments in the same cohort.
Internal comparability of assessments
For statistical moderation, each school’s assessments in a study are treated as a single group, not as separate
teaching classes. Each school should have established procedures for making School-based Assessments
and should apply these procedures consistently. There should be consistency of decisions made by teachers
of individual studies and consistency of decisions made by multiple teachers of one study.
Indicative grades and the anomalous grades check Indicative grades for all VCE external assessments tasks must be submitted prior to the relevant
examination period. The primary purpose of collecting these indicative grades is to support the quality
assurance procedures for marking the external assessments. They assist in identifying possible anomalous
marking of individual student responses. Indicative grades will also be used in the calculation of the DES.
The indicative grade is the school’s prediction of a student’s actual level of achievement on the
examination. Indicative grades are a letter grade from A+ to E/UG (ungraded) or NA (not assessed); note
that plus (+) can be used, but minus (–) is not available for input. Class teachers of the same study at the
school should confer on the comparability of the indicative grades given to the individual students in their
classes.
The rank order and level of spread of the indicative grades for the school cohort in the study are of prime
importance. The indicative grades for the school cohort are moderated by the VCAA to ensure that they are
statistically reliable. If they are not statistically reliable, they will not be used.
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Strategies for arriving at an indicative grade
The VCAA has no preferred position on how a school arrives at a set of indicative grades except to advise
that there should be coherence in the process. All teachers at the school should be provided with advice by
the principal on the definition and purpose of the indicative grade, and a suitable means of arriving at a set
of indicative grades for the school cohort.
Some strategies used by schools are:
• setting practice examinations, which must be held at a time that allows entry of the indicative grade on
VASS by the due date
• ranking the students by performance in School-based Assessment and then applying an appropriate
grade
• basing the grade on prior knowledge of the relative ability of the student in the study
The VCAA recommends that schools use the indicative grades feedback report on VASS to assist with
determining indicative grades. This report shows whether the school’s indicative grades for the previous
year were generally aligned with the final grades.
Anomalous grades check process
For all external assessments, VCE Languages examinations (both oral and written), an anomalous grade
check is undertaken prior to issuing final results. Indicative grades provided by the school, on the condition
that they are statistically reliable, are used to identify students with anomalous scores. These students’
assessments are then reconsidered by the relevant chief assessor’s panel.
The anomalous score assessments include those where the student’s examination outcome is substantially
different from that predicated from one or more of::
• the school’s indicative grade
• the student’s GAT component scores
• for studies with more than one external assessment, the other examination assessment in the study
In each case, the differences must be statistically significant.
In the interests of the students, teachers should be as accurate as possible in their estimation of an indicative
grade. If the teacher is accurate (that is, they allocate indicative grades with a similar order and spread to
external assessment performance of their students), any possible anomalous marking will be detected, and
the assessment referred to the chief assessor for checking. If the teacher allocates indicative grades that are
different in order and spread to the external assessment performance of their students, some anomalous
assessments may not be detected. If the teacher consistently under- or over-assesses indicative grades for all
students, anomalous performance from the pattern given by the school can still be detected. Thus, within the
constraints of the grade structure, a school need not be overly concerned about submitting indicative grades
with exactly the correct level, but teachers should try to order and spread students’ grades as accurately as
possible.
VCE School-based Assessment Audit for all studies at Units 3 and 4 Schools providing the VCE must deliver the course to the standards established by the VCAA, ensure the
integrity of student assessments and ensure compliance with the requirements of the VCAA for the relevant
assessment program.
All VCE studies have a school-assessed component: School-assessed Coursework (SAC).
The purpose of the School-based Assessment Audit is to help protect the integrity of the VCE and its
results. The Audit checks that the standards and requirements set out in study designs are being followed
and that assessment is being carried out in line with the VCE assessment principles.
Notification
All schools are audited annually for at least one VCE study and all VCE studies are subject to the School-
based Assessment Audit. An increased number of schools are audited for VCE studies in the first year of
implementation of a reaccredited VCE study design.
Schools are notified of their requirements for audit through VASS. For Unit 3, notification is generally in
the last week of February or the first week of March; for Unit 4, notification is in the first week of Term 3.
All dates pertaining to the audit are published in the VCAA’s Administrative dates.
VASS contains the list of studies being audited as well as the outcomes of each stage of the audit.
The School-based Assessment Audit is in two stages for both Unit 3 and Unit 4. An Audit Panel, appointed
by the VCAA, undertakes the audit.
Unit 3 and Unit 4 Audit questionnaire
The first stage consists of a study-specific audit questionnaire which is completed online by teachers on
behalf of the school. The responses provided by the school to the audit questionnaire enable the VCAA to
determine if school-based assessment is following the specifications and requirements set out in the
accredited VCE study design and the VCE assessment principles.
To be efficient in detecting potential teacher error, the audit questionnaire is collected early. The VCAA
understands that there will be a practical limit to the completeness of developed school-based assessment
material at this time.
For each submission received to the audit questionnaire, the VCAA determines one of the following
outcomes:
• the evidence submitted shows that VCAA assessment standards and requirements have been met.
• the evidence shows that this study is being assessed in line with the specifications set out in the study
design and the VCE assessment principles.
• there is not yet enough evidence to show that VCAA assessment standards and requirements are being
met.
• there is some element of assessment design that is not in line with the specifications set out in the study
design and/or the VCE assessment principles. The school is advised that further evidence is required to
establish that requirements are being met.
OR
• the responses did not provide enough detail for the VCAA to determine if the assessment design is in
line with the specifications set out in the study design and/or the VCE assessment principles. The school
is advised that further evidence is required to establish that requirements are being met.
• the evidence submitted determines that VCAA assessment standards and requirements have not been
met.
• it is clear from the evidence submitted that there are elements of assessment design that are not in line
with the specifications set out in the study design and/or the VCE assessment principles. Further
evidence will be required and possibly a further audit. Immediate contact with the VCAA Curriculum
Manager may be required.
Unit 3 and Unit 4 Further evidence
Depending on the outcome of the audit questionnaire, schools may be required to submit further evidence in
Unit 3 or Unit 4. The further evidence requested may be on any aspect of the assessment, including
assessment information provided to students, conditions of assessment, tasks, marking schemes or criteria,
assessment timeline or moderation processes. Samples of student work will only be requested if serious
concern is raised. The submission of further evidence is completed electronically.
For each further evidence submission, the VCAA determines one of the following outcomes:
• the evidence submitted shows that VCAA assessment standards and requirements have been met.
• The evidence shows that this study is being assessed in line with the specifications set out in the study
design and the VCE assessment principles.
• the evidence submitted determines that VCAA assessment standards and requirements have not been
met.
• It is clear from the evidence submitted that there are elements of assessment design that are not in line
with the specifications set out in the study design and/or the VCE assessment principles. Contact with
the VCAA Curriculum Manager may be required and a further audit will be required. Modifications to
current materials may also be requested and required for resubmission.
Outcomes and non-compliance
Where a school does not meet VCAA assessment standards and/or requirements at the conclusion of an
audit cycle, support will be provided to the teacher/s of the study to guide them through the assessment
requirements of the relevant VCE study design. The school will be re audited for the same study in the
following audit cycle.
The VCAA will draw any serious evidence of non-compliance to the attention of the principal. In the event
of serious irregularity, Executive Management of the VCAA will determine whether disciplinary action or
other procedures will apply.
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Resources for School-based Assessment The information contained in this document should be read in conjunction with the following materials available on
the VCAA website:
Resource Link/Location
VCE Study Design and Advice for teachers Available on individual VCE study pages on the VCAA
website:
www.vcaa.vic.edu.au/Pages/vce/studies/index.aspx
VCE and VCAL Administrative Handbook www.vcaa.vic.edu.au/Pages/schooladmin/handbook/2018/i
The overarching concept of validity is elaborated as follows:
VCE assessment should be fair and reasonable
Assessment should be acceptable to stakeholders – including students, schools, government and the
community. The system for assessing the progress and achievement of students must be accessible,
effective, equitable, reasonable and transparent.
The curriculum content to be assessed must be explicitly described to teachers in each study design and
related VCAA documents. Assessment instruments should not assess learning that is outside the scope of a
study design.
Each assessment instrument (for example, examination, assignment, test, project, practical, oral,
performance, portfolio, presentation or observational schedule) should give students clear instructions. It
should be administered under conditions (degree of supervision, access to resources, notice and duration)
that are substantially the same for all students undertaking that assessment.
Authentication and school moderation of assessment and the processes of external review and statistical
moderation are to ensure that assessment results are fair and comparable across the student cohort for that
study.
VCE assessment should be equitable
Assessment instruments should neither privilege nor disadvantage certain groups of students
or exclude others on the basis of gender, culture, linguistic background, physical disability, socioeconomic
status and geographical location.
Assessment instruments should be designed so that, under the same or similar conditions, they provide
consistent information about student performance. This may be the case when, for example, alternatives are
offered at the same time for assessment of an outcome (which could
be based on a choice of context) or at a different time due to a student’s absence.
VCE assessment will be balanced
The set of assessment instruments used in a VCE study will be designed to provide a range of opportunities
for a student to demonstrate in different contexts and modes the knowledge, skills, understanding and
capacities set out in the curriculum. This assessment will also provide the opportunity for students to
demonstrate different levels of achievement specified by suitable criteria, descriptors, rubrics or marking
schemes.
Judgment about student level of achievement should be based on the results from a variety of practical and
theoretical situations and contexts relevant to a study. Students may be required
to respond in written, oral, performance, product, folio, multimedia or other suitable modes as applicable to
the distinctive nature of a study or group of related studies.
VCE assessment will be efficient
The minimum number of assessments for teachers and assessors to make a robust judgment about each
student’s progress and learning will be set out in the study design. Each assessment instrument must balance
the demands of precision with those of efficiency. Assessment should
not generate workload and/or stress that unduly diminish the performance of students under fair and
reasonable circumstances.
Determining initial School-based Assessments Each school should have established procedures for determining School-based Assessments and should
apply these procedures consistently. There should be consistency in the decisions made by teachers of
individual studies and in the decisions made by multiple teachers of one study.
The VCAA recommends that all teachers review the statistical moderation report (available on VASS)
related to their study where the internal assessment scale is misaligned against the external assessment scale
the school may wish to consider establishing a professional partnership with another provider to further
develop teachers capacity to align internal and external assessment scales.
Determining initial School-based Assessments where there is more than one class in the school
If there is more than one class in a study, teachers should engage in consultation to arrive at School-based
Assessments. Schools have considerable experience in assessment, but the following approaches will help
schools to review their arrangements or establish new practices.
Approach 1
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• Teachers meet to discuss performance descriptors/assessment criteria, topics and the approaches used for
the task.
• Teachers grade the task from their own classes.
• Teachers swap samples and carry out blind marking.
• If necessary, teachers mark further tasks or reassess tasks from their own class.
• Difficult cases are further discussed before results are entered.
Approach 2
• Teachers combine and distribute the student tasks among themselves for assessment.
• The results are returned to the class teacher, who reassesses all tasks or the tasks of students who have
unexpected results.
• Unusual cases are considered by all teachers concerned.
Approach 3
• Samples from all classes are distributed.
• All teachers assess the same tasks.
• Differences in results are discussed to gain a clearer and more consistent understanding of the application
of the performance descriptors/assessment criteria.
• When all teachers are confident they have a consistent understanding of the application of the performance
descriptors/assessment criteria, each teacher assesses tasks from their own class.
VSL student appeals procedure
Students have a right of appeal to the school for decisions made about: non-satisfactory completion of a
unit, Special Provision and 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 unless 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 a student who
believes that any questions on an externally assessed written examination have been incorrectly assessed, in
that there is an objective factual error. (Refer to VCE and VCAL Administrative Handbook 2018 VCAA)
The appeals procedure to the School is as follows: 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 appeals process. The
confidentiality of the student should be protected and the student should be informed of this process.
The Appeals Committee must consist of at least three members, including:
1. The Area Manager or Area Manager’s delegate
2. A teacher representative
3. 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.
Special Provision
The VCAA Special Provision policy aims to provide students in defined circumstances with the opportunity
to participate in and complete their senior secondary level studies. The underlying principle of the VCAA
Special Provision policy is to ensure that the most appropriate, fair and reasonable arrangements and
options are available for students to demonstrate their capabilities if their learning and assessment are
affected by illness, impairment or other circumstances. Special Provision should provide equivalent,
alternative arrangements for students but not confer an advantage to any student over other students.
Types of Special Provision
Specific eligibility requirements apply for each type of Special Provision.
For classroom learning and School-based Assessment, the school is primarily responsible for determining
eligibility and the nature of the provisions granted. Schools are encouraged to consult the VCAA if they are
unsure about appropriate arrangements. The school’s policies and procedures should be clearly documented
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VCE (CCAFL) TEACHER MANUAL 2020
and communicated to students. It is strongly recommended that schools keep records of all decisions made
for each student.
The VCAA Special Provision policies have been reviewed and more detailed information is available in the
VCAA website. There is too much information to include in this manual so if you have students that may be
eligible for Special Provision contact your Area Manager who will be able to refer to the specific eligibility
criteria to the granting of Special Provision.
Partnerships: (Combination of small classes for moderation of assessment)
Schools with five or fewer enrolments in any VCE Unit 3-4 study form a partnership with another small
class in the language to enhance the curriculum provision or assessment arrangements for students. Records
must be kept of discussion, meetings and evidence of cross-marking because teachers may be required to
submit documentation to the VCAA for audit purposes.
Teachers in the partnership should make contact as early in the school year as possible and keep written
records of meetings, telephone calls and emails. Area Managers should be kept informed of any conflict that
may arise and the measures taken to resolve any issues. The initial meeting should cover the requirements
of the study design for each of the chosen assessment tasks and the assessment criteria and for coursework
and assessment tasks. Teachers should reach agreement on the comparability of assessment tasks and are
required to administer the same SACs. Each school will mark its own students’ work, consult with the
teachers in the partnership and enter student scores on the VASS.
Small Group Partnership records
The following documentation is required to be submitted to your Area Manager as evidence of accountability 1. VCAA partnership agreement signed by the Principal/Area Manager of each school in the partnership
2. Single list of cross marked scores for all students in the partnership group
3. Copy of the partner school’s VASS printout of the scores for all School-based assessment tasks
4. Dates of meetings between schools
5. Copy of agreed set tasks and/or agreed bench marks for each assessment task
6. All the above must be submitted to your Area Manager by the last VCE session: (or midweek
equivalent session).
Best Practice in Partnerships
The VCAA expects that participating teachers will follow best practice when conducting partnerships:
• school principals should be informed of the initial formation of the partnership, the ongoing maintenance
of the partnership, and the resulting moderation of School-based Assessment scores
• teachers in the partnership should make contact as early in the academic year as possible and keep
written records of meetings, telephone calls, emails and any other relevant interaction
• school principals should be kept informed of any conflict that may arise and the measures taken to
resolve any issues
• there should be an initial meeting that covers the requirements of the study design for each of the chosen
assessment tasks and the assessment criteria, and for coursework
• teachers are required to agree on the procedures for ensuring comparability of assessment tasks and the
schedule and marking schemes of any tasks to be done in common
• teachers should be clear and consistent about the application of the mandated criteria and descriptors for
the School-assessed Task
• each school should mark the assessment tasks of its own students and select student tasks for moderation
• each school should enter the scores for its own students on VASS
• each school should send a copy of the VASS printout of the scores for all School-based Assessment
tasks to its partner schools to verify that scores have been entered correctly
Reporting scores to the VCAA
Each school enters the scores for its own students on VASS, and sends a copy of the VASS printout of the
assessments for all School-based Assessment tasks to the partner school to verify that the scores have been
entered correctly.
Each partnership school must keep copies of the following documents at the school:
• a single list of the moderated scores for all students in the partnership (from all schools involved)
• a copy of the partner school’s VASS printout of the assessments for all School-assessed Coursework
tasks (to verify that the scores have been entered correctly)
• a VCAA Partnership Agreement form signed by the school principal
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VCE (CCAFL) TEACHER MANUAL 2020
Once partnership details are entered on VASS, schools must check that each school in the partnership has
checked (‘ticked’) the approval button. Partnerships cannot be considered valid by the VCAA unless all
schools in the partnership group have approved their involvement. In addition, the statistical moderation
process cannot run for partnerships to which one or more schools has the unapproved status. Partnerships
cannot be entered directly on VASS after the closing date.
Producing a combined set of comparable school-based assessment scores: The following steps are recommended:
1. Participating teachers should discuss the requirements of the study design, the chosen assessment tasks
for each outcome, the performance descriptors/assessment criteria for each task or outcome, and the
assessment program of each of the partnership schools. This communication should occur as early as
possible, and not later than the expected date of completion of the first designated assessment task for
the unit.
2. The teachers should establish agreement on the procedures to be followed to ensure comparability of
assessments. This includes the scheduling and marking schemes of any tasks to be done in common.
3. Each school assesses the assessment tasks of its own students. It is expected that the schools with more
than one class for the study will apply their own procedures to achieve comparability of assessments
within their school.
4. Each school selects student tasks for cross-marking. For small-group partnerships, this should include all
the tasks from the school with the small group, and at least an equivalent number from the partner
schools. For other partnerships, teachers should agree on an appropriate number, preferably at least five
pieces from each school. For each task, the second marking should be ‘blind’, that is, made without any
knowledge of the assessment given by the student’s own teacher.
5. Teachers then discuss both assessments for each task and agree on a final score. If the teachers cannot
reach consensus, the two scores should be averaged or adjusted appropriately. As a result of the cross-
marking exercise, it may be necessary to adjust the assessments of other tasks not included in the cross-
marking.
6. When all assessments have been finalised, the scores for each student on each task should be
collated in a single list for the partnership. Each school must keep a copy of this list, as the VCAA may
request it for analysis purposes.
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VCE (CCAFL) TEACHER MANUAL 2020
Small Group Partnership checklist
To do:
Completed
Setting up the partnership: (Area Manager)
Identify possible partner school (use VASS to locate other schools teaching the language)
Contact school and confirm that they are willing to form a partnership
Contact VASS administrator to arrange for Partnership Agreement (Agreement to be signed by
both school Principals before Partnership formally approved)
Partnership entered on VASS and all schools involved to approve
Teachers to establish an initial meeting – in person preferably
Initial Meeting checklist
Confirm requirements of study design
Discuss assessment criteria for each outcome
Select and discuss assessment tasks
Arrange planned dates of school-based assessment
Discuss options for cross marking (Mail or email student’s work? Meet in person?)
After each school-based assessment
Forward a selection of student school−based assessments for blind cross marking
(High/Medium/Low or all if a small class). Do not send scores or comments. (**If mailing
keep a photocopy & send via registered mail)
On return, check cross marked score and contact partner school teacher to discuss
Both schools agree on marks for ALL students
Create single list of ALL student and their school-based assessment scores (include students
from all schools in partnership)
Forward list to VASS Administrator for scores to be entered
*Repeat above for each school−based assessment
*Keep a log of all communication
Indicative grades
Ensure that when predicting indicative grades you rank all students in the partnership and
allocate grades according to the overall performance in school−based assessments
Submission of partnership records
Ensure that by the last VCE session all partnership records are given to your Area Manager
Adapted from Swan Hill College
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VCE (CCAFL) TEACHER MANUAL 2020
Partnership Teacher Records: (Semester One)
Name of teacher 1: …………………………………… School 1:………………………………………
Name of teacher 2: …………………………………… School 2 :………………………………………
Name of teacher 3:……………………………………. School 3:……………………………………….
Language………………………………… Study Code: LO……………….
Unit 3 □
SAC
NO: Date of
Interaction Method of Interaction
(meeting/telephone/
e-mail/fax) Description of Activity Signature
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VCE (CCAFL) TEACHER MANUAL 2020
Partnership Teacher Records: (Semester Two)
Name of teacher 1: …………………………………… School 1:………………………………………
Name of teacher 2: …………………………………… School 2 :………………………………………
Name of teacher 3:……………………………………. School 3:……………………………………….
Language………………………………… Study Code: LO……………….
Unit 4 □
SAC
NO: Date of
Interaction Method of Interaction
(meeting/telephone/
e-mail/fax) Description of Activity Signature
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VCE (CCAFL) TEACHER MANUAL 2020
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VCE (CCAFL) TEACHER MANUAL 2020
Teaching
the VCE
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VCE (CCAFL) TEACHER MANUAL 2020
Main Characteristics of Different Kinds of Writing
The following descriptions outline the main characteristics of the different kinds of writing for CCAFL
Studies. 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. Students are expected to produce
the different kinds of writing either individually or in combination.
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.
Purpose: The author is conveying something personal to the reader
Informative writing:
• aims to convey information from the writer to the reader as clearly, comprehensively and accurately as
possible
• generally uses objective style and impersonal expressions, although the writer may use an informal style to
establish a relationship of ‘friendly helper’ with the reader
• generally has no particular point of view to convey; if a point of view is involved, the writing becomes
either persuasive (it aims to convert the reader to a particular point of view or attitude to convince them to
act or respond in a certain way) or evaluative (it aims to weigh two or more items/ideas 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
• generally uses few adjectives, adverbs and images, except as examples or analogies as part of an
explanation.
Purpose: the author is conveying objective information
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 that 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.
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VCE (CCAFL) TEACHER MANUAL 2020
• 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.
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.
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:
• 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 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, 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
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VCE (CCAFL) TEACHER MANUAL 2020
• 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
Use of information and communications technology In designing courses and developing learning activities for First Language, teachers should make use of
applications of information and communications technology where appropriate and applicable to teaching
and learning activities.
In considering the suitability of learning activities in the delivery of language courses, teachers may find the
following applications useful.
Language learning applications
Students access:
• the school intranet: homework, work sheets, resources (including audio files and interactive software), a
class chat room, sample tasks, web links, sample examinations
• online learning, such as reading or listening comprehension tasks, grammar and vocabulary building tasks,
pronunciation drills, script programs
• email discussion groups or supervised chat rooms with targeted groups of young people
• commercially available products that offer language exercises, practice or reading materials
• video conferencing with students from other schools where the language is taught or in a country where
the language is spoken.
Students develop their own:
• vocabulary database
• word-processing skills in the language.
Information gathering
Students research:
• statistics on a specific topic in relation to different age groups and gender
• information related to a specific lifestyle issue, public opinion, theme or topic in countries where target
language is spoken
• biographical data relating to famous singers, bands, historical figures and sportspeople;
• features of fairy tales, legends, common characters and themes, terminology and special language used
• speakers of target language in Australia, their life and contribution to society
• websites from countries where target language is spoken; for example, Webcams, school websites, venues,
services
• newspapers and journals in target language
• online dictionaries.
Students also:
• check spelling and grammar for written tasks
• use instructions in target language to install, construct or use a product.
Presentation applications
Students use information and communications technology to:
• create animations and multimedia presentations
• develop presentations and visual materials
• take notes in class or word process in target language
• use communication media
• email tasks to the teacher from home or the classroom.
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VCE (CCAFL) TEACHER MANUAL 2020
Text Types
The table below is presented as a guide for those texts that have been identified for productive use in
the CCAFL written examination.
Text Type Purpose Structure Language Features Article ▪ To sustain an argument
▪ To describe
▪ To inform, to persuade, to amuse or
entertain
▪ Titles/headings
▪ Development of ideas/ argument
▪ Sequencing and linking of ideas
▪ Statement of conclusion/advice
▪ Range of tenses
▪ Linking words
▪ Language can be descriptive, factual,
judgemental, emotive or persuasive
depending on context
Blog ▪ To inform
▪ To reflect
▪ To seek a response, to interact
▪ Personal thoughts, online journal
▪ Discrete entries (‘posts’), usually with
most recent at the top
▪ Often themed on a single subject
▪ Reflections on ideas
▪ Interactive-comments from other users
▪ Abbreviated words and sentences
▪ Simple language structures
▪ Linking words to sequence
Diary/Journal
entry
▪ To record personal reflections or
experiences
▪ Date/place/time (as appropriate)
▪ Chronological or stream of
consciousness
▪ First person
▪ Abbreviated words/sentences
▪ Subjective/informal language
Email ▪ To inform
▪ To request
▪ To remind
▪ To seek a response
▪ Conventions (email addresses)
▪ Specific details without elaboration
▪ Salutations and endings
▪ Abbreviated words and sentences
▪ Simple language structures
Letter-Formal ▪ To communicate in writing in formal
contexts
▪ To request information
▪ To lodge a complaint
▪ To express an opinion
▪ Salutations
▪ Letter conventions (layout, address,
date, etc.)
▪ Logical and cohesive sequence of
ideas
▪ Use of full sentences and paragraphs
▪ More complex sentence structure
▪ Objective language
▪ Use of formulaic expressions
Letter (Informal) ▪ To communicate in writing with
acquaintances, friends, family
▪ To inform, amuse
▪ Salutations
▪ Letter conventions (layout, address,
date, etc.)
▪ Logical and cohesive sequence of
ideas
▪ Frequent colloquial language
▪ Subjective language
Magazine
interview
▪ To seek and convey information, views,
opinions
▪ Question and response form ▪ Question words
▪ Link words
Message, note ▪ To inform
▪ To request
▪ To instruct
▪ To remind
▪ General statement, description,
procedure
▪ May be in point form
▪ Succinct
▪ Abbreviated words and sentences
▪ Lack of descriptive detail
▪ Frequent use of colloquial Language
Report ▪ To classify and/or describe
▪ To organise facts
▪ To draw conclusions
▪ General statement or classification
▪ Description
▪ Logical progression
▪ Supporting evidence (e.g. statistics,
examples)
▪ Factual
▪ Usually present tense
▪ Language specific to the topic
Review ▪ To respond to a text/stimulus
▪ To summarise, analyse or interpret a
text and to assess its value
▪ Describe context of text or work
▪ Describe the text or work
▪ Judgement or evaluation of text or
work
▪ Descriptive language
▪ More complex structures with frequent
abstract language
▪ Words that express judgement
▪ Possible comparisons
▪ Expressions of aesthetic nature
Script for a play ▪ To communicate ideas, opinions, and
attitudes
▪ To entertain
▪ Series of events
▪ Question/statement followed by
response
▪ Choice of expressions to engage the
audience
▪ Setting the scene
▪ Directorial comment
▪ Strategies to maintain
conversation/action
▪ Interjections
▪ Use of humour
Script of a speech
or talk
▪ To communicate ideas, opinions, and
attitudes
▪ To entertain
▪ To persuade
▪ To welcome
▪ To thank
▪ Introductory statement of purpose
▪ Explanation or sequence of events or
presentation of argument
▪ Concluding remarks
▪ Choice of expressions to engage the
audience
▪ Descriptive words
▪ A range of tenses
▪ Subjective language
▪ Use of slogans or catch phrases
▪ Use of humour and anecdotes
Story ▪ To entertain, amuse or instruct ▪ Series of events presented in logical
progression
▪ Resolution/conclusion
▪ May contain a series of complications
▪ Time words used to connect events
▪ Use of action words
▪ Description of characters and settings
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VCE (CCAFL) TEACHER MANUAL 2020
Main characteristics of common text types
In teaching, learning and assessment programs, teachers should introduce students to a wide range of text
types. Text types for receptive use in teaching, learning and assessment are not prescribed. These text types
will not be assessed in the CCAFL end of year written examination.
Text type Identifiable features
Advertisement Sponsored, non-personal message to promote or sell a product, service or idea; topic
or product name, persuasive content, persuasive register, style, layout
Announcement Oral media message to public; greeting, topic, essential information, repetition of
important points, farewell; formal or semi-formal style
Biography Description of a person’s life and experiences, non-fiction; title (of person), formal or
semi-formal style; usually in chronological order; may include reflections or
commendation
Cartoon Non-realistic image or series of images; title, author, content (story telling), captions
(often humorous); may use stylised language and onomatopoeia
Conversation
Debate
Interactive oral communication between two or more people; greetings, focus or
content; sharing of views, verbal and non-verbal cues, maintenance of interaction,
farewells; formality reflects relationships of participants
Discussion Oral formal or semi-formal persuasive discussion of an issue; participants present
opposing positions; topic, statement of position on issue, content that supports
position, using evidence or data, logical arguments, turn taking, conclusion
Documentary Non-fiction visual and aural presentation (usually film); title, credits, introduction to
topic, content that educates, instructs or is a record of events, final comments, end
credits; presentation style
Editorial Article or letter format, expresses an opinion on an issue by an individual
representing an organisation (newspaper, magazine); title, includes opinions and
persuasive content, author; register, style, layout suited to audience
Email Personal written communication, may be brief; date, salutation, body (content),
farewell, sign off; informal register, style and layout; may include stylised language,
pictures, emoji
Essay Writing giving author’s position on a topic; topic, structure (introduction, body,
conclusion), content (including author’s views), author; formal or semi-formal
register, style and layout suited to audience
Film Recorded visual and audio presentation, usually fictional; title, credits, structure
(storyline, logical ordering), content including cultural elements, end credits; register
and style reflects character roles or story elements
Folk tale Oral (speech or song) or written story telling form; title, introductory expressions,
structure (beginning, body, end), content includes message conveying values,
knowledge, ideas and/or cultural elements, conclusion; simple language style, uses
formulaic expressions and language
Memo Short written message or note; name of recipient, informative content, sign off;
informal and abbreviated language and style
Personal profile Description of a person or group; title (name of person or group), content (factual
information), headings/sub-headings; lists items in brief language snippets, register
suited to audience; may be presented in point form or table
Plan Written order of actions to achieve an outcome; title, date, subheadings, content
usually chronologically structured and factual, may include allocation of roles; may
be presented in point form, chart or table; abbreviated style
Play Group oral, kinesthetic and visual performance, based on a storyline and script, one
or more acts; style and register varies with roles; entertains, suited to audience
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VCE (CCAFL) TEACHER MANUAL 2020
Text type Identifiable features
Poem Spoken or written literary form; may use rhythmic qualities of language, conveys
meaning or emotion; culturally specific forms, structures, styles, conventions and
devices; may use literary style or specialised vocabulary and expression
Proverb Popular and familiar statement, repeated in specific contexts, usually expressing
popular wisdom or advice; culturally specific imagery, may use stylised language or
draw on cultural knowledge for meaning
Song Lyrics set to music; title, artist, structure (verse and chorus, traditional or modern
forms, as appropriate); culturally specific forms, styles, conventions and devices;
may use stylised language
Summary Rewritten information in a brief form (message, notes), retains meaning of original
text, often for personal reference; title, sub-headings; may be presented in point form,
chart or table; informal style
Table Written information presented in table layout; often in abbreviated form, shows
qualities, quantities or relationships between items; title, sub-title (indicating scope or
purpose of content), headings, sub-headings, content; register suited to audience
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VCE (CCAFL) TEACHER MANUAL 2020
Mixed Level Classes
In the case of combined Year 11 and 12 classes, the following strategies will make the class more
manageable:
General Strategies
• In working with two groups with slightly different assessment tasks, it is crucial that planning
and record keeping is very thorough.
• Records must be kept of all activities students are undertaking (such as drafting, rehearsal,
consultation, research) leading to the completion of the task.
• Teacher and students should study the assessment task charts during the year. They should be
familiar with the structure of the VCE course as a whole (Units 1-4), and absolutely clear as to
what is required of them at the current stage.
• Teacher and students should use the assessment task calendar to note important dates and
deadlines, especially for the SACs in Units 3 & 4.
• The whole class should study common themes and topics and the required activities for each
level should be discussed and shared.
• Year 11 students can be given assessment tasks that correspond to the SACs that the Year 12
students are undertaking.
Oral Tasks at Year 11 level
At Year 12 level, the teacher is expected to be a participant in each oral SAC, with one student at a
time. There is no such prescription for Year 11. Therefore it is theoretically possible to let two or
more students undertake the task, with or without teacher participation. However, this needs to be
balanced against the need of the students for the best possible preparation.
In terms of the Oral examination, Year 11 students can do the same preparation as Year 12. Oral
and written examination preparation should be built into your topics and activities.
Selecting Topics
Studying the same set of topics allows the teacher to work with the same vocabulary and resources
without preparing and managing two courses. Students can more readily learn from each other and
there is also greater student input in discussion. Topics are the basis of the class work, which all
students will complete. However, the work for assessment will vary by year level. Assessment
tasks and SACs must be set as prescribed in the Study Design for each unit and each level. Year 12
students can be given additional material, if necessary, and/or more difficult tasks based on the
same topics.
For example:
THEME: The Changing World
TOPIC: Travel and Tourism in (in country where target
language spoken)
YEAR 11: Planning a trip to a country where target
language is spoken
YEAR 12: The role of tourism
Allowance must be made for SAC preparation. While Year 12 students work on a SAC, Year 11
students can do extra work which can be completed fairly independently. One possibility is a
practice assessment task in line with the VCE.
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VCE (CCAFL) TEACHER MANUAL 2020
VCE Program
&
Course Development
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VCE (CCAFL) TEACHER MANUAL 2020
Course Planning and Implementation
The aim of language learning is to develop the student’s capacity to communicate effectively in
spoken and written language, interact with others and appreciate and respect other people’s culture
and way of life.
The Victorian School of Languages will continue to adopt the same methodology in all its
Victorian Curriculum F-10 and VCE classes. Classes at the VSL are conducted in the target
language. Students learn through participation in meaningful activities in the language. Learning
activities should be contextualized, so that they take place in real or simulated situations, which are
socially and culturally appropriate to the target language. Students are encouraged to take
responsibility to develop their own language skills using the language as much as possible to
communicate with others.
VSL Course Development
The VSL course development process has the following components. At VCE this should be done
in conjunction with the Language Specific VCE Study Design, and the VCE Languages-Second
Language Assessment Handbook.
1 Course Outlines: The Language Course Outline documents assist teachers in planning their
own courses.
2 Program Summary: is completed at the beginning of the year and filed at the Area Office.
This outlines the main themes, topics and sub-topics, learning activities and assessment
activities for each semester.
3 Detailed Study planning documentation has been included. (Remember this is the basis for
the oral examination and takes up to 15 hours of class time.)
4 Weekly Diary: is completed after each class and records details of each lesson in the Class
Record Book (red). This remains at the VSL Centre and must not to be removed from the
Centre, as it is an official school document and an important guide for replacement teachers.
5 Planning and Assessment: This manual contains a section for student record keeping as well
as useful VCE planning documentation. This is an important reference for completing the end
of semester unit reports.
VCE Study Design
VCE Themes and Topics
The VCE is a two-year course so we advise Year 11 and Year 12 VCE teachers to meet and
discuss themes and topics. This will facilitate a better planning process.
The VCE Study Design prescribes a number of topics for each language, organised under three
main themes. These will have been covered during the many years of Language study. Teachers
need to be aware of these prescribed themes and topics and choose sub-topics appropriately.
Classroom activities should be organised into clusters, which have a communication goal. A list of
relevant text types, assessment outcomes, grammar and vocabulary in the VCE Language-specific
Study Design, should also be considered in program planning.
This manual includes topic tables for teachers to adapt their current courses to the VCE.
54
VCE (CCAFL) TEACHER MANUAL 2020
Second Languages: Summary of Themes and Topics
*CHECK STUDY DESIGN FOR SUGGESTED TOPICS.
THE INDIVIDUAL THE LANGUAGE-
SPEAKING COMMUNITIES
THE CHANGING
WORLD
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 & aspirations
- History & culture
- Arts & entertainment
- Lifestyles
- Social issues
- Youth issues
- Scientific &
technological issues
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
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
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
KAREN - Personal identity
- Relationships
- Education and aspirations
- History, culture and
traditions
- Lifestyles
- The migrant experience
- Social Issues
- Youth Issues
- Environmental issues
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
MACEDONIAN − Personal identity
− Relationships
− Education and aspirations
− Lifestyles
− Culture and traditions
− Arts, literature and the media
− Migration
− Social issues
− Our natural world
− Current affairs
55
VCE (CCAFL) TEACHER MANUAL 2020
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
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
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
5
6
VC
E (
CC
AFL
) T
EA
CH
ER
MA
NU
AL 2
02
0
2020 V
CE
Pro
gra
m S
um
mary
V
icto
rian
Sch
ool
Of
Lan
gu
ages
Y
ear
11
Tea
cher
:
L
an
gu
age:
Un
it 1
Th
eme,
Top
ic
& S
ub
-Top
ic
Ma
in L
earn
ing
Act
ivit
ies
(do
t p
oin
ts)
Ou
tcom
es &
Task
s T
ask
Da
tes
Ma
in R
eso
urc
es
Sec
on
d L
an
gu
age
O
utc
om
e 1
Est
abli
sh &
mai
nta
in a
spo
ken
or
wri
tten
exch
ang
e re
late
d t
o p
erso
nal
are
as o
f
exp
erie
nce
.
Ta
sk
Info
rmal
con
ver
sati
on
OR
rep
ly t
o p
erso
nal
lett
er /
fax
/ e
mai
l.
* I
f a
n o
ral
task
is
sele
cted
to
ad
dre
ss O
utc
om
e
1,
a w
ritt
en t
ask
sho
uld
be
sele
cted
to a
dd
ress
Ou
tco
me
3, a
nd
vic
e ve
rsa
.
O
utc
om
e 2
Lis
ten
to,
read
& o
bta
in i
nfo
rmat
ion
fro
m
wri
tten
& s
po
ken
tex
ts.
Ta
sks
Lis
ten
to s
pok
en t
exts
, (e
.g.
con
ver
sati
on
s,
inte
rvie
ws,
bro
adca
sts)
to o
bta
in i
nfo
rmat
ion
to
com
ple
te n
ote
s, c
har
ts o
r ta
ble
s in
tar
get
lan
gu
age
or
En
gli
sh.
AN
D
Rea
d w
ritt
en t
exts
(e,
g.
extr
acts
,
adv
erti
sem
ents
, le
tter
s) t
o o
bta
in i
nfo
rmat
ion
to
com
ple
te n
ote
s, c
har
ts o
r ta
ble
s in
En
gli
sh o
r
targ
et l
angu
age.
* O
f th
e tw
o t
ask
s re
qu
ired
fo
r O
utc
om
e 2
, on
e
sho
uld
req
uir
e a
res
po
nse
in
th
e la
ngu
ag
e an
d
the
oth
er a
res
po
nse
in
Eng
lish
.
O
utc
om
e 3
Pro
du
ce a
per
son
al r
esp
on
se t
o a
tex
t fo
cusi
ng
on
rea
l o
r im
agin
ary
exp
erie
nce
.
Ta
sk
Ora
l p
rese
nta
tio
n O
R r
evie
w O
R a
rtic
le
5
7
VC
E (
CC
AFL
) T
EA
CH
ER
MA
NU
AL 2
02
0
2020 V
CE
Pro
gra
m S
um
mary
V
icto
rian
Sch
ool
Of
Lan
gu
ages
Y
ear
11
Tea
cher
:
L
an
gu
ag
e:
U
nit
2
Th
eme,
Top
ic
& S
ub
-Top
ic
Ma
in L
earn
ing
Act
ivit
ies
(do
t p
oin
ts)
Ou
tcom
es &
Task
s T
ask
Da
tes
Ma
in R
eso
urc
es
Sec
on
d L
an
gu
age
O
utc
om
e 1
Par
tici
pat
e in
a s
pok
en o
r w
ritt
en e
xch
ang
e
rela
ted
to
mak
ing
arr
ang
emen
ts &
co
mp
leti
ng
tran
sact
ion
s.
Ta
sk
Fo
rmal
let
ter
/ fa
x /
em
ail
OR
ro
le-p
lay
OR
inte
rvie
w.
* I
f a
n o
ral
task
is
sele
cted
to
ad
dre
ss O
utc
om
e
1,
a w
ritt
en t
ask
sho
uld
be
sele
cted
to a
dd
ress
Ou
tco
me
3, a
nd
vic
e ve
rsa
.
O
utc
om
e 2
Lis
ten
to,
read
, &
extr
act
& u
se i
nfo
rmat
ion
&
idea
s fr
om
sp
ok
en &
wri
tten
tex
ts.
Ta
sks
Lis
ten
to s
pok
en t
exts
, (e
.g.
con
ver
sati
on
s,
inte
rvie
ws,
bro
adca
sts)
& r
eorg
anis
e
info
rmat
ion
& i
dea
s in
a d
iffe
ren
t te
xt
typ
e.
AN
D
Rea
d w
ritt
en t
exts
(e.
g.
extr
acts
,
adv
erti
sem
ents
, le
tter
s) &
reo
rgan
ise
info
rmat
ion
& i
dea
s in
a d
iffe
ren
t te
xt
typ
e.
O
utc
om
e 3
Giv
e ex
pre
ssio
n t
o r
eal
or
imag
inar
y e
xp
erie
nce
in w
ritt
en o
r sp
ok
en f
orm
.
Ta
sk
Jou
rnal
en
try O
R p
erso
nal
acc
ou
nt
OR
sh
ort
sto
ry
5
8
VC
E (
CC
AFL
) T
EA
CH
ER
MA
NU
AL 2
02
0
2020 V
CE
Pro
gra
m S
um
mary
V
icto
rian
Sch
ool
Of
Lan
gu
ages
Y
ear
12
Tea
cher
:
L
an
gu
age:
Un
it 3
Th
eme,
Top
ic
& S
ub
-Top
ic
Ma
in L
earn
ing A
ctiv
itie
s
(do
t p
oin
ts)
Ou
tcom
es &
Ta
sks
Ta
sk D
ate
s M
ain
Res
ou
rces
Sec
on
d L
an
gu
age
O
utc
om
e 1
Ex
pre
ss i
dea
s th
roug
h t
he
pro
du
ctio
n
of
ori
gin
al t
exts
.
Ta
sk (
SA
C 1
)
A 2
50
-word
per
son
al o
r im
agin
ativ
e
wri
tten
pie
ce.
O
utc
om
e 2
An
aly
se &
use
in
form
atio
n f
rom
spo
ken
tex
ts.
Ta
sk (
SA
C 2
)
A r
esp
on
se t
o s
pec
ific
qu
esti
on
s,
mes
sag
es o
r in
stru
ctio
ns,
ex
trac
tin
g
& u
sin
g t
he
info
rmat
ion
req
ues
ted
.
O
utc
om
e 3
Ex
chan
ge
info
rmat
ion
, o
pin
ion
s &
exp
erie
nce
s.
Ta
sk (
SA
C 3
)
A t
hre
e- t
o f
ou
r-m
inu
te r
ole
-pla
y,
focu
sin
g o
n t
he
reso
luti
on
of
an i
ssu
e.
5
9
VC
E (
CC
AFL
) T
EA
CH
ER
MA
NU
AL 2
02
0
2020 V
CE
Pro
gra
m S
um
mary
V
icto
rian
Sch
ool
Of
Lan
gu
ages
Y
ear
12
Tea
cher
:
L
an
gu
age:
Un
it 4
Th
eme,
Top
ic
& S
ub
-Top
ic
Ma
in L
earn
ing A
ctiv
itie
s
(do
t p
oin
ts)
Ou
tcom
es &
Ta
sks
Ta
sk D
ate
s M
ain
Res
ou
rces
Sec
on
d L
an
gu
age
O
utc
om
e 1
An
aly
se &
use
in
form
atio
n f
rom
wri
tten
tex
ts.
Ta
sk (
SA
C 4
)
A r
esp
on
se t
o s
pec
ific
qu
esti
on
s,
mes
sag
es o
r in
stru
ctio
ns,
ex
trac
tin
g
& u
sin
g i
nfo
rmat
ion r
equ
este
d.
O
utc
om
e 2
Res
po
nd
cri
tica
lly
to
sp
ok
en &
wri
tten
tex
ts w
hic
h r
efle
ct a
spec
ts o
f
the
lan
gu
age
& c
ult
ure
of
Lan
gu
age-
spea
kin
g c
om
mu
nit
ies.
T
ask
A (
SA
C 5
)
A 2
50
-30
0 w
ord
info
rmat
ive,
per
suas
ive
or
eval
uat
ive
wri
tten
resp
on
se,
for
exam
ple
, re
po
rt,
com
par
iso
n o
r re
vie
w.
AN
D
Ta
sk B
(S
AC
6)
A 3
-4 m
inu
te i
nte
rvie
w o
n a
n i
ssu
e
rela
ted
to
th
e te
xts
stu
die
d.
6
0
VC
E (
CC
AFL
) T
EA
CH
ER
MA
NU
AL 2
02
0
_
__
__
___
__
__
___
___
___
__
__
VC
E C
ou
rse
Ou
tlin
e
Th
eme:
T
each
er
VC
E U
nit
:
To
pic
: S
ub
-To
pic
: S
ub
-Topic
Len
gth
: ___
_ w
eeks
Ou
tcom
es
Lea
rnin
g A
ctiv
itie
s in
Clu
ster
s
Lan
gu
age
Ele
men
ts
Ass
essm
ent
R
esou
rces
Gra
mm
ar
Voca
bu
lary
Tex
t ty
pes
Ind
icati
on
of
act
ivit
ies
dev
elop
ing
ou
tcom
e k
now
led
ge
&
skil
ls.
Clu
ster
1: Pro
vid
es l
an
gu
age
& i
dea
s; s
mall
act
ivit
y
Clu
ster
2: ad
ds
lan
gu
age
& i
dea
s; b
igger
act
ivit
y
Clu
ster
3: oft
en m
ore
tea
chin
g, m
ain
act
ivit
y
Clu
ster
4: oft
en r
ou
nd
s ou
t th
e act
ivit
y, u
ses
the
pro
du
ct f
or
a w
ider
pu
rpose
. N
ote
: in
div
idu
all
y/p
air
s/gro
up
s/cl
ass
lin
ks
bet
wee
n s
tep
s/cl
ust
ers
mad
e cl
ear
Iden
tify
main
ite
ms
of
gra
mm
ar
from
you
r St
ud
y D
esig
n f
or
teach
ing
&
revis
ion
in
th
is t
op
ic. T
ick
off
on
pla
nn
ing
ch
eck
list
. Lis
t voca
bu
lary
in
targ
et
lan
gu
ag
e
See
Stu
dy D
esig
n f
or
tex
t ty
pes
id
enti
fied
for
stu
den
t p
rod
uct
ion
in
you
r la
ngu
age.
On
p
lan
nin
g c
hec
kli
st t
ick
th
e m
ain
on
es t
o b
e p
rod
uce
d
by s
tud
ents
.
Res
ou
rces
can
b
e fo
un
d l
iste
d
in S
tud
y
Des
ign
s, V
SL
Cou
rse
Ou
tlin
es,
sub
ject
ass
oci
atio
n
new
slet
ters
, In
tern
et s
ites
. In
dic
ate
ass
essm
ent
act
ivit
y a
nd
det
ail
ed
ass
essm
ent
task
/SA
C.
Ass
essm
ent
Task
–
mu
st b
e co
mp
lete
d
ind
ivid
uall
y &
u
nd
er s
up
ervis
ion
.
6
1
VC
E (
CC
AFL
) T
EA
CH
ER
MA
NU
AL 2
02
0
Sa
mp
le V
CE
Co
urs
e O
utl
ine
Th
eme:
T
he
Lan
gu
age-
Spea
kin
g C
om
mu
nit
y T
each
er:
Soph
ie F
afa
la
VC
E U
nit
: 3
To
pic
: T
ravel
an
d T
ou
rism
S
ub
-To
pic
: P
lan
nin
g a
Tri
p t
o …
……
…..
Sub
-Topic
Len
gth
: 4
wee
ks
Ou
tcom
es
Lea
rnin
g A
ctiv
itie
s in
Clu
ster
s
Lan
gu
age
Ele
men
ts
Ass
essm
ent
Res
ou
rces
Kn
ow
ledg
e &
sk
ills
rela
ted
to
Outc
om
e 3
.
Ex
chan
ge
info
rmat
ion
op
inio
ns
and
exp
erie
nce
s
Clu
ster
1:
Stu
den
ts:
• A
s a
clas
s, v
iew
a m
ap a
nd
a v
ideo
, an
d r
ead
tra
vel
bro
chu
res
and
ex
trac
ts
fro
m t
rav
el g
uid
es s
ho
win
g h
igh
lig
hts
of
the
coun
try t
o b
e v
isit
ed
• In
div
idu
ally
or
in p
airs
, ta
ke
on t
he
role
of
a to
uri
st g
uid
e p
lann
ing
to
lea
d a
gro
up
to
th
e co
un
try
and
- d
ecid
e on
th
e ca
tego
ry o
f g
rou
p t
o b
e le
d (
age,
in
tere
sts
etc)
- se
lect
an
are
a o
r a
nu
mb
er o
f ci
ties
or
tou
rist
sp
ots
to
be
incl
ud
ed
- d
ecid
e on
th
e le
ng
th o
f th
e tr
ip.
Clu
ster
2:
Stu
den
ts:
• u
se t
he
Inte
rnet
and
oth
er r
esou
rces
to
co
llec
t m
ore
in
form
atio
n a
bo
ut
the
cho
sen
iti
ner
ary
• u
sin
g a
mo
del
iti
ner
ary,
pla
n a
det
aile
d i
tin
erar
y f
or
a tr
ip
• w
rite
an
ad
ver
tise
men
t (n
ewsp
aper
, m
agaz
ine,
rad
io o
r te
lev
isio
n)
for
the
trip
to
att
ract
peo
ple
to
jo
in t
he
gro
up
• w
rite
a b
roch
ure
or
leaf
let
that
cou
ld b
e se
nt
to p
eople
ask
ing
fo
r m
ore
info
rmat
ion
.
Clu
ster
3:
Stu
den
ts:
• in
pai
rs, d
escr
ibe
& d
iscu
ss t
he
itin
erar
y p
rodu
ced
by
eac
h s
tud
ent
or
pai
r,
just
ify
ing t
he
cho
ices
mad
e
• in
div
idu
ally
, un
der
su
per
vis
ion
, re
ceiv
e a
lett
er f
rom
a p
rosp
ecti
ve
tou
rist
(th
e te
ach
er)
outl
inin
g q
uer
ies
abo
ut
the
trip
and
in
dic
atin
g t
hat
he/s
he
wil
l
com
e in
15
min
ute
s to
dis
cuss
det
ails
of
the
trip
in
so
me
det
ail.
• R
eso
lve
the
issu
e in
a 3
-4 m
inute
ro
le-p
lay,
wit
h t
he
teac
her
act
ing
as
the
tou
rist
.
Gra
mm
ar
• L
ang
uag
e &
gra
mm
ar o
f tr
avel
do
cum
ents
, e.
g. …
• L
ang
uag
e &
str
uct
ure
s fo
r
exp
lain
ing,
just
ify
ing &
neg
oti
atin
g,
e.g.
…
• L
ang
uag
e &
gra
mm
ar o
f
adv
erti
sem
ents
, e.
g. …
Voca
bu
lary
:
Tex
t ty
pes
•
Map
• V
ideo
• B
roch
ure
• E
xtr
act
(tra
vel
gu
ide)
• W
ebsi
te
• It
iner
ary
• A
dv
erti
sem
ent
• L
ette
r
• L
eafl
et
Ass
essm
ent
Tas
k
Un
it 3
– O
utc
om
e 3
:
Ro
le-p
lay
fo
cusi
ng
on t
he
reso
luti
on
of
an i
ssu
e –
e.g
.
• T
ou
rist
an
d s
hop
kee
per
bar
teri
ng o
ver
pri
ce/m
on
ey
• T
ou
rist
tra
vel
ag
ency
try
ing
to
con
firm
tra
vel
arra
ng
emen
ts h
om
e
• T
ou
rist
at
a to
uri
st v
enu
e
wit
hou
t a
val
id t
ick
et
• T
ou
rist
at
airp
ort
wit
hou
t
app
rop
riat
e tr
avel
do
cum
ents
.
SA
C3
• V
ideo
s, s
uch
as
…
• T
rav
el g
uid
es,
such
as …
• T
rav
el b
roch
ure
s &
leaf
lets
, su
ch a
s …
• E
xam
ple
of
an
itin
erar
y,
e.g
. in
…
• E
xam
ple
s o
f
new
spap
er,
mag
azin
e, r
adio
&
TV
ad
ver
tise
men
ts,
e.g
. in
…
6
2
VC
E (
CC
AFL
) T
EA
CH
ER
MA
NU
AL 2
02
0
__
___
___
___
___
__
__
__
___
_ V
CE
Co
urs
e O
utl
ine
Th
eme:
Tea
cher
:
VC
E U
nit
:
To
pic
:
Sub
-To
pic
:
Sub
-Topic
Len
gth
: ___
wee
ks
Ou
tcom
es
Lea
rnin
g A
ctiv
itie
s in
Clu
ster
s L
an
gu
age
Ele
men
ts
Ass
essm
ent
Res
ou
rces
6
3
VC
E (
CC
AFL
) T
EA
CH
ER
MA
NU
AL 2
02
0
SA
C D
evel
op
men
t S
um
ma
ry S
hee
t –
CC
AF
L S
eco
nd
La
ng
ua
ge
Ou
tcom
e T
ask
M
ajo
r C
hall
enge
Ta
sk S
am
ple
s
Un
it 3
Ou
tco
me
1
SA
C 1
Pro
du
ctio
n o
f ori
gin
al t
ext.
Dev
elo
pin
g s
tim
ula
tin
g w
riti
ng
tas
ks.
Gai
nin
g a
cle
ar u
nd
erst
and
ing
of
the
char
acte
rist
ics
of
per
son
al a
nd
imag
inat
ive
wri
tin
g.
• W
rite
a l
ette
r to
a M
arti
an/p
en f
rien
d/f
ian
cé
• E
mai
l a
frie
nd
yo
u m
et o
ver
seas
fo
cusi
ng
on
you
r im
pre
ssio
ns
of
the
trip
• S
end
a f
ax t
o a
n e
mp
loy
er a
bou
t st
ud
yin
g/w
ork
ing
ov
erse
as
• W
rite
a p
erso
nal
acc
ou
nt
of
an i
mp
ort
ant
fam
ily
ev
ent
• W
rite
a j
ou
rnal
en
try r
efle
ctin
g o
n a
cu
ltu
ral
even
t
• W
rite
an
im
agin
ativ
e st
ory
fo
r a
mag
azin
e
Un
it 3
Ou
tco
me
2
SA
C 2
An
aly
se &
use
in
form
atio
n
fro
m s
pok
en t
exts
.
Fin
din
g/d
evel
op
ing
th
e sp
ok
en t
exts
.
Dev
isin
g t
he
task
.
• L
iste
n t
o s
om
e sp
ok
en t
ext
from
, a
rad
io p
rog
ram
in
terv
iew
, fi
lm s
egm
ent,
TV
pro
gra
m,
new
s et
c th
en:
- li
st m
ain
po
ints
- su
mm
aris
e th
e p
lot
- w
rite
a r
evie
w
- an
swer
qu
esti
on
s
- co
mp
lete
ch
art
Un
it 3
Ou
tco
me
3
SA
C 3
Ro
le-p
lay
– r
eso
luti
on
of
an
issu
e.
Ex
chan
ge
info
rmat
ion
,
op
inio
ns
and
exp
erie
nce
s.
Fin
din
g t
he
bes
t-su
ited
su
b-t
op
ic.
Dev
elo
pin
g v
aria
tio
ns
for
wh
ole
cla
ss.
Tea
cher
mu
st b
e ro
le-p
lay
par
tner
.
• T
her
e h
as b
een
a m
assi
ve
oil
sp
ill
fro
m a
tan
ker
: R
ole
-pla
y a
n e
nv
iro
nm
enta
l ac
tiv
ist
reso
lvin
g t
he
issu
e o
f cl
ean
ing u
p t
he
dam
age
to w
ild
lif
e w
ith
a g
ov
ern
men
t
rep
rese
nta
tiv
e
• R
ole
-pla
y t
wo
do
lph
ins
dis
cuss
ing
th
e p
oll
uti
on
of
thei
r ho
me
• R
ole
-pla
y t
wo
ch
arac
ters
fro
m a
no
vel
/tex
t an
d r
eso
lve
a p
rob
lem
in
th
e ro
le o
f th
e
char
acte
rs
• R
ole
-pla
y t
wo
dif
fere
nt
per
spec
tiv
es o
n t
he
mig
rati
on
pro
cess
/ref
ug
ees
Un
it 4
Ou
tco
me
1
SA
C 4
An
aly
se &
use
in
form
atio
n
fro
m w
ritt
en t
exts
.
Fin
din
g/d
evel
op
ing
tex
ts.
• R
ead
2 t
exts
on
env
iro
nm
ent,
use
in
form
atio
n t
o w
rite
let
ter
to e
dit
or
• R
ead
res
po
nse
s to
a q
ues
tio
nnai
re &
su
mm
aris
e th
e re
sult
s ab
ou
t pro
ble
ms
faci
ng
yo
ung
peo
ple
in
an
art
icle
fo
r sc
ho
ol
new
spap
er
• R
ead
ex
trac
ts/s
tori
es o
f ea
rly
mig
ran
ts t
o A
ust
rali
a &
su
mm
aris
e fi
nd
ing
s in
a r
eport
to
a co
mm
un
ity
foru
m
• S
earc
h i
nte
rnet
abo
ut
tou
rist
pla
ces
in t
he
targ
et c
oun
try
& c
om
ple
te a
ch
apte
r fo
r a
To
ur
Gu
ide
Un
it 4
Ou
tco
me
2A
SA
C 5
Wri
tten
res
po
nse
to
sp
ok
en
& w
ritt
en t
exts
(May
lin
k t
o D
etai
led
Stu
dy
)
Info
rmat
ive,
per
suas
ive
or
eval
uat
ive.
Per
suas
ive
& e
val
uat
ive
mo
st
chal
len
gin
g f
or
stu
den
ts.
Th
ese
acti
vit
ies
mu
st b
e re
late
d t
o
lite
rary
tex
ts d
ealt
wit
h i
n c
lass
.
• W
rite
an
in
form
ativ
e re
port
abo
ut
the
impo
rtan
ce o
f o
il i
n t
od
ay’s
wo
rld
& a
sso
ciat
ed
pro
ble
ms
• W
rite
a r
evie
w o
n a
po
em/s
ong
in
clu
din
g r
efer
ence
to
au
thor’
s li
fe b
ased
on m
ater
ial
in
clas
s.
• C
om
par
e th
e li
fest
yle
of
yo
ung
peo
ple
in
Au
stra
lia
wit
h t
hat
in
th
e ta
rget
co
un
try
Un
it 4
Ou
tco
me
2B
SA
C 6
Inte
rvie
w b
ased
on
iss
ue
rela
ted
to
tex
ts s
tud
ied
(May
lin
k t
o D
etai
led
Stu
dy
)
Sco
pe
of
issu
e to
cat
er f
or
who
le c
lass
– c
om
mo
n i
ssu
e o
r v
arie
ty o
f is
sues
.
Tea
cher
mu
st b
e in
th
e in
terv
iew
.
• I
n a
n i
nte
rvie
w d
iscu
ss t
he
chan
gin
g r
ole
of
asp
ects
of
trad
itio
nal
cult
ure
in A
ust
rali
a as
seen
in
th
e te
xt
stu
die
d.
• I
n a
n i
nte
rvie
w d
iscu
ss g
end
er s
tere
oty
pin
g/r
ole
of
wo
men
• D
iscu
ss t
he
po
siti
ve/
neg
ativ
e as
pec
ts o
f li
vin
g w
ith
tw
o c
ult
ure
s
64
VCE (CCAFL) TEACHER MANUAL 2020
Assessment
Outcomes
&
School
Assessed
Coursework
(SAC)
Guidelines
&
Notification forms
65
VCE (CCAFL) TEACHER MANUAL 2020
Outcomes – Second Language
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
66
VCE (CCAFL) TEACHER MANUAL 2020
VCE Second Language Assessment: Unit 1
VCE Unit 1: Outcomes - Four Assessment Tasks
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.
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 Language.
▪ 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.
Assessment task 2 (spoken resource):
Listen to spoken texts (e.g. conversations, interviews,
broadcasts) to obtain information to complete notes,
charts or tables in target language or English
AND
Assessment task 2 (written resource):
Read written texts (e.g. extracts, advertisements,
letters) to obtain information to complete notes, charts
or tables in English or target language.
NB: Students must satisfactorily complete both tasks.
General information:
▪ One task must be completed in English (usually the listening task) and one must be in the target language.
▪ The description for the task involving spoken text should provide a brief outline in target language of the context so
students have some idea of the situation they are listening to.
▪ Check the Study Design for Key knowledge and skills for this Outcome.
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.
General information:
▪ If Task 1 is oral, Task 3 must be written.
▪ The context, purpose and audience/participants for each task should be described in the target language.
▪ Check the Study Design for Key knowledge and skills for this Outcome.
67
VCE (CCAFL) TEACHER MANUAL 2020
VCE Second Language Assessment: Unit 2
VCE Unit 2: Outcomes - Four Assessment Tasks
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.
General information:
▪ If Task 1 is oral, Task 3 must be written, and vice versa.
▪ These activities are easily related to everyday life and the prescribed texts.
▪ The context, purpose and audience/participants for each task should be described in the Language.
▪ Check the Study Design for Key knowledge and skills for this Outcome.
OUTCOME 2
Listen to, read and extract and use information and ideas from spoken and written texts.
NB: Students must satisfactorily complete both tasks
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.
.
General information:
▪ The task description should provide a brief outline in target language 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.
▪ Check the Study Design for Key knowledge and skills for this Outcome.
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.
General information:
▪ The context, purpose and audience/participants for each task should be described in the target language.
▪ Check the Study Design for Key knowledge and skills for this Outcome.
68
VCE (CCAFL) TEACHER MANUAL 2020
Year 12 (Units 3&4) SAC Planning guidelines
When planning SACs teacher need to adhere to the guidelines listed below and inform students on their Student SAC
Assessment Notice, as well as their SAC task sheet.
Unit 3
SAC 1 – 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
• Students are required to produce a 250 word personal or an imaginative written piece
• Task may be completed in 80-100 minutes
• It requires a response in the target language
• Students may use dictionaries
• It may be presented as one task or a choice of tasks of comparable scope and demand
• Must be done in class time under supervision
• An additional 5 minutes reading time is normally allowed
In designing the task teachers should develop an assessment task that allows the student to:
• create a personal or imaginative text focusing on an event or experience in the past, present or future
• show knowledge of first- or third-person narrative perspectives
• use language appropriate to audience, context, purpose and text type
• organise and sequence ideas
• use simple stylistic techniques such as repetition, questions or exclamations where appropriate
• have the opportunity to demonstrate the highest level of performance as described in the performance descriptors
SAC 2 – Outcome 2
Analyse and use information form spoken texts
• This outcome will contribute 10 marks out of the 50 marks allocated to School-assessed Coursework for Unit 3
• Students are required to provide a response to specific questions, messages or instructions, extracting and using
information requested
• Task may be completed in 40-50 minutes of class time
• One or more spoken texts may be used for the task
• Students may listen to the text/s more than once, with a pause between readings
• Student responses may require a single extended response or answers to a series of questions, some of which may
require paragraph responses
• Students may use dictionaries
• Must be done in class time under supervision
• An additional 5 minutes reading time is normally allowed
• Requires responses in the target language
Teachers should develop an assessment task that allows the student to:
• convey overall meaning, identify main points, supporting points and detailed items of specific information
• infer points of view, attitudes, emotions from context and/or choice of language and intonation where appropriate
• employ knowledge of registers and stylistic features such as repetition and tone where appropriate
• confirm meaning through re-listening
• have the opportunity to demonstrate the highest level of performance as described in the performance descriptors
69
VCE (CCAFL) TEACHER MANUAL 2020
SAC 3 – Outcome 3
Exchange information, opinions and experiences
• This outcome will contribute 20 marks out of the 50 marks allocated to School-assessed Coursework for Unit 3
• Students are required to participate in a three-four minute role play, focusing on the resolution of an issue
• Students may be given details of the task to assist in preparation, including the students and teacher roles, the issue to
be resolved and possible strategies for resolving it
• The task should be undertaken by the teacher and students in the language
• Tape recording of the role play is recommended
• The issue for resolution should be related to an aspect of the topic/s studied and broad enough to allow for specific
variations from student to student
• Information about the precise task given to the student only 10-15 minutes before the role play
Teachers should develop an assessment task that allows the student to:
• describe and comment on aspects of past, present or future experience
• exchange and justify opinions and ideas
• present and comment on factual information
• link and sequence ideas logically
• ask for and give assistance, advice or information
• use the appropriate register for the audience, context and purpose
• maintain the communication for example, through self-correction and rephrasing or using a range of question forms
• have the opportunity to demonstrate the highest level of performance as described in the performance descriptors
Unit 4
SAC 4 Outcome 1
Analyse and use information from written texts
• The outcome will contribute 10 marks out of the 50 marks allocated to School-assessed Coursework for Unit 4
• Students will be required to respond to specific questions, messages or instructions, extracting and using information
requested
• This task may be completed in 80-100 minutes of class time
• The task may be set to include one or more written texts
• It may be presented as one task, or a choice of tasks of comparable scope and demand
• The task/s set may focus on informative, persuasive or evaluative writing
• The length of the texts/s selected for a task may vary, but as a guide, text totalling approx. 300-400 words would be
appropriate
• Requires a response in the target language of 200-250 words
• Student response may require a single extended response or answers to a series of questions, some of which require
paragraph responses
• Students may use dictionaries for this task
• An additional 5 minutes reading time may be allocated
• Must be done in class time under supervision
Teachers should develop an assessment task that allows the student to:
• understand and convey overall meaning, identify main points and extract and use information
• infer points of view, attitudes or emotions from context and/or choice of language
• summarise, interpret and evaluate information from texts where appropriate to the task
• infer meaning from cognates, grammatical markers or common patterns of word formation
• appreciate cultural aspects critical to understanding the text
• compare and contrast aspects of texts on a similar topic where appropriate to the task
• show knowledge of and use the text type specified in the task
• show knowledge of simple stylistic features such as repetition and contrast
• have the opportunity to demonstrate the highest level of performance as described in the performance descriptors
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SAC 5 – Outcome 2 Task A (Written Response)
Respond critically to spoken and written texts which reflect aspects of the language and culture of the language-
speaking communities
• This task will contribute 20 marks out of the 50 marks allocated to School-assessed Coursework for Unit 4
• Students are required to produce a 250-300 word informative, persuasive or evaluative written response, for example
report, comparison or review
• The task/ should focus on understanding of an aspect or aspects of the language and culture of the language speaking
communities. At least one of the two tasks for Outcome 2 should focus on the sub-topic selected for the detailed study
• The task/s may be completed in 80-100 minutes of class time.
• It may be presented as one task, or a choice of tasks of comparable scope and demand
• The task/s set may focus on informative, persuasive or evaluative writing.
• Students may use dictionaries
• An additional 5 minutes may be allocated for reading time
• Task is to be completed in the target language
• Must be completed in class time
Teachers should develop assessment tasks that allows the student to:
• identify and comment on culturally specific aspects of language, behaviour or attitude
• compare and contrast aspects of life in language-speaking communities with life in communities in Australia, where
relevant to the task
• present an opinion about an aspect of the culture associated with the language where appropriate
• identify similarities and differences between texts, and find evidence to support particular views
• select and include relevant information from the texts studied where appropriate
• show an awareness that different social contexts require different types of language
• have the opportunity to demonstrate the highest level of performance as described in the performance descriptors.
SAC 5 – Outcome 2 Task B (Interview)
Respond critically to spoken and written texts which reflect aspects of the language and culture of the language-
speaking communities
• The task is undertaken by the teacher and student in the language
• A tape recording of the interview is recommended
• The task should focus clearly on an issue related to aspects of the language and culture of the language speaking
communities
• Be based on a sub-topic that relates to one or more of the topics prescribed in the study design
• At least one of the two tasks for Outcome 2 must focus on the sub-topic selected for the detailed study
• If the task relates to the Language and Culture through texts detailed study option, the task/s should require students to
base their response on one or more of the texts studied
• Teachers may choose to focus on the same issue in interviews for the group of students, or allow for interviews, each
of which focuses on a different issue or aspect of the sub-topic studied.
• If one issue is selected, it should be broad enough for some variation in questions and responses from student to
student.
• The interview may include a brief (half-minute) introductory segment which is designed to settle students and is not
assessed
Teachers should develop assessment tasks that allows the student to:
• identify and comment on culturally specific aspects of language, behaviour or attitude
• compare and contrast aspects of life in language-speaking communities with life in communities in Australia, where
relevant to the task
• present an opinion about an aspect of the culture associated with the language where appropriate
• identify similarities and differences between texts, and find evidence to support particular views
• select and include relevant information from the texts studied where appropriate
• show an awareness that different social contexts require different types of language
• have the opportunity to demonstrate the highest level of performance as described in the performance descriptors.
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School Assessed Coursework *new This is copied directly from the VCE Languages – Second Language Assessment Handbook 2005–2019
(Updated July 2013) and should be followed carefully to ensure you are administering SACs according to VCAA
requirements.
Introduction School-assessed Coursework provides schools with the opportunity to make their own administrative
arrangements for the internal assessment of their students.
It also provides individual study teachers with the opportunity to:
• select from the range of designated assessment tasks in the study design
• develop and administer their own assessment program for their students
School-assessed Coursework provides teachers with the opportunity to:
• monitor the progress and work of their students
• provide important feedback to the student
• gather information about the teaching program
Students should know in advance how and when they are going to be assessed and the conditions under which they
will be assessed.
Assessment tasks should be part of the teaching and learning program. For each assessment task students should
be provided with the:
• type of assessment task and approximate date for completion
• time allowed for the task
• allocation of marks
• nature of any materials they can utilise when completing the task
• opportunity to demonstrate the highest level of performance
Following an assessment task:
• teachers can use the performance of their students to evaluate the teaching and learning program
• a topic may need to be carefully revised again prior to the end of the unit to ensure students fully understand the key
knowledge and skills required in preparation for the examination
Feedback provides students with important advice about which aspect or aspects of the key knowledge they need
to learn and in which key skills they need more practice.
Scope of tasks An assessment task provides teachers with a way of ‘sampling’ the knowledge and skills of students. It is not possible or
desirable to measure all of the key knowledge and skills related to the outcome or area of study. The key knowledge and
skills should not be used as a checklist for determining the achievement of outcomes, and assessment tasks do not have to
be lengthy to make a judgment about the student’s level of performance on the outcome.
Designing the assessment tasks
Designing the assessment task is an important part of the teaching, learning and assessment process. The assessment task
needs to provide the opportunity for all students to demonstrate the highest level of performance on the outcome.
Teachers need to design an assessment task that is representative of the content (key knowledge and skills underpinning
the outcome), capable of being completed within a short period of time and under supervision in the classroom. Section 2
of this handbook provides advice on task design for each Unit 3 and 4 outcome. Performance descriptors are also provided
for each outcome to assist teachers in making a judgment about the student’s level of performance on the outcome.
The following information presents one approach to developing an assessment task. It involves integrating the
requirements of the study design, the advice in Section 2 of this publication and student learning activities. The approach
is presented as a sequence of steps.
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Making assessment part of teaching and learning Step 1: Define the parameters of an outcome and its assessment task
This involves:
• Listing the key knowledge and skills that will be assessed by the outcome. These are stated in the study design but you
may wish to reword them for student purposes.
• Choosing the assessment task. You can select from the offerings in the study design. It is possible for students in the
same class to undertake different options; however, teachers must ensure that the tasks are comparable in scope and
demand.
Step 2: Examine the assessment advice in the Assessment handbook for Second Language studies
Examine the highest level of performance descriptors and clarify their meanings if you are unsure. Use the study design as
your reference point. Remember the performance descriptors for each outcome identify the qualities or characteristics that
you are looking for in a student response. This helps in the development of the task. It also helps clarify what needs to be
taught as well as what needs to be included in the assessment task. It will assist students in understanding the expectations
of the task.
Step 3: Determine teaching and learning activities
Identify the nature and sequence of teaching and learning activities to cover the key knowledge and skills outlined in the
study design. It is important that a variety of learning opportunities are provided to cater for individual preferred learning
styles. (Refer to the ‘Advice for teachers’ section of the study design for some specific examples of learning activities for
each outcome.)
Step 4: Design the assessment task
• Try to use a range of formats across Units 3 and 4.
• The information in the stimulus should be relevant to the task and assist students in their response.
• Check that the instructions are clear. Are they complete and unambiguous?
• It is important that students know what is expected of them in an assessment task. This means providing students with
advice about the outcome’s key knowledge and skills to be assessed. This allows students to understand during the
teaching and learning stage what they are expected to know or do.
• Students should be provided with the performance descriptors by which their response will be assessed.
• Students should be advised about the conditions under which they will be expected to do the task.
Conditions for the task
• All assessment tasks must be completed under supervision in class and within a short period of time.
• Students must answer the task individually.
• Teachers can develop their own rules, consistent with school policies, about the material that can be brought into the
room and the use of textbooks. Make sure that these rules are given to the students before the task is started and
preferably in writing.
Points to consider
When constructing a task you will need to consider the following:
• Does the task enable students to demonstrate the highest possible performance level?
• Will students select the form of the response or will you select the form that the whole class will use?
• Does the task allow you to easily identify the key aspects of the response to be assessed?
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Sample approaches to School-assessed Coursework
Unit 3
Outcome 2
Analyse and use information from spoken texts.
Details of the task
A response to specific questions, messages or instructions, extracting and using information requested.
Step 1: Define the parameters of an outcome and its related assessment task options
All VCE Languages – Second Language study designs provide details of the key knowledge and skills related to Unit 3
Outcome 2 and the common areas of study. In order to plan and conduct an assessment for this outcome it is necessary to
be familiar with the key knowledge and skills. It should be noted that each key knowledge and skill does not need to be
clearly identifiable in the task, nor should the task focus on too narrow a range of key knowledge and skills.
The study design identifies the task that can be used to assess this outcome. Teachers should be familiar with the essential
characteristics of each task type.
Step 2: Examine the assessment advice in the Assessment handbook for Second Language studies
The performance descriptors should be fully understood as they give a clear indication of qualities and characteristics that
you are looking for in a student response. For example students need to be able to extract meaning from spoken texts and
to convey meaning accurately in a response appropriate to the specific context of the task.
Step 3: Determine teaching and learning activities
Decide on the theme, topic and sub-topic for the teaching and learning associated with this outcome. Reference must be
made to the relevant study design for the selection of a theme and topic for each language. The sub-topic must allow the
development of an appropriate sequence of teaching, learning and assessment tasks for the outcome. The module based on
the sub-topic should be designed to develop, maintain and extend student proficiency in all of the macro skills – listening,
speaking, reading and writing.
Teaching the pre-task knowledge and skills
Relate the skills and knowledge required for the successful demonstration of this outcome to the specific sub-topic
chosen. For example, vocabulary and structures should build on previous learning, and reflect and extend those needed by
students to participate in activities related to the sub-topic.
Include activities that are designed to enhance the students’ understanding and use of the skills and knowledge required
for this outcome. For example, provide learning activities that progressively develop the ability to identify gist and
specific detail from spoken texts. As the response required for this assessment task is in the language, students will also
need to extend their skills in conveying relevant information in the language.
Students may be given revision exercises and/or a practice task prior to the assessment task and strategies for successful
completion of a listening task of this type can be discussed in class.
Step 4: Design the assessment task
One approach to constructing the assessment task: Unit 3 Outcome 2
Topics vary for each language, so a typical example is used here.
In the following example, the module of work forming the context for this assessment task is based on approximately 12
hours of teaching time. It is likely to have been undertaken at the end of Term 1, or start of Term 2. The sub-topic for the
module is Popular music which is drawn from the theme: The language-speaking communities, and the topic: Arts and
entertainment, on page 13 of the study design.
For this example, students will listen to a spoken interview with a popular singer and respond to questions by extracting
and using the information from the text. Students will listen to a taped interview of about 4–5 minutes duration. They will
hear the recording twice, with a pause of about 5 minutes between each listening, to allow for note taking. Student
responses are required in the language, and they will have 30 minutes in which to respond.
In order to present this task, teachers need to provide a short recorded message or messages in the language. The text and
recording of the message may be developed by the teacher or be available from materials such as CD/DVD audio texts
which accompany text books that the students have not heard before, recorded texts from previous examinations, excerpts
from videos etc. The inclusion of authentic language and native speakers on the recording provides excellent examination
preparation for students.
In the example, students listen to an interview with a popular singer/song writer, Maya, who talks about her favourite
music and influences that have shaped her style of music. In the interview, Maya is asked to name three of her favourite
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artists and some of their songs, then to explain why she likes them. When asked about the main influences on her song
writing, Maya mentions the influence of traditional songs and of the globalisation of modern music in the language-
speaking communities. She talks about how these have influenced song writers in the language in general, and her song
writing in particular. The interviewer asks how Maya feels about another popular singer, Wei, and the response allows the
students to infer Maya’s feelings indirectly (e.g. ‘I know some people like Wei’s music, but my interests are in music that
gets people up and dancing,’ or ‘Wei has been a big influence on many modern singers, but he is not really a big influence
on me’). The interview could include a short extract of music and/or discussion of the qualities of the song. Students also
hear examples of the music of both Wei and Maya.
Allocation of marks: This task is worth 10 marks towards the total marks allocated to School-assessed Coursework for
Unit 3.
Date for completion: The assessment task should be provided at the conclusion of the module of teaching and learning,
which is likely to be in week two or three of Term 2. The exact date and time can be decided in consultation with students,
the VCE Coordinators and other key staff.
The teacher must decide the most appropriate time to set this task and inform the students. This decision is the result of
several considerations including:
• the estimated time it will take to cover the key knowledge and skills for the outcome
• the possible need to provide a practice, indicative task
• the likely length of time required for students to complete the task
• when tasks are being conducted in other subjects and the workload implications for students
Duration of task: This sample task is designed to be completed in one 50 minute lesson.
Materials: Students may use a monolingual and/or bilingual dictionary in the completion of this task. Their responses will
be recorded on the assessment task sheet and submitted at the end of the task.
Student responses
In order to successfully demonstrate the skills and knowledge required for this outcome, the task set should allow students
to identify main points as well as specific detail. The task should also require students to demonstrate understanding of
ideas, feelings or opinions, and inferred meaning, as well as factual information. The task may require a single extended
response or be a series of questions, some of which require paragraph responses.
For example, students may be asked to listen to the interview and answer questions relating to the information and views
presented by the singer.
The task should be unambiguous and all instructions clear. The context for the task and the role of the student should be
explicitly stated. The responses should also be contextualised, giving the student the audience, purpose and text type
required in the responses.
Sample Task Sheet
Unit 3 Outcome 2 Sample Assessment Task
Students will hear a recorded interview between a radio presenter and a popular singer/song writer ‘Maya’, talking about
her music. The interview will be heard a second time after a pause of 5 minutes. Students will listen to the interview and
make notes in order to answer the questions required by the task.
Task: Respond to the following in the language in the spaces provided.
List Maya’s three favourite songs/pieces of music. Explain what appeals to Maya about each one:
2 hours and 30 minutes, plus 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 Language
Note:
▪ In all sections, responses in the wrong language will receive no credit.
▪ Monolingual and/or bilingual dictionaries may be used.
▪ The revised assessment criteria* from 11/2014 are included below and will be used in the
assessment of CCAFL written examinations from 2015.
Section 1: Listening and Responding
This section assesses the student’s knowledge and skill in analysing information from spoken texts.
The student will be expected to demonstrate understanding of general and specific information form
spoken texts and respond in English in Part A and the language in Part B to questions on this
information. The questions may require the student to identify information related to:
• the context, purpose and audience of the text
• aspects of the language of the text, for example tone, register, knowledge of language structures.
Section 1 of the written examination 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 hears six texts in the language covering a number of text types. The total listening time for
one reading of the texts without pauses will be approximately (16 minutes in total for two readings of
each text).
Some texts will be short, that is one reading of each text will be approximately 35–45 seconds. Some
texts will be longer, that is one reading of each text will be approximately 90–120 seconds. 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 three texts including at least one shorter text and one longer text. Questions will be
phrased in English for responses in English.
Assessment criteria:
*Your response will be assessed on how well you: • understand general and specific aspects of texts by identifying and analysing information and
convey the information accurately and appropriately
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Part B
There will be three texts, including at least one shorter text and at least one longer text. Questions will
be phrased in English and in the language for responses in the language.
Assessment criteria:
*Your response will be assessed on how well you: • understand general and specific aspects of texts by identifying and analysing information and
convey the 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.
In Part A the student will be required to demonstrate understanding of written texts. The student may
be required to extract, summarise, and/or evaluate information from two texts. If the texts are related,
the student may be required to compare and/or contrast aspects of both.
In Part B the student will be expected to demonstrate understanding of written texts by responding in
the language to information provided in the text/s.
Section 2 of the written examination has two parts, Part A and Part B. The texts in both parts will be
related to one or more of the prescribed themes.
Part A
The student will be required to read two texts in the Language of 400-500 words in total. The texts will
be different in style and purpose but may be related in subject matter or context.
Assessment criteria:
*Your response will be assessed on how well you: • understand general and specific aspects of texts (for example, by comparing, contrasting,
summarising and/or evaluating) and convey the information appropriately
Part B
The student will be required to read one text or two related texts totalling 150 words in the language. If
two texts are used (for example, an attachment within an email) they will be presented as one text with
two parts. The student will be required to 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
text type the student will be required to produce will be drawn from those listed for productive use on
page 8 of the study design.
The student will be expected to write a response of approximately 150 words in the language. The task
will be phrased in English and the language for a response in the language.
Assessment criteria:
*Your response will be assessed on how well you: • demonstrate an understanding of the stimulus text • write text appropriate and relevant to context, purpose and audience • structure and sequence information and ideas • manipulate language structures and vocabulary in [Language]
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Section 3: Writing in the Target Language
Section 3 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 two or four tasks. The tasks will be related to one or more of the
prescribed themes. Tasks 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 (for example,
informative, imaginative, persuasive, personal, reflective, narrative or descriptive, evaluative, either
individually or in combination) through, for example:
• having different purposes, audiences and contexts
• requiring different text types (see table of text types for productive use on page 13 of the study
design)
The student will be required to write a response of approximately 250 words in the language. The tasks
will be phrased in English and the language for a response in the language.
Assessment criteria:
*Your response will be assessed on how well you: • demonstrate depth of treatment of information, ideas and/or opinions • write text appropriate and relevant to context, purpose and audience • structure and sequence information and ideas • manipulate language structures and vocabulary in [Language]
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VCE Written Examination Preparation Hints
Teachers should concentrate on the following areas in the Written Examination:
1 Second Language examination: English section – Students must be taught to read the questions
carefully and respond in the correct language, or they will be penalised and no marks will be
allocated. Second Language teachers may need to do some exercises in English by giving
students examples of the type of questions they will be required to respond to in English.
2 Students must be taught to be read the details of the instructions carefully e.g. if they are asked
to describe an event, they must describe the event and not describe a person.
3 Sample examinations can be accessed via the VCAA website under the specific language.
4 Students’ listening skills must be developed. The listening text will be heard twice only.
5 Examination layout: Section 1: Listening and responding, Section 2: Reading and responding
and Section 3: Writing in the Language. Students should be familiar with the sample examination
and understand what to expect, including word and time limits. It is useful to let students actually
sit a sample examination under examination conditions.
6 Students should be familiar with the examination criteria (included in this manual). They can also
be accessed from the VCAA website.
7 Dictionaries may be taken into the written examination along with writing implements and student
number.
8 Mobile phones are not permitted in the examinations.
9 Students must be taught to identify purpose, audience, context and text type, and to use target
language in a range of contexts and diverse settings.
10 Students should be familiar with the different types of writing: personal, imaginative,
informative, reflective, descriptive, narrative, persuasive and evaluative.
11 VCAA Frequently Asked Examination Questions describe these in the following way and it is a
simple method for students to remember:
- Is the author trying to convey something personal to readers? (Personal)
- Is it a piece of fiction designed to entertain, amuse or create an impression, picture or feelings
in the reader? (Imaginative)
- Is the author simply trying to give some objective information? (Informative)
- Is the author giving a balanced view of both sides of a case? (Evaluative)
- Is the author presenting a particular point of view? (Persuasive)
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VCE Oral Examination Preparation Hints
The oral examination is an externally assessed exam held in October. The examination timetable is
published in the VCE Bulletin and students will receive a student examination venue slip from their
home school, which they must take with them to the examination, along with appropriate personal
identification.
The VSL prepares information packs to assist teachers in preparing their students.
Teachers should concentrate on the following areas for the Oral Examination:
1 Students must speak in the target language (except when giving their student number which
must be done in English).
2 Students must bring some form of personal identification, e.g. school ID card, public transport ID
card, passport or driver’s licence.
3 Dictionaries are not permitted.
4 One or both assessors could take part in the examination. Students should address the examiners
formally, e.g. in French, they should use vous not tu. All languages have a formal register and
students must know how to use it.
5 Teach students how to say the following words in the target language: Discussion, Detailed
Study, Theme, Topic, Subtopic, Language and Culture through texts.
6 The Detailed Study is an important component of the Oral Examination. Students will have to be
familiar with literary texts studied as well as different text types relevant to the Detailed Study.
Therefore it is important that the chosen topic is broad enough to cater for the different abilities of
students and has easily accessible resources. The Detailed Study will have been the basis of school
assessment tasks, so these activities will assist teachers to prepare students for the examinations.
The Detailed Study should be based on a sub-topic related to one or more of the prescribed topics.
7 Both the general conversation and discussion on the Detailed Study require opinions supported
by facts and reasons. Students need to be able to make the link between the texts studied and
the Theme and Detailed Study sub-topic.
8 Students should learn to correct themselves if they make a mistake and know how to ask for
something to be repeated or explained.
9 Students should be reminded that pauses are natural in conversation, so speeding through their
answers is unnatural.
10 Students will have had many occasions throughout their schooling to discuss issues related to the
topics studied. They will have rehearsed ways of agreeing and politely disagreeing with their
discussion partner’s statements and will know how to use fillers or other phrases to fill in time
while thinking.
11 Notes and cue cards are not permitted in the Second Language oral examination.
Special Note: The following format demonstrates possible examination preparation hints for Second
Language teachers.
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Oral Examination: duration 15 minutes
Section 1: Conversation (approximately 7 minutes)
This is a general conversation about school, home life, family, friends and future aspirations.
1 Teachers should ensure that students are able to take part in a conversation about any of the broad
areas related to their personal world, even though not all areas may in fact be covered.
2 Students should be taught the vocabulary as well as the structures and communication strategies,
such as fillers, to keep the conversation going. They should be able to express that they have not
understood. They should know how to interrupt someone courteously, how to refer to something
and how to express an opinion.
3 As students come into the room at the beginning of a lesson the teacher could chat with them about
one of the five designated areas.
4 Chain conversations could also be useful, with the teacher nominating an area and addressing a
relevant question or comment to a student who then addresses a question or comment to another
student, and so on.
5 A pair of students who finish an activity early could rehearse and present to the class a three
minute conversation segment, with one student acting as the assessor.
6 Students could be asked to listen to a recorded conversation and note useful phrases and sentences,
including communication strategies for linking with the conversational partner and clarifying what
has been said.
7 Students should be encouraged to speak in the Language as much as possible. The more the
conversational topics become familiar, the quicker the students will be able to settle down in the
oral assessment session.
Section 2: Discussion (approximately 8 minutes)
In the first minute students must be able to:
1 indicate the sub-topic chosen for the Detailed Study
2 briefly introduce the main focus of the subtopic
3 refer to objects brought to support the discussion.
** (VCAA Bulletin 5/6/14)
The VCE Languages study designs state that, in the Discussion section of the oral examination,
‘students are expected to make reference to the texts studied’. Assessors may ask students to talk about
the texts they have used to prepare for the oral examination in order to advance the discussion.
Students are not penalised if they do not identify the texts studied in their one-minute introduction to
the Discussion section. The study designs suggest that at least three different kinds of texts are selected
for the detailed study. This advice is designed to ensure that students have sufficient resources to
explore their sub-topic in depth. Teachers should advise students to be prepared to discuss their detailed study in depth and to ensure
that they have substantial understanding to draw on during their interaction with the assessors.
Teachers are advised to familiarise themselves and their students with the assessment criteria for the
Languages oral examination.
Support materials
The study design specifies that ‘Students may support the Discussion with objects such as
photographs, diagrams and maps’. Authentic diagrams, maps and photographs do not contain large
amounts of text. The amount of text on the support materials that students bring to the oral
examination needs to be minimal.
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THEN the discussion continues with reference being made to the texts and materials studied in
class.
1 This is not a presentation; it is a discussion or exchange.
2 Students should be taught how to express an opinion, and to support it with facts and reasons.
3 Students should be able to speak on any aspect of the Detailed Study in a broad sense.
4 They must be well prepared, as they will not be able to rely on one aspect or one text.
5 Students will need to be able to introduce their Detailed Study title, for example by saying: ‘Our
class studied the education system in the country where the target language is spoken. My Detailed
Study title is Daily routine and the range of subjects studied at senior secondary school level in the
country compared with Victoria.
6 Students will then need to give a one-minute outline of their Detailed Study. They should be helped
to give a few factual details and two main aspects of the topic or possible points of view about it,
preferably expressed in the texts chosen as evidence.
For example:
‘My main information came from an article from Z magazine which praises the education
system for requiring senior students to study eight compulsory subjects because it gives
them a broader education. However, the recorded interview with the exchange student
comments that Victorian students can choose subjects they like and they can develop more
knowledge of these because they only need to take four subjects in Year 12.’
7 Present their own opinion, with at least one reason. For example:
‘On the whole I think that the Victorian system is better because students can choose
subjects relevant to the jobs or tertiary courses that they intend to take up after finishing
school.’
Students who include all of this information can often influence the sorts of questions the
assessors ask them. Remember that the assessors will be dealing with a huge range of topics, so
they will be likely to seize on any assistance they can get in framing the discussion.
Students should also be encouraged to answer the question, elaborate on the comment AND add a
comment of their own.
The following phrases could be used:
• If you look at it from the point of view of the student/teacher/family/school administration…
• Some people believe that … but others disagree because …
• After considering all the evidence, I think that …
• You might think/expect that …
• From the magazine article you might think …
• However when you consider that …
• While it’s true that … you must also remember that …
• In the culture, this indicates that …
Sample examination preparation class activities Teachers can try some of these activities with their class:
1 Listening to an authentic conversation at normal speed and identifying the main points e.g. a
weather forecast or advertisement.
2 Listening to a series of short conversations heard only once and identifying rapidly in a table who
is speaking, about what, where, when.
3 Summarising a written passage using only a sentence or phrase.
4 Planning outlines; making lists of possible useful expressions in groups and within a time limit for
several different writing tasks.
5 Recording segments from SBS radio, TV documentaries, news and other shows or simply
recording other teachers!
The Language-Specific Study Designs contain more suggested activities.
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VCE (CCAFL) TEACHER MANUAL 2020
VCE Student Record Keeping
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VCE (CCAFL) TEACHER MANUAL 2020
Summary of Student Progress
Victorian School of Languages Language: _______________________
UNITS 1/2 Centre: ____________________ Teacher: _______________________
Student Name
Unit 1
Result
S/N
S/N
Levels of Achievement Unit 2
Result
S/N
Levels of Achievement
Oral
Task
Task 2B
Written
Written
Task
Task 2A
Spoken
Example: Maria Bella N C E S B+ B
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
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VCE (CCAFL) TEACHER MANUAL 2020
VCE Student Record Sheet Name: .....................................
Unit 1 Levels of Achievement:
Outcome 1 OR 3: Oral Assessment Outcome 2: Using written texts
Outcome Assessment Comments Result
Outcome 1:
Oral/Written
Outcome 2:
Outcome 2:
Outcome 3:
Written/Oral
Unit 2 Levels of Achievement:
Outcome 1 OR 3: Written Assessment Outcome 2: Reorganising spoken texts
Outcome Assessment Comments Result
Outcome 1:
Oral/Written
Outcome 2:
Outcome 2:
Outcome 3:
Written/Oral
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VCE (CCAFL) TEACHER MANUAL 2020
Year 12: Unit 3 Summary of Student Progress
Victorian School of Languages Language: _________________________
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)
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 there.