Victorian School of Languages · 2020-03-23 · All language-specific curriculum has now been released through the Victorian Curriculum F-10. The VCAA has included generic curriculum

Victorian School of Languages Victorian Curriculum F-10 Languages

Student Record & Assessment Book

YEAR: 20__

TEACHER: ______________________________

LANGUAGE: ______________________________

YEAR LEVEL(S): _________________________

CENTRE: _________________________________

ROOM: _________________________________

THIS IS FOR YOUR PERSONAL USE AND MAY BE TAKEN HOME

Victorian School of Languages 315 Clarendon Street, Thornbury 3071 (PO Box 1172) P: (03) 9474 0500 F: (03) 9416 8598 E: [email protected] Web: www.vsl.vic.edu.au

© Copyright 2020 Victorian School of Languages

mailto:[email protected]

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

Foreword The Victorian Curriculum F-10 Languages: Student Record & Assessment Book is for teachers to document their annual records for their assigned class language program and student assessment. This Student Record & Assessment Book is to be used in conjunction with the Victorian Curriculum F-10 Languages: Planning & Assessment Handbook which is prepared to assist teachers to plan and assess a language course for Foundation-Year 10 students and in accordance with the requirements of the Victorian Curriculum F-10 Language frameworks. Teachers should refer to http://victoriancurriculum.vcaa.vic.edu.au/ for further information on the Victorian Curriculum.

The Student Record & Assessment book includes:

• An overview of the Victorian Curriculum F-10: Languages

• Program Summary Templates

• Student Attendance Record

• A record keeping section for student achievement

• Student Report Summary Sheets

• Curriculum resources and websites

Acknowledgements

At the time of publication every attempt was made to confirm the accuracy of the content. Teachers are reminded to check the VCAA bulletins to remain informed regarding Victorian Curriculum F-10 and the VCE.

Victorian Curriculum F-10 Languages: Student Record & Assessment Book 2020 publication prepared by Angela Natoli, Assistant Principal: Curriculum & Professional Development

© Copyright 2020 Victorian School of Languages

http://victoriancurriculum.vcaa.vic.edu.au/

Contents

Page

Contents………………………………………………………………………………………………

Victorian Curriculum: Languages Overview…………………………………………………………

Victorian Curriculum Languages Framework Categories……………………………………………

Planning a F-10 course ………………………………………………………………………………..

Program Summary Templates- Semester 1 & 2……………………………………………………….

Assessment Templates…………………………………………………………………………………

Student Attendance Record…………………………………………………………………………….

Assessment Guidelines …......................................................................................................................

Assessment Rubric Templates…………………………………………………………………………

Semester 1: Record keeping…………………………………………………………………………..

Semester 2: Record keeping……………………………………………………………………………

Student Report Summary Sheets ….......................................................................................................

Curriculum Resources and Websites ………………………………………………………………….

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Personal Directory

Area Manager

Name

Telephone School hours: After hours:

Fax Email

Supervisor

Name


Email

Language Coordinators

Name


Email

Name


Email

Key contacts in my Language faculty

Name

Telephone

Email

Name

Telephone

Email

Name

Telephone

Email

Victorian Curriculum Foundation-Year 10

Overview

1

Victorian Curriculum F-10: Languages Learning languages in addition to English extends student’s literacy repertoires and their capacity to communicate. It strengthens student’s understanding of the nature of language, culture, and the processes of communication.

Language categories The languages included in the Victorian Curriculum F–10 are grouped into six categories (outlined in the table below). All language-specific curriculum has now been released through the Victorian Curriculum F-10. The VCAA has included generic curriculum for Roman and Non-Roman Alphabet languages, which will allow any world language to be offered by a Victorian school, and the Framework for Classical Languages, which schools can use to develop language-specific programs for Classical languages other than Classical Greek and Latin.

Language Categories Description Specific Languages

Roman Alphabet Languages These are languages whose writing system, or means of being visually recorded, is Roman alphabetic, and whose reading demands on learners are similar to those of English.

• French

• German

• Indonesian

• Italian

• Spanish

• Turkish

• Vietnamese

• Roman Alphabet Language

Non-Roman Alphabet Languages

These are languages whose writing system is alphabetic but non-Roman, and for which a learner needs to acquire a new alphabet.

• Arabic

• Modern Greek

• Hindi

• Korean

• Non-Roman Alphabet Language

Character Languages These are languages whose writing system is either syllabic, ideographic, or a combination of syllables and ideograms, involving different reading processes from alphabet reading, and the learning of the new script.

• Chinese

• Japanese

Classical Languages These are ancient languages which are no longer used as a means of everyday communication by a contemporary community.

• Classical Greek

• Latin

• Framework for Classical Languages

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Victorian Curriculum F-10: Languages Each learning area and capability includes an Introduction and the Curriculum.

Introduction Curriculum

The introduction includes material that will assist teachers to understand the specific purpose and features of the curriculum, and to locate additional documentation. It includes: • Rationale and Aims• Structure• Learning in (the specific curriculum)• Scope and Sequence• Glossary

The curriculum sets out the learning continuum and offers a range of viewing options. This is done by selecting a 'view mode' or a level/band within the curriculum area. It includes: • Level/band descriptions• Content descriptions organised by

strands• Achievement standards

Terminology

Term Explanation

Achievement standards

Statements that describe what students are typically able to understand and do, and are the basis for reporting student achievement.

Content descriptions

Specific and discrete information identifying what teachers are expected to teach and students are expected to learn.

Elaborations Non-mandated, advisory examples that provide guidance on how the curriculum may be transformed into a classroom activity or learning opportunity.

Level/Band descriptions

Statements that provide an overview to the content descriptions and achievement standard within the level or band.

Strands Key organising elements within each curriculum area.

Sub-strands Supplementary organising elements within some curriculum areas.

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Victorian Curriculum Language Framework Categories Amharic Non-Roman Alphabet Language Bulgarian Non-Roman Alphabet Language Dari Non-Roman Alphabet Language Gujarati Non-Roman Alphabet Language Hebrew Non-Roman Alphabet Language Kannada Non-Roman Alphabet Language Karen Non-Roman Alphabet Language Khmer Non-Roman Alphabet Language Macedonian Non-Roman Alphabet Language Malayalam Non-Roman Alphabet Language Persian Non-Roman Alphabet Language Punjabi Non-Roman Alphabet Language Russian Non-Roman Alphabet Language Serbian Non-Roman Alphabet Language Sinhala Non-Roman Alphabet Language Tamil Non-Roman Alphabet Language Telugu Non-Roman Alphabet Language Thai Non-Roman Alphabet Language Urdu Non-Roman Alphabet Language Albanian Roman Alphabet Language Bosnian Roman Alphabet Language Chin Falam Roman Alphabet Language Chin Hakha Roman Alphabet Language Chin Matu Roman Alphabet Language Chin Mizo Roman Alphabet Language Croatian Roman Alphabet Language Dinka Roman Alphabet Language Dutch Roman Alphabet Language Filipino (Tagalog) Roman Alphabet Language Hungarian Roman Alphabet Language Malay Roman Alphabet Language Maltese Roman Alphabet Language Polish Roman Alphabet Language Portuguese Roman Alphabet Language Romanian Roman Alphabet Language Swahili Roman Alphabet Language Zomi Roman Alphabet Language Arabic Victorian Curriculum Framework Chinese / Cantonese Victorian Curriculum Framework Classical Greek Victorian Curriculum Framework French Victorian Curriculum Framework German Victorian Curriculum Framework Greek Victorian Curriculum Framework Hindi Victorian Curriculum Framework Indonesian Victorian Curriculum Framework Italian Victorian Curriculum Framework Japanese Victorian Curriculum Framework Korean Victorian Curriculum Framework Latin Victorian Curriculum Framework Spanish Victorian Curriculum Framework Turkish Victorian Curriculum Framework Vietnamese Victorian Curriculum Framework

4

Victorian Curriculum F-10 Languages Rationale and Aims

Rationale Students acquire communication skills in the specific language they are learning. They develop understanding about the role of language and culture in communication. Their reflections on language use and language learning are applied in other learning contexts. Learning languages broadens students’ horizons about the personal, social, cultural and employment opportunities that are available in an increasingly interconnected and interdependent world. The interdependence of countries and communities requires people to negotiate experiences and meanings across languages and cultures.

Learning languages: • contributes to the strengthening of the community’s social, economic and international

development capabilities• extends literacy repertoires and the capacity to communicate; strengthens understanding of the

nature of language, of culture, and of the processes of communication• develops intercultural capability, including understanding of and respect for diversity and

difference, and an openness to different experiences and perspectives• develops understanding of how culture shapes and extends learners’ understanding of

themselves, their own heritage, values, beliefs, culture and identity• strengthens intellectual, analytical and reflective capabilities, and enhances creative and critical

thinkingAims The Languages curriculum aims to develop the knowledge, understanding and skills to ensure that students: • communicate in the language they are learning• understand the relationship between language, culture and learning• develop intercultural capabilities• understand themselves as communicators

Structure Sequences of learning The Roman Alphabet Languages curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice. There are two possible learning sequences: • F–10 sequence for students who begin to learn the language in primary school and continue to

Year 10.• 7–10 sequence for students who begin to learn the language in Year 7.

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Strands and Sub-strands The content descriptions of the Languages curriculum F–10 are organised through two interrelated strands. The two strands are Communicating and Understanding. Each strand contains several sub-strands.

Strand Communicating Understanding

Using language for communicative purposes in interpreting, creating and exchanging meaning.

Analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange.

Sub-strands

Socialising Interacting orally and in writing to exchange ideas, opinions, experiences, thoughts and feelings, and participating in planning, negotiating, deciding and taking action.

Systems of language Understanding language as a system that includes sound, writing, grammatical and textual conventions.

Informing Obtaining, processing, interpreting and conveying information through a range of oral, written and multimodal texts, developing and applying knowledge.

Language variation and change Understanding how languages vary in use (register, style, standard and non-standard varieties) and change over time and place.

Creating Engaging with imaginative experience by participating in, responding to and creating a range of texts, such as stories, songs, drama and music.

The role of language and culture Analysing and understanding the role of language and culture in the exchange of meaning.

Translating Moving between languages and cultures orally and in writing, recognising different interpretations and explaining these to others.

Reflecting Participating in intercultural exchange, questioning reactions and assumptions, and considering how interaction shapes communication and identity.

6

Achievement standards In Roman Alphabet Languages, students progress along a curriculum continuum. The choice of pathway and learning sequence undertaken by students will determine the number and progression of achievement standards: • F–10 Sequence - the first achievement standard is provided at Foundation–Level 2 and then at

Levels 4, 6, 8 and 10.• 7–10 Sequence - the first achievement standard is provided at Level 8 and then at Level 10.

Learning in Roman Alphabet Languages

The Victorian Curriculum and Assessment Authority has developed a curriculum for Roman Alphabet languages which will allow these languages to be offered by a Victorian school where there is no specific curriculum available. Diversity of language students

Understanding the diverse language backgrounds and competencies of students is the starting point for developing language learning. The changing pattern of migration to Australia is extending the range of languages students bring with them to school. Student language competency varies significantly depending upon the sequence of learning being undertaken and the level the student has reached. For example, language competency will be influenced by the stage of the students' schooling, whether they are: • entering the early years of schooling• transition to secondary school• preparing for the higher secondary levels and considering future pathways, including language

learning.Intercultural understanding

In the Languages curriculum the focus is on both language and culture, as students learn to communicate meaningfully across linguistic and cultural systems, and different contexts. This involves reflection and analysis, as students move between the new language being learnt and their own existing language(s). It is a reciprocal and dynamic process which develops language use and intercultural awareness and understanding. Texts and resources

Students use a wide range of texts, such as textbooks, teacher-generated materials and online resources. Their learning is enriched by exposure to a range of texts from the language being studied, such as websites, films, stories, songs, television programs, advertisements and magazines. The texts and resources will become increasingly sophisticated and varied as students progress through their schooling. The role of English

Students are encouraged to use the language being studied as much as possible for classroom routines, social interactions, structured learning tasks, and language experimentation and practice. Students will have opportunities to engage with members of the community who speak the language being studied, which in some cases will be facilitated via digital technologies.

English is used for discussion, explanation and reflection, enabling students to develop a language for sharing ideas about language and culture.

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Scope and Sequence

The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs of students.

These charts include the content descriptions and achievement standards. It is advised that these charts are read in conjunction with the introductory materials and the level/band descriptions in the curriculum. The number of levels represented in each chart varies. Read the naming convention in the links below to assist in selecting the most appropriate chart.

Pathways - Chinese

For Chinese, pathways are provided for three learner groups: Second Language Learners, Background Language Learners and First Language Learners.

The types of learner are: • Second Language Learner

These students are introduced to learning Chinese at school as an additional, new language.The first language used before they start school and/or the language they use at home is notChinese.

• Background Language LearnerThese students may use Chinese at home, not necessarily exclusively, and have varyingdegrees of knowledge of and proficiency in the Chinese language. These students have a basefor literacy development in the language.

• First Language Learner (7–10 sequence only)These students are users of the Chinese language who have undertaken at least primaryschooling in Chinese. They have had their primary socialisation as well as initial literacydevelopment in the Chinese language and use it at home.

Schools will make decisions about which pathway best serves their students’ needs, and teachers will use the pathways to cater for students by making any appropriate adjustments to differentiate their learning experiences

Level/Band Description Definition: The band descriptions provide a general description of language learning that is typical at particular year levels along the F–10 continuum. They have been developed to correspond to learning in the following bands: Foundation – Year 2, Years 3–4, Years 5–6, Years 7–8 and Years 9–10. Each band description includes discussion of: • the nature of the learner• language learning and use• contexts of interaction• texts and resources• features of target language use• level of support• the role of English.

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http://victoriancurriculum.vcaa.vic.edu.au/languages/roman-alphabet-languages/curriculum/f-10

Content description Definition: The content of learning in each language in the Victorian Curriculum: Languages is described through a set of content descriptions for each band. These are intended to describe the knowledge, understanding, skills, concepts, processes and text types that teachers are expected to teach and students are expected to develop at that band level. Content descriptions specify content to be taught in a holistic and integrated way. They do not provide prescriptive directions for teaching. Example: Interact with the teacher and peers to greet, to introduce themselves, and to name and describe favourite things, friends, family members and special talents, through action-related talk and play Elaborations Definition: Content elaborations provide elaborations of aspects of each content description: illustrations, descriptions or examples to indicate possibilities for teaching. They are intended as complementary support material. They are neither comprehensive nor prescriptive. Content elaborations may include: • contexts of language use• further detail on dimensions of the content description• aspects of relevant linguistic and cultural knowledge• key language• possible tasks and experiences• connections across concepts.Achievement standards (Definition)• The achievement standards describe what students are typically able to understand and do.

Achievement standards will describe the learning (understanding and skills) expected of studentsat each year level from F-10.

• Achievement standards are language-specific and pathway-specific. The achievement standardsfor the end of Year 8 and the end of Year 10 in the Foundation – Year 10 sequence are notequivalent to the achievement standards at the end of Year 8 and the end of Year 10 in the Years7–10 (Year 7 Entry) sequence

• It is recognised that student achievement differs according to the specific language, and theparticular pathway and entry point to language learning. Language–specific exemplification isused to capture the expected level of performance in language use and understanding.

• Across F–10 the set of achievement standards describe a broad sequence of expected learning.The sequence of achievement standards provides teachers with a framework of growth anddevelopment in a curriculum area. This will assist teachers to plan and monitor learning, and tomake judgments about student achievement.

• Achievement standards can support formative and summative assessment practices and aidconsistency of assessment and reporting across states and territories. For each subject theachievement standards will be accompanied by portfolios of annotated work samples thatillustrate the expected learning.

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Planning a F-10 Language Course

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Victorian Curriculum F-10 PROGRAM SUMMARY (To be completed and pasted into your Weekly Lesson Chronicle) Semester: 1 Teacher: ________________________ Language: ______________________ Centre: _______________________ Victorian Curriculum F-10 Level: ____

Learning Sequence

F-10 7-10

Learning Activities in Clusters

Assessment Activities: Linked to Achievement Standards Communicating: Using language for communicative

purposes in interpreting, creating and exchanging meaning.

Understanding: Analysing and understanding language and culture as resources for interpreting and shaping

meaning in intercultural exchange.

Sub Strands Language Elements

Content Descriptions Elaborations

Grammar Vocabulary Text Types

Texts &

Resources

Topic

# of weeks

Communicating

Socialising

Informing

Creating

Translating

Reflecting

Understanding

Systems of Language

Language variationand change

The role of languageand culture

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Learning Sequence

F-10 7-10









Texts &

Resources

Topic

# of weeks

Communicating

Socialising

Informing

Creating

Translating

Reflecting

Understanding

Systems of Language



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Learning Sequence

F-10 7-10









Texts &

Resources

Topic

# of weeks

Communicating

Socialising

Informing

Creating

Translating

Reflecting

Understanding

Systems of Language



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Victorian Curriculum F-10 Languages ASSESSMENT Semester 1: Main Assessment Tasks

This record sheet can be used in program planning, parent-teacher interviews and as a basis for report writing.

Dimension Brief Task Description Victorian Curriculum

Level(s)

Achievement Standard

Met

Due Date

Communicating (Using language for

communicative purposes in

interpreting, creating and exchanging

meaning.)

Tasks: Socialising

Informing

Creating

Translating

Reflecting

Understanding (Analysing and understanding

language and culture as resources for interpreting and

shaping meaning in intercultural exchange.)

Tasks: Systems of Language

Language variation and change

The role of language and culture

Note: Make sure that your assessment tasks reflect the Victorian Curriculum F-10 Achievement Standards and are consistent with what you have written in your program summaries.

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Victorian Curriculum F-10 Languages ASSESSMENT Semester 1: Main Assessment Tasks

This record sheet can be used in program planning, parent-teacher interviews and as a basis for report writing.

Dimension Brief Task Description Victorian Curriculum

Level(s)

Achievement Standard

Met

Due Date

Communicating (Using language for

communicative purposes in

interpreting, creating and exchanging

meaning.)

Tasks: Socialising

Informing

Creating

Translating

Reflecting

Understanding (Analysing and understanding

language and culture as resources for interpreting and

shaping meaning in intercultural exchange.)

Tasks: Systems of Language

Language variation and change

The role of language and culture

Note: Make sure that your assessment tasks reflect the Victorian Curriculum F-10 Achievement Standards and are consistent with what you have written in your program summaries.

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Student Attendance Record

• This is for your personal record of student attendance.

• Teachers are expected to complete the official weekly attendance roll asprovided by their Area Manager.

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Attendance Summary Record Semester 1

Semester One Dates # First Name Surname

Gen

der

VSL

Lev

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Attendance Summary Record Semester 2

Semester Two Dates # First Name Surname

Gen

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Lev

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2

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NOTES:

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Assessment

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Guide to Assessment Planning While planning for assessment is an essential part of teaching and learning, assessment tasks should provide students with an opportunity to display knowledge, skills, understandings and attitudes they have developed and motivate them to recognise what they have accomplished.

Assessment - is part of the learning process- occurs collaboratively between student/s and teachers- gathers information for teachers to make future judgements,- identifies strengths and areas for future improvement in learning- takes into account the process and the product- enables the teacher to monitor and record student progress and learning- drives curriculum improvement and evaluation

Best practice assessment requires:

Assessment FOR Learning To provide information on student knowledge, skills and behaviours to inform the next stage of learning.

Assessment AS Learning To provide feedback and opportunities for student reflection and/or self-assessment to support future learning.

Assessment OF Learning To provide information about what students have learnt in relation to the Standards.

The assessment strategy required by the Victorian Curriculum F-10 is a combination of formative, summative and authentic assessment. 1. Formative assessmentAssessment tasks or exercises which occur during the teaching activities and are continuous

2. Summative assessmentOn-balance judgement based on an accumulated range of assessment sources to determine what the student hasachieved and learnt at the end of a unit or semester

3. Authentic assessmentBased on the development of a meaningful product, performance or process over timeApplying and demonstrating an application of knowledge and skills in real world situations which promotes andsupports the development of deeper levels of understanding

Types of information gathering can include: - Negotiated tasks/assessment criteria- Self-assessment and reflection- Group assessment- Portfolios- Learning journals- Observations- Presentations- Demonstrations- Peer evaluations

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Assessment Rubric Template

Language: ________________ Class: _____ Teacher: _____________________________

Student Name: ____________________________________ Date: ________________

Topic: _________________________________

CATEGORY

4 Above Standard

3 Meets Standard

2 Approaching

Standard

1 Below Standard

TOTAL

Total Score out of __

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Topic: _________________________________

CATEGORY

4 Above Standard

3 Meets Standard

2 Approaching

Standard

1 Below Standard

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Topic: _________________________________

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4 Above Standard

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2 Approaching

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1 Below Standard

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25




Topic: _________________________________

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4 Above Standard

3 Meets Standard

2 Approaching

Standard

1 Below Standard

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Topic: _________________________________

CATEGORY

4 Above Standard

3 Meets Standard

2 Approaching

Standard

1 Below Standard

TOTAL


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Topic: _________________________________

CATEGORY

4 Above Standard

3 Meets Standard

2 Approaching

Standard

1 Below Standard

TOTAL


28

Record Keeping

Semester 1

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Victorian Curriculum Student Record Sheet: Semester 1

Language: ................................... Class: ................. Victorian Curriculum Level: .............

Student: ..............................................................................................................

Victorian Curriculum Strands: Communicating / Understanding

Socialising (Oral & Written Exchange) Excellent Very Good Acceptable Needs Attention Ungraded Grade Interacting orally to exchange ideas, opinions, experiences, thoughts and feelings Interacting orally to exchange ideas, opinions, experiences, thoughts and feelings Participating in planning, negotiating, deciding and taking action Informing (Oral, Written & Multimodal Texts) Excellent Very Good Acceptable Needs Attention Ungraded Grade

Obtaining information Processing information Interpreting information Conveying information Developing and applying knowledge Creating (Engaging in imaginative experience) Excellent Very Good Acceptable Needs Attention Ungraded Grade

Participating in a range of texts Responding to a range of texts Creating a range of texts Translating Excellent Very Good Acceptable Needs Attention Ungraded Grade

Moving between language and culture orally & in writing Recognising different interpretations Explaining different interpretations to others Reflecting Excellent Very Good Acceptable Needs Attention Ungraded Grade

Participating in an intercultural exchange Questioning reactions and assumptions Considering how interaction shapes communication and identity Systems of Language Excellent Very Good Acceptable Needs Attention Ungraded Grade Understanding languages as a system that includes sound, writing, grammatical and textual conventions

Language variation and change Excellent Very Good Acceptable Needs Attention Ungraded Grade

Understanding how language vary in use (register, style, standard and non-standard varieties) and change over time and place. The role of language and Culture Excellent Very Good Acceptable Needs Attention Ungraded Grade

Analysing and understanding the role of language and culture in the exchange of meaning Portfolio Pieces Tick appropriate types of work presented

Student Notes

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Record Keeping

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Student: .............................................................................................................. Victorian Curriculum Strands: Communicating / Understanding

Socialising (Oral & Written Exchange) Excellent Very Good Acceptable Needs Attention Ungraded Grade

Interacting orally to exchange ideas, opinions, experiences, thoughts and feelings Interacting orally to exchange ideas, opinions, experiences, thoughts and feelings Participating in planning, negotiating, deciding and taking action Informing (Oral, Written & Multimodal Texts) Excellent Very Good Acceptable Needs Attention Ungraded Grade








Student Notes

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Socialising (Oral & Written Exchange) Excellent Very Good Acceptable Needs Attention Ungraded Grade

Interacting orally to exchange ideas, opinions, experiences, thoughts and feelings Interacting orally to exchange ideas, opinions, experiences, thoughts and feelings Participating in planning, negotiating, deciding and taking action Informing (Oral, Written & Multimodal Texts) Excellent Very Good Acceptable Needs Attention Ungraded Grade








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Victorian Curriculum Student Record Sheet: Semester 2 Language: ................................... Class: ................. Victorian Curriculum Level: ............. Student: .............................................................................................................. Victorian Curriculum Strands: Communicating / Understanding

Socialising (Oral & Written Exchange) Excellent Very Good Acceptable Needs Attention Ungraded Grade Interacting orally to exchange ideas, opinions, experiences, thoughts and feelings Interacting orally to exchange ideas, opinions, experiences, thoughts and feelings Participating in planning, negotiating, deciding and taking action

Informing (Oral, Written & Multimodal Texts) Excellent Very Good Acceptable Needs Attention Ungraded Grade

Obtaining information Processing information Interpreting information Conveying information Developing and applying knowledge

Creating (Engaging in imaginative experience) Excellent Very Good Acceptable Needs Attention Ungraded Grade

Participating in a range of texts Responding to a range of texts Creating a range of texts

Translating Excellent Very Good Acceptable Needs Attention Ungraded Grade

Moving between language and culture orally & in writing Recognising different interpretations Explaining different interpretations to others

Reflecting Excellent Very Good Acceptable Needs Attention Ungraded Grade

Participating in an intercultural exchange Questioning reactions and assumptions Considering how interaction shapes communication and identity

Systems of Language Excellent Very Good Acceptable Needs Attention Ungraded Grade Understanding languages as a system that includes sound, writing, grammatical and textual conventions


Understanding how language vary in use (register, style, standard and non-standard varieties) and change over time and place.

The role of language and Culture Excellent Very Good Acceptable Needs Attention Ungraded Grade

Analysing and understanding the role of language and culture in the exchange of meaning

Portfolio Pieces Tick appropriate types of work presented

Student Notes

Listening Speaking Reading Writing Presentation Project Other

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Student Report Summary Sheets

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Victorian School of Languages: Report Summary Sheet

(Copy and hand in with semester reports) Language: _____________________ Semester 1

Class: _____________________ Teacher: _____________________

Student Name M/F Victorian Curriculum

Level Communicating

Victorian Curriculum

Level Understanding

Listening Speaking Reading Writing Overall VSL Course

Work Result

Example: Maria Bella F 6 6 Exc VG VG VG VG

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.

Teacher’s Signature: ___________________ Date: ______________

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Victorian School of Languages: Report Summary Sheet (Copy and hand in with semester reports)

Language: _____________________ Semester 2 Class: _____________________ Teacher: _____________________

Student Name M/F Victorian Curriculum

Level Communicating

Victorian Curriculum

Level Understanding

Listening Speaking Reading Writing Overall VSL Course Work

Results Example: Maria Bella F 6 6 VG VG A VG VG

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.

Teacher’s Signature: ___________________ Date: ______________

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Curriculum Resources &

Websites

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Some websites for Course planning, Assessment & Professional Learning for Languages

VSL Teacher Website https://www.vsl.vic.edu.au/Content/Resource/Teacher.aspx

VCAA (Victorian Curriculum & Assessment Authority) http://vcaa.vic.edu.au

Victorian Curriculum F-10 http://www.vcaa.vic.edu.au/Pages/foundation10/f10index.aspx

DET – Department of Education & Training http://www.education.vic.gov.au

Improve your teaching Tools to help analyse and improve your professional teaching practice.

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/default.aspx 1. Victorian teaching and learning model

The model consists of four components: vision for learning, practice principles, pedagogical model, and HITS2. Practice principles

Nine principles to help develop your professional practice through collaboration and evidence based approach. These principles willreplace PoLT

3. Pedagogical modelThe model which underpins teacher practice improvement

4. High impact teaching strategies (HITS)Ten instructional practices that reliably increase student learning

5. Student voice practice guide (Amplify)Having conversations to empower students

6. Peer observationObserving your peers to learn ways of teaching and provide each other feedback

7. Professional practice elementsPractice elements to achieve teaching and learning excellence, includes practice guide and notes

8. Principles of learning and teaching(PoLT)Six principles used to reflect on and support professional practice

9. Evaluate the impact of your teachingUnderstand assessment design, the knowledge, capabilities and skills of your students and how to interpret assessment data

Assessment & Reporting http://www.education.vic.gov.au/school/teachers/support/Pages/assessment.aspx

LMERC – Languages & Multicultural Education Resource Centre) http://www.education.vic.gov.au/school/teachers/support/pages/lmerc.aspx

MLTAV – Modern Languages Teachers Association of Victoria http://www.mltav.asn.au

Asia Education Foundation http://www.asiaeducation.edu.au/about-aef

Education Services Australia http://www.esa.edu.au

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https://www.vsl.vic.edu.au/Content/Resource/Teacher.aspx

http://vcaa.vic.edu.au/

http://www.vcaa.vic.edu.au/Pages/foundation10/f10index.aspx

http://www.education.vic.gov.au/

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/default.aspx

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/default.aspx

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/Victorianteachingandlearningmodel.aspx

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/principlesexcellence.aspx

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/pedagogical-model.aspx

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/hits.aspx

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/amplify.aspx

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/peerobservation.aspx

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/ppe-elements.aspx

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/principlespolt.aspx

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/evaluateimpactteaching.aspx

http://www.education.vic.gov.au/school/teachers/support/Pages/assessment.aspx

http://www.education.vic.gov.au/school/teachers/support/pages/lmerc.aspx

http://www.mltav.asn.au/

http://www.asiaeducation.edu.au/about-aef

http://www.esa.edu.au/

Victorian School of Languages · 2020-03-23 · All language-specific curriculum has now been released through the Victorian Curriculum F-10. The VCAA has included generic curriculum

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