Arabic Bosnian Chin Hakha Chinese (Mandarin) Classical Greek Croatian Dutch

Studying Languages at VCE

Filipino French German Greek Hebrew Hindi Hungarian Indonesian Italian Japanese Karen Khmer Korean Latin Macedonian Maltese Persian Polish Portuguese Punjabi Romanian Russian

Transition Package for VSL Year 10 students

Serbian Sinhala Spanish Tamil Turkish Vietnamese

1

Studying a Language at VCE – Transition Package for VSL Year 10 students

V ic tor ian School of Languages Address:

PO Box 1172 Thornbury Vic. 3071

Phone:

9474 0500

Fax:

9416 9899

Home Page:

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

E-mail:

[email protected]

Studying a Language at VCE – Transition Package for VSL Year 10 students Prepared by: Angela Natoli, Assistant Principal: Curriculum & Professional Development Acknowledgements The school is indebted to the VCAA and VTAC for making material available for inclusion. At the time of publication every attempt was made to confirm the accuracy of the content. Students are reminded to check the VCAA and VTAC publications as they become available. Editing: Erin Pearce Printing: Cameron Waites  Copyright 2015

2

Studying a Language at VCE – Transition Package for VSL Year 10 students

INTRODUCTION

Dear Student, The Victorian School of Languages welcomes you to exciting years ahead of language study at the VCE level. The Studying a Language at VCE- Transition Package for Year 10 students is especially designed to inform you about the requirements for successfully completing your VCE. The study of a language other than English contributes to the overall education of individual students, most particularly in the area of communication, but also in the areas of cross-cultural understanding, cognitive development, literacy and general knowledge. It provides access to the culture of communities which use the language and promotes understanding of different attitudes and values within the wider Australian community and beyond. Australia as a trading nation also needs citizens who can speak other languages. In order to successfully complete the VCE, students must know the requirements and criteria of each course; so we therefore encourage all future VCE students to read the information carefully. Another invaluable resource and one you should become familiar with is the VCAA website: www.vcaa.vic.edu.au Wishing you all the very best for successful VCE studies at the Victorian School of Languages. Frank Merlino

Angela Natoli

Principal

Assistant Principal Curriculum & Professional Development

3

Studying a Language at VCE – Transition Package for VSL Year 10 students

CONTENTS PAGE Introduction………………………………………………………………………………………………

3

VSL VCE Languages and VCAA Language Study Codes………………………………………………..

5

About the Victorian Certificate of Education VCE…………………………………………………….

6

VCE (Baccalaureate)

7

What must I do to get my VCE…………………………………………………………………………

8

Information for VSL VCE Students -

Enrolment………………………………………………………………………………………

9

-

Attendance……………………………………………………………………………………..

9

-

Completion of Work…………………………………………………………………………..

9

-

Approved Dictionaries…………………………………………………………………………

9

-

Satisfactory Unit Completion………………………………………………………………….

10

-

School-assessed Coursework (SAC)……………………………………………………………

10

-

Redeeming Assessment Tasks and SACs…………………………………………………………

11

-

Statistical Moderation…………………………………………………………………………...

11

-

Special Provision and/or extension of time…………………………………………………….

11

-

External Examinations……………………………………………………………………………

11

-

Special Entry requirements for VCE Units 3 & 4 Second Languages…………………………….

12

Languages: Summary of Themes and Topics……………………………………………………………..

13

First Languages: Summary of Themes and Topics…………………………………………………………

15

Outcomes – Second Languages…………………………………………………………………………….

16

Outcomes – Chinese Second Language……………………………………………………………………

17

Outcomes – First Languages……………………………………………………………………………….

18

Characteristics of Different Kinds of Writing……………………………………………………………

19

Part 1 of the Oral Examination (General Conversation) – Sample questions…………………………..

21

Written Examination: Tips for Listening Comprehension……………………………………………….

22

Access past Exam Papers and Examiners Reports………………………………………………………..

23

4

Studying a Language at VCE – Transition Package for VSL Year 10 students

VSL VCE Languages and VCAA Language Study Codes The Victorian School of Languages offers VCE face to face classes in the following languages. Check the latest VSL Student Circular for VCE class locations. Victorian Second Languages Arabic French German Greek Indonesian SL Italian Japanese SL Korean SL Spanish Vietnamese

Unit 1 & Unit 2 LO021/LO022 LO091/LO092 LO101/LO102 LO221/LO222 LO401/LO402 LO141/LO142 LO461/LO462 LO471/LO472 LO271/LO272 LO311/LO312

Unit 3 & Unit 4 LO023/LO024 LO093/LO094 LO103/LO104 LO223/LO224 LO403/LO404 LO143/LO144 LO463/LO464 LO473/LO474 LO273/LO274 LO313/LO314

Chinese Second Language & Chinese Second Language Advanced Unit 1 & Unit 2 Chinese Second Language Chinese Second Language Advanced

First Languages Chinese FL Indonesian FL

Japanese FL Korean FL

Unit 1 & Unit 2 LO041/LO042 LO131/LO132 LO151/LO152 LO371/LO372

Unit 3 & Unit 4

LO0391/LO0392 LO0393/LO0394 Not Available

LO0483/LO0484

VCE Languages

Unit 3 & Unit 4 LO043/LO044 LO133/LO134 LO153/LO154 LO373/LO374

Classical Greek Latin

Unit 1 & Unit 2 LO001/ LO002

Unit 3 & Unit 4 LO003/ LO004

LO171/LO172

LO173/LO174

CCAFL Languages (Collaborative Curriculum and Assessment Framework for Languages – Nationally Assessed)

Unit 1 & Unit 2 Bosnian LO501/LO502 Chin Hakha LO531/LO532 Croatian LO051/LO052 Dutch LO071/LO072 Filipino LO451/LO452 Hebrew LO111/LO112 Hindi LO361/LO362 Hungarian LO121/LO122 Karen To be confirmed Khmer LO161/LO162 Macedonian LO201/LO202

Unit 3 & Unit 4 LO503/LO504 LO533/LO534 LO053/LO054 LO073/LO074 LO453/LO454 LO113/LO114 LO363/LO364 LO123/LO124 To be confirmed LO163/LO164 LO203/LO204

Maltese Persian Polish Portuguese Punjabi Romanian Russian Serbian Sinhala Tamil Turkish

Unit 1 & Unit 2 LO211/LO212 LO321/LO322 LO231/LO232 LO331/LO332 LO491/LO492 LO421/LO422 LO241/LO242 LO251/LO252 LO341/LO342 LO431/LO432 LO291/LO292

Unit 3 & Unit 4 LO213/LO214 LO323/LO324 LO233/LO234 LO333/LO334 LO493/LO494 LO423/LO424 LO243/LO244 LO253/LO254 LO343/LO344 LO433/LO434 LO293/LO294

You can also study the following languages via Distance Education: Contact the VSL Head Office on (03) 9474 0500 for the criteria and enrolment process. Arabic, Chinese, Classical Greek, French, German, Greek, Indonesian, Italian, Japanese, Latin, Spanish

5

Studying a Language at VCE – Transition Package for VSL Year 10 students

ABOUT THE VICTORIAN CERTIFICATE OF EDUCATION VCE What is the VCE? The VCE is the certificate that most students in Victoria receive on satisfactory completion of their secondary education. It is a highly regarded qualification that is recognised around the world. The VCE provides diverse pathways to further study or training at University or TAFE and to employment. When can I start my VCE? The VCE is usually done in Year 11 and Year 12 but can be started in Year 10. What studies can I choose? There are over 90 VCE studies or subjects. The VCE languages available at the Victorian School of Languages at the VCE level are listed on page 5. What can I choose from at my school? Each school decides what VCE studies it will offer. Your home school will advise you on study choice and if a VCE study is not available, it may be possible to do it outside of your school, for example at a VSL centre or at the VSL Distance Education Section for Languages and at the DECV for other subjects. Victorian School of Languages – www.vsl.vic.edu.au – for Language subjects or Distance Education Centre Victoria (DECV) – www.distance.vic.edu.au - for other subjects What should I consider when choosing my studies? When making your choice you should consider studies that:  Interest you  You are good at  Lead to a job that interests you  Prepare you for further training or tertiary courses You should speak to your careers counsellor before making a final decision. How is the VCE organised? A VCE study is made up of Units. A Unit is half a year, or one semester, in length. Unit 1 and 2 can be taken as single units – that is, just Unit 1 or just Unit 2 – but Unit 3 and 4 must be taken as a sequence of two units and in the one year. A VCE program will generally consist of 20 to 24 units taken over two years, although you can vary the number of units that you do in one year. You may also take more than two years to complete your VCE. Units 3 and 4 are normally taken in your final year at school. If you are planning to take Units 3 and 4 studies in Year 11, remember that these are more difficult than Units 1 and 2. With regard to language studies it is recommended that Unit 1 and 2 be completed before undertaking Units 3 and 4 so that you have the best possible opportunity to do your personal best in your language study.

6

Studying a Language at VCE – Transition Package for VSL Year 10 students

What must I do to get my VCE Certificate? To get your VCE, you must satisfactorily complete at least 16 units. Regardless of how many units you do in total, you must satisfactorily complete: 



At least three units from the following English Group*: - Foundation English Units 1 and 2 - English Units 1-4 - English as an Additional Language (EAL) Units 3 and 4 - English Language Units 1-4 - Literature Units 1-4 Three sequences of Units 3 and 4 studies in addition to meeting the English requirement. These sequences can be from VCE studies and/or VCE VET programs.

*of these three units at least one must be from Units 3 and 4 How do I get an ATAR? An Australian Tertiary Admission Rank (ATAR) is calculated by VTAC using VCE study scores. The Victorian Tertiary Admissions Centre (VTAC) uses the ATAR when offering university places. To get an ATAR you must complete both Units 3 and 4 of an English study (from the group above) and three other Units 3 and 4 studies in addition to the English requirement. You must also get a study score for these. VTAC places restrictions on certain combinations of VCE and VET studies so if you intend to apply for an ATAR at the end of your VCE, talk to your VCE coordinator about these rules. About the GAT The General Achievement Test (GAT) is a test of general knowledge and skills in written communication, mathematics, science and technology, humanities, the arts and social sciences. The GAT is an important part of VCE assessment. Although it doesn’t count towards your VCE results or your ATAR, the GAT plays an important role in checking that your school assessments and external examinations have been accurately assessed. Therefore, if you are enrolled in Units 3 and 4 of any VCE study or any VCE VET scored program – whether in Year 11 or Year 12 – you must sit the GAT. Your GAT results will be reported with your Statement of Results. The GAT exam is held in the middle of the year. 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 of mathematics and a language in their VCE program of study. To be eligible to receive the VCE (Baccalaureate) the student must satisfactorily complete the VCE and receive a study score for each prescribed study component. The VCE program of study must include:  a Unit 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 Unit 3 and 4 sequence in either Mathematics Methods (CAS) or Specialist Mathematics  a Unit 3 and 4 sequence in a VCE Language  at least Two other Unit 3 and 4 sequences. Upon satisfactory completion of the VCE (Baccalaureate) program of study, the student will receive an appellation on their Victorian Certificate of Education.

7

Studying a Language at VCE – Transition Package for VSL Year 10 students

WHAT MUST I DO TO GET MY VCE? To obtain the VCE you need to satisfy the VCE program requirements described previously. Your school will decide whether or not you have satisfactorily completed the units in your VCE program. Satisfactory completion is reported as an ‘S’. Not meeting the requirements for satisfactory completion is reported as an ‘N’. Each unit of VCE study has a set of outcomes that must be achieved in order to get an ‘S’ result for that unit. The outcomes describe what you are expected to know and be able to do by the time you have completed the unit. Outcomes include key knowledge and skills. Each unit of a VCE study has between two and four outcomes. How will I be assessed in Units 1 and 2? Assessment in Units 1 and 2 is school-based. Your teachers will set a range of assessment tasks to see you are progressing. These tasks will have deadlines and you need to have a very good reason for extending a deadline, so you should plan well to get all your work done on time. If you fail to meet your school’s deadline, you may not satisfactorily complete a unit. For Units 1 and 2, as well as achieving an ‘S’ or ‘N’ for units, some schools may also provide you a grade (eg. A-E) for your assessment tasks. These grades will not be reported to the VCAA. How will I be assessed in Units 3 and 4? For Units 3 and 4, you will get grades or marks for your assessment tasks as well as the ‘S’ or ‘N’ for the satisfactory completion of a unit. In each VCE study there are three graded assessments at the Units 3 and 4 level, which consist of two school assessments (Overall graded assessment task scores for both Units 3 and Unit 4) and one examination. This includes a written and oral component for Language studies. Every VCE study has at least one examination or external assessment. At the Units 3 and 4 levels the VCAA supervises the assessment of all students. Types of Assessment in Units 3 and 4 In VCE there are two kinds of assessment in Units 3 and 4. The first kind is the assessment done at school. Your teachers will set assessment tasks that are done in class time. These are referred to as SACs (School Assessed Coursework). The second kind is the examination/s in each VCE study. These can be written, oral, performance or electronic. Most are held in November, but performance and language studies also have examinations in October. For all forms of assessment and examinations, the VCAA has detailed procedures to ensure that all schools throughout the State are marking to the same standard. They involve statistical procedures and multiple checks on each aspect of your assessment. The GAT is also part of this process.

Handy TIP

Plan ahead: check key dates for VCE on the VCAA website: www.vcaa.vic.edu.au

8

Studying a Language at VCE – Transition Package for VSL Year 10 students

INFORMATION FOR VSL VCE STUDENTS 1.

Enrolment

Upon enrolment all students must agree that they will obey the school rules and instructions for the VCE and accept any disciplinary provisions. Your Home School is responsible for all matters related to your enrolment with the VCAA. When enrolling with the VSL, students must take an Assessing School Enrolment Notification form to their home school VASS or VCE Co-ordinator and check their student details carefully to ensure that their Language enrolment is included. Students must inform their VSL Centre if they change any details or if they wish to transfer to another Centre, or to withdraw from a Unit. All VCE forms are legal documents so it is important that you enrol using the name and surname as on your Birth Certificate. Any change of name must be accompanied with the official paperwork from Births, Deaths &

Marriages Victoria.

If you are studying only one VCE subject, that is, a language with the Victorian School of Languages and you are not attending a school or accredited VCE provider, then your VSL Centre is responsible for your enrolment as your Home School. We advise students to complete a sequence of language studies from Unit 1 to Unit 4 in order to achieve the best possible result in VCE. Continuity of language study is essential for Second Language students. International students have a separate enrolment form and a process that is monitored by the DEECD International Education Division.

2.

Attendance

Regular attendance is essential. It is vital that students have regular attendance in order to complete coursework for VCE. The Victorian School of Languages requires 80% attendance for the successful completion of VCE. All absences must be explained by a note from the parent or guardian and be accompanied by a medical certificate if possible. Unexplained absences of three sessions or more during a semester could lead to an unsatisfactory N score for the Unit. Where a student has completed work but there has been a substantive breach of attendance rules and the school therefore decides to assign a ‘Not Satisfactory’ (N) for the Unit, the school must assign an ‘N’ result for one or more outcomes and thus the unit.

3.

Completion of Work

Work must be completed by the due dates. Your teacher will notify you in writing of the dates for School-assessed Coursework. Make sure that you plan your work carefully and prepare appropriately. The VCAA advises students that their total school-assessed coursework scores assigned by the teacher for SACS may change following statistical moderation.

4.

Approved dictionaries

Students are permitted to use an approved bi-lingual or monolingual dictionary in Language written tasks. A VCAA approved dictionary is EITHER an English-Language, Language-English dictionary (which may be in two separate volumes) OR a monolingual dictionary in the language being assessed.  The dictionary must be printed and should not contain any highlighting or annotation.  Electronic dictionaries are not permitted.  Dictionaries are not permitted in the oral component of any Language examination.

9

Studying a Language at VCE – Transition Package for VSL Year 10 students

5.

Satisfactory Unit Completion

For satisfactory completion of a Unit, a student must demonstrate achievement of the set of outcomes for the Unit. Students are required to demonstrate achievement of study outcomes. The decision about satisfactory completion of outcomes is based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for the unit. For VCE Units 3 and 4, evidence of achievement is collected by the teacher through a range of tasks which include School-assessed coursework that are designated for the study and examinations. To achieve an outcome the student must:     



 

6.

Produce work that demonstrates achievement of the outcomes Submit work on time Submit work that is clearly his/her own Observe the VCAA and school rules If a teacher judges that all outcomes are achieved, the student satisfactorily completes the unit. A student receives S or N according to the successful fulfilment of the criteria. A J result is used for a student who is no longer attending, but who has not officially withdrawn. It should not be used for students who have partially completed work or whose attendance record breaches school rules. In such cases N will be used. The criteria are an attempt to bring objectivity to the assessment process. However, there is always room for interpretation and the teacher’s professional judgement as to whether the student work demonstrates the required criteria. If a student does not successfully complete an outcome, the teacher will a) notify the Area Manager b) ensure that the student is given the opportunity to redo the Assessment Task or SAC in order to redeem the unit and c) notify the parents that the student is at risk of failing the unit.

School-assessed Coursework (SAC)

All School-assessed Coursework for Languages is conducted under supervision. The following rules apply to these tasks:  A student must ensure that all work submitted for assessment is genuinely his or her own.  A student must not receive undue assistance from any other person in the preparation and submission of work. A student who knowingly assists other students is in breach of rules and may be penalised. Students must ensure that all work submitted for assessment is their own. Students should acknowledge all resources used (text, websites and source material) and should not receive undue assistance in the preparation and submission of work. Unacceptable forms of assistance include use of, or copying from another person’s work or other resources without acknowledgement and corrections made or dictated by another person.

10

Studying a Language at VCE – Transition Package for VSL Year 10 students

7.

Redeeming Assessment Tasks and SACs

While wanting to give students every opportunity to successfully demonstrate the outcomes, teachers have to set limits. Under VCAA regulations, If, in the judgement of the teacher, work submitted by a student for the assessment of an outcome does not meet the required standard for satisfactory completion, the teacher may consider work previously submitted, provided it meets the requirements. A student may any submit further work or resubmit a School-assessed Coursework assessment, for reconsideration to redeem an ‘S’ for the outcome. The teacher may not allow a student to resubmit work to improve a score of an assessment for School-assessed Coursework.

8.

Statistical moderation

School based Assessment is an important part of the VCE. To ensure fairness when Study scores are calculated, it is important that School based assessments made by all schools are comparable. The VCAA uses statistical moderation to express student’s achievement from all schools on the same scale. This provides fairness for students across the State. To ensure comparability of School-based Assessment from different schools the VCAA will apply statistical procedures to each moderation group, study by study. Statistical moderation realigns the level and spread of each school’s assessments of its students in a particular study to match the level and spread of the same students’ scores on a common external score. Because the external score is based on examinations done by all students across Victoria, it is a common standard against which schools’ assessments can be compared.

9.

Special Provision and/or extension of time

When a student is absent from school for prolonged periods, or has been unable to complete all assessment tasks because of illness or other special circumstances, the school may, on application from the student, grant Special Provision for school based assessment or an extension of time to do assessment tasks or SACs. For this reason, teachers are asked to submit two versions of SACs to the Area Manager in anticipation of special provision students. Students who do not satisfactorily complete a SAC should be given another opportunity to redeem the unit. In this case the student should not be penalised for lack of attendance. If students have been granted special provision by their day school, they should inform their language teacher and Area Manager so that appropriate support may be provided at the VSL.

10. External Examinations GAT (General Achievement Test) All VCE students enrolled in Unit 3 and 4 Languages are required to sit the General Achievement Test. Information regarding this test is available from home schools. Oral and Written Language Examinations Students must present for the examinations at the designated date, time and venue. Students will receive individual examination notification from the VCAA via their home (day) school. It is the student’s responsibility to ensure that they are in regular contact with the VCE or VASS co-ordinator at their day school and ensure that they receive the examination notifications. The written examination timetable is available on the VCAA website- Generally mid May. Special Examination Arrangements Students with significant health impairment, physical disability, hearing or visual impairment, learning disability or severe language disorder should speak to their home school Principal or VSL Area Manager regarding special examination arrangements.

11

Studying a Language at VCE – Transition Package for VSL Year 10 students

11.

Special Entry requirements for VCE Units 3 & 4 Second Languages

VCE Second Language studies in Chinese, Indonesian, Japanese and Korean cater for students who have learnt all they know of the language in an Australian school or similar environment. All enrolments in VCE Second Language studies Unit 3 and 4 must be approved by the VCAA. The criterion for eligibility for a VCE Second Language study is the number of years the student has been educated in a school where the language is the medium of instruction. Students who have learnt all they know of the language in an Australian school are eligible for VCE Second Language enrolment. Chinese Second Language A student is NOT eligible for Chinese SL if they have had one of the following:  12 months or more of education in a school where Chinese is the medium of instruction  Three years (36 months) or more of residence in any of the VCAA-nominated countries or regions (China, Taiwan, Hong Kong or Macau) Chinese Second Language Advanced A student is eligible for Chinese Second Language Advanced if:  They have had no more than seven years of education in a school where Chinese is the medium of instruction  The highest level of education attained in a school where Chinese is the medium of instruction is no greater than the equivalent of Year 7 in a Victorian school. Indonesian Second Language A student is eligible for Indonesian SL if they have had no more than seven years of education in a school where Indonesian or Malay is the medium of instruction. Japanese Second Language A student is eligible for Japanese SL if they have had no more than seven years of education in a school where Japanese is the medium of instruction. Korean Second Language A student is eligible for Korean SL if they have had no more than seven years of education in a school where Korean is the medium of instruction.

12

Studying a Language at VCE – Transition Package for VSL Year 10 students

LANGUAGES: SUMMARY OF THEMES AND TOPICS *CHECK STUDY DESIGN FOR SUGGESTED TOPICS.

THE INDIVIDUAL

ARABIC

BOSNIAN

CHIN HAKHA

CHINESE SL & SLA CLASSICAL GREEK CROATIAN

DUTCH

FILIPINO

FRENCH

GERMAN

GREEK

HEBREW

HINDI

13

      

Personal world Family and friends Education and aspirations Health Personal Identity School & aspirations Leisure, sport & health

 Personal Identity  Relationships  Education and aspirations

THE LANGUAGE-SPEAKING COMMUNITIES  Lifestyles  Culture and traditions  Arabic civilization

 Social issues  The natural world  The world of work

 People & places  Past & present  Arts, entertainment & traditions  History & culture  Historical/contemporary people and events  Arts & Entertainment  Lifestyles  History and culture  Schooling  Lifestyles  Geography  Check Study Design

 Youth issues  The modern world  Social issues

     

    

Personal identity Education and aspirations Recreation and leisure Travel experiences Check Study Design

             

Personal identity Educational aspirations Leisure and recreation Personal identity Relationships Education and aspirations Leisure and interest Personal identity Relationships Education and aspirations Leisure and recreation Personal world Education and aspiration Personal opinions and values

     

     

Personal identity School and aspirations Leisure and lifestyles Personal identity School experience Relationships

     

   

Personal identity Leisure and lifestyles Relationships Education and future aspirations  Personal world  Education and aspirations  Personal opinions and values

THE CHANGING WORLD

People and places History and culture Arts and entertainment Lifestyles History and culture Arts and entertainment

 Social Issues  Youth Issues  Scientific & Technological Issues  Youth issues  World of work  Tourism and hospitality  Check Study Design Youth issues World of work Tourism Youth issues Tourism Issues facing the world today

 Lifestyles  History and culture  Arts and entertainment

 Social issues  World of work  Tourism

 Lifestyles  Historical perspectives  Arts and entertainment

 Social issues  The world of work  Scientific and technological issues  The world of work  Social issues  Tourism  Contemporary issues  World of work

   

People and places Past and Present Arts and entertainment Lifestyles The Greek cultural heritage Historical/Contemporary people and events The migrant experience Arts and entertainment Current and historical perspectives Ways of life in Israel

 Lifestyles  Visiting a Hindispeaking community  History and traditions  Arts and entertainment

 Hospitality and tourism  World of work  Social issues  Social issues  Environmental issues  The world of work

Studying a Language at VCE – Transition Package for VSL Year 10 students

THE LANGUAGE-SPEAKING COMMUNITIES

THE INDIVIDUAL

HUNGARIAN

INDONESIAN SL

ITALIAN

KAREN

KHMER

KOREAN SL

LATIN MACEDONIAN

MALTESE

PERSIAN

POLISH

     

Personal identity School life and aspirations Leisure and interest Personal world Education and aspirations Personal opinions and values

 Personal world  Health and leisure  Education and aspirations

           

PUNJABI

14

      

Social and contemporary issues Tourism and hospitality World of work The world of work Social Issues Australian-Indonesian relations Environmental issues

   

The world of work Technology Trade and commerce Tourism and hospitality

 To be confirmed – Check Study Design  Personal identity  Relationships  Education and aspirations  Leisure and lifestyle  Personal identity  Education & aspirations  Everyday life and activities



 Prescribed text

 Check Study Design

 Personal identity  Relationships  Education and aspirations

 Lifestyles  Culture and traditions  Arts, literature and the media  Migration  Lifestyles  History and traditions  The Arts and literature

 Social issues  Our natural world  Current affairs

     

    

 Personal identity  Education and aspirations  Personal opinion and values  Personal identity  Relationships  Values  Education and aspirations  Relationships  Education and aspirations  Leisure and interest

      

 

PORTUGUESE

Daily life and lifestyles Arts and entertainment Historical perspectives Lifestyles Visiting Indonesia Customs and traditions Arts and entertainment Stories from the past Historical perspectives Lifestyles in Italy and abroad The Arts and entertainment Social and contemporary issues To be confirmed – Check Study Design History and geography Cultural diversity Tourism Arts and entertainment People & places Past & Present lifestyles Arts & Entertainment

THE CHANGING WORLD

 Personal identity  Education and aspirations  Personal values

   

 Education and aspirations  Personal opinions and values  Personal World

   

Lifestyles Culture and traditions Arts and entertainment Past and present Visiting Poland Polish customs and traditions Legends and significant historical events Famous people-music science, art, literature Lifestyles History and traditions Arts and entertainment Visiting Portuguesespeaking countries Visiting a Punjabi speaking community Historical perspectives Arts and entertainment Lifestyles

 To be confirmed – Check Study Design  Changing lifestyles  World of work  Current issues  Social issues  The world of work  Tourism

 The world of work  Social issues  Tourism World of work Social issues Trade and tourism The natural world Migration in the past and present  World of work  Social issues

 Social Issues  World of work  Environmental issues  The world of work  Scientific and technological issues  Social Issues

Studying a Language at VCE – Transition Package for VSL Year 10 students

THE INDIVIDUAL            

ROMANIAN

RUSSIAN

SERBIAN

SINHALA

Personal Identity Relationships Education and aspirations Personal identity Education and aspirations Leisure and lifestyle Personal identity Education and aspirations Leisure and recreation Personal identity Personal aspirations

 Personal world  My world in the past and future  Lifestyles  Personal identity  Personal views and opinion  Education and aspirations

SPANISH

TAMIL

 Personal identity  Future aspirations  Leisure

TURKISH

 Personal World  Education and aspirations  Relationships

VIETNAMESE

THE LANGUAGE-SPEAKING COMMUNITIES                              

Lifestyles History Arts and entertainment Values Lifestyles Visiting Russia Arts and entertainment Daily life History and culture Arts and entertainment Lifestyles Visiting Sri Lanka Customs and traditions Arts and entertainment Stories from the past People & Places Living in a Spanishspeaking community Arts and entertainment Culture and traditions The past and present The Arts and entertainment Travel and tourism in a Tamil-speaking country Migration Cultural diversity Tourism Arts and entertainment Migration Folk/contemporary literature Traditions and values Arts & Entertainment

THE CHANGING WORLD             

Technology Trade and tourism World of Work Social issues Environmental issues World of work Social issues Current issues World of work Tourism Environmental issues Technological change The world of work

      

World of work Growing up and growing old Social issues Environmental issues Changing lifestyles Status of women World of work

 World of work  The younger generation  Issues now, and in the future    

Environment World of work Science and technology Social issues

FIRST LANGUAGES: SUMMARY OF THEMES AND TOPICS SELF AND OTHERS

CHINESE FL

INDONESIAN FL

JAPANESE FL

KOREAN FL

15

           

Personal world Personal beliefs and ideals Contributing to the community Personal world Personal beliefs and ideals Contributing to the community Personal world Personal beliefs and ideals Contributing to the community Personal world Personal beliefs and ideals Contributing to the community

TRADITIONS AND CHANGE IN THE LANGUAGESPEAKING COMMUNITIES   

Lifestyles Arts and entertainment Stories from the past

      

Lifestyles People and events Education Unity and diversity Lifestyles People and events Education

  

Lifestyles Arts and entertainment Stories from the past

GLOBAL ISSUES            

Peace Human rights in the world today The nature and future of work The global environment Human rights in the world today Development Human rights in the world today The Environment The nature and future of work Human rights Current issues The nature and future of work

Studying a Language at VCE – Transition Package for VSL Year 10 students

OUTCOMES – SECOND LANGUAGES Outcome Charts and Assessment Guides Unit 1: VCE (Second Language)

Unit 2: VCE (Second Language)

OUTCOMES Outcome 1

FOUR TASKS

OUTCOMES Outcome 1

FOUR TASKS

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

Informal conversation

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.

OR Reply to personal letter/fax/email

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.

Outcome 3 Produce a personal response to a text focusing on real or imaginary experience.

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 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 Outcome 1

THREE TASKS

Express ideas through the production of original texts.

A 250 word personal or imaginative written piece.

20 marks

A response to specific questions, messages or instructions, extracting and using the information requested.

10 marks

Outcome 2 Analyse and use information from spoken texts.

A three to four minute roleplay, focusing on the resolution of an issue.

TOTAL MARKS Unit 3 contributes 25% to the final assessment

16

THREE TASKS

Analyse and use information from written texts.

A response to specific questions, messages or instructions, extracting and using information requested.

10 marks

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

Outcome 2

Outcome 3 Exchange information, opinions and experiences.

OUTCOMES Outcome 1

20 marks

50

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

TOTAL MARKS Unit 4 contributes 25% to the final assessment

Studying a Language at VCE – Transition Package for VSL Year 10 students

20 marks

50

OUTCOMES-CHINESE SECOND LANGUAGE Unit 1 OUTCOMES

Unit 2 FOUR TASKS

OUTCOMES

Outcome 1

FOUR TASKS

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

Outcome 2 Listen to, read and obtain information from written and spoken texts.

* In Unit 1 only, of the two tasks required for Outcome 2, one must be completed in Chinese and the other in English.

Outcome 3 Produce a personal response to a text focusing on real or imaginary experience.

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

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 Listen to, read, and extract and use information and ideas from spoken and written texts, and translate part of text/s from characters into English.

Outcome 3 Give expression to real or imaginary experience in written or spoken form.

Oral presentation OR Review OR Article

Listen to spoken texts, (e.g. conversations, interviews, broadcasts) and reorganise information and ideas in a different text type AND Read written texts (e.g. extracts, advertisements, letters) and reorganise information and ideas in a different text type, and translate part of the original text/s from Chinese characters into English. 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 OUTCOMES Outcome 1 Express ideas through the production of original texts.

Outcome 2 Analyse and use information from spoken texts. Outcome 3 Exchange information, opinions and experiences.

THREE TASKS A 150-200-character personal or imaginative written piece.

20 marks

A response to specific questions, messages or instructions, extracting and using the information requested.

10 marks

A three to four minute role-play, focusing on the resolution of an issue.

20 marks

Unit 3 contributes 25% to the final assessment

17

Unit 4 OUTCOMES Outcome 1 Analyse and use information from written texts, and translate part of the text/s into English.

Outcome 2 Respond critically to spoken and written texts, which reflect aspects of the language and culture of Chinesespeaking communities.

THREE TASKS A response to specific questions, messages or instructions, extracting and using information, and translating part of these texts into English.

10 marks

A 250-character informative, persuasive or evaluative written response, for example, report, comparison or review AND A 3-4-minute interview on an issue related to the texts studied.

20 marks

Unit 4 contributes 25% to the final assessment.

Studying a Language at VCE – Transition Package for VSL Year 10 students

20 marks

OUTCOMES – FIRST LANGUAGES Outcome Charts and Assessment Guides Unit 1: VCE (First Language)

Unit 2: VCE (First Language)

FOUR TASKS

OUTCOMES

OUTCOMES

Outcome 1

FOUR TASKS

Outcome 1

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

Discussion

Participate in a spoken or written exchange focusing on the resolution of an issue.

OR Personal letter/fax/email

Outcome 2

Formal letter or fax or email. OR Role-play

Outcome 2

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

Listen to a spoken text, (eg: discussion, interview, broadcast) & extract & use information & ideas in a different text type. AND Read a written text (eg: article, report, letter) & extract & use information & ideas in a different text type.

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

Outcome 3

Listen to 2 or more spoken texts, (eg: interview, discussion, debate) and compare information & ideas obtained in a given format in the Language. AND Read 2 or more written texts (eg: letters, articles, reports) and compare information and ideas obtained in a given format in the Language.

Outcome 3

Produce a personal response to a fictional text.

Oral presentation OR Review OR Article

Produce an imaginative piece in written or spoken form.

Journal entry OR Spoken personal account OR Short story.

NOTE: Of Outcomes 1 & 3, one must be an oral activity and the other written Unit 3: VCE (First Language) OUTCOMES

Unit 4: VCE (First Language)

THREE TASKS

OUTCOMES

Outcome 1 Express ideas through the production of original texts.

Outcome 1 A 350-400 word, 500-600 character, 1400-1600 ji or 1000-1200 cha imaginative written piece.

20 marks

A response to specific questions or instructions, analysing & using information requested.

20 marks

Analyse and use information from written texts.

Outcome 2 Analyse and use information from spoken texts.

A response to specific questions or instructions, analysing & using information requested.

20 marks

A 350-400 word, 500-600 character, 1400-1600 ji, 1000-1200 cha persuasive or evaluative written response, for example, report, essay, article or review. AND A 4-5 minute interview on an issue related to texts studied.

20 marks

Outcome 2 Respond critically to spoken and written texts, which reflect aspects of the language and culture.

Outcome 3 Exchange information, opinions and experiences.

THREE TASKS

A 4-5 minute evaluative oral presentation, focusing on points for and against an aspect related to texts studied.

TOTAL MARKS Unit 3 contributes 25% to the final assessment

50

10 marks

TOTAL MARKS Unit 4 contributes 25% to the final assessment.

*check word limit requirements for your language

18

Studying a Language at VCE – Transition Package for VSL Year 10 students

50

10 marks

CHARACTERISTICS OF DIFFERENT KINDS OF WRITING The following descriptions outline the main characteristics of different kinds of writing. They are intended as a guide only; students would not be expected to include all aspects in their writing. Authentic writing will require using a combination of styles. Personal writing:  Uses a personal voice.  Establishes a relationship/intimacy/empathy between the writer and the reader.  Usually employs first and/or second person; subjective; informal, familiar style/register; often includes emotive language.  Emphasises ideas, opinions, feelings, impressions rather than factual, objective information.  May use the act of writing to help the author understand and unravel his/her own feelings or ideas.  May, in certain contexts, use contracted language, such as is used in speech. Purpose: the author is conveying something personal to the reader. Informative writing:  Aims to convey information from the writer to the reader as clearly, completely and accurately as possible.  Usually uses objective style and impersonal expressions, although the writer may use an informal style to establish a relationship of ‘friendly helper’ with the reader.  Normally has no particular point of view to convey; if a point of view is involved, the writing becomes either persuasive or evaluative.  Generally uses facts, examples, explanations, analogies and sometimes statistical information, quotations and references as evidence.  Chooses language, structure and sequence to make the message clear and unambiguous, so the sequencing of information is usually logical and predictable.  Probably uses few adjectives, adverbs and images, except as examples or analogies in explanation. Purpose: The author is conveying information. Imaginative writing:  Creates 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 length, careful control of structure and sequencing, to add to the overall effect by creating the desired atmosphere or conveying the required emotion.  May break normal sequencing for added impact, such as in a flashback or in a final disclosure which puts a different interpretation on preceding passages. Purpose: The author is creating a piece of fiction designed to entertain, amuse, or create an impression, picture, or feeling in the reader. Descriptive writing:  Creates a vivid impression of a person, place, object or event: a particular mood, atmosphere: vivid pictures of characters.  Engages a reader’s attention: brings writing to life.  Includes precisely chosen vocabulary with evocative adjectives and adverbs, similes and metaphors.  Is focused, interesting and compelling.  Uses sensory description-what is heard, seen, smelt, felt, tasted: with sensory details to increase the reader’s experience.  Uses active verbs and varied sentences; structured and ordered.  Creates a dominant impression.  Evokes feelings and attitudes- connotative language.  Makes comparisons-similes, metaphors, personification.  Develops the experience, focusing on key details, powerful verbs and precise nouns. Purpose: The author is painting a picture through words to make the reader see what they have seen.

19

Studying a Language at VCE – Transition Package for VSL Year 10 students

Evaluative writing:  Aims to weigh two or more items/ideas in order to convince the reader rationally and objectively that a particular point of view is correct.  Aims to reach a conclusion acceptable to an unbiased reader through the logical presentation and discussion of facts and ideas.  Presents two or more important aspects of an issue or sides of an argument and discusses these rationally and objectively; using evidence to support the contrasting sides or alternatives.  Uses objective style; appeals to reason not emotion; creation of an impression of balance and impartiality is essential.  Often includes expressions of cause, consequence, opposition and concession. Purpose: The author is giving a balanced view of both sides of a case. Reflective writing:  Relates not only events, but feelings, what has been learnt, and how it will affect future behavior.  Includes description and analysis of an experience.  Provides exploration and explanation of events and contexts.  Includes consideration of the larger context, meaning and implications of an experience or action.  Identifies and challenges personal values and beliefs, assumptions, feelings and actions.  Includes opinion, with supporting evidence.  Uses personal voice (e.g. I, me, you, we, us) when providing opinion.  Uses verbs related to feeling, thinking and analysing.  May include comment on hypothetical situations, and speculation about the future.  May move between past tense (recounting the actual events) and present tense (making more general observations).  Is perceptive; demonstrating analysis, synthesis and evaluation. Purpose: The author is looking back on experiences/actions in order to analyse ideas and practices that relate to them personally. Narrative writing:  Tells a story in chronological order.  Entertains, to gain and hold the readers’ interest.  Teaches or informs; changes attitudes/social opinions.  Sequences: setting, characters, initiating event, conflict/goal, events resolution, theme; series of actions.  May set up problems to be resolved.  Is imaginary or factual; has characters with defined with defined personalities/identities.  Dialogue often included.  Tense may change.  Descriptive languages to enhance the story.  May include complication involving the main character; conflict; points of view. Purpose: The author is telling a story/retelling event to entertain or to teach. Persuasive writing:  Aims to covert the reader to a particular point of view or attitude in order to convince him or her to act or respond in a certain way.  Manipulates the reader’s emotions and opinions in order to achieve a specific purpose, that is, to achieve a desired outcome or effect which is important to and selected by the writer.  Persuasive techniques chosen are strongly influenced by the nature of the target audience; that is, the language (vocabulary, sentence structures, style/register), structure and sequencing of the piece are framed with the particular audience and purpose in mind.  Requires choice of the best word (with the precise shade of meaning and overtones of approval/disapproval, virtue/vice etc.), so range of vocabulary and dictionary technique are important.  Aims in certain instances (for example, advertisements) to keep the target audience unaware of being manipulated and adopts an appearance of objectivity and rationality by using indirect, subtle techniques; confidential, intimate register.  Sometimes uses exaggeration, extravagant language, and humour to create a conspiratorial relationship between the writer and the reader.  Often uses the second person for direct address and appeal.  Sometimes employs direct speech and questions to intensify the relationship with the audience.  May use techniques such as the use of technical or scientific language and superlatives or quantitative statements to lend authority to the content. Purpose: The author is taking a stance and trying to persuade the reader.

20

Studying a Language at VCE – Transition Package for VSL Year 10 students

Part 1 of the Oral Examination (General Conversation) – Sample questions Preparing answers to the sample questions below will make you feel more confident with Part 1 of the oral examination. Attention: Ensure you answer the general questions in the correct tense. E.g. If the questions relates to the future you would respond using either a future or conditional tense etc. The five general topics covered during the oral examination are as follows: * FAMILY and FRIENDS * SCHOOL * WORK (part time job) * LEISURE/PASTIMES * FUTURE ASPIRATIONS NOTE: You will need to expand upon all of the answers that you give to the questions below. FAMILY AND FRIENDS  Tell me a little about your family?  What kinds of activities do you like doing with your family/friends?  What kind of relationship do you have with your parents, brothers and sisters? Explain.  If you have a problem who do you go to for advice-Mum or Dad? Why?  How many siblings do you have?  What chores do you do to help your parents at home?  Do you have a family pet? SCHOOL  What subjects are you studying this year?  What is your favourite subject? Why?  What subject/s don’t you like?  How do you travel to school?  How are you finding your studies this year?  Tell me a little about your ‘ideal’ teacher.  Other than your school subjects, what other activities are you involved in at school?  What are the benefits of having/not having a school uniform? LEISURE AND PASTIMES  Describe an activity you do in your spare time?  What do you like doing on the weekends?  What do you do on a ‘typical’ Sunday?  What sports do you like?  Do you like cooking? What is your specialty dish?  Tell me about the last movie you watched.  What kind of music do you like/who is your idol? WORK  Do you have a part-time job?  Where do you work? What are your hours?  What are the advantages & disadvantages of working part time for a student doing Year 12?  Why do many students want to work while they are still at school?  What do you do with your earnings?  Do you think that working can have negative effects on your grades?  What part-time work would you like to be doing?  Many students work to be independent. What does being independent mean to you? FUTURE ASPIRATIONS  What would you like to do after completing Secondary school?  What course would you like to do at University? Why?  Why do you want to continue your studies next year?  What sort of work or career path are you interested in?  What factors have influenced your career choice?  Are you interested in travelling? Where would you like to travel to and why?

21

Studying a Language at VCE – Transition Package for VSL Year 10 students

WRITTEN EXAMINATION: TIPS FOR LISTENING COMPREHENSION Listening comprehension is one of the most challenging aspects of learning any new language. Unlike reading, which provides you with a script which you can hold, cultivating your listening skills is more like dealing with a moving target and thus requires a higher level of attention and concentration. Listening, nonetheless, can be profoundly rewarding when you feel that you can follow a dialogue, news broadcast, presentation etc. So we would like to suggest some helpful tips about how to get the most out of your listening experience. • MAKE ASSUMPTIONS AND VERIFY THEM Before you listen to a text, carefully read the questions you will have to answer. This will enable you to come up with some assumptions about the general content of the text, based on the elements you recognise in the questions and can guess from the context of those questions. When you listen to the text for the first time, you will be able to verify these initial assumptions. You can confirm them based on increased understanding gained from the second listening. • LISTEN FOR KEY WORDS Your ability to make assumptions about the content of the text sometimes depends on your ability to identify key words and phrases that are familiar to you. These key words and phrases will serve as anchors and help you to create a meaningful context. This will help you to work out or guess the meaning of some unfamiliar elements in the text. • GLOBAL COMPREHENSION FIRST As you listen to the entire text the first time, don’t let yourself be distracted by new words; rather, keep your focus on getting a general idea about the content – the gist or essence of the text. Begin by listening for answers to the basic “what? who? when? where?” questions and then expand into more details as you listen further. • UTILIZE YOUR WORLD KNOWLEDGE As a student, you have a wealth of general knowledge that can be of tremendous value to you as you listen to anything new. Your strategy while listening should involve activation of this knowledge. When listening to a weather broadcast, for example, use your general knowledge to anticipate what will be said. Look for information on rain, storms, sunny days, highs and lows, etc. When listening to a program in which a movie is being reviewed, listen for possible information on the film’s themes, background information about the film, its strengths and weakness, etc. • TAKE NOTES WHILE LISTENING While you listen, you may consider jotting down some information or key words from the text. You can do this in English or the LANGUAGE, but remember that these are simply notes and don’t have to be elaborate sentences. The point here is not to slow you down but to give you something to help you focus on the listening material. • LISTEN, LISTEN, and LISTEN Like all language skills, listening requires a great deal of practice and extensive exposure to authentic listening texts. When you begin your language learning experience, you spend most of your time listening to your teacher and to the audio/video materials accompanying your textbook. As your abilities increase, you need to have more sustained exposure to listening selections outside the classroom. Make sure you devote ample time for listening and listen as often and as long as you can. Remember that, when it comes to developing language skills, once is not enough. The best way to become a proficient listener is to listen, listen and listen.

22

Studying a Language at VCE – Transition Package for VSL Year 10 students

ACCESS PAST EXAM PAPERS AND EXAMINERS REPORTS In order to achieve your personal best result for your Language study there are many strategies that can be utilised. Most importantly practice provides you with the best revision, and ensures you cover as many aspects and possible topics that could be asked of you during the exam. Accessing past exam papers provides you with practice not only for your Language exam but how to be manage your time during the exam. Please note that for CCAFL languages there has been modification to the structure of the end of year exam and the time allocated has been reduced to 2 ½ hours. So the allocated time on the past exams papers (3 hours) needs to be modified. Reading the past examiners reports provides you with feedback of what students completed well and where they didn’t meet required criteria. Reading the reports is most beneficial so you can ensure that you are not making the same mistakes as students in previous years when attempting your final exam.

Access Past exam papers/examiners reports at the following address: http://www.vcaa.vic.edu.au/vce/exams/examsassessreports.html

NOTES:

______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ________________________________________________________

We wish you all the very best with your VCE studies. 23

Studying a Language at VCE – Transition Package for VSL Year 10 students