Languages Beginners Syllabuses

Languages Beginners Syllabuses

Background

Syllabuses – 2 documents Research and reviewWide consultationDraft FrameworkDraft syllabuses

Languages Beginners Syllabuses

Revised syllabuses 2006 HSC Program of Study

- standards-referenced framework

- Key Competencies Implementation

- Preliminary 2007

- HSC 2008

Languages Beginners Syllabuses

Target learners Eligibility

- no more than100 hours study of [Language] K-10

- speakers of dialects of [Language] not eligible

- documentation required

(ACE Manual 8.2.2.3)

Languages Beginners Syllabuses

Overview of the syllabuses

- modern standard version

- awareness of different levels (formal, informal)

The language to be studied

Rationale

- General- Language-specific

Aim

- skills in effective communication

- knowledge of the nature of language

- understanding of the interdependence of language and culture

Objective 1Interacting

Objective 2Understanding

texts

Objective 3Producing texts

Aim•Communicative•Linguistic•Intercultural

Aim

Objectives Outcomes Learn about/to

•Communicative•Linguistic•Intercultural

Objective 1: InteractingOutcomes

1.1 establishes and maintains communication in [Language]

1.2 manipulates linguistic structures to express ideas effectively in [Language]

1.3 sequences ideas and information

1.4 applies knowledge of the culture of [Language]-speaking communities to interact appropriately

Objective 1: InteractingLearn about/to statements

the importance of listening for key words to assist understanding

listen for meaning

the importance of reading for key words to assist understanding

read for meaning

links in communication use strategies to initiate, maintain and conclude an interaction

the purpose and context of communication select and incorporate particular vocabulary and structures to achieve specific communication goals

register in language use interact with reference to context, purpose and audience

responding to factual and open-ended questions maintain an interaction by responding to and asking questions and sharing information

ways to support effective interaction use appropriate language features to enhance communication

the logical sequencing of ideas structure information and ideas coherently

formal and informal language, and when and where it is used

apply appropriate social conventions in formal and informal contexts

sociolinguistic conventions relating to everyday activities use language and/or behaviour appropriate to social context

Chinese and Japanese script

additional Learn about/to statements across outcomes for Objective 2, Understanding texts

Objective 3, Producing texts

Languages Beginners Syllabuses

Activity 1- mapping links between the syllabus

Aim, Objectives,

Outcomes and Content

- skills in effective communication

- knowledge of the nature of language

- understanding of the interdependence of language and culture

Prescribed topics

The personal world The [Language]-speaking communities

Family life, home and neighbourhood

People, places and communities

Education and work

Friends, recreation and pastimes

Holidays, travel and tourism

Future plans and aspirations

Texts prescribed for productive use in external

written examination

Article Diary/journal entry Email Informal letter Message Note Postcard Script of a talk

Texts

Texts for receptive use are not prescribed

Activity 2 – brainstorming to identify possible texts

Prescriptions

Vocabulary not prescribed

Characters prescribedwww.boardofstudies.nsw.edu.au

Prescribed characters

Board’s websitewww.boardofstudies.nsw.edu.au

Chinese - alphabetical orderA 爱 B 八 爸 白

Japanese - categoriesAdjectives

大　小　好　高Body/health

目　口　元　気

Dictionaries

- to enhance learning

- for use in HSC external exams

- suitable editions

Grammar

- supports language acquisition

- recognition and/or use

Activity 3

Discussion- comparing the content of the existing and revised syllabuses

What’s the same?What’s different?

Internal Assessment

Preliminary

currently no components and weightings

new components and weightings – syllabus Section 9.5

Internal Assessmentsuggested weightings for Preliminary

Component Weighting

Listening 35

Reading 35

Speaking 15

Writing 15

Internal Assessment

HSC

Existing syllabuses vary widely in components and weightings

New components and weightings – syllabus Section 9.5

Internal Assessmentmandatory weightings for HSC

Component Weighting

Listening 30

Reading 30

Speaking 20

Writing 20

Internal AssessmentPreliminary and HSC

Component Objective

Listening 1 Interacting

2 Understanding texts

Reading 1 Interacting

2 Understanding texts

Speaking 1 Interacting

3 Producing texts

Writing 1 Interacting

3 Producing texts

Internal Assessment HSC course

How many tasks?

Components

Listening

Reading

Speaking

Writing

Internal Assessment HSC course

How are components combined in a task?

Components

Listening

Reading

Speaking

Writing

Sample assessment task

Students listen to an interview with a famous pop star from [country]. They then write an article about this pop star for their class newsletter.

Sample assessment task

Students listen to an interview with a famous pop star from [country] and answer comprehension questions in English or [Language]. They then write an article about this pop star for their class newsletter.

External Assessment

Oral examination

Written examination Section 1: Listening Section II: Reading Section III: Writing in [Language]

External Assessment

Oral examination

20 marks

Objective 1 InteractingOutcomes 1.1, 1.2, 1.3

General conversation with examiner – 5 minutes Prescribed topics - candidate’s personal world

External Assessment

Written examinationSection 1: Listening30 marks

Objective 2 Understanding textsOutcomes 2.1, 2.2, 2.3, 2.4, 2.5

9-12 texts in [Language] Questions in English Responses in English

External Assessment

Written examinationSection 2: Reading30 marks

Objective 2 Understanding textsOutcomes 2.1, 2.2, 2.3, 2.4, 2.5

4-5 texts in [Language] Questions in English Responses in English

External Assessment

Written examinationSection 3: Writing in [Language]20 marksObjective 1 InteractingObjective 3 Producing textsOutcomes 1.1, 1.2, 1.3, 3.1, 3.2, 3.3Part A – 10 marks

2 tasksPart B – 10 marks

extended response 2 choices

Internal and External Assessment

Changes in weightings: changes in programming changes in assessment

Activity 5Comparing existing and new assessment requirements.What’s the same? What’s different?

Languages Beginners Syllabuses

Support for implementation

Support for implementation

Board of Studies NSW

Support document – Advice on programming and assessmentcollaboration with DET, AIS, CEC

Specimen paper packages Prescribed characters Suggested resources

www.boardofstudies.nsw.edu.au

Support for implementation - DET

Curriculum K-12 Directorate

Generic workshops 2006 Sample units of work and assessment tasks – a

DET/AIS project Language-specific workshops in 2007

Languages Beginners Syllabuses

Advice on Programming

Advice on ProgrammingScope and Sequence Plan

- prescribed topics- order, timing of topics- students’ prior knowledge and

interests- resources

Sample Scope and Sequence Plan - Preliminary CourseOutcomes Topic 1

A student: Family life, home and neighbourhood( hours)

1.1 establishes and maintains communication in [Language]

1.2 manipulates linguistic structures to express ideas effectively in [Language]

1.3 sequences ideas and information

1.4 applies knowledge of the culture of [Language]-speaking communities to interact appropriately

2.1 understands and interprets information in texts using a range of strategies

2.2 conveys the gist of and identifies specific information in texts using a range of strategies

2.3 summarises the main points of a text

2.4 draws conclusions from or justifies an opinion about a text

2.5 identifies the purpose, context and audience of a text

2.6 identifies and explains aspects of the culture of [Language]-speaking communities in texts

3.1 produces texts appropriate to audience, purpose and context

3.2 structures and sequences ideas and information

3.3 applies knowledge of diverse linguistic structures to convey information and express original ideas in [Language]

3.4 applies knowledge of the culture of [Language]-speaking communities to the production of texts

Suggested sub-topics

Note that the lists of sub-topics are neither exhaustive nor definitive; they are suggestions only. Greetings and introductionsFamily and petsHouse and homeLife at homeDaily routineFood and drinksLocal area

Activity 6

Brainstorming

Prescribed topics and possible sub-topics

Friends, recreation and pastimesEducation and work

Future plans and aspirations

Friends, recreation and pastimes

BOS - suggested sub-topics Appearance and personality Shops and shopping Local transport Health and fitness Leisure and sport Going out

Education and work

BOS - suggested sub-topics School studies and activities School routine Occupations Work places Part-time work

Future plans and aspirations

BOS - suggested sub-topics Skills Possibilities Travel plans Holiday jobs Careers

Activity 7

Discussion - unit of work proforma

Board of Studies support document a suggested proforma only Outcomes and Learn about/to statements determining Evidence of learning and

ongoing feedback for students

Activity 8

Discussion – assessment task planning proforma

used for planning assessment

a suggested proforma only

Activity 9

Units of work Assessment tasks

8 writing teams DET/AIS

8 Beginners courses