victorian school of languages - vsl.vic.edu.au · september 10 vce student assessment timetables...

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VCE (Victorian Second Languages) TEACHER MANUAL 2018

Victorian School of Languages

Address: PO Box 1172

Thornbury VIC 3071

Phone: (03) 9474 0500

Fax: (03) 9416 9899

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

Reports: https://www.vsl.vic.edu.au/sip

E-mail: [email protected]

VSL Teacher resources: http://www.vsl.vic.edu.au/Content/Resource/Teacher.aspx

2018 VCE Languages Teacher Manual – (Victorian Second Languages)

Prepared by: Angela Natoli, Assistant Principal

Editing: Stefo Stojanovski & Erin Pearce

Printing: Cameron Waites

Copyright 2018

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

https://www.vsl.vic.edu.au/sip

mailto:[email protected]

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

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Acknowledgements

Our thanks go to the many past and present staff from the Victorian School of

Languages who have contributed to the development of the 2018 VCE Languages

Teacher Manual, first published in 1992.

The school is also indebted to the VCAA for making material available for inclusion,

and in particular to the Languages Section for advice during the preparation of the

manual.

At the time of publication every attempt was made to confirm the accuracy of the

content through discussions with personnel of the VCAA. Teachers are reminded to

check the VCAA publications as they become available during the course of the

year, as these contain the authoritative statements on the VCE.

Additional copies of the manual may be purchased from the school.

A special acknowledgement must go to Stefo Stojanovski & Erin Pearce for editing,

and Cameron Waites for the cover.

Prepared by Angela Natoli, Assistant Principal: Curriculum & Professional Development

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Contents

From the Principal 5

Planning Calendars

Important dates for VCE teachers 2018 7

VSL centre class dates 2018 8

Assessment task planning calendar 9

Assessment planning calendar 2018 11

Personal directory 12

VCE Studies

Second Language Studies 14

VCAA Publications 15

Accreditation Periods 15

VCAA Language Study Codes 15

Structure of the VCE 15

VCE Languages Terminology 17

Detailed Study 18

VSL Administrative Procedures and Advice

VCE Languages 20

School/Provider obligations to students 20

Provision of accredited curriculum and assessments 20

VCE Levels of Achievement 20

VCE (Baccalaureate) 21

Eligibility for award of the VCE 21

VCE Student Enrolment 21

Informing Students of VCE requirements 22

Student observance of assessment and attendance rules 22

Attendance requirements 22

Satisfactory completion of VCE units 23

Not Satisfactory VCE Unit result 24

VCE Unit result of J 24

School-Assessed Coursework 24

Preparation of work for School-assessed Coursework 25

Lost, stolen or damaged School-assessed Coursework 25

SAC planning form information 25

SAC notification to students information 25

Integrity of School-based Assessments 25

Assessments under test conditions and authentication of student work 26

Strategies for avoiding authentication problems 26

Approved dictionaries 26

Word limits for languages assessment 26

Administering school-assessed coursework 27

Redeeming Assessment tasks and SACs 27

VCE Languages: Marking descriptors for Section 3 27

Retention of VCE School-based Assessments 27

Feedback to Students 28

Maintenance of school records 28

Statistical moderation 28

Indicative grades and the anomalous grades check 29

Students seeking enrolment in VCE Second Language studies 30

Eligibility for Second Language studies 30

VCAA Quality assurance: VCE Language audit 31

VCE School-based Assessment audit 31

Determining initial School-based Assessments 32

VSL student appeals procedure 32

Special provision 33

Derived examination score (DES) 33

Partnerships 33

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Small group partnership records 33

Best practice in partnerships 34

Producing a combined set of comparable school-based assessment scores 34

Small Group Partnership checklist 35

Partnership Teacher Records Template 36

VCE Students at risk- Unsatisfactory progress 38

Teaching the VCE

Main characteristics of different kinds of writing 40

Some possible text types 42

Mixed level classes 43

VCE Program & Course development

Course planning and implementation 45

VSL course development 45

VCE study design 45

Second languages: summary of themes and topics 46

2018 VCE program summary – Units 1 & 2 47

2018 VCE program summary - Units 3 & 4 49

How to write a course outline 51

Sample VCE course outline 52

Course outline template 53

SAC development summary sheet 54

Assessment outcomes & SAC guidelines and notification forms

Outcome Charts and assessment guides 56

VCE Second Language Assessment Unit 1 & Unit 2 57

School Assessed Coursework *new 59

Year 12 (Units 3&4) SAC planning guidelines 65

VSL SAC Planning Form 68

Student SAC Assessment Notice 69

Detailed Study

Detailed Study Description 71

Assessment of the Detailed Study 72

Detailed Study: Summary sheet 73

Year 11 Assessment Cover Sheets 74

Year 12 SAC Cover Sheets 87

End of year oral & written examinations Units 3 & 4

Oral examination format and assessment criteria 101

Written examination format and assessment criteria 102

Written examination – Section 3 Assessment criteria 105

VCE oral examination preparation hints 106

VCE Studies and assessment in 2018 109

VCE Student record keeping

Units 1 & 2 summary of student progress 111

Units 1 & 2 VCE student record sheet template 112

Units 3 & 4 Summary of student progress 113

Units 3 & 4 VCE student record sheet template 115

Forms used at the VSL

Application for special provision 117

Absence note 119

Withdrawal for a VCE unit 119

Key language contacts:

VCAA 120

MLTAV 120

VSL details

Head office contacts 121

Languages taught at VSL 121

RTO & VET in Schools 121

VSL Centres 122

VSL Distance Education 125

VSL Professional Development Services 125

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From the Principal

Dear VCE Language Teacher,

The Victorian School of Languages began in 1935. It is proud to be a complementary provider and

to be of assistance to schools of all three sectors (Government, Catholic and Independent). The

teaching of languages is an exciting but challenging task, and all language teachers need mutual

support.

I am pleased to present the 2018 edition of the VCE (Victorian Second Languages) Teacher

Manual prepared by the Victorian School of Languages.

My thanks go to all staff that have created and refined this manual since 1992. This edition has been

revised and updated by Angela Natoli, Assistant Principal in charge of Curriculum and Professional

Development. A special thank you is extended to her and to the Victorian Curriculum and

Assessment Authority (VCAA) for contributing to the contents.

I trust that you will find this information valuable and helpful in the conduct of your classes and the

effective implementation of the Victorian Certificate of Education.

This manual contains assessment information about the VCE for Victorian Second Language

Studies, as well as teacher record keeping and course planning sections, examination specifications

and assessment cover sheets for Units 1-4 students.

The manual is to be used together with your language specific Study Design and the VCE

Languages – Second Languages Assessment Handbook 2005-2018 and other VCAA materials

which are downloadable from the VCAA website (www.vcaa.vic.edu.au).

It is recommended that all VCE teachers subscribe to the VCAA bulletin online (free). The VCAA

Bulletin VCE, VCAL and VET contains information and regulations about curriculum, assessment

including VCE study advice, administrative advice, sessional staff opportunities, professional

development and updates on excellence awards. The link to the Bulletin subscription is located on

the VCAA website.

Schools have the responsibility of implementing the VCAA policies and programs. This material

has been prepared to assist teachers and school administrators to carry out their responsibilities.

This manual complements the online VSL VCE Student Handbooks.

As educational policies are continually evolving, you are advised to keep abreast of the latest

pedagogical and procedural developments published continually in VCAA circulars, bulletins and

support papers. The contents of this manual are correct at the time of printing.

Wishing you all a very rewarding year

Frank Merlino

PRINCIPAL

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

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Planning Calendars

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Important Dates for VCE Teachers 2018

SEMESTER 1

January 29 Term 1 begins

February 3 Professional Development Day for all centre staff

February 10 Beginning of VSL Semester 1 - 1st Saturday of 2018 centre classes

February 14 VCE Teacher Meeting at VSL Thornbury (Professional Development)

February 24 VCE Unit 3-4 enrolments to be finalised

February 26 School-based Assessment Audit –Unit 3 Online questionnaire opens

February 28 VSL New Teachers Induction (Professional Development)

March 10 Holiday – Labour Day (no classes)

March 19 School-based Assessment Audit –Unit 3 online questionnaire closes

March 24 Semester 1 Program summary due

March 24 Distribution of VCE Interim report

March 29 End of Term 1

April 16 Term 2 begins

April 30 Final day to enrol or withdraw for Units 3 and 4 sequences

April 30 VCE Partnerships for Units 3 and 4 details to be entered

May 5 2018 Detailed Study Plan Due

May 7 Schools based Assessment Audit – Outcomes of Unit 3 online questionnaire delivered

May 19 Professional Development Day – All Staff

May 21 Schools based Assessment Audit – Unit 3 further evidence due to VCAA

June 9 Holiday-Queen’s Birthday (no classes)

June 13 General Achievement Test (GAT)

June 23 Begin Detailed Study

June 30 VCE only classes/ Last day of Semester 1 / Distribution of reports

SEMESTER 2

July 16 Term 3 begins

July 23 Final day for withdrawing from Unit 4

July 16 School based assessment Audit – Outcomes of Unit 3 further evidence delivered

July 16 School based assessment Audit – Unit 4 online Questionnaire opens

July 21 Semester 2 Program Summary due

August 4 Semester 1 Unit and SAC Results due to Area Manager

August 6 School based assessment audit –Unit 4 online Questionnaire closes

August 6 Release of Languages Oral examination advice slips

August 17 VCE Partnerships for Unit 4 details to be entered

September 10 School Based Assessment Audit – Outcome of Unit 4 online questionnaire delivered

September 10 VCE Student Assessment timetables (oral/written) available

September 15 Last day of Term 3 for Years F-10

September 21 School Based Assessment Audit – Unit 4 further evidence due at the VCAA

September 22 VCE only classes – end of Term 3

September 22 Submit Indicative Grades to Area Manager

September 22 Distribution of Year 12 progress report

October 8 Term 4 begins

Oct 8-Nov 4 Language Oral examination period – All Languages

October 12 Final day for lodging Second Language application to VCAA for enrolment in 2019 in

Chinese SL & Second Language Advanced, Chinese Language, Culture & Society,

Indonesian SL, Japanese SL, Korean SL and Vietnamese SL

October 13 VCE CCAFL, Arabic, & Korean Final Day of classes

October 13 Units 2 and 4 Coursework results due to Area Manager

October 17 CCAFL Written Examination and (VCE Arabic & VCE Korean SL)

October 29 School based Assessment Audit: Outcomes of Unit 4 further evidence delivered

Oct 31-Nov 21 Written examination for all languages other than CCAFL

November 10 Final Day for VCE Classes/VSL VCE Certificates/Year 11 Report distribution

November 24 Final day for Years 1 – 10 and Semester 2 report distribution

December 14 Final VCE results available to schools/students

December 21 End of 2018 school year

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VSL Centre (Saturday Class Dates 2018

Note: VCE Arabic and VCE Korean SL teachers are to follow the CCAFL class dates calendar

Term 1

Feb 3 Professional Development

10 _________________________

17 _________________________

24 _________________________

March 3 __________________________

10 Holiday – Labour Day weekend

17__________________________

24 _________________________

(Good Friday is on 30 March)

6 F-10 sessions/6 VCE sessions plus 1 PD session

Term 3

July 21__________________________

28__________________________

Aug 4 __________________________

11 _________________________

18 _________________________

25 _________________________

Sept 1__________________________

8__________________________

15__________________________

22 VCE Only Classes

9 F-10 sessions/10 VCE sessions

Term 2

April 21 __________________________

28__________________________

May 5 __________________________

12___________________________

19 Professional Development

26 __________________________

June 2 ___________________________

9 Holiday Queen’s Birthday

16 __________________________

23 __________________________

30 VCE Only Classes

F-10 Report Distribution Day

(Anzac Day is on Wednesday)

8 F-10 sessions/9 VCE sessions plus 1 F-10 Report session and 1 PD

session

Term 4

Oct 13 __________________________

20 __________________________

27 __________________________

Nov 3 __________________________

10__________________________

17 _________________________

24 _________________________

7 F-10 sessions/5 VCE sessions

Nov 10 Final day VCE students

Nov 24 Final day Years F-10

(Cup Day is on Tue 6 November)

Government School TERM DATES – 2018

Term 1 29 Jan (teachers begin) – 29 March

Term 2 16 April – 29 June

Term 3 16 July – 21 September

Term 4 8 October – 21 December

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Assessment Planning Calendar

Assessment Tasks Dates Unit: _________________

Date Outcomes

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10


Assessment Planning Calendar

Assessment Tasks Dates Unit: _________________

Date Outcomes

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Personal Directory

Area Manager

Name

Telephone School hours:

After hours:

Fax

Email

Supervisor

Name


After hours:

Email

Language Coordinators

Name


After hours:

Email

Name


After hours:

Email

Key contacts in my Language faculty

Name

Telephone

Email

Name

Telephone

Email

Name

Telephone

Email

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VCE Studies

14


Second Language Studies

Victorian (Assessed) Second Languages are:

Arabic, French, German, Greek, Indonesian (SL), Italian,

Japanese (SL), Korean (SL), Latin, Spanish, Vietnamese (SL)

The study of a Language contributes to the overall education of 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.

The VCE includes First and Second Language Studies. In 2005 the VCAA re-accredited 17 languages

and issued new Study Designs. The VCE Languages – Second Languages have had their accreditation

period extended to 2018. The Victorian Second Languages are the languages whose VCE exam is set by

the VCAA in Victoria. The Study Designs contain information about prescribed topics and sub-topics,

text types, grammar, duration and structure of the written examination and extended sections such as

Advice for Teachers and Resources. Note that Chinese Second Language/Chinese Second Language

Advanced and Chinese Language Culture & Society studies are covered in separate VCE manuals.

VCE Second Language studies in Chinese, Indonesian, Japanese, Korean and Vietnamese are

designed to 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 in Units 3 & 4 must be approved

by the VCAA: (Chinese Second Language, Chinese Second Language Advanced, Indonesian SL,

Japanese SL, Korean SL, Vietnamese SL & Chinese Language, Culture & Society). This application is

lodged by the students’ home school. Vietnamese Second Language is designed for students who will,

typically have studies language for at least 200 hours prior to the commencement of Unit 1.

Teachers are advised to refer to the VCE Languages – Second Language Assessment Handbook

2005-2018 for assessment information about School-assessed Coursework and examinations. It includes

three sections on administrative procedures for assessment, Languages Assessment Advice and

Assessment Support Materials and Further Resources. It is an important document containing the latest

performance descriptors for SACs, grade descriptors for the oral examination and assessment criteria for

written examinations.

This manual should be used in conjunction with VCAA documents such as VCAA Bulletin (VCE, VCAL

and VET), relevant accredited VCE Study Designs (ensure you are using the current version), the VCE

Language Second Language Assessment Handbook 2005-2018, relevant VCE Advice for Teachers &

Assessment, Assessment criteria sheets & assessment advice for VCE School Assessed Tasks, Notices to

Schools and the VCE and VCAL Administrative Handbook 2018.

Victorian Second Languages were reviewed in 2017 as the accreditation period finishes this year. This

will have implications from 2019. Further information regarding implementation will be provided

throughout 2018.

All VCAA publications are available online on the VCAA website www.vcaa.vic.edu.au


15


VCAA Publications

Teachers should refer to the following VCAA publications:

VCE (Language Specific) Study Design (ensure you have the correct accredited version) – check

online at the VCAA website listed below.

Purple cover White cover Grey Cover (new VCE Studies)*

VCE Study Design Accreditation Periods

Accreditation period expires December 2018

Reviewed in 2017. Languages:

Arabic, Chinese SL, Chinese SLA, French, German, Greek, Indonesian SL, Italian, Japanese SL, Korean SL,

Persian, Spanish, Vietnamese SL

Accreditation period expires December 2019 Languages: Chin Hakha Units 1–2 only

Accreditation period expires December 2020 Languages: Chin Hakha Units 3–4, Karen Units 1–2, Vietnamese First Language Units 1–2 only

Languages CCAFL:

Armenian, Bosnian, Croatian, Dutch, Filipino, Hebrew, Hindi, Hungarian, Khmer, Macedonian, Maltese, Polish, Portuguese, Punjabi, Romanian, Russian, Serbian, Sinhala, Swedish, Tamil, Turkish, Ukrainian,

Yiddish

Languages:

Chinese FL, Classical Greek, Classical Hebrew, Indigenous Languages of Victoria, Indonesian FL, Japanese

FL, Korean FL, Latin

Accreditation period expires December 2021 Languages: Karen Units 3–4, Vietnamese First Language Units 3–4, Chinese Language, Culture and Society

VCE Languages – Second Language Assessment Handbook 2005-2018 (Updated July 2013)

VCAA Bulletins/Notices to Schools

Support Papers and Frequently Asked Questions

Sample examination papers

VCE and VCAL Administrative Handbook 2018

The VCAA website: www.vcaa.vic.edu.au is also a mandatory resource

VCAA Language Study Codes

VCE Language Unit 1 & Unit 2 Unit 3 & Unit 4

Arabic LO021/LO022 LO023/LO024

French LO091/LO092 LO093/LO094

German LO101/LO102 LO103/LO104

Greek LO221/LO222 LO223/LO224

Indonesian SL LO401/LO402 LO403/LO404

Italian LO141/LO142 LO143/LO144

Japanese SL LO461/LO462 LO463/LO464

Korean SL LO471/LO472 LO473/LO474

Spanish LO271/LO272 LO273/LO274

Vietnamese SL LO311/LO312 LO313/LO314

Arabic, Chinese FL, Classical Greek, Bosnian, French, German, Greek, Indonesian SL, Italian, Japanese SL, Korean SL, Latin, Punjabi, Spanish, Vietnamese SL, Chinese SL, Chinese Second Language Advanced, Indonesian FL, Japanese FL, Korean FL

Croatian, Dutch, Filipino, Hebrew, Hindi, Hungarian, Khmer, Macedonian, Maltese, Persian, Polish, Portuguese, Romanian, Russian, Serbian, Sinhala, Tamil, Turkish

*New VCE studies Chin Hakha Karen Vietnamese FL Chinese Language, Culture & Society (Unit 1-4) 2018


16


Structure of the VCE

The VCE has four semester units, which enable students to achieve a set of outcomes. The areas of

study include: themes and topics, grammar, text types, vocabulary and kinds of writing.

Themes and Topics

There are three prescribed broad themes:

The individual

The (Language)-speaking communities

The changing world

These themes have a number of prescribed topics and suggested sub-topics, which must be studied

during Units 1, 2, 3 and 4. The topics vary from one language to another and schools may select their

preferred sub-topics, which are provided to guide the teacher in structuring their course.

Grammar and text types

Each Study Design includes a list of grammar and a wide range of text types which students should be

able to recognise and produce in speech and writing in school-assessed tasks and the external

examination. Teachers may introduce the students to a wider range of text types in the course of their

teaching. Students need to be able to use a dictionary and be familiar with vocabulary and idioms related

to their prescribed topics.

Students are expected to be familiar with, and be able to produce the following five kinds of writing:

Personal, Informative, Persuasive, Evaluative and Imaginative.

Outcomes and Assessment Tasks

Each unit has a number of prescribed outcomes, which are assessed through assessment tasks. Outcomes

and assessment tasks are different for First and Second Language studies.

Assessment tasks in Units 1 and 2 are part of the regular teaching and learning program and are to be

completed in class under supervision. They are used to decide whether students have satisfactorily

completed the unit.

School-assessed coursework (SACs) in Unit 3 and 4 are part of the regular teaching and learning

program and are to be completed in class under supervision. SACs are marked to provide up to 50% of

the VCE Language study score.

A student’s final result in a Language study is made up of two parts: 50% from school-assessed

coursework in Units 3 and 4 and 50% from external examinations oral and written component in Unit 4.

17


VCE Languages Terminology

Areas of Study There are 5 areas of study – themes and topics, text types, grammar, vocabulary and

kinds of writing.

Themes and Topics There are 3 prescribed themes which have a number of prescribed topics. The

placement of the topics under one or more of the three themes is intended to provide

a particular perspective/s for each of the topics. These are a vehicle through which

the student will demonstrate achievement of the outcomes, in the sense that they

form the subject of the activities and tasks the student undertakes. See your specific

Language Study Design.

Sub-Topics Sub-topics are smaller sections of topics. They expand on the topics, and are

provided to guide the student and teacher as to how topics may be treated. Some

suggested sub-topics are included in Study Designs.

Grammar Grammar covers the linguistic elements of the language such as: phonology &

orthography, syntax & morphology, semantics & pragmatics.

Vocabulary While there is no prescribed vocabulary list, it is expected that the student will be

familiar with a range of vocabulary and idioms relevant to the topics prescribed in

the study design.

Text Types Text types are the shape of Language in speech or writing, e.g. conversation, letter

and short story. They are categories of texts, identified in terms of purpose,

audience, features. In Study designs the text types indicated with an (*) are those

which students may be expected to produce in the external examination.

Kinds of Writing Students are expected to be familiar with, and be able to produce, the following five

kinds of writing: personal, informative, persuasive, evaluative and imaginative.

Texts Texts refer to any act of communication: written, spoken, visual or multimodal, in

print, sound or digital form. They work together to achieve communication with a

variety of audiences for a range of purposes, using language in context.

Outcomes Outcomes define what students will know and be able to do with language as a

result of undertaking the Language study.

Assessment Tasks Assessment tasks are prescribed for each outcome. They are the means by which

teachers judge whether a student has achieved the outcome.

Achievement of a Unit Students are awarded a unit when they achieve all of the outcomes prescribed for

the unit.

School-assessed

Coursework (SACs)

(Units 3 & 4)

SACs are assessment tasks for the outcomes in Units 3 and 4 that are completed at

school. They are judged for satisfactory completion of the unit. They are also

marked using VCAA criteria. SAC marks in Units 3 and 4 provide up to 50% of the

final VCE Language score in Year 12.

End-of-Year

Examinations

There are 2 Language end-of-year examinations in Unit 4: the Oral Examination and

the Written Examination. Together they provide 50% of the final VCE Language

score in Year 12.

Detailed Study The Detailed Study involves 15 hours of coursework in Units 3 and 4. It should

enable the student to explore and compare aspects of the language and culture of the

language speaking community through a range of oral and written texts in the target

language related to the selected sub-topic.

VET (Vocational

Education And Training)

VCE Language VET modules allow students to complete part of an industry-

training course for TAFE (e.g. Language in hospitality, tourism) while working

towards their VCE in Language.

CCAFL Collaborative Curriculum and Assessment Framework assessment for Language,

formally NAFLaSSL languages

18


Detailed Study

Language and Culture through texts

The detailed study should enable the student to explore and compare aspects of the language and culture of the

Language-speaking community through a range of oral and written texts in the target language related to the

selected sub topic.

Over the course of Units 3 and 4, approximately 15 hours of scheduled class time should be devoted to the

Detailed Study. The Detailed Study should be based on a sub-topic related to one or more of the prescribed topics.

In order for the student to be able to explore their sub topic in sufficient depth to meet the relevant outcomes, it is

suggested that a range of at least three different kinds of texts are selected. These might include aural, and visual,

as well as written.

Detailed Study and the Oral Examination

The Detailed Study is the basis for Section 2, (Discussion) of the Oral Examination for Second Language

students.

A Detailed Study pro-forma has been included in this manual to assist teachers to plan this part of their course.

A copy needs to be given to the Area Manager early in Term 2.

Advice to teachers

Teachers should choose a sub-topic for the 15 hours of class work that is broad enough to accommodate student

ability levels. Class work should cover sufficient texts from a broad enough range of text types, which include

spoken and written texts.

For example, the class as a whole could:

view and discuss films or videos; art works or artefacts

read, discuss and use information from magazine or newspaper articles; internet web sites; extracts from novels,

plays, histories, tour or entertainment guides, bibliographical dictionaries; poems or songs; short stories; tables

or surveys & reports

listen to extracts from radio news or current affairs broadcasts, recorded or real talks or interviews; songs,

scenes from plays; commentaries; music; or reviews of cultural activities or events

Choice of topic

In the Detailed Study, Second Language students need to develop their language competence while expanding

their knowledge and understanding of an aspect of the culture of the Language community.

Teachers should select the sub-topic for detailed study wisely. There is no need to choose a difficult or wide-

ranging topic like a complete novel or a difficult historical period. The best topics will be those which interest a

broad range of students and which will help students develop useful language skills.

Topics which require specialised vocabulary or difficult grammatical structures should be avoided. Written, oral

and visual texts chosen for study should be suitable for Second Language students with limited language.

Teaching should focus firstly on understanding the topic and the texts. Students should then be helped to develop

the vocabulary and structures necessary to discuss the topic and to support their ideas and opinions with evidence

from the texts.

Class lessons should include both written and oral work leading up to the assessment tasks, which are set and

assessed by the school.

19


VSL

Administrative

Procedures

& Advice

20


VCE Languages There are 49 languages available for VCE enrolment. Students may study more than one language; however,

students cannot count the same units of Chinese First Language, Chinese Second Language, Chinese Language,

Culture & Society and Chinese Second Language Advanced, or Indonesian First Language and Indonesian

Second Language, or Korean First Language and Korean Second Language, or Japanese First Language and

Japanese Second Language or Vietnamese First Language and Vietnamese Second Language towards satisfactory

completion of the VCE. Students who are enrolled to study the same language in both a VCE Language study and

a Certificate II or III VET language qualification (either simultaneously or sequentially) will only receive credit

for the VCE Languages study.

School/Provider obligations to students Schools should:

advise students in writing of the VCAA’s rules and school responsibilities

ensure that subject matter students investigate through self-directed research is consistent with community

standards, appropriate for study by school students, and does not place students at risk of contravening

Victorian and Australian law

ensure that teachers use the accredited VCAA curriculum and assessment documents as the source for the

teaching and learning programs

provide comprehensive course advice to students, including the consequences of receiving an N or a J result

for a unit

keep student personal details secure for unauthorised access

ensure that there are established procedures for making School-based Assessments and that these procedures

are applied consistently

allow for students appeal on adverse school decisions

ensure that students understand and have access to Special provision for VCE studies

issue examination timetables to students

Provision of accredited curriculum and assessments *new Teachers must provide learning experiences and assessment opportunities that are in accordance with the

currently accredited VCE study designs.

VCE advice Students undertaking VCE units should be advised of the following in writing:

that initial school assessments for Units 3 and 4 may change following statistical moderation of School-based

Assessment

the procedures for requesting an extension of time for submitting a School-based Assessment

VCE Levels of Achievement Levels of achievement for Units 1 and 2 are determined by schools and not reported to the VCAA. Levels of

achievement for Units 3 and 4 sequences are assessed using School-based Assessment and external assessments

including examinations. Each VCE study has three graded assessment components which contribute to a study

score.

21


VCE (Baccalaureate) *updated

The VCE (Baccalaureate) is an additional form of recognition for those students who choose to undertake the

demands of studying both a higher level mathematics and a language in their VCE program of study. To be

eligible to receive the VCE (Baccalaureate) 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 Units 3 and 4 sequence in English or Literature or English Language with a study score of 30 or above; or a

Units 3 and 4 sequence in EAL with a study score of 33 or above

a Units 3 and 4 sequence in either Mathematics Methods or Specialist Mathematics

a Units 3 and 4 sequence in a VCE language

at least two other Units 3 and 4 sequences

Upon satisfactory completion of the VCE (Baccalaureate) program of study, the student will receive a notification

(appellation) on their Victorian Certificate of Education. If a student has previously satisfied their VCE and

received a VCE certificate, they will not automatically receive a subsequent VCE Baccalaureate certificate.

Eligibility for award of the VCE The VCE is awarded on the basis of satisfactory completion of units according to VCE program requirements.

For VCE Units 3 and 4, evidence of achievement is collected by the teacher through a range of tasks, including

School-based Assessments that are designated for the study. The decision about satisfactory completion of a unit

is distinct from the assessment of levels of achievement. School-based Assessment may be used to determine both

satisfactory completion of the unit and assessment for a study score.

A student may be eligible for the award of the VCE if they have submitted School-based Assessments for

satisfactory completion of units, but have not been assessed for levels of achievement in the study and have not

completed examinations. In these cases, the teacher judges that the student has achieved the outcomes for a study

based on the work provided by the student, without assessing for levels of achievement. A student must be

assessed for levels of achievement in two of the graded assessments in order to receive a study score.

If a result is not provided for the unit, the student will not receive a study score. When making their enrolment

selection, students should consider the requirements for satisfactory completion and the award of the VCE. Not

achieving graded assessments may limit a student’s options for further training, study and work. Students should

be encouraged to attempt all graded assessments, as much as possible.

The VCE is normally completed over two years, but students may accumulate units over any number of years. It

is possible for students returning as adults, and students who have received credit equivalent to a full Year 11 in

another jurisdiction, to complete their VCE in a single year.

VCE Student Enrolment *updated Students are enrolled with VCAA through their home school. For those few students who are only doing a single

VCE Language study, their VSL Centre is their home school. Students must submit a Student Personal Details

form that indicates their intended program for the year. This needs to be done with the student’s home school

VASS coordinator. Each student’s personal details (particularly their birth date), consent permissions, subject

enrolment details should be periodically checked and signed by their teachers. Students should be advised that the

address on their Student Full Details report is the one their Year 12 results will be mailed to at the end of the year.

Students must be enrolled on VASS using their legally registered name as per Births, Deaths & Marriages.

When enrolling with the VSL, students must take an Assessing School Enrolment Notification form to their

home school VASS or VCE co-ordinator and check their student details to ensure that their Language enrolment

is included. Students must inform their VSL Centre if they change any details or if they wish to transfer to

another Centre, or to withdraw from a Unit.

When students enrol online they agree to enrolment conditions, the rules and instructions for the VCE at the VSL

and accept the school’s disciplinary provisions.

Students of Indonesian SL, Korean SL, Japanese SL and Vietnamese SL need to complete the appropriate

form from their home schools for VCAA approval to do Second Language studies including. Check the VCAA

website and the VCE and VCAL Administrative Handbook 2018 for more detailed information about the

eligibility criteria.

We advise students to complete a sequence of language studies from Unit 1 to Unit 4 in order to achieve the best

possible result in VCE. Continuity of language study is essential for Second Language students.

International students have a separate enrolment form and a process that is monitored by the DE&T

International Education Division.

22


Informing Students of VCE requirements The Victorian School of Languages informs students about VCE requirements via the VSL VCE Student

Handbook which is available on the VSL website. The Student Handbook includes the following information:

The components of the VCE

General descriptions of outcomes and school assessment

General descriptions of the end of year examination

VSL procedures: enrolment, attendance, unit and assessment task completion, special provision, absence, unit

withdrawal, appeals

Planning calendar

Students should be reminded to refer to the handbook whenever they require clarification regarding VSL

administrative procedures, need a VSL form, or have a general question about the VCE. They should speak to

their teacher, Centre Supervisor or Area Manager for further clarification.

In addition to this, teachers should provide students with clear, written information specific to the VCE in their

language. This should include a general description of coursework assessment tasks and the assessment dates for

each assessment task.

Other VCAA information and VCE administrative information, such as examination advice slips, is distributed

to students by their home school.

Student observance of assessment and attendance rules *updated

At the beginning of each academic year, students agree in a signed declaration to abide by the rules and

instructions relating to the conduct of the VCE assessment program. This includes school rules related to their

assessment, including both School-based Assessment and VCE external assessments.

Students must also sign a declaration that they will abide by their school’s policies and rules relating to the

appropriate use of the internet.

Schools should refer to the Scored assessment: School-based Assessment and Scored assessment: External

assessment sections for detailed information on VCAA rules relating to assessment, and what to do if there is a

breach of these rules.

All VCE units involve at least 50 hours of scheduled classroom instruction. A student needs to attend sufficient

class time to complete work. The school sets minimum class time and attendance rules. If a student has completed

work but there has been a substantial breach of attendance rules, and the school therefore wishes to assign an N to

the unit, the school must assign an N for one or more outcomes.

Attendance requirements It is vital that students have regular attendance in order to complete coursework for VCE. Our school requires

80% attendance for the successful completion of VCE. All absences must be explained by a note from the parent

or guardian and be accompanied by a medical certificate if possible. Unexplained absences of three sessions or

more during a semester could lead to an unsatisfactory N score for the Unit. Where a student has completed work

but there has been a substantive breach of attendance rules and the school therefore decides to assign Not

satisfactory (N) to the unit, the school must assign ‘N’ for one or more outcomes and thus the unit. See the VCE

and VCAL Administrative Handbook 2018 for more detailed information.

Teachers are encouraged to make contact by phone and follow up student absences.

If there is a problem of students failing to complete a Unit, due to absence or any other reason, the Area Manager

should be informed and every attempt made to organise a meeting with the student together with their

parents/guardian.

When a student is absent from school for prolonged periods, or has been unable to complete all assessment tasks

because of illness or other special circumstances, the school may, upon application from the student, grant Special

Provision for School-based Assessments. In this case, the student should not be penalised for lack of attendance.

The Special Provision granted may allow a student to work from home for a period of time. Schools should

ensure they retain documentation about any decisions relating to granting provisions for School-based

Assessment, including supporting evidence. In the situation where the student is allowed to work from home, the

school must have in place additional measures to be able to authenticate the student’s work as their own.

23


Satisfactory Completion of VCE units *updated For satisfactory completion of a VCE unit, students must demonstrate their achievement of the set of outcomes as

specified in the study design. The decision about satisfactory completion of outcomes is based on the teacher’s

judgment of the student’s overall performance on a combination of set work and assessment tools related to the

outcomes. Students should be provided with multiple opportunities to develop and demonstrate the key

knowledge and key skills required for the outcomes for the unit.

The assessment of levels of achievement is separate from the decision to award and S for satisfactory completion

of a unit.

The student receives an S for a unit if the teacher determines that all the following requirements are achieved. A

student must:

Produce work that demonstrates achievement of the outcomes

Submit work on time

Submit work that is clearly their own

Observe the rules of the VCAA and the school.

Teachers must develop courses that include appropriate learning activities to enable students to demonstrate

achievement of outcomes specified in the currently accredited study design.

Schools must provide students with clear written details of both the VCAA rules (see below) and the school’s

rules and procedure as at the beginning of the school year. For all units in the VCE, schools must specify the work

that a student must do to achieve an S for a unit and the conditions under which the work is to be done. The

school must inform each student in writing of the following:

all work they need to complete to achieve an S for the unit

all work they need to complete for School-based Assessment

class attendance requirements

how to submit work

timelines and deadlines for completing work

procedures for obtaining an extension of time

internal school appeal procedures

Decisions about satisfactory completion of a unit are solely the responsibility of the school. Results for each unit

must be based on a judgment of satisfactory or non-satisfactory achievement of outcomes.

School procedures for satisfactory completion and delay of satisfactory completion decisions for the VCE must

be established and applied consistently across studies and units.

The teacher is responsible for judging satisfactory completion of a unit. By reporting satisfactory completion, the

teacher is certifying that the student has achieved the set of outcomes for the unit according to the rules set out by

the VCAA and the school.

Schools should refer to the Scored assessment: School-based Assessment section for more information.

Each VCE unit result must be determined on the basis of evidence of achievement of outcomes completed during

the academic year in which the student is enrolled. The criteria are an attempt to bring objectivity to the

assessment process.

School procedures for satisfactory completion and delay of satisfactory completion decisions for the VCE

must be established and applied consistently across studies and units.

A student must not submit the same piece of work for assessment in more than one study, or more than

once within a study.

Each VCE unit result must be determined on the basis of work completed during the current academic

year.

Students should be informed of timelines and conditions of School-based Assessment.

Teachers need to employ appropriate authentication procedures and ensure they do not provide undue

assistance to students.

If a student does not successfully complete an outcome, the teacher must

a) notify the Area Manager (see At risk letter in this manual)

b) ensure that the student is given the opportunity to redo the Assessment Task or SAC in order to redeem

the unit and

c) notify the parents that the student is at risk of failing the unit

24


Not Satisfactory VCE unit result The student receives an N for the unit when one or more of the requirements listed above is not achieved:

• The work does not demonstrate achievement of the outcomes.

• The student has failed to meet a school deadline for the assessment task, including if an extension of time has

been granted for any reason, including Special Provision.

• The work cannot be authenticated.

• There has been a substantial breach of rules.

VCE unit result of J If a student is no longer attending, but they have not officially withdrawn by signing a Student Exit form, the

symbol J is included on VASS.

The J result should be used if the student:

is no longer attending class

has not submitted work for assessment.

The J result is recorded on the VCAA database, but is not reported on the student’s Statement of Results. Units

with a J result are made available to the Victorian Tertiary Admissions Centre (VTAC) and are treated as

equivalent to those with an N result.

School-assessed Coursework *updated School-assessed Coursework consists of a set of assessment tasks that assess each student’s level of achievement

in Unit 3 and 4 outcomes as specified in the study design. Schools provide a score for each component of

coursework specified in the study design. The Victorian Curriculum and Assessment Authority (VCAA)

aggregates these scores into a single total score for each student, which is then statistically moderated against the

examination scores in the study. The General Achievement Test (GAT) may also be used in statistical

moderation.

School policies and procedures, including the conditions and rules under which School-based Assessment will

take place, must be communicated to students and parents at the beginning of the academic year or when a

student enrols in any Victorian Certificate of Education (VCE) unit at the school.

Each VCE unit result must be determined on the basis of evidence of achievement completed during the academic

year in which the student is enrolled.

Teachers must develop courses that include appropriate learning activities to enable students to demonstrate

achievement of outcomes. Undue assistance should not be provided to students while undertaking assessment

tasks.

Students should be clearly informed of the timelines and the conditions under which assessment tasks are to be

conducted, including whether any resources are permitted.

The VCAA does not take responsibility for teacher absence or a change of teacher within schools. These issues

should be dealt with by the school principal as an internal staffing matter.

All Languages School-assessed Tasks are conducted under supervision. Students must ensure that all work

submitted for assessment is their own. Students should acknowledge all resources used (text, websites and source

material) and should not receive undue assistance in the preparation and submission of work. Unacceptable forms

of assistance include use of, or copying from another person’s work or other resources without acknowledgement

and corrections made or dictated by another person.

Where practicable, teachers should train students to draft written work, edit in a systematic way and produce a

final draft. This process enables students to overcome frequently made errors in the language studied. Drafting is

still a valuable tool in developing written skills in the language.

The VSL SAC procedure is outlined in the following section. Teachers must ensure that they give students the

dates for completion of assessment tasks in advance taking into account the important dates as required by

both the VSL & VCAA and adequate feedback on School-assessed Coursework assessment and that students

are clear about why such assessments have been given. The feedback section on the front of the SAC Cover

Sheets included in this manual enables teachers to record evidence of written feedback given to students.

25


Preparation of work for School-assessed Coursework For each new or revised VCE study from 2015, information that was formerly contained in a separate Assessment

Handbook has been incorporated into a single Advice for Teachers publication. Studies accredited prior to 2015

have an Advice for Teachers publication and an Assessment Handbook.

VCE Assessment Handbooks contain assessment information about Units 3 and 4 School-assessed Coursework

and administrative details of examinations for individual studies. Advice is provided on how to construct and

incorporate assessment tasks and how to grade these tasks using performance descriptors. VCE Assessment

Handbooks are not published annually.

Assessment Handbooks are available from the VCE study pages on the VCAA website. Notification of any

changes to assessment advice during the course of study will be made available to teachers via the VCAA Bulletin

and VCAA website.

Lost, stolen or damaged School-assessed Coursework *updated If a teacher or student has lost a School-assessed Coursework task or had the work stolen or damaged, they must

complete a written statement explaining the circumstances. The statement must be signed, dated and filed at the

school. Schools must keep a record of the loss or damage, but should not report it to the VCAA. The principal,

acting on advice from the teacher, and on the basis of records kept, shall determine the unit result for the student.

Note: this does not apply to work lost or damaged due to computer misuse or malfunction.

SAC Planning Form

All Unit 3 and 4 teachers must submit a SAC Planning Form to their Area Manager, two weeks prior to the SAC.

A Planning Form is not necessary for Units 1 & 2.

Setting dates for the submission of assessment tasks and SACs should be done as part of course planning at the

beginning of the year. Refer to the 2018 Assessment Planning Calendar in this manual for suggested school

assessment dates. This is a guide only.

SAC Notification to Students An assessment timetable should be given to students early in each semester, without any mention of dates for

Special Provision. A SAC Assessment Notice form needs to be given to Unit 3 and 4 students two weeks prior to

the date of each SAC.

Integrity of School-based Assessments *new To ensure the integrity of School-based Assessment in all VCE units, schools should:

develop a process document that clearly states the schools expectations in relation to the development and

delivery of School-based Assessment and the steps teachers must take to ensure the security of the content

keep assessment tasks, including tasks in development, out of the reach, view or access of students until they

are delivered

where possible, avoid storing assessment tasks on open school networks and unsecured media such as USB

sticks, and avoid sending assessment tasks by unsecured means such as emails

have students sign a declaration that they will abide by their school’s policies and rules relating to the

appropriate use of the internet

when delivering the same School-based Assessment across several different discrete classes, minimise the

time lag between classes

avoid recycling of tasks from one academic year to another to ensure that students are unable to use other

student work from previous academic years.

Decisions about satisfactory completion of a unit are solely the responsibility of the school. Results for each unit

must be based on a judgment of satisfactory or non-satisfactory achievement of outcomes.

School procedures for satisfactory completion and delay of satisfactory completion decisions for the VCE must be

established and applied consistently across studies and units.

The teacher is responsible for judging satisfactory completion of a unit. By reporting satisfactory completion, the

teacher is certifying that the student has achieved the set of outcomes for the unit according to the rules set out by

the VCAA and the school.

26


Assessments under test conditions and authentication of student work In addition students must observe and schools must apply the following rules for authentication of School-based

Assessment:

1. A students must ensure that all unacknowledged work submitted for assessment is genuinely their own

2. A student must acknowledge all resources used, including:

Text, websites and source material

The name and status of any person who provided assistance and the type of assistance provided

3. A student must not receive undue assistance from another person in preparation and submission of work

4. Acceptable levels of assistance include:

The incorporation of ideas or material derived from other sources (eg, by reading, viewing or note

taking), but which has been transformed by the students and used in a new context

Prompting and general advice from another person or source, which leads to refinements and/or self-

correction

5. Unacceptable forms of assistance include:

Use of, or copying, another person’s work or other resources without acknowledgment

Corrections or improvements made or dictated by another person

6. A student must not submit the same piece of work for assessment in more than one study, or more than once

within a study

7. A student must not circulate or publish written work that is being submitted for assessment in a study, in the

year of enrolment

8. A student must not knowingly assist another student in a breach of rules

Strategies for avoiding authentication problems To reduce the possibility of authentication problems occurring in VCE Units 1-4, or being difficult to resolve, the

following strategies are useful:

Teachers should ensure that tasks are kept secure prior to administration, to avoid unauthorised release to

students and compromising assessment. They should not be sent by mail or electronically without due

care.

Assessment tasks should not be recycled from one academic year to the next or between academic cycles

to ensure that students are unable to use other student work from the previous year or academic cycle.

Approved dictionaries Students are permitted to use an approved bi-lingual or monolingual dictionary in Language written tasks.

A VCAA approved dictionary is EITHER an English-Language, Language-English dictionary (which may be in

two separate volumes) OR a monolingual dictionary in the language being assessed.

The dictionary must be printed and should not contain any highlighting or annotation.

Electronic dictionaries are not permitted.

Dictionaries are not permitted in the oral component of any Language examination.

Word limits for Languages assessment

Word limits – Coursework

In Language studies, a word range is specified in the VCE Languages – Second Language Assessment

Handbook 2005-2018 for Coursework/SACs

Languages written examination-Section 3: Length of response

Each VCE Languages study design and examination paper includes an expected length of response for Section 3

of the written examination. This is expressed as a word range or as an approximate number of words. The

expected length of response is an important guideline, given the amount of time available in the examination.

Students will not be penalised if they exceed the expected length. When responses for Section 3 are assessed, the

whole response is considered against the assessment criteria. While penalties are not applied for exceeding the

expected word length, it is important that responses are carefully planned and address the question selected.

27


Administering School-Assessed Coursework Written Assessment Tasks/SACs

Students attach the SAC cover sheet to their response paper

Teacher collects papers at end of supervised task

Teacher marks papers using the performance descriptors for each assessment according to the VCE

Languages – Second Language Assessment Handbook 2005-2018. It is important to be consistent

Teacher arranges for papers to be photocopied

Students receive original corrected copy with S/N mark

Teacher circles the appropriate score range of the Performance Descriptor on the back of the SAC Cover

Sheet as a guide to student performance

Teacher enters class scores in the record keeping section of this manual

Teacher keeps a copy of the SAC cover sheet and photocopied papers

Oral Assessment Tasks/SACs

Student receives a SAC cover sheet ready for the Oral SAC

Teacher and student complete the oral task as required. All oral tasks are recorded

Teacher makes assessment after each student’s performance using the VCE Student Record Sheet in this

manual. Especially in the case of large classes, the teacher may wish to record the task and then mark later

Teacher circles the appropriate score range of the Performance Descriptor on the back of the SAC Cover

Sheet

Teacher gives verbal feedback and discusses the outcome with the student. The student receives a copy of the

SAC Cover Sheet with the circled range of the Performance Descriptor, together with written feedback.

Students receive an S or N

Teacher keeps a copy of the SAC cover sheet and recordings

Redeeming Assessment Tasks and SACs *updated

While wanting to give students every opportunity to successfully demonstrate the outcomes, teachers have to set

limits. As a result it is recommended that teachers do the following:

Attempt to get all students to do the Task/SAC at the designated time.

Requests to repeat a Task/SAC must be accompanied by appropriate Special Provision documentation.

Any Special Provision Tasks/SACs that do take place should cause minimal class disruption and should not

take place later than the designated period in the VSL Planning Calendar in this manual.

However, under VCAA regulations, if in the judgment of the teacher, work submitted by a student does not meet

the required standard for satisfactory completion, the teacher may consider other work relating to outcomes

undertaken and submitted by the student for the unit. This work may include class work, homework, additional

tasks or discussions with the student that demonstrate their understanding of the outcome. The school may decide

to delay the decision about satisfactory completion to allow a student to complete or submit further work.

A student may only submit further evidence, or resubmit a School-based Assessment for reconsideration, to

redeem an S for the outcome. Students may not resubmit to improve a School-based Assessment score.

VCE Languages: Marking descriptors for Section 3

Descriptors that will be used to assess the extended piece of writing in Section 3 of the VCE First and Second

Languages written examinations in 2017 will be available on the relevant study pages of the VCAA website

during Term 1, 2017. There are no changes to the assessment criteria, as published in the Languages Assessment

Handbook. The descriptors provide teachers and students with additional information about the expected qualities

for each mark range. These have been included in this manual

Retention of VCE School-based Assessments *updated The decision about whether or not to return School-based Assessments to students rests with the school. Schools

should have access to work completed for assessment until the end of the academic year in which the work was

undertaken.

As part of the School-based Assessment Audit program, the VCAA may request copies of specific School-based

Assessment completed by students.

28


Feedback to Students *updated After assessment tasks are submitted and marked, teachers should provide feedback to students. Appropriate

feedback includes:

advice on particular problem areas

advice on where and how improvements can be made for further learning

reporting S or N decisions and/or written comments on students’ performance against each outcome

Schools may choose this as a basis for reporting to parents. In providing this feedback, teachers may give students

their marks on individual School-assessed Coursework tasks. If providing marks, teachers must advise students

that their total School-assessed Coursework scores may change following statistical moderation

Schools are strongly recommended to include the following in student VCE handbooks:

advice about the ‘conditional’ nature of any School-assessed Coursework marks given to students

total scores for School-assessed Coursework may change as a result of statistical moderation

Although schools may permit students to submit further evidence for satisfactory completion of a unit, students

may not submit further tasks for the reconsideration of School-assessed Coursework scores awarded by the

school.

The decision about whether or not to return School-based Assessments to students rests with the school.

*** No numerical scores are to be given to students for their Units 3 & 4 SACs/Outcomes as these are

subject to statistical moderation by the VCAA and may change.

Although schools may permit students to submit further work for satisfactory completion of a unit, students may

not submit further tasks for the reconsideration of School-assessed Coursework scores awarded by the school.

Maintenance of school records

Schools must establish procedures to keep records and documentation of decisions relating to:

unit completion and graded assessments (and initial School-based Assessments if appropriate)

student appeals and resulting decisions

applications and decisions relating to Second Language eligibility

agreements to work in partnership with other providers in determining initial School-based Assessments

applications for extensions of time, with supporting documentation

applications for, and approvals of, Special Provision, with supporting documentation

student absences, and whether or not these are approved

any interviews with a student and any resulting decisions.

Schools should advise students that they need to retain work completed for assessment until the end of the

academic year in which the work was undertaken. Schools may wish to supervise the storage of student work for

this purpose, but it is not required.

Work assessed as N, or which may be, for other reasons, the subject of dispute at a later date, should be retained

at the school. Such work may be retained in original or photocopied form.

Statistical Moderation*updated School-based Assessment is an important part of the VCE. In many studies it contributes 50 per cent towards the

calculation of a student’s study score. To ensure fairness when study scores are calculated, it is important that

School-based Assessments made by all schools are comparable.

The VCE program gives teachers some flexibility in deciding which teaching and learning activities and

coursework assessment tasks they will use to assess the learning outcomes specified in each study design. As a

result, coursework assessment from different schools will sometimes be based on different sets of assessment

activities, even though they are assessing the same learning outcomes, and therefore cannot be compared.

The VCAA acknowledges that teachers are best placed to measure students’ academic achievement; however,

measurements are only comparable when they are expressed on the same scale. It is important to remember that

statistical moderation does not change the relative performance of students within the statistical moderation

group. For each VCE program, the VCAA uses statistical moderation to express students’ achievement from all

schools on the same scale. This provides fairness for students across the state. To ensure comparability of

assessment of School-based Assessment from different schools, the VCAA will apply statistical procedures to

each moderation group, study by study.

For VCE studies, moderation groups are the cohort of students in each school undertaking the study, or the total

cohort of students from schools that combine for the purposes of assessment and moderation for a particular

study.

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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 school assessments can be compared.

Each VCE study includes at least one external assessment and the VCAA will use the external assessments in

each study as the basis for statistical moderation of school assessments. In studies with two external assessments,

scores from both will be used.

The VCE assessment program also includes the General Achievement Test (GAT). Rather than using examination

scores alone, statistical moderation uses GAT and examination scores if they are a better match with school

assessments in the same cohort. In all such cases, the examination scores will always be the major influence.

Further information on statistical moderation can be found on the VCAA website.

Internal comparability of assessments For statistical moderation, each school’s assessments in a study are treated as a single group, not as separate

teaching classes. Each school should have established procedures for making School-based Assessments and

should apply these procedures consistently. There should be consistency of decisions made by teachers of

individual studies and consistency of decisions made by multiple teachers of one study.

Indicative grades and the anomalous grades check * updated Indicative grades for all VCE external assessments tasks must be submitted prior to the relevant examination

period. The primary purpose of these indicative grades is in the quality assurance procedures for marking the

external assessments. They assist in identifying possible anomalous marking of individual student responses.

Indicative grades will also be used in the calculation of the DES.

The indicative grade is the school’s prediction of a student’s actual level of achievement on the examination.

Indicative grades are a letter grade from A+ to E/UG (ungraded) or NA (not assessed); note that plus (+) can be

used, but minus (–) is not available for input. Class teachers of the same study at the school should confer on the

comparability of the indicative grades given to the individual students in their classes.

The rank order and level of spread of the indicative grades for the school cohort in the study are of prime

importance. The indicative grades for the school cohort are moderated by the VCAA to ensure that they are

statistically reliable. If they are not statistically reliable, they will not be used.

Strategies for arriving at an indicative grade The VCAA has no preferred position on how a school arrives at a set of indicative grades except to advise that

there should be coherence in the process. All teachers at the school should be provided with advice by the

principal on the definition and purpose of the indicative grade, and a suitable means of arriving at a set of

indicative grades for the school cohort.

Some strategies used by schools are:

setting practice examinations, which must be held at a time that allows entry of the indicative grade on VASS

by the due date

ranking the students by performance in School-based Assessment and then applying an appropriate grade

basing the grade on prior knowledge of the relative ability of the student in the study

The VCAA recommends that schools use the indicative grades feedback report on VASS to assist with

determining indicative grades. This report shows whether the school’s indicative grades for the previous year

were generally aligned with the final grades. The indicative grades feedback report is on VASS at: School Admin

> School Statistics > Indicative Grades Feedback.

Anomalous grades check process For all written examinations, VCE Languages examinations (both oral and written), an anomalous grade check is

undertaken prior to issuing final results. Indicative grades provided by the school, on the condition that they are

statistically reliable, are used to identify students with anomalous scores. These students’ scripts are identified and

reconsidered by the relevant chief assessor’s panel.

The assessments include those where the student’s examination outcome is substantially different from that

predicated from one of the following:

the school’s indicative grade

the student’s GAT component scores

for studies with more than one external assessment, the other examination assessment in the study

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In each case, the differences must be statistically significant.

In the interests of the students, teachers should be as accurate as possible in their estimation of an indicative

grade. If the teacher is accurate (that is, they allocate indicative grades with a similar order and spread to external

assessment performance of their students), any possible anomalous marking will be detected, and the assessment

referred to the chief assessor for checking. If the teacher allocates indicative grades that are different in order and

spread to the external assessment performance of their students, some anomalous assessments may not be

detected. If the teacher consistently under- or over-assesses indicative grades for all students, anomalous

performance from the pattern given by the school can still be detected. Thus, within the constraints of the grade

structure, a school need not be overly concerned about submitting indicative grades with exactly the correct level,

but teachers should try to order and spread students’ grades as accurately as possible.

Schools may run a report through VASS that lists those students whose scripts/recordings were forwarded to the

chief assessor’s panel for final determination. The principal may make a written request to the VCAA for

confirmation that anomalous examination grades procedures have been correctly applied to a student’s external

assessments.

Students seeking enrolment in VCE Second Language studies *new There are specific entry requirements for VCE Second Language studies in Chinese, Indonesian, Japanese,

Korean and Vietnamese. They are designed to cater for students who have learnt all they know of the language in

an Australian school or similar environment.

All enrolments in Units 3 and 4 of a VCE Second Language study must be approved by the VCAA. Enrolment in

VCE Second Language Units 1 and 2 studies does not need to be approved by the VCAA.

The home school is responsible for submitting the relevant VCE Second Language Studies Units 3 and 4

application form, which should be submitted, with the relevant supporting documentation, in the academic year

prior to enrolment. Schools should meet this deadline so that students are aware of their Second Language status

at the beginning of the academic year in which they are enrolled. If this is not possible, schools should enrol

students who may have difficulty meeting the required Second Language criteria into a First Language class until

approval is granted. If the school does not offer the relevant First Language, the student should be enrolled in

Distance Education at the Victorian School of Languages (VSL).

The student must provide sufficient evidence to support their application. The home school principal or their

delegate must then make an initial assessment, using criteria and advice that has been provided by the VCAA, and

complete the Principal’s Declaration section of the relevant VASS forms. All accompanying documentation must

be in English or have been translated into English by a recognised translation authority.

The responsibility for providing supporting documentation rests with the student. The VCAA may not permit

enrolment in the study if forms are not complete or the supporting documentation is incomplete or is deemed

insufficient.

Eligibility for Second Language studies 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.

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.

Vietnamese Second Language

A student is eligible for Vietnamese SL if they have had no more than seven years of education in a school where

Vietnamese is the medium of instruction.

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VCAA Quality assurance: VCE Languages audit *updated

The criteria for eligibility for English as an Additional Language (EAL) and for Victorian Certificate of

Education (VCE) Second Languages are independent from each other. In either of these cases, the student must

provide evidence of their eligibility and the VCAA will audit the evidence provided by students who apply for

enrolment in a VCE Second Language study and EAL.

Auditing of the Second Language provision will be undertaken by the VCAA. The purpose of auditing is to:

monitor school procedures

monitor documentation that supports each student’s application

establish standards of best practice

ensure that students are correctly enrolled in the appropriate study

Schools may be asked by the VCAA to provide responses to questions presented in questionnaire format about

school procedures and home school and assessing school communications.

VCE School-based Assessment audit *updated School-based assessment is an essential feature of the VCE, allowing for local flexibility in both teaching and

assessment practice. As part of the VCAA’s ongoing monitoring and quality assurance program for the VCE,

assessment tasks for School-based Assessment in each VCE study can be requested for audit from schools.

The School-based Assessment Audit ensures that School-based Assessment is conducted in line with VCAA

principles of assessment and the requirements of the relevant study design, using appropriately designed tasks.

School-based Assessment generally works well, but quality issues do arise and the audit process can help identify

and address these issues.

The VCAA will draw any irregularities identified by the auditing process to the attention of the principal. In the

event of serious irregularity, the Executive Committee of the VCAA will determine whether disciplinary or other

procedures will apply and may alter schools’ assessments in the light of evidence presented. A more detailed

description of the process of the VCE School-based Assessment audit is provided in the Scored Assessment:

School-based Assessment section. The School-based Assessment Audit is in two stages for both Unit 3 and Unit 4.

The first stage in both Unit 3 and Unit 4 is the completion of a study-specific online questionnaire by all teachers

of the relevant study on behalf of the school.

For the second stage schools may be asked to forward evidence of any aspect of the assessment, including

assessment information provided to students, tasks, marking schemes or criteria, moderation processes, or

samples of student work selected by the VCAA.

Area Managers will notify teachers of the languages being audited. Teachers will have to complete the

VCAA audit survey online. All evidence in the subsequent stages of the audit must be sent to the VCAA

electronically as PDF files. Area Managers will inform you of the collecting and storing of the required material for submission by the

VCAA due date.

Teachers may be required to keep and submit records of all paperwork and instructions issued to students, all

planning documentation for the implementation of the assessment tasks.

The audit material consists only of the teacher-related (or teacher prepared) documentation given to students,

describing the task/s and the assessment/s. This documentation should also be sufficiently comprehensive and

meaningful to an independent, knowledgeable reader conducting the audit, such as the State Reviewer of the

study.

The supporting material is:

The SAC planning form which you should have supplied to the office before the task was undertaken (include

time and word length)

The Assessment Notice which should have been provided to the student two weeks before the task was

undertaken

SAC Cover Sheet (assessment criteria/marking system)

Any other instruction sheets/resources given to students to complete the SAC

o School procedures for internal moderation across multiple classes

o Samples of student work

The audit will examine School-based Assessments for irregularities, for example, instances where the VCAA’s

requirements have not been followed. The audit process will be undertaken by the relevant State Reviewer and

VCAA Curriculum Manager. The outcomes of the audit will assist in planning the VCAA’s assessment advice

and professional development support for teachers. Schools will receive initial feedback on the outcomes of

the audit by email.

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Determining initial School-based Assessments Each school should have established procedures for determining School-based Assessments and should apply

these procedures consistently. There should be consistency in the decisions made by teachers of individual studies

and in the decisions made by multiple teachers of one study.

Determining initial School-based Assessments where there is more than one class in the school

If there is more than one class in a study, teachers should engage in consultation to arrive at School-based

Assessments. Schools have considerable experience in assessment, but the following suggestions will help

schools to review their arrangements or establish new practices.

Approach 1

Teachers meet to discuss performance descriptors/assessment criteria, topics and the approaches used for the

task.

Teachers grade the task from their own classes.

Teachers swap samples and carry out blind marking.

If necessary, teachers mark further tasks or reassess tasks from their own class.

Difficult cases are further discussed before results are entered.

Approach 2

Teachers combine and distribute the student tasks among themselves for assessment.

The results are returned to the class teacher, who reassesses all tasks or the tasks of students who have

unexpected results.

Unusual cases are considered by all teachers concerned.

Approach 3

Samples from all classes are distributed.

All teachers assess the same tasks.

Differences in results are discussed to gain a clearer and more consistent understanding of the application of the

performance descriptors/assessment criteria.

When all teachers are confident they have a consistent understanding of the application of the performance

descriptors/assessment criteria, each teacher assesses tasks from their own class.

VSL student appeals procedure

Students have a right of appeal to the school for decisions made about: non-satisfactory completion of a unit,

Special Provision and breach of rules. There is no provision for appeals against final grades awarded by VCAA.

Published results are final. No School-based Assessments will be remarked once results have been released

unless a student appeals to the VCAA against penalties imposed by their school for breach of rules. There is no

provision for a student to appeal to the VCAA against a school’s assessment of outcomes for satisfactory

completion of a unit.

In exceptional cases the VCAA may consider an application by a principal on behalf of a student who believes

that any questions on an externally assessed written examination have been incorrectly assessed, in that there is an

objective factual error. (Refer to VCE and VCAL Administrative Handbook 2017 VCAA)

The appeals procedure to the School is as follows: The student must lodge the appeal in writing to the Area Manager within 14 days of receiving the decision. The

Area Manager is responsible for establishing an Appeals Committee and an appeals process. The confidentiality

of the student should be protected and the student should be informed of this process.

The Appeals Committee must consist of at least three members, including:

1. The Area Manager or Area Manager’s delegate

2. A teacher representative

3. A third member who may be a non-teacher.

The committee must consider all records relating to the case and may interview the student. The student should

be given not less than 24 hours’ notice of the interview. The teacher who made the initial decision may be

required by the Appeals Committee to provide additional information.

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Special Provision

The VCAA Special Provision policy aims to provide students in defined circumstances with the opportunity to

participate in and complete their senior secondary level studies. The underlying principle of the policy is to ensure

that the most appropriate, fair and reasonable arrangements and options are available for students to demonstrate

their capabilities if their learning and assessment are affected by illness, impairment or personal circumstances.

Special Provision should provide equivalent, alternative arrangements for students but not confer an advantage to

any student over other students. Special Provision is available to students completing the VCE for classroom

learning, School-based Assessment and VCE External Assessments.

Specific eligibility requirements apply for each type of Special Provision.

For classroom learning and School-based Assessment, the school is primarily responsible for determining

eligibility and the nature of the provisions granted. Schools are encouraged to consult the VCAA if they are

unsure about appropriate arrangements. The school’s policies and procedures should be clearly documented and

communicated to students. It is strongly recommended that schools keep recordfs of all decisions made for each

student.

The VCAA Special Provision policies have been reviewed and more detailed information is available in the

VCAA website. There is too much information to include in this manual so if you have students that may be

eligible for Special Provision contact your Area Manager who will be able to refer to the specific eligibility

criteria to the granting of Special Provision.

Derived Examination Score (DES) Students are eligible for a Derived Examination Score if they can demonstrate that illness, personal trauma or

other circumstances occurring immediately before or during the examination period has affected their

performance on an examination or prevented them from attending an examination. Students must have completed

the course of study leading to the examination to be eligible for a DES. The VCAA must receive the DES

application completed by the student’s home school no later than seven days after the student’s oral or final

examination. It is recommended that students attend or attempt the examinations if at all possible. The DES

application to the VCAA requires extensive evidence to be provided by an independent health or other

professional as stated on the form. A DES is not automatically issued by the VCAA.

Partnerships: (Combination of small classes for moderation of assessment)

Classes with fewer than five Unit 3 and 4 students in any VCE Unit 3-4 study will be asked to form a partnership

with another small class in the language to enhance the curriculum provision or assessment arrangements for

students. Records must be kept of discussion, meetings and evidence of cross-marking because teachers may be

required to submit documentation to the VCAA for audit purposes.

Teachers in the partnership should make contact as early in the school year as possible and keep written records

of meetings, telephone calls and emails. Area Managers should be kept informed of any conflict that may arise

and the measures taken to resolve any issues. The initial meeting should cover the requirements of the study

design for each of the chosen assessment tasks and the assessment criteria and for coursework and assessment

tasks. Teachers should reach agreement on the comparability of assessment tasks and are required to administer

the same SACs. Each school will mark its own students’ work, consult with the teachers in the partnership and

enter student scores on the VASS.

Small Group Partnership records

The following documentation is required to be submitted to your Area Manager as evidence of accountability 1. VCAA partnership agreement signed by the Principal/Area Manager of each school in the partnership

2. Single list of cross marked scores for all students in the partnership group

3. Copy of the partner school’s VASS printout of the scores for all School-based assessment tasks

4. Dates of meetings between schools

5. Copy of agreed set tasks and/or agreed bench marks for each assessment task

6. All the above must be submitted to your Area Manager by the last VCE session: (or midweek equivalent

session).

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Best Practice in Partnerships

The VCAA expects that participating teachers will follow best practice when conducting partnerships:

School principals should be informed of the initial formation of the partnership, the ongoing maintenance of

the partnership, and the resulting moderation of School-based Assessment scores.

Teachers in the partnership should make contact as early in the academic year as possible and keep written

records of meetings, telephone calls, emails and any other relevant interaction.

School principals should be kept informed of any conflict that may arise and the measures taken to resolve any

issues.

There should be an initial meeting that covers the requirements of the study design for each of the chosen

assessment tasks and the assessment criteria, and for coursework.

Teachers are required to agree on the procedures for ensuring comparability of assessment tasks and the

schedule and marking schemes of any tasks to be done in common.

Teachers should be clear and consistent about the application of the mandated criteria and descriptors for the

School-assessed Task.

Each school should mark the assessment tasks of its own students and select student tasks for moderation.

Each school should enter the scores for its own students on VASS.

Each school should send a copy of the VASS printout of the scores for all School-based Assessment tasks to

its partner schools to verify that scores have been entered correctly.

Reporting scores to the VCAA

Each school enters the scores for its own students on VASS, and sends a copy of the VASS printout of the

assessments for all School-based Assessment tasks to the partner school to verify that the scores have been

entered correctly. If a Score Amendment Sheet (SAS) is subsequently filed with the VCAA, it must be signed

and dated by the principal of each school in the partnership.

Each partnership school must keep copies of the following documents at the school:

a single list of the moderated scores for all students in the partnership (from all schools involved)

a copy of the partner school’s VASS printout of the assessments for all School-assessed Coursework tasks (to

verify that the scores have been entered correctly)

a VCAA Partnership Agreement form signed by the school principal

Once partnership details are entered on VASS, schools must check that each school in the partnership has

checked (‘ticked’) the approval button. Partnerships cannot be considered ‘valid’ by the VCAA unless all schools

in the partnership group have ‘approved’ their involvement; in addition, the statistical moderation process cannot

run for those partnerships where one or more schools has the status ‘unapproved’. Partnerships cannot be entered

directly on VASS after the closing date.

Producing a combined set of comparable school-based assessment scores: The following steps are recommended:

1. Participating teachers should discuss the requirements of the study design, the chosen assessment tasks for

each outcome, the performance descriptors/assessment criteria for each task or outcome, and the assessment

program of each of the partnership schools. This communication should occur as early as possible, and not

later than the expected date of completion of the first designated assessment task for the unit.

2. The teachers should establish agreement on the procedures to be followed to ensure comparability of

assessments. This includes the scheduling and marking schemes of any tasks to be done in common.

3. Each school assesses the assessment tasks of its own students. It is expected that the schools with more than

one class for the study will apply their own procedures to achieve comparability of assessments within their

school.

4. Each school selects student tasks for cross-marking. For small-group partnerships, this should include all the

tasks from the school with the small group, and at least an equivalent number from the partner schools. For

other partnerships, teachers should agree on an appropriate number, preferably at least five pieces from each

school. For each task, the second marking should be ‘blind’, that is, made without any knowledge of the

assessment given by the student’s own teacher.

5. Teachers then discuss both assessments for each task and agree on a final score. If the teachers cannot reach

consensus, the two scores should be averaged or adjusted appropriately. As a result of the cross-marking

exercise, it may be necessary to adjust the assessments of other tasks not included in the cross-marking.

6. When all assessments have been finalised, the scores for each student on each task should be collated in a

single list for the partnership. Each school must keep a copy of this list, as the VCAA may request it for

analysis purposes.

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Small Group Partnership checklist

To do:

Completed

Setting up the partnership: (Area Manager)

Identify possible partner school (use VASS to locate other schools teaching the language)

Contact school and confirm that they are willing to form a partnership

Contact VASS administrator to arrange for Partnership Agreement (Agreement to be signed by

both school Principals before Partnership formally approved)

Partnership entered on VASS and all schools involved to approve

Teachers to establish an initial meeting – in person preferably

Initial Meeting checklist

Confirm requirements of study design

Discuss assessment criteria for each outcome

Select and discuss assessment tasks

Arrange planned dates of school-based assessment

Discuss options for cross marking (Mail or email student’s work? Meet in person?)

After each school-based assessment

Forward a selection of student schoolbased assessments for blind crosses marking

(High/Medium/Low or all if a small class). Do not send scores or comments. (**If mailing

keep a photocopy & send via registered mail)

On return, check cross marked score and contact partner school teacher to discuss

Both schools agree on marks for ALL students

Create single list of ALL student and their school-based assessment scores (include students

from all schools in partnership)

Forward list to VASS Administrator for scores to be entered

*Repeat above for each schoolbased assessment

*Keep a log of all communication

Indicative grades

Ensure that when predicting indicative grades you rank all students in the partnership and

allocate grades according to the overall performance in schoolbased assessments

Submission of partnership records

Ensure that by the last VCE session all partnership records are given to your Area Manager

Adapted from Swan Hill College

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Partnership Teacher Records: (Semester One)

Name of teacher 1: …………………………………… School 1:………………………………………

Name of teacher 2: …………………………………… School 2 :………………………………………

Name of teacher 3:……………………………………. School 3:……………………………………….

Language………………………………… Study Code: LO……………….

Unit 3 □

SAC

NO: Date of

Interaction Method of Interaction

(meeting/telephone/

e-mail/fax) Description of Activity Signature

37


Partnership Teacher Records: (Semester Two)

Name of teacher 1: …………………………………… School 1:………………………………………

Name of teacher 2: …………………………………… School 2 :………………………………………

Name of teacher 3:……………………………………. School 3:……………………………………….

Language………………………………… Study Code: LO……………….

Unit 4 □

SAC

NO: Date of

Interaction Method of Interaction

(meeting/telephone/

e-mail/fax) Description of Activity Signature

38


39


Teaching

the VCE

40


Main Characteristics of Different Kinds of Writing The following descriptions outline the main characteristics of the five different kinds of writing

referred to in the VCE study design. They are a guide only; students would not be expected to include

all aspects in their writing.

Personal writing:

creates a sense of person/personality for the writer in the reader’s mind

establishes a relationship/intimacy/empathy between the writer and the reader

usually employs first and/or second person; subjective; informal, familiar style/register; often

includes emotive language

emphasises ideas, opinions, feelings, and impressions rather than factual, objective information

uses, in reflective writing, the act of writing to help the author understand and unravel his/her own

feelings or ideas

may, in certain contexts, use contracted language, such as is used in speech.

Purpose: The author is conveying something personal to the reader

Imaginative writing:

manipulates the reader’s response to the piece to create the desired impression or response: visual

and/or emotional appeal

usually creates a strong sense of context (physical surroundings and atmosphere) and situation

normally includes description (person, place, emotion, atmosphere), so careful selection of language

such as adjectives and adverbs (or their equivalents) is important

uses techniques such as variation in sentence length, juxtaposition of different sentence lengths,

careful control of structure and sequencing, to add to the overall effect by creating the desired

atmosphere or conveying the required emotion

may break normal sequencing for added impact, such as in a flashback or in a final disclosure that

puts a different interpretation on preceding passages.

Purpose: The author is creating a piece of fiction designed to entertain, amuse, or create an

impression, picture, or feeling in the reader.

Persuasive writing:

manipulates the reader’s emotions and opinions in order to achieve a specific purpose, that is, to

achieve a desired outcome or effect which is important to and selected by the writer

Persuasive techniques chosen are strongly influenced by the nature of the target audience; that is,

choosing the language (vocabulary, sentence structures, style/register), structure and sequencing of

the piece are framed with the particular audience and purpose in mind

requires choice of the best word (with the precise shade of meaning and overtones of

approval/disapproval, virtue/vice etc.), so range of vocabulary and dictionary technique are

important

aims in certain instances (for example, advertisements) to keep the target audience unaware of being

manipulated and adopts an appearance of objectivity and rationality by using indirect, subtle,

secretive techniques; confidential, intimate, collaborative style and register

sometimes uses exaggeration, extravagant language, humour to create a conspiratorial relationship

between the writer and the reader

often uses the second person for direct address and appeal

sometimes employs direct speech and questions to intensify the relationship with the audience

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

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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 (aiming to convert 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) or evaluative (aiming to weigh two

or more items/ideas in order to convince the reader rationally and objectively that a particular point

of view is correct)

generally uses facts, examples, explanations, analogies and sometimes statistical information,

quotations and references as evidence

chooses language, structure and sequence to make the message clear and unambiguous, so the

sequencing of information is usually logical and predictable

probably uses few adjectives, adverbs, images, except as examples or analogies in explanation

Purpose: the author is conveying objective information

Evaluative writing: aims to reach a conclusion acceptable to an intelligent, unbiased reader through the logical

presentation and discussion of facts and ideas

presents two or more important aspects of an issue or sides of an argument and discusses these

rationally and objectively; using evidence to support the contrasting sides or alternatives

uses objective style; appeals to reason not emotion; creation of an impression of balance and

impartiality is essential

often includes expressions of cause, consequence, opposition and concession

Purpose: The author is giving a balanced view of both sides of a case

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Some Possible Text Types

Teachers should check their language specific Study Design for the list of specific text types. In the

Study Designs an asterisk (*) denotes text types that students will need to reproduce under examination

conditions. The following generalised identifiable features may be useful.

Text Type Identifiable Features

Advertisement topic/product name; content – factual and persuasive information;

register; style; layout

Article (magazine) title; content; author (fictional name); register; style; layout

Article (newspaper) title; date; place; content; author (fictional name); register; style; layout

Brochure/leaflet topic; content – factual and persuasive information; heading/sub-

headings; register; style; layout

Diary entry day; date; salutation e.g. ‘Dear diary’ (where culturally appropriate);

body (e.g. record of events, feelings); closing; style; layout

Editorial title or heading; introduction – writer’s point of view; body – claims

with reasons and evidence; conclusion - reinforcement of point of

view.

Guide (tourist) topic; content – factual and persuasive information; heading/sub-

headings; register; style; layout

Instruction/recipe title/topic; structure; content (equipment, method); register; style;

layout

Journal entry day; date; body (e.g. record of events, feelings, reflection on events or

emotions, advice for the future); style; layout

Letter/fax/email (social): family or

friend

address; date; salutation; greeting; body (content); farewell; signing off

(fictional name); register; style; layout

Letter/fax/email (business)

address; date; reference number or equivalent; salutation; greeting;

body (content); farewell; signing off (fictional name); register; style;

layout

Letter (to the editor)

salutation; structure (introduction, body, conclusion); content; signing

off (pseudonym and/or fictional name and address); register; style;

layout

Message/note recipient’s name; body (facts, times/arrangements etc); name of

message giver; name of person passing on another’s message (where

appropriate); style; layout

Report (newspaper)

title; date; place; content; (fictional name); register; style; layout

Report (factual)

topic; structure (introduction, body, conclusion); content; author


Report (supporting recommendations)

topic; structure (introduction, body, conclusion); content; use of

evidence; author (fictional name); register; style; layout

Review/critique topic; identification of event/publication etc under discussion;

structure; content – factual and persuasive information; author


Short story title/topic; structure; content; author (fictional name); register; style;

layout

Script, speech, report, sketch title/topic; structure; content; register; style; layout

43


Mixed Level Classes

In the case of combined Year 11 and 12 classes, the following strategies will make the class more

manageable:

General Strategies

In working with two groups with slightly different assessment tasks, it is crucial that planning and

record keeping is very thorough.

Records must be kept of all activities students are undertaking (such as drafting, rehearsal,

consultation, research) leading to the completion of the task.

Teacher and students should study the assessment task charts during the year. They should be

familiar with the structure of the VCE course as a whole (Units 1-4), and absolutely clear as to what

is required of them at the current stage.

Teacher and students should use the assessment task calendar to note important dates and deadlines,

especially for the SACs in Units 3 & 4.

The whole class should study common themes and topics and the required activities for each level

should be discussed and shared.

Year 11 students can be given assessment tasks that correspond to the SACs that the Year 12

students are undertaking.

Oral Tasks at Year 11 level

At Year 12 level, the teacher is expected to be a participant in each oral SAC, with one student at a time.

There is no such prescription for Year 11. Therefore it is theoretically possible to let two or more

students undertake the task, with or without teacher participation. However, this needs to be balanced

against the need of the students for the best possible preparation.

In terms of the Oral examination, Year 11 students can do the same preparation as Year 12. Oral and

written examination preparation should be built into your topics and activities.

Selecting Topics

Studying the same set of topics allows the teacher to work with the same vocabulary and resources

without preparing and managing two courses. Students can more readily learn from each other and there

is also greater student input in discussion. Topics are the basis of the class work, which all students will

complete. However, the work for assessment will vary by year level. Assessment tasks and SACs must

be set as prescribed in the Study Design for each unit and each level. Year 12 students can be given

additional material, if necessary, and/or more difficult tasks based on the same topics.

For example:

THEME: The Changing World

TOPIC: Travel and Tourism in (in country where target

language spoken)

YEAR 11: Planning a trip to a country where target

language is spoken

YEAR 12: The role of tourism

Allowance must be made for SAC preparation. While Year 12 students work on a SAC, Year 11

students can do extra work which can be completed fairly independently. One possibility is a practice

assessment task in line with the VCE.

44


VCE Program

&

Course Development

45


Course Planning and Implementation

The aim of language learning is to develop the student’s capacity to communicate effectively in spoken

and written language, interact with others and appreciate and respect other people’s culture and way of

life.

The Victorian School of Languages will continue to adopt the same methodology in all its Victorian

Curriculum F-10 and VCE classes. Classes at the VSL are conducted in the target language. Students

learn through participation in meaningful activities in the language. Learning activities should be

contextualized, so that they take place in real or simulated situations, which are socially and culturally

appropriate to the target language. Students are encouraged to take responsibility to develop their own

language skills using the language as much as possible to communicate with others.

VSL Course Development

The VSL course development process has the following components. At VCE this should be done in

conjunction with the Language Specific VCE Study Design, and the VCE Languages-Second

Language Assessment Handbook 2005-2018.

1 Course Outlines: The Language Course Outline documents assist teachers in planning their own

courses.

2 Program Summary: is completed at the beginning of the year and filed at the Area Office. This

outlines the main themes, topics and sub-topics, learning activities and assessment activities for

each semester.

3 Detailed Study planning documentation has been included. (Remember this is the basis for the

oral examination and takes up to 15 hours of class time.)

4 Weekly Diary: is completed after each class and records details of each lesson in the Weekly

Lesson Chronicle (red). This remains at the VSL Centre and must not to be removed from the

Centre, as it is an official school document and an important guide for replacement teachers.

5 Planning and Assessment: This manual contains a section for student record keeping as well as

useful VCE planning documentation. This is an important reference for completing the end of

semester unit reports.

VCE Study Design

VCE Themes and Topics

The VCE is a two-year course so we advise Year 11 and Year 12 VCE teachers to meet and discuss

themes and topics. This will facilitate a better planning process.

The VCE Study Design prescribes a number of topics for each language, organised under three main

themes. These will have been covered during the many years of Language study. Teachers need to be

aware of these prescribed themes and topics and choose sub-topics appropriately.

Classroom activities should be organised into clusters, which have a communication goal. A list of

relevant text types, assessment outcomes, grammar and vocabulary in the VCE Language-specific Study

Design, should also be considered in program planning.

This manual includes topic tables for teachers to adapt their current courses to the VCE.

46


Second Languages: Summary of Themes and Topics

*CHECK STUDY DESIGN FOR SUGGESTED TOPICS.

The Individual The Language-Speaking

Communities

The Changing World

Arabic

Personal world

Family and friends

Education and aspirations

Health

Lifestyles

Culture and traditions

Arabic civilization

Social issues

The natural world

The world of work

French

Personal world

Education and aspiration

Personal opinions and values

Lifestyles

Historical perspectives

Arts and entertainment

Social issues

The world of work

Scientific and technological

issues

German

Personal identity

School and aspirations

Leisure and lifestyles

People and places

Past and Present


The world of work

Social issues

Tourism

Greek

Personal identity

School experience

Relationships

Lifestyles

The Greek cultural heritage

Historical/Contemporary

people and events

The migrant experience

Contemporary issues

World of work

Indonesian SL

Personal world


Personal opinions and values

Lifestyles

Visiting Indonesia

Customs and traditions


Stories from the past

The world of work

Social Issues

Australian-Indonesian

relations

Environmental issues

Italian

Personal world

Health and leisure


Historical perspectives

Lifestyles in Italy and abroad

The Arts and entertainment

Social and contemporary

issues

The world of work

Technology

Trade and commerce

Tourism and hospitality

Japanese SL

Personal world

Daily life

Past and future

Visiting Japan

Life in Japan

Getting to know people in

Japan

The world of work

Changes in daily life

Home and neighbourhood

Korean SL

Personal identity

Education & aspirations

Everyday life and activities

People & places

Past & Present lifestyles

Arts & Entertainment

Social issues

The world of work

Tourism

Spanish

Personal world

My world in the past and

future

Lifestyles

People & Places

Living in a Spanish-speaking

community


World of work

Growing up and growing old

Social issues

Environmental issues

Vietnamese SL

Personal World


Relationships

Migration

Folk/contemporary literature

Traditions and values

Arts & Entertainment

Environment

World of work

Science and technology

Social issues

4

7

VC

E (

Vic

tori

an

Sec

on

d L

an

gu

ag

es)

TEA

CH

ER

MA

NU

AL 2

01

8

20

18

VC

E P

rogra

m S

um

ma

ry

VIC

TO

RIA

N S

CH

OO

L O

F L

AN

GU

AG

ES

Y

ear

11

Tea

cher

:

L

an

gu

age:

Un

it 1

Th

em

e, T

op

ic &

Su

b-T

op

ic

Main

Lea

rnin

g A

ctiv

itie

s

(do

t p

oin

ts)

Ou

tco

mes

& T

ask

s T

ask

Date

s M

ain

Res

ou

rces

Sec

on

d L

an

gu

ag

e

O

utc

om

e 1

Est

abli

sh &

mai

nta

in a

spo

ken

or

wri

tten

exch

ange

rela

ted

to

per

son

al a

reas

of

exp

erie

nce

.

Task

Info

rmal

co

nver

sati

on

OR

rep

ly t

o

per

son

al l

ette

r /

fax /

em

ail.

* I

f a

n o

ral

task

is

sele

cted

to

ad

dre

ss

Ou

tco

me

1, a

wri

tten

ta

sk s

hou

ld b

e

sele

cted

to

ad

dre

ss O

utc

om

e 3,

an

d v

ice

vers

a.

O

utc

om

e 2

Lis

ten

to

, re

ad &

ob

tain

in

form

atio

n f

rom

wri

tten

& s

po

ken

tex

ts.

Task

s

Lis

ten

to

sp

oken

tex

ts,

(e.g

.

con

ver

sati

on

s, i

nte

rvie

ws,

bro

adca

sts)

to

ob

tain

in

form

atio

n t

o c

om

ple

te n

ote

s,

char

ts o

r ta

ble

s in

tar

get

lan

gu

age

or

En

gli

sh.

AN

D

Rea

d w

ritt

en t

exts

(e,

g.

extr

act

s,

adver

tise

men

ts,

lett

ers)

to

ob

tain

info

rmat

ion

to

co

mp

lete

note

s, c

har

ts o

r

tab

les

in E

ngli

sh o

r ta

rget

lan

gu

age.

* O

f th

e tw

o t

ask

s re

qu

ired

fo

r O

utc

om

e

2,

on

e sh

ou

ld r

equ

ire

a r

espo

nse

in

th

e

lang

ua

ge

and

th

e o

ther

a r

esp

on

se i

n

En

gli

sh.

O

utc

om

e 3

Pro

du

ce a

per

son

al r

esp

on

se t

o a

tex

t

focu

sin

g o

n r

eal

or

imag

inar

y e

xp

erie

nce

.

Task

Ora

l p

rese

nta

tio

n O

R r

evie

w O

R a

rtic

le

4

8

VC

E (

Vic

tori

an

Sec

on

d L

an

gu

ag

es)

TEA

CH

ER

MA

NU

AL 2

01

8

Th

em

e, T

op

ic &

Su

b-T

op

ic

Main

Lea

rnin

g A

ctiv

itie

s

(do

t p

oin

ts)

Ou

tco

mes

& T

ask

s T

ask

Date

s M

ain

Res

ou

rces

Sec

on

d L

an

gu

ag

e

O

utc

om

e 1

Par

tici

pat

e in

a s

po

ken

or

wri

tten

exch

ange

rela

ted

to

mak

ing a

rran

gem

ents

& c

om

ple

tin

g t

ran

sact

ion

s.

Task

Fo

rmal

let

ter

/ fa

x /

em

ail

OR

ro

le-p

lay

OR

in

terv

iew

.

* I

f a

n o

ral

task

is

sele

cted

to

ad

dre

ss

Ou

tco

me

1, a

wri

tten

ta

sk s

hou

ld b

e

sele

cted

to

ad

dre

ss O

utc

om

e 3,

an

d v

ice

vers

a.

O

utc

om

e 2

Lis

ten

to

, re

ad,

& e

xtr

act

& u

se

info

rmat

ion

& i

dea

s fr

om

sp

oken

&

wri

tten

tex

ts.

Task

s

Lis

ten

to

sp

oken

tex

ts,

(e.g

.

con

ver

sati

on

s, i

nte

rvie

ws,

bro

adca

sts)

&

reo

rgan

ise

info

rmat

ion

& i

dea

s in

a

dif

fere

nt

text

typ

e.

AN

D

Rea

d w

ritt

en t

exts

(e.

g.

extr

act

s,

adver

tise

men

ts,

lett

ers)

& r

eorg

anis

e

info

rmat

ion

& i

dea

s in

a d

iffe

ren

t te

xt

typ

e.

O

utc

om

e 3

Giv

e ex

pre

ssio

n t

o r

eal

or

imag

inar

y

exp

erie

nce

in

wri

tten

or

spo

ken

fo

rm.

Task

Jou

rnal

en

try O

R p

erso

nal

acc

ou

nt

OR

sho

rt s

tory

20

18

VC

E P

rogra

m S

um

ma

ry

VIC

TO

RIA

N S

CH

OO

L O

F L

AN

GU

AG

ES

Y

ear

11

Tea

cher

:

L

an

gu

age:

Un

it 2

4

9

VC

E (

Vic

tori

an

Sec

on

d L

an

gu

ag

es)

TEA

CH

ER

MA

NU

AL 2

01

8

20

18

VC

E P

rogra

m S

um

ma

ry

VIC

TO

RIA

N S

CH

OO

L O

F L

AN

GU

AG

ES

Y

ear

12

Tea

cher

:

L

an

gu

age:

Un

it 3

Th

em

e, T

op

ic &

Su

b-T

op

ic

Main

Lea

rnin

g A

ctiv

itie

s

(do

t p

oin

ts)

Ou

tco

mes

& T

ask

s T

ask

Date

s M

ain

Res

ou

rces

Sec

on

d L

an

gu

ag

e

O

utc

om

e 1

Exp

ress

id

eas

thro

ugh

th

e p

rod

uct

ion

of

ori

gin

al t

exts

.

Task

(S

AC

1)

A 2

50

-wo

rd* p

erso

nal

or

imag

inat

ive

wri

tten

pie

ce.

*ch

eck w

ord

lim

it r

equ

irem

ents

fo

r yo

ur

lan

gu

age

O

utc

om

e 2

An

alyse

& u

se i

nfo

rmat

ion

fro

m s

po

ken

texts

.

Task

(S

AC

2)

A r

esp

on

se t

o s

pec

ific

qu

esti

on

s,

mes

sages

or

inst

ruct

ion

s, e

xtr

acti

ng &

usi

ng t

he

info

rmat

ion

req

ues

ted

.

Ou

tco

me

3

Exch

ange

info

rmat

ion

, op

inio

ns

&

exp

erie

nce

s.

Task

(S

AC

3)

A t

hre

e- t

o f

ou

r-m

inu

te r

ole

-pla

y,

focu

sin

g o

n t

he

reso

luti

on

of

an i

ssu

e.

5

0

VC

E (

Vic

tori

an

Sec

on

d L

an

gu

ag

es)

TEA

CH

ER

MA

NU

AL 2

01

8

20

18

VC

E P

rogra

m S

um

ma

ry

VIC

TO

RIA

N S

CH

OO

L O

F L

AN

GU

AG

ES

Y

ear

12

Tea

cher

:

L

an

gu

age:

Un

it 4

Th

em

e, T

op

ic &

Su

b-T

op

ic

Main

Lea

rnin

g A

ctiv

itie

s

(do

t p

oin

ts)

Ou

tco

mes

& T

ask

s T

ask

Date

s M

ain

Res

ou

rces

Sec

on

d L

an

gu

ag

e

O

utc

om

e 1

An

alyse

& u

se i

nfo

rmat

ion

fro

m w

ritt

en

texts

.

Task

(S

AC

4)

A r

esp

on

se t

o s

pec

ific

qu

esti

on

s,

mes

sages

or

inst

ruct

ion

s, e

xtr

acti

ng &

usi

ng i

nfo

rmat

ion

req

ues

ted

.

O

utc

om

e 2

Res

po

nd c

riti

call

y t

o s

po

ken

& w

ritt

en

texts

wh

ich

ref

lect

asp

ects

of

the

lan

gu

age

& c

ult

ure

of

Lan

gu

age-s

pea

kin

g

com

mu

nit

ies.

Task

A (

SA

C 5

)

A 2

50

-30

0 w

ord

* i

nfo

rmat

ive,

per

suas

ive

or

eval

uat

ive

wri

tten

res

po

nse

, fo

r

exam

ple

, re

po

rt,

com

par

iso

n o

r re

vie

w.

AN

D

Task

B (

SA

C 6

)

A 3

-4 m

inu

te i

nte

rvie

w o

n a

n i

ssue

rela

ted

to

th

e te

xts

stu

die

d.

*ch

eck w

ord

lim

it r

equ

irem

ents

fo

r yo

ur

lan

gu

age

5

1

VC

E (

Vic

tori

an

Sec

on

d L

an

gu

ag

es)

TEA

CH

ER

MA

NU

AL 2

01

8

____

___

___

___

___

__

___

___

_ V

CE

Co

urs

e O

utl

ine

Them

e:

Tea

cher

V

CE

Un

it:

To

pic

: S

ub

-To

pic

: S

ub

-Topic

Len

gth

: ___

_ w

eeks

Ou

tcom

es

Lea

rnin

g A

ctiv

itie

s in

Clu

ster

s

Lan

gu

age

Ele

men

ts

Ass

essm

ent

R

esou

rces

Gra

mm

ar

Vo

cab

ula

ry

Tex

t ty

pes

Ind

icati

on

of

act

ivit

ies

dev

elop

ing

ou

tcom

e k

now

led

ge

&

skil

ls.

Clu

ster

1: Pro

vid

es l

an

gu

age

& i

dea

s; s

mall

act

ivit

y

Clu

ster

2: ad

ds

lan

gu

age

& i

dea

s; b

igger

act

ivit

y

Clu

ster

3: oft

en m

ore

tea

chin

g, m

ain

act

ivit

y

Clu

ster

4: oft

en r

ou

nd

s ou

t th

e act

ivit

y, u

ses

the

pro

du

ct f

or

a w

ider

pu

rpose

. N

ote

: in

div

idu

all

y/p

air

s/gro

up

s/cl

ass

lin

ks

bet

wee

n s

tep

s/cl

ust

ers

mad

e cl

ear

Iden

tify

main

ite

ms

of

gra

mm

ar

from

you

r St

ud

y D

esig

n f

or

teach

ing

&

revis

ion

in

th

is t

op

ic. T

ick

off

on

pla

nn

ing

ch

eck

list

. Lis

t voca

bu

lary

in

targ

et

lan

gu

ag

e

See

Stu

dy D

esig

n f

or

tex

t ty

pes

id

enti

fied

for

stu

den

t p

rod

uct

ion

in

you

r la

ngu

age.

On

p

lan

nin

g c

hec

kli

st t

ick

th

e m

ain

on

es t

o b

e p

rod

uce

d

by s

tud

ents

.

Res

ou

rces

can

b

e fo

un

d l

iste

d

in S

tud

y

Des

ign

s, V

SL

Cou

rse

Ou

tlin

es,

sub

ject

ass

oci

atio

n

new

slet

ters

, In

tern

et s

ites

. In

dic

ate

ass

essm

ent

act

ivit

y a

nd

det

ail

ed

ass

essm

ent

task

/SA

C.

Ass

essm

ent

Task

–

mu

st b

e co

mp

lete

d

ind

ivid

uall

y &

u

nd

er s

up

ervis

ion

.

5

2

VC

E (

Vic

tori

an

Sec

on

d L

an

gu

ag

es)

TEA

CH

ER

MA

NU

AL 2

01

8

Sa

mp

le V

CE

Co

urs

e O

utl

ine

Them

e:

Th

e L

an

gu

age-

Spea

kin

g C

om

mu

nit

y T

each

er:

Soph

ie F

afa

la

VC

E U

nit

: 3

To

pic

: T

ravel

an

d T

ou

rism

S

ub

-To

pic

: P

lan

nin

g a

Tri

p t

o …

……

…..

Sub

-Topic

Len

gth

: 4

wee

ks

Ou

tcom

es

Lea

rnin

g A

ctiv

itie

s in

Clu

ster

s

Lan

gu

age

Ele

men

ts

Ass

essm

ent

Res

ou

rces

Kn

ow

led

ge

& s

kil

ls r

elat

ed t

o

Ou

tco

me

3.

Exch

ange

info

rmat

ion

op

inio

ns

and

exp

erie

nce

s

Clu

ster

1:

Stu

den

ts:

A

s a

clas

s, v

iew

a m

ap a

nd

a v

ideo

, an

d r

ead

tra

vel

bro

chu

res

and

extr

acts

fro

m t

ravel

gu

ides

sh

ow

ing h

igh

ligh

ts o

f th

e co

un

try t

o

be

vis

ited

In

div

idu

ally

or

in p

airs

, ta

ke

on t

he

role

of

a to

uri

st g

uid

e

pla

nnin

g t

o l

ead

a g

roup

to

th

e co

un

try a

nd

- d

ecid

e on

th

e ca

tego

ry o

f gro

up

to

be

led

(ag

e, i

nte

rest

s etc

)

- se

lect

an

are

a o

r a

nu

mb

er o

f ci

ties

or

tou

rist

sp

ots

to

be

incl

ud

ed

- d

ecid

e on

th

e le

ngth

of

the

trip

.

Clu

ster

2:

Stu

den

ts:

u

se t

he

Inte

rnet

and

oth

er r

esou

rces

to

co

llec

t m

ore

in

form

atio

n

abo

ut

the

cho

sen

iti

ner

ary

u

sin

g a

mo

del

iti

ner

ary,

pla

n a

det

aile

d i

tin

erar

y f

or

a tr

ip

w

rite

an

ad

ver

tise

men

t (n

ewsp

aper

, m

agaz

ine,

rad

io o

r te

levis

ion

)

for

the

trip

to

att

ract

peo

ple

to j

oin

th

e gro

up

w

rite

a b

roch

ure

or

leaf

let

that

co

uld

be

sen

t to

peo

ple

ask

ing f

or

mo

re i

nfo

rmat

ion

.

Clu

ster

3:

Stu

den

ts:

in

pai

rs, d

escr

ibe

& d

iscu

ss t

he

itin

erar

y p

rodu

ced

by e

ach

stu

den

t

or

pai

r, j

ust

ifyin

g t

he

cho

ices

mad

e

in

div

idu

ally

, u

nd

er s

up

ervis

ion

, re

ceiv

e a

lett

er f

rom

a

pro

spec

tive

tou

rist

(th

e te

ach

er)

ou

tlin

ing q

uer

ies

abou

t th

e tr

ip

and

in

dic

atin

g t

hat

he/

she

wil

l co

me

in 1

5 m

inu

tes

to d

iscu

ss

det

ails

of

the

trip

in

so

me

det

ail.

Res

olv

e th

e is

sue

in a

3-4

min

ute

ro

le-p

lay,

wit

h t

he

teac

her

acti

ng a

s th

e to

uri

st.

Gra

mm

ar

L

angu

age

& g

ram

mar

of

trav

el

do

cum

ents

, e.

g. …

L

angu

age

& s

tru

ctu

res

for

exp

lain

ing,

just

ifyin

g &

neg

oti

atin

g,

e.g.

…

L

angu

age

& g

ram

mar

of

adver

tise

men

ts,

e.g.

…

Voca

bu

lary

:

Tex

t ty

pes

Map

V

ideo

B

roch

ure

E

xtr

act

(tra

vel

gu

ide)

W

ebsi

te

It

iner

ary

A

dver

tise

men

t

L

ette

r

L

eafl

et

Ass

essm

ent

Tas

k

Un

it 3

– O

utc

om

e 3

:

Ro

le-p

lay f

ocu

sin

g o

n t

he

reso

luti

on

of

an i

ssu

e –

e.g.

T

ou

rist

an

d s

hop

kee

per

bar

teri

ng o

ver

pri

ce/m

on

ey

T

ou

rist

tra

vel

agen

cy

tryin

g t

o c

on

firm

tra

vel

arra

ngem

ents

ho

me

T

ou

rist

at

a to

uri

st v

enu

e

wit

ho

ut

a val

id t

icket

T

ou

rist

at

airp

ort

wit

hou

t

app

rop

riat

e tr

avel

do

cum

ents

.

SA

C3

V

ideo

s, s

uch

as

…

T

ravel

gu

ides

, su

ch a

s …

T

ravel

bro

chu

res

&

leaf

lets

, su

ch a

s …

E

xam

ple

of

an i

tin

erar

y,

e.g.

in …

E

xam

ple

s o

f n

ewsp

aper

,

mag

azin

e, r

adio

& T

V

adver

tise

men

ts,

e.g.

in..

.

5

3

VC

E (

Vic

tori

an

Sec

on

d L

an

gu

ag

es)

TEA

CH

ER

MA

NU

AL 2

01

8

____

___

___

___

___

__

___

___

VC

E C

ou

rse

Ou

tlin

e

Them

e:

T

each

er:

V

CE

Un

it:

To

pic

:

Sub

-To

pic

:

Sub

-Topic

Len

gth

: ___

wee

ks

Ou

tcom

es

Lea

rnin

g A

ctiv

itie

s in

Clu

ster

s L

an

gu

age

Ele

men

ts

Ass

essm

ent

Res

ou

rces

5

4

VC

E (

Vic

tori

an

Sec

on

d L

an

gu

ag

es)

TEA

CH

ER

MA

NU

AL 2

01

8

SA

C D

evel

op

men

t S

um

ma

ry S

hee

t -

Sec

on

d L

an

gu

ag

e

Ou

tcom

e T

ask

M

ajo

r C

hall

enge

Ta

sk S

am

ple

s

Un

it 3

Ou

tco

me

1

SA

C 1

Pro

duct

ion o

f o

rigin

al t

ext.

Dev

elo

pin

g s

tim

ula

tin

g w

riti

ng t

asks.

Gai

nin

g a

cle

ar u

nd

erst

and

ing o

f th

e

char

acte

rist

ics

of

per

sonal

and

imagin

ati

ve

wri

tin

g.

W

rite

a l

ette

r to

a M

arti

an/p

en f

rien

d/f

iancé

E

mai

l a

frie

nd

yo

u m

et o

ver

seas

fo

cusi

ng o

n y

our

imp

ress

ions

of

the

trip

S

end

a f

ax t

o a

n e

mp

loyer

ab

out

stud

yin

g/w

ork

ing o

ver

seas

W

rite

a p

erso

nal

acc

ount

of

an i

mp

ort

ant

fam

ily e

ven

t

W

rite

a j

ourn

al e

ntr

y r

efl

ecti

ng o

n a

cult

ura

l even

t

W

rite

an i

magin

ativ

e st

ory

fo

r a

magaz

ine

Un

it 3

Ou

tco

me

2

SA

C 2

Anal

yse

& u

se i

nfo

rmat

ion

fro

m s

po

ken t

exts

.

Fin

din

g/d

evel

op

ing t

he

spo

ken t

exts

.

Dev

isin

g t

he

task

.

L

iste

n t

o s

om

e sp

oken t

ext

fro

m,

a ra

dio

pro

gra

m i

nte

rvie

w,

film

seg

men

t, T

V p

rogra

m,

new

s et

c. t

hen

:

- li

st m

ain p

oin

ts

- su

mm

aris

e th

e p

lot

- w

rite

a r

evie

w

- an

swer

quest

ion

s

- co

mp

lete

char

t

Un

it 3

Ou

tco

me

3

SA

C 3

Ro

le-p

lay –

res

olu

tio

n o

f an

issu

e.

Exch

an

ge

info

rmat

ion,

op

inio

ns

and

exp

erie

nce

s.

Fin

din

g t

he

bes

t-su

ited

sub

-to

pic

.

Dev

elo

pin

g v

aria

tio

ns

for

who

le c

lass

.

Tea

cher

must

be

role

-pla

y p

artn

er.

T

her

e has

bee

n a

mas

sive

oil

sp

ill

fro

m a

tan

ker

: R

ole

-pla

y a

n e

nvir

on

menta

l ac

tivis

t

reso

lvin

g t

he

issu

e o

f cl

eanin

g u

p t

he

dam

age

to w

ild

lif

e w

ith a

go

ver

nm

ent

rep

rese

nta

tive

R

ole

-pla

y t

wo

do

lphin

s d

iscu

ssin

g t

he

po

lluti

on o

f th

eir

ho

me

R

ole

-pla

y t

wo

char

acte

rs f

rom

a n

ovel

/text

and

res

olv

e a

pro

ble

m i

n t

he

role

of

the

char

acte

rs

R

ole

-pla

y t

wo

dif

fere

nt

pers

pect

ives

on t

he

mig

rati

on p

roce

ss/r

efugee

s

Un

it 4

Ou

tco

me

1

SA

C 4

Anal

yse

& u

se i

nfo

rmat

ion

fro

m w

ritt

en t

exts

.

Fin

din

g/d

evel

op

ing t

exts

. R

ead

2 t

exts

on e

nvir

on

ment,

use

in

form

atio

n t

o w

rite

let

ter

to e

dit

or

R

ead

res

po

nse

s to

a q

ues

tio

nn

aire

& s

um

mar

ise

the

resu

lts

abo

ut

pro

ble

ms

faci

ng y

ou

ng

peo

ple

in a

n a

rtic

le f

or

scho

ol

new

spap

er

R

ead

extr

acts

/sto

ries

of

earl

y m

igra

nts

to

Aust

rali

a &

su

mm

aris

e fi

nd

ings

in a

rep

ort

to

a

com

mu

nit

y f

oru

m

S

earc

h i

nte

rnet

ab

out

touri

st p

lace

s in

the

targ

et c

ountr

y &

co

mp

lete

a c

hap

ter

for

a T

our

Guid

e

Un

it 4

Ou

tco

me

2A

SA

C 5

*

Wri

tten

res

po

nse

to

sp

oken

& w

ritt

en t

exts

Info

rmati

ve,

per

suas

ive

or

evalu

ativ

e.

Per

suas

ive

& e

val

uati

ve

mo

st

chal

lengin

g f

or

stud

ents

.

Thes

e ac

tivit

ies

must

be

rela

ted

to

lite

rary

tex

ts d

ealt

wit

h i

n c

lass

.

W

rite

an i

nfo

rmat

ive

rep

ort

abo

ut

the

imp

ort

ance

of

oil

in t

od

ay’s

wo

rld

& a

sso

ciat

ed

pro

ble

ms

W

rite

a r

evie

w o

n a

po

em

/so

ng i

ncl

ud

ing r

efe

rence

to

auth

or’

s li

fe b

ased

on m

ater

ial

in

clas

s.

C

om

par

e th

e li

fest

yle

of

yo

un

g p

eop

le i

n A

ust

rali

a w

ith t

hat

in t

he

targ

et c

ou

ntr

y

Un

it 4

Ou

tco

me

2B

SA

C 6

*

Inte

rvie

w b

ased

on i

ssue

rela

ted

to

tex

ts s

tud

ied

Sco

pe

of

issu

e to

cat

er f

or

wh

ole

cla

ss

– c

om

mo

n i

ssue

or

var

iety

of

issu

es.

Tea

cher

must

be

in t

he

inte

rvie

w.

I

n a

n i

nte

rvie

w d

iscu

ss t

he

chan

gin

g r

ole

of

asp

ects

of

trad

itio

nal

cult

ure

in A

ust

rali

a as

seen

in t

he

text

stud

ied

.

I

n a

n i

nte

rvie

w d

iscu

ss g

end

er s

tere

oty

pin

g/r

ole

of

wo

men

D

iscu

ss t

he

po

siti

ve/

neg

ativ

e as

pec

ts o

f li

vin

g w

ith t

wo

cult

ure

s

*A

t le

ast

on

e of

the

two

task

s fo

r U

nit

4:

Ou

tcom

e 2 m

ust

focu

s on

th

e su

b-t

op

ic s

elec

ted

for

the

det

ail

ed s

tud

y.

55


Assessment Outcomes

&

School Assessed

Coursework (SAC)

Guidelines

&

Notification forms

56


Outcomes – Second Language

Outcome Charts and Assessment Guides

Unit 1: VCE (Second Language) Unit 2: VCE (Second Language)

Outcomes Four Tasks Outcomes Four Tasks

Outcome 1 Outcome 1

Establish and

maintain a spoken or

written exchange

related to personal

areas of experience.

Informal conversation

OR

Reply to personal letter/fax/email

Participate in a

spoken or written

exchange related to

making arrangements

and completing

transactions.

Formal letter or fax or email

OR

Role-play

OR

Interview.

Outcome 2 Outcome 2

Listen to, read and

obtain information

from written and

spoken texts.

* In Unit 1 only, of

the two tasks required

for Outcome 2, one

must be completed in

the target language

and the other in

English.

Listen to spoken texts, (e.g.

conversations, interviews, broadcasts)

to obtain information to complete

notes, charts or tables in the target

language or English

AND

Read written texts (e.g. extracts,

advertisements, letters) to obtain

information to complete notes, charts

or tables in English or the target

language.

Listen to, read, and

extract and use

information and ideas

from spoken and

written texts.

Listen to spoken texts, (e.g.

conversations, interviews,

broadcasts) and reorganise

information and ideas in a

different text type

AND

Read written texts (e.g. extracts,

advertisements, letters) and

reorganise information and ideas

in a different text type.

Outcome 3 Outcome 3

Produce a personal

response to a text

focusing on real or

imaginary experience.

Oral presentation

OR

Review

OR

Article

Give expression to

real or imaginary

experience in written

or spoken form.

Journal entry

OR

Personal account

OR

Short story.

NOTE: Of Outcomes 1 & 3, one must be an oral activity and the other written

Unit 3: VCE (Second Language) Unit 4: VCE (Second Language)

Outcomes Three Tasks Outcomes Three Tasks

Outcome 1 Outcome 1

Express ideas

through the

production of

original texts.

A 250 word* personal or

imaginative written piece. 20

marks

Analyse and use

information from

written texts.

A response to specific

questions, messages or

instructions, extracting

and using information

requested.

10

marks

Outcome 2 Outcome 2

Analyse and use

information from

spoken texts.

A response to specific

questions, messages or

instructions, extracting and

using the information

requested.

10

marks Respond critically

to spoken and

written texts, which

reflect aspects of the

language and

culture of Language

speaking

communities.

A 250-300 word *

informative, persuasive

or evaluative written

response, for example,

report, comparison or

review

AND

A 3-4 minute interview

on an issue related to

the texts studied.

20

marks

20

marks

Outcome 3

Exchange

information,

opinions and

experiences.

A three to four minute role-

play, focusing on the

resolution of an issue.

20 marks

Total Marks 50 Total Marks 50

Unit 3 contributes 25% to the final assessment Unit 4 contributes 25% to the final assessment.

*check word limit requirements for your language

57


VCE Second Language Assessment: Unit 1

VCE Unit 1: Outcomes - Four Assessment Tasks

Task 1 or 3 – Oral assessment Task 2 – Using spoken and written texts

OUTCOME 1

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

Assessment task 1:

Informal conversation

OR

Reply to personal letter/fax/email.

General information:

If Task 1 is oral, Task 3 must be written, and vice versa.

The context, purpose and audience/participants for each task should be described in the Language.

Check the Study Design for Key knowledge and skills for this Outcome.

OUTCOME 2

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

Assessment task 2 (spoken resource):

Listen to spoken texts (e.g. conversations, interviews,

broadcasts) to obtain information to complete notes,

charts or tables in target language or English

AND

Assessment task 2 (written resource):

Read written texts (e.g. extracts, advertisements,

letters) to obtain information to complete notes, charts

or tables in English or target language.

NB: Students must satisfactorily complete both tasks.


One task must be completed in English (usually the listening task) and one must be in the target language.

The description for the task involving spoken text should provide a brief outline in target language of the context so

students have some idea of the situation they are listening to.


OUTCOME 3

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

Assessment task 3:

Oral presentation OR review OR article.


If Task 1 is oral, Task 3 must be written.

The context, purpose and audience/participants for each task should be described in the target language.


58


VCE Second Language Assessment: Unit 2

VCE Unit 2: Outcomes - Four Assessment Tasks

Task 1 or 3 – Written assessment Task 2 – Reorganising spoken texts

OUTCOME 1

Participate in a spoken or written exchange related to making arrangements and completing transactions.

Assessment task 1:

Formal letter/fax/email OR role-play OR interview.


If Task 1 is oral, Task 3 must be written, and vice versa.

These activities are easily related to everyday life and the prescribed texts.

The context, purpose and audience/participants for each task should be described in the Language.


OUTCOME 2

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

Assessment task 2 (spoken resource):

Listen to spoken texts (e.g. conversations, interviews,

broadcasts) and reorganise information and ideas in a

different text type

AND

Assessment task 2 (written resource):

Read written texts (e.g. extracts, advertisements,

letters) and reorganise information and ideas in a

different text type.

NB: Students must satisfactorily complete both tasks.


The task description should provide a brief outline in target language of the context so students have some idea of the

situation they are listening to.

Students should be told the text type to use and the purpose and audience for the reorganised information.

Some of the information required should be easily identified and factual.


OUTCOME 3

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

Assessment task 3:

Journal entry OR personal account OR short story.


The context, purpose and audience/participants for

each task should be described in the target language.

Check the Study Design for Key knowledge and

skills for this Outcome.

59


School Assessed Coursework *new This is copied directly from the VCE Languages – Second Language Assessment Handbook 2005–2018

(Updated July 2013) and should be followed carefully to ensure you are administering SACs according to VCAA

requirements.

Introduction

School-assessed Coursework provides schools with the opportunity to make their own administrative arrangements

for the internal assessment of their students.

It also provides individual study teachers with the opportunity to:

select from the range of designated assessment tasks in the study design

develop and administer their own assessment program for their students.

School-assessed Coursework provides teachers with the opportunity to:

monitor the progress and work of their students

provide important feedback to the student

gather information about the teaching program.

Students should know in advance how and when they are going to be assessed and the conditions under which they

will be assessed.

Assessment tasks should be part of the teaching and learning program. For each assessment task students should be

provided with the:

type of assessment task and approximate date for completion

time allowed for the task

allocation of marks

nature of any materials they can utilise when completing the task

opportunity to demonstrate the highest level of performance.

Following an assessment task:

teachers can use the performance of their students to evaluate the teaching and learning program

a topic may need to be carefully revised again prior to the end of the unit to ensure students fully understand the key

knowledge and skills required in preparation for the examination.

Feedback provides students with important advice about which aspect or aspects of the key knowledge they need to

learn and in which key skills they need more practice.

Scope of tasks An assessment task provides teachers with a way of ‘sampling’ the knowledge and skills of students. It is not possible or

desirable to measure all of the key knowledge and skills related to the outcome or area of study. The key knowledge and

skills should not be used as a checklist for determining the achievement of outcomes, and assessment tasks do not have to

be lengthy to make a judgment about the student’s level of performance on the outcome.

Designing the assessment tasks

Designing the assessment task is an important part of the teaching, learning and assessment process. The assessment task

needs to provide the opportunity for all students to demonstrate the highest level of performance on the outcome. Teachers

need to design an assessment task that is representative of the content (key knowledge and skills underpinning the

outcome), capable of being completed within a short period of time and under supervision in the classroom. Section 2 of

this handbook provides advice on task design for each Unit 3 and 4 outcome. Performance descriptors are also provided for

each outcome to assist teachers in making a judgment about the student’s level of performance on the outcome.

The following information presents one approach to developing an assessment task. It involves integrating the

requirements of the study design, the advice in Section 2 of this publication and student learning activities. The approach is

presented as a sequence of steps.

60


Making assessment part of teaching and learning Step 1: Define the parameters of an outcome and its assessment task

This involves:

• Listing the key knowledge and skills that will be assessed by the outcome. These are stated in the study design but you

may wish to reword them for student purposes.

• Choosing the assessment task. You can select from the offerings in the study design. It is possible for students in the

same class to undertake different options; however, teachers must ensure that the tasks are comparable in scope and

demand.

Step 2: Examine the assessment advice in the Assessment handbook for Second Language studies

Examine the highest level of performance descriptors and clarify their meanings if you are unsure. Use the study design as

your reference point. Remember the performance descriptors for each outcome identify the qualities or characteristics that

you are looking for in a student response. This helps in the development of the task. It also helps clarify what needs to be

taught as well as what needs to be included in the assessment task. It will assist students in understanding the expectations

of the task.

Step 3: Determine teaching and learning activities

Identify the nature and sequence of teaching and learning activities to cover the key knowledge and skills outlined in the

study design. It is important that a variety of learning opportunities are provided to cater for individual preferred learning

styles. (Refer to the ‘Advice for teachers’ section of the study design for some specific examples of learning activities for

each outcome.)

Step 4: Design the assessment task

• Try to use a range of formats across Units 3 and 4.

• The information in the stimulus should be relevant to the task and assist students in their response.

• Check that the instructions are clear. Are they complete and unambiguous?

• It is important that students know what is expected of them in an assessment task. This means providing students with

advice about the outcome’s key knowledge and skills to be assessed. This allows students to understand during the

teaching and learning stage what they are expected to know or do.

• Students should be provided with the performance descriptors by which their response will be assessed.

• Students should be advised about the conditions under which they will be expected to do the task.

Conditions for the task

• All assessment tasks must be completed under supervision in class and within a short period of time.

• Students must answer the task individually.

• Teachers can develop their own rules, consistent with school policies, about the material that can be brought into the

room and the use of textbooks. Make sure that these rules are given to the students before the task is started and

preferably in writing.

Points to consider

When constructing a task you will need to consider the following:

Does the task enable students to demonstrate the highest possible performance level?

Will students select the form of the response or will you select the form that the whole class will use?

Does the task allow you to easily identify the key aspects of the response to be assessed?

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Sample approaches to School-assessed Coursework

Unit 3

Outcome 2

Analyse and use information from spoken texts.

Details of the task

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

Step 1: Define the parameters of an outcome and its related assessment task options All VCE Languages – Second Language study designs provide details of the key knowledge and skills related to Unit 3

Outcome 2 and the common areas of study. In order to plan and conduct an assessment for this outcome it is necessary to

be familiar with the key knowledge and skills. It should be noted that each key knowledge and skill does not need to be

clearly identifiable in the task, nor should the task focus on too narrow a range of key knowledge and skills.

The study design identifies the task that can be used to assess this outcome. Teachers should be familiar with the essential

characteristics of each task type.


The performance descriptors should be fully understood as they give a clear indication of qualities and characteristics that

you are looking for in a student response. For example students need to be able to extract meaning from spoken texts and to

convey meaning accurately in a response appropriate to the specific context of the task.

Step 3: Determine teaching and learning activities Decide on the theme, topic and sub-topic for the teaching and learning associated with this outcome. Reference must be

made to the relevant study design for the selection of a theme and topic for each language. The sub-topic must allow the

development of an appropriate sequence of teaching, learning and assessment tasks for the outcome. The module based on

the sub-topic should be designed to develop, maintain and extend student proficiency in all of the macro skills – listening,

speaking, reading and writing.

Teaching the pre-task knowledge and skills

Relate the skills and knowledge required for the successful demonstration of this outcome to the specific sub-topic chosen.

For example, vocabulary and structures should build on previous learning, and reflect and extend those needed by students

to participate in activities related to the sub-topic.

Include activities that are designed to enhance the students’ understanding and use of the skills and knowledge required for

this outcome. For example, provide learning activities that progressively develop the ability to identify gist and specific

detail from spoken texts. As the response required for this assessment task is in the language, students will also need to

extend their skills in conveying relevant information in the language.

Students may be given revision exercises and/or a practice task prior to the assessment task and strategies for successful

completion of a listening task of this type can be discussed in class.


One approach to constructing the assessment task: Unit 3 Outcome 2

Topics vary for each language, so a typical example is used here.

In the following example, the module of work forming the context for this assessment task is based on approximately 12

hours of teaching time. It is likely to have been undertaken at the end of Term 1, or start of Term 2. The sub-topic for the

module is Popular music which is drawn from the theme: The language-speaking communities, and the topic: Arts and

entertainment, on page 13 of the study design.

For this example, students will listen to a spoken interview with a popular singer and respond to questions by extracting

and using the information from the text. Students will listen to a taped interview of about 4–5 minutes duration. They will

hear the recording twice, with a pause of about 5 minutes between each listening, to allow for note taking. Student

responses are required in the language, and they will have 30 minutes in which to respond.

In order to present this task, teachers need to provide a short recorded message or messages in the language. The text and

recording of the message may be developed by the teacher or be available from materials such as CD/DVD audio texts

which accompany text books that the students have not heard before, recorded texts from previous examinations, excerpts

from videos etc. The inclusion of authentic language and native speakers on the recording provides excellent examination

preparation for students.

In the example, students listen to an interview with a popular singer/song writer, Maya, who talks about her favourite

music and influences that have shaped her style of music. In the interview, Maya is asked to name three of her favourite

artists and some of their songs, then to explain why she likes them. When asked about the main influences on her song

writing, Maya mentions the influence of traditional songs and of the globalisation of modern music in the language-

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speaking communities. She talks about how these have influenced song writers in the language in general, and her song

writing in particular. The interviewer asks how Maya feels about another popular singer, Wei, and the response allows the

students to infer Maya’s feelings indirectly (e.g. ‘I know some people like Wei’s music, but my interests are in music that

gets people up and dancing,’ or ‘Wei has been a big influence on many modern singers, but he is not really a big influence

on me’). The interview could include a short extract of music and/or discussion of the qualities of the song. Students also

hear examples of the music of both Wei and Maya.

Allocation of marks: This task is worth 10 marks towards the total marks allocated to School-assessed Coursework for Unit

3.

Date for completion: The assessment task should be provided at the conclusion of the module of teaching and learning,

which is likely to be in week two or three of Term 2. The exact date and time can be decided in consultation with students,

the VCE Coordinators and other key staff.

The teacher must decide the most appropriate time to set this task and inform the students. This decision is the result of

several considerations including:

the estimated time it will take to cover the key knowledge and skills for the outcome

the possible need to provide a practice, indicative task

the likely length of time required for students to complete the task

when tasks are being conducted in other subjects and the workload implications for students.

Duration of task: This sample task is designed to be completed in one 50 minute lesson.

Materials: Students may use a monolingual and/or bilingual dictionary in the completion of this task. Their responses will

be recorded on the assessment task sheet and submitted at the end of the task.

Student responses

In order to successfully demonstrate the skills and knowledge required for this outcome, the task set should allow students

to identify main points as well as specific detail. The task should also require students to demonstrate understanding of

ideas, feelings or opinions, and inferred meaning, as well as factual information. The task may require a single extended

response or be a series of questions, some of which require paragraph responses.

For example, students may be asked to listen to the interview and answer questions relating to the information and views

presented by the singer.

The task should be unambiguous and all instructions clear. The context for the task and the role of the student should be

explicitly stated. The responses should also be contextualised, giving the student the audience, purpose and text type

required in the responses.

Sample Task Sheet

Unit 3 Outcome 2 Sample Assessment Task

Students will hear a recorded interview between a radio presenter and a popular singer/song writer ‘Maya’, talking about

her music. The interview will be heard a second time after a pause of 5 minutes. Students will listen to the interview and

make notes in order to answer the questions required by the task.

Task: Respond to the following in the language in the spaces provided.

List Maya’s three favourite songs/pieces of music. Explain what appeals to Maya about each one:

1 ______________________________________________________________

2 ______________________________________________________________

3 ______________________________________________________________

What does Maya think of Wei’s music? Give evidence to support your answer from the text.

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

What have been the greatest musical influences on Maya? Explain their impact on her music.

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

Teachers should use the information gained from the student performance to:

give feedback to students

revise topics, knowledge or skills to enhance student understanding

evaluate the teaching and learning program.

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Unit 4

Outcome 2

Respond critically to spoken and written texts which reflect aspects of the language and culture of the language-speaking

communities.

Task A – Written response

Details of the task

A 250–300 word, 250 characters, 600 ji or 700 cha informative, persuasive or evaluative written response, for example

report, comparison or review.

Step 1: Define the parameters of an outcome and its related assessment task options

The VCE Languages – Second Language study designs provide details of the key knowledge and skills related to Unit 4

Outcome 2 and the common areas of study. In order to plan and conduct an assessment for this outcome it is necessary to

be familiar with the key knowledge and skills. It should be noted that each key knowledge and skill does not need to be

clearly identifiable in the task, nor should the task focus on too narrow a range of key knowledge and skills.

The study design identifies the task to be used to assess this outcome. Teachers should be familiar with the essential

characteristics of each type of writing.


The performance descriptors should be fully understood as they give a clear indication of qualities and characteristics that

you are looking for in a student response. For example, the written response must include appropriate features for the text

type specified for the task, as well as demonstrating the effective use of texts as required by the task.

Step 3: Determining teaching and learning activities

Decide on the theme, topic and sub-topic for the teaching and learning associated with this outcome. At least one of the

two tasks for Outcome 2 must focus on the sub-topic selected for the detailed study. Reference must be made to the

relevant study design information relating to the detailed study and the selection of a theme and topic for each language.

The sub-topic must allow the development of an appropriate sequence of teaching, learning and assessment tasks for the

outcome. The module based on the sub-topic should be designed to develop, maintain and extend student proficiency in all

of the macro skills – listening, speaking, reading and writing.

Teaching the pre-task knowledge and skills

Relate the skills and knowledge required for the successful demonstration of this outcome to the specific sub-topic chosen.

For example, vocabulary and structures should build on previous learning, and reflect and extend those needed by students

to participate in activities related to the sub-topic.

Include activities that are designed to enhance the students’ understanding and use of the skills and knowledge required for

this outcome. For example, provide learning activities that progressively develop the ability to produce informative,

persuasive and evaluative written responses in the language, paying attention to context, audience, purpose and text type,

as well as the use of evidence to support a point of view.

For this part of Outcome 2 teachers need to provide specific task/s for the students to respond to, on an issue related to the

sub-topic covered in the module of work. The task/s set should specify an audience, purpose, context and text type, as well

as which of the three kinds of writing (informative, evaluative or persuasive) is required. The task/s may involve

comparing, contrasting, presenting an opinion or evidence to support a view, identifying, explaining or commenting, but

they should all focus clearly on understanding an aspect or aspects of the language and culture of the language-speaking

communities. Where there is more than one task offered for students to choose from, the teacher must ensure that the tasks

are comparable in demand.

If the task/s relate to the Language and Culture through Texts detailed study option, the task/s should require students to

base their response on one or more of the texts studied.


Students are required to produce an informative, persuasive or evaluative response to given topic/s. For example, the

response may require a report, comparison or review. Students answer the task individually and in class time. Teachers

may choose to specify what kind of writing and or text type/s will be required in the specific assessment task.

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One approach to constructing the assessment task

The first assessment task for this outcome (Task A – Written Response) is developed in the following example.

Topics vary for each language, so a typical example is used here.

The module of work forming the context for this sample assessment task is based on approximately 15 hours of teaching

time. The sub-topic for the module is The impact of advertising which is drawn from the theme: The changing world,

and the topic: Social issues, on page 13 of the study design.

Students may be given revision exercises and/or a practice task prior to the assessment task and strategies for successful

completion of a writing task of this type can be discussed in class.

In the following example, students will be required to produce a written response to one of three tasks. The tasks may,

for example, require students to write an informative article or report, an evaluative article, review or editorial or a

persuasive speech script or advertisement. Students should be familiar with each of these kinds of writing and the

requirements of the text types. They will answer the task individually and in class time.

Allocation of marks: This task is worth 20 marks towards the total of 50 marks allocated to School-assessed Coursework

for Unit 4.

Date for completion: The teacher must decide the most appropriate time to set this task and inform the students. This

decision is the result of several considerations including:

the estimated time it will take to cover key knowledge and skills for the outcome

the possible need to provide a practice, indicative task

the likely length of time required for students to complete the task

when tasks are being conducted in other subjects and the workload implications for students.

Duration of task: This sample task is designed to be completed in 100 minutes (two 50 minute lessons).

Materials: Students may use a monolingual and/or bilingual dictionary in the completion of this task. Student responses

will be recorded on writing pages attached to the assessment task handout and submitted at the end of the task.

Student responses

In order to successfully demonstrate the skills and knowledge required for this outcome, the task/s set should allow

students to compare and contrast aspects of language and culture. The task/s should also require students to support

particular views with appropriate evidence.

The task requires an extended response. The word length is specified in the task; however, for coursework assessment,

there are no formal rules for what should or should not count in the word range.

Clear instructions should be given regarding the requirements of the task and presentation of responses.

The task/s should be unambiguous, the context for the task/s and the requirements of the response should be explicitly

stated. The task/s should also give the student the audience, purpose and text-type required in the responses.

Unit 4 Outcome 2 Sample Assessment task

This sample assessment task is related to the Language and Culture through Texts detailed study option. It is possible to

design a task that does not relate to the detailed study option.

The teacher prepares three tasks for the students to choose from related to the

sub-topic of Advertising, which allow the students to use the texts that they have studied as part of their detailed study to

support a point of view related to the

sub-topic.

Task: Choose ONE of the following and write a response in the language of 250–300 words, 250 characters, 600 ji, 700

cha addressing all aspects of the task. Ensure that opinions and/or points of view are supported with relevant evidence from

the texts studied in the detailed study.

As a trainee journalist, write a review for a youth magazine evaluating the positive and negative issues associated with

advertising aimed at young people. OR

Write an informative article about the image promoted in advertising for tourists in a country where the language is spoken. OR

Write the script for a persuasive speech for the opening of a debate on the topic ‘The pressure of advertising affects

everyone.’ You may choose to argue on the positive or negative side of the debate.

Teachers should use the information gained from the student performance to:

give feedback to students

revise topics, knowledge or skills to enhance student understanding

evaluate the teaching and learning program

Marking the task

There is no prescribed way of marking the task. The task should relate to the key knowledge and skills and provide the

opportunity to meet the standard reflected in the highest performance descriptor for the task. Performance descriptors for

each Outcome are provided in later in the manual.

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Year 12 (Units 3 & 4) SAC Planning Guidelines

When planning SACs teacher need to adhere to the guidelines listed below and inform students on their Student SAC

Assessment Notice, as well as their SAC task sheet.

Teachers will provide a score for each outcome in a unit, which represents an assessment of the student’s achievement. The

score must be based on the teacher’s assessment of the level of performance of each student on the outcomes for the unit.

Assessment tasks are to be completed in class under supervision within the timeframe as listed

It is expected that students will respond in the language to all assessment tasks in Units 3 and 4.

Unit 3 SAC 1 – Outcome 1

Express ideas through the production of original texts

This outcome will contribute 20 marks out of 50 marks allocated to School-assessed Coursework for Unit 3

Students are required to produce a 250 word, 150-200 character, 500 ji or 500-600 cha personal or an imaginative

written piece.

Task may be completed in 80-100 minutes

It requires a response in the target language

Students may use dictionaries

It may be presented as one task or a choice of tasks of comparable scope and demand

Must be done in class time under supervision

An additional 5 minutes reading time is normally allowed

In designing the task teachers should develop an assessment task that allows the student to:

create a personal or imaginative text focusing on an event or experience in the past, present or future

show knowledge of first- or third-person narrative perspectives

use language appropriate to audience, context, purpose and text type

organise and sequence ideas

use simple stylistic techniques such as repetition, questions or exclamations where appropriate

have the opportunity to demonstrate the highest level of performance as described in the performance descriptors

SAC 2 – Outcome 2

Analyse and use information form spoken texts

This outcome will contribute 10 marks out of the 50 marks allocated to School-assessed Coursework for Unit 3

Students are required to provide a response to specific questions, messages or instructions, extracting and using

information requested

Task may be completed in 40-50 minutes of class time

One or more spoken texts may be used for the task

Students may listen to the text/s more than once, with a pause between readings.

Student responses may require a single extended response or answers to a series of questions, some of which may

require paragraph responses.



An additional 5 minutes reading time is normally allowed

Requires responses in the target language

Teachers should develop an assessment task that allows the student to:

convey overall meaning, identify main points, supporting points and detailed items of specific information

infer points of view, attitudes, emotions from context and/or choice of language and intonation where appropriate

employ knowledge of registers and stylistic features such as repetition and tone where appropriate

confirm meaning through re-listening


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SAC 3 – Outcome 3

Exchange information, opinions and experiences

This outcome will contribute 20 marks out of the 50 marks allocated to School-assessed Coursework for Unit 3

Students are required to participate in a three-four minute role play, focusing on the resolution of an issue

Students may be given details of the task to assist in preparation, including the students and teacher roles, the issue to be

resolved and possible strategies for resolving it

The task should be undertaken by the teacher and students in the language

Tape recording of the role play is recommended

The issue for resolution should be related to an aspect of the topic/s studied and broad enough to allow for specific

variations from student to student

Information about the precise task given to the student only 10-15 minutes before the role play


describe and comment on aspects of past, present or future experience

exchange and justify opinions and ideas

present and comment on factual information

link and sequence ideas logically

ask for and give assistance, advice or information

use the appropriate register for the audience, context and purpose

maintain the communication for example, through self-correction and rephrasing or using a range of question forms


Unit 4

SAC 4 Outcome 1

Analyse and use information from written texts

The outcome will contribute 10 marks out of the 50 marks allocated to School-assessed Coursework for Unit 4

Students will be required to respond to specific questions, messages or instructions, extracting and using information

requested.

This task may be completed in 80-100 minutes of class time

The task may be set to include one or more written texts.

It may be presented as one task, or a choice of tasks of comparable scope and demand

The task/s set may focus on informative, persuasive or evaluative writing

The length of the texts/s selected for a task may vary, but as a guide, text totalling approx. 300-400 words, 450-550

characters, 1200-1600 ji, 900-1200 cha would be appropriate

Requires a response in the target language of 200-250 words, 150-200 characters, 500 ji or 500-600 cha

Student response may require a single extended response or answers to a series of questions, some of which require

paragraph responses

Students may use dictionaries for this task

An additional 5 minutes reading time may be allocated



understand and convey overall meaning, identify main points and extract and use information

infer points of view, attitudes or emotions from context and/or choice of language

summarise, interpret and evaluate information from texts where appropriate to the task

infer meaning from cognates, grammatical markers or common patterns of word formation

appreciate cultural aspects critical to understanding the text

compare and contrast aspects of texts on a similar topic where appropriate to the task

show knowledge of and use the text type specified in the task

show knowledge of simple stylistic features such as repetition and contrast


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SAC 5 – Outcome 2 Task A (Written Response)

Respond critically to spoken and written texts which reflect aspects of the language and culture of the language-

speaking communities

This task will contribute 20 marks out of the 50 marks allocated to School-assessed Coursework for Unit 4

Students are required to produce a 250-300 word, 250 character, 600 ji or 700 cha informative, persuasive or evaluative

written response, for example report, comparison or review

The task/ should focus on understanding of an aspect or aspects of the language and culture of the language speaking

communities. At least one of the two tasks for Outcome 2 should focus on the sub-topic selected for the detailed study

The task/s may be completed in 80-100 minutes of class time.

It may be presented as one task, or a choice of tasks of comparable scope and demand

The task/s set may focus on informative, persuasive or evaluative writing.


An additional 5 minutes may be allocated for reading time

Task is to be completed in the target language

Must be completed in class time


identify and comment on culturally specific aspects of language, behaviour or attitude

compare and contrast aspects of life in language-speaking communities with life in communities in Australia, where

relevant to the task

present an opinion about an aspect of the culture associated with the language where appropriate

identify similarities and differences between texts, and find evidence to support particular views

select and include relevant information from the texts studied where appropriate

show an awareness that different social contexts require different types of language

have the opportunity to demonstrate the highest level of performance as described in the performance descriptors.

SAC 5 – Outcome 2 Task B (Interview)

Respond critically to spoken and written texts which reflect aspects of the language and culture of the language-

speaking communities

The task is undertaken by the teacher and student in the language

A tape recording of the interview is recommended

The task should focus clearly on an issue related to aspects of the language and culture of the language speaking

communities

Be based on a sub-topic that relates to one or more of the topics prescribed in the study design

At least one of the two tasks for Outcome 2 must focus on the sub-topic selected for the detailed study

If the task relates to the Language and Culture through texts detailed study option, the task/s should require students to

base their response on one or more of the texts studied

Teachers may choose to focus on the same issue in interviews for the group of students, or allow for interviews, each of

which focuses on a different issue or aspect of the sub-topic studied.

If one issue is selected, it should be broad enough for some variation in questions and responses from student to student.

The interview may include a brief (half-minute) introductory segment which is designed to settle students and is not

assessed



compare and contrast aspects of life in language-speaking communities with life in communities in Australia, where

relevant to the task





have the opportunity to demonstrate the highest level of performance as described in the performance descriptors.

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VSL SAC Planning Form

To be completed in English and handed in to your Area Manager, two weeks before the SAC date accompanied

by the actual SAC given to students. Please include task instructions.

This is a confidential document and must not be made available to students.

Teacher

Language

Class

Centre

SAC No

Outcome

Date for SAC

Date for Special Provision

Detailed description of Task

Version A

Please ensure instructions to students

are both in the Language and English

Detailed description of Task

Version B (For Special Provision)

Please ensure instructions to students

are both in the Language and English

Have you organised equipment? If

so what?

Arrangements for students – for

combined 11/12 classes or Oral

SACs.

Teacher Checklist I have included the Cover Sheet and SAC instructions

I have attached SAC– Version A

I have attached SAC – Version B

I have attached the Assessment Criteria

Signature of Teacher: __________________________________ Date: _____________

Signature of Area Manager: _____________________________ Date: _____________

69


Victorian School of Languages

School-Assessed Coursework

Student SAC Assessment Notice

Teacher: Class:

Dear Student,

The next SAC will take place on: _______________________________________________

The SAC will assess: (Teacher to circle): Unit 3 Outcome 1 Outcome 2 Outcome 3

Unit 4 Outcome 1 Outcome 2A Outcome 2B

Description of Outcome:

To prepare you need to:

See the online VSL VCE Languages Student Handbook for the assessment descriptor outlining the highest level of

achievement for this SAC. On completion of the SAC you will receive feedback from your teacher about your performance

and advice on areas of improvement.

*Please note that School-Assessed Coursework marks may change following VCAA Statistical Moderation.

The SAC will take place under the following conditions:

It will be supervised and done during class time.

Details of the task will be given out on the day of the SAC.

The SAC will be clearly linked to the topics and sub-topics studied.

All unacknowledged work must be your own, so if you quote resources, they must be acknowledged.

The SAC Cover Sheet will have the complete set of performance descriptors. You will be allowed access to an approved dictionary during written SACs and in reading time during Oral SACs

70


Detailed Study

71


Detailed Study Description

The student will be expected to discuss their Detailed Study in Section 2: Discussion, of the Oral Examination.

Purpose

The Detailed Study should enable students to explore and compare aspects of the language and culture of the

Language-speaking community through a range of oral and written texts related to the selected sub-topic.

Basis for the Detailed Study

A sub-topic related to a topic prescribed for the language. This will enable students to develop knowledge and

understanding of, for example, historical issues, aspects of contemporary society or the literary or artistic

heritage of the community.

Weeks in the Detailed Study

The Detailed Study covers about 15 hours of class time. (At the VSL this could be about 5 or 6 hours at the end

of Unit 3 and about 8 or 9 hours early in Term 3 of Unit 4). Some homework time is required for the following

week’s work; students can reflect on the material they read, hear and see.

Possible texts

Feature film Short film Short stories

Songs Newspaper articles Electronic texts

Documentaries Music Painting

Oral Histories

Student activities

Key knowledge and skills (Study Design):

Students should:

compare and contrast aspects of life in Language-speaking communities and Australia




select and make use of relevant reference materials

During early weeks, students

study texts

identify aspects of the culture and language to comment on

develop opinions about these

refine their Detailed Study title

help each other choose 3 or 4 texts (written, spoken and visual) to be used as evidence for opinions

expressed

prepare for assessment by forming pairs to engage in discussion

provide constructive criticism about the title, opinion and evidence used in each discussion

brainstorm possible areas of discussion & additional ideas to be used during Outcome 2 or Oral

Examination assessment

72


At the end of this period, students should have:

developed a thorough understanding of their Detailed Study title

participated in activities involving writing about the title, using the chosen texts as evidence

presenting the individual title to classmates and the teacher, explaining and justifying the ideas and

opinions presented, and defending these against opposing views.

Then students complete:

written assessment task for Unit 4, Outcome 2

interview based on an issue related to the texts studied

Finally, students prepare for the Oral Examination.

Assessment of the Detailed Study

Assessment tasks for Unit 4 Outcome 2: Students should be able to respond critically to spoken and written texts which reflect aspects of the language

and culture of the Language speaking communities.

(a) A 250-300 word / 600ji / 700 cha informative, persuasive or evaluative written response, for example,

report, comparison or review.

AND

(b) A 3-4 minute interview on an issue related to the texts studied.

Written task development

Students are given two or three short written texts related to the task to stimulate their writing. The ideas and

the language contained in these materials provide the basis for student responses, thus assisting even the

weakest students to produce a written response.

Oral task development

As indicated above, the task is an interview involving the teacher and the student. The topic is an issue related

to texts studied.

Detailed Study and the Oral Examination

The Detailed Study is the basis for Section 2, Discussion of the Oral Examination.

Section 2: Discussion (approximately 8 minutes)

Following the conversation the student will indicate to the assessor(s) the sub-topic chosen for the Detailed

Study and, in no more than one minute, briefly introduce the main focus of their sub-topic, alerting assessors to

any objects brought to support the discussion. The focus of the discussion will be to explore aspects of the

language and culture of Language-speaking communities. The student will be expected to make reference to

texts studied.

The student may support the discussion with objects such as photographs, diagrams, and maps. Notes and cue

cards are not permitted.

73


VCE Units 3 and 4 Detailed Study: Summary Sheet

Teacher: Language: No. of students:

Theme: Prescribed Topic:

Detailed Study Topic:

UNIT 3

Main resources Proposed activities

Written:

1.

2.

3.

Oral:

1.

2.

3.

Visual:

1.

2.

3.

UNIT 4 ASSESSMENT

1. All students should complete the interview task, which prepares them for the discussion in the Oral

Examination.

2. Students must also complete the written task.

3. On the form below, describe each task in general terms without giving too much detail so that

confidentiality is not breached.

Outcome 2: Report/comparison/review

Outcome 2: Interview

74


Year 11

Assessment Cover

Sheets

These Performance descriptors reflect the assessment approach for Units 3 and 4. There is no set mark

allocation in Units 1 and 2. The 10-point marking scale is merely indicative of possible grading.

75


YEAR 11 SECOND LANGUAGE

Arabic, French, German, Greek, Indonesian Second Language, Italian, Japanese Second

Language, Korean Second Language, Spanish and Vietnamese Second Language

ASSESSMENT TASK COVER SHEET (UNIT 1, OUTCOME 1)

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

Student name: Student number:

Teacher: Date: / /

Assessment task 1:

Participate in an informal conversation

OR

Reply to a personal letter/fax/email.

Feedback:

Your Assessment Task for Unit 1, Outcome 1 has / has not yet been completed satisfactorily*.

* Parent/Guardian contacted on _________________________ Please turn over.

(date)

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The circled range below is an indication of your performance in this Assessment Task.

Please read the FEEDBACK section on the front page carefully.

Performance descriptors

Mark Range Descriptor: Typical Performance in each Range

10–9 marks Describes and comments on experiences appropriate to the topic in a highly effective manner.

Consistently maintains the conversation or correspondence, using strategies appropriate to the

text type specified in the task. Links and sequences ideas clearly and logically. Effectively

exchanges and/or responds to ideas and presents relevant factual information. Consistently

uses appropriate register for the audience, context and purpose of the task. Uses a broad range

of question and answer forms. Achieves a very high level of accuracy in the language

(including vocabulary, structures, expressions, script, pronunciation, intonation, stress and

tempo as appropriate). Self-corrects, rephrases or amends, if applicable.

8–7 marks Describes and comments effectively on experiences appropriate to the topic. Maintains the

conversation or correspondence well, using strategies appropriate to the text type specified in

the task. Links and sequences ideas clearly. Exchanges and/or responds to ideas and presents

relevant factual information. Usually uses appropriate register for the audience, context and

purpose of the task. Uses a range of question and answer forms. Achieves a high level of

accuracy in the language (including vocabulary, structures, expressions and script, and

pronunciation, intonation, stress and tempo where appropriate). Generally self-corrects,

rephrases or amends, if applicable.

6–5 marks Describes and comments on experiences appropriate to the topic. Generally maintains the

conversation or correspondence, using some strategies appropriate to the text type specified in

the task. Attempts to link and sequence ideas. Exchanges and/or responds to most ideas and

presents some relevant factual information. Generally uses appropriate register for the

audience, context and purpose of the task. Uses a limited range of question and answer forms.

Achieves some accuracy in the language (including vocabulary, structures, expressions and

script, and pronunciation, intonation, stress and tempo where appropriate). May self-correct

on occasions but may leave some uncorrected errors.

4–3 marks Comments on a restricted range of experiences, which may not always be relevant to the

topic. Needs some assistance to maintain the conversation or correspondence. Sequencing of

ideas may be disjointed. Uses limited strategies appropriate to the text type, and demonstrates

limited control of style and register appropriate for the audience, context and purpose of the

task. Demonstrates limited control of the language, (e.g. vocabulary, structures, expressions

and script, and pronunciation, intonation, stress and tempo where appropriate). May self-

correct but inaccuracies occur.

2–1 marks Presents minimal information. Needs ongoing assistance to maintain the conversation or

correspondence. Very limited level of accuracy in language using few appropriate structures

and items of vocabulary. Demonstrates little or no awareness of style or register. Inaccuracies

in pronunciation, intonation, stress and/or tempo interfere with ability to convey meaning.

Frequent inaccuracies occur with little attempt to self-correct.

77






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


Teacher: Date: / /

Assessment Task A:

Listen to spoken texts (e.g. conversations, interviews, broadcasts) to obtain information to complete notes,

charts or tables in the Language or English

AND

Assessment Task B:

Read written texts (e.g. extracts, advertisements, letters) to obtain information to complete notes, charts or

tables in the Language or English.

Feedback:



(date)

78






10–9 marks Comprehensive understanding of the overall meaning of the spoken or written texts. Highly

effective recognition and knowledge of the conventions of the text type, vocabulary, and

structures related to the topic. Accurately infers meaning from the word formation, cognates

and grammatical markers. Clearly identifies main points and supporting ideas, gist, global

understanding and specific detail. Highly effective ordering, classification and logical linking

of items from various parts of the text. Successfully uses a range of strategies to establish and

confirm meaning, accurately in notes, charts or tables.

8–7 marks Sound understanding of the overall meaning of the spoken or written texts. Effective

recognition and knowledge of the conventions of the text type, vocabulary, and structures

related to the topic. Generally infers accurate meaning from the word formation, cognates and

grammatical markers. Identifies main points and most supporting ideas, gist, global

understanding and some specific detail. Orders, classifies and links some items logically from

various parts of the text. Generally uses successful strategies to establish and confirm

meaning, effectively conveyed in notes, charts or tables.

6–5 marks Satisfactory understanding of the general meaning of the spoken or written texts.

Demonstrates recognition and knowledge of some of the conventions of the text type,

vocabulary, and structures related to the topic. Infers some meaning from word formation,

cognates and grammatical markers. Identifies most main points and some supporting ideas,

gist, global understanding and limited specific detail. Attempts to order and link some items

from various parts of the text. Uses some strategies to establish and confirm meaning,

conveyed in notes, charts or tables.

4–3 marks Limited understanding of the meaning of the spoken or written texts. Demonstrates some

recognition of the text type, vocabulary, and structures related to the topic. Limited ability to

infer meaning from word formation and cognates. Identifies a few main points and/or detail.

Uses few strategies to establish meaning. Conveys little information in notes, charts or tables.

2–1 marks Minimal understanding of the meaning of the spoken or written texts. Extracts little meaning

from language. Very limited capacity to identify main points or supporting ideas. Conveys

very limited information in notes, charts or tables.

79






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


Teacher: Date: / /

Assessment task 3:

Take part in an oral presentation

OR

Write a review

OR

Write an article.

Feedback:



(date)

80






10–9 marks Highly effective personal comment, either spoken or written, on aspects of the text, comparing

and/or summarising experiences and ideas, using appropriate structures and stylistic features.

Main ideas, events and actions are organised and sequenced throughout the presentation or the

writing as a whole in a highly effective manner. Meaning is clearly conveyed through accurate

and consistent use of a broad range of language (including vocabulary and grammar, and

where relevant, script), which is appropriate for the audience, context, purpose and text type.

8–7 marks Effective personal comment, either spoken or written, on aspects of the text, comparing and/or

summarising experiences and ideas, generally using appropriate structures and stylistic

features. Main ideas, events and actions are organised and sequenced effectively throughout

the presentation or the writing as a whole. Meaning is conveyed through generally accurate

use of language (including vocabulary and grammar, and where relevant, script), although

inaccuracies may occur. Generally appropriate for the audience, context, purpose and text

type.

6–5 marks Some personal comment, either spoken or written, on aspects of the text, comparing and/or

summarising experiences and ideas, using some appropriate structures and stylistic features.

Main ideas, events and actions are organised and sequenced coherently throughout the

presentation or the writing as a whole. Meaning is conveyed through the use of language

(including vocabulary and grammar, and where relevant, script) which may include

inaccuracies. Generally appropriate for the audience, context, purpose and text type.

4–3 marks Limited personal comment, either spoken or written, on aspects of the text, comparing and/or

summarising experiences and ideas, using a narrow range of structures and stylistic features.

Some main ideas, events and actions are provided in the presentation or the writing. Meaning

is conveyed through limited use of language (including vocabulary and grammar, and where

relevant, script) but with inaccuracies. Limited capacity to speak or write appropriately for the

audience, context, purpose and text type.

2–1 marks Limited personal comment, either spoken or written, on aspects of the text, using very simple

structures. Minimal content or ability to convey meaning or use of language (including

vocabulary and grammar, and where relevant, script) appropriate to the audience, context,

purpose and text type. Frequent inaccuracies or false starts occur.

81






Participate in a spoken or written exchange related to making arrangements and completing

transactions.


Teacher: Date: / /

Assessment task 1:

Write a formal letter/fax/email

OR

Participate in a role-play

OR

Take part in an interview.

Feedback:



(date)

82






10–9 marks Highly effective spoken or written exchange related to making arrangements or negotiating a

transaction to obtain goods, services or information. Very effective use of structures

appropriate to the topic and the task, and oral/written techniques, in order to advise, suggest,

explain, agree or disagree. Expresses opinions or ideas commenting on relevant factual

information. Maintains the communication, achieving a very high level of accuracy in the

language, including vocabulary, expressions, script, punctuation, pronunciation, intonation,

stress and tempo as appropriate to the task. Links and sequences ideas clearly and logically.

Consistently uses appropriate register for the audience, context and purpose of the task. Self-

corrects and/or rephrases if applicable.

8–7 marks Effective spoken or written exchange related to making arrangements and negotiating a

transaction to obtain goods, services or information. Effective use of structures appropriate to

the topic and the task, and oral/written techniques to advise, suggest, explain, agree or

disagree. Expresses opinions or ideas referring to items of relevant factual information.

Maintains the communication, achieving a high level of accuracy in the language, including

vocabulary, expressions, script, punctuation, pronunciation, intonation, stress and tempo as

appropriate to the task. Links and sequences ideas logically. Uses appropriate register for the

audience, context and purpose of the task. Usually self-corrects and/or rephrases if applicable.

6–5 marks Some capacity to participate effectively in a spoken or written exchange related to making

arrangements and negotiating a transaction to obtain goods, services or information. Some use

of structures appropriate to the topic and the task, and oral/written techniques to advise,

suggest, explain, agree or disagree. Expresses opinions or ideas commenting on some relevant

factual information. Maintains the communication generally achieving some accuracy in the

language, including vocabulary, expressions, script, punctuation, pronunciation, intonation,

stress and tempo as appropriate to the task, although inaccuracies occur. Generally links and

sequences ideas logically and uses appropriate register for the audience, context and purpose

of the task. Generally self-corrects and/or rephrases if applicable.

4–3 marks Limited capacity to participate in a spoken or written exchange related to making

arrangements and negotiating a transaction to obtain goods, services or information. Limited

use of structures appropriate to the topic and the task, and oral/written techniques to advise,

suggest, explain, agree or disagree. Limited capacity to express opinions or ideas. Achieves

some accuracy in the language using a narrow range of structures and vocabulary but may

have significant problems in pronunciation, intonation, stress and tempo. Attempts to use

appropriate register for the audience, context and purpose of the task. Unable to identify

errors or to self-correct when necessary.

2–1 marks Shows little evidence of understanding the requirements of the spoken or written exchange.

Uses a very limited range of structures or oral/written techniques to advise, suggest, explain,

agree or disagree. Very limited opinions or ideas. Limited accuracy in the language, using a

very narrow range of structures and vocabulary. Inaccuracies in pronunciation, intonation,

stress and/or tempo interfere with ability to convey meaning. Demonstrates little or no

awareness of style or register. Unable to identify errors or self-correct.

83






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


Teacher: Date: / /

Assessment task A (spoken resource):

Listen to spoken texts (e.g. conversations, interviews, broadcasts) and reorganise information and ideas in a

different text type

AND

Assessment task B (written resource):

Read written texts (e.g. extracts, advertisements, letters) and reorganise information and ideas in a different

text type.

Feedback:



(date)

84


The circled range below is an indication of your performance in this assessment task.




10–9 marks Comprehensive understanding of the overall meaning of the spoken or written texts. Highly

effective recognition and knowledge of the conventions of the text type, vocabulary, and

structures related to the topic. Accurately infers meaning from the word formation, cognates

and grammatical markers. Clearly identifies main points, supporting ideas and specific detail.

Highly effective ordering, classification and logical linking of items and well developed

capacity to explain and contrast ideas from different texts or different parts of a text. Uses a

range of successful strategies to reorganise information and ideas accurately in a different text

type.

8–7 marks Sound understanding of the overall meaning of the spoken or written texts. Effective

recognition and knowledge of the conventions of the text type, vocabulary, and structures

related to the topic. Infers accurate meaning from the word formation, cognates and

grammatical markers. Identifies most relevant main points and supporting ideas, and specific

detail. Effective ordering, classification and logical linking of items and capacity to explain

and contrast ideas from different texts or different parts of a text. Uses successful strategies to

reorganise information and ideas appropriately in a different text type.

6–5 marks Understanding of the general meaning of the spoken or written texts. Recognition and

knowledge of some of the conventions of the text type, vocabulary, and structures related to

the topic. Infers some meaning from the word formation, cognates and grammatical markers.

Identifies some main points and supporting ideas, and specific detail. Uses some strategies to

reorder and link items from different texts or different parts of a text. Attempts use of

strategies to reorganise information and ideas in a different text type.

4–3 marks Limited understanding of the meaning of the spoken or written texts. Some recognition of the

text type, vocabulary, and structures related to the topic. Limited ability to infer meaning from

the word formation and cognates. Identifies some main points or supporting ideas. Attempts

to reorganise information but conveys limited information in the different text type.

2–1 marks Minimal understanding of the meaning of the spoken or written texts. Extracts little meaning

from the language. Identifies isolated detail and/or single words. Attempts to reorganise

information and demonstrates significant difficulty with the different text type.

85






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


Teacher: Date: / /

Assessment task 3:

Complete a journal entry

OR

A personal account

OR

Write a short story.

Feedback:



(date)

86






10–9 marks Highly effective original personal or imaginative spoken or written text focusing on an event

or experience in the past, present or future. Comprehensive understanding of the conventions

of the text type required for the task. Uses a broad range of language for describing,

recounting, narrating or reflecting (including vocabulary and expressions, and where relevant,

script) and varies language appropriate for the audience, context and purpose. Consistently

organises and sequences ideas logically using a variety of stylistic techniques. Meaning is

accurately and clearly conveyed.

8–7 marks Effective original personal or imaginative spoken or written text, focusing on an event or

experience in the past, present or future. Clear understanding of the conventions of the text

type required for the task. Uses a range of language for describing, recounting, narrating or

reflecting (including vocabulary and expressions, and where relevant, script) and varies

language for the audience, context and purpose. Organises and sequences main ideas

effectively using a variety of stylistic techniques. Meaning is accurately conveyed.

6–5 marks Original personal or imaginative spoken or written text focusing on an event or experience in

the past, present or future. Some understanding of the conventions of the text type required for

the task. Attempts to use a range of language for describing, recounting, narrating or reflecting

(including vocabulary and expressions, and where relevant, script) and attempts to vary

language for the audience, context and purpose. Organises and sequences ideas using some

stylistic techniques. Meaning is conveyed although inaccuracies may occur.

4–3 marks Limited capacity to produce a personal or imaginative spoken or written text focusing on an

event or experience. Limited understanding of the conventions of the text type required for the

task. Uses simple language (including vocabulary and expressions, and where relevant, script)

which may be generally appropriate to the audience, context and purpose. Organises and

sequences ideas using some simple stylistic techniques. Inaccuracies and/or omissions affect

the ability to convey meaning. Ideas may be disjointed with little attempt to organise or

sequence them.

2–1 marks Very limited capacity to produce a personal or imaginative spoken or written text. Minimal

understanding of the conventions of the text type. Very limited ability to use language

(including vocabulary and expressions, and where relevant, script) for the audience, context

and purpose. Minimal organisation of ideas and very limited ability to convey meaning.

87


Year 12

SAC Cover Sheets

88


SECOND LANGUAGE



_______________________________ (SECOND LANGUAGE)

SAC 1 ASSESSMENT COVER SHEET (UNIT 3, OUTCOME 1)

Imaginative or personal written piece

The student will express ideas through the production of original texts.


Teacher: Date: / /

In this task you have the opportunity to:

create a personal or imaginative text focusing on an event or experience in the past, present or

future

show knowledge of first- or third-person narrative perspectives

use language appropriate to audience, context, purpose and text type

organise and sequence ideas

use simple stylistic techniques such as repetition, questions or exclamations where appropriate

demonstrate the highest level of performance as described in the performance descriptors.

Feedback:

Your SAC 1 for Unit 3, Outcome 1 has / has not yet been completed satisfactorily*.


(date)

89


The circled range below is an indication of your performance in this SAC.

However, this mark may be subject to moderation by the Victorian Curriculum and Assessment Authority.



17–20 marks

Highly effective, original, personal or imaginative text focusing on an event or experience in the past,

present or future.

Comprehensive understanding of the narrative perspective and kind of writing required for the task,

including, for example, appropriate use of an introduction, body and conclusion.

Relevant and comprehensive content showing some sophistication in the writing.

A broad range of language (including accurate vocabulary, grammar, punctuation and where relevant,

script) is used appropriately for the audience, context, purpose and text type.

Ideas are organised and effectively sequenced throughout, for example, within and between paragraphs and

with cohesiveness in the writing as a whole.

Simple stylistic techniques are successfully used for effect.

13–16 marks

Effective original personal or imaginative text focusing on an event or experience in the past, present or

future.

Clear understanding of the narrative perspective and kind of writing required for the task, including, for

example, appropriate use of an introduction, body and conclusion.

The content is relevant and covers a wide range of aspects within the topic.

A range of language (including vocabulary, grammar, punctuation and where relevant, script) is used

appropriately for the audience, context, purpose and text type.

Ideas are well organised within and between paragraphs and follow a logical sequence throughout.

Stylistic techniques are used.

9–12 marks

An original personal or imaginative text focusing on an event or experience in the past, present or future.

Some understanding of the kind of writing and narrative perspective required for the task.

The content is generally relevant and covers a range of aspects within the topic.

Language (including vocabulary, grammar, punctuation and where relevant, script) is appropriate to the

audience, context, purpose and text type.

Ideas are organised, follow a logical sequence but may lack direction.

Some stylistic techniques enhance the writing.

5–8 marks

A personal or imaginative text with original elements and some features of the kind of writing and

narrative perspective required for the task.

The content may be limited in scope and relevance.

Language (including vocabulary, grammar, punctuation and where relevant, script) is sometimes

appropriate to the audience, context, purpose and text type.

Ideas may be disjointed with little attempt to organise or sequence them.

Some simple stylistic techniques appropriate to the task may be attempted.

1–4 marks

Limited originality and awareness of the kind of writing, narrative perspective or content required for the

task.

Limited ability to use language (including vocabulary and grammar, and where relevant, script)


Limited ability to convey meaning.

Limited organisation and sequencing of ideas.

90


SECOND LANGUAGE



_______________________________ (SECOND LANGUAGE)


Response to text (spoken)

The student will analyse and use information from spoken texts.


Teacher: Date: / /


convey overall meaning, identify main points, supporting points and detailed items of specific

information

infer points of view, attitudes, emotions from context and/or choice of language and intonation

where appropriate

employ knowledge of registers and stylistic features such as repetition and tone where appropriate

confirm meaning through re-listening


Feedback:



(date)

91






9–10 marks

Excellent understanding of the overall meaning of the spoken text, as well as demonstrated ability to

identify main points, supporting points and detailed items of specific information.

Effectively infers such aspects as points of view, attitudes and emotions from the text.

Presents relevant information in a well-organised and effective response in the language, for example, by

structuring and sequencing ideas.

Conveys meaning in the response using the correct register and stylistic features and a highly appropriate

range of vocabulary, and grammar accurately and appropriately.

7–8 marks

Clear understanding of the overall meaning of the spoken text, as well as demonstrated ability to identify

detailed items of specific information.

Infers a range of points of view, attitudes and emotions from the text.

Presents relevant information in the response.

Conveys meaning using the correct register and stylistic features and a range of vocabulary and grammar

accurately and appropriately.

5–6 marks

Some understanding of the spoken text with the ability to identify some main points and detailed

information.

Identifies some points of view, attitudes and emotions from the text.

Presents some relevant information in the response.

Conveys meaning using simple grammar and stylistic features and a restricted range of familiar

vocabulary.

3–4 marks

Limited understanding of the main ideas in the spoken text but does not always identify relevant points and

details accurately.

Limited ability to identify points of view, attitudes or emotions from the text.

Presents limited relevant information in the response.

Uses a narrow range of grammar and vocabulary.

1–2 marks

Identifies isolated detail and/or single words in spoken texts.

Presents little relevant information.

Uses a very limited range of grammar and vocabulary.

92


SECOND LANGUAGE



_______________________________ (SECOND LANGUAGE)


Role-play

The student will exchange information, opinions and experiences.


Teacher: Date: / /


describe and comment on aspects of past, present or future experience

exchange and justify opinions and ideas

present and comment on factual information

link and sequence ideas logically

ask for and give assistance, advice or information

use the appropriate register for the audience, context and purpose

maintain the communication e.g. through self-correction and rephrasing or using a range of

question forms


Feedback:



(date)

93






17–20 marks

Comments in a highly effective manner on experiences appropriate to the topic.

Effectively exchanges and justifies opinions and ideas and comments on a range of relevant factual

information in resolving an issue.

Links and sequences ideas clearly and logically.

Uses a range of communication and repair strategies as required; for example, asking for and giving

advice, assistance or opposing points of view, using a range of question forms, self-correcting or

rephrasing.

Consistently uses appropriate language for the audience, context and purpose of the task.

Maintains the exchange achieving a very high level of accuracy and variety in the language, for example in

the use of vocabulary, grammar, expressions, pronunciation, register, intonation, stress and tempo.

13–16 marks

Comments effectively on experiences appropriate to the topic.

Exchanges and justifies most opinions and ideas and comments on relevant factual information.

Links and sequences ideas logically.

Uses some communication and repair strategies as required; for example, asking for and giving advice,

assistance or opposing points of view, using a range of question forms, self-correcting or rephrasing.

Usually uses appropriate language for the audience, context and purpose of the task.

Maintains the exchange, achieving a high level of accuracy and variety in the language, for example in the

use of vocabulary, grammar, expressions, pronunciation, intonation, register, stress and tempo.

9–12 marks

Comments satisfactorily on experiences appropriate to the topic.

Exchanges and explains some opinions and ideas and comments on some relevant factual information.

Usually links and sequences ideas logically.

Occasionally uses communication and repair strategies as required; for example, asking for and giving

advice, assistance or opposing points of view, using a range of question forms, self-correcting or

rephrasing.

Occasionally uses appropriate language for the audience, context and purpose of the task.

Maintains the exchange, achieving a satisfactory level of accuracy and variety in the language, for example

in the use of vocabulary, grammar, expressions, pronunciation, intonation, register, stress and/or tempo.

5–8 marks

Refers to experiences, which are not always relevant to the topic.

Has difficulty clarifying or elaborating opinions and ideas and presents a limited range of relevant factual

information.

Needs some assistance to maintain the exchange and is unable to identify errors and to self-correct when

necessary.

Has limited control of language.

Achieves some accuracy and variety in the language, for example a narrow range of grammar and

vocabulary and with significant problems in pronunciation, intonation, register, stress and/or tempo.

1–4 marks

Presents very limited information.

Very limited level of accuracy in language using few appropriate structures and items of vocabulary.

Demonstrates little or no control of language.

Pronunciation, intonation, stress and tempo interfere with ability to convey meaning.

94


SECOND LANGUAGE



_______________________________ (SECOND LANGUAGE)


Response to texts (written)

The student will analyse and use information from written text.


Teacher: Date: / /


convey overall meaning, identify main points and extract and use information

infer points of view, attitudes or emotions from context and/or choice of language

summarise, interpret and evaluate information from texts where appropriate to the task

infer meaning from cognates, grammatical markers or common patterns of word formation

show an appreciation of cultural aspects critical to understanding the text

compare and contrast aspects of texts on a similar topic where appropriate to the task

show knowledge of and use the text type specified in the task

show knowledge of simple stylistic features such as repetition and contrast


Feedback:



(date)

95






9–10 marks

Excellent understanding of the overall meaning of the written texts, as well as demonstrated ability to

identify main points, supporting points and detailed items of specific information.

Effectively infers points of view, attitudes or emotions from the texts.

Effectively summarises, interprets, evaluates, compares or contrasts relevant information, as required by

the task.

Infers meaning from language and cultural cues.

Presents a very well organised and effective response appropriate to the text type required for example, by

sequencing and structuring ideas within and between paragraphs.

Effectively demonstrates understanding using a wide range of vocabulary, grammar, expressions and

stylistic features (including punctuation and script where relevant) accurately and appropriately.

7–8 marks

Sound understanding of the overall meaning of the written texts, as well as demonstrated ability to identify

a range of main points, supporting points and detailed items of specific information.

Infers points of view, attitudes or emotions from the texts.

Summarises, interprets, evaluates, compares or contrasts relevant information, as required by the task.

Infers some meaning from language and cultural cues.

Presents a well organised response appropriate to the text type required for example, by sequencing and

structuring ideas within and between paragraphs.

Demonstrates understanding using a range of vocabulary, grammar, expressions and stylistic features

(including punctuation and script where relevant) accurately and appropriately.

5–6 marks

Some understanding of the overall meaning of the written texts is demonstrated, as well as the ability to

identify some main points, supporting points and detailed items of specific information.

Infers some points of view, attitudes or emotions from the texts.

Summarises, interprets, evaluates, compares or contrasts some relevant information, as required by the

task.

Extracts some meaning from language and cultural cues.

Presents a response appropriate to the text type required for example, by attempting to sequence and

structure ideas.

Demonstrates some understanding using a restricted range of familiar vocabulary and simple grammar,

expressions or stylistic features, punctuation or script where appropriate.

3–4 marks

Basic understanding of the overall meaning, main points, supporting points and detailed items of specific

information from the texts.

Presents a very limited selection of points of view, attitudes or emotions from the texts.

Summarises, interprets, evaluates, compares or contrasts limited information.

Extracts little meaning from language or cultural cues.

Presents a response which may be inappropriately organised and includes limited relevant information.

Uses a narrow range of language, including grammar, vocabulary and script where appropriate.

1–2 marks

Identifies isolated detail and single words in written texts.

Presents limited information with little or no organisation.

Uses a very limited range of language, including grammar, vocabulary and script where appropriate.

96


SECOND LANGUAGE



_______________________________ (SECOND LANGUAGE)

SAC 5 ASSESSMENT COVER SHEET (UNIT 4, OUTCOME 2A)

Informative, Persuasive or Evaluative writing

The student will respond critically to spoken and written texts which reflect aspects of the language and

culture of the Language-speaking communities.


Teacher: Date: / /



compare and contrast aspects of life in Language-speaking communities with life in communities

in Australia, where relevant to the task






Feedback:

Your SAC 5 for Unit 4, Outcome 2A has / has not yet been completed satisfactorily*.


(date)

97






17–20 marks

Capably identifies and comments on culturally specific aspects of language, behaviour or attitude.

Presents comprehensive information with some sophistication about an aspect of the culture associated

with the language, with particular ideas, opinions and comparisons effectively supported by relevant

evidence from texts studied.

Demonstrates comprehensive understanding of the features of the kind of writing required for the task, for

example; effective use of an introduction, body and conclusion.

A broad range of language, including vocabulary, grammar, (where relevant, script), and stylistic

techniques is used accurately for the audience, context, purpose and text type.

Content is very well organised and sequenced logically; for example, within and between paragraphs and

throughout the writing as a whole.

13–16 marks

Identifies and comments on several culturally specific aspects of language, behaviour or attitude.

Presents a range of information about an aspect of the culture associated with the language, with particular

ideas, opinions and comparisons supported by relevant evidence from texts studied.

Clear understanding of the features of the kind of writing required for the task, for example; use of

introduction, body and conclusion.

An appropriate range of language, including vocabulary, grammar, (where relevant, script), and stylistic

techniques is used for the audience, context, purpose and text type.

Content is organised and sequenced logically; for example, within and between paragraphs and throughout

the writing as a whole.

9–12 marks

Identifies and comments on some culturally specific aspects of language, behaviour or attitude.

Presents information about an aspect of the culture associated with the language, with a limited range of

ideas, opinions and comparisons given.

Evidence from texts studied is offered for some of the points raised.

Satisfactory use of the features of the kind of writing required for the task.

Language, including vocabulary, grammar, (where relevant, script), and stylistic techniques is suitable for

the audience, context, purpose and text type.

Content is usually organised and sequenced logically.

5–8 marks

Identifies some culturally specific aspects of language, behaviour or attitude.

Ideas, opinions or comparisons may be present, but with little or no attempt to support these with evidence

from the texts.

Some features of the kind of writing required for the task are used.

Language, including vocabulary, grammar, (where relevant, script), and stylistic techniques is usually

suitable for the audience, context, purpose and text type.

Some ability to convey meaning, with some inaccuracies and omissions.

Ideas are disjointed with little attempt to organise or sequence them.

1–4 marks

Minimal awareness of culturally specific aspects of the text or the kind of writing required for the task.

Little or no reference to the texts studied.

Limited ability to use language (including vocabulary and grammar, and where relevant, script)


Limited ability to convey meaning.

Limited organisation and sequencing of ideas.

98


SECOND LANGUAGE



_______________________________ (SECOND LANGUAGE)

SAC 6 ASSESSMENT COVER SHEET (UNIT 4, OUTCOME 2B)

Interview

The student will take part in a 3-4 minute interview on an issue related to the texts studied.


Teacher: Date: / /



compare and contrast aspects of life in Language-speaking communities with life in communities

in Australia, where relevant to the task





demonstrate the highest level of performance as described in the performance descriptors

Feedback:

Your SAC 6 for Unit 4, Outcome 2B has / has not yet been completed satisfactorily*.


(date)

99






17–20 marks

Capably identifies and comments on culturally specific aspects of language, behaviour or attitudes.

Presents an opinion or information about an aspect of the culture associated with the language, with a

range of ideas, opinions and comparisons effectively supported by relevant evidence from the texts studied.

Capably maintains and advances the exchange, linking with the partner and using effective communication

and repair strategies.

Uses a broad range of appropriate language, including vocabulary and grammatical structures, and

achieves a very high level of accuracy.

Consistently uses appropriate language for the audience, context and purpose.

Demonstrates excellent pronunciation, intonation, register, stress and tempo.

13–16 marks

Identifies and comments on culturally specific aspects of language, behaviour or attitudes.

Presents information about an aspect of the culture associated with the language, with particular ideas,

opinions and comparisons supported by relevant evidence from the texts studied.

Maintains and advances the exchange, linking with the partner and using communication and repair

strategies.

Uses a range of language, including appropriate vocabulary and grammatical structures, and achieves a

high level of accuracy.

Usually uses appropriate language for the audience, context and purpose.

Demonstrates good pronunciation, intonation, register, stress and tempo.

9–12 marks

Identifies and comments on some culturally specific aspects of language, behaviour or attitudes.

Presents information about an aspect of the culture associated with the language, with a limited range of

ideas, opinions and comparisons given.

Evidence from the texts studied is offered for some of the points raised.

Some understanding of the requirements of the oral interaction.

Usually uses appropriate vocabulary and grammatical structures, and achieves a satisfactory level of

accuracy.

Occasionally uses inappropriate language for the audience, context and purpose.

Demonstrates minor problems in pronunciation, intonation, register, stress and tempo.

5–8 marks

Identifies some culturally specific aspects of language, behaviour or attitudes.

Demonstrates limited ability to present information about an aspect of the culture associated with the

language.

Ideas, opinions or comparisons may be present, but minimal attempt is made to support these with

evidence from the texts.

Limited understanding of the requirements of the oral interaction.

Uses simple language to convey meaning with limited accuracy.

Demonstrates significant problems with pronunciation, intonation, register, stress and tempo.

1–4 marks

Limited awareness of culturally specific aspects of language, behaviour or attitudes applicable to the task.

Demonstrates difficulties in presenting information, ideas, opinions or comparisons and little or no attempt

is made to support these with evidence from the texts.

Shows little evidence of understanding the requirements of the oral interaction.

Very limited level of accuracy in language, using few appropriate structures and items of vocabulary.

Pronunciation, intonation, register, stress and tempo interfere with ability to convey meaning.

100


End of Year

Oral and Written

Examinations

Units 3 & 4

101


End of Year Oral Examination Description:

The oral examination is in two sections: Section 1: Conversation (approximately 7 minutes)


Section 1: Conversation

The examination will begin with a general

conversation between the student and the assessor/s

about the student’s personal world, for example,

school and home life, family and friends, interests

and aspirations.

Assessment criteria:

Communication

Capacity to maintain and advance the exchange

appropriately and effectively

capacity to link with assessors

effectiveness of communication and repair

strategies

degree of support necessary to maintain the

exchange

Clarity of expression

pronunciation, intonation, stress, tempo

Content

Relevance, breadth and depth of information,

opinions and ideas

relevance of information/ideas

range of information/ideas

capacity to support/elaborate ideas/opinions with

reasons/examples/evidence/new ideas

Language

Accuracy of vocabulary and grammar

Range and appropriateness of vocabulary and

grammar

variety of vocabulary, grammar and expressions

appropriateness of vocabulary and grammar to

the context, audience and purpose of the task

appropriateness of style and register

Section 2: Discussion

Students will indicate to the assessor/s the

sub-topic chosen for the detailed study and in no

more than 1 minute, briefly introduce the main focus

of their sub-topic, alerting assessors to any objects

brought to support the discussion. The focus of the

discussion will be to explore aspects of the language

and culture of communities in which the language is

spoken and the student will be expected to make

reference to texts studied.


Communication

Capacity to maintain and advance the exchange

appropriately and effectively

capacity to link with assessors

effectiveness of communication and repair

strategies

degree of support necessary to maintain the

exchange

Clarity of expression

pronunciation, intonation, stress, tempo

Content

Capacity to present information, ideas and opinions

on a chosen topic

capacity to support/elaborate ideas/opinions with

reasons/ examples/evidence and/or

new ideas

Language


Range and appropriateness of vocabulary and

grammar

variety of vocabulary and grammar

appropriateness of vocabulary and grammar to

the context, audience and purpose of the task

appropriateness of style and register

Refer to the VCE Languages – Second Language Assessment Handbook 2005-2018 for the allocation of

marks for each criterion.

102


End of Year Written Examination

Arabic, French, German, Greek, Indonesian SL, Italian, Japanese SL, Korean SL, Spanish and

Vietnamese SL

Description:

2 hours, plus 15 minutes reading time

The written examination is in three sections: Section 1: Listening and responding

Section 2: Reading and responding

Section 3: Writing in the Language

Note:

In all sections, responses in the wrong language will receive no credit.

Monolingual and/or bilingual dictionaries may be used.

Section 1: Listening and responding

This section assesses the student’s knowledge and skill in analysing information from spoken texts.

The student will hear three to five texts in the language covering a number of text types. The total

listening time for one reading of the texts without pauses will be approximately 4 ½ - 5 minutes. Each

text will be heard twice. There will be an announcement at the start of the first reading and a sound to

alert students just before the commencement of the second reading.

There will be a pause between the first and second readings in which the student may take notes. The

student will be expected to respond to a range of question types, such as completing a table, chart, list

or form, or responding to a message, open-ended questions or multiple-choice items.

Part A

There will be two to three texts. Questions will be phrased in English for responses in English.


The capacity to understand and convey general and specific aspects of texts

Part B

There will be one or two texts. Questions will be phrased in the language and English for responses in

the language.


The capacity to understand general and specific aspects of texts

The capacity to convey information accurately and appropriately

where relevant, structure and sequence of ideas

accuracy, variety and appropriateness of vocabulary and grammar, including punctuation, and

where relevant, script

103


Section 2: Reading and Responding

This section assesses the student’s knowledge and skill in analysing and responding to information

from written texts.

The texts in both parts will be related to one or more of the prescribed themes. The overall length of

the text will be 350-450 words / 300-350 characters/1000-1100 ji / 1000-1200 cha and there will be

two to three texts in total over Parts A and B.

Part A

The student will be required to read one or two texts in the language. The texts will be different in style

and purpose, but may be related in subject matter or context. Questions on the text will be phrased in

English for responses in English.


The capacity to understand and convey general and specific aspects of texts

Part B

The student will be required to read one or two texts in the language. Questions on the text(s) will be

phrased in English and the target language for a response/s in the language.


The capacity to understand general and specific aspects of texts

The capacity to convey information accurately and appropriately

where relevant, structure and sequence of ideas

accuracy, variety and appropriateness of vocabulary and grammar, including punctuation, and

where relevant, script

Section 3: Writing in the target language

This section assesses the student’s ability to express ideas through the creation of original text in the

language.

The student will be required to write a text involving presentation of ideas and/or information and/or

opinions. There will be a choice of 5 tasks. The tasks will be related to one or more of the prescribed

themes. Tasks will accommodate a range of student interests and will be set to ensure that the student

is provided with opportunities for producing different kinds of writing (personal, imaginative,

persuasive, informative and evaluative) through, for example, having different purposes, audiences and

contexts and requiring different text types as mentioned in the study design.

The student will write a response in 200-300 words, 200-250 characters, 500-650 cha, 400-500ji, in the

language. The task will be phrased in English and the language for a response in the language.

Assessment criteria: Relevance, breadth and depth of content

relevance of content in relation to task set

comprehensiveness and sophistication of content

Appropriateness of structure and sequence

introduction, body and conclusion as appropriate to text type

organisation and sequencing of ideas within and between paragraphs, cohesiveness of writing

within and between paragraphs

Accuracy, range and appropriateness of vocabulary and grammar

accuracy of vocabulary and grammar

variety of vocabulary and grammatical structures

appropriateness of vocabulary and grammar for the text type/audience, purpose and context of the

task

104


VCE Written Examination Preparation Hints

Teachers should concentrate on the following areas in the Written Examination:

1 Second Language examination: English section – Students must be taught to read the questions

carefully and respond in the correct language, or they will be penalised and no marks will be

allocated. Due to this change, Second Language teachers may need to do some exercises in

English by giving students examples of the type of questions they will be required to respond to in

English.

2 Students must be taught to be read the details of the instructions carefully e.g. if they are asked

to describe an event, they must describe the event and not describe a person.

3 Sample examinations can be accessed via the VCAA website under the specific language.

4 Students’ listening skills must be developed. The listening text will be heard twice only.

5 Examination layout: Section 1: Listening and responding, Section 2: Reading and responding

and Section 3: Writing in the Language. Students should be familiar with the sample examination

and understand what to expect, including word and time limits. It is useful to let students actually

sit a sample examination under examination conditions.

6 Students should be familiar with the examination criteria (included in this manual). They can also

be accessed from the VCAA website.

7 Dictionaries may be taken into the written examination along with writing implements and student

number.

8 Mobile phones are not permitted in the examinations.

9 Students must be taught to identify purpose, audience, context and text type, and to use target

language in a range of contexts and diverse settings.

10 Students should be familiar with the different types of writing: personal, imaginative,

informative, persuasive and evaluative.

11 VCAA Frequently Asked Examination Questions describe these in the following way and it is a

simple method for students to remember:

- Is the author trying to convey something personal to readers? (Personal)

- Is it a piece of fiction designed to entertain, amuse or create an impression, picture or feelings

in the reader? (Imaginative)

- Is the author simply trying to give some objective information? (Informative)

- Is the author giving a balanced view of both sides of a case? (Evaluative)

- Is the author presenting a particular point of view? (Persuasive)

105


VCE Second Languages

Written examination – Section 3

Assessment criteria and expected qualities for the mark range

Assessment criteria

Criterion 1 – Relevance, breadth and depth of content

Relevance of content in relation to task set

Comprehensiveness and sophistication of content

Criterion 2 – Appropriateness of structure and sequence

Introduction, body and conclusion as appropriate to text type

Organisation and sequencing of ideas within and between paragraphs, cohesiveness of writing within

and between paragraphs

Criterion 3 – Accuracy, range and appropriateness of vocabulary and grammar


Variety of vocabulary and grammatical structures

Appropriateness of vocabulary and grammar for the text type, audience, purpose and context of the task

Expected qualities for the mark range

Marks Characteristics

13-15 Demonstrates highly relevant and significant information, successfully integrating ideas in a

sophisticated way throughout the text

Demonstrates highly effective structuring and sequencing of information and ideas

appropriate to the audience and purpose specified in the task

Demonstrates the characteristics of the kind of writing in the required format

Uses a broad range of sophisticated vocabulary and complex accurate grammatical structures

and, where relevant, script

10-12 Demonstrates relevant and significant information, successfully integrating ideas throughout

the text

Demonstrates highly effective structuring and sequencing of information and ideas

appropriate to the audience and purpose specified in the task

Demonstrates the characteristics of the kind of writing in the required format

Uses a broad range of sophisticated vocabulary and complex accurate grammatical structures

and, where relevant, script

7-9 Demonstrates some relevant and ideas throughout the text

Inconsistent structuring and sequencing of information and ideas across the text; audience

and purpose not clearly defined in the task

Demonstrates some of the characteristics of the kind of writing mostly in the required format

Uses suitable vocabulary and grammatical structures and, where relevant, script

Some errors with expression and language control

4-6 Demonstrates basic information and ideas relevant to the task

Demonstrates little organisation of structuring and sequencing of information and ideas

Demonstrates insufficient characteristics of the kind of writing in the required format

Uses limited vocabulary and grammatical structures and, where relevant, script

Frequent errors with expression and language control

1-3 Demonstrates minimal information and ideas relevant to the task

Demonstrates very little awareness of the requirements of the task

0 No evidence of meeting the criteria

106


VCE Oral Examination Preparation Hints

The oral examination is an externally assessed exam held in October. The examination timetable is

published in the VCE Bulletin and students will receive a student examination venue slip from their

home school, which they must take with them to the examination, along with appropriate personal

identification.

The VSL prepares information packs to assist teachers in preparing their students.

Teachers should concentrate on the following areas for the Oral Examination:

1 Students must speak in the target language (except when giving their student number which

must be done in English).

2 Students must bring some form of personal identification, e.g. school ID card, public transport ID

card, passport or driver’s licence.

3 Dictionaries are not permitted.

4 The oral examinations for First and Second Language are different. There are only two sections.

There is NO role play section.

5 One or both assessors could take part in the examination. Students should address the examiners

formally, e.g. in French, they should use vous not tu. All languages have a formal register and

students must know how to use it.

6 Teach students how to say the following words in the target language: Discussion, Detailed

Study, Theme, Topic, Subtopic, Language and Culture through texts (SL).

7 The Detailed Study is an important component of the Oral Examination. Students will have to be

familiar with literary texts studied as well as different text types relevant to the Detailed Study.

Therefore it is important that the chosen topic is broad enough to cater for the different abilities of

students and has easily accessible resources. The Detailed Study will have been the basis of school

assessment tasks, so these activities will assist teachers to prepare students for the examinations.

The Detailed Study should be based on a sub-topic related to one or more of the prescribed topics.

8 Both the general conversation and discussion on the Detailed Study require opinions supported

by facts and reasons. Students need to be able to make the link between the texts studied and

the Theme and Detailed Study sub-topic.

9 Students should learn to correct themselves if they make a mistake and know how to ask for

something to be repeated or explained.

10 Students should be reminded that pauses are natural in conversation, so speeding through their

answers is unnatural.

11 Students will have had many occasions throughout their schooling to discuss issues related to the

topics studied. They will have rehearsed ways of agreeing and politely disagreeing with their

discussion partner’s statements and will know how to use fillers or other phrases to fill in time

while thinking.

12 Notes and cue cards are not permitted in the Second Language oral examination.

Special Note: The following format demonstrates possible examination preparation hints for Second

Language teachers.

107


Oral Examination: duration 15 minutes

Section 1: Conversation (approximately 7 minutes)

This is a general conversation about school, home life, family, friends and future aspirations.

1 Teachers should ensure that students are able to take part in a conversation about any of the broad

areas related to their personal world, even though not all areas may in fact be covered.

2 Students should be taught the vocabulary as well as the structures and communication strategies,

such as fillers, to keep the conversation going. They should be able to express that they have not

understood. They should know how to interrupt someone courteously, how to refer to something

and how to express an opinion.

3 As students come into the room at the beginning of a lesson the teacher could chat with them about

one of the five designated areas.

4 Chain conversations could also be useful, with the teacher nominating an area and addressing a

relevant question or comment to a student who then addresses a question or comment to another

student, and so on.

5 A pair of students who finish an activity early could rehearse and present to the class a three

minute conversation segment, with one student acting as the assessor.

6 Students could be asked to listen to a recorded conversation and note useful phrases and sentences,

including communication strategies for linking with the conversational partner and clarifying what

has been said.

7 Students should be encouraged to speak in the Language as much as possible. The more the

conversational topics become familiar, the quicker the students will be able to settle down in the

oral assessment session.


In the first minute students must be able to:

1 indicate the sub-topic chosen for the Detailed Study

2 briefly introduce the main focus of the subtopic

3 refer to objects brought to support the discussion.

THEN the discussion continues with reference being made to the texts and materials studied in

class.

1 This is not a presentation; it is a discussion or exchange.

2 Students should be taught how to express an opinion, and to support it with facts and reasons.

3 Students should be able to speak on any aspect of the Detailed Study in a broad sense.

4 They must be well prepared, as they will not be able to rely on one aspect or one text.

5 Students will need to be able to introduce their Detailed Study title, for example by saying: ‘Our

class studied the education system in the country where the target language is spoken. My Detailed

Study title is Daily routine and the range of subjects studied at senior secondary school level in the

country compared with Victoria.

6 Students will then need to give a one-minute outline of their Detailed Study. They should be helped

to give a few factual details and two main aspects of the topic or possible points of view about it,

preferably expressed in the texts chosen as evidence.

108


For example:

‘My main information came from an article from Z magazine which praises the education

system for requiring senior students to study eight compulsory subjects because it gives

them a broader education. However, the recorded interview with the exchange student

comments that Victorian students can choose subjects they like and they can develop more

knowledge of these because they only need to take four subjects in Year 12.’

7 Present their own opinion, with at least one reason. For example:

‘On the whole I think that the Victorian system is better because students can choose

subjects relevant to the jobs or tertiary courses that they intend to take up after finishing

school.’

Students who include all of this information can often influence the sorts of questions the

assessors ask them. Remember that the assessors will be dealing with a huge range of topics, so

they will be likely to seize on any assistance they can get in framing the discussion.

Students should also be encouraged to answer the question, elaborate on the comment AND add a

comment of their own.

The following phrases could be used:

If you look at it from the point of view of the student/teacher/family/school administration …

Some people believe that … but others disagree because …

After considering all the evidence, I think that …

You might think/expect that …

From the magazine article you might think …

However when you consider that …

While it’s true that … you must also remember that …

In the culture, this indicates that …

Sample examination preparation class activities

Teachers can try some of these activities with their class:

1 Listening to an authentic conversation at normal speed and identifying the main points e.g. a

weather forecast or advertisement.

2 Listening to a series of short conversations heard only once and identifying rapidly in a table who

is speaking, about what, where, when.

3 Summarising a written passage using only a sentence or phrase.

4 Planning outlines; making lists of possible useful expressions in groups and within a time limit for

several different writing tasks.

5 Recording segments from SBS radio, TV documentaries, news and other shows or simply

recording other teachers!

The Language-Specific Study Designs contain more suggested activities.

109


VCE studies and assessment in 2018 *new The results of School-based Assessments and external assessments (including examinations) contribute towards

a student’s study score in each Victorian Certificate of Education (VCE) study and ultimately towards their

Australian Tertiary Admission Rank (ATAR). All VCE studies have three graded assessments in each Unit 3–4

sequence, and include at least one external assessment. Unless otherwise noted, examinations are held at the end

of the academic year.

Study Graded

assessment

Type of assessment Contribution to study

score (%)

VCE Languages

LO02 Arabic

LO39 Chinese Second Language

LO48 Chinese SL Advanced

LO09 FrenchLO10 German

LO22 Greek

LO40 Indonesian SL

LO14 Italian

LO46 Japanese SL

LO47 Korean SL

LO27 Spanish

LO31 Vietnamese S:

1

2

3

Unit 3 School-assessed

Coursework

Unit 4 School-assessed

Coursework

Examination: oral

component (15 minutes)

Examination: written

component (2 hours)

25

25

12.5

37.5

110


VCE Student Record

Keeping

111


Summary of Student Progress

VICTORIAN SCHOOL OF LANGUAGES Language: _______________________

UNITS 1/2 Centre: ____________________ Teacher: _______________________

Student Name

Unit 1

Result

S/N

S/N

Levels of Achievement Unit 2

Result

S/N

Levels of Achievement

Oral

Task

Task 2B

Written

Written

Task

Task 2A

Spoken

Example: Maria Bella N C E S B+ B

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

112


VCE Student Record Sheet Name: .....................................

Unit 1 Levels of Achievement:

Outcome 1 OR 3: Oral Assessment Outcome 2: Using written texts

Outcome Assessment Comments Result

Outcome 1:

Oral/Written

Outcome 2:

Outcome 2:

Outcome 3:

Written/Oral

Unit 2 Levels of Achievement:

Outcome 1 OR 3: Written Assessment Outcome 2: Reorganising spoken texts


Outcome 1:

Oral/Written

Outcome 2:

Outcome 2:

Outcome 3:

Written/Oral

113


Year 12: Unit 3 Summary of Student Progress

VICTORIAN SCHOOL OF LANGUAGES Language: _________________________

Centre: __________________________ Teacher: _________________________

Student Name

Semester

Result

S/N

S/N

Total

Marks

/50

/50

SAC 1

SAC 2

SAC 3

Example: Maria Bella S 36 S 16 S 7 S 13

1. 1

2. 1

3. 1

4. 1

5. 1

6. 1

7. 1

8. 1

9. 1

10. 1

11. 1

12. 1

13. 1

14. 1

15. 1

16. 1

17. 1

18. 1

19. 1

20. 1

21. 1

22. 1

23. 1

24. 1

25. 1

26. 1

27. 1

28. 1

29. 1

30. 1

Please confirm this list with the official VCAA list.

114


Year 12: Unit 4 Summary of Student Progress

VICTORIAN SCHOOL OF LANGUAGES Language: _________________________

Centre: __________________________ Teacher: _________________________

Student Name

Semester

Result

S/N

S/N

Total

Marks

/50

/50

SAC 4

SAC 5

SAC 6

Example: Maria Bella S 37 7 17 13

1.

2.

3.

4.

5.

6.

7.

8. 1

9. 1

10. 1

11. 1

12. 1

13. 1

14. 1

15. 1

16. 1

17. 1

18. 1

19. 1

20. 1

21. 1

22. 1

23. 1

24. 1

25. 1

26. 1

27. 1

28. 1

29. 1

30. 1

Please confirm this list with the official VCAA list.

115


VCE Student Record Sheet Name: .....................................

UNIT 3

Detailed Study: Title: Written resource(s): Oral resource(s): Visual resource(s):


Outcome 1:

(SAC 1)

Outcome 2:

(SAC 2)

Outcome 3:

(SAC 3)

UNIT 4


Outcome 1:

(SAC 4)

Outcome 2:

(SAC 5)

Outcome 3:

(SAC 6)

116


Forms

used

at the VSL

117


Application for Special Provision

for School-Assessed Coursework and Unit Completion

Note: Applications for permission to complete or re-do an assessment task or SAC must be submitted no more than

SEVEN DAYS after original due date.

1. SCHOOL DETAILS

VICTORIAN SCHOOL OF LANGUAGES VCAA School code:

Centre: Language:

2. STUDENT DETAILS

Student Name:

Student

Number: Date of Application:

Period the application covers from __ / __/ 20__ to __ / __ / 20__

3. DETAILS OF APPLICATION

I am applying for:

Additional time to complete an assessment task or SAC due to

illness/long-term impairment/disability/learning disorder OR

personal trauma

Use of an aide

Use of technology to complete and present work

Other (please specify) ____________________________________________________

______________________________________________________________________

YEAR 11 YEAR 12

Assessment task 1 Assessment task 4 SAC 1 SAC 4

Assessment task 2 Assessment task 5 SAC 2 SAC 5

Assessment task 3 Assessment task 6

SAC 3 SAC 6

Unit 1 Unit 2 Unit 3 Unit 4

118


4. TEACHER TO COMPLETE WITH STUDENT (SECTION 4 TO 7)

DETAILS OF SPECIAL PROVISION(S) granted

Type of disadvantage: _________________________________________________________

Under Provision Granted, list the ways in which the student has been assisted, for example, additional time etc.

Language Task Provision Granted Level of effect

5. NUMBER OF DAYS ABSENT FROM SCHOOL (ABSENCE IS NOT REPORTED TO VCAA)

Term 1 Term 2 Term 3 Term 4

6. IS A SUPPORT GROUP TO BE ESTABLISHED?

Yes No

7. CHECKLIST OF SUPPORTING DOCUMENTATION PROVIDED

Parent/Guardian report/letter (if necessary)

Confidential teacher/coordinator’s report

Student’s signed statement of reasons for application

Qualified medical practitioner report/letter

Psychologist report/letter (if necessary)

Other reports/letters (if necessary)

Student's signature: _________________________________________________

Parent's signature: _________________________________________________

Teacher's signature: _________________________________________________

New date for the outcome task: / / __

Location: _________________________________________________

The task will be: _________________________________________________

Your application has been Accepted / Rejected

Signature of Area Manager/Supervisor: __________________________________________________

I accept the opportunity to complete/re-do the above assessment task/SAC and acknowledge notification

of the date, time and location of the test.

Student's signature: _____________________________________________

Date: _____________________________________________

119


Absence Note

TO THE TEACHER OF ................................................................................................................................ Student’s name

LANGUAGE .................................................................................... CLASS ................................................

I, .................................................................................................................................................................................. Parent's name (Please print.)

Parent/Guardian of ......................................................................................................................................................

Student's name (Please print.)

I wish to advise that the above student was absent because ........................................................................................

......................................................................................................................................................................................

......................................................................................................................................................................................

Date(s) of absence: ......................................................................................................................................................

Signature of Parent/Guardian: ....................................................................................... Date: ..............................

Is a medical certificate attached? Yes No (Tick one box)

-------------------------------------------------------------------------------------

Withdrawal from a VCE Unit

I hereby inform this Centre of the Victorian School of Languages that I have withdrawn my enrolment

in the Unit(s) indicated and that I will not require an assessment in the Unit(s).

LANGUAGE: ........................................................................... VCE UNIT: .................... CLASS: .........

STUDENT NAME: .............................................................................................................................

Student VCAA Number:

Student’s Home School: ……………………………………………………………………………

Signature of Home School VCE Coordinator: ............................................................................................

Student’s signature: .................................................................................... Exit Date: ..............................

Area Manager's signature: ............................................................................................................................

If you want to withdraw from a VCE Unit you must do so at your Home School. This note is to inform the VSL Assessing School that you have completed the formalities there.

120


Key Language Contacts

The Victorian Curriculum and Assessment Authority (VCAA)

Level 1, 2 Lonsdale Street, Melbourne 3000

Phone: (03) 9032 1700 Fax: (03) 9032 1799

Website: www.vcaa.vic.edu.au Email: [email protected]

Curriculum Division

Phone: (03) 9032 1678 Email: [email protected]

Languages Unit: (03) 9032 1677

Languages Curriculum Manager

Maree Dellora: (03) 9032 1692 Email: [email protected]

VCE Examinations Unit (03) 9032 1678 Email: [email protected]

Assessment and Reporting Division

Assessment Operations

Phone: (03) 9225 2200 Fax: (03) 9225 2229 Email: [email protected]

This unit manages operational processes associated with VCE Units 3 and 4 assessment and the General

Achievement Test (GAT) and can assist with:

Examination Administration

Requirements for the administration and conduct of VCE written examinations

VCE examination rules and supervision

VCE written examination centres including applications to sit examinations interstate or overseas

VCE Languages oral examinations

Inspection of scripts

Special Provision

Phone: (03) 9225 2219 or 1800 205 455 for country/regional callers

Email: [email protected]

Special Examinations Arrangements

Applications for Derived Examination Scores (DES)

Student Records and Results Unit

Phone: (03) 9032 1742 Email: [email protected]

This unit manages the administration of enrolments and delivery of results for students undertaking the VCE.

Administration support

Second Language enrolment: (03) 9032 1740 or (03) 9032 1742

Replacement of VCE Statements and Certificates: (03) 9032 1742

Statistical Moderation and study scores: (03) 9032 1743

Statement of Marks/Study Score: (03) 9032 1743

Confirmation of Grades: (03) 9032 1759

VASS Operations

Phone: 1800 623 681 or 9032 1758 Fax: (03) 9032 1591 Email: [email protected]

Modern Language Teachers’ Association of Victoria 315 Clarendon Street

Phone: 0437 130 976

Postal address: MLTAV, PO Box 1027, Thornbury VIC 3071


Website: https://www.mltav.asn.au

Check MLTAV website for contact details of Language Associations











https://www.mltav.asn.au/

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Victorian School of Languages (Established 1935)

Principal Mr Frank Merlino

Assistant Principal Curriculum and Professional Development

Ms Angela Natoli

Assistant Principal Technology, Projects and Publications

Mr Stefo Stojanovski

Assistant Principal Strategic Planning, Staffing and Accountability

Mr Joe Tosic

VSL Address 315 Clarendon Street

Thornbury Vic 3071

VSL Postal Address PO Box 1172

Thornbury Vic 3071

Telephone (03) 9474 0500

Fax (03) 9416 9899

Languages taught at the Victorian School of Languages

Albanian Dutch Khmer Romanian

Amharic Filipino (Tagalog) Korean Russian

Arabic French Latin Serbian

Bosnian German Macedonian Sinhala

Bulgarian Greek (Classical) Malay Spanish

Chin Falam Greek (Modern) Malayalam Swahili

Chin Hakha Hebrew Maltese Tamil

Chin Matu Hindi Mizo Thai

Chinese (Cantonese) Indonesian Pashto Turkish

Chinese (Mandarin) Italian Persian Urdu

Croatian Japanese Polish Vietnamese

Dari Kannada Portuguese

Dinka Karen Punjabi

The VSL enrols students from Foundation to Year 12 (VCE) who are unable to study their language of

choice in their home school. Students from all educational sectors (Government, Independent, and

Catholic) are eligible to enrol. For details of classes, locations, costs and enrolment procedures, check

the school website www.vsl.vic.edu.au or phone Head Office on (03) 9474 0500. Teachers interested

in teaching with the VSL should also contact Head Office or download an application form from the

VSL website.

Registered Training Organisation

The VSL is an accredited registered training organisation and also offers a Certificate in Language

course, as an alternative pathway to VCE. In this RTO capacity we also tailor courses for assorted

workplace setting and needs. Vocational Education and Training in Schools (VETiS) is designed to

provide additional pathways for school students to undertake a nationally recognised VET

qualification while still at secondary school completing either VCE or VCAL. It is a key component of

the Government’s strategy to increase student retention, improve Year 12 completion rates and address

skills shortages. VETiS provides a vocationally oriented pathway leading to a senior secondary

certificate. The VSL RTO will auspice schools to deliver Certificate I, II and III in Language in the

following languages Arabic, French, Spanish, Mandarin, German, Japanese and Indonesian.

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

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VSL CENTRES*

CENTRAL EAST 1



Brunswick VSL Centre

Brunswick Secondary College

47 Dawson Street

BRUNSWICK 3056

Blackburn VSL Centre

Blackburn High School

60 Springfield Road

BLACKBURN 3130

Collingwood VSL Centre Collingwood College

Cnr Cromwell & McCutcheon Way

COLLINGWOOD 3066

Box Hill VSL Centre

Box Hill High School

1180 Whitehorse Road

BOX HILL 3128

University High School VSL Centre

University High School

77 Story Street

PARKVILLE 3052

Doncaster VSL Centre

Doncaster Secondary College

123 Church Road

DONCASTER 3108

EAST 2 NORTH



Carwatha VSL Centre

Carwatha College P-12

43-81 Browns Road

NOBLE PARK NORTH 3174

Epping VSL Centre

Epping Secondary College (Junior Campus)

McDonalds Road

EPPING 3076

Glen Waverley VSL Centre

Glen Waverley Secondary College

21 O' Sullivan Road

GLEN WAVERLEY 3150

Lalor VSL Centre

Lalor Secondary College

118 David Street

LALOR 3075

Mildura VSL Centre

Mildura Senior College

261-289a Deakin Avenue

MILDURA 3502

Roxburgh VSL Centre

Roxburgh College

60-70 Donald Cameron Drive

ROXBURGH PARK 3064

Thomastown VSL Centre

Thomastown Secondary College

80-96 Main Street

THOMASTOWN 3074

Craigieburn VSL Centre

Mt Ridley College

2-30 Hampton Street

CRAIGIEBURN 3064

*correct at time of printing





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VSL CENTRES*

SOUTH SOUTH 2

Email: [email protected] Email: [email protected]

Brentwood VSL Centre

Brentwood Secondary College

65-71 Heath Street

GLEN WAVERLEY 3150

McKinnon VSL Centre

McKinnon Secondary College

291a McKinnon Road

McKinnon 3204

Haileybury VSL Centre

Haileybury College

855-891 Springvale Road

KEYSBOROUGH 3173

South Oakleigh VSL Centre

South Oakleigh College

Bakers Road

OAKLEIGH SOUTH 3167

Traralgon VSL Centre

Grey Street Primary School

30-44 Grey Street

TRARALGON 3844

Westall VSL Centre

Westall Secondary College

88 Rosebank Avenue

CLAYTON SOUTH 3169

SOUTH EAST WEST 1



Berwick VSL Centre

Berwick Secondary College

Manuka Road

BERWICK 3806

Altona North VSL Centre Bayside Secondary College

(Altona North Campus)

1 McArthurs Road

ALTONA NORTH 3025

Dandenong VSL Centre

Dandenong High School

92-106 Princes Highway

DANDENONG 3175

Footscray VSL Centre

Footscray City College

1 Kinnear Street

FOOTSCRAY 3011

Hampton Park VSL Centre

Hampton Park Secondary College

58-96 Fordholm Road

HAMPTON PARK 3976

Sunshine VSL Centre

Sunshine College

Cnr Graham & Derby Streets

SUNSHINE 3020

Ballarat VSL Centre

Ballarat High School

Sturt Street West

BALLARAT 3350






124


VSL CENTRES*

WEST 2 COUNTRY 1



Creekside VSL Centre

Creekside Secondary College

The Crossing

CAROLINE SPRINGS 3023

Keilor Downs VSL Centre

Keilor Downs College

100-110 Odessa Avenue

KEILOR DOWNS 3038

Matthew Flinders VSL Centre Matthew Flinders Girls’ Secondary College

Little Ryrie Street

GEELONG 3220

North Geelong VSL Centre

North Geelong Secondary College

86-132 Separation Street

NORTH GEELONG 3215

Taylors Lakes VSL Centre

Taylors Lakes College

1-39 Parmelia Drive

TAYLORS LAKES 3038

Suzanne Cory VSL Centre

Suzanne Cory High School

255 Hoppers Lane

WERRIBEE 3030

Gisborne VSL Centre

Gisborne Secondary College

Gisborne Melton Road

GISBORNE 3437

Point Cook VSL Centre

Point Cook Senior Secondary College

Cnr Boardwalk Blvd & Bergamot Drv

POINT COOK 3030

COUNTRY 2 COUNTRY 2

Email: [email protected] Shepparton VSL Centre

Shepparton High School

31-71 Hawdon Street

SHEPPARTON 3630

Bendigo VSL Centre

Bendigo South East College

Corner Curtin & Ellis Streets

BENDIGO 3550

Warrnambool VSL Centre

Warrnambool Secondary College

Grafton Road

WARRNAMBOOL 3280

COUNTRY 3

Cobram VSL Centre

Cobram Secondary College

25-47 Warkil Street

COBRAM 3643

Croydon VSL Centre

Melba College

61 Croydon Road

CROYDON 3137


Wodonga VSL Centre

Wodonga Middle Years College

Huon Campus

22-24 Mitchell Street

WODONGA 3690






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VSL Distance Education

Telephone (03) 9474 0500

Freecall 1800 675 872

Fax (03) 9416 8598

Languages taught through Distance Education (Secondary only)

Arabic, Chinese (Mandarin), French, Greek (Classical), Greek (Modern), German, Hindi (new 2018),

Indonesian, Italian, Japanese, Latin, and Spanish.

Chinese, Indonesian and Japanese have First and Second Language options at VCE levels.

Classes are available for secondary school students in Government, Independent and Catholic schools.

Some adults and may enrol in VCE classes and in Certificate I – III in Language.

VSL Professional Development Services

The VSL runs a range of Professional Development Services for teachers from all three school sectors

(Government, Catholic and Independent). Professional Development covers language teaching issues,

technology, leadership and an assortment of current educational trends. Sessions are either held at the

Head Office in Thornbury or tailored to suit schools and organisations at other venues across Victoria.

We thank you for your contribution to the teaching and learning of

Languages at the Victorian School of Languages

victorian school of languages - vsl.vic.edu.au · september 10 vce student assessment timetables...

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