victorian school of languages

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VCE (CCAFL) TEACHER MANUAL 2021

Victorian School of Languages

Address: PO Box 1172

Thornbury VIC 3071

Phone: (03) 9474 0500

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

2021 VCE Languages Teacher Manual – (CCAFL) Prepared by: Angela Natoli, Assistant Principal

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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ACKNOWLEDGMENTS

Our thanks go to the many past and present staff from the Victorian School of Languages who have contributed to the development of the 2021 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.

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 8 VSL centre class dates 9 Assessment task planning calendar 10 2021 VCE SAC Assessment dates - CCAFL 12 Personal directory 14 VCE Studies CCAFL Language Studies 16 VCE Study Design 17 VCAA Publications 17 VCAA Language Study Codes 17 Accreditation Periods 18 VCAA Teacher’s checklist for effective delivery of the VCE 19 Structure of the VCE 20 VCE Languages Terminology 21 Detailed Study 22 VSL Administrative Procedures and Advice VCE Languages 24 Communication from the VCAA to school staff 24 School/Provider obligations to students 24 VCE Modern Languages Declaration Form (new 2021) 24 When schools fail to meet their obligations to students 25 Provision of accredited curriculum and assessments 25 VCE Levels of Achievement 25 VCE (Baccalaureate) 25 Eligibility for award of the VCE 26 VCE Student Enrolment 26 Informing Students of VCE requirements 26 Student observance of assessment and attendance rules 27 VCE Attendance/requirements 27 Satisfactory completion of VCE units 27 Satisfactory VCE unit result 28 Not Satisfactory VCE Unit result 28 VCE Unit result of J 29 Completion of VCE Units without calculation of a study score 29 School-Assessed Coursework 29 Rescheduling assessment tasks for an entire class 30 Rescheduling an assessment task for an individual student 30 Preparation of work for School-assessed Coursework 30 Lost, stolen or damaged School-assessed Coursework 30 Care in the use of technology 30 Repeating VCE units 31 SAC planning form information 31 SAC notification to students information 31 Integrity of School-based Assessments 31 Access to student data 32 Assessments under test conditions and authentication of student work 32 Strategies for avoiding authentication problems 32 Approved dictionaries 33 Word limits for languages assessment 33 VCE Languages: Marking descriptors for Section 3 33 Retention of VCE School-based Assessments 33 Administering school-assessed coursework 33 Redeeming Assessment tasks and SACs 34 Feedback to Students 34 Maintenance of school records 34 Reporting results: Score aggregation 35 Statistical moderation 35

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Indicative grades and the anomalous grades check 35 VCE School-based Assessment audit 36 Resources for school based Assessment 38 VCE Assessment Principles 39 Determining initial School-based Assessments 40 VSL student appeals procedure 40 Special provision 41 Partnerships 41 Small Group Partnership checklist 43 Partnership Teacher Records Template 44 VCE Students at risk- Unsatisfactory progress 47 Teaching the VCE Main characteristics of different kinds of writing 50 Use of information and communications technology 52 Text types for CCAFL 53 Main characteristics of common text types 54 Mixed level classes 56 VCE Program & Course development Course planning and implementation 58 VSL course development 58 VCE study design 58 Second languages: summary of themes and topics 59 VCE program summary – Units 1 & 2 61 VCE program summary - Units 3 & 4 63 How to write a course outline 65 Sample VCE course outline 66 Course outline template 67 SAC development summary sheet 68 Assessment outcomes & SAC guidelines and notification forms Outcome Charts and assessment guides 70 VCE Second Language Assessment Unit 1 & Unit 2 71 Year 12 (Units 3&4) SAC planning guidelines 73 School Assessed Coursework 76 VSL SAC Planning Form 82 Student SAC Assessment Notice 83 Detailed Study Detailed Study Description 86 Assessment of the Detailed Study 87 Detailed Study: Summary sheet 88 Year 11 Assessment Cover Sheets 89 Year 12 SAC Cover Sheets 103 End of year oral & written examinations Units 3 & 4 Oral examination format and assessment criteria 118 Written examination format and assessment criteria 119 VCE examination preparation hints – (written/oral) 122 VCE Student record keeping Units 1 & 2 summary of student progress 129 Units 1 & 2 VCE student record sheet template 130 Units 3 & 4 Summary of student progress 131 Units 3 & 4 VCE student record sheet template 133 Forms used at the VSL Application for special provision 137 Absence note 139 Withdrawal for a VCE unit 139 Resources Some websites for course planning, assessment & Professional Learning for languages 142 Key language contacts: VCAA 143 Head office contacts 144 Languages taught at VSL 144 RTO 144 VSL Centres 145 VSL Distance Education 148

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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 2021 edition of the VCE (CCAFL) 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 for Curriculum and Professional Development. A special thankyou 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 – CCAFL Second Languages Assessment Handbook (check VCAA website for current version) which is 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 2021 SEMESTER 1

January 27 Term 1 begins January 30 VSL Centre PD Day – 3 hours February 6 Beginning of VSL Semester 1 - 1st Saturday of 2020 centre classes February 15-18 VCE Teacher Meetings February 22 VCE Unit 3-4 enrolments to be finalised on VASS February 23 School-based Assessment Audit – Unit 3 Online questionnaire opens February 24 VSL New Teachers Induction (Professional Development) March 8 Holiday – Labour Day (no classes) March 10 VCE Audited Languages meeting – Unit 3 March 19 School-based Assessment Audit – Unit 3 online questionnaire closes March 20 Semester 1 Program summary due March 27 Last session Term 1 - Distribution of VCE Interim report April 1 End of Term 1 April 19 Term 2 begins April 25 Holiday - Anzac Day May 3 Final day to enrol or withdraw for Units 3 and 4 sequences May 3 VCE Partnerships for Units 3 and 4 details to be entered May 3 Final day to enter Second Language status for Unit 3-4 Modern Languages on VASS *new May 11 Schools based Assessment Audit – Outcomes of Unit 3 online questionnaire delivered May 15 VSL Centre PD Day – 3 hours May 28 Schools based Assessment Audit – Unit 3 further evidence due to VCAA June 9 General Achievement Test (GAT) June 14 Holiday-Queen’s Birthday June 15-18 Centre VCE Teachers – Unit 3 SAC Moderation Week June 25 End of Term 2 June 26 VCE only classes / Last day of Semester 1 / Distribution of reports / PTS interviews

SEMESTER 2 July 12 Term 3 begins July 19 School based assessment Audit – Outcomes of Unit 3 further evidence delivered July 19 School based assessment Audit – Unit 4 online Questionnaire opens July 19 Final day for withdrawing from Unit 4 July 28 VCE Audited Languages meeting – Unit 4 August 2 Release of Languages Oral examination advice slips August 7 Semester 1 Unit and SAC Results due to Area Manager August 13 School based assessment audit –Unit 4 online Questionnaire closes August 13 VCE Partnerships for Unit 4 details to be entered August 13 Semester 2 Program Summary due September 6 VCE Student Assessment timetables (oral/written) available September 11 Last day of Term 3 for Years F-10 September 13-17 Centre VCE Teachers – Unit 4 SAC Moderation Week September 17 End of Term 3 September 18 VCE only classes – End of Term 3 - Distribution of Year 12 progress report October 5 Term 4 begins Oct 4-Oct 31 Language Oral examination period – All Languages October 5 School Based Assessment Audit – Outcome of Unit 4 online questionnaire delivered October 9 Submit Indicative Grades to Area Manager October 15 Final day for lodging Second Language application to VCAA for enrolment in 2022 October 16 VCE CCAFL, Arabic, & Korean Final Day of classes October 16 Semester 2 Units 2 and 4 Coursework results due to Area Manager October 19 CCAFL Written Examination and (VCE Arabic & VCE Korean FL & SL) October 22 School Based Assessment Audit – Unit 4 further evidence due at the VCAA Oct 27-Nov 17 Written examination for all languages other than CCAFL November 6 Final Day for VCE Classes/VSL VCE Certificates/Year 11 Report distribution November 20 Final day for Years F – 10 and Semester 2 report distribution November 30 School based Assessment Audit: Outcomes of Unit 4 further evidence delivered December 13 Final VCE results available to schools/students (Monday) December 17 End of Term 4

*Correct at time of printing – please check VCAA Bulletins and with Area Managers for updates

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VSL Centre (Saturday) Class Dates and CCAFL Dates 2021

Term 1

Jan 30 Professional Development

Feb 6 _______________________

13 _______________________

20 ________________________ 27 ________________________

March 6 Holiday – Labour Day weekend 13_________________________ 20 _________________________

27 _________________________ (Good Friday is on 2 April)

7 F-10 sessions / 7 VCE sessions

plus 1 PD session

Term 3

July 17 +45________________________

24 +45 _______________________

31 +45________________________

Aug 7 +45________________________ 14 +45________________________ 21 +45________________________

28 +45________________________ Sept 4 +45________________________

11 +45________________________ 18 VCE Only Classes +45


Term 2 April 24 __________________________

May 1 __________________________ 8 __________________________ 15 Professional Development 22 __________________________

29 __________________________

June 5 __________________________

12 Holiday Queen’s Birthday

19 __________________________

26 VCE Only Classes

F-10 PTI/Report Distribution (Anzac Day is on Sunday 25th April)


plus 1 PTI/Reporting session plus 1 PD session

Term 4 Oct 9 +45_________________________ 16 +45_________________________ 23 _________________________

30 _________________________

Nov 6 _________________________

13 _________________________ 20 _________________________ 7 F-10 sessions / 5 VCE sessions

Oct 16 Final day VCE CCAFL/Arabic/Korean

Nov 6 Final day other VCE students Nov 20 Final day Years F-10

(CCAFL Written Exam is on 19 October) (Cup Day is on Tue 2 November)

Government School TERM DATES – 2021

Term 1 27 Jan (teachers begin) – 1 April Term 2 19 April – 25 June Term 3 12 July – 17 September Term 4 4 October – 17 December

*Note this calendar is specifically designed for VCE CCAFL Languages. This is to allow students to complete the VCAA requirement of face to face class time, as well as to cater for the October 22nd 2021 scheduled CCAFL examination. ** Correct at time of printing please check with Area Manager for updates.

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Assessment Planning Calendar

Assessment Tasks Dates Unit: _________________

Date Outcomes

Febr

uary

Mar

ch

Apr

il

May

June

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Assessment Planning Calendar Assessment Tasks Dates Unit: _________________

Date Outcomes

July

Aug

ust

Sept

embe

r

Oct

ober

Nov

embe

r

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2021 VCE SAC Assessment Dates (CCAFL) Semester 1

Term 1 Unit 1 Unit 3

January 30 Professional Development

(3 hours)

No Classes

February 6

13

20

27 SAC 1 Student Assessment Notice

to students March 6 Holiday – Labour Day No Classes

13

20 Unit 1 Outcome 2 CCAFL – (written)

Unit 3 Outcome 1 SAC 1 CCAFL – (written)

27 Distribution of VCE Interim Report SAC 1 Feedback to students


April 24 SAC 3 Student Assessment Notice

to students May 1

8 Unit 1 Outcome 1 or 3 (Oral) *

CCAFL- (oral)

Unit 3 Outcome 3 SAC 3 CCAFL – (oral)

SAC 2 Student Assessment Notice

to students 15 Professional Development

(3 hours)

No Classes

22 SAC 3 Feedback to students

29 Unit 1 Outcome 1 or 3 (Written) * CCAFL – (written)

Unit 3 Outcome 2 SAC 2 CCAFL – (written)

SAC 2 Feedback to students June 5

12 Holiday – Queen’s Birthday No Classes

19 Special Provision for VCE School Assessed Coursework

26 F-10 Parent/Teacher Interviews

Report distribution

VCE only classes

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2021 VCE SAC Assessment Dates (CCAFL) – revised 22/3/2021

Semester 2 Term 3 Unit 2 Unit 4 July 17 SAC 4 Student Assessment Notice

to students 24

31 Unit 2 Outcome 1 or 3 (Written) * CCAFL – (written)

Unit 4 Outcome 1 SAC 4 CCAFL – (written) SAC 5 Student Assessment Notice to students

August 7 SAC 4 Feedback to students

14 Unit 2 Outcome 2 CCAFL – (written)

Unit 4 Outcome 2 SAC 5 CCAFL – (written) SAC 6 Student Assessment Notice to students

21 SAC 5 Feedback to students

28 Unit 2 Outcome 1 or 3 (Oral) * CCAFL – (oral)

Unit 4 Outcome 3 SAC 6 CCAFL – (oral)

September 4 SAC 6 Feedback to students

11 Special Provision for VCE School Assessed Coursework

18 Unit 4 VCE Progress Report VCE only classes


October 9

16 VCE CCAFL/Arabic/Korean Final Day

Certificate/ Report distribution for those languages

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30

November 6 VCE FL/SL Final Day Certificate/ Report distribution for those languages

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20 F – 10 Final Day Semester 2 Report distribution

2021 Examination dates Language oral examinations: 4 October – 31 October CCAFL/Arabic & Korean FL/SL written examinations: 19 October VCE written examinations: 27 October – 17 November * As per Study Designs for FL & CCAFL: if an oral task is selected to address Outcome 1, a written task should be selected to address Outcome 3, and vice versa

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Personal Directory

Area Manager Name

Telephone School hours: After hours:

Fax

Email

Supervisor Name


Email

Language Coordinators Name


Email

Name


Email

Key contacts in my Language faculty Name

Telephone

Email

Name

Telephone

Email

Name

Telephone

Email

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VCE Studies

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CCAFL Language Studies (Collaborative Curriculum and Assessment Framework for Languages)

Bengali, Bosnian, Chin Hakha, Croatian, Dutch, Filipino, Hebrew, Hindi, Hungarian, Karen, Khmer, Macedonian, Persian, Polish, Portuguese, Punjabi, Romanian, Russian, Serbian, Sinhala, Tamil, Turkish

The study of a language other than English 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. VCE Languages – CCAFL have had their accreditation period extended to 2023 – Units 1 & 2, and 2024 Units 3 & 4). The CCAFL Second Languages are delivered and assessed through the Collaborative Curriculum and Assessment Framework for Languages (CCAFL model). 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.

Teachers are advised to refer to the VCE Languages – CCAFL Second Language Assessment Handbook or Advice for Teachers/Resources 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), Language Specific Study Designs (ensure you are using the current version) together with the Generic Study Design for CCAFL which highlights changes to the Study design implemented in 2013, the VCE Language CCAFL Second Language Assessment Handbook/Advice for Teachers and the VCE and VCAL Administrative Handbook 2021.

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


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VCE Study Design

The VCE is a two-year course so we advise Year 11 and Year 12 Language teachers to meet and discuss themes and topics to 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 and cover the 5 macro skills (Listening, Speaking, Reading, Writing & Viewing). 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. Topic tables are available both in the VCE Study Design and VSL VCE teacher manual for teachers.

VCAA Publications

Teachers should refer to the following VCAA publications: VCE (Language Specific) Study Design (ensure you have the correct accredited version)

Purple cover White cover Grey Cover Green cover

VCAA Language Study Codes

VCE Language

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

Unit 1 & Unit 2 Unit 3 & Unit 4

Bengali LO351/LO352 *NA 2021 Macedonian LO201/LO202 LO203/LO204 Bosnian LO501/LO502 LO503/LO504 Persian LO321/LO322 LO323/LO324 Chin Hakha LO531/LO532 LO533/LO534 Polish LO231/LO232 LO233/LO234 Croatian LO051/LO052 LO053/LO054 Portuguese LO331/LO332 LO333/LO334 Dutch LO071/LO072 LO073/LO074 Punjabi LO491/LO492 LO493/LO494 Filipino LO451/LO452 LO453/LO454 Romanian LO421/LO422 LO423/LO424 Hebrew LO111/LO112 LO113/LO114 Russian LO241/LO242 LO243/LO244 Hindi LO361/LO362 LO363/LO364 Serbian LO251/LO252 LO253/LO254 Hungarian LO121/LO122 LO123/LO124 Sinhala LO341/LO342 LO343/LO344 Karen LO551/LO552 LO553/LO554 Tamil LO431/LO432 LO433/LO434 Khmer LO161/LO162 LO163/LO164 Turkish LO291/LO292 LO293/LO294

Chinese FL, Classical Greek, Bosnian, Latin, Punjabi, Indonesian FL, Japanese FL, Korean FL

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

Chinese Language, Culture & Society, Chin Hakha, Karen Vietnamese FL Arabic, French, German, Greek, Indonesian SL, Italian, Japanese SL, Korean SL, Spanish, Vietnamese SL, Chinese SL, Chinese SLA

Bengali (Unit 1 & Unit 2) only 2021

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Communication from the VCAA to school staff The VCAA uses email, Notices to Schools, the VCAA Bulletin (through direct teacher subscription) and its website for official communication with schools. Teachers must have access to copies of: • relevant accredited VCE study designs • relevant VCE Advice for Teachers and Assessment Handbook publications • assessment criteria sheets and assessment advice for VCE School-assessed Tasks • VCE and VCAL Administrative Handbook 2021 • VCAA Bulletin • Notices to Schools.

VCE Study Design Accreditation Periods 2021

Unit 1 & 2 (Year 11) Unit 3 & 4 (Year 12) Bengali 2021-2023 2022-2024 Bosnian 2005-2023 2006-2024 Chin Hakha 2005-2023 2016-2024 Croatian 2002-2023 2002-2024 Dutch 2002-2023 2002-2024 Filipino 2002-2023 2002-2024 Hebrew 2002-2023 2002-2024 Hindi 2002-2023 2002-2024 Hungarian 2002-2023 2002-2024 Karen 2016-2023 2017-2024 Khmer 2002-2023 2002-2024 Macedonian 2002-2023 2002-2024 Maltese 2002-2023 2002-2024 Persian 2002-2023 2002-2024 Polish 2002-2023 2002-2024 Portuguese 2002-2023 2002-2024 Punjabi 2005-2023 2005-2024 Romanian 2002-2023 2002-2024 Russian 2002-2023 2002-2024 Serbian 2002-2023 2002-2024 Sinhala 2002-2023 2002-2024 Tamil 2002-2023 2002-2024 Turkish 2002-2023 2002-2024

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VCE TEACHER’S CHECKLIST

This checklist will assist VCE teachers to identify key processes and practices that support the effective delivery of the VCE. The items are based on the processes and practices set out in the VCE and VCAL Administrative Handbook and reflect the most frequent type of queries to which the VCAA responds.

VCE study development and delivery Teachers must provide learning experiences and assessment opportunities that are in accordance with the currently accredited VCE study designs.

1 In developing a course of study, I have: • used the current study design • selected a text from the current text list, where applicable • prepared a range of tasks that enable students to • develop the listed knowledge and skills • demonstrate the listed outcomes.

2 Where a student has been identified as needing special provision for classroom learning and school-based assessment, I have liaised with the VCE Coordinator.

Satisfactory completion The decision about satisfactory completion of outcomes is based on the teacher’s judgment of the student’s overall performance on a combination of set work and assessment tools related to the outcomes.

1 I have explained clearly the work a student must do to achieve an S for a unit and the conditions under which the work is to be done.

2 I separate S and N judgments from level of achievement (scored assessment), basing the decision about satisfactory completion on my judgement of the student’s overall performance on a combination of set work and assessment tools related to the outcomes.

3 I have provided students with opportunities (including additional opportunities, where appropriate) to develop and demonstrate the key knowledge and skills required for the outcomes of the unit.

4 Where the work submitted by the student does not demonstrate the outcome, I have considered other work, including class work, homework, additional tasks or discussions with the student, that demonstrate their understanding of the outcome, when making an informed decision on whether an outcome is met.

5 In the case of lost or stolen work, I retain a written statement explaining the circumstances.

6 I know the school-based process to delay satisfactory completion and apply it where appropriate.

School-based Assessment School policies and procedures, including the conditions and rules under which School-based Assessment will take place, must be communicated to students and parents at the beginning of the academic year or when a student enrols in any VCE unit at the school.

1 To the best of my knowledge, the School-based Assessment I deliver does not replicate any existing material.

2 I use the Authentication for School-based Assessment form to monitor and record student progress on school-based assessment work conducted outside of class time.

3 I have not marked or provided comment on any draft submitted for Achool-assessed Coursework.

4 When assessing student work, I use performance descriptors or an assessment rubric.

5 After assessment is submitted and marked, I follow school-based procedures in relation to the provision of feedback to students.

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Structure of the VCE

The VCE has four semester units, which enable students to achieve a set of outcomes. The areas of study include: themes and topics, grammar, text types, vocabulary and kinds of writing. Themes and Topics

There are three prescribed broad themes: The individual The (Language)-speaking communities The changing world

These themes have a number of prescribed topics and suggested sub-topics, which must be studied during Units 1, 2, 3 and 4. The topics vary from one language to another and schools may select their preferred sub-topics, which are provided to guide the teacher in structuring their course. Grammar and text types

Each Study Design includes a list of grammar and a wide range of text types which students should be able to recognise and produce in speech and writing in school-assessed tasks and the external examination. Teachers may introduce the students to a wider range of text types in the course of their teaching. Students need to be able to use a dictionary and be familiar with vocabulary and idioms related to their prescribed topics. The student is expected to recognise and use specified grammatical items which are listed in the language specific pages on the VCAA website. Students are expected to be familiar with, and be able to produce different kinds of writing such as: Personal, Informative, Persuasive, Evaluative and Imaginative, Reflective, Narrative or Descriptive either individually or in combination.

Outcomes and Assessment Tasks

Each unit has a number of prescribed outcomes, which are assessed through assessment tasks. Assessment tasks in Units 1 and 2 are part of the regular teaching and learning program and are to be completed in class under supervision. They are used to decide whether students have satisfactorily completed the unit. School-assessed coursework (SACs) in Unit 3 and 4 are part of the regular teaching and learning program and are to be completed in class under supervision. SACs are marked to provide up to 50% of the VCE Language study score. A student’s final result in a Language study is made up of two parts: 50% from school-assessed coursework in Units 3 and 4 and 50% from external examinations oral and written component in Unit 4.

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VCE 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 their teaching, learning and assessment programs, teachers should introduce students to a wide range of text types. Text types for receptive use in teaching, learning and assessment are not prescribed however, for CCAFL languages there are a number prescribed for productive use in the written examination.

Kinds of Writing Students are expected to be familiar with, and be able to produce, the following kinds of writing: personal, informative, persuasive, imaginative, evaluative, reflective, narrative or descriptive either individually or in combination.

Texts Texts refer to any act of communication: written, spoken, visual or multimodal, in print, sound or digital form. They work together to achieve communication with a variety of audiences for a range of purposes, using language in context

Outcomes Outcomes define what students will know and be able to do with language as a result of undertaking the language study.

Assessment Tasks Assessment tasks are prescribed for each outcome. They are the means by which teachers judge whether a student has achieved the outcome.

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

School-assessed Coursework (SACs) (Units 3 & 4)

SACs are assessment tasks for the outcomes in Units 3 and 4 that are completed at school. They are judged for satisfactory completion of the unit. They are also marked using VCAA criteria. SAC marks in Units 3 and 4 provide up to 50% of the final VCE Language score in Year 12.

End-of-Year Examinations

There are 2 Language end-of-year examinations in Unit 4: the Oral Examination and the Written Examination. Together they provide 50% of the final VCE Language score in Year 12.

Detailed Study The Detailed Study involves 15 hours of coursework in Units 3 and 4. It should enable the student to explore and compare aspects of the language and culture of the language speaking community through a range of oral and written texts in the target language related to the selected sub-topic.

CCAFL Collaborative Curriculum and Assessment Framework for Languages, formally NAFLaSSL languages.

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Detailed Study

The student is required to undertake a detailed study during Units 3 and 4.

The student is expected to discuss their detailed study in Section 2, Discussion, of the Oral Examination.

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 listed in the Study design under the section for Language-speaking communities The sub-topic may be drawn from this table, or a different sub-topic may be selected.

One sub-topic may be selected for a whole class. It is important to select a sub-topic that is sufficiently broad to accommodate a range of interests and perspectives, so that each student can provide an individual response to the coursework assessment task/s set, as well as in the Discussion in Section 2 of the Oral Examination. Alternatively, different sub-topics may be selected for individuals or groups of students.

At least one and no more than two of the six assessment tasks for School-assessed Coursework should focus on the detailed study. The detailed study assessment task/s should be selected from those required to assess achievement of Outcome 2, Unit 4, and be designed to assess the student’s understanding of the language and culture of the Language-speaking community. The sub-topics and texts should also be selected to ensure the student is able to focus on the knowledge and skills associated with Outcome 2, Unit 4.

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 communities through a range of oral and written texts in the Target Language related to the selected sub-topic. This will enable the student to develop knowledge and understanding of, for example, historical issues, aspects of contemporary society or the literary or artistic heritage of the community. The texts which form the basis of this study might include feature films, short films, short stories, songs, newspaper articles, electronic texts, documentaries, music, painting and oral histories. The length of texts selected will vary depending on the type of text, its density and its level of complexity. So that the student can 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 text are selected. These might include aural and visual, as well as written texts.

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 template has been included in this manual to assist teachers to plan this part of their course. A copy needs to be given to your Area Manager early in Term 2.

Choice of topic

In the Detailed Study, CCAFL Second Language students need to develop their language competence while expanding their knowledge and understanding of an aspect of the culture of the Language community.

Teachers should select the sub-topic for detailed study wisely. There is no need to choose a difficult or wide-ranging topic like a complete novel or a difficult historical period. The best topics will be those which interest a broad range of students and which will help students develop useful language skills. Topics which require specialised vocabulary or difficult grammatical structures should be avoided. Written, oral and visual texts chosen for study should be suitable for Second Language students with limited language.

Teaching should focus firstly on understanding the topic and the texts. Students should then be helped to develop the vocabulary and structures necessary to discuss the topic and to support their ideas and opinions with evidence from the texts.

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

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VSL Administrative Procedures

& Advice

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1. VCE Languages There are 49 languages available for VCE enrolment.

2. Communication from the VCAA to school staff The VCAA uses email, Notices to Schools, the VCAA Bulletin (through direct teacher subscription) and its website for official communication with schools. Procedures must be in place so that official emails and all correspondence are promptly forwarded to the appropriate school staff (for example, VCE coordinators and VASS administrators). Teachers and VASS administrators must be kept informed of VCAA administrative and assessment requirements, including official notification of changes to VCE procedures. Teachers must have access to copies of: • relevant accredited VCE study designs • relevant VCE Advice for Teachers and Assessment Handbook publications • assessment criteria sheets and assessment advice for VCE School-assessed Tasks • VCE and VCAL Administrative Handbook 2021 • VCAA Bulletin • Notices to Schools.

3. School/Provider obligations to students Schools should: • advise students in writing of the VCAA’s rules and the school’s responsibilities • ensure that subject matter the students investigate through self-directed research and/or produce as an artwork,

performance or product is consistent with community standards, appropriate for study by school students, and does not place students at risk of contravening Victorian or Australian law

• ensure that teachers use the accredited VCAA curriculum and assessment documents as the source of content 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

• provide a process for students to check their personal details stored on the VCAA database on an annual basis • keep students’ personal details secure from unauthorised access • ensure that there are established procedures for VCE School-based Assessments and that these procedures are

applied consistently • allow for student appeal on adverse school decisions • ensure that students understand and have access to Special Provision for VCE studies • issue VCE examination timetables to students • ensure that VCE student eligibility reports are run on a regular basis to ensure that students will meet the

satisfactory rules of completion of the nominated senior secondary certificate.

4. VCE Modern Languages Declaration Form (new 2021) The VCE Modern Languages group comprises the following studies: Arabic, Bosnian, Chin Hakha, Croatian, Dutch, Filipino, French, German, Greek, Hebrew, Hindi, Hungarian, Italian, Karen, Khmer, Macedonian, Maltese, Persian, Polish, Portuguese, Punjabi, Romanian, Russian, Serbian, Sinhala, Spanish, Tamil and Turkish

Enrolment into VCE Modern Languages at Units 3 and 4 requires students to declare their status as either a First Language Learner or a Second Language Learner. Students will need to complete the Declaration for enrolment in VCE Modern Languages Units 3 and 4 form and submit this to their home school. For the purpose of study score calculation, a student will be considered a Second Language Learner if they have completed all their schooling in Australia or accumulated less than seven years of education in a school where the language studied was the main language of instruction.

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All students will follow the same curriculum and sit the same examinations.

The VCAA will use the two language learner categories in the study score calculation process for VCE Modern Languages. For each applicable study, study scores will be calculated based on Second Language Learners. The outcomes from these calculations will then be applied to all students. This process maintains the rank order of all students within the study but ensures that the study scores of Second Language Learners are not impacted by First Language Learners.

Home schools are required to record on VASS whether students are First or Second Language Learners in the language of study. The closing date, Monday 2 May 2021. Area Managers will provide students the Form.

• Section 1 is to be completed by the student. A separate form is required for each language.

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• The principal of the Student’s Home School should complete Section 2 and provide a copy of the declaration to the student. At the VSL we only provide the Assessing School details.

5. When schools fail to meet their obligations to students In exceptional cases, the VCAA may consider an application by a principal that students have been disadvantaged because of a teacher’s failure to teach and/or assess a significant part of the accredited VCE study design, This is known as a teacher error application. The VCAA will not investigate matters concerning teacher qualifications and/or quality of teaching staff.

Only an application by the principal will be considered. The principal must write to the Senior Project Officer, Quality Assurance, VCAA to apply on behalf of students who may have been disadvantaged by a teacher error and provide an outline of the alleged error.

An investigation into the matter will be undertaken by the VCAA. This may include interviewing all parties involved. The VCAA may determine that there is no teacher error or that the school must provide an additional opportunity for each student to complete assessment, or may determine that each student should be treated as having obtained in the examination, or other form of assessment, a standard or result determined by the VCAA, or another outcome appropriate to the matter.

The VCAA will not enter into a dispute between a student and their school as to whether an error occurred. The process applies only to cases in which the principal believes an error may have been made that may have disadvantaged students in terms of their VCE results.

The application must be lodged at the VCAA not later than the last day of the academic year in which the teacher error is alleged to have occurred. Late applications will not be accepted.

6. Provision of accredited curriculum and assessments Teachers must provide learning experiences and assessment opportunities that are in accordance with the currently accredited VCE study designs. VCE advice Students undertaking VCE units should be advised of the following in writing: • that initial school assessments for Units 3 and 4 may change following statistical moderation of School-based

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

7. 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.

8. VCE (Baccalaureate) The VCE (Baccalaureate) is an additional form of recognition for those students who choose to undertake the demands of studying both a higher-level mathematics and a language in their VCE program of study. To be eligible to receive the VCE (Baccalaureate) students must satisfactorily complete the VCE and receive a study score for each prescribed study component. The VCE program of study must include: • a Units 3 and 4 sequence in English or Literature or English Language with a study score of 30 or above; or a Unit

3 and 4 sequence in EAL with a study score of 33 or above • a Units 3 and 4 sequence in either Mathematics Methods or Specialist Mathematics • a Units 3 and 4 sequence in a VCE language • at least two other Units 3 and 4 sequences Upon satisfactory completion of the VCE - Baccalaureate program of study, the student will receive an appellation on their VCE certificate. If a student has previously satisfied their VCE and received a VCE certificate, they will not automatically receive a subsequent VCE-Baccalaureate certificate.

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9. Eligibility for award of the VCE The VCE is awarded on the basis of satisfactory completion of units according to VCE program requirements. For VCE Units 3 and 4, evidence of achievement is collected by the teacher through a range of tasks that are designated for the study, which may include School-based Assessments. The decision about satisfactory completion of a unit is distinct from the assessment of levels of achievement. A student may be eligible for the award of the VCE if they have submitted a range of tasks that include School-based Assessments for satisfactory completion of units, but have not been assessed for levels of achievement in the study and have not completed examinations. In these cases, the teacher judges that the student has achieved the outcomes for a study based on the work provided by the student, without assessing for levels of achievement. A student must be assessed for levels of achievement in two of the graded assessments in order to receive a study score. If a result is not provided for the unit, the student will not receive a study score. When making their enrolment selection, students should consider the requirements for satisfactory completion and the award of the VCE. Not achieving graded assessments may limit a student’s options for further training, study and work. Students should be encouraged to attempt all graded assessments, as much as possible. The VCE is normally completed over two years, but students may accumulate units over any number of years. It is possible for adults returning to study and students who have received credit equivalent to a full Year 11 in another jurisdiction, to complete their VCE in a single year.

10. VCE Student Enrolment Students are enrolled with VCAA through their home school. For those few students who are only doing a single VCE Language study, their VSL Centre is their home school. Students must submit a Student Personal Details form that indicates their intended program for the year. This needs to be done with the student’s home school VASS coordinator. Each student’s personal details (particularly their birth date), consent permissions, subject enrolment details should be periodically checked and signed by their teachers. Students should be advised that the address on their Student Full Details report is the one their Year 12 results will be mailed to at the end of the year. Students must use their legally registered name when enrolling in a senior secondary qualification. School request the student’s birth certificate of change of name document, both of which are issued only by Birth, Deaths and Marriages to ensure the accuracy of student names and birth dates.

When enrolling with the VSL, students must take an Assessing School Enrolment Notification form to their home school VASS or VCE co-ordinator and check their student details to ensure that their Language enrolment is included. Students must inform their VSL Centre if they change any details or if they wish to transfer to another Centre, or to withdraw from a Unit.

When students enrol online they agree to enrolment conditions, the rules and instructions for the VCE at the VSL and accept the school’s disciplinary provisions.

We advise students to complete a sequence of language studies from Unit 1 to Unit 4 in order to achieve the best possible result in VCE. Continuity of language study is essential for Second Language students.

International students have a separate enrolment form and a process that is monitored by the DET International Education Division.

11. 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, are distributed to students by their home school.

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12. Student observance of assessment and attendance rules At the beginning of each academic year, students agree in a signed declaration to abide by the rules and instructions relating to the conduct of the VCE assessment program. This includes school rules related to their assessment, including both School-based Assessment and VCE external assessments. Students must also sign a declaration that they will abide by their school’s policies and rules relating to the appropriate use of the internet.

Schools should refer to the Scored assessment: School-based Assessment and Scored assessment: External assessment sections for detailed information on VCAA rules relating to assessment, and what to do if there is a breach of these rules.

13. VCE attendance 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 the school’s attendance policy, the school may be unable to authenticate the student’s work completed across the outcome. Where the school chooses to assign an N result for the unit, because the work cannot be authenticated, the school must assign an N for the outcome that cannot be authenticated. A school policy and set of procedures to cover absence from School-based Assessment tasks should be published and made available to staff, students and parents. When a student is absent from school for prolonged periods, or has been unable to complete all School-based 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. Special Provision 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 a 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.

14. 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 the school’s 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. 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, a VCA Student at Risk form is to be completed 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.

15. Satisfactory Completion of VCE units For satisfactory completion of a VCE unit, students must demonstrate their achievement of the set of outcomes as specified in the study design. The decision about satisfactory completion of outcomes is based on the teacher’s judgment of the student’s overall performance on a combination of set work and assessment tools related to the outcomes. Students should be provided with multiple opportunities to develop and demonstrate the key knowledge and key skills required for the outcomes for the unit. The decision to award an S for satisfactory completion of a unit is separate from the assessment of levels of achievement for study score calculation. VCE unit results (S or N) contribute to satisfactory completion of the certificate. Final School-based Assessment scores contribute to the calculation of a study score. Where the assessment item developed combines the demonstration of outcomes (S or N) and levels of achievement (scored assessment), best practice would support students who did not meet the outcome through the completion of the assessment item being

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afforded additional opportunities to demonstrate the outcome. For example a teacher may consider work previously submitted, provided it meets the requirements. Students may not resubmit work to improve a School-based Assessment score.

16. Satisfactory VCE unit result: The student will receive an S (Satisfactory) for a unit if the teacher determines that the student has: • produced work that demonstrates achievement of the outcomes • submitted work that is clearly their own Decisions about satisfactory completion of a unit are solely the responsibility of the school. Results for each unit must be based on a judgment of satisfactory or non-satisfactory achievement of outcomes. At the beginning of the academic year, schools must provide students with clear written details of both the VCAA rules and the school’s rules and procedures. Teachers must develop courses that include appropriate learning activities to enable students to demonstrate achievement of outcomes specified in the currently accredited study design. At the beginning of the academic year schools must provide students with clear written details of both the VCAA rules (see below) and the school’s rules and procedures. For all units in the VCE, schools must specify the work that a student must do to achieve an S for a unit and the conditions under which the work is to be done. The school must inform each student in writing of the following: • all work they need to complete to achieve an S for the unit • all work they need to complete for School-based Assessment • class attendance requirements • how to submit work • timelines and deadlines for completing work • procedures for obtaining an extension of time • internal school appeal procedures

School procedures for satisfactory completion and delay of satisfactory completion decisions for the VCE must be established and applied consistently across studies and units. The teacher is responsible for judging satisfactory completion of a unit. By reporting satisfactory completion, the teacher is certifying that the student has achieved the set of outcomes for the unit according to the rules set out by the VCAA and the school. Schools should refer to the Scored assessment: School-based Assessment section for more information. 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

17. Not Satisfactory VCE unit result The student will receive an N (not satisfactory) for the unit when one or more of the following occurs: • the work does not demonstrate achievement of the outcomes • the student has failed to meet a school deadline for the assessment task, including if an extension of time has been

granted for any reason, including Special Provision • the work cannot be authenticated, for example through lack of attendance • there has been a substantial breach of VCAA rules and the school’s rules and procedures.

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18. VCE unit result of J

If a student is no longer attending a unit but they have not officially withdrawn by signing a Student Exit form, the symbol J is included on VASS. The J result should be used if the student: • is no longer attending class • has not submitted work for assessment. The J result is recorded on the VCAA database, but is not reported on the student’s Statement of Results. Units with a J result are made available to the Victorian Tertiary Admissions Centre (VTAC) and are treated as equivalent to those with an N result.

19. Completion of VCE units without calculation of a study score Schools are encouraged to support all students to undertake scored assessment. Scored assessment provides a more detailed record of student achievement and is the best way to maximise opportunities and pathways to further education and training.

The VCE does provide the flexibility to satisfactorily complete units without being assessed for levels of achievement in all or any graded assessments (two graded assessment scores are required to achieve a study score).

In some cases, where students are at risk of not completing or have other valid reasons for not undertaking scored assessment, a school may advise them to undertake one or more VCE units without being assessed for levels of achievement in those units or by sitting examinations. In this case a study score will not be calculated for the study.

Schools are well placed to advise parents and students in individual cases where students may benefit from this option. It is important, however, that when students, with parental support, make the decision to complete a unit without a study score, schools remind them of the possible restriction this places on future pathways and ensure that students fully understand the greater number of pathways available when scored assessment is completed.

20. School-assessed Coursework School-assessed Coursework which consists of a set of assessment tasks that assesses each student’s level of achievement in Unit 3 and 4 outcomes as specified in the study design. Schools provide a score for each component of coursework specified in the study design. The Victorian Curriculum and Assessment Authority (VCAA) aggregates these scores into a single total score for each student, which is then statistically moderated against the examination scores in the study. The General Achievement Test (GAT) may also be used in statistical moderation. School policies and procedures, including the conditions and rules under which School-based Assessment will take place, must be communicated to students and parents at the beginning of the academic year or when a student enrols in any Victorian Certificate of Education (VCE) unit at the school. Each VCE unit result must be determined on the basis of evidence of achievement completed during the academic year in which the student is enrolled. Teachers must develop courses that include appropriate learning activities to enable students to demonstrate achievement of outcomes. Undue assistance should not be provided to students while undertaking assessment tasks. Students should be clearly informed of the timelines and the conditions under which assessment tasks are to be conducted, including whether any resources are permitted. The VCAA does not take responsibility for teacher absence or a change of teacher within schools. These issues should be dealt with by the school principal as an internal staffing matter. All Languages School-assessed Tasks are conducted under supervision. Students must ensure that all work submitted for assessment is their own. Students should acknowledge all resources used (text, websites and source material) and should not receive undue assistance in the preparation and submission of work. 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.

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21. Rescheduling assessment tasks for an entire class If teachers wish to reschedule an assessment task because their students are not ready to be assessed, or due to other circumstances, they should provide adequate notification to all students in the class or classes. An extension of time for all students in a class should be given only on the condition that they are all given adequate notice and that no student in the class or in another class is advantaged or disadvantaged.

22. Rescheduling an assessment task for an individual student Extension of time for an individual student to complete a task should be granted only in special circumstances. An extension of time may be permitted, but not into the next academic year. Schools are required to have a policy outlining conditions under which an extension of time for individuals may be granted. It should be common across all VCE units within a school and should contain details including: • a formal process for applying for an extension of time • the rules of eligibility • the maximum period for an extension • conditions under which an extension will be allowed.

Extensions for tasks related to units of competency contributing to scored VCE VET sequences cannot be permitted beyond the final date for results submission. Unit completion is essential for finalising study scores, which must be calculated at the same time for all VCE studies.

23. Preparation of work for School-assessed Coursework For each new or revised VCE study since 2015, information that was formerly contained in a separate Assessment Handbook has been incorporated into a single Advice for Teachers publication. Studies accredited before2015 have an Advice for Teachers publication and an Assessment Handbook. The VCE Advice for Teachers and Assessment Handbooks publications contain assessment information about Units 3 and 4 School-assessed Coursework. Advice is provided on how to construct and incorporate assessment tasks and how to grade these tasks using performance descriptors. The publications are not published annually. The Advice for Teachers and Assessment Handbook publications are available from the VCE study pages on the VCAA website. Notification of any changes to assessment advice during the course of study will be made available to teachers via the VCAA Bulletin and VCAA website.

Initial assessment Schools are responsible for the initial assessment of School-assessed Coursework. The basis for this is the teacher’s rating of the performance of each student on the tasks specified in the study design. The Advice for Teachers/Assessment Handbook for each VCE study provides advice on the assessment of School-assessed Coursework tasks.

Schools should not attempt to apply an ‘additional’ ranking process after assessments have been completed. This approach is unnecessary, and schools should not try to determine individual rankings for students as a separate part of the assessment process.

24. Lost, stolen or damaged School-assessed Coursework If a teacher or student has lost work or had the work stolen or damaged, they must make a written statement explaining the circumstances. The statement must be signed, dated and filed at the school. Schools must keep a record of the loss or damage, but should not report it to the VCAA. The principal, acting on advice from the teacher, and on the basis of records kept, shall determine the unit result for the student.

25. Care in the use of technology A student who uses technology to produce work for assessment is responsible for ensuring that: • there is an alternative system available for producing assessable work in case of malfunction or unavailability • hard copies of the work in progress and back up versions are produced regularly

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26. Repeating VCE units There are no restrictions on students repeating units but they may obtain credit only once for each unit. Students who repeat a unit are required to repeat the full unit, including all assessments for the outcomes specified or the unit, in the current study design for the year of repetition.

27. SAC Planning Form *Ensure you are using the 2021 version

All Unit 3 and 4 teachers must submit a SAC Planning Form to their Area Manager, two weeks prior to the SAC. A Planning Form is not necessary for Units 1 & 2. Setting dates for the submission of assessment tasks and SACs should be done as part of course planning at the beginning of the year. Refer to the Assessment Planning Calendar in this manual for suggested school assessment dates. This is a guide only.

28. SAC Notification to Students An assessment timetable (SAC Calendar) 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.

29. Integrity of VCE School-based Assessments At the beginning of the academic year, schools must provide students with clear written details of both the VCAA rules and the school’s rules and procedures. Principals are responsible for the administration of the VCAA’s rules and instructions in their school. They must ensure that teachers are using only the currently accredited VCE study designs. To ensure the integrity of School-based Assessment in all VCE units, schools should: • develop a document that clearly states the school’s expectations in relation to the development and delivery of

School-based Assessment and the steps teachers must take to ensure the security of the content • keep assessment tasks, including tasks in development, out of the reach, view and access of students until they are

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

and avoid sending assessment tasks by unsecured means such as emails • have students sign a declaration that they will abide by their school’s policies and rules relating to the appropriate

use of the internet • when delivering the same School-based Assessment across several different discrete classes, minimise the time lag

between classes. If this is not possible the assessment task should be suitable modified for each class • ensure that tasks are not recycled from one academic year to another to prevent student use of other student work

from previous academic years • suitably modify commercially produced materials to ensure the school can authenticate student work • suitably modify publicly available materials to ensure the school can authenticate student work

For all units in the VCE, schools must specify the work that a student must do to achieve an S for a unit and the conditions under which the work is to be done. The school must inform each student in writing of the following: • all work they need to complete to achieve an S for the unit • all work they need to complete for School-based Assessment for the assessment of levels of achievement • class attendance requirements • how to submit work • timelines and deadlines for completing work • procedures for obtaining an extension of time • internal school appeal procedures

Decisions about satisfactory completion of a unit are solely the responsibility of the school. Results for each unit must be based on a judgment of satisfactory or non-satisfactory achievement of outcomes. In order to supports student with additional opportunities to achieve a satisfactory result, schools should have an established process to support the delay of satisfactory completion decisions for the VCE that is applied consistently across studies and units. The teacher is responsible for judging satisfactory completion of a unit. By reporting satisfactory completion, the teacher is certifying that the student has achieved the set of outcomes for the unit according to the rules set out by the VCAA and the school. Each VCE Unit result must be determined on the basis of evidence of achievement of outcomes completed during the academic year in which the student is enrolled

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30. Access to Student Data Schools registered with the VRQA are required to ensure that parents of a student have access to accurate information about the student’s achievement and performance. This information must include at least two written reports per academic year relating to the student’s performance. This is a requirement of the minimum standards for registration of a school regulation 60 and Clause 3 of Schedule 4 of the Education and Training Reform Regulations 2017 (Vic).

31. 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

32. Strategies for avoiding authentication problems To reduce the possibility of authentication problems occurring in VCE Units 1 to 4, or problems being difficult to resolve, the following strategies are useful: • Teachers should ensure that tasks are kept secure prior to delivery, to avoid unauthorised release to students and

compromising of the assessment. Tasks should not be sent by mail or electronically without due care. • A significant amount of class time should be spent on the task so that the teacher is familiar with each student’s work

in progress and can regularly monitor and discuss aspects of the work with each student. • Students should document the specific stages of the development of work, starting with an early part of the task, such

as the topic choice, list of resources and/or preliminary research. • Copies of each student’s written work should be filed at given stages in their development. • Assessment tasks should not be recycled unless modifications are made to ensure that students are unable to use

other students’ work from a previous academic year. • Where commercially produced tasks are being used for School-based Assessment, the school should ensure the tasks

meet the requirements of the study design and that they have been sufficiently modified to be unique to the school to enable student work to be authenticated.

• Where publicly available materials are being used for school-based assessment, the school should ensure the tasks meet the requirements of the study design and that they have been sufficiently modified to be unique to the school to enable student work to be authenticated.

• If there is more than one class of a particular study in the school, the VCAA expects the school to apply internal moderation and/or cross-marking procedures to ensure consistency of assessments between teachers. Teachers are advised to apply the same approach to authentication and record-keeping, as cross-marking sometimes reveals possible breaches of authentication. The early liaison on topics and sharing of draft student work between teachers enables earlier identification of possible authentication problems and the implementation of appropriate action.

• Students should acknowledge tutors, if they have them, and discuss and show the work done with them. Ideally, liaison between class teachers and tutors can provide the maximum benefit for students and ensure that tutors are aware of the authentication requirements. Similar advice applies to students who receive regular help from a family member.

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33. 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.

34. Word limits for Languages assessment– Coursework

In Language studies, a word range is specified in the VCE Language CCAFL Second Language Assessment Handbook/Advice for Teachers 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.

35. VCE Languages: Marking descriptors for Section 3

Descriptors that will be used to assess the extended piece of writing in Section 3 of the VCE First and Second Languages written examinations are available on the relevant study pages of the VCAA website. There are no changes to the assessment criteria, as published in the Languages Assessment Handbook. The descriptors provide teachers and students with additional information about the expected qualities for each mark range. These have been included in this manual.

36. Retention of VCE School-based Assessments The decision to return School-based Assessments to students rests with the school. Schools should have access to work completed for assessment until the end of the academic year in which the work was undertaken. As part of the School-based Assessment Audit program, the VCAA may request copies of specific School-based Assessment completed by students.

37. 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 Language

CCAFL Second Language Assessment Handbook/Advice for Teachers 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

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38. Redeeming Assessment Tasks and SACs

While wanting to give students every opportunity to successfully demonstrate the outcomes, teachers have to set limits. As a result it is recommended that teachers do the following: • Attempt to get all students to do the Task/SAC at the designated time. • Requests to repeat a Task/SAC must be accompanied by appropriate Special Provision documentation. • Any Special Provision Tasks/SACs that do take place should cause minimal class disruption and should not take

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

However, under VCAA regulations, if in the judgment of the teacher, work submitted by a student does not meet the required standard for satisfactory completion, the teacher may consider other work relating to outcomes undertaken and submitted by the student for the unit. This work may include class work, homework, additional tasks or discussions with the student that demonstrate their understanding of the 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.

39. Feedback to Students After assessment tasks are submitted and marked, teachers should provide feedback to students. Appropriate feedback includes: • advising on particular problem areas • advising on where and how improvements can be made for further learning • reporting S or N decisions and/or written comments on students’ performance against each outcome Schools may choose this as a basis for reporting to parents. In providing this feedback, teachers may give students their marks on individual School-assessed Coursework tasks. If providing marks, teachers must advise students that their total School-assessed Coursework scores may change following statistical moderation. Schools should include the following in student VCE handbooks advice: • about the ‘conditional’ nature of any School-assessed Coursework marks given to students • that total scores for School-assessed Coursework may change as a result of statistical moderation. Although schools may permit students to submit further evidence for satisfactory completion of a unit, students may not submit further tasks for the reconsideration of School-assessed Coursework scores awarded by the school. The decision about whether or not to return School-based Assessments to students rests with the school

*** No numerical scores are to be given to students for their Units 3 & 4 SACs/Outcomes as these are subject to statistical moderation by the VCAA and may change.

40. Maintenance of school records

Schools must establish procedures to keep records and documentation of decisions relating to: • unit completion and graded assessments (and initial VCE School-based Assessments) • student appeals and resulting decisions • applications and decisions relating to VCE Second Language eligibility • agreements to work in partnership with other providers in determining initial School-based Assessments • applications for extensions of time, with supporting documentation • applications for, and approvals of, Special Provision, with supporting documentation • student absences, and whether or not these are approved • any interviews with a student and any resulting decisions. Schools should advise students that they need to retain work completed for assessment until the end of the academic year in which the work was undertaken. Schools may wish to supervise the storage of student work for this purpose, but it is not required. Work assessed as N, or which may be for other reasons be the subject of dispute at a later date, should be retained at the school. Such work may be retained in original or photocopied form.

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41. Reporting results: Score aggregation Study scores A study score indicates how a student performed in relation to all other students who took the study. It is calculated using the student’s final scores for School-assessed Coursework, Externally-assessed Tasks and examinations for each study. To receive a study score, students must achieve two or more graded assessments in the study and receive an S for both Units 3 and 4 in the same academic year, unless they have Interrupted Studies status and have met these requirements over two academic years.

42. Statistical Moderation School-based Assessment is an important part of the VCE. In many studies it contributes 50 per cent towards the calculation of a student’s study score. To ensure fairness when study scores are calculated, it is important that School-based Assessments made by all schools are comparable. The VCE program gives teachers some flexibility in deciding which teaching and learning activities and coursework assessment tasks they will use to assess the learning outcomes specified in each study design. As a result, coursework assessment from different schools will sometimes be based on different sets of assessment activities, even though they are assessing the same learning outcomes, and therefore cannot be compared. The VCAA acknowledges that teachers are best placed to measure students’ academic achievement; however, measurements are only comparable when they are expressed on the same scale. It is important to remember that statistical moderation does not change the relative performance of students within the statistical moderation group. For each VCE program, the VCAA uses statistical moderation to express students’ achievement from all schools on the same scale. This provides fairness for students across the state. To ensure comparability of assessment of School-based Assessment from different schools, the VCAA will apply statistical procedures to each moderation group, study by study. For VCE studies, moderation groups are the cohort of students in each school undertaking the study, or the total cohort of students from schools that combine for the purposes of assessment and moderation for a particular study. Statistical moderation realigns the level and spread of each school’s assessments of its students in a particular study, to match the level and spread of the same students’ scores on a common external score. As the external score is based on examinations done by all students across Victoria, it is a common standard against which school assessments can be compared. Each VCE study includes at least one external assessment and the VCAA will use the external assessments in each study as the basis for statistical moderation of school assessments. In studies with two external assessments, scores from both will be used. The VCE assessment program also includes the General Achievement Test (GAT). In a small number of studies GAT and examination scores are a better match with school assessments in the same cohort. Internal comparability of assessments For statistical moderation, each school’s assessments in a study are treated as a single group, not as separate teaching classes. Each school should have established procedures for making School-based Assessments and should apply these procedures consistently. There should be consistency of decisions made by teachers of individual studies and consistency of decisions made by multiple teachers of one study.

43. Indicative grades and the anomalous grades check Indicative grades for all VCE external assessments tasks must be submitted prior to the relevant examination period. The primary purpose of collecting these indicative grades is to support the quality assurance procedures for marking the external assessments. They assist in identifying possible anomalous marking of individual student responses. Indicative grades will also be used in the calculation of the DES (Derived Examination Score). The indicative grade is the school’s prediction of a student’s actual level of achievement on the examination. Indicative grades are a letter grade from A+ to E/UG (ungraded) or NA (not assessed); note that plus (+) can be used, but minus (–) is not available for input. Class teachers of the same study at the school should confer on the comparability of the indicative grades given to the individual students in their classes. The rank order and level of spread of the indicative grades for the school cohort in the study are of prime importance. The indicative grades for the school cohort are moderated by the VCAA to ensure that they are statistically reliable. If they are not statistically reliable, they will not be used.

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Strategies for arriving at an indicative grade The VCAA has no preferred position on how a school arrives at a set of indicative grades except to advise that there should be coherence in the process. All teachers at the school should be provided with advice by the principal on the definition and purpose of the indicative grade, and a suitable means of arriving at a set of indicative grades for the school cohort. Some strategies used by schools are: • setting practice examinations, which must be held at a time that allows entry of the indicative grade on VASS by

the due date • ranking the students by performance in School-based Assessment and then applying an appropriate grade • basing the grade on prior knowledge of the relative ability of the student in the study The VCAA recommends that schools use the indicative grades feedback report on VASS to assist with determining indicative grades. This report shows whether the school’s indicative grades for the previous year were generally aligned with the final grades.

Anomalous grades check process For all external assessments, VCE Languages examinations (both oral and written), an anomalous grade check is undertaken prior to issuing final results. Indicative grades provided by the school, on the condition that they are statistically reliable, are used to identify students with anomalous scores. These students’ assessments are then reconsidered by the relevant chief assessor’s panel. The anomalous score assessments include those where the student’s examination outcome is substantially different from that predicated from one or more of:: • the school’s indicative grade • the student’s GAT component scores • for studies with more than one external assessment, the other examination assessment in the study In each case, the differences must be statistically significant. In the interests of the students, teachers should be as accurate as possible in their estimation of an indicative grade. If the teacher is accurate (that is, they allocate indicative grades with a similar order and spread to external assessment performance of their students), any possible anomalous marking will be detected, and the assessment referred to the chief assessor for checking. If the teacher allocates indicative grades that are different in order and spread to the external assessment performance of their students, some anomalous assessments may not be detected. If the teacher consistently under- or over-assesses indicative grades for all students, anomalous performance from the pattern given by the school can still be detected. Thus, within the constraints of the grade structure, a school need not be overly concerned about submitting indicative grades with exactly the correct level, but teachers should try to order and spread students’ grades as accurately as possible.

44. VCE School-based Assessment Audit for all studies at Units 3 and 4 Schools providing the VCE must deliver the course to the standards established by the VCAA, ensure the integrity of student assessments and ensure compliance with the requirements of the VCAA for the relevant assessment program. For School-based assessment, the standards and requirements are stated in the assessment specifications set out in the relevant VCE study design and the VCE assessment principles. The school-based Assessment Audit checks that schools are compliant with these requirements. All VCE studies have a school-assessed component: School-assessed Coursework (SAC). The purpose of the School-based Assessment Audit is to help protect the integrity of the VCE and its results. The Audit checks that the standards and requirements set out in study designs are being followed and that assessment is being carried out in line with the VCE assessment principles.

Notification All schools are audited annually for at least one VCE study and all VCE studies are subject to the School-based Assessment Audit. An increased number of schools are audited for VCE studies in the first year of implementation of a reaccredited VCE study design. Schools are notified of their requirements for audit through VASS. For Unit 3, notification is generally in the last week of February or the first week of March; for Unit 4, notification is in the first week of Term 3. All dates pertaining to the audit are published in the VCAA’s Administrative dates. VASS contains the list of studies being audited as well as the outcomes of each stage of the audit.

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Process The School-based Assessment Audit is in two stages for both Unit 3 and Unit 4. An Audit Panel, appointed by the VCAA, undertakes the audit. Unit 3 and Unit 4 Audit questionnaire The first stage consists of a study-specific audit questionnaire which is completed online by teachers on behalf of the school. The responses provided by the school to the audit questionnaire enable the VCAA to determine if school-based assessment is following the specifications and requirements set out in the accredited VCE study design and the VCE assessment principles. To be efficient in detecting potential teacher error, the audit questionnaire is collected early. The VCAA understands that there will be a practical limit to the completeness of developed school-based assessment material at this time. For each submission received to the audit questionnaire, the VCAA determines one of the following outcomes: • the evidence submitted shows that VCAA assessment standards and requirements have been met • the evidence shows that this study is being assessed in line with the specifications set out in the study design and

the VCE assessment principles • there is not yet enough evidence to show that VCAA assessment standards and requirements are being met • There is some element of assessment design that is not in line with the specifications set out in the study design

and/or the VCE assessment principles. The school is advised that further evidence is required to establish that requirements are being met

OR • The responses did not provide enough detail for the VCAA to determine if the assessment design is in line with the

specifications set out in the study design and/or the VCE assessment principles. The school is advised that further evidence is required to establish that requirements are being met.

• the evidence submitted determines that VCAA assessment standards and requirements have not been met • It is clear from the evidence submitted that there are elements of assessment design that are not in line with the

specifications set out in the study design and/or the VCE assessment principles. Further evidence will be required and possibly a further audit. Immediate contact with the VCAA Curriculum Manager may be required

Unit 3 and Unit 4 Further evidence Depending on the outcome of the audit questionnaire, schools may be required to submit further evidence in Unit 3 or Unit 4. The further evidence requested may be on any aspect of the assessment, including assessment information provided to students, conditions of assessment, tasks, marking schemes or criteria, assessment timeline or moderation processes. Samples of student work will only be requested if serious concern is raised. The submission of further evidence is completed electronically. For each further evidence submission, the VCAA determines one of the following outcomes: • the evidence submitted shows that VCAA assessment standards and requirements have been met. • The evidence shows that this study is being assessed in line with the specifications set out in the study design and

the VCE assessment principles. • the evidence submitted determines that VCAA assessment standards and requirements have not been met. • It is clear from the evidence submitted that there are elements of assessment design that are not in line with the

specifications set out in the study design and/or the VCE assessment principles. Contact with the VCAA Curriculum Manager may be required and a further audit will be required. Modifications to current materials may also be requested and required for resubmission.

Outcomes and non-compliance Where a school does not meet VCAA assessment standards and/or requirements at the conclusion of an audit cycle, support will be provided to the teacher/s of the study to guide them through the assessment requirements of the relevant VCE study design. The school will be re audited for the same study in the following audit cycle. The VCAA will draw any serious evidence of non-compliance to the attention of the principal. In the event of serious irregularity, Executive Management of the VCAA will determine whether disciplinary action or other procedures will apply.

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45. Resources for School-based Assessment

The information contained in this document should be read in conjunction with the following materials available on the VCAA website:

Resource Link/Location VCE Study Design and Advice for teachers Available on individual VCE study pages on the VCAA

website: https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/Pages/vce-study-designs.aspx

VCE and VCAL Administrative Handbook https://www.vcaa.vic.edu.au/administration/vce-vcal-handbook/Pages/index.aspx

VCE assessment principles www.vcaa.vic.edu.au/Pages/vce/generaladvice/index.aspx Available VCAA Reports: • Examination reports: are prepared by the Chief Assessor and

provide feedback on student performance in past examinations. Examination Reports for written exams contain some answers.

• Statistical moderation reports: are available on VASS. These reports show the impact of the process of statistical moderation on school submitted scores for each school-assessed GA for each study.

• School-assessed Coursework reports: are prepared by the State Reviewer in conjunction with the Curriculum Manager in the first year of implementation for the study.

• Past examinations: Past examinations are made available after any copyright issues are finalised.

www.vcaa.vic.edu.au/Pages/vce/studies/index.aspx

https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/Pages/vce-study-designs.aspx

https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/Pages/vce-study-designs.aspx

https://www.vcaa.vic.edu.au/administration/vce-vcal-handbook/Pages/index.aspx

https://www.vcaa.vic.edu.au/administration/vce-vcal-handbook/Pages/index.aspx

http://www.vcaa.vic.edu.au/Pages/vce/generaladvice/index.aspx

http://www.vcaa.vic.edu.au/Pages/vce/studies/index.aspx

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46. VCE Assessment Principles

Assessment is an integral part of teaching and learning that at the senior secondary level: • identifies opportunities for further learning • describes student achievement • articulates and maintains standards • provides the basis for the award of a certificate. As part of VCE studies, assessment activities enable: • the demonstration of the achievement of an outcome or set of outcomes • judgment and reporting of a level of achievement on a task or collection of tasks for School-assessed Coursework, School-

assessed Tasks, Externally-assessed Tasks or examinations. Monitoring the results of VCE assessment also provides feedback, which informs curriculum implementation, assessment design and curriculum review.

In each VCE study, teachers and schools determine the assessment tasks to be used at Units 1 and 2. In Units 3 and 4, specified assessment tasks are set.

At the Units 3 and 4 level of a VCE study, School-assessed Coursework, School-assessed Tasks, Externally-assessed Tasks and examinations provide assessment results that are used in the calculation of a student’s study score.

The key principles underpinning all VCE assessment practice ensure that the assessment instruments enable judgments to be made about demonstration of the outcomes and levels of achievement fairly, in a balanced way and without adverse effects on the curriculum or for the education system.

Assessment should be acceptable to stakeholders – including students, schools, government and the community. The system for assessing the progress and achievement of students must be accessible, effective, equitable, reasonable and transparent.

VCE assessment should be valid and reasonable The curriculum content to be assessed must be explicitly described to teachers in each study design and related VCAA documents. Assessment instruments should not assess learning that is outside the scope of a study design. Each assessment instrument (for example, examination, assignment, project, practical, oral, performance, portfolio or presentation) should give students clear instructions. It should be administered under conditions (degree of supervision, access to resources, notice and duration) that are substantially the same for all students undertaking that assessment. Authentication and school moderation of assessment and the processes of external review and statistical moderation are to ensure that assessment results are fair and comparable across the student cohort for that study. VCE assessment should be equitable Assessment instruments should neither privilege nor disadvantage certain groups of students or exclude others on the basis of gender, culture, physical disability, socioeconomic status and geographical location. Assessment instruments should be designed so that, under the same or similar conditions, they provide consistent information about student performance. This may be the case when, for example, alternatives are offered at the same time for assessment of an outcome (which could be based on a choice of context) or at a different time due to a student’s absence. VCE assessment should be balanced The set of assessment instruments used in a VCE study should be designed to provide a range of opportunities for a student to demonstrate in different contexts and modes the knowledge, skills, understanding and capacities set out in the curriculum. This assessment should also provide the opportunity for students to demonstrate different levels of achievement specified by suitable criteria, descriptors, rubrics or marking schemes. Judgment about student level of achievement should be based on the results from a variety of practical and theoretical situations and contexts relevant to a study. Students may be required to respond in written, oral, performance, product, folio, multimedia or other suitable modes as applicable to the distinctive nature of a study or group of related studies. VCE assessment should be efficient The study design will set out the minimum number of assessments for teachers and assessors to make a robust judgment about each student’s progress and learning. Each assessment instrument must balance the demands of precision with those of efficiency. Assessment should not generate workload and/or stress that unduly diminishes the performance of students under fair and reasonable circumstances.

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47. Determining initial School-based Assessments Each school should have established procedures for determining School-based Assessments and should apply these procedures consistently. There should be consistency in the decisions made by teachers of individual studies and in the decisions made by multiple teachers of one study. The VCAA recommends that all teachers review the statistical moderation report (available on VASS) related to their study where the internal assessment scale is misaligned against the external assessment scale the school may wish to consider establishing a professional partnership with another provider to further develop teachers capacity to align internal and external assessment scales. Determining initial School-based Assessments where there is more than one class in the school

If there is more than one class in a study, teachers should engage in consultation to arrive at School-based Assessments. Schools have considerable experience in assessment, but the following approaches will help schools to review their arrangements or establish new practices. Approach 1 • 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.

48. VSL student appeals procedure

Students have a right of appeal to the school for decisions made about: non-satisfactory completion of a unit, Special Provision and breach of rules. There is no provision for appeals against final grades awarded by VCAA.

Published results are final. No School-based Assessments will be re−marked once results have been released unless a student appeals to the VCAA against penalties imposed by their school for breach of rules. There is no provision for a student to appeal to the VCAA against a school’s assessment of outcomes for satisfactory completion of a unit.

In exceptional cases the VCAA may consider an application by a principal on behalf of a student who believes that any questions on an externally assessed written examination have been incorrectly assessed, in that there is an objective factual error. (Refer to VCE and VCAL Administrative Handbook 2018 VCAA)

The appeals procedure to the School is as follows: The student must lodge the appeal in writing to the Area Manager within 14 days of receiving the decision. The Area Manager is responsible for establishing an Appeals Committee and an appeals process. The confidentiality of the student should be protected and the student should be informed of this process.

The Appeals Committee must consist of at least three members, including: 1. The Area Manager or Area Manager’s delegate 2. A teacher representative 3. A third member who may be a non-teacher.

The committee must consider all records relating to the case and may interview the student. The student should be given not less than 24 hours’ notice of the interview. The teacher who made the initial decision may be required by the Appeals Committee to provide additional information.

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49. Special Provision

The VCAA Special Provision policy aims to provide students in defined circumstances with the opportunity to participate in and complete their senior secondary level studies. The underlying principle of the VCAA Special Provision policy is to ensure that the most appropriate, fair and reasonable arrangements and options are available for students to demonstrate their capabilities if their learning and assessment are affected by illness, impairment or other circumstances. Special Provision should provide equivalent, alternative arrangements for students but not confer an advantage to any student over other students. Types of Special Provision Specific eligibility requirements apply for each type of Special Provision. For classroom learning and School-based Assessment, the school is primarily responsible for determining eligibility and the nature of the provisions granted. Schools are encouraged to consult the VCAA if they are unsure about appropriate arrangements. The school’s policies and procedures should be clearly documented and communicated to students. It is strongly recommended that schools keep records of all decisions made for each student. The VCAA Special Provision policies have been reviewed and more detailed information is available in the VCAA website. There is too much information to include in this manual so if you have students that may be eligible for Special Provision contact your Area Manager who will be able to refer to the specific eligibility criteria to the granting of Special Provision.

50. Partnerships: (Combination of small classes for moderation of assessment) Schools with five or fewer enrolments in any VCE Unit 3-4 study form a partnership with another small class in the language to enhance the curriculum provision or assessment arrangements for students. Records must be kept of discussion, meetings and evidence of cross-marking because teachers may be required to submit documentation to the VCAA for audit purposes. Teachers in the partnership should make contact as early in the school year as possible and keep written records of meetings, telephone calls and emails. Area Managers should be kept informed of any conflict that may arise and the measures taken to resolve any issues. The initial meeting should cover the requirements of the study design for each of the chosen assessment tasks and the assessment criteria and for coursework and assessment tasks. Teachers should reach agreement on the comparability of assessment tasks and are required to administer the same SACs. Each school will mark its own students’ work, consult with the teachers in the partnership and enter student scores on the VASS. Small Group Partnership records The following documentation is required to be submitted to your Area Manager as evidence of accountability 1. VCAA partnership agreement signed by the Principal/Area Manager of each school in the partnership 2. Single list of cross marked scores for all students in the partnership group 3. Copy of the partner school’s VASS printout of the scores for all School-based assessment tasks 4. Dates of meetings between schools 5. Copy of agreed set tasks and/or agreed bench marks for each assessment task 6. All the above must be submitted to your Area Manager by the last VCE session: (or midweek equivalent session). Best Practice in Partnerships

The VCAA expects that participating teachers will follow best practice when conducting partnerships: • school principals should be informed of the initial formation of the partnership, the ongoing maintenance of the

partnership, and the resulting moderation of School-based Assessment scores • teachers in the partnership should make contact as early in the academic year as possible and keep written records

of meetings, telephone calls, emails and any other relevant interaction • school principals should be kept informed of any conflict that may arise and the measures taken to resolve any

issues • there should be an initial meeting that covers the requirements of the study design for each of the chosen

assessment tasks and the assessment criteria, and for coursework • teachers are required to agree on the procedures for ensuring comparability of assessment tasks and the schedule

and marking schemes of any tasks to be done in common • teachers should be clear and consistent about the application of the mandated criteria and descriptors for the

School-assessed Task • each school should mark the assessment tasks of its own students and select student tasks for moderation • each school should enter the scores for its own students on VASS • each school should send a copy of the VASS printout of the scores for all School-based Assessment tasks to its

partner schools to verify that scores have been entered correctly

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Reporting scores to the VCAA Each school enters the scores for its own students on VASS, and sends a copy of the VASS printout of the assessments for all School-based Assessment tasks to the partner school to verify that the scores have been entered correctly. Each partnership school must keep copies of the following documents at the school: • a single list of the moderated scores for all students in the partnership (from all schools involved) • a copy of the partner school’s VASS printout of the assessments for all School-assessed Coursework tasks (to

verify that the scores have been entered correctly) • a VCAA Partnership Agreement form signed by the school principal Once partnership details are entered on VASS, schools must check that each school in the partnership has checked (‘ticked’) the approval button. Partnerships cannot be considered valid by the VCAA unless all schools in the partnership group have approved their involvement. In addition, the statistical moderation process cannot run for partnerships to which one or more schools has the unapproved status. Partnerships cannot be entered directly on VASS after the closing date. Producing a combined set of comparable school-based assessment scores: The following steps are recommended: 1. Participating teachers should discuss the requirements of the study design, the chosen assessment tasks for each

outcome, the performance descriptors/assessment criteria for each task or outcome, and the assessment program of each of the partnership schools. This communication should occur as early as possible, and not later than the expected date of completion of the first designated assessment task for the unit.

2. The teachers should establish agreement on the procedures to be followed to ensure comparability of assessments. This includes the scheduling and marking schemes of any tasks to be done in common.

3. Each school assesses the assessment tasks of its own students. It is expected that the schools with more than one class for the study will apply their own procedures to achieve comparability of assessments within their school.

4. Each school selects student tasks for cross-marking. For small-group partnerships, this should include all the tasks from the school with the small group, and at least an equivalent number from the partner schools. For other partnerships, teachers should agree on an appropriate number, preferably at least five pieces from each school. For each task, the second marking should be ‘blind’, that is, made without any knowledge of the assessment given by the student’s own teacher.

5. Teachers then discuss both assessments for each task and agree on a final score. If the teachers cannot reach consensus, the two scores should be averaged or adjusted appropriately. As a result of the cross-marking exercise, it may be necessary to adjust the assessments of other tasks not included in the cross-marking.

6. When all assessments have been finalised, the scores for each student on each task should be collated in a single list for the partnership. Each school must keep a copy of this list, as the VCAA may request it for analysis purposes.

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Small Group Partnership checklist

To do:

Completed

Setting up the partnership: (Area Manager) Identify possible partner school (use VASS to locate other schools teaching the language)

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

Contact VASS administrator to arrange for Partnership Agreement (Agreement to be signed by both school Principals before Partnership formally approved)

Partnership entered on VASS and all schools involved to approve

Teachers to establish an initial meeting – in person preferably

Initial Meeting checklist Confirm requirements of study design

Discuss assessment criteria for each outcome

Select and discuss assessment tasks

Arrange planned dates of school-based assessment

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

After each school-based assessment Forward a selection of student school−based assessments for blind cross marking (High/Medium/Low or all if a small class). Do not send scores or comments. (**If mailing keep a photocopy & send via registered mail)

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

Both schools agree on marks for ALL students

Create single list of ALL student and their school-based assessment scores (include students from all schools in partnership)

Forward list to VASS Administrator for scores to be entered

*Repeat above for each school−based assessment

*Keep a log of all communication

Indicative grades Ensure that when predicting indicative grades you rank all students in the partnership and allocate grades according to the overall performance in school−based assessments

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

Adapted from Swan Hill College

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Partnership Teacher Records: (Semester One)

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

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

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

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

Unit 3 □ SAC NO: Date of

Interaction Method of Interaction

(meeting/telephone/ e-mail/fax) Description of Activity Signature

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Partnership Teacher Records: (Semester Two)

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

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

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

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

Unit 4 □ SAC NO: Date of

Interaction Method of Interaction

(meeting/telephone/ e-mail/fax) Description of Activity Signature

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Teaching the VCE

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Main Characteristics of Different Kinds of Writing

The following descriptions outline the main characteristics of the different kinds of writing for CCAFL Studies. They are intended as a guide only; students would not be expected to include all aspects in their writing. Authentic writing will require using a combination of styles. Students are expected to produce the different kinds of writing either individually or in combination.

Personal writing: • creates a sense of person/personality for the writer in the reader’s mind • establishes a relationship/intimacy/empathy between the writer and the reader • usually employs first and/or second person; subjective; informal, familiar style/register; often includes emotive

language • emphasises ideas, opinions, feelings, impressions rather than factual, objective information • uses, in reflective writing, the act of writing to help the author understand and unravel his/her own feelings or ideas • may, in certain contexts, use contracted language, such as is used in speech. Purpose: The author is conveying something personal to the reader

Informative writing: • aims to convey information from the writer to the reader as clearly, comprehensively and accurately as possible • generally uses objective style and impersonal expressions, although the writer may use an informal style to establish

a relationship of ‘friendly helper’ with the reader • generally has no particular point of view to convey; if a point of view is involved, the writing becomes either

persuasive (it aims to convert the reader to a particular point of view or attitude to convince them to act or respond in a certain way) or evaluative (it aims to weigh two or more items/ideas to convince the reader rationally and objectively that a particular point of view is correct)

• generally uses facts, examples, explanations, analogies and sometimes statistical information, quotations and references as evidence

• chooses language, structure and sequence to make the message clear and unambiguous, so the sequencing of information is usually logical and predictable

• generally uses few adjectives, adverbs and images, except as examples or analogies as part of an explanation. Purpose: the author is conveying objective information

Imaginative writing: • manipulates the reader’s response to the piece to create the desired impression or response: visual and/or emotional

appeal • usually creates a strong sense of context (physical surroundings and atmosphere) and situation • normally includes description (person, place, emotion, atmosphere), so careful selection of language such as

adjectives and adverbs (or their equivalents) is important • uses techniques such as variation in sentence length, juxtaposition of different sentence lengths, careful control of

structure and sequencing, to add to the overall effect by creating the desired atmosphere or conveying the required emotion

• may break normal sequencing for added impact, such as in a flashback or in a final disclosure that puts a different interpretation on preceding passages.

Purpose: the author is creating a piece of fiction designed to entertain, amuse, or create an impression, picture, or feeling in the reader.

Descriptive writing: • Creates a vivid impression of a person, place, object or event: a particular mood, atmosphere: vivid pictures of

characters. • Engages a reader’s attention: brings writing to life. • Includes precisely chosen vocabulary with evocative adjectives and adverbs, similes and metaphors. • Is focused, interesting and compelling. • Uses sensory description-what is heard, seen, smelt, felt, tasted: with sensory details to increase the reader’s experience. • Uses active verbs and varied sentences; structured and ordered. • Creates a dominant impression. • Evokes feelings and attitudes- connotative language. • Makes comparisons-similes, metaphors, personification. • Develops the experience, focusing on key details, powerful verbs and precise nouns. Purpose: The author is painting a picture through words to make the reader see what they have seen.

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

discussion of facts and ideas • presents two or more important aspects of an issue or sides of an argument and discusses these rationally and

objectively; using evidence to support the contrasting sides or alternatives • uses objective style; appeals to reason not emotion; creation of an impression of balance and impartiality is essential • often includes expressions of cause, consequence, opposition and concession. Purpose: the author is giving a balanced view of both sides of a case Reflective writing • Relates not only events, but feelings, what has been learnt, and how it will affect future behavior. • Includes description and analysis of an experience. • Provides exploration and explanation of events and contexts. • Includes consideration of the larger context, meaning and implications of an experience or action. • Identifies and challenges personal values and beliefs, assumptions, feelings and actions. • Includes opinion, with supporting evidence. • Uses personal voice (e.g. I, me, you, we, us) when providing opinion. • Uses verbs related to feeling, thinking and analysing. • May include comment on hypothetical situations, and speculation about the future. • May move between past tense (recounting the actual events) and present tense (making more general observations). • Is perceptive; demonstrating analysis, synthesis and evaluation. Purpose: The author is looking back on experiences/actions in order to analyse ideas and practices that relate to them personally. Narrative writing: • Tells a story in chronological order. • Entertains, to gain and hold the readers’ interest. • Teaches or informs; changes attitudes/social opinions. • Sequences: setting, characters, initiating event, conflict/goal, events resolution, theme; series of actions. • May set up problems to be resolved. • Is imaginary or factual; has characters with defined with defined personalities/identities. • Dialogue often included. • Tense may change. • Descriptive languages to enhance the story. • May include complication involving the main character; conflict; points of view. Purpose: The author is telling a story/retelling event to entertain or to teach. Persuasive writing: • manipulates the reader’s emotions and opinions in order to achieve a specific purpose, that is, to achieve a desired

outcome or effect which is important to and selected by the writer • persuasive techniques chosen are influenced by the nature of the target audience; that is, the language (vocabulary,

sentence structures, style/register), structure and sequencing of the piece are framed with the particular audience and purpose in mind

• requires choice of the best word (with the precise shade of meaning and overtones of approval/disapproval, virtue/vice etc.), so range of vocabulary and dictionary technique are important

• aims in certain instances (for example, advertisements) to keep the target audience unaware of being manipulated and adopts an appearance of objectivity and rationality by using indirect, subtle, secretive techniques; confidential, intimate, collaborative style and register

• sometimes uses exaggeration, extravagant language, humour to create a conspiratorial relationship between the writer and the reader

• often uses the second person for direct address and appeal • sometimes employs direct speech and questions to intensify the relationship with the audience • 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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Use of information and communications technology In designing courses and developing learning activities for First Language, teachers should make use of applications of information and communications technology where appropriate and applicable to teaching and learning activities. In considering the suitability of learning activities in the delivery of language courses, teachers may find the following applications useful. Language learning applications Students access: • the school intranet: homework, work sheets, resources (including audio files and interactive software), a class chat

room, sample tasks, web links, sample examinations • online learning, such as reading or listening comprehension tasks, grammar and vocabulary building tasks,

pronunciation drills, script programs • email discussion groups or supervised chat rooms with targeted groups of young people • commercially available products that offer language exercises, practice or reading materials • video conferencing with students from other schools where the language is taught or in a country where the language

is spoken. Students develop their own: • vocabulary database • word-processing skills in the language. Information gathering Students research: • statistics on a specific topic in relation to different age groups and gender • information related to a specific lifestyle issue, public opinion, theme or topic in countries where target language is

spoken • biographical data relating to famous singers, bands, historical figures and sportspeople; • features of fairy tales, legends, common characters and themes, terminology and special language used • speakers of target language in Australia, their life and contribution to society • websites from countries where target language is spoken; for example, Webcams, school websites, venues, services • newspapers and journals in target language • online dictionaries. Students also: • check spelling and grammar for written tasks • use instructions in target language to install, construct or use a product. Presentation applications Students use information and communications technology to: • create animations and multimedia presentations • develop presentations and visual materials • take notes in class or word process in target language • use communication media • email tasks to the teacher from home or the classroom.

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Text Types

The table below is a guide for those texts that have been identified for productive use in the CCAFL written examination.

Text Type Purpose Structure Language Features Article To sustain an argument

To describe To inform, to persuade, to amuse or

entertain

Titles/headings Development of ideas/ argument Sequencing and linking of ideas Statement of conclusion/advice

Range of tenses Linking words Language can be descriptive, factual,

judgemental, emotive or persuasive depending on context

Blog To inform To reflect To seek a response, to interact

Personal thoughts, online journal Discrete entries (‘posts’), usually with

most recent at the top Often themed on a single subject Reflections on ideas Interactive-comments from other users

Abbreviated words and sentences Simple language structures Linking words to sequence

Diary/Journal entry

To record personal reflections or experiences

Date/place/time (as appropriate) Chronological or stream of

consciousness

First person Abbreviated words/sentences Subjective/informal language

Email To inform To request To remind To seek a response

Conventions (email addresses) Specific details without elaboration Salutations and endings

Abbreviated words and sentences Simple language structures

Letter-Formal To communicate in writing in formal contexts To request information To lodge a complaint To express an opinion

Salutations Letter conventions (layout, address,

date, etc.) Logical and cohesive sequence of

ideas

Use of full sentences and paragraphs More complex sentence structure Objective language Use of formulaic expressions

Letter (Informal) To communicate in writing with acquaintances, friends, family To inform, amuse

Salutations Letter conventions (layout, address,

date, etc.) Logical and cohesive sequence of

ideas

Frequent colloquial language Subjective language

Magazine interview

To seek and convey information, views, opinions

Question and response form Question words Link words

Message, note To inform To request To instruct To remind

General statement, description, procedure May be in point form

Succinct Abbreviated words and sentences Lack of descriptive detail Frequent use of colloquial Language

Report To classify and/or describe To organise facts To draw conclusions

General statement or classification Description Logical progression

Supporting evidence (e.g. statistics, examples) Factual Usually present tense Language specific to the topic

Review To respond to a text/stimulus To summarise, analyse or interpret a

text and to assess its value

Describe context of text or work Describe the text or work Judgement or evaluation of text or

work

Descriptive language More complex structures with frequent

abstract language Words that express judgement Possible comparisons Expressions of aesthetic nature

Script for a play To communicate ideas, opinions, and attitudes To entertain

Series of events Question/statement followed by

response

Choice of expressions to engage the audience Setting the scene Directorial comment Strategies to maintain

conversation/action Interjections Use of humour

Script of a speech or talk

To communicate ideas, opinions, and attitudes To entertain To persuade To welcome To thank

Introductory statement of purpose Explanation or sequence of events or

presentation of argument Concluding remarks

Choice of expressions to engage the audience Descriptive words A range of tenses Subjective language Use of slogans or catch phrases Use of humour and anecdotes

Story To entertain, amuse or instruct Series of events presented in logical progression Resolution/conclusion May contain a series of complications

Time words used to connect events Use of action words Description of characters and settings

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Main characteristics of common text types

In teaching, learning and assessment programs, teachers should introduce students to a wide range of text types. Text types for receptive use in teaching, learning and assessment are not prescribed. These text types will not be assessed in the CCAFL end of year written examination.

Text type Identifiable features

Advertisement Sponsored, non-personal message to promote or sell a product, service or idea; topic or product name, persuasive content, persuasive register, style, layout

Announcement Oral media message to public; greeting, topic, essential information, repetition of important points, farewell; formal or semi-formal style

Biography Description of a person’s life and experiences, non-fiction; title (of person), formal or semi-formal style; usually in chronological order; may include reflections or commendation

Cartoon Non-realistic image or series of images; title, author, content (story telling), captions (often humorous); may use stylised language and onomatopoeia

Conversation

Debate

Interactive oral communication between two or more people; greetings, focus or content; sharing of views, verbal and non-verbal cues, maintenance of interaction, farewells; formality reflects relationships of participants

Discussion Oral formal or semi-formal persuasive discussion of an issue; participants present opposing positions; topic, statement of position on issue, content that supports position, using evidence or data, logical arguments, turn taking, conclusion

Documentary Non-fiction visual and aural presentation (usually film); title, credits, introduction to topic, content that educates, instructs or is a record of events, final comments, end credits; presentation style

Editorial Article or letter format, expresses an opinion on an issue by an individual representing an organisation (newspaper, magazine); title, includes opinions and persuasive content, author; register, style, layout suited to audience

Email Personal written communication, may be brief; date, salutation, body (content), farewell, sign off; informal register, style and layout; may include stylised language, pictures, emoji

Essay Writing giving author’s position on a topic; topic, structure (introduction, body, conclusion), content (including author’s views), author; formal or semi-formal register, style and layout suited to audience

Film Recorded visual and audio presentation, usually fictional; title, credits, structure (storyline, logical ordering), content including cultural elements, end credits; register and style reflects character roles or story elements

Folk tale Oral (speech or song) or written story telling form; title, introductory expressions, structure (beginning, body, end), content includes message conveying values, knowledge, ideas and/or cultural elements, conclusion; simple language style, uses formulaic expressions and language

Memo Short written message or note; name of recipient, informative content, sign off; informal and abbreviated language and style

Personal profile Description of a person or group; title (name of person or group), content (factual information), headings/sub-headings; lists items in brief language snippets, register suited to audience; may be presented in point form or table

Plan Written order of actions to achieve an outcome; title, date, subheadings, content usually chronologically structured and factual, may include allocation of roles; may be presented in point form, chart or table; abbreviated style

Play Group oral, kinesthetic and visual performance, based on a storyline and script, one or more acts; style and register varies with roles; entertains, suited to audience

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Text type Identifiable features

Poem Spoken or written literary form; may use rhythmic qualities of language, conveys meaning or emotion; culturally specific forms, structures, styles, conventions and devices; may use literary style or specialised vocabulary and expression

Proverb Popular and familiar statement, repeated in specific contexts, usually expressing popular wisdom or advice; culturally specific imagery, may use stylised language or draw on cultural knowledge for meaning

Song Lyrics set to music; title, artist, structure (verse and chorus, traditional or modern forms, as appropriate); culturally specific forms, styles, conventions and devices; may use stylised language

Summary Rewritten information in a brief form (message, notes), retains meaning of original text, often for personal reference; title, sub-headings; may be presented in point form, chart or table; informal style

Table Written information presented in table layout; often in abbreviated form, shows qualities, quantities or relationships between items; title, sub-title (indicating scope or purpose of content), headings, sub-headings, content; register suited to audience

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Mixed Level Classes

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

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

keeping is very thorough. • Records must be kept of all activities students are undertaking (such as drafting, rehearsal, consultation,

research) leading to the completion of the task. • Teacher and students should study the assessment task charts during the year. They should be familiar

with the structure of the VCE course as a whole (Units 1-4), and absolutely clear as to what is required of them at the current stage.

• Teacher and students should use the assessment task calendar to note important dates and deadlines, especially for the SACs in Units 3 & 4.

• The whole class should study common themes and topics and the required activities for each level should be discussed and shared.

• Year 11 students can be given assessment tasks that correspond to the SACs that the Year 12 students are undertaking.

Oral Tasks at Year 11 level At Year 12 level, the teacher is expected to be a participant in each oral SAC, with one student at a time. There is no such prescription for Year 11. Therefore it is theoretically possible to let two or more students undertake the task, with or without teacher participation. However, this needs to be balanced against the need of the students for the best possible preparation. In terms of the Oral examination, Year 11 students can do the same preparation as Year 12. Oral and written examination preparation should be built into your topics and activities. Selecting Topics Studying the same set of topics allows the teacher to work with the same vocabulary and resources without preparing and managing two courses. Students can more readily learn from each other and there is also greater student input in discussion. Topics are the basis of the class work, which all students will complete. However, the work for assessment will vary by year level. Assessment tasks and SACs must be set as prescribed in the Study Design for each unit and each level. Year 12 students can be given additional material, if necessary, and/or more difficult tasks based on the same topics.

For example:

THEME: The Changing World TOPIC: Travel and Tourism in (in country where target

language spoken) YEAR 11: Planning a trip to a country where target

language is spoken YEAR 12: The role of tourism

Allowance must be made for SAC preparation. While Year 12 students work on a SAC, Year 11 students can do extra work which can be completed fairly independently. One possibility is a practice assessment task in line with the VCE.

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VCE Program &

Course Development

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Course Planning and Implementation The aim of language learning is to develop the student’s capacity to communicate effectively in spoken and written language, interact with others and appreciate and respect other people’s culture and way of life. The Victorian School of Languages will continue to adopt the same methodology in all its Victorian Curriculum F-10 and VCE classes. Classes at the VSL are conducted in the target language. Students learn through participation in meaningful activities in the language. Learning activities should be contextualized, so that they take place in real or simulated situations, which are socially and culturally appropriate to the target language. Students are encouraged to take responsibility to develop their own language skills using the language as much as possible to communicate with others.

VSL Course Development The VSL course development process has the following components. At VCE this should be done in conjunction with the Language Specific VCE Study Design, and the VCE Languages-Second Language Assessment Handbook. 1 Course Outlines: The Language Course Outline documents assist teachers in planning their own courses. 2 Program Summary: is completed at the beginning of the year and filed at the Area Office. This outlines

the main themes, topics and sub-topics, learning activities and assessment activities for each semester. 3 Detailed Study planning documentation has been included. (Remember this is the basis for the oral

examination and takes up to 15 hours of class time.) 4 Weekly Diary: is completed after each class and records details of each lesson in the Class Record Book

(red). This remains at the VSL Centre and must not to be removed from the Centre, as it is an official school document and an important guide for replacement teachers.

5 Planning and Assessment: This manual contains a section for student record keeping as well as useful

VCE planning documentation. This is an important reference for completing the end of semester unit reports.

VCE Study Design VCE Themes and Topics The VCE is a two-year course so we advise Year 11 and Year 12 VCE teachers to meet and discuss themes and topics. This will facilitate a better planning process. The VCE Study Design prescribes a number of topics for each language, organised under three main themes. These will have been covered during the many years of Language study. Teachers need to be aware of these prescribed themes and topics and choose sub-topics appropriately. Classroom activities should be organised into clusters, which have a communication goal. A list of relevant text types, assessment outcomes, grammar and vocabulary in the VCE Language-specific Study Design, should also be considered in program planning. This manual includes topic tables for teachers to adapt their current courses to the VCE.

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Second Languages (CCAFL): Summary of Themes and Topics

THE INDIVIDUAL THE LANGUAGE-

SPEAKING COMMUNITIES THE CHANGING

WORLD

BENGALI

− Personal identity − Relationships − Education & aspirations

− History & culture − Lifestyle − Arts & entertainment

− Social issues − The world of work − The natural world

BOSNIAN

− Personal Identity − School & aspirations − Leisure, sport & health

− People & places − Past & present − Arts, entertainment

& traditions

− Youth issues − The modern world − Social issues

CHIN HAKHA

- Personal identity - Relationships - Education & aspirations

- History & culture - Arts & entertainment - Lifestyles

- Social issues - Youth issues - Scientific &

technological issues

CROATIAN − Personal identity − Educational aspirations − Leisure and recreation

− People and places − History and culture − Arts and entertainment

− Youth issues − World of work − Tourism

DUTCH

− Personal identity − Relationships − Education and aspirations − Leisure and interest

− Lifestyles − History and culture − Arts and entertainment

− Youth issues − Tourism − Issues facing the world

today

FILIPINO − Personal identity − Relationships − Education and aspirations − Leisure and recreation

− Lifestyles − History and culture − Arts and entertainment

− Social issues − World of work − Tourism

HEBREW

− Personal identity − Leisure and lifestyles − Relationships − Education and future

aspirations

− Arts and entertainment − Current and

historical perspectives

− Ways of life in Israel

− Hospitality and tourism − World of work − Social issues

HINDI

− Personal world − Education and aspirations − Personal opinions and

values

− Lifestyles − Visiting a Hindi-

speaking community − History and traditions − Arts and entertainment

− Social issues − Environmental issues − The world of work

HUNGARIAN

− Personal identity − School life and aspirations − Leisure and interest

− Daily life and lifestyles − Arts and entertainment − Historical perspectives

− Social and contemporary issues

− Tourism and hospitality

− World of work

KAREN - Personal identity - Relationships - Education and aspirations

- History, culture and traditions

- Lifestyles - The migrant experience

- Social Issues - Youth Issues - Environmental issues

KHMER

− Personal identity − Relationships − Education and aspirations − Leisure and lifestyle

− History and geography − Cultural diversity − Tourism − Arts and entertainment −

− Changing lifestyles − World of work − Current issues

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THE INDIVIDUAL THE LANGUAGE- SPEAKING COMMUNITIES

THE CHANGING WORLD

MACEDONIAN

− Personal identity − Relationships − Education and aspirations

− Lifestyles − Culture and traditions − Arts, literature and the media − Migration

− Social issues − Our natural world − Current affairs

PERSIAN

− Personal identity − Relationships − Values − Education and aspirations

− Lifestyles − Culture and traditions − Arts and entertainment − Past and present

− World of work − Social issues − Trade and tourism − The natural world

POLISH

− Relationships − Education and aspirations − Leisure and interest

− Visiting Poland − Polish customs and traditions − Legends and

significant historical events

− Famous people-music science, art, literature

− Migration in the past and present

− World of work − Social issues

PORTUGUESE

− Personal identity − Education and aspirations − Personal values

− Lifestyles − History and traditions − Arts and entertainment − Visiting Portuguese-

speaking countries

− Social Issues − World of work − Environmental issues

PUNJABI

− Education and aspirations − Personal opinions and

values − Personal World

− Visiting a Punjabi speaking community

− Historical perspectives − Arts and entertainment − Lifestyles

− The world of work − Scientific and

technological issues − Social Issues

ROMANIAN

− Personal Identity - Relationships - Education and

aspirations

− Lifestyles - History - Arts and entertainment - Values

− Technology - Trade and tourism - World of Work - Social issues

RUSSIAN

− Personal identity − Education and aspirations − Leisure and lifestyle

− Lifestyles − Visiting Russia − Arts and entertainment

− Environmental issues − World of work − Social issues

SERBIAN

− Personal identity − Education and aspirations − Leisure and recreation

− Daily life − History and culture − Arts and entertainment

− Current issues − World of work − Tourism

SINHALA

− Personal identity − Personal aspirations

− Lifestyles − Visiting Sri Lanka − Customs and traditions − Arts and entertainment − Stories from the past

− Environmental issues − Technological change − The world of work

TAMIL

− Personal identity − Personal views and opinion − Education and aspirations

− Culture and traditions − The past and present − The Arts and entertainment − Travel and tourism in

a Tamil-speaking country

− Changing lifestyles − Status of women − World of work

TURKISH

− Personal identity − Future aspirations − Leisure

− Migration − Cultural diversity − Tourism − Arts and entertainment

− World of work − The younger

generation − Issues now, and in the

future

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2021VCE Program Summary Victorian School Of Languages Year 11 Teacher: Language: Unit 1

Theme, Topic & Sub-Topic

Main Learning Activities (dot points)

Outcomes & Tasks Task Dates Main Resources Second Language (CCAFL)

Outcome 1 Establish & maintain a spoken or written exchange related to personal areas of experience. Task Informal conversation OR reply to personal letter / fax / email. * If an oral task is selected to address Outcome 1, a written task should be selected to address Outcome 3, and vice versa.

Outcome 2 Listen to, read & obtain information from written & spoken texts. Tasks Listen to spoken texts, (e.g. conversations, interviews, broadcasts) to obtain information to complete notes, charts or tables in 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 target language. * Of the two tasks required for Outcome 2, one should require a response in the language and the other a response in English.

Outcome 3 Produce a personal response to a text focusing on real or imaginary experience. Task Oral presentation OR review OR article

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2021 VCE Program Summary Victorian School Of Languages Year 11 Teacher: Language: Unit 2



Outcomes & Tasks Task Dates Main Resources

Second Language (CCAFL)

Outcome 1 Participate in a spoken or written exchange related to making arrangements & completing transactions. Task Formal letter / fax / email OR role-play OR interview.

* If an oral task is selected to address Outcome 1, a written task should be selected to address Outcome 3, and vice versa.

Outcome 2 Listen to, read, & extract & use information & ideas from spoken & written texts. Tasks Listen to spoken texts, (e.g. conversations, interviews, broadcasts) & reorganise information & ideas in a different text type. AND Read written texts (e.g. extracts, advertisements, letters) & reorganise information & ideas in a different text type.

Outcome 3 Give expression to real or imaginary experience in written or spoken form. Task Journal entry OR personal account OR short story

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Second Language (CCAFL)

Outcome 1 Express ideas through the production of original texts.

Task (SAC 1) A 250-word personal or imaginative written piece.

Outcome 2 Analyse & use information from spoken texts.

Task (SAC 2) A response to specific questions, messages or instructions, extracting & using the information requested.

Outcome 3 Exchange information, opinions & experiences.

Task (SAC 3) A three- to four-minute role-play, focusing on the resolution of an issue.

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Second Language

Outcome 1 Analyse & use information from written texts. Task (SAC 4) A response to specific questions, messages or instructions, extracting & using information requested.

Outcome 2 Respond critically to spoken & written texts which reflect aspects of the language & culture of Language-speaking communities.

Task A (SAC 5) A 250-300 word informative, persuasive or evaluative written response, for example, report, comparison or review.

AND

Task B (SAC 6) A 3-4 minute interview on an issue related to the texts studied.

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_________________________ VCE Course Outline

Theme: Teacher VCE Unit:

Topic: Sub-Topic: Sub-Topic Length: ____ weeks

Outcomes Learning Activities in Clusters Language Elements Assessment Resources Grammar

Vocabulary

Text types

Indication of activities developing outcome knowledge & skills.

Cluster 1: Provides language & ideas; small activity Cluster 2: adds language & ideas; bigger activity Cluster 3: often more teaching, main activity Cluster 4: often rounds out the activity, uses the product for a wider purpose. Note: individually/pairs/groups/class links between steps/clusters made clear

Identify main items of grammar from your Study Design for teaching & revision in this topic. Tick off on planning checklist. List vocabulary in target language

See Study Design for text types identified for student production in your language. On planning checklist tick the main ones to be produced by students.

Resources can be found listed in Study Designs, VSL Course Outlines, subject association newsletters, Internet sites. Indicate assessment

activity and detailed assessment task/SAC. Assessment Task – must be completed individually & under supervision.

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Sample VCE Course Outline

Theme: The Language-Speaking Community Teacher: Sophie Fafala VCE Unit: 3

Topic: Travel and Tourism Sub-Topic: Planning a Trip to ………….. Sub-Topic Length: 4 weeks

Outcomes Learning Activities in Clusters Language Elements Assessment Resources Knowledge & skills related to Outcome 3. Exchange information opinions and experiences

Cluster 1: Students: • As a class, view a map and a video, and read travel brochures and extracts

from travel guides showing highlights of the country to be visited • Individually or in pairs, take on the role of a tourist guide planning to lead a

group to the country and - decide on the category of group to be led (age, interests etc) - select an area or a number of cities or tourist spots to be included - decide on the length of the trip. Cluster 2: Students: • use the Internet and other resources to collect more information about the

chosen itinerary • using a model itinerary, plan a detailed itinerary for a trip • write an advertisement (newspaper, magazine, radio or television) for the

trip to attract people to join the group • write a brochure or leaflet that could be sent to people asking for more

information. Cluster 3: Students: • in pairs, describe & discuss the itinerary produced by each student or pair,

justifying the choices made • individually, under supervision, receive a letter from a prospective tourist

(the teacher) outlining queries about the trip and indicating that he/she will come in 15 minutes to discuss details of the trip in some detail.

• Resolve the issue in a 3-4 minute role-play, with the teacher acting as the tourist.

Grammar • Language & grammar of travel

documents, e.g. … • Language & structures for

explaining, justifying & negotiating, e.g. …

• Language & grammar of advertisements, e.g. …

Vocabulary:

Text types • Map • Video • Brochure • Extract (travel guide) • Website • Itinerary • Advertisement • Letter • Leaflet

Assessment Task Unit 3 – Outcome 3: Role-play focusing on the resolution of an issue –e.g. • Tourist and shop keeper

bartering over price/money

• Tourist travel agency trying to confirm travel arrangements home

• Tourist at a tourist venue without a valid ticket

• Tourist at airport without appropriate travel documents.

SAC3

• Videos, such as … • Travel guides, such as … • Travel brochures &

leaflets, such as … • Example of an itinerary,

e.g. in … • Examples of newspaper,

magazine, radio & TV advertisements, e.g. in …

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________________________ VCE Course Outline

Theme: Teacher: VCE Unit:

Topic: Sub-Topic: Sub-Topic Length: ___ weeks

Outcomes Learning Activities in Clusters Language Elements Assessment Resources

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SAC Development Summary Sheet – CCAFL Second Language Outcome Task Major Challenge Task Samples

Unit 3 Outcome 1

SAC 1

Production of original text.

Developing stimulating writing tasks. Gaining a clear understanding of the characteristics of personal and imaginative writing.

• Write a letter to a Martian/pen friend/fiancé • Email a friend you met overseas focusing on your impressions of the trip • Send a fax to an employer about studying/working overseas • Write a personal account of an important family event • Write a journal entry reflecting on a cultural event • Write an imaginative story for a magazine

Unit 3 Outcome 2

SAC 2

Analyse & use information from spoken texts.

Finding/developing the spoken texts. Devising the task.

• Listen to some spoken text from, a radio program interview, film segment, TV program, news etc then: - list main points - summarise the plot - write a review - answer questions - complete chart

Unit 3 Outcome 3

SAC 3

Role-play – resolution of an issue. Exchange information, opinions and experiences.

Finding the best-suited sub-topic. Developing variations for whole class. Teacher must be role-play partner.

• There has been a massive oil spill from a tanker: Role-play an environmental activist resolving the issue of cleaning up the damage to wild life with a government representative

• Role-play two dolphins discussing the pollution of their home • Role-play two characters from a novel/text and resolve a problem in the role of the

characters • Role-play two different perspectives on the migration process/refugees

Unit 4 Outcome 1

SAC 4

Analyse & use information from written texts.

Finding/developing texts. • Read 2 texts on environment, use information to write letter to editor • Read responses to a questionnaire & summarise the results about problems facing young

people in an article for school newspaper • Read extracts/stories of early migrants to Australia & summarise findings in a report to a

community forum • Search internet about tourist places in the target country & complete a chapter for a Tour

Guide Unit 4 Outcome 2A

SAC 5

Written response to spoken & written texts (May link to Detailed Study)

Informative, persuasive or evaluative. Persuasive & evaluative most challenging for students. These activities must be related to literary texts dealt with in class.

• Write an informative report about the importance of oil in today’s world & associated problems

• Write a review on a poem/song including reference to author’s life based on material in class.

• Compare the lifestyle of young people in Australia with that in the target country Unit 4 Outcome 2B

SAC 6

Interview based on issue related to texts studied (May link to Detailed Study)

Scope of issue to cater for whole class – common issue or variety of issues. Teacher must be in the interview.

• In an interview discuss the changing role of aspects of traditional culture in Australia as seen in the text studied.

• In an interview discuss gender stereotyping/role of women • Discuss the positive/negative aspects of living with two cultures

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Assessment

Outcomes

& School

Assessed Coursework

(SAC) Guidelines

& Notification forms

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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

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VCE Second Language Assessment: Unit 1

VCE Unit 1: Outcomes - Four Assessment Tasks

Task 1 or 3 – Oral assessment Task 2 – Using spoken and written texts

OUTCOME 1 Establish and maintain a spoken or written exchange related to personal areas of experience.

Assessment task 1: Informal conversation

OR Reply to personal letter/fax/email.

General information: If Task 1 is oral, Task 3 must be written, and vice versa. The context, purpose and audience/participants for each task should be described in the Language. Check the Study Design for Key knowledge and skills for this Outcome.

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

Assessment task 2 (spoken resource): Listen to spoken texts (e.g. conversations, interviews, broadcasts) to obtain information to complete notes, charts or tables in target language or English

AND

Assessment task 2 (written resource): Read written texts (e.g. extracts, advertisements, letters) to obtain information to complete notes, charts or tables in English or target language.

NB: Students must satisfactorily complete both tasks.

General information: One task must be completed in English (usually the listening task) and one must be in the target language. The description for the task involving spoken text should provide a brief outline in target language of the context so

students have some idea of the situation they are listening to. Check the Study Design for Key knowledge and skills for this Outcome.

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

Assessment task 3: Oral presentation OR review OR article.

General information: If Task 1 is oral, Task 3 must be written. The context, purpose and audience/participants for each task should be described in the target language. Check the Study Design for Key knowledge and skills for this Outcome.

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VCE Second Language Assessment: Unit 2

VCE Unit 2: Outcomes - Four Assessment Tasks

Task 1 or 3 – Written assessment Task 2 – Reorganising spoken texts

OUTCOME 1 Participate in a spoken or written exchange related to making arrangements and completing transactions.

Assessment task 1: Formal letter/fax/email OR role-play OR interview.

General information: If Task 1 is oral, Task 3 must be written, and vice versa. These activities are easily related to everyday life and the prescribed texts. The context, purpose and audience/participants for each task should be described in the Language. Check the Study Design for Key knowledge and skills for this Outcome.

OUTCOME 2 Listen to, read and extract and use information and ideas from spoken and written texts.

NB: Students must satisfactorily complete both tasks

Assessment task 2 (spoken resource): Listen to spoken texts (e.g. conversations, interviews, broadcasts) and reorganise information and ideas in a different text type AND

Assessment task 2 (written resource): Read written texts (e.g. extracts, advertisements, letters) and reorganise information and ideas in a different text type.

.

General information: The task description should provide a brief outline in target language of the context so students have some idea of the

situation they are listening to. Students should be told the text type to use and the purpose and audience for the reorganised information. Some of the information required should be easily identified and factual. Check the Study Design for Key knowledge and skills for this Outcome.

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

Assessment task 3: Journal entry OR personal account OR short story.

General information: The context, purpose and audience/participants for each task should be described in the target language. Check the Study Design for Key knowledge and skills for this Outcome.

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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.

Unit 3 SAC 1 – Outcome 1

Express ideas through the production of original texts

• This outcome will contribute 20 marks out of 50 marks allocated to School-assessed Coursework for Unit 3 • Students are required to produce a 250 word personal or an imaginative written piece • Task may be completed in 80-100 minutes • It requires a response in the target language • Students may use dictionaries • It may be presented as one task or a choice of tasks of comparable scope and demand • Must be done in class time under supervision • An additional 5 minutes reading time is normally allowed In designing the task teachers should develop an assessment task that allows the student to: • create a personal or imaginative text focusing on an event or experience in the past, present or future • show knowledge of first- or third-person narrative perspectives • use language appropriate to audience, context, purpose and text type • organise and sequence ideas • use simple stylistic techniques such as repetition, questions or exclamations where appropriate • have the opportunity to demonstrate the highest level of performance as described in the performance descriptors

SAC 2 – Outcome 2 Analyse and use information from spoken texts

• This outcome will contribute 10 marks out of the 50 marks allocated to School-assessed Coursework for Unit 3 • Students are required to provide a response to specific questions, messages or instructions, extracting and using

information requested • Task may be completed in 40-50 minutes of class time • One or more spoken texts may be used for the task • Students may listen to the text/s more than once, with a pause between readings • Student responses may require a single extended response or answers to a series of questions, some of which may

require paragraph responses • Students may use dictionaries • Must be done in class time under supervision • An additional 5 minutes reading time is normally allowed • Requires responses in the target language Teachers should develop an assessment task that allows the student to: • convey overall meaning, identify main points, supporting points and detailed items of specific information • infer points of view, attitudes, emotions from context and/or choice of language and intonation where appropriate • employ knowledge of registers and stylistic features such as repetition and tone where appropriate • confirm meaning through re-listening • have the opportunity to demonstrate the highest level of performance as described in the performance descriptors

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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 Teachers should develop an assessment task that allows the student to: • describe and comment on aspects of past, present or future experience • exchange and justify opinions and ideas • present and comment on factual information • link and sequence ideas logically • ask for and give assistance, advice or information • use the appropriate register for the audience, context and purpose • maintain the communication for example, through self-correction and rephrasing or using a range of question forms • have the opportunity to demonstrate the highest level of performance as described in the performance descriptors

Unit 4 SAC 4 Outcome 1

Analyse and use information from written texts

• The outcome will contribute 10 marks out of the 50 marks allocated to School-assessed Coursework for Unit 4 • Students will be required to respond to specific questions, messages or instructions, extracting and using information

requested • This task may be completed in 80-100 minutes of class time • The task may be set to include one or more written texts • It may be presented as one task, or a choice of tasks of comparable scope and demand • The task/s set may focus on informative, persuasive or evaluative writing • The length of the texts/s selected for a task may vary, but as a guide, text totalling approx. 300-400 words would be

appropriate • Requires a response in the target language of 200-250 words • Student response may require a single extended response or answers to a series of questions, some of which require

paragraph responses • Students may use dictionaries for this task • An additional 5 minutes reading time may be allocated • Must be done in class time under supervision Teachers should develop an assessment task that allows the student to: • understand and convey overall meaning, identify main points and extract and use information • infer points of view, attitudes or emotions from context and/or choice of language • summarise, interpret and evaluate information from texts where appropriate to the task • infer meaning from cognates, grammatical markers or common patterns of word formation • appreciate cultural aspects critical to understanding the text • compare and contrast aspects of texts on a similar topic where appropriate to the task • show knowledge of and use the text type specified in the task • show knowledge of simple stylistic features such as repetition and contrast • have the opportunity to demonstrate the highest level of performance as described in the performance descriptors

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SAC 5 – Outcome 2 Task A (Written Response)

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

• This task will contribute 20 marks out of the 50 marks allocated to School-assessed Coursework for Unit 4 • Students are required to produce a 250-300 word informative, persuasive or evaluative written response, for example

report, comparison or review • The task/ should focus on understanding of an aspect or aspects of the language and culture of the language speaking

communities. At least one of the two tasks for Outcome 2 should focus on the sub-topic selected for the detailed study • The task/s may be completed in 80-100 minutes of class time. • It may be presented as one task, or a choice of tasks of comparable scope and demand • The task/s set may focus on informative, persuasive or evaluative writing. • Students may use dictionaries • An additional 5 minutes may be allocated for reading time • Task is to be completed in the target language • Must be completed in class time

Teachers should develop assessment tasks that allows the student to: • identify and comment on culturally specific aspects of language, behaviour or attitude • compare and contrast aspects of life in language-speaking communities with life in communities in Australia, where

relevant to the task • present an opinion about an aspect of the culture associated with the language where appropriate • identify similarities and differences between texts, and find evidence to support particular views • select and include relevant information from the texts studied where appropriate • show an awareness that different social contexts require different types of language • have the opportunity to demonstrate the highest level of performance as described in the performance descriptors.

SAC 5 – Outcome 2 Task B (Interview) Respond critically to spoken and written texts which reflect aspects of the language and culture of the language-

speaking communities

• The task is undertaken by the teacher and student in the language • A tape recording of the interview is recommended • The task should focus clearly on an issue related to aspects of the language and culture of the language speaking

communities • Be based on a sub-topic that relates to one or more of the topics prescribed in the study design • At least one of the two tasks for Outcome 2 must focus on the sub-topic selected for the detailed study • If the task relates to the Language and Culture through texts detailed study option, the task/s should require students to

base their response on one or more of the texts studied • Teachers may choose to focus on the same issue in interviews for the group of students, or allow for interviews, each of

which focuses on a different issue or aspect of the sub-topic studied. • If one issue is selected, it should be broad enough for some variation in questions and responses from student to student. • The interview may include a brief (half-minute) introductory segment which is designed to settle students and is not

assessed Teachers should develop assessment tasks that allows the student to: • identify and comment on culturally specific aspects of language, behaviour or attitude • compare and contrast aspects of life in language-speaking communities with life in communities in Australia, where

relevant to the task • present an opinion about an aspect of the culture associated with the language where appropriate • identify similarities and differences between texts, and find evidence to support particular views • select and include relevant information from the texts studied where appropriate • show an awareness that different social contexts require different types of language • have the opportunity to demonstrate the highest level of performance as described in the performance descriptors.

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School Assessed Coursework Introduction

School-assessed Coursework provides schools with the opportunity to make their own administrative arrangements for the internal assessment of their students.

It also provides individual study teachers with the opportunity to:

• select from the range of designated assessment tasks in the study design • develop and administer their own assessment program for their students

School-assessed Coursework provides teachers with the opportunity to:

• monitor the progress and work of their students • provide important feedback to the student • gather information about the teaching program

Students should know in advance how and when they are going to be assessed and the conditions under which they will be assessed.

Assessment tasks should be part of the teaching and learning program. For each assessment task students should be provided with the:

• type of assessment task and approximate date for completion • time allowed for the task • allocation of marks • nature of any materials they can utilise when completing the task • opportunity to demonstrate the highest level of performance

Following an assessment task:

• teachers can use the performance of their students to evaluate the teaching and learning program • a topic may need to be carefully revised again prior to the end of the unit to ensure students fully understand the key

knowledge and skills required in preparation for the examination

Feedback provides students with important advice about which aspect or aspects of the key knowledge they need to learn and in which key skills they need more practice.

Scope of tasks An assessment task provides teachers with a way of ‘sampling’ the knowledge and skills of students. It is not possible or desirable to measure all of the key knowledge and skills related to the outcome or area of study. The key knowledge and skills should not be used as a checklist for determining the achievement of outcomes, and assessment tasks do not have to be lengthy to make a judgment about the student’s level of performance on the outcome.

Designing the assessment tasks Designing the assessment task is an important part of the teaching, learning and assessment process. The assessment task needs to provide the opportunity for all students to demonstrate the highest level of performance on the outcome. Teachers need to design an assessment task that is representative of the content (key knowledge and skills underpinning the outcome), capable of being completed within a short period of time and under supervision in the classroom. Section 2 of this handbook provides advice on task design for each Unit 3 and 4 outcome. Performance descriptors are also provided for each outcome to assist teachers in making a judgment about the student’s level of performance on the outcome. The following information presents one approach to developing an assessment task. It involves integrating the requirements of the study design, the advice in Section 2 of this publication and student learning activities. The approach is presented as a sequence of steps.

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Making assessment part of teaching and learning Step 1: Define the parameters of an outcome and its assessment task

This involves:

• Listing the key knowledge and skills that will be assessed by the outcome. These are stated in the study design but you may wish to reword them for student purposes.

• Choosing the assessment task. You can select from the offerings in the study design. It is possible for students in the same class to undertake different options; however, teachers must ensure that the tasks are comparable in scope and demand.

Step 2: Examine the assessment advice in the Assessment handbook for Second Language studies

Examine the highest level of performance descriptors and clarify their meanings if you are unsure. Use the study design as your reference point. Remember the performance descriptors for each outcome identify the qualities or characteristics that you are looking for in a student response. This helps in the development of the task. It also helps clarify what needs to be taught as well as what needs to be included in the assessment task. It will assist students in understanding the expectations of the task.

Step 3: Determine teaching and learning activities

Identify the nature and sequence of teaching and learning activities to cover the key knowledge and skills outlined in the study design. It is important that a variety of learning opportunities are provided to cater for individual preferred learning styles. (Refer to the ‘Advice for teachers’ section of the study design for some specific examples of learning activities for each outcome.)

Step 4: Design the assessment task

• Try to use a range of formats across Units 3 and 4. • The information in the stimulus should be relevant to the task and assist students in their response. • Check that the instructions are clear. Are they complete and unambiguous? • It is important that students know what is expected of them in an assessment task. This means providing students with

advice about the outcome’s key knowledge and skills to be assessed. This allows students to understand during the teaching and learning stage what they are expected to know or do.

• Students should be provided with the performance descriptors by which their response will be assessed. • Students should be advised about the conditions under which they will be expected to do the task.

Conditions for the task • All assessment tasks must be completed under supervision in class and within a short period of time. • Students must answer the task individually. • Teachers can develop their own rules, consistent with school policies, about the material that can be brought into the

room and the use of textbooks. Make sure that these rules are given to the students before the task is started and preferably in writing.

Points to consider

When constructing a task you will need to consider the following: • Does the task enable students to demonstrate the highest possible performance level? • Will students select the form of the response or will you select the form that the whole class will use? • Does the task allow you to easily identify the key aspects of the response to be assessed?

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Sample approaches to School-assessed Coursework

Unit 3

Outcome 2

Analyse and use information from spoken texts.

Details of the task

A response to specific questions, messages or instructions, extracting and using information requested. Step 1: Define the parameters of an outcome and its related assessment task options All VCE Languages – Second Language study designs provide details of the key knowledge and skills related to Unit 3 Outcome 2 and the common areas of study. In order to plan and conduct an assessment for this outcome it is necessary to be familiar with the key knowledge and skills. It should be noted that each key knowledge and skill does not need to be clearly identifiable in the task, nor should the task focus on too narrow a range of key knowledge and skills. The study design identifies the task that can be used to assess this outcome. Teachers should be familiar with the essential characteristics of each task type. Step 2: Examine the assessment advice in the Assessment handbook for Second Language studies The performance descriptors should be fully understood as they give a clear indication of qualities and characteristics that you are looking for in a student response. For example students need to be able to extract meaning from spoken texts and to convey meaning accurately in a response appropriate to the specific context of the task. Step 3: Determine teaching and learning activities Decide on the theme, topic and sub-topic for the teaching and learning associated with this outcome. Reference must be made to the relevant study design for the selection of a theme and topic for each language. The sub-topic must allow the development of an appropriate sequence of teaching, learning and assessment tasks for the outcome. The module based on the sub-topic should be designed to develop, maintain and extend student proficiency in all of the macro skills – listening, speaking, reading and writing.

Teaching the pre-task knowledge and skills Relate the skills and knowledge required for the successful demonstration of this outcome to the specific sub-topic chosen. For example, vocabulary and structures should build on previous learning, and reflect and extend those needed by students to participate in activities related to the sub-topic. Include activities that are designed to enhance the students’ understanding and use of the skills and knowledge required for this outcome. For example, provide learning activities that progressively develop the ability to identify gist and specific detail from spoken texts. As the response required for this assessment task is in the language, students will also need to extend their skills in conveying relevant information in the language. Students may be given revision exercises and/or a practice task prior to the assessment task and strategies for successful completion of a listening task of this type can be discussed in class.

Step 4: Design the assessment task

One approach to constructing the assessment task: Unit 3 Outcome 2 Topics vary for each language, so a typical example is used here. In the following example, the module of work forming the context for this assessment task is based on approximately 12 hours of teaching time. It is likely to have been undertaken at the end of Term 1, or start of Term 2. The sub-topic for the module is Popular music which is drawn from the theme: The language-speaking communities, and the topic: Arts and entertainment, on page 13 of the study design. For this example, students will listen to a spoken interview with a popular singer and respond to questions by extracting and using the information from the text. Students will listen to a taped interview of about 4–5 minutes duration. They will hear the recording twice, with a pause of about 5 minutes between each listening, to allow for note taking. Student responses are required in the language, and they will have 30 minutes in which to respond. In order to present this task, teachers need to provide a short recorded message or messages in the language. The text and recording of the message may be developed by the teacher or be available from materials such as CD/DVD audio texts which accompany text books that the students have not heard before, recorded texts from previous examinations, excerpts from videos etc. The inclusion of authentic language and native speakers on the recording provides excellent examination preparation for students. In the example, students listen to an interview with a popular singer/song writer, Maya, who talks about her favourite music and influences that have shaped her style of music. In the interview, Maya is asked to name three of her favourite artists and some of their songs, then to explain why she likes them. When asked about the main influences on her song writing, Maya mentions the influence of traditional songs and of the globalisation of modern music in the language-speaking communities. She talks about how these have influenced song writers in the language in general, and her song writing in

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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. Step 2: Examine the assessment advice in the Assessment handbook for Second Language studies The performance descriptors should be fully understood as they give a clear indication of qualities and characteristics that you are looking for in a student response. For example, 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. Step 4: Design the assessment task 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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VSL SAC Planning Form

To be completed in English and handed in to your Area Manager, accompanied by the actual SAC given to students. (Two weeks before the notification to students is distributed). Area Managers need to

approve your SAC before notification to students is given. 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: _____________

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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: Unit 3 Outcome 1 Outcome 2 Outcome 3 (teacher to tick) Unit 4 (SL) Outcome 1 Outcome 2 Outcome 3 Unit 4 (CCAFL/FL) 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 performance 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: No numerical scores will be given to students for their Unit 3 and Unit 4 SACs/Outcomes as these are subject to statistical moderation by the VCAA and may change. 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

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85


Detailed Study

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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 • identify and comment on culturally specific aspects of language, behaviour or attitude • identify similarities and differences between texts, and find evidence to support particular views • show an awareness that different social contexts require different types of language • 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

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

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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 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 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.

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VCE Units 3 and 4 Detailed Study: Summary Sheet (CCAFL)

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

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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

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YEAR 11 (CCAFL) SECOND LANGUAGE STUDIES Bosnian, Chin Hakha, Croatian, Dutch, Filipino, Hebrew, Hindi, Hungarian, Karen, Khmer,

Macedonian, Maltese, Persian, Polish, Portuguese, Punjabi, Romanian, Russian, Serbian, Sinhala, Tamil, Turkish

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.

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ASSESSMENT TASK COVER SHEET (UNIT 1, OUTCOME 2) 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:



94




Performance descriptors MARK RANGE DESCRIPTOR: typical performance in each range

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.

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ASSESSMENT TASK COVER SHEET (UNIT 1, OUTCOME 3) 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:



96






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.

97




ASSESSMENT TASK COVER SHEET (UNIT 2, OUTCOME 1) 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:



98






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.

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ASSESSMENT TASK COVER SHEET (UNIT 2, OUTCOME 2) 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:



100



The circled range below is an indication of your performance in this assessment task. Please read the FEEDBACK section on the front page carefully.



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.

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YEAR 11(CCAFL) SECOND LANGUAGE STUDIES Bosnian, Chin Hakha, Croatian, Dutch, Filipino, Hebrew, Hindi, Hungarian, Karen, Khmer,


ASSESSMENT TASK COVER SHEET (UNIT 2, OUTCOME 3) 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:



102






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.

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Year 12

SAC Cover Sheets

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105


(CCAFL) SECOND LANGUAGE STUDIES Bosnian, Chin Hakha, Croatian, Dutch, Filipino, Hebrew, Hindi, Hungarian, Karen, Khmer,


_______________________________ (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*.


• Note this is a conditional result and the total score for School-assessed Coursework may change as a result of statistical moderation.

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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. Please read the FEEDBACK section on the front page carefully.


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)

appropriate to the audience, context, purpose and text type. Limited ability to convey meaning. Limited organisation and sequencing of ideas.

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_______________________________ (SECOND LANGUAGE)

SAC 2 ASSESSMENT COVER SHEET (UNIT 3, OUTCOME 2) Response to text (spoken)

The student will analyse and use information from spoken texts.


Teacher: Date: / /

In this task you have the opportunity 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 demonstrate the highest level of performance as described in the performance descriptors.

Feedback:




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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.

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_______________________________ (SECOND LANGUAGE)

SAC 3 ASSESSMENT COVER SHEET (UNIT 3, OUTCOME 3) Role-play

The student will exchange information, opinions and experiences.


Teacher: Date: / /

In this task you have the opportunity to: describe and comment on aspects of past, present or future experience exchange and justify opinions and ideas present and comment on factual information link and sequence ideas logically ask for and give assistance, advice or information use the appropriate register for the audience, context and purpose maintain the communication e.g. through self-correction and rephrasing or using a range of

question forms demonstrate the highest level of performance as described in the performance descriptors.

Feedback:




110




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.

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_______________________________ (SECOND LANGUAGE)

SAC 4 ASSESSMENT COVER SHEET (UNIT 4, OUTCOME 1) Response to texts (written)

The student will analyse and use information from written text.


Teacher: Date: / /

In this task you have the opportunity to: 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 demonstrate the highest level of performance as described in the performance descriptors.

Feedback:




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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.

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_______________________________ (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: / /

In this task you have the opportunity to: identify and comment on culturally specific aspects of language, behaviour or attitude compare and contrast aspects of life in Language-speaking communities with life in communities

in Australia, where relevant to the task present an opinion about an aspect of the culture associated with the language where appropriate identify similarities and differences between texts, and find evidence to support particular views select and include relevant information from the texts studied where appropriate show an awareness that different social contexts require different types of language demonstrate the highest level of performance as described in the performance descriptors.

Feedback:

Your SAC 5 for Unit 4, Outcome 2A has / has not yet been completed satisfactorily*.



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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)

appropriate to the audience, context, purpose and text type. Limited ability to convey meaning. Limited organisation and sequencing of ideas.

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_______________________________ (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: / /

In this task you have the opportunity to: identify and comment on culturally specific aspects of language, behaviour or attitude compare and contrast aspects of life in Language-speaking communities with life in communities

in Australia, where relevant to the task present an opinion about an aspect of the culture associated with the language where appropriate identify similarities and differences between texts, and find evidence to support particular views select and include relevant information from the texts studied where appropriate show an awareness that different social contexts require different types of language 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*.



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Performance descriptors 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.

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End of Year Oral and Written

Examinations Units 3 & 4

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End of Year Oral Examination Description: The oral examination is in two sections: Section 1: Conversation (approximately 7 minutes)

Section 2: Discussion (approximately 8 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. 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 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 Accuracy of vocabulary and grammar 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 – CCAFL Second Language Assessment Handbook 2005-2024 for the allocation of marks for each criterion.

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End of Year Written Examination For CCAFL Studies

Bosnian, Chin Hakha, Croatian, Dutch, Filipino, Hebrew, Hindi, Hungarian, Karen, Khmer, Macedonian, Maltese, Persian, Polish, Portuguese, Punjabi, Romanian, Russian, Serbian, Sinhala, Tamil,

and Turkish

Description: 2 hours and 30 minutes, plus 10 minutes reading time. The written examination is in three sections: Section 1: Listening and responding

Section 2: Reading and responding Section 3: Writing in the Language

Note: In all sections, responses in the wrong language will receive no credit. Monolingual and/or bilingual dictionaries may be used. The revised assessment criteria* from 11/2014 are included below and will be used in the

assessment of CCAFL written examinations from 2015. Section 1: Listening and Responding

This section assesses the student’s knowledge and skill in analysing information from spoken texts. The student will be expected to demonstrate understanding of general and specific information form spoken texts and respond in English in Part A and the language in Part B to questions on this information. The questions may require the student to identify information related to:

• the context, purpose and audience of the text • aspects of the language of the text, for example tone, register, knowledge of language structures. Section 1 of the written examination has two parts, Part A and Part B. The texts in both parts will be related to one or more of the prescribed themes. The student hears six texts in the language covering a number of text types. The total listening time for one reading of the texts without pauses will be approximately (16 minutes in total for two readings of each text). Some texts will be short, that is one reading of each text will be approximately 35–45 seconds. Some texts will be longer, that is one reading of each text will be approximately 90–120 seconds. Each text will be heard twice. There will be a pause between the first and second readings in which the student may take notes. The student will be given sufficient time after the second reading to complete responses. The student will be expected to respond to a range of question types, such as completing a table, chart, list or form, or responding to a message, open-ended questions or multiple-choice items.

Part A There will be three texts including at least one shorter text and one longer text. Questions will be phrased in English for responses in English.

Assessment criteria: *Your response will be assessed on how well you: • understand general and specific aspects of texts by identifying and analysing information and

convey the information accurately and appropriately

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Part B There will be three texts, including at least one shorter text and at least one longer text. Questions will be phrased in English and in the language for responses in the language. Assessment criteria: *Your response will be assessed on how well you: • understand general and specific aspects of texts by identifying and analysing information and

convey the information accurately and appropriately Section 2: Reading and Responding This section assesses the student’s knowledge and skill in analysing and responding to information from written texts. In Part A the student will be required to demonstrate understanding of written texts. The student may be required to extract, summarise, and/or evaluate information from two texts. If the texts are related, the student may be required to compare and/or contrast aspects of both. In Part B the student will be expected to demonstrate understanding of written texts by responding in the language to information provided in the text/s. Section 2 of the written examination has two parts, Part A and Part B. The texts in both parts will be related to one or more of the prescribed themes. Part A The student will be required to read two texts in the Language of 400-500 words in total. The texts will be different in style and purpose but may be related in subject matter or context.

Assessment criteria: *Your response will be assessed on how well you: • understand general and specific aspects of texts (for example, by comparing, contrasting,

summarising and/or evaluating) and convey the information appropriately Part B

The student will be required to read one text or two related texts totalling 150 words in the language. If two texts are used (for example, an attachment within an email) they will be presented as one text with two parts. The student will be required to respond to questions, statements, comments and/or other specific items provided in the written text. The task will specify a purpose, context and audience. The text type the student will be required to produce will be drawn from those listed for productive use on page 8 of the study design.

The student will be expected to write a response of approximately 150 words in the language. The task will be phrased in English and the language for a response in the language.

Assessment criteria: *Your response will be assessed on how well you: • demonstrate an understanding of the stimulus text • write text appropriate and relevant to context, purpose and audience • structure and sequence information and ideas • manipulate language structures and vocabulary in [Language]

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Section 3: Writing in the Target Language

Section 3 assesses the student’s ability to express ideas through the creation of original text in the language.

The student will be required to write a text involving presentation of ideas and/or information and/or opinions. There will be a choice of two or four tasks. The tasks will be related to one or more of the prescribed themes. Tasks will accommodate a range of student interests and will be set to ensure that the student is provided with opportunities for producing different kinds of writing (for example, informative, imaginative, persuasive, personal, reflective, narrative or descriptive, evaluative, either individually or in combination) through, for example: • having different purposes, audiences and contexts • requiring different text types (see table of text types for productive use on page 13 of the study

design)

The student will be required to write a response of approximately 250 words in the language. The tasks will be phrased in English and the language for a response in the language.

Assessment criteria: *Your response will be assessed on how well you: • demonstrate depth of treatment of information, ideas and/or opinions • write text appropriate and relevant to context, purpose and audience • structure and sequence information and ideas • manipulate language structures and vocabulary in [Language]

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VCE Written Examination Preparation Hints

Teachers should concentrate on the following areas in the Written Examination:

1 Second Language examination: English section – Students must be taught to read the questions carefully and respond in the correct language, or they will be penalised and no marks will be allocated. Second Language teachers may need to do some exercises in English by giving students examples of the type of questions they will be required to respond to in English.

2 Students must be taught to be read the details of the instructions carefully e.g. if they are asked to describe an event, they must describe the event and not describe a person.

3 Sample examinations can be accessed via the VCAA website under the specific language. 4 Students’ listening skills must be developed. The listening text will be heard twice only. 5 Examination layout: Section 1: Listening and responding, Section 2: Reading and responding

and Section 3: Writing in the Language. Students should be familiar with the sample examination and understand what to expect, including word and time limits. It is useful to let students actually sit a sample examination under examination conditions.

6 Students should be familiar with the examination criteria (included in this manual). They can also be accessed from the VCAA website.

7 Dictionaries may be taken into the written examination along with writing implements and student number.

8 Mobile phones are not permitted in the examinations. 9 Students must be taught to identify purpose, audience, context and text type, and to use target

language in a range of contexts and diverse settings. 10 Students should be familiar with the different types of writing: personal, imaginative,

informative, reflective, descriptive, narrative, persuasive and evaluative.

11 VCAA Frequently Asked Examination Questions describe these in the following way and it is a simple method for students to remember:

- Is the author trying to convey something personal to readers? (Personal) - Is it a piece of fiction designed to entertain, amuse or create an impression, picture or feelings

in the reader? (Imaginative) - Is the author simply trying to give some objective information? (Informative) - Is the author giving a balanced view of both sides of a case? (Evaluative) - Is the author presenting a particular point of view? (Persuasive)

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VCE Oral Examination Preparation Hints

The oral examination is an externally assessed exam held in October. The examination timetable is published in the VCE Bulletin and students will receive a student examination venue slip from their home school, which they must take with them to the examination, along with appropriate personal identification. The VSL prepares information packs to assist teachers in preparing their students.

Teachers should concentrate on the following areas for the Oral Examination: 1 Students must speak in the target language (except when giving their student number which

must be done in English). 2 Students must bring some form of personal identification, e.g. school ID card, public transport ID

card, passport or driver’s licence. 3 Dictionaries are not permitted. 4 One or both assessors could take part in the examination. Students should address the examiners

formally, e.g. in French, they should use vous not tu. All languages have a formal register and students must know how to use it.

5 Teach students how to say the following words in the target language: Discussion, Detailed Study, Theme, Topic, Subtopic, Language and Culture through texts.

6 The Detailed Study is an important component of the Oral Examination. Students will have to be familiar with literary texts studied as well as different text types relevant to the Detailed Study. Therefore it is important that the chosen topic is broad enough to cater for the different abilities of students and has easily accessible resources. The Detailed Study will have been the basis of school assessment tasks, so these activities will assist teachers to prepare students for the examinations. The Detailed Study should be based on a sub-topic related to one or more of the prescribed topics.

7 Both the general conversation and discussion on the Detailed Study require opinions supported by facts and reasons. Students need to be able to make the link between the texts studied and the Theme and Detailed Study sub-topic.

8 Students should learn to correct themselves if they make a mistake and know how to ask for something to be repeated or explained.

9 Students should be reminded that pauses are natural in conversation, so speeding through their answers is unnatural.

10 Students will have had many occasions throughout their schooling to discuss issues related to the topics studied. They will have rehearsed ways of agreeing and politely disagreeing with their discussion partner’s statements and will know how to use fillers or other phrases to fill in time while thinking.

11 Notes and cue cards are not permitted in the Second Language oral examination. Special Note: The following format demonstrates possible examination preparation hints for Second Language teachers.

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Oral Examination: duration 15 minutes Section 1: Conversation (approximately 7 minutes) This is a general conversation about school, home life, family, friends and future aspirations. 1 Teachers should ensure that students are able to take part in a conversation about any of the broad

areas related to their personal world, even though not all areas may in fact be covered. 2 Students should be taught the vocabulary as well as the structures and communication strategies,

such as fillers, to keep the conversation going. They should be able to express that they have not understood. They should know how to interrupt someone courteously, how to refer to something and how to express an opinion.

3 As students come into the room at the beginning of a lesson the teacher could chat with them about one of the five designated areas.

4 Chain conversations could also be useful, with the teacher nominating an area and addressing a relevant question or comment to a student who then addresses a question or comment to another student, and so on.

5 A pair of students who finish an activity early could rehearse and present to the class a three minute conversation segment, with one student acting as the assessor.

6 Students could be asked to listen to a recorded conversation and note useful phrases and sentences, including communication strategies for linking with the conversational partner and clarifying what has been said.

7 Students should be encouraged to speak in the Language as much as possible. The more the conversational topics become familiar, the quicker the students will be able to settle down in the oral assessment session.

Section 2: Discussion (approximately 8 minutes) In the first minute students must be able to: 1 indicate the sub-topic chosen for the Detailed Study 2 briefly introduce the main focus of the subtopic 3 refer to objects brought to support the discussion. ** (VCAA Bulletin 5/6/14) The VCE Languages study designs state that, in the Discussion section of the oral examination, ‘students are expected to make reference to the texts studied’. Assessors may ask students to talk about the texts they have used to prepare for the oral examination in order to advance the discussion. Students are not penalised if they do not identify the texts studied in their one-minute introduction to the Discussion section. The study designs suggest that at least three different kinds of texts are selected for the detailed study. This advice is designed to ensure that students have sufficient resources to explore their sub-topic in depth. Teachers should advise students to be prepared to discuss their detailed study in depth and to ensure that they have substantial understanding to draw on during their interaction with the assessors. Teachers are advised to familiarise themselves and their students with the assessment criteria for the Languages oral examination. Support materials The study design specifies that ‘Students may support the Discussion with objects such as photographs, diagrams and maps’. Authentic diagrams, maps and photographs do not contain large amounts of text. The amount of text on the support materials that students bring to the oral examination needs to be minimal.

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THEN the discussion continues with reference being made to the texts and materials studied in class. 1 This is not a presentation; it is a discussion or exchange. 2 Students should be taught how to express an opinion, and to support it with facts and reasons. 3 Students should be able to speak on any aspect of the Detailed Study in a broad sense. 4 They must be well prepared, as they will not be able to rely on one aspect or one text. 5 Students will need to be able to introduce their Detailed Study title, for example by saying: ‘Our

class studied the education system in the country where the target language is spoken. My Detailed Study title is Daily routine and the range of subjects studied at senior secondary school level in the country compared with Victoria.

6 Students will then need to give a one-minute outline of their Detailed Study. They should be helped to give a few factual details and two main aspects of the topic or possible points of view about it, preferably expressed in the texts chosen as evidence.

For example: ‘My main information came from an article from Z magazine which praises the education system for requiring senior students to study eight compulsory subjects because it gives them a broader education. However, the recorded interview with the exchange student comments that Victorian students can choose subjects they like and they can develop more knowledge of these because they only need to take four subjects in Year 12.’

7 Present their own opinion, with at least one reason. For example:

‘On the whole I think that the Victorian system is better because students can choose subjects relevant to the jobs or tertiary courses that they intend to take up after finishing school.’

Students who include all of this information can often influence the sorts of questions the assessors ask them. Remember that the assessors will be dealing with a huge range of topics, so they will be likely to seize on any assistance they can get in framing the discussion.

Students should also be encouraged to answer the question, elaborate on the comment AND add a comment of their own. The following phrases could be used: • If you look at it from the point of view of the student/teacher/family/school administration… • Some people believe that … but others disagree because … • After considering all the evidence, I think that … • You might think/expect that … • From the magazine article you might think … • However when you consider that … • While it’s true that … you must also remember that … • In the culture, this indicates that …

Sample examination preparation class activities Teachers can try some of these activities with their class: 1 Listening to an authentic conversation at normal speed and identifying the main points e.g. a

weather forecast or advertisement. 2 Listening to a series of short conversations heard only once and identifying rapidly in a table who

is speaking, about what, where, when. 3 Summarising a written passage using only a sentence or phrase. 4 Planning outlines; making lists of possible useful expressions in groups and within a time limit for

several different writing tasks. 5 Recording segments from SBS radio, TV documentaries, news and other shows or simply

recording other teachers! The Language-Specific Study Designs contain more suggested activities.

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127


VCE Student Record Keeping

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129


Summary of Student Progress

Victorian School of Languages Language: _______________________ UNITS 1/2 Centre: ____________________ Teacher: _______________________

Student Name

Unit 1

Result

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.

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VCE Student Record Sheet Name: ..................................... Unit 1 Levels of Achievement:

Outcome 1 OR 3: Oral Assessment Outcome 2: Using written texts

Outcome Assessment Comments Result Outcome 1:

Oral/Written

Outcome 2:

Outcome 2:

Outcome 3:

Written/Oral

Unit 2 Levels of Achievement:

Outcome 1 OR 3: Written Assessment Outcome 2: Reorganising spoken texts

Outcome Assessment Comments Result Outcome 1:

Oral/Written

Outcome 2:

Outcome 2:

Outcome 3:

Written/Oral

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Year 12: Unit 3 Summary of Student Progress

Victorian School of Languages Language: _________________________ Centre: __________________________ Teacher: _________________________

Student Name

Semester Result

S/N

Total Marks

/50

SAC 1

SAC 2

SAC 3

Example: Maria Bella S 36 S 16 S 7 S 13

1.

2.

3.

4.

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6.

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Please confirm this list with the official VCAA list.

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Year 12: Unit 4 Summary of Student Progress

Victorian School of Languages Language: _________________________ Centre: __________________________ Teacher: _________________________

Student Name

Semester Result

S/N

Total Marks

/50

SAC 4

SAC 5

SAC 6

Indicative Grade

Example: Maria Bella S 37 7 17 13 B+

1.

2.

3.

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Please confirm this list with the official VCAA list.

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VCE Student Record Sheet Name: ..................................... Unit 3

Detailed Study: Title: Written resource(s): Oral resource(s): Visual resource(s):

Outcome Assessment Comments Result

Outcome 1:

(SAC 1)

Outcome 2:

(SAC 2)

Outcome 3:

(SAC 3)

Unit 4 Outcome Assessment Comments Result

Outcome 1:

(SAC 4)

Outcome 2:

(SAC 5)

Outcome 3:

(SAC 6)

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135


Forms used

at the VSL

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137


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

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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: _____________________________________________

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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.

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141


Resources

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Some websites for Course planning, Assessment

& Professional Learning for Languages

VSL Teacher Website

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

VCAA (Victorian Curriculum & Assessment Authority)

www.vcaa.vic.edu.au

Victorian Curriculum F-10

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

DET – Department of Education & Training

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

Improve your teaching

Tools to help analyse and improve your professional teaching practice.

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

The model consists of four components: vision for learning, practice principles, pedagogical model, and HITS 2. Practice principles

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

3. Pedagogical model The model which underpins teacher practice improvement

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

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

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

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

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

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

Assessment & Reporting

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

LMERC – Languages & Multicultural Education Resource Centre)

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

MLTAV – Modern Languages Teachers Association of Victoria

http://www.mltav.asn.au

Asia Education Foundation

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

Education Services Australia

http://www.esa.edu.au

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


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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Key Language Contacts

The Victorian Curriculum and Assessment Authority (VCAA) Level 7, 2 Lonsdale Street, Melbourne 3000

Phone: (03) 9032 1629

Website: www.vcaa.vic.edu.au Email: [email protected]

Curriculum Division Phone: (03) 9059 5131 Email: [email protected] Languages Curriculum Manager Kylie Witt: (03) 9059 5120 Email: [email protected]

Assessment and Reporting Division Assessment Operations Phone: (03) 9225 2200 Email: [email protected] This team manages all processes associated with VCE external assessment and the General Achievement Test (GAT) 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

Student Records and Results Unit Phone: (03) 9032 1742 Email: [email protected] This team coordinates various aspects of VCE student administration VASS Operations Phone: 1800 623 681 or 9032 1758 Email: [email protected]

Modern Language Teachers’ Association of Victoria (MLTAV) 315 Clarendon Street, Thornbury Phone: 0437 130 976 Postal address: MLTAV, PO Box 1027, Thornbury VIC 3071 Email: [email protected] Website: https://www.mltav.asn.au Check MLTAV website for contact details of Language Associations









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

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Victorian School of Languages Contacts

Principal Mr Frank Merlino Assistant Principal Curriculum and Professional Development

Ms Angela Natoli

Assistant Principal Technology and Projects

Mr Stefo Stojanovski

Assistant Principal Strategic Planning, Staffing and Accountability

Mr Joe Tosic

VSL Head Office Address 315 Clarendon Street Thornbury VIC 3071 VSL Postal Address PO Box 1172 Thornbury VIC 3071 Head Office Telephone (03) 9474 0500 Fax (03) 9416 9899

Languages taught at the VSL

Albanian Dari Japanese Punjabi Amharic Dinka Kannada Romanian Arabic Dutch Karen Russian Bengali Filipino (Tagalog) Khmer Serbian Bosnian French Korean Sinhala Bulgarian German Latin Spanish Chin Falam Greek (Classical) Macedonian Swahili Chin Hakha Greek (Modern) Malay Tamil Chin Matu Gujarati Malayalam Telugu Chin Mizo Hebrew Maltese Thai Chinese (Cantonese) Hindi Pashto Turkish Chinese (Mandarin) Hungarian Persian Urdu Chinese Language, Culture & Society

Indonesian Polish Vietnamese

Croatian Italian Portuguese Zomi

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. We also offer 12 languages via Distance Education: Arabic, Chinese, Classical Greek, French, German, Greek, Hindi, Indonesian, Italian, Japanese, Latin, Punjabi, Spanish. The provision mostly covers language courses from Years 7-12.

Registered Training Organisation

The VSL is an accredited Registered Training Organisation (No. 21269) currently registered with the Australian Skills Quality Authority and offers Certificate II in Applied Language 10297NAT and Certificate III in Applied Language 10661NAT courses, as an alternative pathway to VCE. In this RTO capacity we teach vocational languages as part of our Distance Education and Centre deliver, as well as tailoring courses for assorted workplace setting and needs, such as the Victoria Police. The VSL RTO also currently auspices secondary schools around Victoria and interstate to deliver Certificate II and III in Applied Language in the following languages French, Spanish, Chinese, Japanese and Indonesian. Vocational Education and Training delivered to secondary schools 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. VET provides a vocationally oriented pathway leading to a senior secondary certificate. In addition to language courses, the VSL RTO has on its scope Certificate III in Learning an Endangered Aboriginal Language 10190NAT which is currently being delivered as part of a Department of Education and Training initiative to upskill teachers to teach Victorian Aboriginal languages in state schools and kindergartens.

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VSL CENTRES*

CENTRAL EAST 1 Email: [email protected]

Email: [email protected]

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 Email: [email protected]


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

Hume Central VSL Centre Hume Central Secondary College Blair Street BROADMEADOWS 3047

Lalor VSL Centre Lalor Secondary College 118 David Street LALOR 3075

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

NORTH WEST Email: [email protected] Craigieburn VSL Centre Mt Ridley College 2-30 Hampton Street CRAIGIEBURN 3064 Keilor Downs VSL Centre Keilor Downs College 100-110 Odessa Avenue KEILOR DOWNS 3038

Taylors Lakes VSL Centre

Taylors Lakes College 1-39 Parmelia Drive TAYLORS LAKES 3038

*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

Keysborough VSL Centre Keysborough Secondary College (Banksia) 8-20 Janine Road SPRINGVALE SOUTH 3172

South Oakleigh VSL Centre South Oakleigh College Bakers Road OAKLEIGH SOUTH 3167

Mentone VSL Centre Mentone Girls’ Secondary College Cnr Balcombe & Charman Roads MENTONE 3194

Westall VSL Centre Westall Secondary College 88 Rosebank Avenue CLAYTON SOUTH 3169

Traralgon VSL Centre Grey Street Primary School 30-44 Grey Street TRARALGON 3844

SOUTH EAST WEST 1 Email: [email protected]


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






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VSL CENTRES* WEST 2 COUNTRY 1



Creekside VSL Centre Creekside Secondary College The Crossing CAROLINE SPRINGS 3023 Melton VSL Centre Staughton College 26-46 Wilson Road MELTON 3337

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

Truganina VSL Centre Truganina P-9 College 55 Clearwood Drive TRUGANINA 3844

Suzanne Cory VSL Centre Suzanne Cory High School 255 Hoppers Lane WERRIBEE 3030

Point Cook VSL Centre Point Cook Senior Secondary College Cnr Boardwalk Blvd & Bergamot Drv POINT COOK 3030

COUNTRY 2


Croydon VSL Centre Melba College 61 Croydon Road CROYDON 3137

Bendigo VSL Centre Bendigo South East College Corner Curtin & Ellis Streets BENDIGO 3550

Shepparton VSL Centre Shepparton High School 31-71 Hawdon Street

SHEPPARTON 3630

Ringwood VSL Centre Ringwood Secondary College Bedford Road RINGWOOD 3134

COUNTRY 3


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, Indonesian, Italian, Japanese, Latin, Punjabi, Spanish and Vietnamese SL. 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

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