Victorian School of Languages

Victorian School of Languages Address: PO Box 1172 Thornbury Vic. 3071 Phone: 9474 0500 Fax: 9416 9899 Home Page: http://www.vsl.vic.edu.au E-mail: vsl@vsl.vic.edu.au VCE LOTE Student Handbook 2012 First and Second Language Prepared by: Pandora Petrovska, Assistant Principal and VSL Area Managers Editing: Rebecca Gilbert and Maree Usher Printing: Ed Merckel Copyright 2012

CONTENTS Personal Information... 1 Introduction... 2 SECTION 1 RULES AND REGULATIONS AT THE VSL Information for VSL Students... 3 IMPORTANT DATES, TEXT TYPES AND KINDS OF WRITING Term dates for 2012... 6 LOTE Planning calendar... 7 Detailed Study... 9 Conventions of some common text types... 10 Main characteristics of different kinds of writing... 12 VSL FORMS Application for Special Provision... 14 Absence Note... 16 Withdrawal from a VCE Unit... 16 SECTION 2 ASSESSMENT OUTCOMES FOR SECOND LANGUAGE (NOT CHINESE SL - SEE SECTION 4) VCE LOTE Second Language: Unit 1... 17 VCE LOTE Second Language: Unit 2... 18 VCE LOTE Second Language: Unit 3... 19 VCE LOTE Second Language: Unit 4... 22 Detailed Study: Second Language... 25 SECOND LANGUAGE ORAL AND WRITTEN EXAMINATIONS UNITS 3 AND 4 (NOT CHINESE SL) Oral Examination for all Second Languages... 26 Second Language Written Examination... 27 SECTION 3 ASSESSMENT OUTCOMES FOR FIRST LANGUAGE VCE LOTE First Language: Unit 1... 31 VCE LOTE First Language: Unit 2... 32 VCE LOTE First Language: Unit 3... 33 VCE LOTE First Language: Unit 4... 36 Detailed Study... 39 FIRST LANGUAGE END OF YEAR ORAL AND WRITTEN EXAMINATIONS First Language Oral Examination... 40 First Language Written Examination... 41 SECTION 4 ASSESSMENT OUTCOMES FOR CHINESE SL AND CHINESE SLA VCE LOTE Chinese Second Language: Unit 1... 43 VCE LOTE Chinese Second Language: Unit 2... 44 VCE LOTE Chinese Second Language: Unit 3... 45 VCE LOTE Chinese Second Language: Unit 4... 48 VCE LOTE Chinese Second Language Advanced: Unit 3... 51 VCE LOTE Chinese Second Language Advanced: Unit 4... 54 Detailed Study... 57 CHINESE SL AND CHINESE SLA END OF YEAR ORAL AND WRITTEN EXAMINATIONS Chinese Second Language Oral Examination... 59 Chinese Second Language Written Examination... 60 Chinese Second Language Advanced Oral Examination... 63 Chinese Second Language Advanced Written Examination... 64

PERSONAL INFORMATION Name Address Postcode Telephone Emergency Telephone VSL Centre Language Year Level Teacher VCE LOTE STUDENT HANDBOOK 2012 1

INTRODUCTION Dear VCE student, The Victorian School of Languages welcomes you to an exciting year of language study at the VCE level. The VCE LOTE Student Handbook is especially designed to assist you with the requirements of the VCE. This student handbook is divided into four sections: SECTION 1 contains important information common to all VCE students in both Years 11 and 12. SECTION 2 (Yellow cover page) contains information relevant to Second Language students at both Years 11 and 12 (not Chinese Second Language or Chinese Second Language Advanced see Section 4). This includes: Albanian, Arabic, Croatian, Dutch, Filipino, French, German, Greek, Hebrew, Hindi, Hungarian, Indonesian (SL), Italian, Japanese (SL), Khmer, Korean (SL), Macedonian, Maltese, Persian, Polish, Portuguese, Punjabi, Romanian, Russian, Serbian, Sinhala, Spanish, Tamil, Turkish, Ukrainian, Vietnamese. Please check this section for separate examination criteria for 1. Re-accredited Second Languages (Arabic, Indonesian SL, Italian, Japanese SL, Korean SL, French, German, Greek, Spanish and Vietnamese) 2. Albanian, Bosnian, Croatian, Dutch, Filipino, Hebrew, Hindi, Hungarian, Khmer, Macedonian, Maltese, Persian, Polish, Portuguese, Punjabi, Romanian, Russian, Serbian, Sinhala, Tamil, Turkish, Ukrainian. SECTION 3 (Lilac cover page) contains information relevant to First Language students at both Years 11 and 12. This includes: Chinese, Indonesian, Japanese and Korean. SECTION 4 (Pink cover page) contains information relevant to Chinese Second Language and Chinese Second Language Advanced students in Years 11 and 12. In order to successfully complete the VCE, students must know the requirements and criteria of the course; we therefore encourage all VCE students to read the information carefully. Wishing you a successful year, P. Petrovska Assistant Principal 2 VCE LOTE STUDENT HANDBOOK 2012

RULES AND REGULATIONS AT THE VICTORIAN SCHOOL OF LANGUAGES

INFORMATION FOR VSL STUDENTS 1. Enrolment Upon enrolment all students must agree that he or she will obey the school rules and instructions for the VCE and accept any disciplinary provisions. Your Home School is responsible for all matters related to your enrolment with the VCAA. Take a Confirmation/Notification of Enrolment form to your VCE/VASS coordinator and check your student details to ensure that your LOTE enrolment is included. If you are studying only one VCE subject, that is, a language with the Victorian School of Languages and you are not attending a school or accredited VCE provider, then your VSL Centre is responsible for your enrolment as your Home School. You must inform the VSL Centre if you change any details OR you wish to transfer to another Centre OR you want to withdraw from a Unit. Japanese, Chinese, Korean and Indonesian students must ensure that they complete and send an enrolment form to VCAA via the home school in order to be eligible for Second Language enrolment. Please refer to the VCAA website to check the eligibility criteria. 2. Attendance It is vital that you attend regularly. All absences must be explained by a note from your parent or guardian and be accompanied by a medical certificate. Unexplained absences of 3 sessions or more during a semester could lead to an (unsatisfactory) N score for the Unit. Our school requires 80% attendance for the successful completion of VCE. Regular attendance is essential. 3. Completion of Work Work must be completed by the due dates. Your teacher will notify you in writing of the dates for School-assessed Coursework. Make sure that you plan your work carefully and prepare appropriately. 4. Important Forms This handbook contains the following for your use: an absence note and withdrawal form an Application for Special Provision. 5. Unit Completion For satisfactory completion of a unit, a student must demonstrate achievement of the set of outcomes for the unit. You must: produce work (Assessment Tasks) that meet the required standard submit work on time that is clearly your own observe VCAA and school rules. If a teacher judges that all outcomes are achieved, you will satisfactorily complete the unit. VCE LOTE STUDENT HANDBOOK 2012 3

6. School-assessed Coursework (SAC) All LOTE School-assessed Coursework is conducted under supervision. The following rules apply to these tasks. A student must ensure that all work submitted for assessment is genuinely his or her own. A student must not receive undue assistance from any other person in the preparation and submission of work. Unacceptable forms of assistance include use of, or copying of, another person s work or other resources without acknowledgment. A student who knowingly assists other students is a breach of rules and may be penalized. Redeeming outcomes: submitting further work If a student s work does not meet the required standard for the assessment of an outcome, the teacher may allow a student to submit further work to meet satisfactory completion requirements of the unit, but a student may not submit further tasks for the reconsideration of School-assessed Coursework scores awarded by the VSL. The VCAA advises students that their total school-assessed coursework scores may change following statistical moderation. 7. External Examinations GAT (General Achievement Test) All VCE students enrolled in Unit 3 and 4 LOTE are required to sit the General Achievement Test. Information regarding this test is available from home schools. Oral and Written LOTE Examinations Students must present for the examinations at the designated date, time and venue. Students will receive individual examination notification from the VCAA via their home (day) school. It is the student s responsibility to ensure that they are in regular contact with the VCE or VASS co-ordinator at their day school and ensure that they receive the examination notifications. The written examination timetable is available on the VCAA website. 8. Special Examination Arrangements Students with significant health impairment, physical disability, hearing or visual impairment, learning disability or severe language disorder should speak to their home school Principal or VSL Area Manager regarding special examination arrangements. 9. Special Provision When a student is absent from school for prolonged periods or has been unable to complete all SACs because of illness or other special circumstances, the school may grant Special Provision. If students experience serious health or personal problems during the year, or have a disability, they should apply for Special Provision using the form included in this handbook. Supporting documentation from an independent health professional stating the problem, date of diagnosis and impact on the student must be provided. If students have been granted special provision by their day school, they should inform their teacher and Area Manager so that appropriate support may be provided at the VSL. An extension of time to complete school assessment will only be granted in special circumstances. 4 VCE LOTE STUDENT HANDBOOK 2012

10. Derived Examination Score Students are eligible for a Derived Examination Score (DES) if they can demonstrate that illness, personal trauma or other circumstances occurring immediately before or during the examination period has affected their performance on an examination or prevented them from attending an examination. Students must have completed the course of study leading to the examination to be eligible for a DES. The VCAA must receive the DES application completed by the student s home school no later than seven days after the student s oral or final examination. It is recommended that students attend or attempt the examinations if at all possible. The DES application to the VCAA requires extensive evidence to be provided by an independent health or other professional as stated on the form. It is not issued automatically by the VCAA. 11. Students right of appeal Students have the right of appeal to the school on decisions about: Non-Satisfactory completion of a unit Special Provision Breach of Rules. Students have the right of appeal to VCAA on: 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 except where 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 any student who believes that any questions on an externally assessed written examination have been incorrectly assessed, in that there is an objective factual error. (p 158 VCE and VCAL Administrative Handbook 2012 VCAA) 12. Appeals to the School 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 appeal process, which should protect the confidentiality of the student. The Area Manager will also inform the student of this process. The Appeals Committee must consist of at least three members, including the Area Manager or Area Manager s delegate, a teacher representative and 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. Make sure you read the relevant sections of your LOTE specific Study Design. Additional information in VCAA Bulletins will be passed on to you by your teacher. The staff of the Victorian School of Languages wishes you all the best in your studies. VCE LOTE STUDENT HANDBOOK 2012 5

IMPORTANT DATES TEXT TYPES AND KINDS OF WRITING

VSL TERM DATES FOR VCE STUDENTS 2012 Term I Feb 11 18 25 March 3 10 Holiday Labour Day weekend 17 24 31 (Good Friday is on 6 April) July Aug Sept Term 3 21 28 4 No classes 11 18 25 1 8 15 22 VCE Classes only Term 2 Term 4 April May June 21 28 5 12 19 26 2 9 Holiday Queen s B day w end 16 23 VCE Classes only (Anzac Day is on Wed 25 April) Oct 13 20 27 Nov 3 10 17 24 Nov 10 Final day VCE students Nov 24 Final day Years 1-10 (Cup Day is on Tue 6 November) Government School TERM DATES 2012 Term 1 Wed 1 Feb (teachers begin) Fri 30 Mar Term 2 16 April 29 June Term 3 16 July 21 September Term 4 8 October 21 December VCE LOTE STUDENT HANDBOOK 2012 6

LOTE PLANNING CALENDAR Dates of Assessment Tasks Unit: Date Outcomes June May April March February 7 VCE LOTE STUDENT HANDBOOK 2012

LOTE PLANNING CALENDAR Dates of Assessment Tasks Unit: Date Outcomes November October September August July VCE LOTE STUDENT HANDBOOK 2012 8

MY END OF YEAR ORAL EXAMINATION: Date/time/venue: DETAILED STUDY Unit 3 and 4 students only Discussion The sub-topic chosen for the Detailed Study: The texts I will refer to are (list 3): Support material I will bring (e.g. photo, chart, map): MY END OF YEAR WRITTEN EXAMINATION: Date/time/venue (to be announced in term 3): 9 VCE LOTE STUDENT HANDBOOK 2012

CONVENTIONS OF SOME COMMON TEXT TYPES The following generalised list of identifiable features may be useful. TEXT TYPE Advertisement Article (magazine) Article (newspaper) Brochure/leaflet Diary entry Guide (tourist) Instruction/recipe Journal entry Letter/fax/email (social): family or friend Letter/fax/email (social): acquaintance Letter/fax/email (business) Letter (to the editor) Message/note Report (newspaper) Report (factual) Report (supporting recommendations) Review/critique Short story IDENTIFIABLE FEATURES topic/product name; content factual and persuasive information; register; style; layout title; content; author (fictional name); register; style; layout title; date; place; content; author (fictional name); register; style; layout topic; content factual and persuasive information; heading/sub-headings; register; style; layout day; date; salutation e.g. Dear diary (where culturally appropriate); body (e.g. record of events, feelings); closing; style; layout topic; content factual and persuasive information; heading/sub-headings; register; style; layout title/topic; structure; content (equipment, method); register; style; layout day; date; body (e.g. record of events, feelings, reflection on events or emotions, advice for the future); style; layout address; date; salutation; greeting; body (content); farewell; signing off (fictional name); register; style; layout address; date; salutation; greeting; body (content); farewell; signing off (fictional name); register; style; layout address; date; reference number or equivalent; salutation; greeting; body (content); farewell; signing off (fictional name); register; style; layout salutation; structure (introduction, body, conclusion); content; signing off (pseudonym and/or fictional name and address); register; style; layout recipient s name; body (facts, times/arrangements etc); name of message giver; name of person passing on another s message (where appropriate); style; layout title; date; place; content; (fictional name); register; style; layout topic; structure (introduction, body, conclusion); content; author (fictional name); register; style; layout topic; structure (introduction, body, conclusion); content; use of evidence; author (fictional name); register; style; layout topic; identification of event/publication etc under discussion; structure; content factual and persuasive information; author (fictional name); register; style; layout title/topic; structure; content; author (fictional name); register; style; layout VCE LOTE STUDENT HANDBOOK 2012 10

Script (conversation) Script (discussion) Script or report (interview) Script (sketch or skit) Script (speech) title/topic; structure (e.g. salutation; indication of participants, turn-taking); content; register; style; layout title/topic; structure (e.g. salutation, indication of participants, turn-taking); content; register; style; layout title/topic; structure (e.g. salutation, indication of participants, turn-taking); content; register; style; layout title/topic; structure (indication of participants, turn-taking, script directions); content; register; style; layout title/topic; structure (salutation, introduction, body, conclusion, leave-taking); content; register; style; layout NOTE: Make sure that you are thoroughly familiar with the common text types for your LOTE, especially those which you may be required to produce under test conditions. (See details in the Study Design for your LOTE.) 11 VCE LOTE STUDENT HANDBOOK 2012

MAIN CHARACTERISTICS OF DIFFERENT KINDS OF WRITING The following descriptions outline the main characteristics of the five different kinds of writing referred to in the VCE LOTE Study Design. This is a guide only; students would not be expected to include all aspects in their writing. Personal writing: creates a sense of person/personality for the writer in the reader s mind establishes a relationship/intimacy/empathy between the writer and the reader usually employs first and/or second person; subjective; informal, familiar style/register; often includes emotive language emphasises ideas, opinions, feelings, 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. 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 which puts a different interpretation on preceding passages. 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 is strongly influenced by the nature of the target audience in choosing the persuasive techniques to adopt, i.e. 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. VCE LOTE STUDENT HANDBOOK 2012 12

Informative writing: aims to convey information from the writer to the reader as clearly, completely and accurately as possible usually uses objective style and impersonal expressions, although the writer may use an informal style to establish a relationship of friendly helper with the reader normally has no particular point of view to convey; if a point of view is involved, the writing becomes either persuasive (aiming to convert the reader to a particular point of view or attitude in order to convince him or her to act or respond in a certain way) or evaluative (aiming to weigh two or more items/ideas in order to convince the reader rationally and objectively that a particular point of view is correct) generally uses facts, examples, explanations, analogies and sometimes statistical information, quotations and references as evidence chooses language, structure and sequence to make the message clear and unambiguous, so the sequencing of information is usually logical and predictable probably uses few adjectives, adverbs, images, except as examples or analogies in explanation. 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. 13 VCE LOTE STUDENT HANDBOOK 2012

VSL FORMS

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 Centre: VCAA School code: Language: 2. STUDENT DETAILS Student Name: Student Number: Date of Application: Period the application covers from / / to / / 3. DETAILS OF APPLICATION I am applying for: Additional time to complete an assessment task or SAC due to illness 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 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. LOTE Task Provision Granted Level of effect VCE LOTE STUDENT HANDBOOK 2012 14

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 Signature of Area Manager/Supervisor: accepted / rejected 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: 15 VCE LOTE STUDENT HANDBOOK 2012

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 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. 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. LOTE:... 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:... VCE LOTE STUDENT HANDBOOK 2012 16

ASSESSMENT OUTCOMES FOR SECOND LANGUAGE

LOTE OUTCOMES AND ASSESSMENT: SECOND LANGUAGE VCE UNIT 1: OUTCOMES - FOUR ASSESSMENT TASKS OUTCOME 1 Establish and maintain a spoken or written exchange related to personal areas of experience. Assessment task 1: Participate in an informal conversation OR Write a personal letter/fax/email. Assessment criteria 1. Relevance, breadth and depth of information, ideas and opinions 2. Capacity to establish, maintain and close the exchange 3. Appropriateness and accuracy of language OUTCOME 2 Listen to, read and obtain information from written and spoken texts. Assessment task 2: Listen to spoken texts (e.g. conversations, interviews, broadcasts) to obtain information to complete notes, charts or tables in LOTE or English AND Read written texts (e.g. extracts, advertisements, letters) to obtain information to complete notes, charts or tables in English or LOTE. Assessment criteria 1. Inclusion of the required points 2. Suitability of the response for the specified task NB: Students must satisfactorily complete both tasks. OUTCOME 3 Produce a personal response to a text focusing on a real or imaginary experience. Assessment task 3: Take part in an oral presentation OR Write a review OR Write an article. Assessment criteria 1. Relevance, breadth and depth of information, ideas and opinions 2. Capacity to establish links with and reflect the original text 3. Suitability for the context, purpose and audience described 4. Appropriateness and accuracy of language Remember that if Outcome 1 is oral, Outcome 3 must be written, and vice versa. VCE LOTE STUDENT HANDBOOK 2012 17

LOTE OUTCOMES AND ASSESSMENT: SECOND LANGUAGE VCE UNIT 2: OUTCOMES - FOUR ASSESSMENT TASKS OUTCOME 1 Participate in a spoken or written exchange related to making arrangements and completing transactions. Assessment task 1: Write a formal letter/fax/email OR Participate in a role-play OR Take part in an interview. Assessment criteria 1. Relevance, breadth and depth of information, ideas and opinions 2. Appropriateness of structure and sequence 3. Capacity to establish, maintain and close the exchange 4. Appropriateness and accuracy of language OUTCOME 2 Listen to, read and extract and use information and ideas from spoken and written texts. Assessment task 2 (spoken resource): Listen to spoken texts (e.g. conversations, interviews, broadcasts) and reorganise information and ideas in a different text type AND Assessment task 2 (written resource): Read written texts (e.g. extracts, advertisements, letters) and reorganise information and ideas in a different text type. Assessment criteria 1. Identification of the required information and ideas 2. Capacity to structure and sequence information and ideas in order to complete the specified task 3. Suitability of the language for the context, purpose and audience in the task NB: Students must satisfactorily complete both tasks. OUTCOME 3 Give expression to real or imaginary experience in written or spoken form. Assessment task 3: Complete a journal entry OR A personal account OR Write a short story. Assessment criteria 1. Relevance, breadth and depth of information, ideas and opinions 2. Capacity to establish, maintain and close the exchange 3. Suitability for the context, purpose and audience described 4. Appropriateness and accuracy of language Remember that if Outcome 1 is oral, Outcome 3 must be written, and vice versa. 18 VCE LOTE STUDENT HANDBOOK 2012

LOTE OUTCOMES AND ASSESSMENT: SECOND LANGUAGE VCE UNIT 3: OUTCOMES - THREE ASSESSMENT TASKS Unit 3 School-assessed Coursework contributes 25% to the final assessment. 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. TASK: (SAC 1) You will produce a 250 word / 500 ji / 500-600 cha personal or imaginative written piece. Conditions: 80-100 minutes suggested for completion An additional 5 minutes reading time normally allowed Requires responses in the LOTE Access to dictionaries allowed Must be done under supervision A description of the highest level of performance: 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. 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. VCE LOTE STUDENT HANDBOOK 2012 19

LOTE OUTCOMES AND ASSESSMENT: SECOND LANGUAGE VCE UNIT 3 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. TASK: (SAC 2) You will respond to specific questions, messages or instructions, extracting and using the information requested. Conditions: 40-50 minutes suggested for completion An additional 5 minutes reading time normally allowed Access to dictionaries allowed Requires responses in the LOTE Must be done under supervision A description of the highest level of performance: 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, accurate grammar and a highly appropriate range of vocabulary. 20 VCE LOTE STUDENT HANDBOOK 2012

LOTE OUTCOMES AND ASSESSMENT: SECOND LANGUAGE VCE UNIT 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. TASK: (SAC 3) You will participate in a 3-4 minute role-play, focusing on the resolution of an issue. Conditions: Conducted in the LOTE Students notified of task/sub-topic early in the semester Information about the precise task given to student only 10-15 minutes before the role-play Role-play undertaken by the student and the teacher Tape-recording of the role-play is recommended A description of the highest level of performance: 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. VCE LOTE STUDENT HANDBOOK 2012 21

LOTE OUTCOMES AND ASSESSMENT: SECOND LANGUAGE VCE UNIT 4: OUTCOMES - THREE ASSESSMENT TASKS Unit 4 School-assessed Course work contributes 25% to the final assessment. OUTCOME 1 Analyse and use information from written texts. This outcome will contribute 10 marks out of the 50 marks allocated to School-assessed Coursework for Unit 4. TASK: (SAC 4) You will respond to specific questions, messages or instructions, extracting and using the information requested. Conditions: 80-100 minutes suggested for completion An additional 5 minutes reading time May be presented as one task, or a choice of tasks of comparable scope and demand Task/s may focus on informative, persuasive or evaluative writing Requires response in the LOTE of approximately 200-250 words, 500 ji, 500-600 cha Access to dictionaries allowed Must be done under supervision A description of the highest level of performance: 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. 22 VCE LOTE STUDENT HANDBOOK 2012

LOTE OUTCOMES AND ASSESSMENT: SECOND LANGUAGE VCE UNIT 4 OUTCOME 2 Respond critically to spoken and written texts which reflect aspects of the language and culture of LOTE-speaking communities. This outcome will contribute 40 marks out of the 50 marks allocated to School-assessed Coursework for Unit 4. It will be assessed by two tasks. At least one of the two tasks for Outcome 2 should focus on the sub-topic selected for the Detailed Study. Task A, the written response, will contribute 20 marks and Task B, the interview, will contribute 20 marks. TASK A: (SAC 5) Written response (20 marks): You will do a 250-300 word / 600 ji / 700 cha informative, persuasive or evaluative written response, for example, report, comparison or review. Conditions: 80-100 minutes suggested for completion An additional 5 minutes reading time Access to dictionaries allowed Requires responses in the LOTE Must be done under supervision A description of the highest level of performance: 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. VCE LOTE STUDENT HANDBOOK 2012 23

LOTE OUTCOMES AND ASSESSMENT: SECOND LANGUAGE TASK B: (SAC 6) Interview (20 marks): Participate in a 3-4 minute interview on an issue related to the texts studied. Conditions: Undertaken by teacher and student on a date notified well in advance Conducted in the LOTE 3-4 minutes in length Tape-recording of the interview is recommended A description of the highest level of performance: 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. 24 VCE LOTE STUDENT HANDBOOK 2012

THE DETAILED STUDY: SECOND LANGUAGE Basis for the Detailed Study A sub-topic related to a topic prescribed for the language. Time required for the Detailed Study The Detailed Study covers about 15 hours of class time may require some homework time. The Detailed Study enables students to explore and compare aspects of language and culture related to a selected sub-topic. This will enable the student to develop knowledge and understanding of, for example, historical issues, aspects of contemporary society or literary or artistic heritage. Possible texts for the Detailed Study: feature films and short films short stories songs oral histories documentaries music painting literary extracts from a novel or play newspaper and magazine articles electronic texts Assessment of the Detailed Study At the VSL the Detailed Study could begin in Unit 3, but may only be assessed in one or both of the assessment tasks for Unit 4, Outcome 2. The Study Design describes this outcome and these assessment tasks as follows: Respond critically to spoken and written texts, which reflect aspects of the language and culture. Assessment tasks: 250-300 word / 600ji / 700 cha 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. Key knowledge and skills (Study Design): Students should: compare and contrast aspects of life in LOTE-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 awareness that different social contexts require different types of language select and make use of relevant reference materials present an opinion about an aspect of the culture associated with the language where appropriate. Written task development Students are given 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. Oral task development As indicated above, the task is an interview involving the teacher and the student. Detailed Study and the Oral Examination The Detailed Study is the basis for Section 2 of the Oral Examination, Discussion. Section 2: Discussion (approximately 8 min.) 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 LOTEspeaking 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. VCE LOTE STUDENT HANDBOOK 2012 25

SECOND LANGUAGE END OF YEAR ORAL AND WRITTEN EXAMINATIONS UNITS 3 & 4

ORAL EXAMINATION FOR ALL SECOND LANGUAGES Albanian, Arabic, Bosnian, Croatian, Dutch, Filipino, French, German, Greek, Hebrew, Hindi, Hungarian, Indonesian SL, Italian, Japanese SL, Khmer, Korean SL, Macedonian, Maltese, Persian, Polish, Portuguese, Punjabi, Romanian, Russian, Serbian, Sinhala, Spanish, Tamil, Turkish, Ukrainian and Vietnamese. Description: The oral examination is in two sections: Section 1: Conversation (approximately 7 minutes) Section 2: Discussion (approximately 8 minutes) Section 1: Conversation The exam will begin with a general conversation between the student and the assessor 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 Section 2: Discussion Students will indicate to the assessor the sub-topic chosen for the Detailed Study and in no more than 1 minute, briefly introduce the main focus and show any objects brought to support the discussion. 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 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 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 VCE LOTE STUDENT HANDBOOK 2012 26

SECOND LANGUAGE WRITTEN EXAMINATION Albanian, Bosnian, Croatian, Dutch, Filipino, Hebrew, Hindi, Hungarian, Khmer, Macedonian, Maltese, Persian, Polish, Portuguese, Punjabi, Romanian, Russian, Serbian, Sinhala, Tamil, Turkish, Ukrainian Description: 3 hours, including 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 LOTE Note: In all sections, responses in the wrong language will receive no credit. In questions where word limits are given, excessively long pieces will be penalised. Monolingual and/or bilingual dictionaries may be used. Section 1: Listening and responding This section assesses the student s knowledge and skill in analysing information from spoken texts. The texts in Part A and Part B will be related to one or more of the prescribed themes. The student hears five to seven texts in the language covering a number of text types. Some texts will be short, some will be longer. 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 two to four short texts, and one longer text. Questions will be phrased in English for responses in English. Assessment criteria: The capacity to understand general and specific aspects of texts by identifying and analysing information and convey the information accurately and appropriately Part B There will be one short text and one longer text. Questions will be phrased in the LOTE and English for responses in LOTE. Assessment criteria: The capacity to understand general and specific aspects of texts by identifying and analysing information The capacity to convey information accurately and appropriately 27 VCE LOTE STUDENT HANDBOOK 2012

Section 2: Reading and Responding This section assesses the student s knowledge and skill in analysing and responding to information from written texts. Part A The student will be required to read two texts in the LOTE (total 400-500 words). The texts will be different in style and purpose, but may be related in subject matter or context. Questions on the text will be phrased in English for responses in English. Assessment criteria: The capacity to understand general and/or specific aspects of texts by, for example, comparing, contrasting, summarising, or evaluating and convey the information accurately and appropriately Part B The student will be required to read a short text in the LOTE (total 150 words) for example, letter, message, advertisement or notice and 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 response is to be written in 150-200 words. The task will be phrased in English and the LOTE for a response in the LOTE. Assessment criteria: The capacity to understand general and specific aspects of texts by identifying, analysing and responding to information The capacity to convey information coherently (structure, sequence, accuracy and variety of vocabulary and sentence structure) and appropriately (relevance, use of conventions of the text type) Section 3: Writing in the LOTE This section assesses the student s ability to express ideas through the creation of original text in the language. The student will be required to write a text involving presentation of ideas and/or information and/or opinions. There will be a choice of 2-4 tasks. The tasks will be related to one of more of the prescribed themes. The task will specify a purpose, context and audience and the response is to be written in 200-250 words. The task will be phrased in English and the LOTE for a response in the LOTE. Assessment criteria: Relevance and depth of treatment of ideas, information or opinions Accuracy and range of vocabulary and sentence structures The capacity to structure and sequence response and capacity to use conventions of text types VCE LOTE STUDENT HANDBOOK 2012 28

SECOND LANGUAGE WRITTEN EXAMINATION Arabic, French, German, Greek, Indonesian SL, Italian, Japanese SL, Korean SL, Spanish and Vietnamese Description: 2 hours, plus 15 minutes reading time. The written examination is in three sections: Section 1: Listening and responding Section 2: Reading and responding Section 3: Writing in the LOTE Note: In all sections, responses in the wrong language will receive no credit. In questions where word limits are given, excessively long pieces will be penalised. Monolingual and/or bilingual dictionaries may be used. Section 1: Listening and responding This section assesses the student s knowledge and skill in analysing information from spoken texts. The student will hear three to five texts in the LOTE covering a number of text types. The total listening time for one reading of the texts without pauses will be approximately 4 ½ - 5 minutes. Each text will be heard twice. There will be an announcement at the start of the first reading and a sound to alert students just before the commencement of the second reading. There will be a pause between the first and second readings in which the student may take notes. The student will be expected to respond to a range of question types, such as completing a table, chart, list or form, or responding to a message, open-ended questions or multiplechoice items. Part A There will be two to three texts. Questions will be phrased in English for responses in English. Assessment criteria: The capacity to understand and convey general and specific aspects of texts Part B There will be one or two texts. Questions will be phrased in the LOTE and English for responses in LOTE. Assessment criteria: The capacity to understand general and specific aspects of texts The capacity to convey information accurately and appropriately where relevant, structure and sequence of ideas accuracy, variety and appropriateness of vocabulary and grammar, including punctuation, and where relevant, script 29 VCE LOTE STUDENT HANDBOOK 2012

Section 2: Reading and Responding This section assesses the student s knowledge and skill in analysing and responding to information from written texts. The texts in both parts will be related to one or more of the prescribed themes. The overall length of the text will be 350-450 words / 1000-1100 ji / 1000-1200 cha and there will be two to three texts in total over Parts A and B. Part A The student will be required to read one or two texts in the LOTE. The texts will be different in style and purpose, but may be related in subject matter or context. Questions on the text will be phrased in English for responses in English. Assessment criteria: The capacity to understand and convey general and specific aspects of texts Part B The student will be required to read one or two texts in the LOTE. Questions on the text(s) will be phrased in English and the LOTE for a response in the LOTE. Assessment criteria: The capacity to understand general and specific aspects of texts The capacity to convey information accurately and appropriately where relevant, structure and sequence of ideas accuracy, variety and appropriateness of vocabulary and grammar, including punctuation, and where relevant, script Section 3: Writing in the LOTE This section assesses the student s ability to express ideas through the creation of original text in the language. The student will be required to write a text involving presentation of ideas and/or information and/or opinions. There will be a choice of 5 tasks. The tasks will be related to one or more of the prescribed themes. The tasks will accommodate a range of student interests and will require the production of different kinds of writing (personal, imaginative, persuasive, informative and evaluative) through, for example, having different purposes, audiences and contexts and requiring different text types. The student will write a response in 200-300 words, 500-650 cha, 400-500ji. The task will be phrased in English and the LOTE for a response in the LOTE. Assessment criteria: Relevance, breadth and depth of content relevance of content in relation to task set comprehensiveness and sophistication of content Appropriateness of structure and sequence introduction, body and conclusion as appropriate to text type organisation and sequencing of ideas within and between paragraphs, cohesiveness of writing within and between paragraphs Accuracy, range and appropriateness of vocabulary and grammar accuracy of vocabulary and grammar variety of vocabulary and grammatical structures appropriateness of vocabulary and grammar for the text type/audience, purpose and context of the task VCE LOTE STUDENT HANDBOOK 2012 30