Languages Stage 6 Draft School-based Assessment Requirements

Languages Stage 6 Draft School-based Assessment Requirements Consultation Report July 2017

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Contents 1 Background information... 4 2 Executive summary... 5 4 Analysis... 11 4.1 Beginners Languages courses... 11 4.2 Continuers Languages courses... 14 4.3 Extension Languages courses... 17 4.4 CCAFL Continuers Languages courses... 20 4.5 Classical Greek Continuers... 23 4.6 Classical Hebrew Continuers... 26 4.7 Latin Continuers... 28 4.8 Classical Languages Extension courses... 31 4.9 [Language] in Context courses... 34 4.10 [Language] and Literature courses... 37 4.11 CCAFL Malay Background Speakers... 39 4.12 Other comments... 41 5 Quantitative analysis of survey responses... 44 5.1 Beginners Languages courses... 44 5.2 Continuers Languages courses... 45 5.3 Extension Languages courses... 46 5.4 CCAFL ContinuersLanguages courses... 47 5.5 Classical Greek Continuers... 48 5.6 Classical Hebrew Continuers... 49 5.7 Latin Continuers... 50 5.8 Classical Languages Extension courses... 51 5.9 [Language] in Context courses... 52 5.10 [Language] and Literature courses... 53 5.11 CCAFL Malay Background Speakers... 54 6 Respondents... 55 6.1 Online survey respondents... 55 6.2 Targeted consultation meeting... 57 6.3 Written submissions... 57

Languages Stage 6 Draft School-based Assessment Requirements Consultation Report July 2017 1 Background information The NSW Education Standards Authority (NESA) has reviewed all Stage 6 Board Developed Course school-based requirements, excluding VET, Life Skills and Content Endorsed Courses. This review has been undertaken to provide a consistent approach to school-based. Changes to school-based requirements reflect the NSW Government s Stronger HSC Standards reforms and align with the new Stage 6 English, Mathematics Standard, Science and History school-based requirements. In Term 1, 2017, NESA sought feedback on draft school-based components and weightings and any mandatory task types for current Stage 6 courses in the following key learning areas: Creative Arts, Human Society and its Environment (HSIE), Languages, Personal Development, Health and Physical Education (PDHPE), and Technology. Consultation from 13 March 2017 to 9 April 2017 included: an online survey on the NESA website written submissions. Feedback from consultation was analysed and informed revisions to the schoolbased components and weightings. The finalised school-based components and weightings are available in the and reporting materials on the NESA website. 4

Languages Stage 6 Draft School-based Assessment Requirements Consultation Report July 2017 2 Executive summary The Languages Stage 6 School-based Assessment Requirements Consultation Report provides a description of the consultation process, and a summary and analysis of feedback received. It details data and findings gathered from 266 responses to an online survey, one targeted consultation meeting and one written submission. Consultation on the School-based Assessment Requirements Stage 6 Languages indicated general support for the proposed mandatory components and weightings. A range of suggestions were made for adjusting the weightings for individual components within specific Language courses. For Classical Languages suggestions were also provided for changing the terminology of individual components in order to provide greater clarity. There was broad support for the number and weighting of individual tasks and the requirement that one task may be a formal written examination. Several respondents provided reasons for increasing the number of tasks and allowing for more than one formal written examination, particularly in Year 12. These included providing more opportunities to assess the individual components to prepare students for the HSC examination. There were also a number of requests to vary the weighting of individual tasks within specific Language courses. Many respondents suggested that NESA provide support materials for the new school-based requirements, such as sample schedules and samples of possible tasks. Some respondents queried the appropriateness of nonformal examination s in accurately determining student achievement and how quality assurance would be maintained in school-based tasks. 5

Languages Stage 6 Draft School-based Assessment Requirements Consultation Report July 2017 3 Key matters 3.1 Beginners Languages courses Key matters Assessment of the Listening component is challenging for Beginners students in the Year 11 course and therefore should carry less weighting. The components should be weighted so there is more emphasis on productive skills, particularly Speaking. Actions The weighting for the Listening component has been reviewed and amended from 35% to 30%. The weighting for the Speaking and Writing components has been amended from 15% to 20% for each of these components in the Year 11 course. 3.2 Continuers Languages courses Key matters There is not enough emphasis on the productive skills of Speaking and Writing. Actions The weighting for the Speaking component has been increased from 15% to 20% for Year 11 and from 15% to 20% for Year 12. The Writing component has been reviewed and the 20% weighting has been retained for both the Year 11 and Year 12 courses. 3.3 Extension Languages courses Key matters Emphasis on the Writing component should be reduced. Clear guidelines and clarification are needed regarding the nature of the Text analysis component. The weighting for the Text analysis component should be increased. Actions Review of school-based components and weightings has ensured that the weighting for this component appropriately reflects the nature and intent of the course, and will ensure there are a range of opportunities for students to demonstrate their knowledge, understanding and skills. A range of Year 12 sample schedules have been developed to assist schools with the implementation of new requirements and ensure there are a range of opportunities for students to demonstrate their knowledge, understanding and skills. Review of school-based components and weightings has ensured that the weighting for this component appropriately reflects the nature and intent of the course. No amendment was made. 6

Languages Stage 6 Draft School-based Assessment Requirements Consultation Report July 2017 3.4 CCAFL Continuers Languages courses Key matters The weighting for the Speaking skills component should be increased in the Year 11 course. The components for all Continuers courses should have the same weightings, regardless of whether they are CCAFL or NESA developed courses. Actions The weighting for the Speaking skills component has been reviewed and increased from 10% to 20%. The weightings for the CCAFL Continuers courses have been reviewed and amended to ensure consistency across all Continuers courses. The weighting for the Listening component has been increased from 20% to 30% for Year 12 and the Reading component has been reduced from 40% to 30%. 3.5 Classical Greek Continuers Key matters The distinction between the proposed components is not clear and does not provide guidance for teachers. The Prescribed Text component should be changed to Prescribed Text commentary. Translation is not accurate terminology for this component. The weighting for the Unseen text component should be increased and the weighting for the Translation component decreased. Actions The components have been reviewed and renamed to provide more clarity. Further advice regarding the components will be considered when a review of the current syllabus and support materials is undertaken. The terminology of this component has been reviewed and amended to Understanding texts to more accurately reflect the study of texts in Year 11. For Year 12, this component has been amended to Understanding prescribed texts which accurately represents the focus of this course and will allow more scope for students to more broadly demonstrate achievement of the course outcomes. The terminology for this component has been reviewed and amended to Skills in translating. The weighting for the Unseen text component has been reviewed and increased from 20% to 30%. The weighting of the Translation component has been reviewed and decreased from 40% to 30%. 7

Languages Stage 6 Draft School-based Assessment Requirements Consultation Report July 2017 3.6 Classical Hebrew Continuers Key matters The weighting for the Understanding skills component for Year 11 should be increased. The weighting for the Prescribed text component for Year 11 should be decreased. The weighting for the Prescribed text component should be decreased from 85% to 60%. The weighting for the Unseen text component should be increased from 15% to 40%. The proposed components for Years 11 and 12 lack clarity and do not provide guidance for teachers. Actions The weighting for this component for Year 11 has been reviewed and retained. The weighting for this component has been reviewed and decreased from 65% to 60%. The weighting for this component has been reviewed and decreased from 85% to 70%. The weighting for this component has been reviewed and increased from 15% to 30%. The components have been reviewed to ensure that they accurately reflect the course. Further advice regarding the components will be considered when a review of the current syllabuses and support materials is undertaken. 3.7 Latin Continuers Key matters The proposed components lack clarity and do not provide guidance for teachers. The Prescribed Text component should be changed to Prescribed text commentary or Comment on prescribed text for the Year 12 course. Translation is not accurate terminology for this component. Grammar is an important component of Latin and should be included as part of school-based in the Year 12 course. Actions The components have been reviewed to ensure that they accurately reflect the Year 11 course. Further advice regarding the components will be considered when a review of the current syllabus and support materials is undertaken. The terminology of this component has been reviewed and amended to Understanding texts to more accurately reflect the study of texts in Year 11. For Year 12, this component has been amended to Understanding prescribed texts which accurately represents the focus of this course and will allow more scope for students to more broadly demonstrate achievement of the outcomes of this course. The terminology for this component has been reviewed and amended to Skills in translating. The components for the Year 12 course have been reviewed and a component relating to the of grammar has been included with a weighting of 10%. 8

Languages Stage 6 Draft School-based Assessment Requirements Consultation Report July 2017 3.8 Classical Languages Extension courses Key matters The proposed components lack clarity and more guidance is needed for teachers. Actions The components have been reviewed and renamed to Skills in understanding, analysing and translating complex prescribed texts and Skills in understanding, analysing and translating complex nonprescribed texts to provide clarity. Further advice regarding the components will be considered when a review of the current syllabuses and support materials is undertaken. 3.9 [Language] in Context courses Key matters The weighting for the Speaking component for Year 12 should be reduced. The Reading component should have a higher weighting than the Writing component for Year 12. Listening and Reading components would appear to exclude the use of visual texts. Actions The weighting for all components has been reviewed for Year 12 to provide a more balanced approach across all skill areas. The Reading has been increased from 20% to 25%, the Writing component has been decreased from 30% to 25% to reflect development of written literacy, and the Speaking component decreased from 30% to 25%. The Listening and Reading components may include the use of visual/digital and multimodal texts. Clarification will be included in advice. 3.10 [Language] and Literature courses Key matters The Speaking component should have a higher weighting. The Writing component should have a higher weighting. Actions Weightings have been reviewed and confirmed as appropriate. Feedback has confirmed that the weightings are consistent with the nature and intent of the course, and the nature of the targeted student group. 9

Languages Stage 6 Draft School-based Assessment Requirements Consultation Report July 2017 3.11 CCAFL Malay Background Speakers Key matters The weighting for the Speaking component should be increased. The weighting for the Writing component should be increased. Actions Weightings have been confirmed as appropriate. Feedback has confirmed that the weightings are consistent with the nature and intent of the course, and the nature of the targeted student group. 10

Languages Stage 6 Draft School-based Assessment Requirements Consultation Report July 2017 4 Analysis 4.1 Beginners Languages courses Arabic Beginners Chinese Beginners French Beginners German Beginners Indonesian Beginners Italian Beginners Japanese Beginners Korean Beginners Modern Greek Beginners Spanish Beginners 4.1.1 Components and weightings Summary The majority of survey respondents agreed that the components and weightings for the s are appropriate for Years 11 and 12. Some respondents commented that these represent an accurate reflection of student progress in skill development. A few respondents suggested there should be greater weighting given to the of productive skills (Speaking and Writing) in Year 11. Feedback affirming the components and weightings Beginners Languages courses Feedback The weightings are appropriate for Year 11. The weightings are appropriate for Year 12. The early emphasis on receptive skills (Listening) in Year 11 is supported. Increased weighting on productive skills in Year 12 reflects the progress students have made. Sources Survey (x122) Survey (x151) Survey (x3) Survey (x5) Key matters and actions Year 11 Beginners Languages courses Key matters Sources Actions Assessment of the Listening component is challenging for Beginners students and therefore should carry less weight. The components should be weighted so there is more emphasis on productive skills, particularly Speaking. Survey (x10) Survey (x28) The weighting for the Listening component has been reviewed and amended from 35% to 30%. The weighting for the Speaking and Writing components has been amended from 15% to 20% for each of these components. 11

Languages Stage 6 Draft School-based Assessment Requirements Consultation Report July 2017 Key matters and actions Year 12 Beginners Languages courses Key matters Sources Actions Weightings should be more evenly distributed across all four components or distributed differently. Survey (x14) Review of school-based components and weightings has taken into account the nature of the Beginners course and feedback has confirmed that the current weightings are appropriate. 12

Languages Stage 6 Draft School-based Assessment Requirements Consultation Report July 2017 4.1.2 School-based requirements Summary The majority of survey respondents did not have further comment to make in this section. Key matters raised were general in nature and have been included in Section 4.12. Feedback affirming the school-based requirements Beginners Languages courses Feedback The current requirements for Beginners Languages courses for Year 11 are appropriate. The current requirements for Beginners Languages courses for Year 12 are appropriate. Sources Survey (x117) Survey (x125) Key matters and actions Year 11 Beginners Languages courses There were no specific key matters. Key matters and actions Year 12 Beginners Languages courses There were no specific key matters. 13

Languages Stage 6 Draft School-based Assessment Requirements Consultation Report July 2017 4.2 Continuers Languages courses Arabic Continuers Chinese Continuers French Continuers German Continuers Indonesian Continuers Italian Continuers Japanese Continuers Korean Continuers Modern Greek Continuers Modern Hebrew Continuers Spanish Continuers Vietnamese Continuers 4.2.1 Components and weightings Summary The majority of survey respondents agreed that the components and weightings are appropriate for Year 11. However, some respondents questioned the weightings for Year 12. A few respondents welcomed the increased weighting for the Writing and Listening components, while others suggested a reduction in weighting for the Writing or Reading components. There were several requests for an increase in the Speaking component. Feedback affirming the components and weightings Continuers Languages courses Feedback The components and weightings for Year 11 school-based are appropriate. The components and weightings for Year 12 school-based are appropriate. The weighting for the Writing component creates a fairer opportunity for of a student s language skills. The weighting for the Listening component encourages increased development of this more challenging skill. Sources Survey (x107) Survey (x81) Survey (x5) Survey (x4) Key matters and actions Year 11 Continuers Languages courses Key matters Sources Actions The Speaking skills component should be assigned a higher weighting. There is not enough emphasis on the productive skills of Speaking and Writing. Survey (x14) Survey (x26) The weighting for the Speaking skills component has been reviewed and amended from 15% to 20%. The weighting for the Speaking and Writing components has been reviewed and amended to 20% for each of these components. 14

Key matters and actions Year 12 Continuers Languages courses Key matters Sources Actions The weighting for receptive skills (Reading and Listening components) should be reduced. The weighting for the Speaking component should be increased. The weighting for productive skills (Speaking and Writing) should be increased. The weighting for the Writing component should be decreased, especially for scripted languages. Survey (x7) Survey (x50) Survey (x4) Survey (x14) The weighting for these components has been reviewed and the Reading component has been reduced from 40% to 30%. The weighting for the Speaking component has been reviewed and increased from 15% to 20%. The weighting for these components has been reviewed and the Speaking component has been increased from 15% to 20%. The weighting of 20% for the Writing component has been retained. The weighting for this component has been retained as 20%. It is consistent across all Languages courses and reflects the nature of Language learning. 15

4.2.2 School-based requirements Summary The majority of survey respondents chose not to make additional comments on school-based requirements. Key matters raised were general in nature and have been included in Section 4.12. Feedback affirming the school-based requirements Continuers Languages courses No specific feedback was provided. Key matters and actions Year 11 Continuers Languages courses No specific feedback was provided. Key matters and actions Year 12 Continuers Languages courses No specific feedback was provided. 16

4.3 Extension Languages courses Arabic Extension Chinese Extension French Extension German Extension Indonesian Extension Italian Extension Japanese Extension Modern Greek Extension Spanish Extension 4.3.1 Components and weightings Summary The majority of respondents agreed that the components and weightings are appropriate. Some respondents commented that there is too much weighting given to the Writing component and that some students may be disadvantaged by changes to the existing weightings. There were a number of requests to increase the weighting for Text analysis. Respondents also commented that the proposed changes would affect the focus of the course. There were several requests for clarity regarding how components should be weighted within tasks and how s would be consistent with HSC examination requirements. Feedback affirming the components and weightings Extension Languages courses Feedback The components and weightings are appropriate. Sources Survey (x118) Key matters and actions Year 12 Extension Languages courses Key matters Sources Actions There is too much emphasis on the Writing component. Changing the weightings will affect the focus of the course. The proposed weightings do not reflect a balanced approach for all students. Survey (x10) Survey (x3) Survey (x6) The current weightings have been confirmed as appropriate. Review of school-based components and weightings has ensured that the weighting for this component appropriately reflects the nature and intent of the course, and the nature of the targeted student group. 17

Key matters Sources Actions Clear guidelines and clarification are needed regarding the nature of the Text analysis component. The weighting for the Text Analysis component should be increased. Survey (x7) Survey (x5) A range of Year 12 sample schedules have been developed to assist schools with the implementation of new requirements and to ensure there are a range of opportunities for students to demonstrate their knowledge, understanding and skills. Review of school-based components and weightings has confirmed that the weighting for this component appropriately reflects the nature and intent of the course. No amendment was made. 18

4.3.2 School-based requirements Summary The majority of respondents did not make comments regarding additional requirements for consideration. Key matters raised were general in nature and have been included in Section 4.12. Feedback affirming the school-based requirements Extension Languages courses Feedback The components and weightings for school-based are appropriate. Sources Survey (x108) Key matters and actions Year 12 Extension Languages courses There were no specific key matters. 19

4.4 CCAFL Continuers Languages courses Armenian Continuers Croatian Continuers Dutch Continuers Filipino Continuers Hindi Continuers Hungarian Continuers Khmer Continuers Macedonian Continuers Maltese Continuers Persian Continuers Polish Continuers Portuguese Continuers Punjabi Continuers Russian Continuers Serbian Continuers Swedish Continuers Tamil Continuers Turkish Continuers Ukrainian Continuers 4.4.1 Components and weightings Summary The majority of respondents agreed that the components and weightings are appropriate. A few respondents commented that the weighting for the Speaking component should be increased in the Year 11 course. There were a range of additional suggestions for adjustments to the weightings. Feedback affirming the components and weightings CCAFL Continuers Languages course Feedback The components and weightings are appropriate for Year 11. The components and weightings are appropriate for Year 12. Sources Survey (x59) Survey (x65) 20

Key matters and actions Year 11 CCAFL Continuers Languages courses Key matters Sources Actions The weighting for the Speaking skills component should be increased. The components of all Continuers courses should have the same weightings, regardless of whether they are CCAFL or NESA developed courses. The weighting for the Reading component is too high. Survey (x9) Survey (x2) Survey (x1) The weighting for the Speaking skills component has been reviewed and increased from 10% to 20%. The weightings for the CCAFL Continuers courses have been reviewed and amended to ensure consistency across all Continuers courses. The weighting for the Listening component has been increased from 20% to 30% for Year 12 and the Reading component has been reduced from 40% to 30%. The weighting for the Reading component has been reviewed and decreased from 40% to 30%. Key matters and actions Year 12 CCAFL Continuers Languages courses There were no specific key matters. 21

4.4.2 School-based requirements Summary The majority of respondents did not make comments regarding additional requirements for consideration. Key matters raised were general in nature and have been included in Section 4.12. Feedback affirming the school-based requirements CCAFL Continuers Languages courses Feedback The current requirements for CCAFL Continuers Languages courses for Year 11 are appropriate. The current requirements for CCAFL Continuers Languages courses for Year 12 are appropriate. Sources Survey (x62) Survey (x67) Key matters and actions Year 11 CCAFL Continuers Languages courses There were no specific key matters. Key matters and actions Year 12 CCAFL Continuers Languages courses There were no specific key matters. 22

4.5 Classical Greek Continuers 4.5.1 Components and weightings Summary The majority of respondents agreed that the components and weightings are appropriate. Several respondents suggested that the distinction between components requires more clarity. Feedback was also received indicating the terminology used for some of the components should be reviewed and clarified. Feedback affirming the components and weightings Classical Greek Continuers Feedback The components and weightings are appropriate for Year 11. The components and weightings are appropriate for Year 12. Sources Survey (x61) Survey (x62) Key matters and actions Year 11 Classical Greek Continuers Key matters Sources Actions The distinction between the proposed components is not clear and does not provide guidance for teachers. The Prescribed text component should be changed to Prescribed text commentary. Translation is not accurate terminology for this component. Classical Lang Survey (x3) Classical Lang Survey (x2) Classical Lang Survey (x2) The components have been reviewed and renamed to provide more clarity. Further advice regarding the components will be considered when a review of the current syllabus and support materials is undertaken. The terminology of this component has been reviewed and amended to Understanding texts to more accurately reflect the nature of the study of texts in Year 11. The terminology for this component has been reviewed and amended to Skills in translating. 23

Key matters and actions Year 12 Classical Greek Continuers Key matters Sources Actions The distinction between components is unclear. The Prescribed text component should be changed to Prescribed text commentary. Translation is not accurate terminology for this component. The weighting for the Unseen text component should be increased and the weighting for the Translation component decreased. Classical Lang Survey (x3) Classical Lang Survey (x1) Classical Lang Survey (x3) Survey (x2) The terminology used for the components has been reviewed and the components have been renamed and clarified. Further advice regarding the components will be considered when a review of the current syllabus and support materials is undertaken. The term Prescribed Text has been reviewed and changed to Understanding prescribed texts to more accurately represent the focus of this course and to allow more scope for students to more broadly demonstrate achievement of the outcomes of the course. The terminology for this component has been reviewed and amended to Skills in translating. The weighting for the Unseen text component has been reviewed and increased from 20% to 30%. The weighting of the Translation component has been reviewed and decreased from 40% to 30%. 24

4.5.2 School-based requirements Summary The majority of survey respondents did not make comments regarding additional requirements for consideration. Key matters raised were general in nature and have been included in Section 4.12. Feedback affirming the school-based requirements Classical Greek Continuers Feedback The current requirements for Classical Greek Continuers courses are appropriate. Sources Survey (x103) Key matters and actions Year 11 Classical Greek Continuers There were no specific key matters. Key matters and actions Year 12 Classical Greek Continuers There were no specific key matters. 25

4.6 Classical Hebrew Continuers 4.6.1 Components and weightings Summary The majority of respondents agreed that the components and weightings are appropriate. A few comments were received regarding weightings. Feedback affirming the components and weightings Classical Hebrew Continuers Feedback The components and weightings are appropriate for Year 11. The components and weightings are appropriate for Year 12. Sources Survey (x52) Survey (x52) Key matters and actions Year 11 Classical Hebrew Continuers Key matters Sources Actions The terminology for the Understanding skills component lacks clarity. The weighting for the Understanding skills component should be increased. The weighting for the Prescribed text component should be decreased. Classical Lang Survey (x1) Survey (x1) The terminology has been reviewed and amended to Skills in reading and understanding. The weighting for this component has been reviewed and retained. The weighting for this component has been reviewed and decreased from 65% to 60%. Key matters and actions Year 12 Classical Hebrew Continuers Key matters Sources Actions The weighting for the Prescribed text component should be decreased from 85% to 60%. The weighting for the Unseen text component should be increased from 15% to 40%. It is not clear why the Year 12 components vary from those for Year 11. Survey (x1) Survey (x1) Survey (x1) The weighting for this component has been reviewed and decreased from 85% to 70%. The weighting for this component has been reviewed and increased from 15% to 30%. The Year 11 and Year 12 courses have different emphases and the components align with the nature of Classical Hebrew study in Year 12. 26

4.6.2 School-based requirements Summary The majority of survey respondents did not make comments regarding additional requirements for consideration. There were several requests for further clarification of the components. Feedback affirming the school-based requirements Classical Hebrew Continuers Feedback The current requirements for Classical Hebrew Continuers courses for Year 11 are appropriate. The current requirements for Classical Hebrew Continuers courses for Year 12 are appropriate. Sources Survey (x47) Survey (x46) Key matters and actions Year 11 Classical Hebrew Continuers Key matters Sources Actions The proposed components lack clarity and do not provide guidance for teachers. Classical Lang Survey (x4) The components have been reviewed and the Understanding skills component has been renamed to Skills in reading and understanding. Further advice regarding the components will be considered when a review of the current syllabus and support materials is undertaken. Key matters and actions Year 12 Classical Hebrew Continuers Key matters Sources Actions The proposed components lack clarity and do not provide guidance for teachers. Classical Lang The components have been reviewed to ensure that they accurately reflect the Year 12 course. Further advice regarding the components will be considered when a review of the current syllabus and support materials is undertaken. 27

4.7 Latin Continuers 4.7.1 Components and weightings Summary The majority of respondents agreed that the components and weightings are appropriate. However, there were requests for clarification of the components to better reflect the current syllabus, and to change the terminology used for the components. Respondents also commented that a Grammar component should be included for Year 12. Feedback affirming the components and weightings Latin Continuers Feedback The components and weightings are appropriate for Year 11. The components and weightings are appropriate for Year 12. The weighting for the Prescribed text component in Year 12 appropriately reflects the time students spend on this component. Sources Survey (x60) Survey (x60) Survey (x2) Key matters and actions Year 11 Latin Continuers Key matters Sources Actions The proposed components lack clarity and do not provide guidance for teachers. The weighting for the Grammar component should be increased and the weighting for the Translation component decreased. The weighting for the Unseen text component should be reduced. The Prescribed text component should be Comment on prescribed text. Translation is not an accurate description of this component. Classical Lang Survey (x5) Survey (x1) Survey (x1) Classical Lang Survey (x2) Classical Lang The components have been reviewed and renamed to provide more clarity. Further advice regarding the components will be considered when a review of the current syllabus and support materials is undertaken. The weighting for the Grammar component has been reviewed and increased from 15% to 20%. The weighting for the Translating component has been retained. The weighting for the Unseen text component has been reviewed and decreased from 25% to 20%. The terminology of this component has been reviewed and amended to Understanding texts to more accurately reflect the study of texts in Year 11. The terminology for this component has been reviewed and amended to Skills in translating. 28

Key matters and actions Year 12 Latin Continuers Key matters Sources Actions The proposed components lack clarity and do not provide guidance for teachers. Grammar is an important component of Latin and should be included as part of school-based. The weighting for the Translation component should be increased. The Prescribed text component should be Comment on prescribed text or Prescribed text commentary. More weighting should be given to the Unseen text component. Translation is not an accurate description of this component. Classical Lang Survey (x4) Survey (x4) Survey (x2) Classical Lang Survey (x3) Survey (x1) Classical Lang The components have been reviewed and renamed to provide more clarity. Further advice regarding the components will be considered when a review of the current syllabus and support materials is undertaken. The components have been reviewed and a component relating to the of grammar has been included with a weighting of 10%. The weighting for this component has been reviewed and increased from 25% to 30%. The terminology of this component has been reviewed and amended to Understanding prescribed texts to allow scope for students to more broadly demonstrate achievement of the outcomes of the course. The weighting for the Unseen text component has been reviewed and increased from 25% to 30%. The terminology for this component has been reviewed and amended to Skills in translating. 29

4.7.2 School-based requirements Summary The majority of survey respondents did not make comments regarding additional requirements for consideration. There were several requests for clarification and guidance regarding the proposed components. Feedback affirming the school-based requirements Latin Continuers Feedback The current requirements for Latin Continuers courses for Year 11 are appropriate. The current requirements for Latin Continuers courses for Year 12 are appropriate. Sources Survey (x52) Survey (x47) Key matters and actions Year 11 and Year 12 Latin Continuers Key matters Sources Actions More guidance is needed for teachers regarding the proposed components. Classical Lang Survey (x4) The terminology used for the components has been reviewed and the components have been renamed to provide more clarity. Further advice regarding the components will be considered when a review of the current syllabus and support materials is undertaken. 30

4.8 Classical Languages Extension courses Classical Greek Extension Classical Hebrew Extension Latin Extension 4.8.1 Components and weightings Summary A majority of respondents agreed that the components and weightings are appropriate for this course. There was a request from the consultation meeting to change the terminology used for the prescribed text component. There were also some requests for clarification of the proposed components and for increased weighting for the Unseen text component. Feedback affirming the components and weightings Classical Languages Extension courses Feedback The components and weightings are appropriate. The overall percentages for this course are appropriate and workable for experienced teachers. The weighting for Prescribed text is appropriate for this level. Sources Survey (x60) Survey (x1) Survey (x1) Key matters and actions Year 12 Classical Languages Extension courses Key matters Sources Actions The Prescribed text component should be changed to Prescribed text commentary. The weighting for the Unseen text component should be increased. Classical Lang Survey (x3) The terminology of this component has been reviewed and amended to Skills in understanding, analysing and translating complex prescribed texts to provide more clarity. The weighting for the Unseen text component has been reviewed and increased from 20% to 30%. 31

Key matters Sources Actions The proposed components lack clarity and more guidance is needed for teachers. Survey (x3) The components have been reviewed and renamed to provide to Skills in understanding, analysing and translating complex prescribed texts and Skills in understanding, analysing and translating complex nonprescribed texts to provide more clarity. Further advice regarding the components will be considered when a review of the current syllabuses and support materials is undertaken. 32

4.8.2 School-based requirements Summary The majority of survey respondents did not make comments regarding additional requirements for consideration. Key matters raised were general in nature and have been included in Section 4.12. Feedback affirming the school-based requirements Classical Languages Extension courses Feedback The current requirements for Classical Languages Extension courses are appropriate. Sources Survey (x36) Key matters and actions Year 12 Classical Languages Extension courses There were no specific key matters. 33

4.9 [Language] in Context courses Chinese in Context Indonesian in Context Japanese in Context Korean in Context 4.9.1 Components and weightings Summary The majority of respondents agreed that the components and weightings are appropriate for this course. There were a few requests to reduce the weighting for Speaking and Writing. A few respondents questioned if it would still be possible to use audio-visual texts with the change in the terminology of the components. Feedback affirming the components and weightings [Language] in Context courses Feedback The components and weightings are appropriate for Year 11. The components and weightings are appropriate for Year 12. Sources Survey (x66) Survey (x61) Key matters and actions Year 11 [Language] in Context courses Key matters Sources Actions The weighting for the Speaking component should be reduced. The Writing component should be increased. Listening and Reading components would appear to exclude the use of visual texts. Survey (x1) Survey (x1) Survey (x2) Review of the weightings for the Speaking and Writing components has confirmed that the current weightings are appropriate and reflect the nature of the target learners for this course, who have more highly developed oral literacy than written literacy. No amendments were made. The Listening and Reading components may include the use of visual/digital and multimodal texts. Clarification will be included in the advice. 34

Key matters and actions Year 12 [Language] in Context courses Key matters Sources Actions The weighting for the Speaking component should be reduced. The Listening and Reading components would appear to exclude the use of visual texts. The Reading component should have a higher weighting than the Writing component. Survey (x2) Survey (x2) Survey (x2) The weighting has been reviewed and reduced from 30% to 25% to provide a more balanced approach across all skills areas. The Listening and Reading components may include the use of visual/digital and multimodal texts. Clarification will be included in the advice. The weighting for all components has been reviewed and amended to provide a more balanced approach across all skills areas and to reflect development of written literacy. The Reading component has been increased from 20% to 25%. The Writing component has been decreased from 30% to 25%. 35

4.9.2 School-based requirements Summary The majority of survey respondents did not make comments regarding additional requirements for consideration. One respondent affirmed the inclusion of a Personal Investigation task for Year 12. Feedback affirming the school-based requirements [Language] in Context courses Feedback The current requirements for Year 11 [Language] in Context are appropriate. The current requirements for Year 12 [Language] in Context are appropriate. The Personal Investigation is a useful research tool. Sources Survey (x57) Survey (x51) Survey (x1) Key matters and actions Year 11 [Language] in Context courses There were no specific key matters. Key matters and actions Year 12 [Language] in Context courses There were no specific key matters. 36

4.10 [Language] and Literature courses Chinese and Literature Indonesian and Literature Japanese and Literature Korean and Literature 4.10.1 Components and weightings Summary The majority of respondents agreed that the components and weightings are appropriate for this course. There were a few suggestions to increase the weighting for the Speaking component. Feedback affirming the components and weightings [Language] and Literature courses Feedback The components and weightings are appropriate for Year 11. The components and weightings are appropriate for Year 12. Sources Survey (x52) Survey (x49) Key matters and actions Year 11 and Year 12 [Language] and Literature courses Key matters Sources Actions The Speaking component should have a higher weighting. The Writing component should have a higher weighting. Survey (x3) Survey (x1) Weightings have been reviewed and confirmed as appropriate. Feedback has confirmed that the weightings are consistent with the nature and intent of the course, and the nature of the targeted student group. 37

4.10.2 School-based requirements Summary The majority of survey respondents did not make comments regarding additional requirements for consideration. Key matters raised were general in nature and have been included in Section 4.12. Feedback affirming the school-based requirements [Language] and Literature courses Feedback The current requirements for Year 11 [Language] and Literature courses are appropriate. The current requirements for Year 12 [Language] and Literature courses are appropriate. Sources Survey (x60) Survey (x51) Key matters and actions Year 11 [Language] and Literature courses There were no specific key matters. Key matters and actions Year 12 [Language] and Literature courses There were no specific key matters. 38

4.11 CCAFL Malay Background Speakers 4.11.1 Components and weightings Summary The majority of respondents agreed that the components and weightings are appropriate for this course. There were a few suggestions to increase the weighting for the Speaking component, and one suggestion to increase the weighting for the Writing component. Feedback affirming the components and weightings CCAFL Malay Background Speakers Feedback The components and weightings are appropriate for Year 11. The components and weightings are appropriate for Year 12. Sources Survey (x36) Survey (x36) Key matters and actions Year 11 and Year 12 CCAFL Malay Background Speakers Key matters Sources Actions The weighting for the Speaking component should be increased. The weighting for the Writing component should be increased. Survey (x2) Survey (x1) The current Speaking and Writing components and weightings have been confirmed as appropriate. Feedback has confirmed that the weightings are consistent with the nature and intent of the course, and the nature of the targeted student group. 39

4.11.2 School-based requirements Summary The majority of survey respondents did not make comments regarding additional requirements for consideration. Feedback affirming the school-based requirements CCAFL Malay Background Speakers Feedback The current requirements for Year 11 CCAFL Malay Background Speakers course are appropriate. The current requirements for Year 12 CCAFL Malay Background Speakers course are appropriate. Sources Survey (x36) Survey (x42) Key matters and actions Year 11 CCAFL Malay Background Speakers There were no specific key matters. Key matters and actions Year 12 CCAFL Malay Background Speakers There were no specific key matters. 40

4.12 Other comments Summary Overall, respondents affirmed the proposed changes to school-based s and welcomed the opportunity to have fewer s and to re-evaluate design. Many respondents provided reasons for increasing the number of formal examination tasks, citing primarily the need and expectation that students are adequately prepared for the existing HSC examination. Some respondents also suggested that increasing the number of s and reducing the minimum and maximum weightings for a task would assist in reducing student stress. Many respondents also commented that there may be too few tasks to adequately assess the components. There were a number of requests for the provision of support materials, such as sample schedules and samples of tasks, to assist schools and teachers in implementing tasks with multiple parts. Respondents also queried how quality assurance would be maintained for school-based s not administered in an examination environment. Feedback affirming school-based Feedback The opportunity to voice an opinion is much appreciated. The weightings and components are appropriate. It is an opportunity to evaluate school-based s and to design them to be less similar to the HSC examination format. Fewer school-based s provide more opportunity for informal s and less disruption to the pace of learning. Sources Survey (x2) SCS Survey (x3) Survey (x2) Survey (x2) 41

Key matters and actions Key matters Sources Actions More flexibility or a greater number of tasks is required to assess all components effectively. The minimum weighting of 20% for an individual task in Year 11 is too high. The maximum weighting of tasks should be reduced. The weighting of the formal examination should be increased. Allowing for only one task as a formal examination is insufficient to prepare students for the HSC examination. NESA needs to provide sample schedules and examples of tasks in a non-formal format which incorporate more than one skill. Moderating levels of difficulty and performance across schools and addressing the issue of external help received for tasks will be problematic. SCS Survey (x38) Survey (x45) Survey (x14) Survey (x39) Survey (x135) SCS Survey (x50) Survey (x20) The Stronger HSC Standards reforms included the capping of tasks. The appropriateness of the minimum and maximum weightings of tasks has been considered. Schools will continue to be able to schedule more than one written examination to provide opportunity for students to experience examination conditions. Only one formal written examination can contribute to the formal program in Year 11 and Year 12. A range of sample schedules for Year 11 and Year 12 have been developed to support teachers with the implementation of new components and weightings. The samples will illustrate a range of task types that provide students with opportunities to demonstrate their learning in ways other than formal written examinations. Stage 6 school-based practices will be reviewed to clarify requirements, and guidelines will be developed to provide advice for teachers to design tasks suited to their subject. Students will continue to be required to undertake All my own Work program. Guidelines regarding issues of plagiarism and cheating, and advice on monitoring authorship of student work will be reviewed as part of the current review of Stage 6. 42