Stage 6 Languages Beginners Syllabuses Advice on Programming and Assessment 2015
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Contents 1 The syllabuses... 4 1.1 Structure of the Preliminary and HSC courses... 4 2 Support for implementation advice on programming and assessment... 5 3 Advice on programming... 6 3.1 Establishing a scope and sequence plan... 6 3.2 Sample scope and sequence plan for the Preliminary course... 8 3.3 Programming units of work... 9 3.4 Sample Unit 1 [Language] Beginners... 13 4 Advice on assessment... 15 5 Internal assessment... 15 6 External assessment... 16
1 The syllabuses The Beginners syllabuses provide an opportunity for students with little or no background in a language to take up the study of that language as beginners in Stage 6. Individual Beginners syllabuses are derived from the Framework for Stage 6 Languages Beginners Syllabuses (2005). This ensures parity across the syllabuses and defines clearly the knowledge and understanding that students are expected to achieve, as well as the skills and processes they are to learn and develop. The syllabus objectives represent the communicative use of the language, and integrate the skills of listening, reading, speaking and writing. Eligibility criteria apply. (See www.boardofstudies.nsw.edu.au/syllabus_hsc/infoeligibility-lang.html.) 1.1 Structure of the Preliminary and HSC courses The outcomes are the same for the Preliminary and Higher School Certificate courses. In the Preliminary course, students will develop their communication skills in the language, and their knowledge and understanding of language and culture. The HSC course provides opportunities for students to extend and refine their skills, and to gain deeper knowledge and understanding. Other features of the two courses include: objectives that integrate the communicative use of the language with linguistic and intercultural knowledge and understanding outcomes that provide explicit statements of the knowledge, understanding, skills, values and attitudes that each student will be expected to achieve as a result of effective teaching and learning a list of text types that students may be expected to produce in the external examination a list of grammatical structures that students are expected to recognise and apply in the external examination the use of dictionaries, not only to enhance learning throughout the course, but also as a reference tool in the HSC examination. In addition, the Beginners syllabuses have common internal assessment requirements and external examination specifications which reflect the Board s Principles for Examination and Assessment in HSC Syllabuses (www.boardofstudies.nsw.edu.au/syllabuses/syllabus-development/pdf_doc/principlesexams-assessment.pdf). 4
2 Support for implementation advice on programming and assessment This support document has been designed to assist teachers in understanding key aspects of the Beginners syllabuses and to provide guidance for their implementation. The document shows how these aspects can be incorporated into appropriate teaching, learning and assessment programs that clearly show what students should know and be able to do by the end of the Preliminary and HSC courses. Generic requirements for internal and external assessment will ensure consistency across languages. Teachers should ensure that their assessment programs reflect the weighting of components, especially for the HSC internal assessment, where the weightings are mandatory. The support materials included in this document comprise: advice on programming, including a suggested Scope and Sequence model for teachers to use in developing programs for Beginners courses advice on internal assessment, including a sample assessment task planning proforma which illustrates the BOSTES approach to assessing student achievement. The following documents are also available on the BOSTES website at www.boardofstudies.nsw.edu.au/syllabus_hsc/languages.html: a specimen paper or sample assessment items for each of the Beginners courses prescribed character lists for Chinese and Japanese performance bands for each course information relating to the oral examination. 5
3 Advice on programming The acquisition of a language is a cumulative process that can be represented as a spiral that increases in breadth and depth of knowledge, understanding and skills as students progress through a stage of learning, experiencing a language across a range of learning contexts. A fundamental step in the design of an effective teaching, learning and assessment program is the establishment of a scope and sequence plan. The scope and sequence plan provides an overview of the units of work to be taught, with details about their sequence and duration. In this context the following statement from the Beginners syllabuses is helpful: This syllabus recognises the importance of tasks as an organising principle in structuring a program that allows the student to work towards meeting the objectives and learning outcomes. (See the syllabuses at section 8.4: Tasks.) 3.1 Establishing a scope and sequence plan A scope and sequence is an important step in the design of effective teaching and learning programs for a course. It summarises what is to be taught and the sequence in which it will be taught. A scope and sequence shows the order of the units within a year or stage, and the syllabus outcomes that each unit addresses. Generally, a subject scope and sequence plan for a year should be captured on a single page. Elements of a scope and sequence include: title of each unit sequence of each unit for the year or stage duration of each unit syllabus outcomes included in each unit any subject-specific requirements, such as topics additional information based on common practice in particular subject areas or particular school requirements. Where Life Skills outcomes are being integrated or taught concurrently, they should also be included in the scope and sequence. 6
Syllabus requirements The prescribed topics provide an organisational focus so that tasks can be presented as a series of related learning experiences in cohesive contexts. (See the syllabuses at section 8.2: Topics.) The prescribed topics should be studied from two interdependent perspectives: the personal world the [Language]-speaking communities. The personal world The [Language]-speaking communities Family life, home and neighbourhood People, places and communities Education and work Friends, recreation and pastimes Holidays, travel and tourism Future plans and aspirations The syllabus content is expressed in the form of Learn about and Learn to statements, which are derived from the syllabus outcomes. These statements form the basis for planning programs of study that will enable students to maximise their learning and demonstrate the outcomes in a range of learning contexts. The following sample scope and sequence plan for Preliminary is an example of a model that teachers may wish to consider. 7
3.2 Sample scope and sequence plan for the Preliminary course Total hours: 120 indicative Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Term 1 Unit 1: Introducing self and family Focus task 1: Students present information (in one of a range of formats) about themselves to a group of exchange students (classmates) and respond to follow-up questions. Focus task 2: Students compose a first letter to a new penfriend.* Unit 2: Going out Focus task 3: Students engage in a range of information gap activities to plan a series of weekend outings. Syllabus topic elements: Family life, pastimes Focus outcomes: 1.1, 2.1, 2.2, 3.1, 3.2, 3.3 Syllabus topic elements: Friends, recreation Focus outcomes: 1.1, 1.2, 1.4 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Term 2 Unit 3: My photos Focus task 4: Students share information about self, home and neighbourhood in a presentation of manufactured or real photos/pictures. Unit 4: Neighbourhood noticeboard Focus task 5: Students prepare and respond to a series of classified ads and community notices on a local noticeboard. Syllabus topic elements: Family life, home, neighbourhood, people, places Focus outcomes: 1.2, 2.1, 3.3 Syllabus topic elements: People, places, communities, family life, careers Focus outcomes: 1.2, 2.1, 2.2, 3.1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Unit 5: Eating and drinking Unit 6: Speeches Unit 7: Summaries (outcome 2.3) Term 3 Focus task 6: Students create a [Language] restaurant, design advertising and menus, role-play a dining experience and write reviews. Focus task 7: Students prepare a portfolio of speeches for various audiences, purposes and contexts. Focus task 8: Students compose a portfolio of texts (that can be summarised) for circulation in class to be summarised. Syllabus topic element: Tourism Focus outcomes: 1.1, 1.2, 1.4, 2.1, 2.6, 3.3, 3.4 Syllabus topic elements: Family life, education, friends Focus outcomes: 3.1, 3.2, 3.3, 3.4 Syllabus topic elements: Various Focus outcomes: 2.1, 2.2, 2.3 * A written task may not be appropriate in every language at this stage. 8
3.3 Programming units of work The sample unit (see section 3.4) demonstrates a way to present syllabus content and model a range of teaching and learning and assessment activities. It will assist teachers to: be explicit about the syllabus outcomes and content they are addressing adapt teaching and learning programs to students needs, interests and abilities have a sound basis for modifying future teaching and learning programs, in light of students needs. Elements of a unit include: unit description syllabus outcomes duration stage or year range of relevant syllabus content integrated teaching, learning and assessment subject-specific requirements resources reflection and evaluation adjustments for students with special education needs, where appropriate. The Languages Beginners Stage 6 syllabuses promote an approach to programming that emphasises the outcomes as the focal point. The annotated proforma for a unit of work in section 3.4 of this document has been developed using the following process. Step 1: Identify the outcomes that will be addressed in the unit The Beginners syllabuses promote an approach to programming that has syllabus outcomes as the focus. During the planning process, teachers identify the outcomes that will be addressed in the unit. Step 2: Decide on the focus of the unit Each unit would typically include one or more tasks that allow students to demonstrate performance in relation to a range of appropriate and relevant outcomes. Step 3: Determine the evidence of learning As the syllabus outcomes form the focus of the unit, it is necessary to identify the specific evidence of learning to be gathered through teaching, learning and assessment activities. The evidence of learning provides the basis for the selection of content and the planning of the learning experiences within the units. This evidence will enable teachers to make judgements about student achievement in relation to the syllabus outcomes and identified content. 9
Evidence gathered by teachers may include: observations anecdotal records analysis of work samples against criteria conferences/discussions with students student reflections. Evidence of student achievement may include: research projects practical tasks and demonstrations response tasks, including tests performances and presentations resubmissions following feedback peer and self-assessment. Step 4: Select the relevant syllabus content for the identified syllabus outcomes to provide opportunities for students to develop required knowledge, understanding and skills Select and organise the Learn about and Learn to statements into a logical sequence according to the learning context, along with the relevant language structures and text types. Step 5: Plan the teaching, learning and assessment activities, including assessment for learning activities Teaching and learning experiences should: build on prior learning be sequenced appropriately to provide opportunities for students to develop knowledge, understanding and skills, and to demonstrate achievement of syllabus outcomes provide authentic learning opportunities to meet the interests, abilities and backgrounds of students provide a sound basis for students to move to the next stage of learning include adjustments for students with special needs where appropriate and/or necessary take into account the resources available. 10
Assessment activities should: be valid and be based on syllabus outcomes include criteria to clarify for students what aspects of learning are being assessed enable students to demonstrate their learning in a range of contexts be reliable and free from bias and provide evidence that accurately represents a student's knowledge, understanding and skills enable students and teachers to use feedback effectively and reflect on the learning process be inclusive of, and accessible for, all students be part of an ongoing process where progress is monitored over time. Step 6: Feedback Feedback during and following teaching, learning and assessment activities provides students with the necessary information and direction to clarify: how their knowledge, understanding and skills are developing in relation to the syllabus outcomes and content being addressed how to improve their learning. When planning units, teachers should consider how a range of formal and informal feedback strategies will: focus on what is expected in the activity provide students with constructive and meaningful information provide opportunities for peer and self-assessment, and student reflection on their learning. Feedback may take a variety of forms, including digital and other modes. It may be formal or informal, and include: oral feedback from the teacher, the student and their peers and/or through group work activities, forums and conferences self-assessment by students based on the criteria written feedback based on the criteria for assessing learning. 11
Step 7: Reflection and evaluation Teachers evaluate the extent to which the planning of the unit has remained focused on the syllabus outcomes. After the unit has been implemented, there should be opportunity for both teachers and students to reflect on and evaluate the degree to which students have progressed as a result of their experiences, and what should be done next to assist them in their learning. For example, there should be opportunities for teachers to: identify which teaching and learning experiences were effective and which require modification to be effective in the future suggest modifications for future teaching and learning experiences describe additional or alternative teaching and learning activities and resources that could be used in the future. 12
3.4 Sample Unit 1 [Language] Beginners Depending on the language and its written form, this unit would be completed either with or without the written task. If included, students would engage with written forms either during or after presentation and acquisition of the new material. The depth and breadth of the content will vary depending on the nature of the class and the language. The teaching and learning strategies need to be expanded to reflect selected content. Introducing self and family Duration: 5 weeks Focus outcomes: 1.1, 2.1, 2.2, 3.1, 3.2, 3.3 Unit overview: In this unit students will develop knowledge of vocabulary, and linguistic structures and features to present information about themselves and their family. They will ask and respond to a variety of questions about their family and friends. Students will learn how to use resources such as dictionaries to assist comprehension and promote independent learning. They will explore how texts are structured through listening to oral presentations and reading a variety of letters. They will plan, draft and edit their own letters. Students learn to: maintain an interaction by responding to and asking questions and sharing information explore the way text content is presented and how ideas and information are sequenced present and organise information in ways appropriate to audience, purpose and context extend and refine their use of language plan, edit and draft text Students learn about: application of known linguistic structures in new contexts resources available to enhance and expand independent learning ways of identifying relevant details in texts when listening or reading for specific information Teaching and learning strategies (potential assessment tasks are in bold): Brainstorm in English the sort of information (and related questions to elicit this information) students wish to include in their presentations (and letters) Identify any relevant prior learning Introduce/Model and practise the simplest form(s) of question(s) with possible answers (include examples) Introduce a range of relevant and appropriate interrogatives (include examples) As part of the teaching and learning, students engage in a range of activities and exercises: pair work and information gap, matching exercises (include examples) Students are introduced to bilingual dictionaries (where appropriate) Teacher models a presentation and answers questions Students develop presentation Students share their own presentation with the class, following which, teacher and students ask questions Student groups develop and share their joint presentations with the class (Extension task) Teacher models the structuring of a letter Students read a variety of sample letters and answer related questions Students plan, draft and edit letters for distribution to other class members, who respond to an attached set of questions Student groups write a joint letter to a group of students from [Country] (Extension task) 13
Grammar and vocabulary: Present tense forms, ie first-, second- and third-person singular (if applicable) Adjectives, possessives Questions and related interrogatives and interrogative phrases Vocabulary relating to name, age, appearance, hobbies, interests, family and friends. First person plural (Extension task) Script/Characters Mother, father, sister, brother, friend etc Resources [Name of textbook] Dictionaries Information gap cards Sample PowerPoints Sample letters Assessment of learning Vocabulary, grammar and/or script/character tests Assessment for learning Refer to the bolded teaching and learning strategies Reflection and evaluation After the unit has been implemented, there should be opportunity for both teachers and students to reflect on and evaluate the degree to which students have progressed as a result of their experiences, and what should be done next to assist them in their learning. 14
4 Advice on assessment Assessment is the broad name for the collection and evaluation of evidence of a student's learning. It is integral to teaching and learning and has multiple purposes. Assessment can enhance student engagement and motivation, particularly when it incorporates interaction with teachers, other students and a range of resources. Assessment: provides opportunities for teachers to gather evidence about student achievement in relation to syllabus outcomes enables students to demonstrate what they know and can do clarifies student understanding of concepts and promotes deeper understanding provides evidence that current understanding is a suitable basis for future learning. Assessment activities should: be valid and be based on syllabus outcomes include criteria to clarify for students what aspects of learning are being assessed enable students to demonstrate their learning in a range of different contexts be reliable, be free from bias and provide evidence that accurately represents a student's knowledge, understanding and skills enable students and teachers to use feedback effectively and reflect on the learning process be inclusive of and accessible for all students be part of an ongoing process where progress is monitored over time. Teachers should consider the effect that assessment and feedback have on student motivation and self-esteem, and the importance of the active involvement of students in their own learning. 5 Internal assessment When selecting internal assessment tasks, it is important to note the advice contained in the document Assessment and Reporting in Beginners Stage 6 Courses (Arabic, Chinese, French, German, Indonesian, Italian, Japanese, Korean, Modern Greek and Spanish). This document provides general advice on assessment in Stage 6, as well as the specific requirements for the Preliminary and HSC courses. The document can be found on the BOSTES website at www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/languages-beginnersassessment-reporting.pdf. 15
6 External assessment The HSC external examination for each of the Languages Beginners courses will be developed in accordance with the Board s Principles for Setting HSC Examinations in a Standards-Referenced Framework (published in Board Bulletin Vol 8 No 9, Nov/Dec 1999). For all information relating to the BOSTES requirements for assessing and reporting achievement in the Preliminary and HSC courses for the Higher School Certificate, see Assessment and Reporting in Beginners Stage 6 Courses (www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/languages-beginnersassessment-reporting.pdf). Sample HSC examination items are available on the BOSTES website. 16