Advanced Hindi t course

Vocational Courses

There are no vocational courses under this Course Framework.

Teaching and Learning Strategies

Teaching strategies and assessment tasks should promote intellectual quality, establish a rich learning environment and generate relevant connections between learning and life experiences

Teaching strategies that are particularly relevant and effective in the study of Languages include, but are not limited to, the following techniques:

Review prior learning

communicative activities: recall, brainstorming, individual, pair and group work (e.g. think, pair, share)

student reflection on relevant concepts and skills

review of metalanguage

Introduce new material

setting the context (e.g. time, place, culture)

exposure to quality visual imagery/materials through a variety of media

Provide demonstration, guided practice and application

teacher demonstration, modelling and joint construction

scaffolding tasks to facilitate analysis of visual, spoken and written material including error recognition and correction

strategies to access unfamiliar language

sustained speaking and writing practice

simulated real life and work scenarios

engagement with guest speakers and demonstrators

research strategies and time management

Promote independent practice and application

production of sustained written and spoken texts

manipulation of texts employing higher order thinking strategies

problem-solving strategies

workshop and peer review

discussions, debates and student presentations

practice and reinforcement of learning by way of written and oral reflection and evaluation

regular and meaningful feedback

Link to next task or skill area

links with the wider communities through excursions and field trips

cross curriculum activities

Assessment

The identification of assessment criteria and assessment tasks types and weightings provide a common and agreed basis for the collection of evidence of student achievement.

Assessment Criteria (the dimensions of quality that teachers look for in evaluating student work) provide a common and agreed basis for judgement of performance against unit and course goals, within and across colleges. Over a course, teachers must use all of these criteria to assess students’ performance, but are not required to use all criteria on each task. Assessment criteria are to be used holistically on a given task and in determining the unit grade.

Assessment Tasks elicit responses that demonstrate the degree to which students have achieved the goals of a unit based on the assessment criteria. The Common Curriculum Elements (CCE) are a guide to developing assessment tasks that promote a range of thinking skills (see appendix B). It is highly desirable that assessment tasks engage students in demonstrating higher order thinking.

Assessment Rubrics use the assessment criteria relevant for a particular task and can be used to assess a continuum that indicates levels of student performance against each criterion.

Board requirements

Students are expected to study the accredited semester 1.0 units unless enrolled in a 0.5 unit due to late entry or early exit in a semester.

Where a 1.0 unit is delivered as a combination of two 0.5 units, the same percentage weighting for task types should be used. If not, separate mark books must be maintained and the 0.5 units must be meshed with the 1.0 standard unit following documented meshing procedures. These meshing procedures must be provided to students as part of the Unit Outline.

General Assessment Criteria for T

Students will be assessed in speaking, writing and responding tasks on the degree to which they demonstrate:

Communicating

Understanding

Assessment Task Types for Advanced Language Course

Strand	Communicating		Understanding
Task Type	Speaking	Writing	Responding
Mandatory Items Must be one item with the minimum mandatory weighting as shown below.	Unscripted interview/conversation in the target language, with teacher/native speaker comprised of unseen and open ended questions based on content covered in the unit presented on CD, DVD or USB Minimum time limit: 10 minutes	Sustained writing in the target language, producing increasingly complex texts in class under test conditions in a minimum of 45 minutes in response to an unseen question or visual stimulus based on content covered in the unit (Year 11 - 300 – 350) (Year 12 - 350 - 400) Suggested task: letter, newspaper article, critique, speech, poetry, essay	Critical analysis through Listening AND reading tasks leading to increasingly sophisticated student responses in the target language and/or English* Over the course of two 0.5 units, both reading and listening must be assessed. *comprehensive testing of listening and reading skills are required
Minimum for Mandatory	25% of the unit total mark	25% of the unit total mark	25% of the unit total mark
Optional	The following options must include unscripted questions by teachers and/or peers in the target language: Oral presentation Role-play Debate Interview Conversation Discussion Interpreting	Sustained writing piece in the target language may include: A text in a variety of genres Assignment under controlled conditions Short response to an unseen visual stimulus/statistics Translation Survey Creative written production Essay	Close textual analysis of language: Listening comprehension Reading comprehension Written/visual response to a variety of text types Creative response and written rationale Summary Short response
Weightings in A/T 1.0 Units	25-40%	25-40%	25-40%
Weightings in A/T 0.5 Units	25-40%	60-75%

Language courses at Advanced level should enable students to analyse and respond to literature and global issues in the target language.