Vocational Courses
There are no vocational courses under this Course Framework.
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
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Communicating
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Understanding
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Task Type
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Speaking
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Writing
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Responding
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Mandatory
Items
Must be one item with the minimum mandatory weighting as shown below.
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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
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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
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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
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Minimum for Mandatory
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25% of the unit total mark
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25% of the unit total mark
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25% of the unit total mark
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Optional
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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
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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
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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
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Weightings in A/T 1.0 Units
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25-40%
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25-40%
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25-40%
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Weightings in A/T 0.5 Units
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25-40%
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60-75%
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Language courses at Advanced level should enable students to analyse and respond to literature and global issues in the target language.
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