ࡱ> { 0abjbjBrBr >  kY\:*:*:*:*:*N*N*N*8*:+tN*S,0-"R-R-R- 3v3$3DSFSFSFSFSFSFS$WyZVjS:*H522"H5H5jS:*:*R-R-S===H56:*R-:*R-DS=H5DS==OQR-@N *~6P0SS0SP[`7[4Q[:*Q3v.4T=4D4333jSjSJ9333SH5H5H5H5[333333333 ):   CCAFL Languages Updated sections for Victorian Certificate of Education Study Designs for: Armenian, Bosnian, Croatian, Dutch, Filipino, Hebrew, Hindi, Hungarian, Khmer, Macedonian, Maltese, Persian, Polish, Portuguese, Punjabi, Romanian, Russian, Serbian, Sinhala, Swedish, Tamil, Turkish, Ukrainian, Yiddish this document replaces the following sections in the Victorian Certificate of Education study designs for the languages listed above. Introduction Units 1-4 Common areas of study including Text Types Kinds of writing End of year examinations Summary of outcomes and assessment tasks Contribution of assessment tasks to study score The amendments are highlighted in red for ease of reference. the sections of the study designs detailing the curriculum for Units 14 are unchanged. Note: as this is a generic document, the generic term is used throughout. Victorian Curriculum and Assessment Authority 2013 Contents Introduction The language Rationale Aims Structure Entry Duration Changes to the study design Monitoring for quality Safety Legislative compliance Assessment and reporting Satisfactory completion Authentication Levels of achievement Units 14: Common areas of study End-of-year examinations Summary of outcomes and assessment tasks Introduction THE LANGUAGE This information applies to the following languages delivered and assessed through the Collaborative Curriculum and Assessment Framework for Languages (CCAFL) model. Armenian, Bosnian, Croatian, Dutch, Filipino, Hebrew, Hindi, Hungarian, Khmer, Macedonian, Maltese, Persian, Polish, Portuguese, Punjabi, Romanian, Russian, Serbian, Sinhala, Swedish, Tamil, Turkish, Ukrainian, Yiddish. Further Language-specific information is provided and can be accessed via the language specific pages available on the VCAA website at  HYPERLINK "http://www.vcaa.vic.edu.au/Pages/vce/studies/lote/lotelistindex.aspx" www.vcaa.vic.edu.au/Pages/vce/studies/lote/lotelistindex.aspx Rationale The study of {Language} contributes to the overall education of students, most particularly in the area of communication, but also in the areas of cross-cultural understanding, cognitive development, literacy and general knowledge. It provides access to the culture of communities which use the language, and promotes understanding of different attitudes and values within the wider Australian community and beyond. The ability to communicate in {Language}, in conjunction with other skills, may provide opportunities for employment in the fields of interpreting, social services, ethnic affairs, the tourism and hospitality industries, international relations, the arts and education. Aims This study is designed to enable students to: use {Language} to communicate with others; understand and appreciate the cultural contexts in which {Language} is used; understand their own culture(s) through the study of other cultures; understand language as a system; make connections between {Language} and English, and/or other languages; apply {Language} to work, further study, training or leisure. Structure The study is made up of four units. Each unit deals with specific content and is designed to enable students to achieve a set of outcomes. Each outcome is described in terms of key knowledge and skills. Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4. {Language} is designed for students who will, typically, have studied the language for at least 200 hours prior to the commencement of Unit 1. It is possible, however, that some students with less formal experience will also be able to meet the requirements successfully. Units 1 to 4 are designed to be of an appropriate standard for the final years of secondary education. All VCE studies are benchmarked against comparable national and international curriculum. Duration Each unit involves at least 50 hours of scheduled classroom instruction over the duration of a semester. Changes to the study design During its period of accreditation minor changes to the study will be notified in the  HYPERLINK "http://www.vcaa.vic.edu.au/Pages/correspondence/index.aspxl" VCAA Bulletin VCE, VCAL and VET. The VCAA Bulletin is the only source of changes to regulations and accredited studies and it is the responsibility of each VCE teacher to monitor changes or advice about VCE studies published in the VCAA Bulletin. MONITORING FOR Quality As part of ongoing monitoring and quality assurance, the Victorian Curriculum and Assessment Authority will periodically undertake an audit of {Language} to ensure the study is being taught and assessed as accredited. The details of the audit procedures and requirements are published annually in the  HYPERLINK "http://www.vcaa.vic.edu.au/Pages/schooladmin/handbook/handbook.aspx" VCE and VCAL Administrative Handbook. Schools will be notified during the teaching year of schools and studies to be audited and the required material for submission. Safety It is the responsibility of the school to ensure that duty of care is exercised in relation to the health and safety of all students undertaking this study. LEGISLATIVE COMPLIANCE When collecting and using information, the provisions of privacy and copyright legislation, such as the Victorian Information Privacy Act 2000 and Health Records Act 2001, and the federal Privacy Act 1988 and Copyright Act 1968 must be met. Assessment and reporting SATISFACTORY COMPLETION The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teachers assessment of the students overall performance on assessment tasks designated for the unit. Designated assessment tasks are provided in the details for each unit. The Victorian Curriculum and Assessment Authority publishes an assessment handbook that provides advice on the assessment tasks and performance descriptors for assessment for Units 3 and 4. Teachers must develop courses that provide opportunities for students to demonstrate achievement of outcomes. Examples of learning activities are provided in the Advice for teachers section. Schools will report a result for each unit to the Victorian Curriculum and Assessment Authority as S (Satisfactory) or N (Not Satisfactory). Completion of a unit will be reported on the Statement of Results issued by the Victorian Curriculum and Assessment Authority as S (Satisfactory) or N (Not Satisfactory). Schools may report additional information on levels of achievement. AUTHENTICATION Work related to the outcomes will be accepted only if the teacher can attest that, to the best of their knowledge, all unacknowledged work is the students own. Teachers need to refer to the current years  HYPERLINK "http://www.vcaa.vic.edu.au/Pages/schooladmin/handbook/handbook.aspx" VCE and VCAL Administrative Handbook for authentication procedures, and should note that all assessment tasks for Units 3 and 4 should be conducted in class time and under supervision. LEVELS OF ACHIEVEMENT Units 1 and 2 Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision. Assessment of levels of achievement for these units will not be reported to the Victorian Curriculum and Assessment Authority. Schools may choose to report levels of achievement using grades, descriptive statements or other indicators. Units 3 and 4 The Victorian Curriculum and Assessment Authority will supervise the assessment of all students undertaking Units 3 and 4. In {Language} the students level of achievement will be determined by school-assessed coursework and two end-of-year examinations. The Victorian Curriculum and Assessment Authority will report the students level of performance on each assessment component as a grade from A+ to E or UG (ungraded). To receive a study score, students must achieve two or more graded assessments and receive S for both Units 3 and 4. The study score is reported on a scale of 050. It is a measure of how well the student performed in relation to all others who took the study. Teachers should refer to the current years  HYPERLINK "http://www.vcaa.vic.edu.au/Pages/schooladmin/handbook/handbook.aspx" VCE and VCAL Administrative Handbook for details on graded assessment and calculation of the study score. Percentage contributions to the study score in {Language} are as follows: Unit 3 school-assessed coursework: 25 per cent Unit 4 school-assessed coursework: 25 per cent Examinations*: oral component 12.5 per cent written component 37.5 per cent Details of the assessment program are described in the sections on Units 3 and 4 in the study design. *A single grade is awarded. Units 14 Common areas of study The areas of study for {Language} comprise themes and topics, text types, kinds of writing, vocabulary and grammar. They are common to all four units of the study, and they are designed to be drawn upon in an integrated way, as appropriate to the linguistic needs of the student, and the outcomes for the unit. The themes and topics are the vehicle through which the student will demonstrate achievement of the outcomes, in the sense that they form the subject of the activities and tasks the student undertakes. The text types, kinds of writing, vocabulary and grammar are linked, both to each other, and to the themes and topics. Together, as common areas of study, they add a further layer of definition to the knowledge and skills required for successful achievement of the outcomes. The common areas of study have been selected to provide the opportunity for the student to build upon what is familiar, as well as develop knowledge and skills in new and more challenging areas. THEMES, TOPICS AND SUB-TOPICS There are three prescribed themes: The individual The {Language}-speaking communities The changing world These themes have a number of prescribed topics and suggested sub-topics. The placement of the topics under one or more of the three themes is intended to provide a particular perspective or perspectives for each of the topics. The suggested sub-topics expand on the topics, and are provided to guide the student and teacher as to how topics may be treated. It is not expected that all topics will require the same amount of study time. The length of time and depth of treatment devoted to each topic will vary according to the outcomes being addressed, as well as the linguistic needs and interests of the student. As well as acquiring the linguistic resources to function effectively as a non-specialist within all three themes, the student is required to undertake a detailed study in Units 3 and 4. This detailed study should relate to the prescribed themes and topics and be based on a selected sub-topic. Prescribed themes and topics, and suggested sub-topics The individualThe {Language}- speaking communitiesThe changing worldXxx xxxXxx xxxXxx xxxPrescribed topics and suggested subtopics are Language-specific and can be accessed via the relevant Language page on the VCAA website. Text types In their teaching, learning, and assessment programs, teachers should introduce students to a wide range of text types. Text types for receptive use in teaching, learning, and assessment are not prescribed. In the external examination, the following text types are prescribed for productive use: Article Blog Diary/journal entry Email Letter (formal or informal) Message Note Report Review Script of a play Script of a speech or talk Story Text of an interview Kinds of writing The student is expected to be familiar with, and be able to produce, different kinds of writing such as: personal, imaginative, persuasive, informative, evaluative, reflective, narrative or descriptive, either individually or in combination. Vocabulary While there is no prescribed vocabulary list, it is expected that the student will be familiar with a range of vocabulary and idioms relevant to the topics prescribed in the study design. Students should be encouraged to use dictionaries. It is expected that teachers will assist students to develop the necessary skills and confidence to use dictionaries effectively. Suitable editions are listed in the Resources section of each study design. Information on the use of dictionaries in the end-of-year written examination is provided in the End-of-year examinations section, and published annually in the HYPERLINK "http://www.vcaa.vic.edu.au/Pages/schooladmin/handbook/handbook.aspx"VCE and VCAL Administrative Handbook. Grammar The student is expected to recognise and use specified grammatical items which are listed on the Language specific pages on the VCAA website at  HYPERLINK "http://www.vcaa.vic.edu.au/Pages/vce/studies/lote/lotelistindex.aspx" www.vcaa.vic.edu.au/Pages/vce/studies/lote/lotelistindex.aspx. End-of-year examinations The end-of-year examinations are: an oral examination a written examination. Oral examination (approximately 15 minutes) Dictionaries and electronic devices are not permitted in the oral examination. Purpose The oral examination is designed primarily to assess the students knowledge and skill in using spoken {Language}. Specifications The oral examination has two sections. Section 1: Conversation (approximately 7 minutes) The examination will begin with a conversation between the student and the assessor(s). It will consist of a general conversation about the students personal world, for example, school and home life, family and friends, interests and aspirations. Section 2: Discussion (approximately 8 minutes) 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 {Language}-speaking communities and 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. Written examination (2 hours and 30 minutes, plus 10 minutes reading time) The student may use monolingual and/or bilingual print dictionaries in one or two volumes in the written examination. Section 1: Listening and responding Purpose Section 1 of the written examination is designed primarily to assess the students knowledge and skill in analysing information from spoken texts. The student will be expected to demonstrate understanding of general and specific information from spoken texts and respond in English in Part A and {Language} in Part B to questions on this information. The questions may require the student to identify information related to: the context, purpose and audience of the text; aspects of the language of the text, for example, tone, register, knowledge of language structures. Specifications Section 1 of the written examination has two parts, Part A and Part B. The texts in both parts will be related to one or more of the prescribed themes. The student hears six texts in {Language} covering a number of text types. The total listening time for one reading of the texts without pauses will be approximately 8 minutes. (16 minutes in total for two readings of each text). Some texts will be short, that is one reading of each text will be approximately 3545 seconds. Some texts will be longer, that is one reading of each text will be approximately 90120 seconds. 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 three texts including at least one shorter text and one longer text. Questions will be phrased in English for responses in English. Part B There will be three texts, including at least one shorter text and at least one longer text. Questions will be phrased in English and in {Language} for responses in {Language}. Section 2: Reading and responding Purpose Section 2 of the written examination is designed primarily to assess the students knowledge and skill in analysing and responding to information from written texts. In Part A the student will be required to demonstrate understanding of written texts. The student may be required to extract, summarise, and/or evaluate information from two texts. The student may be required to respond critically to the texts and to compare and/or contrast aspects of both. In Part B the student will be expected to demonstrate understanding of written text/s by responding in {Language} to information provided in the text/s. Specifications Section 2 of the written examination has two parts, Part A and Part B. The texts in both parts will be related to one or more of the prescribed themes. Part A The student will be required to read two texts in {Language} of 400500 words in total. The texts will be different in style and purpose but may be related in subject matter or context. Questions on the texts will be phrased in English for responses in English. Part B The student will be required to read one text or two related texts totalling approximately 150 words in {Language}. If two related texts are used (for example, an attachment within an email) they will be presented as one text with two parts. The student will be required to 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 text type the student will be required to produce will be drawn from those listed for productive use on page 8 of this document. The student will be expected to write a response of approximately150 words in {Language}. The task will be phrased in English and {Language} for a response in {Language}. Section 3: Writing in {Language} Purpose Section 3 of the written examination is designed primarily to assess the students ability to express ideas through the creation of original text in {Language}. Specifications 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 two to four tasks. The tasks will be related to one or more of the prescribed themes. Tasks will accommodate a range of student interests and will be set to ensure that the student is provided with opportunities for producing different kinds of writing (for example personal, imaginative, persuasive, informative, evaluative, reflective, narrative or descriptive, either individually or in combination) through, for example: having different purposes, audiences and contexts; requiring different text types (see table of text types for productive use). The student will be expected to write a response of approximately 250 words in {Language}. The tasks will be phrased in English and {Language} for a response in {Language}. SUMMARY OF OUTCOMES AND ASSESSMENT TASKS The following tables provide an overview of outcomes and assessment tasks required for Units 14. Outcomes and assessment tasks for Units 1 and 2 OutcomesUnit 1 (4 tasks)OutcomesUnit 2 (4 tasks)11Establish and maintain a spoken or written exchange related to personal areas of experience.Informal conversation. or Reply to personal letter/fax/email.Participate in a spoken or written exchange related to making arrangements and completing transactions.Formal letter, or fax, or email. or Role-play. or Interview.22Listen to, read and obtain information from spoken and written texts.a) Listen to a spoken text (e.g. conversations, interviews, broadcasts) to obtain information to complete notes, charts or tables in {Language} or English. and b) Read written texts (e.g. extracts, advertisements, letters) to obtain information to complete notes, charts or tables, in {Language} or English. Listen to, read, and extract and use information and ideas from spoken and written texts.a) Listen to spoken texts (e.g. conversations, interviews, broadcasts) and reorganise information and ideas in a different text type. and b) Read written texts (e.g. extracts, advertisements, letters) and reorganise information and ideas in a different text type.33Produce a personal response to a spoken or written text focusing on real or imaginary experience.Oral presentation. or Review. or Article.Give expression to real or imaginary experience in spoken or written form.Journal entry. or Personal account. or Short story. Outcomes and coursework assessment tasks for Units 3 and 4 OutcomesUnit 3 (3 tasks)OutcomesUnit 4 (3 tasks)11Express ideas through the production of original texts.A 250-word peresonal or imaginative written piece.Analyse and use information from written texts.A response to specific questions or instructions, extracting and using information requested.22Analyse and use information from spoken texts.A response to specific questions, messages or instructions, extracting and using the information requested.Respond critically to spoken and written texts which reflect aspects of the language and culture of {Language}-speaking communities.a) 250300-word informative, persuasive or evaluative written response, for example report, comparison or review. and b) A three- to four-minute interview on an issue related to the texts studied.33Exchange information, opinions and experiences.A three- to four-minute role-play, focusing on the resolution of an issue. Contribution of assessment tasks to study score School-assessed Coursework%End-of-year examinations%Unit 3Oral examination250-word personal or imaginative written piece. 10Conversation 12.5 Response to spoken texts. 5DiscussionThree- to four-minute role-play.. 10Unit 4Written examinationResponse to written texts. 5Listening and responding Part A: Response in English Part B: Response in {Language}  7.5 7.5 250300-word informative, persuasive or evaluative written piece. 10Reading and responding Part A: Response in English Part B: Response in {Language} 5 7.5A three- to four-minute interview. 10Writing 10 Overall percentages: School-assessed Coursework and end-of-year examinations%Oral 32.5Responding to spoken texts 20Responding to written texts 17.5Writing 30      VCE study design CCAFL LANGUAGES PAGE   PAGE \* MERGEFORMAT 2 ,-FGVW]bcdlnuwIJzzzncTHTHTHTHhhBCJaJmH sH hhBhc\+CJaJmH sH hhBhc\+mH sH hCehB5CJ$aJ$hCehc\+5CJ$aJ$hCeh:5CJ$aJ$hCehn35CJ$aJ$hCehhB5aJ4hCehy5aJ4"hc\+@CJOJPJQJmH sH hjmH sH hjhjmH sH hBCJaJj)h9J3CJUaJh9J3CJaJjh9J3CJUaJ-cdA B C D   $ ^`gd9J3`gd#^ & F gd#^gdd$a$gd#^$a$gdhBgdc\+@&gdhB $@&a$gdc\+gdj $ !a$gd9J3      " % , . 7 9 A B C D       $ g i ÿǴhYmH sH h9J3mH sH h#^mH sH hCeh#^5mH sH hdhdmH sH h(h#^hBh9J3hc\+aJmH sH hhBhc\+aJmH sH hhBCJaJmH sH hhBhc\+CJaJmH sH 8$ > g 1 2 gdhBgdhB gdhBgd9J3gd9J3gd9J3gdd ^`gd9J3 & F gd#^i  0 2 h i q r   3 8 C ·³£‘}m}]mhBB*OJQJmH phsH h$B*OJQJmH phsH h IB*OJQJmH phsH hch~] h9J3hCe hhBhCehCehZGh(h9J3hdh9J3h9J3mH sH hBh#^hdmH sH hnhdB*mH phsH hZGmH sH hdmH sH h#^mH sH hYmH sH $  ( ? 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