CF Vol28 No1 Cover - aftv.vic.edu.au · 027 '8 35e6,'(17 3KLOLSSH 9DOODQWLQ Welcome to the first issue of Carrefours 2009. You will remember that we asked you, on …

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Le VCE de français aujourd’hui

Volume 28 Numéro 1 Avril-Mai 2009

CarrefoursAssociation of French Teachers in Victoria Incorporated

A0022528R ABN 50 793 754 960

Philippe Vallantin President Bialik College Alice Bray Vice President Ruyton Girls’ College Frances Hastie Treasurer Lilydale High School Alison Clifford-Daly Secretary Isabelle Mangeot-Hewison Editor Carrefours St Michael’s Grammar School Eva Anderson Minutes Secretary Toorak Primary School Kathy MacFarlane Webmaster Ruyton Girls’ School Gretchen Bennett Laurence Brottes St Michael’s Grammar School Tasha Brown Williamstown High School Fiona Curnow Korowa Anglican Girls’ School Matthew Hetchler Melbourne Girls Grammar School Delphine Laboureau-Ormancey Preshil School Kevin Lane Brighton Grammar School Emilie Layral Wesley College Andrew Morabito Heathdale Christian College Christine Palmer Mount Scopus Memorial College Helen Skinner Barbara Watt Loreto Mandeville Hall Fadia Zogheib Loreto Mandeville Hall

Formation of Sub-Committees Sub-Committee convenor in bold print

Carrefours: I Mangeot-Hewison, L Brottes, P Vallantin Films: H Skinner, C. Palmer, F Zogheib Finance & Scholarships: F Hastie, A Bray, P Vallantin Formation continue (PL): P.Vallantin, B.Watt Matinée du français: T Brown, F Curnow, M Hetchler, B Watt, F Zogheib MLTAV: A Morabito Nouvelle Calédonie: K Lane, E Anderson, G Bennett, E Layral Special Events: G Bennett, K Lane, C Palmer, H Skinner

Primary focus: K MacFarlane, E Anderson Country Victoria: D Laboureau-Ormancey, H Skinner

Booking and Membership Officer:

Alison CLIFFORD-DALY

[email protected]

Le mot du président Philippe Vallantin pp.2-3

Pour les profs

AFTV FUNDING APPLICATION FORM p.4

Endeavour Language Extravaganza for Victorian French Teachers

Susan Deprost pp.5-6

Un truc en passant… ‘A cute monkey’ (les accents) Christine Palmer p.65

Dossier – Le VCE de Français aujourd’hui pp.5-61

Introduction – Un guide de survie du VCE en 10 points

Isabelle Mangeot-Hewison, Laurence Brottes

pp.6-10

Learning Languages and OCompD

(ou : utiliser son ordinateur comme ressource)

Charles Wright

pp.11-12

Tables of PRESCRIBED THEMES AND TOPICS for VCE Units 1,2,3 and 4 (general + an example)

Isabelle Mangeot-Hewison pp.13-14

Are there ‘good’ or ‘bad’ Detailed Studies ? Philippe Vallantin pp.15-18

4 tables pour organiser l’évaluation des 4 unités du VCE Isabelle Mangeot-Hewison pp.19-22

Evaluation des SACs : Critères et descripteurs Isabelle Mangeot-Hewison (d’après VBoS–VCAA)

pp.23-34

CHECKLIST Isabelle Mangeot-Hewison, Laurence Brottes

pp.35-37

YEAR 12 PLANNER Isabelle Mangeot-Hewison, Laurence Brottes

p.38

Correction et évaluation de travaux d’élèves Isabelle Mangeot-Hewison pp.39-44

Revised VCE LOTE Studies Support Paper 3 : Designing and administering coursework assessment tasks

Paulene Webster, Lucy D’Angelo, VBoS (2001)

pp.45- 57

C’est en écrivant qu’on devient écrivain: autour des cinq sujets d’écriture de l’examen du VCE 2008

Philippe Vallantin pp.58-60

À nous tous de réfléchir sur le VCE à venir (LOTE VCE currently accredited until 2011)

p.61

Yolette Laventure pp.62-64

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Welcome to the first issue of Carrefours 2009.

You will remember that we asked you, on your 2009 membership form, whether you preferred to continue receiving your copies of Carrefours in paper form. To our environmental delight, the preference for electronic access to Carrefours has been overwhelming. Most of you are thus probably reading this on line. Remember of course that this is ‘download-able’ and printable at will. For this first electronic edition, access to Carrefours is universal. We will endeavour soon to reserve access to AFTV members.

The 2009 AFTV committee has been very busy and has endeavoured to offer you a wide range of activities. The following pedagogic workshops were well attended:

o French VCE for new and returning teachers, o Maximising learning in primary French classes with limited time allocation, o How to run a French camp for senior students & How to run a French Day at school for Years 7 & 8 o Assessment for, of and as learning.

A special thank you to Linnea Donnelly, Anne-Marie Grimaldi, Diana Long, Kathy Macfarlane and Isabelle Mangeot-Hewison for their thought-provoking presentations. It is heart-warming to see practising colleagues share their expertise. I urge you to consider running a PL activity for our colleagues. Feel free to email us and suggest a PL activity for 2010. A heartfelt thank you to the following schools, which kindly hosted our AFTV activities: Genazzano, Ruyton Girls’ School and Strathcona BGG.

The Special Events sub-committee ably-led by Gretchen Bennett organised a private viewing of Daumier and Satire at the NGV and is currently working on a few more social events. Thank you to Gretchen and her team.

For the first time this year, we have been able to offer French language maintenance classes in two different locations. Thank you to Namasté Gadbois and Frédéric Bussu for running for these classes and thank you to Ivanhoe Girls Grammar School and Vermont Secondary College, which kindly made classrooms available to the AFTV.

I invite you to go on our website to discover the rest of the programme for the remainder of the year.

Frances Hastie, our treasurer, has been keeping our books and processing subsidy requests for the School Sessions organised during the Alliance Française French Film Festival.

The Finance and scholarship sub-committee, led by Frances, have also designed a Funding Application Form, which you will find at

http://www.aftv.vic.edu.au/flyers/Flyers%202009/April/App_form_for_funding.pdf, as well as p.4 of this issue.

During our last AFTV meeting, it was decided that a small amount of money might be made available to AFTV members organising their own students of French- themed activities. AFTV- organised student activities are already subsidised and would therefore not fall under this new initiative. Thank you to Delphine Laboureau-Ormancey who has liaised with the French network in Bendigo, first recipient of funds under this new initiative

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Thanks to Eva Anderson and Laurence Brottes, French students can learn and think with bugs in French.

Go to http://museumvictoria.com.au/melbournemuseum/Education/Education-Kits/LOTE-French-Bugs to discover the kit and may be book a guided visit by a French-speaker.

Thank you to Kevin Lane and his AFTV Study Tour for Teachers of French 2009 sub-committee. We are happy with the positive response to this new initiative, which is partly subsidised by the AFTV.

Thank you, congratulations and welcome backon the committee to Tasha Paquier (formerly known as Tasha Brown). Tasha is convening the Matinée du français sub-committee and working with Barbara Watt, Fadia Zogheib and Matthew Hetchler.

Thank you to Andrew Morabito, our own representative at the MLTAV meetings, who is keeping us abreast of new development in language policy. You may want to visit the following website: http://www.tllg.unisa.edu.au/examples.html, or listen to the following podcast http://www.abc.net.au/rn/australiatalks/stories/2009/2561613.htm in which, and I quote “Paul Barclay interviewed Kathe Kirby, Executive Director, Asia Education Foundation, Angela Scarino, Associate Professor of Applied Linguistics and Director Research Centre for Languages and Culture, University of South Australia and Norm Hart, President Australian Government Primary Principals' Association on the topic of Teaching Foreign Languages.”

Thank you to Helen Skinner and her sub-committee who have organised two mini film festivals in Melbourne and for the first time this year one film session in Ballarat.

Thank you to Isabelle Mangeot-Hewison and Laurence Brottes for putting together this issue of Carrefours. Thank you to those who have contributed.

In terms of contributions, you will find on p.61 of this edition, an aid to reflection on the next installment of VCE revision for LOTE (2010 onwards). In view of the impending National Curriculum, and this due revision, I urge you to think and send your thoughts and responses as soon as possible.

Of course, I urge all of you to send your contributions to Carrefours, as this is the only way it can really develop into the communal tool which we all need. The next issue is on La francophonie.

Two more people need be thanked: Kathy Macfarlane for running our website and Alison Daly, without whose help the AFTV could not function.

All our work would not be possible without your membership fees and funding from both the French embassy and the Department of Education and Early Childhood Development (DEECD).

In conclusion, I would like to thank once again all the people on the AFTV committee and you, our members. Your work and dedication to the teaching of French are a real inspiration. I know that demands on us have greatly increased but do make the time to come to our committee meetings and why not join the committee next year.

Enjoy this issue of Carrefours!

Philippe Vallantin

Bialik College

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Susan Deprost

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UN PETIT GUIDE DE SURVIE VCE en 10 points

Avant tout, notre conseil le plus important : ENSEMBLE

Le partenariat est la clef du succès (et de la sérénité) du prof de VCE.

Préparer, travailler, évaluer avec un/e collègue, est la meilleure façon de trouver des réponses rapides à la plupart des questions que l’on se pose lorsque l’on enseigne le VCE.

Il est clair qu’il est plus facile de trouver un collègue-partenaire lorsque l’on enseigne dans une école métropolitaine. Cependant, les professeurs de la campagne peuvent dépasser leur isolement : si vous lisez ce CARREFOURS, il y a des chances pour que vous soyez membre de l’AFTV. Contactez-nous si vous désirez être mis/e en contact avec un autre enseignant de VCE français.

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1. Où trouver les informations dont j’ai besoin ?

Au niveau du VCE, il y a un nombre de « bibles » incontournables.

Le site du VCAA www.vcaa.edu.au. Un site si exhaustif qu’il peut être un peu intimidant. Un conseil : sachez ce que vous y cherchez. A part le Study Design et l’Assessment Handbook, les deux choses les plus importantes pour moi : *les dates des examens *les examens (et corrections) des années passées

• Study Design http://www.vcaa.vic.edu.au/vce/studies/lote/french/frenchsd.pdf • Assessment Handbook http://www.vcaa.vic.edu.au/vce/studies/lote/french/frenchindex.html

Les deux références ci-dessus sont indispensables. Tout y est, et il est important de les avoir lues une fois avant de se mettre au travail. De par leur exhaustivité et leur longueur, cependant, ce sont plus des ouvrages de référence que des instruments de travail.

Teaching and Learning Languages : A guide devient rapidement incontournable pour tout prof de langues. Vous y trouverez notamment un exemple de programme pour les Unités 1 et 2. http://www.tllg.unisa.edu.au/guide.html

The Leading Edge VCE : French (Vallantin, Mangeot-Hewison; Harcourt Education) Un livre pour chaque élève, et une référence utile pour tout enseignant du VCE de français. Il s’agit d’un résumé des informations importantes sur les examens oral et écrit, et des techniques de préparation à ces examens. Outre des exemples (corrigés) des différents exercices qui composent l’examen écrit, on y trouve aussi des examens blancs avec corrections.

Dealing with Text Types in French (M. Worthington; VSL Distance Education, DET)

Difficile de trouver un catalogue plus exhaustif des caractéristiques de chacun des types de texte.

2. Où trouver des ressources pédagogiques ?

Partout ! Le temps des « realia » rapportés de France est terminé. Un voyage en France ou dans un pays francophone n’est plus l’indispensable détour pour le « prof de français bien équipé». Internet a changé tout cela, et chacun est aussi bien informé et équipé qu’il prend le temps de l’être. Bien sûr, on ne le répètera jamais assez, travailler en partenariat avec d’autres professeurs de français au niveau du VCE est un avantage de tous les jours.

Dans les pages même de ce CARREFOURS, vous trouverez un article de Charles Wright (The Age), dans lequel il donne des conseils judicieux de sites et blogs divers grâce auxquels plus aucune ressource ou information française ne peut échapper.

‘Obsessive Computer Disorder’ meets ‘Obsessive French Learner’ pp.11-12

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1. Comment choisir les thèmes et sous-thèmes ?

Le VCE est clairement l’aboutissement de tout ce qui a été enseigné au cours des années qui le précèdent. Le programme de VCE idéal doit donc tendre à refléter cela. Le Study Design nous a donné une liste de PRESCRIBED THEMES AND TOPICS, devant être étudiés au cours du programme de VCE. La raison d’existence de cette liste n’est, en fait pas d’être ‘prescriptive’ ; au contraire, elle nous permet de nous assurer, en choisissant les thèmes et sous-thèmes que nous abordons dans notre programme, que notre cursus couvre autant de sujets que possible.

Pour vous aider à utiliser cette liste ainsi, vous trouverez une table de topics (thèmes et sujets) à remplir. pp.13-14 (2 pages : table + exemple)

2. Comment choisir l’étude approfondie ?

D’abord, assurez-vous de choisir un thème lié à la langue et la culture françaises.

Are there good or bad detailed studies? (Philippe Vallantin) pp.15-18

3. Comment organiser l’enseignement et l’évaluation du VCE au cours des Unités 1, 2, 3 et 4 ?

Unités 1 et 2 :

Au sein des « prescribed themes and topics » et des sous-thèmes que vous avez choisis (voir Question 3.), et s’il répond aux Outcomes prescrits, le programme des Unités 1 et 2 est entièrement flexible et peut être organisé au gré du professeur.

De la même manière, l’évaluation se passe entièrement au sein de l’école, et est à la merci du professeur.

Unités 3 et 4 :

L’évaluation par SAC et examens notés à l’extérieur de l’école rend ces unités plus prescriptives.

Pp19-22, vous trouverez des tables d’organisation d’évaluation, Unité par Unité.

Evaluation des SACs :

Pour que les SACs soient toujours un outil d’évaluation ET de feedback, il est important que la notation se fasse aussi bien à l’aide de critères et de descripteurs.

Le VCAA nous a donné la permission de croiser, pour chaque SAC, les critères originaux et les descripteurs introduits en 2005. Pour chaque SAC, voir pp.23-34

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6. Comment être sûr(e) de ne pas me laisser prendre par le temps ?

Planifier, planifier, planifier…. et se référer à son plan en permanence.

La checklist pp.35-37 et le year planner p.38 peuvent vous y aider.

7. Comment m’assurer de la validité de mon évaluation ?

• Travailler en partenariat avec un/e collègue. Cross-marking est toujours une bonne idée.

• S’entraîner sur des exemples de travaux d’élèves avec les élèves eux-mêmes. Isabelle Mangeot-Hewison et ses élèves ont fait un exercice d’écriture et d’évaluation selon les critères officiels. pp.39-44

8. Comment écrire une ‘task’ ?

En 2001, parmi divers articles d’aide à l’enseignement du « nouveau » VCE (Revised VCE in 2001), le VBoS d’alors a publié le Revised VCE LOTE STUDIES SUPPORT PAPER 3, on Designing and administering coursework assessment tasks. Nous n’avons pas trouvé mieux depuis ; l’article est très exhaustif et rempli d’informations très pratiques.

Vous trouverez cet article en pp. 45-57. Les extraits surlignés l’ont été par l’équipe de Carrefours.

9. Comment préparer mes élèves au mieux à l’examen oral ?

Impossible de répondre à cette question simplement ni rapidement. Tout a été écrit partout (voir The Leading Edge, par exemple). Mais une chose importante :

Parler en français en classe. … où du moins le plus souvent possible. Si nos élèves ne comprennent pas tout au début, très vite ils s’habitueront au son d’instructions données en français.

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10. Comment préparer mes élèves à l’examen écrit ?

Il est clair que cette question, (comme la Question 9) n’a pas de réponse simple ni unique. Quelques idées :

1. Le travail régulier lié au contrôle continu… eh oui, les bons vieux tests de vocabulaire peuvent encore marcher avec presque toutes les classes d‘Année 12. Pour s’assurer de l’acquis minimal de « x » mots par semaines, par exemple.

2. Le travail régulier lié au feedback constant, à la recherche personnelle, à la connaissance croissante de la culture française, et aux techniques de l’écriture : … une idée d’activité régulière Je demande à mes élèves d’Année 12, toutes les 2 semaines, de faire un travail de recherche, d’approche culturelle, de réflexion et d’écriture selon les étapes suivantes :

• Chercher et lire/ regarder/ écouter/ … (au choix) un « texte » français. En bref, avoir une « expérience française « , indépendamment du travail que nous faisons en classe. Pour des raisons évidentes, l’ « expérience française » devient en général rapidement « regarder un film français » (en V.O, bien entendu)

• Ecrire un texte de 300 mots (*) se rapportant à l’ « expérience française » (qui n’est en fait qu’un prétexte), dans le Text Type et le Kind of Writing que je leur ai prescrit. (une nouvelle combinaison toutes les 2 semaines) Pour cela, les élèves doivent se référer aux caractéristiques des TT et KoW expliqués dans le Study Design.

• Je corrige ce devoir rapidement selon les critères de l’examen VCE.

3. La prise d’habitude aux techniques de l’examen (*) Voir ci-dessus : Tous les textes que mes élèves me remettent doivent être en 300 mots, de manière à ce que cette longueur devienne un seconde nature – une chose de moins à laquelle penser le jour de l’examen ! * N’écrire que selon un TT et un KoW particuliers * S’habituer à répondre à des questions courtes sur des textes écrits ou d’écoute, en anglais et en français : dans les 2 langues - voir et aller à l’essentiel. 5 minutes au début de chaque cours.

4. C’est en écrivant qu’on devient écrivain

Lisez, pp.58-60, un exercice de Philippe Vallantin autour des sujets d’écriture de l’examen du VCE 2008.

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One of the symptoms of Obsessive Computer Disorder (OCompD), which the Bleeding Edge Psychological Research Institute has been documenting for the editors of the Diagnostic and Statistical Manual of Mental Disorders over the past few years, is a startling inability to formulate any intention — even those with no obvious connection to computers — without throwing as much technology as possible at the proposition.

No doubt, for instance, the average person who decides to learn a foreign language associates the process with weekly classes, and regular homework, and perhaps some vocabulary-extending and pronunciation-supporting activities like watching foreign movies and reading the odd newspaper or magazine.

He might perhaps, prepare himself by reading Margaret Ambrose’s entertaining How to be French (http://www.tinyurl.com/9vn9p7 ), which explores the author’s experiences over a couple of years of weekly classes at the Melbourne branch of Alliance Française (http://www.tinyurl.com/92waul ), whose new, rather grand, premises in Grey St, St Kilda, happen to be no more than a few blocks from the Bleeding Edge cave.

Not the OCompD sufferer. This unfortunate individual might start with the conventional approach — we’ve signed up for a course at Alliance Française — but pretty soon he’s heading for Google, convinced that the Web is full of clues to more effective strategies that will allow him to progress despite what How to be French suggests is an alarmingly high drop-out rate among those who try to learn a second, or in our case, third language.

Six years ago, when we started learning Italian, we deployed a variety technological resources, ranging from a computerised foreign-language tutor called Tell Me More, produced by French-based Auralog, to a large bottle of grappa, which we still maintain is an essential aid for teaching the Australian tongue to wrrrapp itself arrround all those arrrs.

At the time we found the voice recognition and speech analysis tools which are a major feature of Tell Me More could be problematic, but it seems to have evolved since then — it now has up to 10 levels and more than 2000 hours of content for $US389.99 (two levels will set you back $US289) — and endorsement from corporate and government customers, including more than 10,000 academic institutions.

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No doubt, given our personal affliction with OCompD, we’ll succumb to a second round with Tell Me More as we attempt to keep up with our fellow alliance students, but we’re going to be awfully busy for a while trying out some of the free language learning resources that are available on the internet.

The would-be French speaker could do worse than to start with the recommendations from a couple of university departments dedicated to the Francophone. The most impressive is Tennesee Bob Peckham’s collection from the University of Tennessee’s Department of Modern Foreign Languages at http://www.tinyurl.com/74g3vb . He seems to have an even more advanced form of OCompD than Alan Keig, research librarian for French studies at Adelaide University (http://www.tinyurl.com/a4qmbv ).

Mr Keig is particularly enthusiastic about The French Tutorial, a series of basic French lessons including 181 audio files created by Hervé Foucher at http://www.frenchtutorial.com . A $A15 donation allows you to download the tutorial as a PDF file for printing, and also gives you access to an online forum, but while we’re in favour of financial support for sites like these, the forums are less than impressive.

The BBC offers some free basic language courses, and streams video of its Ma France program at http://www.bbc.co.uk/languages . Its free French Steps program meets the Common European Framework Level One standard for simple conversational language.

Another particularly helpful resource for the novice is http://www.french.about.com , which is run by the New York Times. It includes thousands of pages of French lessons and linguistics, classroom ideas, cultural information, help on common mistakes and difficulties, advice on topics like how to buy a French dictionary and a blog by Laura K. Lawless, which might keep you informed and inspired.

More advanced students should check out the Project for American and French Research on the Treasury of the French Language (ARTFL) in which the University of Chicago is a partner at http://www.tinyurl.com/8kuqwk .

Even those technological tidbits don’t satisfy the insatiable lust of the OCompD sufferer. We’ve now turned our attention to the use of a digital recorder as an aid in the study of French. We’re convinced that the ability to record lessons on a Zoom H2, for instance, can accelerate the learning process. We’re not sure that Alliance Française has yet discovered their existence, but OCompD can be a remarkably infectious condition.

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*PARIS

DETAILED

STUDY:

L’IDENTITE

FRANÇAISE : QU’EST-CE QUE

C’EST ?

* Aventure en montagne (2)

*Contes de Fées (1)

*Les révolutions informatique et biologique

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Let us revisit the French Study Design pages 24-25.

DETAILED STUDY

The student is required to undertake a detailed study during Units 3 and 4. The student will be expected to discuss their detailed study in Section 2, Discussion, of the Oral Examination.

Over the course of Units 3 and 4, approximately 15 hours of scheduled class time should be devoted to the detailed study.

The detailed study should be based on a sub-topic related to one or more of the prescribed topics listed in the table on page 13. The sub-topic may be drawn from this table, or a different sub-topic may be selected.

One sub-topic may be selected for a whole class. It will be important to select a sub-topic that is sufficiently broad to accommodate a range of interests and perspectives, so that each student can provide an individual response to the coursework assessment task(s) set, as well as in the Discussion in Section 2 of the Oral Examination. Alternatively, different sub-topics may be selected for individuals or groups of students.

At least one and no more than two of the six assessment tasks for school-assessed coursework should focus on the detailed study. The detailed study assessment task(s) should be designed to assess the student’s understanding of the language and culture of the French-speaking community and should be selected from those required to assess achievement of Outcome 2, Unit 4 (detailed on pages 29–30). The sub-topics and texts should also be selected to ensure the student is able to focus on the knowledge and skills associated with Outcome 2, Unit 4.

Unit 4, Outcome 2 Respond critically to spoken and written texts, which reflect aspects of the language and culture of French-speaking communities. . TASK: A 250–300-word informative, persuasive or evaluative written response, for example, report, comparison or review. and A three- to four-minute interview on an issue related to the texts studied. LANGUAGE AND CULTURE THROUGH TEXTS The detailed study should enable the student to explore and compare aspects of the language and culture of the French-speaking community through a range of oral and written texts in French related to the selected sub-topic. This will enable the student to develop knowledge and understanding of, for example, historical issues, aspects of contemporary society or the literary or artistic heritage of the community. The texts, which form the basis of this study might include feature films, short films, short stories, songs, newspaper articles, electronic texts, documentaries, music, painting and oral histories. The length of texts selected will vary depending on the type of text, its density and level of complexity. In order for the student to be able to explore their sub-topic in sufficient depth to meet the relevant outcomes, it is suggested that a range of at least three different kinds of text are selected. These might include aural and visual, as well as written texts.

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So, as VCE teachers who prepare our students for both Unit 4 Outcome 2 and the Discussion part of the external oral examination, we must ensure that

o We spend approximately 15 hours of class time on the detailed study. o We give each student the opportunity to explore and compare aspects of the language and culture of

the French-speaking community through a range of oral and written texts in French. o The texts we studied can be feature films, short films, short stories, songs, newspaper articles,

electronic texts, documentaries, music, painting and oral histories. o We advise our students to select a range of at least three different kinds of texts: they might include

aural and visual, as well as written texts. o We must ensure that our students know the criteria used to assess their performance int the

Discussion in Section 2 of the Oral Examination.

COMMUNICATION Criterion 6 Capacity to maintain and advance the exchange appropriately and effectively

• capacity to link with assessors

• effectiveness of communication and repair strategies

• degree of support necessary to maintain the exchange

Criterion 10 Clarity of expression

• pronunciation, intonation, stress, tempo The student:

9–10 • demonstrates understanding by responding readily and confidently

• carries discussion forward with some original input

• uses highly effective repair strategies

• has very good pronunciation, intonation, stress and tempo

7–8 • demonstrates a good level of understanding

• occasionally carries the discussion forward

• needs minimal support

• has good repair strategies

• has good pronunciation, intonation, stress and tempo

5–6 • communicates satisfactorily with some hesitations and pauses

• has limited ability to advance the discussion

• often needs support

• has adequate repair strategies

• has minor problems with pronunciation, intonation, stress and tempo

3–4 • is slow to respond with frequent hesitation and false starts

• needs frequent support

• lacks adequate repair strategies

• has significant problems with pronunciation, intonation, stress and tempo

1–2 • has minimal ability to interact

• is often unintelligible

0 • provides no evidence of meeting the criteria

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CONTENT Criterion 7 Capacity to present information, ideas and opinions on a chosen topic

• capacity to support and to elaborate on information, ideas and opinions with reasons, examples, evidence and/or new ideas

The student:

9–10 • presents an excellent range of information, ideas and opinions clearly and logically

• gives highly relevant responses

• is readily able to clarify, elaborate and defend opinions and ideas

• demonstrates a thorough preparation of the topic

7–8 • presents a good range of information, ideas and opinions which are usually relevant

• is usually able to clarify, elaborate or defend opinions and ideas

• demonstrates a satisfactory level of preparation

5–6 • presents a satisfactory range of information, ideas and opinions, which are generally relevant

• has some ability to clarify or elaborate opinions and ideas

• reveals some gaps in preparation of the topic

3–4 • offers a limited range of information, which is not always relevant

• has difficulty clarifying or elaborating ideas and opinions

• does not appear to have prepared the topic adequately

1–2 • offers very limited information

• shows little evidence of preparation

0 • provides no evidence of meeting the criterion

As I read the descriptors above, I know that this is the criterion, which assesses my students’ knowledge of their particular detailed study. They need to signal their particular interest, to select texts ( preferably three) which are going to help carry out a discussion about it with two examiners. I need to teach them to refer to their texts ie:

Dans l’article de…., j’ai lu que …. Dans le film, il y a une scène qui démontre cette idée Sur cette photo, on peut voir que….

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LANGUAGE

Criterion 8 Accuracy of vocabulary and grammar

Criterion 9 Range and appropriateness of vocabulary and grammar

• variety of vocabulary and grammar • appropriateness of vocabulary and grammar to the context, audience and purpose of the task The student:

9–10 • usually self-corrects errors

• uses an excellent range of vocabulary, structures and expressions accurately and appropriately

• consistently uses appropriate style and register

7–8 • is sometimes able to self-correct

• uses a very good range of vocabulary and structures accurately and appropriately

• usually uses appropriate style and register

5–6 • is able to express meaning despite errors

• has good control of simple structures

• tends to rely on rote-learned language and anglicisms

• occasionally uses inappropriate style and register

3–4 • makes frequent and intrusive errors

• uses a narrow range of structures and vocabulary

• has limited control of style and register

1–2 • uses a very limited range of structures and vocabulary

• demonstrates no awareness of style or register

0 • provides no evidence of meeting the criteria

o We must also ensure that teachers and students alike read the Chief Assessors’ Assessment Reports available on the VCAA website: http://www.vcaa.vic.edu.au/vce/studies/lote/french/exams.html

These reports make interesting reading. Detailed studies deemed not as successful one year might be good detailed studies some other year. What does that tell us? Basically, that it all depends on how well students prepare for that assessment. Do they have a good understanding of the documents they have chosen? Are they able to talk about, compare or contrast these documents? So all detailed studies designed in accordance with the French study design are good detailed studies.

Philippe Vallantin Bialik College NB: The opinions expressed in this piece are mine and are not officially endorsed by VCAA.

20

OUTCOMES TOPICS TASKS (4)

Oral presentation

Review

21


Formal letter/fax/email

OR Role-play

OR Interview

•

•

Journal Entry

22


23


24

Criterion 1. Appropriateness of structure or sequence ♦ ♦

Criterion 2. Relevance, breadth and depth of content ♦ ♦

Criterion 3. Accuracy of vocabulary and grammar

Criterion 4. Range and appropriateness of vocabulary and grammar ♦ ♦

25

26

Criterion 1. Capacity to understand general and specific aspects of text(s)

Criterion 2. Capacity to convey information accurately and appropriately ♦ ♦

27

CRITERION 1: Capacity to understand general and specific aspects of text(s)

CRITERION 2: Capacity to convey information accurately and appropriately ♦ ♦

28

Criterion 1. Capacity to maintain and advance the exchange appropriately and effectively ♦ ♦

♦

Criterion 2. Relevance, breadth and depth of information, opinions and ideas ♦ ♦ ♦


Criterion 4. Range and appropriateness of vocabulary and grammar ♦ ♦ Appropriateness of vocabulary and grammar to the context,

audience, and purpose of the task. Criterion 5. Clarity of expression ♦

29

CRITERION 3: ACCURACY OF VOCABULARY AND GRAMMAR

30

Criterion 1. Capacity to understand general and specific aspects of text(s)

Criterion 2. Capacity to convey information accurately and appropriately ♦

♦

31

CRITERION 1: Capacity to understand general and specific aspects of text(s)

CRITERION 2: Capacity to convey information accurately and appropriately ♦ ♦

32

Criterion 1. Appropriateness of structure or sequence ♦

♦

Criterion 2. Relevance, breadth and depth of content ♦ ♦ Criterion 3. Accuracy of vocabulary and grammar


33

34

Criterion 1. Capacity to maintain and advance the exchange appropriately and effectively ♦ ♦

♦

Criterion 2. Relevance, breadth and depth of information, opinions and ideas ♦ ♦ ♦



Criterion 5. Clarity of expression ♦

35

CRITERION 3: ACCURACY OF VOCABULARY AND GRAMMAR

36

DEUX ANNÉES de VCE 9 MOIS d’UNITÉS 3 et 4

Bien sûr, le VCE a 4 unités. Bien sûr, les Unités 1 et 2 forment une base extrêmement importante (voir la table thématique), et les Unités 3 et 4 tendent à n’être qu’une suite de révisions intensives et une accumulation de contrôles et examens officiels.

C’est le mot officiel, qui blesse, effectivement, et qui a tendance à faire peur.

Comment être certain(e), particulièrement la première année que nous enseignons en Année 12, que nous faisons ce qu’il faut, que nous préparons bien nos élèves, que nous faisons justice à la confiance qu’ils placent en nous ?

Comment être certain(e), particulièrement la première année que nous enseignons en Année 12, que nous travaillons au rythme désiré ?

Comment être certain(e), particulièrement la première année que nous enseignons en Année 12, que nous ne laissons rien passer d’important ?

Voilà quelques rappels ; des points importants à cocher avant et au cours de l’année.

CHECKLIST

à cocher dès le début et au cours de l’Année 12

EST-CE QUE JE SAIS CE QUE JE VAIS ENSEIGNER CETTE ANNEE ?

o Topic table o Programme : sous-thèmes organisés autour du contenu linguistique désiré o Intégration constante de culture française o School Assessed Coursework :

• liens avec les Outcomes • diversité des Tasks • liens avec les thèmes et sous-thèmes décidés • dates

o Etude Approfondie (Detailed Study): • choix du thème • idée générale de la distribution des 15 heures allouées

37

EST-CE QUE MES ELEVES SAVENT CE QU’ILS VONT FAIRE CETTE ANNEE ? IL FAUT LEUR DISTRIBUER :

o Topic table o Programme : sous-thèmes organisés autour du contenu linguistique désiré o Dates et contenu des SACs o Une introduction à l’Etude Approfondie

GRAMMAIRE *à vérifier au gré des thèmes étudiés *à réviser au gré des besoins spécifiques de mes élèves

o Nature et fonction des mots dans la phrase française o Verbes (conjugaison, temps – simples et composés-, modes) o Noms (genres, etc…) o Adjectifs (accord et position) o Adverbes o Prépositions o Conjonctions (rôle dans un texte)

TECHNIQUES VCE

o Kind of Writing o Text Types o Travail régulier (à donner dès le début de l’année) o Comment répondre aux questions typiquement posées

*lors de l’examen oral *lors de l’examen écrit

o Préparation à la conversation générale (développement des réponses à des questions sur la vie en général)

o Préparation à la discussion (discussions, débats et jeux de rôles sur divers thèmes)

38

EVALUATION

o Dates des SACs o S’assurer que les SACs sont utilisés comme éléments de FEEDBACK

important pour les élèves (nulle part le VCAA ne demande que les profs gardent les SACs ; corrigés, ils sont beaucoup plus utiles aux élèves qu’à nous !!)

o Contrôle continu (tests ou travail à corriger constant) o Travail avec un(e) collègue : CROSS-MARKING des SACs ?

ETUDE APPROFONDIE

o Emploi du temps o Incorporation dans le cursus o Incorporation dans les SACs

EXAMEN ORAL

o Est-ce que je parle assez en français ? o Préparation à la conversation générale (techniques d’examen) o Préparation à la discussion (techniques d’examen)

EXAMEN ECRIT

o Préparation aux exercices d’écoute

Autant d’examens blancs que possibles, dès le début de l’année (les examens des années passées sont disponibles sur le site du VCAA ; nombre d’examens blancs sont diffusés, annuellement, par l’IARTV, l’AFTV, Melbourne University, etc… ; le concours Berthe Mouchette de l’Alliance Française, est toujours un bon exercice de préparation)

39

A N N E

E 11

Février Mars Avril Mai Juin Juillet Août Septembre Octobre Novembre

Donner aux élèves : *table de thèmes *tables de SACs *cursus général *dates diverses Introduction à l’étude approfondie : en parler aux élèves et commencer à les faire rechercher

Unit 3, SAC 1

Unit 3,

SAC 2

Unit 3, SAC 3

Unit 4, SAC 1 Unit 4, SAC 2

Unit 4, SAC 3

E X A M E N O R A L

EXAMEN ÉCRIT

40

UN EXERCICE D’EVALUATION POUR PROFS ET ELEVES, EN 4 ETAPES.

EXEMPLE : UNIT 4, OUTCOME 2

ETAPE 1 :

• Sur un thème que nous étudions (le sport de haut niveau), je donne à mes élèves la « TASK » suivante :

SAC Unit 4 Task 2 (Outcome 2)

Vous venez de voir l’interview de Marie-José Pérec après les Jeux Olympiques de Sydney en 2000. Choqué(e) par la détresse de celle-ci, vous écrivez une lettre au rédacteur en chef de votre quotidien, dans lequel vous tentez d’évaluer l’impact personnel qu’ont les sports de haut niveau sur les athlètes.

Having just seen the interview of Marie-José Perec on TV after the 2000 Sydney Olympics and shocked by her obvious distress, you write a letter to the editor of the daily newspaper you read. You try to evaluate the personal impact of high level sports on athletes.

• Je leur donne également la « réponse » suivante (p.40), texte que j’ai écrit en compilant des erreurs de langue communément faites par mes élèves dans ce qu’ils me donnent à corriger depuis le début de l’année. En termes d’évaluation, il y a aussi des choses à remarquer sur la structure, le contenu, le respect du Text Type et du Kind of Writing.

• Je leur donne enfin la grille de critères et descripteurs de Unit 4 Outcome 2 – que vous trouverez pp.31-32 de ce Carrefours.

L’idée de cette étape 1, est de donner aux élèves le travail de corriger, d’évaluer et de noter par eux-mêmes le texte.

♦ ♦ ♦ ♦ ♦

41

Réponse 1 à corriger :

Cher rédacteur en chef,

Je juste vu une interview de Marie-José Perec déprime et je voudrais de évaluer le probleme de les

athletes. Je pense ils sont usés comme des pions par les nations et c’est pas moralistisque. Je

demande qu’est-ce qu’on peux faire arrêter ce dégât. Les jeunes aiment le sport et c’est bien, mais est

ce que les parents, et puis les sportives associations et puis enfin les pays ont le droit changer la vie

de ces jeune talentueux et ses familles ? Moi je dis « non », et je vais écrire pourquoi.

D’abord quand les jeunes sportif ils aiment jouer au sport, ils aiment aussi faire des autres choses

comme d’être des enfants et voir ses amis, et tout ça. Mais quand les parents décident faire ses

enfants un sportif de haut niveau, ils arrêtent la normale vie et concentrent toutes les choses sur le

sport. Donc c’est un empêche de normal dévelopment.

Et puis après ça quand les sportives associations s’occupe de les enfants sportifs, ils pressurisent eux

pour il devenir un grand athlete. Les associations et les équipes, ils mettent beaucoup de les moyens

(le temps, l’argent, les entraîneurs, les régimes, etc…) pour entrainer. Alors, ils voudraient le résultat

dans les Jeux Olympiques et dans le sport de haut niveau. Et quand les enfants sont athletes de haut

niveau, et va à les Jeux Olympiques, ils représentent ses pays, et donc les pays mettent la

pressurisation sur les athletes pour gagner les médailles d’or parce que le sport de haut niveau

représente une importante chose pour les pays.

Mais je demande encore une fois plus, est-ce que c’est moralistique gater la vie de les jeunes pour

faire devenir champions ? Non, parce que de toutes les personnes qui devient pas des champions, et

toutes les personnes comme Marie-José Perec qui craque. C’est pas éthique. Je dis, il faut qu’on fait

quelque chose empêcher la pressurisation de les athletes de haut niveau. J’espère que je convainque

vous et tous les lecteurs.

Jacques Martin

42

Voilà les résultats sur lesquels mtombés d’accord sans problème

Criterion 1. Appropriateness of structurewriting required

Criterion 2. Relevance, breadth and dept

Criterion 3. Accuracy of vocabulary and

Criterion 4. Range and appropriateness o

ETAPE 2 :

Les élèves ayant corrigé la Réponseétape : ECRIRE LEUR PROPRE REPONSl’argumentation autour de la product

ETAPE 3 :

Je choisis les deux textes suivants, sur les notes finales que je leur ai do

Il s’agit de 2 textes qui, selon moi, so(Réponse 3).

es élèves et moi sommes :

e or sequence for the kind of

h of content

grammar

of vocabulary and grammar

e 1, et l’ayant réécrit en ‘bon français’, passent àSE (en groupes de deux ou trois, si on veut dévetion et de l’évaluation d’un texte).

et les donne à la classe en vérifiant que nous sonnées.

ont « typiques » d’un 14/15 (Réponse 2), puis d

à la deuxième elopper

ommes d’accord

d’un 19/20

43

Réponse 2 :

44

Réponse 3:

PAGE 5

45

Evaluation Réponse 2 :

Criterion 1. Appropriateness of structure or sequence for the kind of writing required

Criterion 2. Relevance, breadth and depth of content.


Criterion 4. Range and appropriateness of vocabulary and grammar

Evaluation Réponse 3 :

Criterion 1. Appropriateness of structure or sequence for the kind of writing required

Criterion 2. Relevance, breadth and depth of content


Criterion 4. Range and appropriateness of vocabulary and grammar

Mille mercis à tous mes élèves d’Année 12- 2009, qui sont entrés dans le jeu de cet exercice. Je suis persuadée qu’ils en ont retiré beaucoup de choses ! Merci particulièrement à Tory, Alex, Will, Gretta , Maisie, dont les textes figurent en Réponses 2&3.

Isabelle Mangeot-Hewison, St Michael’s Grammar School

46

REVISED VCE LOTE STUDIES

SUPPORT PAPER 3 Paulene Webster, Lucy D’Angelo, VBoS (2001)

DESIGNING AND ADMINISTERING COURSEWORK ASSESSMENT TASKS FOR REVISED VCE ARABIC, CHINESE SECOND LANGUAGE, LOTE, GERMAN, GREEK,

INDONESIAN SECOND LANGUAGE, ITALIAN, JAPANESE SECOND LANGUAGE, KOREAN SECOND LANGUAGE, SPANISH AND VIETNAMESE

Acknowledgement: Paulene Webster, Coordinator of LOTE at the Victorian School of Languages and Lucy D’Angelo, Curriculum Coordinator at Caroline Chisholm Catholic Secondary College, have contributed to many of the ideas presented in this paper.

Introduction

A major rationale for the provision of school assessment is that it allows for greater flexibility than an end-of-year examination. However, whilst flexibility is desirable, it cannot be open-ended. Some broad parameters have to be set so that, whilst there may be some differences in the precise details of tasks set, there is a common base that ensures all tasks will align with the overall intent and expectations of the study design. Moderation of the resulting school-assessed scores is also needed to ensure that, ultimately, the same score is a reflection of the same level of challenge and performance.

The coursework assessment component of the Revised VCE LOTE study design reflects this approach.

The Revised VCE LOTE study designs and the assessment guide provide the broad parameters of commonality. All coursework assessment tasks must be designed to align with the requirements of the revised study design. Advice, in terms of scope and marking of tasks, is provided in the assessment guide. Beyond this there is scope for flexibility.

An example of working through the study design and assessment guide, to the point of making decisions on actual coursework assessment details, is provided on the following pages. It is designed to show where there is scope for flexibility, and where there is not, and to illustrate the kinds of choices that can be made.

It is important to note that the final decisions made, and the actual tasks set in the example reflect one teacher’s approach to using the flexibility available in the context of the needs and interests of a

particular group of students. For a different group of students with different needs and interests, it would be entirely appropriate for the flexibility to be used in a different way.

47



Working through the design of coursework tasks for Unit 3

Outcome 1

• The study design The study design states the outcome as express ideas through the production of original texts and it is clear from the key knowledge and skills that by the time the students do this they will need to be able to handle personal and imaginative kinds of writing, a range of text types, organising and sequencing ideas, style, using dictionaries etc. It has to be a 250-word personal or imaginative written piece and this is original writing, so it is not a case of reproducing something they have practised and prepared.

• The assessment guide The assessment guide recommends 80–100 minutes of class time. This means a double lesson of 90 minutes in my timetable. It says the task should specify an audience, purpose and context and text type and access to dictionaries is recommended. It has to be scored out of 20, and in the guide there are four criteria, each worth 5 marks. It says students should be given an indication of the task to be completed (as it is described in the study design) and all the areas they need to revise.

• Choices I have a choice as to when to set the task. They really have to have the knowledge and skills to be able to sit down and plan and write from scratch to do this. They also need more work on past tenses and embedded clauses. For my students this is going to be challenging, so it is the task I am leaving until last in the unit. This will give them a good build up because they will, of course, be doing some writing activities, including some creative writing and work on text types and kinds of writing, in the topics preceding this one. The last topic in Unit 3 in my program is Arts and entertainment, and the sub-topic is ‘children’s literature’, so this will fit in well.

I have a choice as to whether I set one task or provide options. I think I will set only the one task for the whole class, and they won’t know beforehand, but I will make it imaginative. Imaginative, persuasive and evaluative are the kinds of writing they need most work on this year. Also, they are going to have to be prepared for any of the five kinds of writing in the end-of-year examination, so making them revise both personal and imaginative is good training. I have a choice as to what I do about word length. I think I am going to say I will check anything that looks to be well over 10% excess, and disregard anything after the end of a sentence over that. They will have had practice by then in getting a good feel for what the right length is, just by page space.

I will let them have dictionaries as recommended – by the end of the unit they should really be able to use them well. I can’t see any need for notes, and the guide doesn’t mention them, so only dictionaries. I have a choice as to whether the task is set in the LOTE or English or both, so I will set it in both, like the end-of-year exam. I will also use one of the asterisked text types, as these are the ones that could occur in the end-of-year examination writing task.

48



The task

Write a 250-word imaginative story that is designed to entertain young children. It should include a strange animal and a ring and have a happy ending.

The marksheet

Unit 3, Outcome 1 Student Number:

C1 Appropriateness of structure and sequence

Very High

High Medium Low Very Low

No Evidence

C2 Relevance, breadth and depth of content

Very High


No Evidence

C3 Accuracy of vocabulary and grammar

Very High


No Evidence

C4 Range and appropriateness of vocabulary and grammar

Very High


No Evidence

Comment

49



Outcome 2

• The study design The study design states the outcome as analyse and use information from spoken texts and the task has to be a response to specific questions, messages or instructions, extracting and using information requested. It is clear from the key knowledge and skills that by the time they do this they will need to be able to handle gist, main points, detail, supporting points and be able to infer attitudes etc. They have to be able to analyse and use the information, so a straight series of questions requiring short answers clearly won’t do.

• The assessment guide: The assessment guide recommends 40–50 minutes of class time. This means a single lesson of 45 minutes in my timetable. Responses must be in the LOTE and they have to hear the text more than once. It has to include main points and detail, go beyond factual information, and include inference. Access to dictionaries is recommended. It has to be marked out of 10 and there are two criteria in the guide, each worth 5 marks. Students should be given an indication of the task to be completed as it is described in the study design and all the areas they need to revise.

• Choices: I have a choice as to when to set the task. We spent some time on developing listening skills last year, and I will of course be building on these in the listening activities they will do in each topic they study this year. A main issue for them this year is going to be more sophisticated, abstract topic areas that go beyond facts to opinions and values. This is what I want to introduce them to in the fifth week of Term 1, when we start the topic The world of work with the sub-topic ‘different kinds of work’. Week eight would be ideal, if it fits in with the school coursework assessment diary.

I have a choice as to whether I set one task or provide a series of questions, some of which require paragraph answers. I think, given that I need to include some fact, some detail, and some inference, it will be easier for me to set a good series of questions, than a single response. The text I have in mind is an interview that focuses on the pros and cons of different jobs.

I have a choice as to what I do about the number of times they hear it and the pauses. I think, as the text is 5 minutes long, I will follow the advice in the guide.

I will let them have dictionaries as recommended – they know they should use them with extreme caution in a listening task. I can’t see any need for notes, and the guide doesn’t mention them, so only dictionaries.

I have a choice as to whether the task is set in the LOTE or English or both. I think I will set it in the LOTE and English as in the exam.

I have a choice as to how I set up a marksheet. I will design one based on a five-point scale for each of the criteria.

50



The task

1. List the positive features mentioned about working as a journalist.

2. In what two respects do the speakers disagree, and what reasons do they give to support their views?

3. One of the speakers becomes angry. Give one of the expressions that he uses that shows this.

4. You have been asked to write a brief report (100 words) of the views of one of the speakers, for inclusion in a magazine article.

The marksheet

51



Outcome 3

• The study design The study design states the outcome as exchange information, opinions and experiences and it is clear from the key knowledge and skills that by the time they do this they will need to be able to present, comment, justify opinions and ideas, ask for/give advice, maintain communication, link and sequence ideas etc. It has to be a three to four minute role-play focussing on the resolution of an issue, so it is an oral task, but not a simple conversation – there has to be a problem to resolve.

• The assessment guide: The assessment guide recommends the role-play should be broad enough to allow for specific variations in task from student to student. It should include details of the student’s and partner’s role, the issue to be resolved, and how it is to be resolved, e.g. by persuading, convincing or negotiating. It should be undertaken by the teacher and the student and be tape recorded. It has to be marked out of 20 and there are five criteria in the guide, each worth 4 marks. Students should be given an indication of the task to be completed as it is described in the study design and all the areas they need to revise.

• Choices I have a choice as to when to set the task. I have always included a strong emphasis on spontaneous use of spoken LOTE right from Year 7 with this class, and last year they did quite a few debates as well as impromptu conversations and interviews for their work requirements, so there will be no problems with confidence if I get them to do this as a first task. Persuading, explaining and giving reasons will also give them a good lead into the second topic, which focuses more on abstract issues. The first topic in Unit 3 in my program is Education and aspirations, and the sub-topic is ‘tertiary options and vocational pathways’. This will fit in well with a role-play involving resolution of an issue, and is broad enough for me to think of enough variations for each student in my class of 12.

I will need to allow a maximum of five minutes per student and focus on the role-play lasting 3 minutes. If I tape record and mark later at home I should be able to assess the whole class in 60 minutes, so I will use my double lesson of 90 minutes. I have booked the library and organised for the librarian to supervise them while they work on a reading task I have set them that is preparation for the next topic, and that will need to be completed for homework.

The assessment guide doesn’t mention preparation time or notes or scenarios. I don’t think I will give my students any of these. I know a colleague of mine who is doing this, but I think my approach will prepare students better for the oral examination. Also, they will know that the role-play will draw on the vocabulary, structures etc we have been working on, (including some of the things we needed to revise from previous years), over the past 4 weeks. They will know it will relate to the sub-topic tertiary options and vocational pathways, and that it will involve resolving an issue. If they have paid attention since the beginning of the year, done all their homework and revised properly, they should have the knowledge and skills to engage in a dialogue with me, without having to think for 10 minutes beforehand. I will outline our roles, the issue and what needs to be done at the start of the role-play, and then go straight into it.

•

52



The task

I am a fellow student and I want to take a year out/ drop LOTE/change schools/focus more on my part-time job than on school/ go overseas for a year/take up a part-time job/stay at home and study by distance/just spend time applying for any job/drop two of my subjects and just focus on TAFE/just aim for satisfactory and not worry about marks/change subjects/study interstate. Try and convince me to reconsider.

The marksheet

53



Working through the design of coursework tasks for Unit 4

Outcome 1

• The study design The study design states the outcome as analyse and use information from written texts and the task has to be a response to specific questions, messages or instructions, extracting and using information requested. It is clear from the key knowledge and skills that by the time they do this they will need to be able to handle main points, detail, supporting points, as well as be able to infer, compare, summarise, interpret and evaluate etc. They have to be able to analyse and use the information, so as in Unit 3, a straight series of questions requiring short answers clearly won’t do.

• The assessment guide The assessment guide recommends 80–100 minutes of class time. This means a double lesson of 90 minutes in my timetable. Responses must be in the LOTE.

It has to include main points and detail, go beyond factual information, and include inference. Access to dictionaries is recommended. It has to be marked out of 10 and there are two criteria in the guide, each worth 5 marks. Students should be given an indication of the task to be completed as it is described in the study design and all the areas they need to revise.

• Choices: I have a choice as to when to set the task. We have spent some time now on more challenging topics and the work we have done on text types and kinds of writing has involved quite a bit of comparison and analysis. The first topic in this unit is one we started last term, Historical Perspectives. After that I want to move on to the detailed study, so ideally this task would fit best in week three.

I have a choice as to whether I use one or more written texts for this task. I have two texts that will allow for a summary of different views. Together they total 420 words, but that is only a little over the length suggested in the guide and my students will also have the maximum time recommended of 100 minutes.

I have a choice of setting a single task, or a series of questions, some of which require paragraph answers. I think this time I will set one task. With the texts I have selected, making a comparison will inevitably draw on main points, detail, opinion, and meaning that is not explicitly stated. A word length for the response of 250 words will provide them with enough scope to fully address the task I have in mind. The task will involve the use of one of the asterisked text types, as these are the ones that could occur in the end-of-year examination writing task.

I will let them have dictionaries as recommended. I can’t see any need for notes, and the guide doesn’t mention them, so only dictionaries.

I have a choice as to whether the task is set in the LOTE or English or both. I think I will set it in the LOTE and English as in the exam.

•

54



The task

Read the letter to the editor and the newspaper report of an interview on the establishment of a memorial. Write a short (250-word) informative article entitled ‘The memorial debate’, in which you summarise the views and historical evidence put forward in the two texts.

The marksheet

55



Working through the design of coursework tasks for Unit 4 Outcome 2 – Written Response

• The study design The study design states the outcome as respond critically to spoken and written texts which reflect aspects of the language and culture of the LOTE-speaking communities. As I am linking this to the detailed study, there will inevitably be a focus on an aspect of language and culture. From the key knowledge and skills it is clear that by the time they do this they will need to be able to handle informative, persuasive and evaluative kinds of writing, compare, contrast, comment and find and use evidence to support a view etc. The task has to be a 250–300 word informative, persuasive or evaluative written piece.

• The assessment guide The assessment guide recommends 80–100 minutes of class time. This means another double lesson of 90 minutes in my timetable. The task should specify an audience, purpose, context and text type and the kind of writing required. It has to focus on understanding an aspect of the language and culture of the LOTE-speaking communities. As I have chosen to link the task to the detailed study, the students must base their responses on one or more of the texts they have studied. Access to dictionaries is recommended. It has to be marked out of 20 and there are four criteria in the guide, each worth 5 marks. Students should be given an indication of the task to be completed as it is described in the study design and all the areas they need to revise.

• Choices I have a choice as to when to set the task. They have to have completed sufficient work on the detailed study to provide enough scope for this task. I think I will set it towards the end of the detailed study and set it close to the interview. I have scheduled work on the detailed study for weeks three to eight in Term 3, so using the double period in week eight would work best.

I have a choice as to whether I set one task or provide options. I think I will set only the one task for the whole class, and they won’t know beforehand, but I will make it persuasive. They need to keep practising and revising all five kinds of writing to be prepared for the writing task in the end-of-year examination, so making them revise all three possibilities for this task is good training.

I have a choice as to what I do about word length. I am going to say I will check anything that looks to be well over 10% excess, and disregard anything after the end of a sentence over that. They will have a good feel by now for what the right length is, just by page space.

I will let them have dictionaries as recommended – by now they should be using them well. I don’t think I will allow them notes or texts. I thought about providing them with a clean copy of one of the extracts we have used from a short story and setting a question on this, but I couldn’t think of a good persuasive task that would work with this. I won’t allow them notes, because they are very difficult to monitor. Also, some students may write better notes than others and I don’t want the task to be dependent on their note-taking skills. I also think completing the task without notes or texts will be good practice for the interview and the discussion in the oral exam.

I have a choice as to whether the task is set in the LOTE or English or both, so I will set it in both, like the end-of-year exam. I will also use one of the asterisked text types, as these are the ones that could occur in the end-of-year examination writing task.

•

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The task

The marksheet

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Working through the design of coursework tasks for Unit 4 Outcome 2 – Interview

• The study design The study design states the outcome as respond critically to spoken and written texts which reflect aspects of the language and culture of the LOTE-speaking communities. The key knowledge and skills are the same as for the written task, but this has to be a three-to-four- minute interview on an issue related to texts studied. So it definitely involves me asking questions, and, as I am linking this task to the detailed study, the focus must be on one of the issues covered in the detailed study sub-topic.

• The assessment guide The assessment guide recommends that where the task is linked to the detailed study, it should focus on an issue related to an aspect or aspects of the sub-topic selected for detailed study. It should also involve reference to one or more of the texts studied. It should be undertaken by the teacher and the student and be tape recorded. It has to be marked out of 20 and there are five criteria in the guide, each worth 4 marks. Students should be given an indication of the task to be completed as it is described in the study design and all the areas they need to revise.

• Choices I have a choice as to when to set the task. This will need to occur towards the end of the period I have set aside for the detailed study so that there is enough scope for me to come up with a broad enough common issue, or a variety of issues to ensure some variation in questions and responses from student to student. I know this will occur to a degree anyway because it is an interview, and each interview will be a little different because as well as my questions being different, each student will respond differently. I think that, with my class of twelve although I could probably get away with one broad issue, I will have two or three different issues as the focus of this task, and several different ways of starting the interview. As this will be towards the end of the detailed study, and close to the start of the examinations, we will have covered about six or seven issues or aspects by the time they do the task, and I will not be informing them beforehand of which of these they will be interviewed about. As stated in the assessment guide, apart from advice in relation to areas for revision, the class will receive no more specific detail about the interview than that provided in the study design, until they actually do the task. I think this is good preparation for the oral examination, where they will need to be prepared for the task to draw on any aspect of their detailed study. I will set the task in week eight, using the remaining two single lessons. In the double lesson in this week they will be doing the writing task.

I will need to allow a maximum of five minutes per student and focus on the interview lasting no longer than 4 minutes. If I tape record and mark later at home I should be able to assess the whole class easily in this time. I have booked the library and organised for the librarian to supervise them while they work on a reading task I have set them that will need to be completed for homework.

The assessment guide doesn’t mention preparation time or notes. I don’t think I will give my students any of these. I will spend a little time on settling them, and then move straight into the interview with a question.

•

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The task

An interview on the effectiveness or otherwise of different approaches to preserving the environment/the extent of the impact of different environmental problems/conflicting interests in preserving the environment

The marksheet:

Comment:

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VCE 2008 Written examination paper

Writing in French 50 minutes/15 marks

Below are the 5 essay topics, 2008 Year 12 students had to choose from in their final written examination paper. The 2008 and earlier examination papers (including audio-files) along with corresponding assessment reports can be found on the VCAA website www.vcaa.vic.edu.au.

VCE LOTE teachers can only ask their students to read the topics very carefully during the 15 minute reading time and to use the planning page on the actual examination paper. More and more candidates do plan carefully and are the ones who do well in this section of the paper.

What does planning a piece of writing mean?

First and foremost, it does not mean writing a fully fleshed-out rough copy. It is a close reading of the chosen topic.

Students would be well advised to determine:

1. who they are meant to be : their role as an author ( self, journalist. speaker etc…) 2. for whom they are writing: their audience ( self, classmates, jury, magazine/ newspaper/ short

story readers). This will give them an idea of style and/or register. 3. what they are writing: text type. So important as it is assessed in Criterion 2, which deals with

the structure of the piece of writing. 4. what they are trying to do: kind of writing. Do they have to write an informative, evaluative,

persuasive, personal or imaginative piece? 5. what they are writing about: topic

Let’s have a close look at the 2008 topics

Question 28

You are now at university. The principal of your old school has asked you to write an informative article to be included in a booklet for new students to the school. Write about what to expect and what your old school has to offer.

Vous êtes maintenant à l’université. Le proviseur de votre ancien lycée vous a demandé d’écrire un article qui paraîtra dans un livret pour les nouveaux élèves. Parlez de ce à quoi ils peuvent s’attendre, de ce que le lycée a à offrir.

1. I am a university student 2. I am writing for new students to the school. 3. I am writing a 200-300 word article (must ensure that I include the following

title/content/author/register/style/layout) 4. I am informing my audience (not persuading them to come to my old school). 5. I am telling my readers what to expect and what my old school has to offer

Philippe Vallantin

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Question 29

You have just returned from a job interview with a large international company based in Paris. Write a personal letter to a friend describing the interview, your reactions and your expectations. Vous revenez d’une interview pour une offre d’emploi d’une grande entreprise internationale qui siège à Paris. Ecrivez à un(e) ami(e), décrivant l’interview, vos réactions et vos espérances.

1. I am a job seeker 2. I am writing to a friend (register : tu; familiar). 3. I am writing a 200-300 word social letter (must ensure that I include the following

adress/date/salutation/greeting/content/farewell/signing off/fictional name/register/style/layout).

4. I am sharing with my personal reactions/thoughts/hopes/fears. 5. I am describing what happened during the interview, how I think the interview went and the

possible outcomes of the interview.

Question 30

You have just been offered a pet. Before you leave for work you write a message to your flatmate to persuade them to let you have the pet. Include at least three reasons. On vient de vous offrir un animal domestique. Avant de partir au travail vous écrivez un message à votre colocataire pour la/le convaincre de vous laisser avoir l’animal, en utilisant au moins trois raisons.

1. I am a person sharing a flat 2. I am writing to my flat mate (register : tu; familiar). 3. I am writing a 200-300 word message (must ensure that I include the following

date/salutation/content/farewell/signing off/fictional name/register/style/layout). 4. I am trying to convince my flat mate 5. I am to include at least three reasons why my flat mate should let me keep this pet.

Question 31

Write a short story starting with: Something extraordinary happened yesterday on the Champs-Elysées . . . Ecrivez une petite histoire commençant par : Hier, quelque chose d’extraordinaire s’est passé sur les Champs- Elysées . . .

1. I am a short story writer 2. I am writing for short story readers. 3. I am writing a 200-300 word short story ( must ensure that I include the following title/topic/structure/content/author (fictional name)/register/style/layout). 4 I am writing an imaginative piece. 6. I am relating something extraordinary, which happened on the Champs-Elysées

Philippe Vallantin

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Question 32 Write a script for a speech for a science competition comparing the advantages and disadvantages of different forms of power generation. Ecrivez le texte d’un discours pour un concours de sciences, en comparant les avantages et désavantages des différentes formes de production d’énergie.

1. I am a student entering a science competition 2. I am writing for a jury 3. I am writing a 200-300 speech ( must ensure that I include the following title/topic/structure/content/register/style/layout). 4. I am evaluating different sources of energy 5. I am giving the pros and the cons of different sources of energy.

Once the students have this skeleton plan, they have the remaining time to write and proof-read their piece of writing, which will be assessed as follows:

Criterion 1: Relevance, breadth and depth of content Students must ensure they are writing about what they are asked to write about. They should include at least three clearly distinct ideas eg Question 28: Facilities /extra-curricular activities/teaching and administrative staff/pastoral care/camps Question 30: a dog: companionship/safety/ help with keeping fit Question 32: nuclear/solar/fossil fuels/renewable vs new renewable energies etc.. Criterion 2: Appropriateness of structure and sequence Students must ensure that they include all key features of text type, that paragraphs are linked appropriately. For another table of connecting words, visit http://www.anglaisfacile.com/free/news/mots_de_liaison.php Criterion 3: Accuracy, range and appropriateness of vocabulary and grammar. Students must avoid repetition, over-using pronouns and take care of the spelling of cognates and the (mis-)use of faux-amis. Question 28: facilité for équipement Question 30: responsabilité not “responsibilité”, appartement not apartment Question 32: environnement not environment, effet not effect etc… The website below gives students helpful hints on how to proof-read a piece of writing in French http://french.about.com/library/writing/bl-proofreading.htm Range of grammar: avant de+ infinitive; en+ present participle; il faut que+ subjunctive; perfect infinitive ( après avoir/être/s’être….); si clauses etc… In conclusion, c’est en écrivant qu’on devient écrivain. Philippe Vallantin, Bialik College

The opinions expressed in this piece are mine and do not necessarily reflect the views of VCAA.

Philippe Vallantin

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VCE de FRANÇAIS (et autres langues) : D’où partons-nous? Où allons-nous?

En vue de la ré-accréditation du VCE fin 2011, de l’avènement du National Curriculum, voilà une question importante si nous, les enseignants de français qui suivons au cours des années les progrès de nos élèves, voulons nous assurer un futur VCE toujours plus pédagogique et juste.

L’AFTV aimerait, pour être aussi représentative des enseignants de français du Victoria que possible, a besoin de …. vous ! Pour que les enseignants aient une voix au chapitre, pourriez-vous réfléchir aux questions suivantes et envoyer vos réponses à Alison Daly ([email protected] ou PO BOX 394 CROYDON 3136)

Do you feel the current VCE structure allows for best discrimination within the students cohort ?

Why? Why not?

What do you like in the current VCE (general)?

What do you NOT like in the current VCE (general)

The School Assessed Coursework

The oral exam

The written exam

Preparation time

Detailed Study

Themes and topics

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A court d'idées pour un thème intéressant pour vos classes de français de seconde et de terminale?

Eh bien, en voici un basé sur des recherches méticuleuses et présenté sous forme de CD-ROM interactif et intitulé:

Pierre de Coubertin et les Jeux Olympiques modernes Vous y trouverez des ressources utiles et d'actualité, à savoir, des documents variés de style informatif, évaluatif et persuasif, suivis de questions à choix multiples, un entretien spontané avec deux adolescents français en visite en Australie, des sites web et une liste de questions qui aideront vos élèves à se préparer pour une discussion animée en classe ou pour leur examen oral du VCE ou du Baccalauréat international. Ce CD-ROM est un outil pratique pour les professeurs et les élèves de français des cours moyens et supérieurs. N'hésitez pas à passer votre commande pour ce CD-ROM qui sera disponible vers la première semaine de juin. Coût du CD-ROM: $35.00 Affranchissement: $5.00 Pour vos commandes, remplissez la fiche ci-dessous et adressez-la à Madame Yolette Laventure PO BOX 42 Strathdale Victoria 3550 Te. (03) 5441-5227

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ORDER FORM Name: _______________________________________________________________ School Name (if applicable): _____________________________________________ Address: _____________________________________________________________ Suburb: _________________________State: _________________Postcode:______ Phone:_______________________________________________________________ Email: _______________________________________________________________ Qty $35:00

each Total

CD-ROM (Pierre de Coubertin et les Jeux Olympiques)

Handling and postage

$5:00

Grand total

There is no GST required on these items. Payments should be made by personal cheque or postal cheque and sent to Mrs Yolette Laventure PO BOX 42 Strathdale Victoria 3550 ABN: 19474580784 Are you interested in receiving CD-ROMs on other topics? Please tick the box below. I would like to receive information in the future about CD-ROMs on other

topics.

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ALSO AVAILABLE

CD-ROM - L'Immigration en France - $35 each including handling and postage

CD-ROM - Le Cinéma français - $35 each including handling and postage

Qty $35:00

each Total

CD-ROM (L'Immigration en France)

CD-ROM (Le Cinéma français)

Grand total

There is no GST required on these items. Payments should be made by personal cheque or postal cheque and sent to Mrs Yolette Laventure PO BOX 42 Strathdale Victoria 3550 ABN: 19474580784

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67

Whatever you do in class is of interest to other teachers.

Articles, information and worksheets are welcome for inclusion in the magazine. If you have found interesting material of if you have produced worksheets, which have proved successful with your students, please share these with your colleagues through CARREFOURS.

As a guide all documents must be presented as follows:

• Material should be sent by email to [email protected] or by post to the Editor.

• Hand written articles cannot be typed up. • In the interests of the appearance of the magazine contributors should produce the main body of

the item in Arial 10 and headings in Arial 14 (Bold). • The Editor requires original materials, ie: photographs and other printed materials from

magazine or books to ensure good reproduction. Articles sent by fax are not acceptable for printing.

• All documents must be checked for grammar and spelling. • The Editor reserves the right to edit all contributions.

CARREFOURS is published three times a year, in April-May, July-August and October-November.

The documents for the July issue are due by 15 June, and should be sent to the Editor.

Isabelle Mangeot-Hewison

St Michael’s Grammar School, 25 Chapel Street, St Kilda 3182

[email protected]

Our next issue (July-August 2009 issue)

will concentrate on

Francophonie / francophonie

This publication has been prepared for the members and professional associates of the Association of French Teachers in Victoria inc. A2258R. The opinions expressed in the publication are those of the authors and do not necessarily reflect the views of the Association of French Teachers in Victoria, Inc A2258R or of the editorial committee. While reasonable checks have been made to ensure accuracy of statements and advice, no responsibility can be accepted for errors and omissions, however caused. No responsibility for any loss occasioned to any person acting on, or refraining from action as a result of material in this publication is accepted by the authors, the Association of French Teachers in Victoria Inc A2258R or the Editorial Committee.

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Ca

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Le VCE de français aujourd’hui

Volume 28 Numéro 1 Avril-Mai 2009

CarrefoursAssociation of French Teachers in Victoria Incorporated

A0022528R ABN 50 793 754 960

Documents

CF Vol28 No1 Cover - aftv.vic.edu.au · 027 '8 35e6,'(17 3KLOLSSH 9DOODQWLQ Welcome to the first issue of Carrefours 2009. You will remember that we asked you, on …