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Languages Beginners Syllabuses
Languages Beginners Syllabuses
Background
Syllabuses – 2 documents Research and reviewWide consultationDraft FrameworkDraft syllabuses
Languages Beginners Syllabuses
Revised syllabuses 2006 HSC Program of Study
- standards-referenced framework
- Key Competencies Implementation
- Preliminary 2007
- HSC 2008
Languages Beginners Syllabuses
Target learners Eligibility
- no more than100 hours study of [Language] K-10
- speakers of dialects of [Language] not eligible
- documentation required
(ACE Manual 8.2.2.3)
Languages Beginners Syllabuses
Overview of the syllabuses
- modern standard version
- awareness of different levels (formal, informal)
The language to be studied
Rationale
- General- Language-specific
Aim
- skills in effective communication
- knowledge of the nature of language
- understanding of the interdependence of language and culture
Objective 1Interacting
Objective 2Understanding
texts
Objective 3Producing texts
Aim•Communicative•Linguistic•Intercultural
Aim
Objectives Outcomes Learn about/to
•Communicative•Linguistic•Intercultural
Objective 1: InteractingOutcomes
1.1 establishes and maintains communication in [Language]
1.2 manipulates linguistic structures to express ideas effectively in [Language]
1.3 sequences ideas and information
1.4 applies knowledge of the culture of [Language]-speaking communities to interact appropriately
Objective 1: InteractingLearn about/to statements
the importance of listening for key words to assist understanding
listen for meaning
the importance of reading for key words to assist understanding
read for meaning
links in communication use strategies to initiate, maintain and conclude an interaction
the purpose and context of communication select and incorporate particular vocabulary and structures to achieve specific communication goals
register in language use interact with reference to context, purpose and audience
responding to factual and open-ended questions maintain an interaction by responding to and asking questions and sharing information
ways to support effective interaction use appropriate language features to enhance communication
the logical sequencing of ideas structure information and ideas coherently
formal and informal language, and when and where it is used
apply appropriate social conventions in formal and informal contexts
sociolinguistic conventions relating to everyday activities use language and/or behaviour appropriate to social context
Chinese and Japanese script
additional Learn about/to statements across outcomes for Objective 2, Understanding texts
Objective 3, Producing texts
Languages Beginners Syllabuses
Activity 1- mapping links between the syllabus
Aim, Objectives,
Outcomes and Content
- skills in effective communication
- knowledge of the nature of language
- understanding of the interdependence of language and culture
Prescribed topics
The personal world The [Language]-speaking communities
Family life, home and neighbourhood
People, places and communities
Education and work
Friends, recreation and pastimes
Holidays, travel and tourism
Future plans and aspirations
Texts prescribed for productive use in external
written examination
Article Diary/journal entry Email Informal letter Message Note Postcard Script of a talk
Texts
Texts for receptive use are not prescribed
Activity 2 – brainstorming to identify possible texts
Prescriptions
Vocabulary not prescribed
Characters prescribedwww.boardofstudies.nsw.edu.au
Prescribed characters
Board’s websitewww.boardofstudies.nsw.edu.au
Chinese - alphabetical orderA 爱 B 八 爸 白
Japanese - categoriesAdjectives
大 小 好 高Body/health
目 口 元 気
Dictionaries
- to enhance learning
- for use in HSC external exams
- suitable editions
Grammar
- supports language acquisition
- recognition and/or use
Activity 3
Discussion- comparing the content of the existing and revised syllabuses
What’s the same?What’s different?
Internal Assessment
Preliminary
currently no components and weightings
new components and weightings – syllabus Section 9.5
Internal Assessmentsuggested weightings for Preliminary
Component Weighting
Listening 35
Reading 35
Speaking 15
Writing 15
Internal Assessment
HSC
Existing syllabuses vary widely in components and weightings
New components and weightings – syllabus Section 9.5
Internal Assessmentmandatory weightings for HSC
Component Weighting
Listening 30
Reading 30
Speaking 20
Writing 20
Internal AssessmentPreliminary and HSC
Component Objective
Listening 1 Interacting
2 Understanding texts
Reading 1 Interacting
2 Understanding texts
Speaking 1 Interacting
3 Producing texts
Writing 1 Interacting
3 Producing texts
Internal Assessment HSC course
How many tasks?
Components
Listening
Reading
Speaking
Writing
Internal Assessment HSC course
How are components combined in a task?
Components
Listening
Reading
Speaking
Writing
Sample assessment task
Students listen to an interview with a famous pop star from [country]. They then write an article about this pop star for their class newsletter.
Sample assessment task
Students listen to an interview with a famous pop star from [country] and answer comprehension questions in English or [Language]. They then write an article about this pop star for their class newsletter.
External Assessment
Oral examination
Written examination Section 1: Listening Section II: Reading Section III: Writing in [Language]
External Assessment
Oral examination
20 marks
Objective 1 InteractingOutcomes 1.1, 1.2, 1.3
General conversation with examiner – 5 minutes Prescribed topics - candidate’s personal world
External Assessment
Written examinationSection 1: Listening30 marks
Objective 2 Understanding textsOutcomes 2.1, 2.2, 2.3, 2.4, 2.5
9-12 texts in [Language] Questions in English Responses in English
External Assessment
Written examinationSection 2: Reading30 marks
Objective 2 Understanding textsOutcomes 2.1, 2.2, 2.3, 2.4, 2.5
4-5 texts in [Language] Questions in English Responses in English
External Assessment
Written examinationSection 3: Writing in [Language]20 marksObjective 1 InteractingObjective 3 Producing textsOutcomes 1.1, 1.2, 1.3, 3.1, 3.2, 3.3Part A – 10 marks
2 tasksPart B – 10 marks
extended response 2 choices
Internal and External Assessment
Changes in weightings: changes in programming changes in assessment
Activity 5Comparing existing and new assessment requirements.What’s the same? What’s different?
Languages Beginners Syllabuses
Support for implementation
Support for implementation
Board of Studies NSW
Support document – Advice on programming and assessmentcollaboration with DET, AIS, CEC
Specimen paper packages Prescribed characters Suggested resources
www.boardofstudies.nsw.edu.au
Support for implementation - DET
Curriculum K-12 Directorate
Generic workshops 2006 Sample units of work and assessment tasks – a
DET/AIS project Language-specific workshops in 2007
Languages Beginners Syllabuses
Advice on Programming
Advice on ProgrammingScope and Sequence Plan
- prescribed topics- order, timing of topics- students’ prior knowledge and
interests- resources
Sample Scope and Sequence Plan - Preliminary CourseOutcomes Topic 1
A student: Family life, home and neighbourhood( hours)
1.1 establishes and maintains communication in [Language]
1.2 manipulates linguistic structures to express ideas effectively in [Language]
1.3 sequences ideas and information
1.4 applies knowledge of the culture of [Language]-speaking communities to interact appropriately
2.1 understands and interprets information in texts using a range of strategies
2.2 conveys the gist of and identifies specific information in texts using a range of strategies
2.3 summarises the main points of a text
2.4 draws conclusions from or justifies an opinion about a text
2.5 identifies the purpose, context and audience of a text
2.6 identifies and explains aspects of the culture of [Language]-speaking communities in texts
3.1 produces texts appropriate to audience, purpose and context
3.2 structures and sequences ideas and information
3.3 applies knowledge of diverse linguistic structures to convey information and express original ideas in [Language]
3.4 applies knowledge of the culture of [Language]-speaking communities to the production of texts
Suggested sub-topics
Note that the lists of sub-topics are neither exhaustive nor definitive; they are suggestions only. Greetings and introductionsFamily and petsHouse and homeLife at homeDaily routineFood and drinksLocal area
Activity 6
Brainstorming
Prescribed topics and possible sub-topics
Friends, recreation and pastimesEducation and work
Future plans and aspirations
Friends, recreation and pastimes
BOS - suggested sub-topics Appearance and personality Shops and shopping Local transport Health and fitness Leisure and sport Going out
Education and work
BOS - suggested sub-topics School studies and activities School routine Occupations Work places Part-time work
Future plans and aspirations
BOS - suggested sub-topics Skills Possibilities Travel plans Holiday jobs Careers
Activity 7
Discussion - unit of work proforma
Board of Studies support document a suggested proforma only Outcomes and Learn about/to statements determining Evidence of learning and
ongoing feedback for students
Activity 8
Discussion – assessment task planning proforma
used for planning assessment
a suggested proforma only
Activity 9
Units of work Assessment tasks
8 writing teams DET/AIS
8 Beginners courses