Victorian School of Languages€¦ · 2 VCE (CCAFL) TEACHER MANUAL 2020 ACKNOWLEDGMENTS Our thanks go to the many past and present staff from the Victorian School of Languages who

1

VCE (CCAFL) TEACHER MANUAL 2020

Victorian School of Languages

Address: PO Box 1172

Thornbury VIC 3071

Phone: (03) 9474 0500

Fax: (03) 9416 9899

Home Page: http://www.vsl.vic.edu.au

Reports: https://www.vsl.vic.edu.au/sip

E-mail: [email protected]

VSL Teacher resources: http://www.vsl.vic.edu.au/Content/Resource/Teacher.aspx

2020 VCE Languages Teacher Manual – (CCAFL)

Prepared by: Angela Natoli, Assistant Principal

Printing: Cameron Waites

© Copyright 2020

http://www.vsl.vic.edu.au/

https://www.vsl.vic.edu.au/sip

mailto:[email protected]

http://www.vsl.vic.edu.au/Content/Resource/Teacher.aspx

2


ACKNOWLEDGMENTS

Our thanks go to the many past and present staff from the Victorian School of

Languages who have contributed to the development of the 2020 VCE Languages

Teacher Manual, first published in 1992.

The school is also indebted to the VCAA for making material available for

inclusion, and in particular to the Languages Section for advice during the

preparation of the manual.

At the time of publication every attempt was made to confirm the accuracy of the

content through discussions with personnel of the VCAA. Teachers are reminded

to check the VCAA publications as they become available during the course of the

year, as these contain the authoritative statements on the VCE.

Additional copies of the manual may be purchased from the school.

A special acknowledgement must go to Erin Pearce & Stefo Stojanovski for

editing, Cameron Waites for the printing.

Prepared by Angela Natoli, Assistant Principal: Curriculum & Professional Development

CONTENTS

From the Principal 5

Planning Calendars

Important dates for VCE teachers 7

VSL centre class dates 8

Assessment task planning calendar 9

Assessment planning calendar 11

Personal directory 12

VCE Studies

CCAFL Language Studies 14

VCE Study Design 15

VCAA Publications 15

VCAA Language Study Codes 15

Accreditation Periods 16

Structure of the VCE 18

VCE Languages Terminology 19

Detailed Study 20

VSL Administrative Procedures and Advice

VCE Languages 22

School/Provider obligations to students 22

Provision of accredited curriculum and assessments 23

VCE Levels of Achievement 23

VCE (Baccalaureate) 23

Eligibility for award of the VCE 23

VCE Student Enrolment 23

Informing Students of VCE requirements 24

Student observance of assessment and attendance rules 24

Attendance requirements 24

Satisfactory completion of VCE units 25

Not Satisfactory VCE Unit result 26

VCE Unit result of J 26

School-Assessed Coursework 26

Preparation of work for School-assessed Coursework 27

Lost, stolen or damaged School-assessed Coursework 27

Care in the use of technology 27

SAC planning form information 27

SAC notification to students information 27

Integrity of School-based Assessments 27

Access to student data 28

Assessments under test conditions and authentication of student work 28

Strategies for avoiding authentication problems 29

Approved dictionaries 29

Word limits for languages assessment 29

Administering school-assessed coursework 30

Redeeming Assessment tasks and SACs 30

VCE Languages: Marking descriptors for Section 3 30

Retention of VCE School-based Assessments 30

Feedback to Students 31

Maintenance of school records 31

Statistical moderation 32

Indicative grades and the anomalous grades check 32

VCE School-based Assessment audit 33

VCE Assessment Principles 35

Determining initial School-based Assessments 37

VSL student appeals procedure 37

Special provision 38

Derived examination score (DES) 38

Partnerships 38

Small group partnership records 38

Best practice in partnerships 38

Producing a combined set of comparable school-based assessment scores 39

Small Group Partnership checklist 40

Partnership Teacher Records Template 41

VCE Students at risk- Unsatisfactory progress 43

Teaching the VCE

Main characteristics of different kinds of writing 45

Use of information and communications technology 47

Text types for CCAFL 48

Main characteristics of common text types 49

Mixed level classes 51

VCE Program & Course development

Course planning and implementation 53

VSL course development 53

VCE study design 53

Second languages: summary of themes and topics 54

VCE program summary – Units 1 & 2 56

VCE program summary - Units 3 & 4 58

How to write a course outline 60

Sample VCE course outline 61

Course outline template 62

SAC development summary sheet 63

Assessment outcomes & SAC guidelines and notification forms

Outcome Charts and assessment guides 65

VCE Second Language Assessment Unit 1 & Unit 2 66

Year 12 (Units 3&4) SAC planning guidelines 68

School Assessed Coursework 71

VSL SAC Planning Form 77

Student SAC Assessment Notice 78

Detailed Study

Detailed Study Description 80

Assessment of the Detailed Study 81

Detailed Study: Summary sheet 82

Year 11 Assessment Cover Sheets 84

Year 12 SAC Cover Sheets 97

End of year oral & written examinations Units 3 & 4

Oral examination format and assessment criteria 110

Written examination format and assessment criteria 111

VCE oral examination preparation hints 115

VCE Student record keeping

Units 1 & 2 summary of student progress 119

Units 1 & 2 VCE student record sheet template 120

Units 3 & 4 Summary of student progress 121

Units 3 & 4 VCE student record sheet template 123

Forms used at the VSL

Application for special provision 125

Absence note 127

Withdrawal for a VCE unit 127

Resources

Some websites for course planning, assessment & Professional Learning for languages 129

Key language contacts: VCAA 130

Head office contacts 131

Languages taught at VSL 131

RTO & VET in Schools 131

VSL Centres 132

VSL Distance Education 135

5


FROM THE PRINCIPAL

Dear VCE Language Teacher,

The Victorian School of Languages began in 1935. It is proud to be a complementary provider and

to be of assistance to schools of all three sectors (Government, Catholic and Independent). The

teaching of languages is an exciting but challenging task, and all language teachers need mutual

support.

I am pleased to present the 2020 edition of the VCE (CCAFL) Teacher Manual prepared by the

Victorian School of Languages.

My thanks go to all staff that have created and refined this manual since 1992. This edition has

been revised and updated by Angela Natoli, Assistant Principal for Curriculum and Professional

Development. A special thankyou is extended to her and to the Victorian Curriculum and

Assessment Authority (VCAA) for contributing to the contents.

I trust that you will find this information valuable and helpful in the conduct of your classes and

the effective implementation of the Victorian Certificate of Education.

This manual contains assessment information about the VCE for Victorian Second Language

Studies, as well as teacher record keeping and course planning sections, examination specifications

and assessment cover sheets for Units 1-4 students.

The manual is to be used together with your language specific Study Design and the VCE

Languages – Second Languages Assessment Handbook (check VCAA website for current version)

which is downloadable from the VCAA website, www.vcaa.vic.edu.au

It is recommended that all VCE teachers subscribe to the VCAA bulletin online (free). The VCAA

Bulletin VCE, VCAL and VET contains information and regulations about curriculum, assessment

including VCE study advice, administrative advice, sessional staff opportunities, professional

development and updates on excellence awards. The link to the Bulletin subscription is located on

the VCAA website.

Schools have the responsibility of implementing the VCAA policies and programs. This material

has been prepared to assist teachers and school administrators to carry out their responsibilities.

This manual complements the online VSL VCE Student Handbooks.

As educational policies are continually evolving, you are advised to keep abreast of the latest

pedagogical and procedural developments published continually in VCAA circulars, bulletins and

support papers. The contents of this manual are correct at the time of printing.

Wishing you all a very rewarding year,

Frank Merlino

PRINCIPAL

http://www.vcaa.vic.edu.au/

6


Planning Calendars

7


Important Dates for VCE Teachers 2020 SEMESTER 1

January 28 Term 1 begins

February 1 Professional Development Day for all centre staff (Area Based) – 3 hours

February 8 Beginning of VSL Semester 1 - 1st Saturday of 2020 centre classes

February 12 - 19 VCE Teacher Meetings-Thornbury

February 24 VCE Unit 3-4 enrolments to be finalised

February 24 School-based Assessment Audit –Unit 3 Online questionnaire opens

February 26 VSL New Teachers Induction (Professional Development)

March 4 VCE Audited Languages meeting – Unit 3

March 7 Holiday – Labour Day (no classes)

March 13 School-based Assessment Audit –Unit 3 online questionnaire closes

March 21 Semester 1 Program summary due

March 21 Last session Term 1 - Distribution of VCE Interim report

March 25 Centre Coordinators Meeting – Thornbury

March 27 End of Term 1

April 14 (Tues) Term 2 begins

April 25 Holiday - Anzac Day (No Classes)

April 27 Final day to enrol or withdraw for Units 3 and 4 sequences

April 27 VCE Partnerships for Units 3 and 4 details to be entered

May 11 Schools based Assessment Audit – Outcomes of Unit 3 online questionnaire delivered

May 29 Schools based Assessment Audit – Unit 3 further evidence due to VCAA

May 30 2020 Detailed Study Plan Due (FL/CCAFL)

June 1 – June 5 Centre VCE Teachers – Unit 3 SAC Moderation Week

June 6 Holiday-Queen’s Birthday (no classes)

June 10 General Achievement Test (GAT)

June 26 End of Term 2

June 27 VCE only classes/ Last day of Semester 1 / Distribution of reports SEMESTER 2

July 13 Term 3 begins

July 20 School based assessment Audit – Outcomes of Unit 3 further evidence delivered

July 20 School based assessment Audit – Unit 4 online Questionnaire opens

July 20 Final day for withdrawing from Unit 4

July 25 Begin Detailed Study (FL/CCAFL)

July 29 VCE Audited Languages meeting – Unit 4

August 1 Semester 1 Unit and SAC Results due to Area Manager

August 3 Release of Languages Oral examination advice slips

August 7 School based assessment audit –Unit 4 online Questionnaire closes

August 8 VSL Centre PD Day – 3 hours

August 14 VCE Partnerships for Unit 4 details to be entered

August 15 Semester 2 Program Summary due

September 7 VCE Student Assessment timetables (oral/written) available

September 12 Last day of Term 3 for Years F-10

September 14-18 Centre VCE Teachers – Unit 4 SAC Moderation Week

September 18 End of Term 3

September 19 VCE only classes – End of Term 3 - Distribution of Year 12 progress report

October 5 Term 4 begins

Oct 5 -Nov 1 Language Oral examination period – All Languages

October 5 School Based Assessment Audit – Outcome of Unit 4 online questionnaire delivered

October 10 Submit Indicative Grades to Area Manager

October 16 Final day for lodging Second Language application to VCAA for enrolment in 2021

October 17 VCE CCAFL, Arabic, & Korean Final Day of classes

October 17 Units 2 and 4 Coursework results due to Area Manager

October 19 School Based Assessment Audit – Unit 4 further evidence due at the VCAA

October 20 CCAFL Written Examination and (VCE Arabic & VCE Korean SL)

Oct 28 -Nov 18 Written examination for all languages other than CCAFL

November 14 Final Day for VCE Classes/VSL VCE Certificates/Year 11 Report distribution

November 28 Final day for Years F – 10 and Semester 2 report distribution

November 30 School based Assessment Audit: Outcomes of Unit 4 further evidence delivered

December 14 Final VCE results available to schools/students (Monday)

December 18 End of Term 4

8


VSL Centre (Saturday) Class Dates and CCAFL Dates 2020

Term 1

Feb 1 Professional Development

8 _______________________

15 ________________________

22 ________________________

29 ________________________

March 7 Holiday – Labour Day weekend

14_________________________

21 _________________________

(Good Friday is on 10 April)

6 F-10 sessions / 6 VCE sessions

plus 1 PD session

Term 3

July 18 + 45m

_________________________

25 + 45m

_________________________

Aug 1 + 45m ________________________

8 Professional Development

15 + 45m ________________________

22 + 45m ________________________

29 + 45m ________________________

Sept 5 + 45m _______________________

12 + 45m ________________________

19 VCE Only Classes + 45m

8 F-10 sessions / 9 VCE sessions plus 1 PD session

Term 2

April 18 __________________________

25 Anzac Day Holiday

May 2 __________________________

9 __________________________

16 __________________________

23 + 45m _____________________

30 + 45m _____________________

June 6 Holiday Queen’s Birthday

13 + 45m _____________________

20 + 45m _____________________

27 VCE Only Classes + 45m

F-10 Report Distribution Day

(Anzac Day is on Saturday 25th April)


plus 1 Reporting session

Term 4

Oct 10 + 45m _________________________

17 + 45m ________________________

24 _________________________

31 _________________________

Nov 7 _________________________

14 _________________________

21 _________________________

28 _________________________


Nov 14 Final day VCE students

Nov 28 Final day Years F-10

(CCAFL Written Exam is on 20 October)

(Cup Day is on Tue 3 November)

Government School TERM DATES – 2020

Term 1 28 Jan (teachers begin) – 27 March

Term 2 14 April – 26 June

Term 3 13 July – 18 September

Term 4 5 October – 18 December

*Note this calendar is specifically designed for VCE CCAFL Languages. This is to allow students to complete the

VCAA requirement of face to face class time, as well as to cater for the October 20th 2020 scheduled CCAFL

examination.

9


Assessment Planning Calendar

Assessment Tasks Dates Unit: _________________

Date Outcomes

Feb

rua

ry

Ma

rch

Ap

ril

May

Ju

ne

10


Assessment Planning Calendar

Assessment Tasks Dates Unit: _________________

Date Outcomes

Ju

ly

Au

gu

st

Sep

tem

ber

Oct

ob

er

No

vem

ber

1

1

VC

E (

CC

AFL

) T

EA

CH

ER

MA

NU

AL 2

02

0

VC

E A

sses

smen

t P

lan

nin

g C

ale

nd

ar

20

20

D

ates

fo

r V

CE

Sch

oo

l A

sses

sed

Co

urs

ewo

rk

S

em

est

er 1

S

em

est

er 2

Term

1

Un

it 1

U

nit

3

T

erm

3

Un

it 2

U

nit

4

Feb

ru

ary

1

Pro

fess

ion

al

Dev

elo

pm

en

t

(3 h

ou

rs)

No

Cla

sses

Ju

ly

18

+4

5 C

CA

FL

8

2

5

+4

5 C

CA

FL

1

5

A

ug

ust

1

+4

5 C

CA

FL

U

nit

2 O

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Un

it 4

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SA

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2

2

8

Pro

fess

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al

Dev

elo

pm

en

t

(3 h

ou

rs)

No

Cla

sses

2

9

15

+4

5 C

CA

FL

Sem

2 P

rogram

Su

mm

ary D

ue

Ma

rch

7

Ho

lid

ay

– L

ab

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ay

No

Cla

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2

2

+4

5 C

CA

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Un

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SA

C 6

1

4

Sem

1 P

rogram

Su

mm

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Un

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C 1

29

+4

5 C

CA

FL

U

nit

2 O

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21

Dis

trib

uti

on

of

VC

E I

nte

rim

Rep

ort

S

ep

tem

ber

5

+4

5 C

CA

FL

Term

2

Un

it 1

U

nit

3

12

+4

5 C

CA

FL

U

nit

2 O

utc

om

e 3

U

nit

4 O

utc

om

e 1

SA

C 4

Ap

ril

1

8

1

9

+4

5 C

CA

FL

Un

it 4

VC

E P

rog

ress

Rep

ort

VC

E o

nly

cla

sses

2

5

Ho

lid

ay

– A

nzac D

ay

No

Cla

sses

Term

4

Un

it 2

U

nit

4

Ma

y

2

U

nit

1 O

utc

om

e 2

U

nit

3

Ou

tcom

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SA

C 2

O

cto

ber

1

0

+4

5 C

CA

FL

S

pecia

l P

rov

isio

n f

or

VC

E S

ch

oo

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sed

Co

urse

wo

rk

9

17

+4

5 C

CA

FL

1

6

24

2

3

+4

5 C

CA

FL

U

nit

1 O

utc

om

e 3

Un

it 3

Ou

tcom

e 3

SA

C 3

31

3

0

+4

5 C

CA

FL

No

vem

ber

7

Ju

ne

6

Ho

lid

ay

– Q

ueen

’s B

irth

day

No

Cla

sses

1

4

VC

E F

inal

Da

y

Un

it 2

& U

nit

4 C

erti

fica

te/

Rep

ort

dis

trib

uti

on

1

3

+4

5 C

CA

FL

S

pecia

l P

rov

isio

n f

or

VC

E S

ch

oo

l A

sses

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Co

urse

wo

rk

21

2

0

+4

5 C

CA

FL

2

8

Yea

rs

F –

10

Fin

al

Da

y

Sem

est

er 2

Rep

ort

dis

trib

uti

on

2

7

+4

5 C

CA

FL

F-1

2 R

ep

ort

dis

trib

uti

on

VC

E o

nly

cla

sses

**

NO

TE

: C

CA

FL

/Ara

bic

& K

ore

an

SL

exa

m –

20

Octo

ber*

*

No

te:

Ara

bic

an

d K

ore

an S

econ

d L

angu

age

are

both

VC

E (

Vic

tori

an A

sses

sed

) S

eco

nd

Lan

gu

ages

bu

t d

ue

to t

he

exam

bei

ng

use

d i

n o

ther

sta

tes

they

hav

e th

eir

VC

E Y

ear

12

fin

al e

xam

s o

n t

he

sam

e d

ay a

s

the

CC

AF

L e

xam

inat

ion.

Th

is m

ean

s th

at A

rab

ic a

nd

Ko

rean

SL

als

o f

oll

ow

th

e al

tere

d V

SL

CC

AF

L t

each

ing s

ched

ule

an

d t

he

ou

tco

me

dat

es b

elo

w.

12


Personal Directory

Area Manager

Name

Telephone School hours:

After hours:

Fax

Email

Supervisor

Name


After hours:

Email

Language Coordinators

Name


After hours:

Email

Name


After hours:

Email

Key contacts in my Language faculty

Name

Telephone

Email

Name

Telephone

Email

Name

Telephone

Email

13


VCE Studies

14


CCAFL Language Studies (Collaborative Curriculum and Assessment Framework for Languages)

Bosnian, Chin Hakha, Croatian, Dutch, Filipino, Hebrew, Hindi, Hungarian, Karen, Khmer,

Macedonian, Maltese, Persian, Polish, Portuguese, Punjabi, Romanian, Russian, Serbian, Sinhala,

Tamil, Turkish

The study of a language other than English 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 VCE includes First and Second Language Studies. In 2005 the VCAA re-accredited 17

languages and issued new Study Designs. VCE Languages – CCAFL have had their accreditation

period extended to 2023). The CCAFL Second Languages are delivered and assessed through the

Collaborative Curriculum and Assessment Framework for Languages (CCAFL model). The Study

Designs contain information about prescribed topics and sub-topics, text types, grammar, duration

and structure of the written examination and extended sections such as Advice for Teachers and

Resources.

Teachers are advised to refer to the VCE Languages – Second Language Assessment Handbook

for assessment information about School-assessed Coursework and examinations. It includes three

sections on administrative procedures for assessment, Languages Assessment Advice and

Assessment Support Materials and Further Resources. It is an important document containing the

latest performance descriptors for SACs, grade descriptors for the oral examination and assessment

criteria for written examinations.

This manual should be used in conjunction with VCAA documents such as VCAA Bulletin (VCE,

VCAL and VET), Language Specific Study Designs (ensure you are using the current version)

together with the Generic Study Design for CCAFL which highlights changes to the Study design

implemented in 2013, the VCE Language Second Language Assessment Handbook and the VCE

and VCAL Administrative Handbook 2020.

All VCAA publications are available online on the VCAA website www.vcaa.vic.edu.au


15


VCE Study Design

The VCE is a two-year course so we advise Year 11 and Year 12 Language teachers to meet and discuss

themes and topics to facilitate a better planning process.

The VCE Study Design prescribes a number of topics for each language, organised under three main

themes. These will have been covered during the many years of Language study. Teachers need to be aware

of these prescribed themes and topics and choose sub-topics appropriately.

Classroom activities should be organised into clusters, which have a communication goal and cover the 5

macro skills (Listening, Speaking, Reading, Writing & Viewing). A list of relevant text types, assessment

outcomes, grammar and vocabulary in the VCE Language-specific Study Design, should also be considered

in program planning. Topic tables are available both in the VCE Study Design and VSL VCE teacher

manual for teachers.

VCAA Publications

Teachers should refer to the following VCAA publications: VCE (Language Specific) Study Design (ensure

you have the correct accredited version)

Purple cover White cover Grey Cover (new & revised studies)*

VCAA Language Study Codes

VCE

Language

Unit 1 & Unit 2 Unit 3 & Unit 4 VCE

Language

Unit 1 & Unit 2 Unit 3 & Unit 4

Bosnian LO501/LO502 LO503/LO504 Maltese LO211/LO212 LO213/LO214

Chin Hakha LO531/LO532 LO533/LO534 Persian LO321/LO322 LO323/LO324

Croatian LO051/LO052 LO053/LO054 Polish LO231/LO232 LO233/LO234

Dutch LO071/LO072 LO073/LO074 Portuguese LO331/LO332 LO333/LO334

Filipino LO451/LO452 LO453/LO454 Punjabi LO491/LO492 LO493/LO494

Hebrew LO111/LO112 LO113/LO114 Romanian LO421/LO422 LO423/LO424

Hindi LO361/LO362 LO363/LO364 Russian LO241/LO242 LO243/LO244

Hungarian LO121/LO122 LO123/LO124 Serbian LO251/LO252 LO253/LO254

Karen LO551/LO552 LO553/LO554 Sinhala LO341/LO342 LO343/LO344

Khmer LO161/LO162 LO163/LO164 Tamil LO431/LO432 LO433/LO434

Macedonian LO201/LO202 LO203/LO204 Turkish LO291/LO292 LO293/LO294

Chinese FL, Classical

Greek, Bosnian, Latin,

Punjabi, Indonesian FL,

Japanese FL, Korean FL

Croatian, Dutch, Filipino, Hebrew,

Hindi, Hungarian, Khmer,

Macedonian, Maltese, Persian, Polish,

Portuguese, Romanian, Russian,

Serbian, Sinhala, Tamil, Turkish

Chinese Language, Culture & Society,

Chin Hakha, Karen Vietnamese FL

Arabic*, French*, German*, Greek*,

Indonesian SL*, Italian*, Japanese SL*,

Korean SL*, Spanish*, Vietnamese SL*,

Chinese SL*, Chinese SLA* * Year 11 & 12 will use the new revised study

design in 2020

16


Communication from the VCAA to school staff The VCAA uses email, Notices to Schools, the VCAA Bulletin (through direct teacher subscription) and its website for

official communication with schools. Teachers must have access to copies of:

• relevant accredited VCE study designs

• relevant VCE Advice for Teachers and Assessment Handbook publications

• assessment criteria sheets and assessment advice for VCE School-assessed Tasks

• VCE and VCAL Administrative Handbook

• VCAA Bulletin

• Notices to Schools.

VCE Study Design Accreditation Periods 2020

Unit 1 & 2 (Year 11) Unit 3 & 4 (Year 12)

Bosnian 2005-2022 2006-2023

Chin Hakha 2015-2022 2016-2023

Croatian 2002-2022 2002-2023

Dutch 2002-2022 2002-2023

Filipino 2002-2022 2002-2023

Hebrew 2002-2022 2002-2023

Hindi 2002-2022 2002-2023

Hungarian 2002-2022 2002-2023

Karen 2016-2022 2017-2023

Khmer 2002-2022 2002-2023

Macedonian 2002-2022 2002-2023

Maltese 2002-2022 2002-2023

Persian 2002-2022 2002-2023

Polish 2002-2022 2002-2023

Portuguese 2002-2022 2002-2023

Punjabi 2005-2022 2005-2023

Romanian 2002-2022 2002-2023

Russian 2002-2022 2002-2023

Serbian 2002-2022 2002-2023

Sinhala 2002-2022 2002-2023

Tamil 2002-2022 2002-2023

Turkish 2002-2022 2002-2023

17


VCE TEACHER’S CHECKLIST This checklist is to assist VCE teachers to identify key processes and practices that support the effective

delivery of the VCE. The items are based on the processes and practices set out in the 2020 VCE and

VCAL Administrative Handbook and reflect the most frequent type of queries to which the VCAA responds.

VCE Study development and delivery

Teachers must provide learning experiences and assessment opportunities that are in accordance with the currently accredited

VCE study designs (2020 VCE and VCAL Administrative Handbook, p. 41).

1 In developing a course of study, I have:

• used the current study design

• selected a text from the current text list, where applicable

• prepared a range of tasks that enable students to

− develop the listed knowledge and skills

− demonstrate the listed outcomes.

2 Where a student has been identified as needing special provision for classroom learning and school-based

assessment, I have liaised with the VCE Coordinator.

Satisfactory completion

The decision about satisfactory completion of outcomes is based on the teacher’s judgment of the student’s overall

performance on a combination of set work and assessment tools related to the outcomes (2019 VCE and VCAL Administrative

Handbook, p 69).

1 I have explained clearly the work a student must do to achieve an ‘S’ for a unit and the conditions under which

the work is to be done.

2 I separate ‘S’ and ‘N’ judgements from level of achievement (scored assessment), basing the decision about

satisfactory completion on my judgement of the student’s overall performance on a combination of set work

and assessment tools related to the outcomes.

3 I have provided students with opportunities (including additional opportunities, where appropriate) to develop

and demonstrate the key knowledge and skills required for the outcomes of the unit.

4 Where the work submitted by the student does not demonstrate the outcome, I have considered other work,

including class work, homework, additional tasks or discussions with the student, that demonstrate their

understanding of the outcome, when making an informed decision on whether an outcome is met.

5 In the case of lost or stolen work, I retain a written statement explaining the circumstances.

6 I know the school-based process to delay satisfactory completion and apply it where appropriate.

School-based assessment

School policies and procedures, including the conditions and rules under which school-based assessment will take

place, must be communicated to students and parents at the beginning of the academic year or when a student enrols

in any VCE unit at the school (2019 VCE and VCAL Administrative Handbook, p. 73).

1 To the best of my knowledge, the school-based assessment I deliver does not replicate any existing material.

2 I use the Authentication for School-based Assessment form to monitor and record student progress on

school-based assessment work conducted outside of class time.

3 I have not marked or provided comment on any draft submitted for school-assessed coursework.

4 When assessing student work, I use performance descriptors or an assessment rubric.

5 After assessment is submitted and marked, I follow school-based procedures in relation to the provision of

feedback to students.

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Structure of the VCE

The VCE has four semester units, which enable students to achieve a set of outcomes. The areas of

study include: themes and topics, grammar, text types, vocabulary and kinds of writing.

Themes and Topics

There are three prescribed broad themes:

➢ The individual

➢ The (Language)-speaking communities

➢ The changing world

These themes have a number of prescribed topics and suggested sub-topics, which must be studied

during Units 1, 2, 3 and 4. The topics vary from one language to another and schools may select

their preferred sub-topics, which are provided to guide the teacher in structuring their course.

Grammar and text types

Each Study Design includes a list of grammar and a wide range of text types which students

should be able to recognise and produce in speech and writing in school-assessed tasks and the

external examination. Teachers may introduce the students to a wider range of text types in the

course of their teaching. Students need to be able to use a dictionary and be familiar with

vocabulary and idioms related to their prescribed topics. The student is expected to recognise and

use specified grammatical items which are listed in the language specific pages on the VCAA

website.

Students are expected to be familiar with, and be able to produce different kinds of writing such as:

Personal, Informative, Persuasive, Evaluative and Imaginative, Reflective, Narrative or Descriptive

either individually or in combination.

Outcomes and Assessment Tasks

Each unit has a number of prescribed outcomes, which are assessed through assessment tasks.

Assessment tasks in Units 1 and 2 are part of the regular teaching and learning program and are

to be completed in class under supervision. They are used to decide whether students have

satisfactorily completed the unit.

School-assessed coursework (SACs) in Unit 3 and 4 are part of the regular teaching and learning

program and are to be completed in class under supervision. SACs are marked to provide up to

50% of the VCE Language study score.

A student’s final result in a Language study is made up of two parts: 50% from school-assessed

coursework in Units 3 and 4 and 50% from external examinations oral and written component in

Unit 4.

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VCE Languages Terminology

Areas of Study There are 5 areas of study – themes and topics, text types, grammar,

vocabulary and kinds of writing.

Themes and Topics There are 3 prescribed themes which have a number of prescribed topics.

The placement of the topics under one or more of the three themes is

intended to provide a particular perspective/s for each of the topics. These

are a 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 See your specific Language Study Design.

Sub-Topics Sub-topics are smaller sections of topics. They expand on the topics, and are

provided to guide the student and teacher as to how topics may be treated.

Some suggested sub-topics are included in Study Designs.

Grammar Grammar covers the linguistic elements of the language such as: phonology

& orthography, syntax & morphology, semantics & pragmatics.

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.

Text Types Text types are the shape of language in speech or writing, e.g. conversation,

letter and short story. They are categories of texts, identified in terms of

purpose, audience, features. 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 however, for CCAFL languages there are a number prescribed for

productive use in the written examination.

Kinds of Writing Students are expected to be familiar with, and be able to produce, the

following kinds of writing: personal, informative, persuasive, imaginative,

evaluative, reflective, narrative or descriptive either individually or in

combination.

Texts Texts refer to any act of communication: written, spoken, visual or

multimodal, in print, sound or digital form. They work together to achieve

communication with a variety of audiences for a range of purposes, using

language in context

Outcomes Outcomes define what students will know and be able to do with language as

a result of undertaking the language study.

Assessment Tasks Assessment tasks are prescribed for each outcome. They are the means by

which teachers judge whether a student has achieved the outcome.

Achievement of a Unit Students are awarded a unit when they achieve all of the outcomes

prescribed for the unit.

School-assessed

Coursework (SACs)

(Units 3 & 4)

SACs are assessment tasks for the outcomes in Units 3 and 4 that are

completed at school. They are judged for satisfactory completion of the unit.

They are also marked using VCAA criteria. SAC marks in Units 3 and 4

provide up to 50% of the final VCE Language score in Year 12.

End-of-Year

Examinations

There are 2 Language end-of-year examinations in Unit 4: the Oral

Examination and the Written Examination. Together they provide 50% of

the final VCE Language score in Year 12.

Detailed Study The Detailed Study involves 15 hours of coursework in Units 3 and 4. It

should enable the student to explore and compare aspects of the language

and culture of the language speaking community through a range of oral and

written texts in the target language related to the selected sub-topic.

CCAFL Collaborative Curriculum and Assessment Framework for Languages,

formally NAFLaSSL languages.

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Detailed Study

Language and Culture through texts

The detailed study should enable the student to explore and compare aspects of the language and culture of

the Language-speaking community through a range of oral and written texts in the target language related to

the selected sub topic.

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.

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 texts are selected. These might

include aural, and visual, as well as written.

Detailed Study and the Oral Examination

The Detailed Study is the basis for Section 2, (Discussion) of the Oral Examination for Second Language

students.

A Detailed Study pro-forma has been included in this manual to assist teachers to plan this part of their

course. A copy needs to be given to the Area Manager early in Term 2.

Advice to teachers

Teachers should choose a sub-topic for the 15 hours of class work that is broad enough to accommodate

student ability levels. Class work should cover sufficient texts from a broad enough range of text types,

which include spoken and written texts.

For example, the class as a whole could:

• view and discuss films or videos; art works or artefacts

• read, discuss and use information from magazine or newspaper articles; internet web sites; extracts from

novels, plays, histories, tour or entertainment guides, bibliographical dictionaries; poems or songs; short

stories; tables or surveys & reports

• listen to extracts from radio news or current affairs broadcasts, recorded or real talks or interviews; songs,

scenes from plays; commentaries; music; or reviews of cultural activities or events

Choice of topic

In the Detailed Study, Second Language students need to develop their language competence while

expanding their knowledge and understanding of an aspect of the culture of the Language community.

Teachers should select the sub-topic for detailed study wisely. There is no need to choose a difficult or

wide-ranging topic like a complete novel or a difficult historical period. The best topics will be those which

interest a broad range of students and which will help students develop useful language skills.

Topics which require specialised vocabulary or difficult grammatical structures should be avoided. Written,

oral and visual texts chosen for study should be suitable for Second Language students with limited

language.

Teaching should focus firstly on understanding the topic and the texts. Students should then be helped to

develop the vocabulary and structures necessary to discuss the topic and to support their ideas and opinions

with evidence from the texts.

Class lessons should include both written and oral work leading up to the assessment tasks, which are set

and assessed by the school.

21


VSL

Administrative Procedures

&

Advice

22


VCE Languages There are 49 languages available for VCE enrolment.

Communication from the VCAA to school staff The VCAA uses email, Notices to Schools, the VCAA Bulletin (through direct teacher

subscription) and its website for official communication with schools. Procedures must be in place

so that official emails and all correspondence are promptly forwarded to the appropriate school

staff (for example, VCE coordinators and VASS administrators). Teachers and VASS

administrators must be kept informed of VCAA administrative and assessment requirements,

including official notification of changes to VCE procedures. Teachers must have access to copies

of:

• relevant accredited VCE study designs

• relevant VCE Advice for Teachers and Assessment Handbook publications

• assessment criteria sheets and assessment advice for VCE School-assessed Tasks

• VCE VET Assessment Guides

• VCE and VCAL Administrative Handbook

• VCAA Bulletin

• Notices to Schools.

School/Provider obligations to students Schools should:

• advise students in writing of the VCAA’s rules and school responsibilities

• ensure that subject matter students investigate through self-directed research is consistent with

community standards, appropriate for study by school students, and does not place students at risk of

contravening Victorian and Australian law

• ensure that teachers use the accredited VCAA curriculum and assessment documents as the source for

the teaching and learning programs

• provide comprehensive course advice to students, including the consequences of receiving an N or a J

result for a unit

• keep student personal details secure for unauthorised access

• ensure that there are established procedures for VCE School-based Assessments and that these

procedures are applied consistently

• allow for students appeal on adverse school decisions

• ensure that students understand and have access to Special Provision for VCE studies

• issue VCE examination timetables to students

When schools fail to meet their obligations to students In exceptional cases, the VCAA may consider an application by a principal that students have been

disadvantaged because of a teacher’s failure to teach and/or assess a significant part of the accredited VCE

study design, This is known as a teacher error application. The VCAA will not investigate matters

concerning teacher qualifications and/or quality of teaching staff.

Only an application by the principal will be considered. The principal must write to the Senior Project

Officer, Quality Assurance, VCAA to apply on behalf of students who may have been disadvantaged by a

teacher error and provide an outline of the alleged error.

An investigation into the matter will be undertaken by the VCAA. This may include interviewing all parties

involved.

The VCAA may determine that there is no teacher error or that the school must provide an additional

opportunity for each student to complete assessment, or may determine that each student should be treated

as having obtained in the examination, or other form of assessment, a standard or result determined by the

VCAA, or another outcome appropriate to the matter.

The VCAA will not enter into a dispute between a student and their school as to whether an error occurred.

The process applies only to cases in which the principal believes an error may have been made that may

have disadvantaged students in terms of their VCE or VCAL results.

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The application must be lodged at the VCAA not later than the last day of the academic year in which the

teacher error is alleged to have occurred. Late applications will not be accepted.

Provision of accredited curriculum and assessments Teachers must provide learning experiences and assessment opportunities that are in accordance with the

currently accredited VCE study designs.

VCE advice

Students undertaking VCE units should be advised of the following in writing:

• that initial school assessments for Units 3 and 4 may change following statistical moderation of School-

based Assessment

• the procedures for requesting an extension of time for submitting a School-based Assessment

VCE Levels of Achievement Levels of achievement for Units 1 and 2 are determined by schools and not reported to the VCAA. Levels

of achievement for Units 3 and 4 sequences are assessed using School-based Assessment and external

assessments including examinations. Each VCE study has three graded assessment components which

contribute to a study score.

VCE (Baccalaureate) The VCE (Baccalaureate) is an additional form of recognition for those students who choose to undertake

the demands of studying both a higher-level mathematics and a language in their VCE program of study. To

be eligible to receive the VCE (Baccalaureate) students must satisfactorily complete the VCE and receive a

study score for each prescribed study component.

The VCE program of study must include:

• a Units 3 and 4 sequence in English or Literature or English Language with a study score of 30 or above;

or a Unit 3 and 4 sequence in EAL with a study score of 33 or above

• a Units 3 and 4 sequence in either Mathematics Methods or Specialist Mathematics

• a Units 3 and 4 sequence in a VCE language

• at least two other Units 3 and 4 sequences

Upon satisfactory completion of the VCE - Baccalaureate program of study, the student will receive an

appellation on their VCE certificate. If a student has previously satisfied their VCE and received a VCE

certificate, they will not automatically receive a subsequent VCE-Baccalaureate certificate.

Eligibility for award of the VCE The VCE is awarded on the basis of satisfactory completion of units according to VCE program

requirements. For VCE Units 3 and 4, evidence of achievement is collected by the teacher through a range

of tasks that are designated for the study, which may include School-based Assessments. The decision about

satisfactory completion of a unit is distinct from the assessment of levels of achievement.

A student may be eligible for the award of the VCE if they have submitted a range of tasks that include

School-based Assessments for satisfactory completion of units, but have not been assessed for levels of

achievement in the study and have not completed examinations. In these cases, the teacher judges that the

student has achieved the outcomes for a study based on the work provided by the student, without assessing

for levels of achievement. A student must be assessed for levels of achievement in two of the graded

assessments in order to receive a study score.

If a result is not provided for the unit, the student will not receive a study score. When making their

enrolment selection, students should consider the requirements for satisfactory completion and the award of

the VCE. Not achieving graded assessments may limit a student’s options for further training, study and

work. Students should be encouraged to attempt all graded assessments, as much as possible.

The VCE is normally completed over two years, but students may accumulate units over any number of

years. It is possible for adults returning to study and students who have received credit equivalent to a full

Year 11 in another jurisdiction, to complete their VCE in a single year.

VCE Student Enrolment Students are enrolled with VCAA through their home school. For those few students who are only doing a

single VCE Language study, their VSL Centre is their home school. Students must submit a Student

Personal Details form that indicates their intended program for the year. This needs to be done with the

student’s home school VASS coordinator. Each student’s personal details (particularly their birth date),

consent permissions, subject enrolment details should be periodically checked and signed by their teachers.

Students should be advised that the address on their Student Full Details report is the one their Year 12

24


results will be mailed to at the end of the year. Students must be enrolled on VASS using their legally

registered name as per Births, Deaths & Marriages.

When enrolling with the VSL, students must take an Assessing School Enrolment Notification form to

their home school VASS or VCE co-ordinator and check their student details to ensure that their Language

enrolment is included. Students must inform their VSL Centre if they change any details or if they wish to

transfer to another Centre, or to withdraw from a Unit.

When students enrol online they agree to enrolment conditions, the rules and instructions for the VCE at the

VSL and accept the school’s disciplinary provisions.

We advise students to complete a sequence of language studies from Unit 1 to Unit 4 in order to achieve the

best possible result in VCE. Continuity of language study is essential for Second Language students.

International students have a separate enrolment form and a process that is monitored by the DE&T

International Education Division.

Informing Students of VCE requirements The Victorian School of Languages informs students about VCE requirements via the VSL VCE Student

Handbook which is available on the VSL website. The Student Handbook includes the following

information:

• The components of the VCE

• General descriptions of outcomes and school assessment

• General descriptions of the end of year examination

• VSL procedures: enrolment, attendance, unit and assessment task completion, special provision,

absence, unit withdrawal, appeals

• Planning calendar

Students should be reminded to refer to the handbook whenever they require clarification regarding VSL

administrative procedures, need a VSL form, or have a general question about the VCE. They should speak

to their teacher, Centre Supervisor or Area Manager for further clarification.

In addition to this, teachers should provide students with clear, written information specific to the VCE in

their language. This should include a general description of coursework assessment tasks and the

assessment dates for each assessment task.

Other VCAA information and VCE administrative information, such as examination advice slips, is

distributed to students by their home school.

Student observance of assessment and attendance rules

At the beginning of each academic year, students agree in a signed declaration to abide by the rules and

instructions relating to the conduct of the VCE assessment program. This includes school rules related to

their assessment, including both School-based Assessment and VCE external assessments.

Students must also sign a declaration that they will abide by their school’s policies and rules relating to the

appropriate use of the internet.

Schools should refer to the Scored assessment: School-based Assessment and Scored assessment: External

assessment sections for detailed information on VCAA rules relating to assessment, and what to do if there

is a breach of these rules.

All VCE units involve at least 50 hours of scheduled classroom instruction. A student needs to attend

sufficient class time to complete work. The school sets minimum class time and attendance rules. If a

student has completed work but there has been a substantial breach of attendance rules, and the school

therefore wishes to assign an N to the unit, the school must assign an N for one or more outcomes.

Attendance requirements It is vital that students have regular attendance in order to complete coursework for VCE. Our school

requires 80% attendance for the successful completion of VCE. All absences must be explained by a note

from the parent or guardian and be accompanied by a medical certificate if possible. Unexplained absences

of three sessions or more during a semester could lead to an unsatisfactory N score for the Unit. Where a

student has completed work but there has been a substantive breach of attendance rules and the school

therefore decides to assign Not satisfactory (N) to the unit, the school must assign ‘N’ for one or more

25


outcomes and thus the unit. See the VCE and VCAL Administrative Handbook 2020 for more detailed

information.

Teachers are encouraged to make contact by phone and follow up student absences.

If there is a problem of students failing to complete a Unit, due to absence or any other reason, the Area

Manager should be informed and every attempt made to organise a meeting with the student together with

their parents/guardian.

When a student is absent from school for prolonged periods, or has been unable to complete all assessment

tasks because of illness or other special circumstances, the school may, upon application from the student,

grant Special Provision for School-based Assessments. In this case, the student should not be penalised for

lack of attendance. The Special Provision granted may allow a student to work from home for a period of

time. Schools should ensure they retain documentation about any decisions relating to granting provisions

for School-based Assessment, including supporting evidence. In the situation where the student is allowed

to work from home, the school must have in place additional measures to be able to authenticate the

student’s work as their own.

Satisfactory Completion of VCE units For satisfactory completion of a VCE unit, students must demonstrate their achievement of the set of

outcomes as specified in the study design. The decision about satisfactory completion of outcomes is based

on the teacher’s judgment of the student’s overall performance on a combination of set work and

assessment tools related to the outcomes. Students should be provided with multiple opportunities to

develop and demonstrate the key knowledge and key skills required for the outcomes for the unit.

The assessment of levels of achievement is separate from the decision to award and S for satisfactory

completion of a unit. VCE unit results (S or N) contribute to satisfactory completion of the certificate and

not to study score calculation.

Final School-based Assessment scores contribute to the calculation of a study score. Where the assessment

item developed combines the demonstration of outcomes (S or N) and levels of achievement (scored

assessment), best practice would support students who did not meet the outcome through the completion of

the assessment item being afforded additional opportunities to demonstrate the outcome. For example a

teacher may consider work previously submitted, provided it meets the requirements. Students may not

resubmit work to improve a School-based Assessment score.

Satisfactory VCE unit result:

The student will receive an S (Satisfactory) for a unit if the teacher determines that the student has:

• produced work that demonstrates achievement of the outcomes

• submitted work that is clearly their own

Decisions about satisfactory completion of a unit are solely the responsibility of the school. Results for each

unit must be based on a judgment of satisfactory or non-satisfactory achievement of outcomes.

At the beginning of the academic year, schools must provide students with clear written details of both the

VCAA rules and the school’s rules and procedures.

Teachers must develop courses that include appropriate learning activities to enable students to demonstrate

achievement of outcomes specified in the currently accredited study design.

Schools must provide students with clear written details of both the VCAA rules (see below) and the

school’s rules and procedure as at the beginning of the school year. For all units in the VCE, schools must

specify the work that a student must do to achieve an S for a unit and the conditions under which the work

is to be done. The school must inform each student in writing of the following:

• all work they need to complete to achieve an S for the unit

• all work they need to complete for School-based Assessment

• class attendance requirements

• how to submit work

• timelines and deadlines for completing work

• procedures for obtaining an extension of time

• internal school appeal procedures

School procedures for satisfactory completion and delay of satisfactory completion decisions for the VCE

must be established and applied consistently across studies and units.

The teacher is responsible for judging satisfactory completion of a unit. By reporting satisfactory

completion, the teacher is certifying that the student has achieved the set of outcomes for the unit according

to the rules set out by the VCAA and the school.

Schools should refer to the Scored assessment: School-based Assessment section for more information.

26


Each VCE unit result must be determined on the basis of evidence of achievement of outcomes completed

during the academic year in which the student is enrolled. The criteria are an attempt to bring objectivity to

the assessment process.

• School procedures for satisfactory completion and delay of satisfactory completion decisions for the VCE

must be established and applied consistently across studies and units.

• A student must not submit the same piece of work for assessment in more than one study, or more than

once within a study.

• Each VCE unit result must be determined on the basis of work completed during the current academic

year.

• Students should be informed of timelines and conditions of School-based Assessment.

• Teachers need to employ appropriate authentication procedures and ensure they do not provide undue

assistance to students.

If a student does not successfully complete an outcome, the teacher must

a) notify the Area Manager (see At risk letter in this manual)

b) ensure that the student is given the opportunity to redo the Assessment Task or SAC in order to redeem

the unit and

c) notify the parents that the student is at risk of failing the unit

Not Satisfactory VCE unit result The student receives an N (not satisfactory) for the unit when one or more of the following occurs:

• the work does not demonstrate achievement of the outcomes

• the student has failed to meet a school deadline for the assessment task, including if an extension of time

has been granted for any reason, including Special Provision

• the work cannot be authenticated

• there has been a substantial breach of rules.

VCE unit result of J If a student is no longer attending a unit but they have not officially withdrawn by signing a Student Exit

form, the symbol J is included on VASS.

The J result should be used if the student:

• is no longer attending class

• has not submitted work for assessment.

The J result is recorded on the VCAA database, but is not reported on the student’s Statement of Results.

Units with a J result are made available to the Victorian Tertiary Admissions Centre (VTAC) and are treated

as equivalent to those with an N result.

School-assessed Coursework School-assessed Coursework which consists of a set of assessment tasks that assesses each student’s level of

achievement in Unit 3 and 4 outcomes as specified in the study design. Schools provide a score for each

component of coursework specified in the study design. The Victorian Curriculum and Assessment

Authority (VCAA) aggregates these scores into a single total score for each student, which is then

statistically moderated against the examination scores in the study. The General Achievement Test (GAT)

may also be used in statistical moderation.

School policies and procedures, including the conditions and rules under which School-based Assessment

will take place, must be communicated to students and parents at the beginning of the academic year or

when a student enrols in any Victorian Certificate of Education (VCE) unit at the school.

Each VCE unit result must be determined on the basis of evidence of achievement completed during the

academic year in which the student is enrolled.

Teachers must develop courses that include appropriate learning activities to enable students to demonstrate

achievement of outcomes. Undue assistance should not be provided to students while undertaking

assessment tasks.

Students should be clearly informed of the timelines and the conditions under which assessment tasks are to

be conducted, including whether any resources are permitted.

The VCAA does not take responsibility for teacher absence or a change of teacher within schools. These

issues should be dealt with by the school principal as an internal staffing matter.

All Languages School-assessed Tasks are conducted under supervision. Students must ensure that all

work submitted for assessment is their own. Students should acknowledge all resources used (text, websites

and source material) and should not receive undue assistance in the preparation and submission of work.

27


Unacceptable forms of assistance include use of, or copying from another person’s work or other resources

without acknowledgement and corrections made or dictated by another person.

Where practicable, teachers should train students to draft written work, edit in a systematic way and

produce a final draft. This process enables students to overcome frequently made errors in the language

studied. Drafting is still a valuable tool in developing written skills in the language.

The VSL SAC procedure is outlined in the following section. Teachers must ensure that they give

students the dates for completion of assessment tasks in advance taking into account the important

dates as required by both the VSL & VCAA and adequate feedback on School-assessed Coursework

assessment and that students are clear about why such assessments have been given. The feedback section

on the front of the SAC Cover Sheets included in this manual enables teachers to record evidence of written

feedback given to students.

Preparation of work for School-assessed Coursework For each new or revised VCE study since 2015, information that was formerly contained in a separate

Assessment Handbook has been incorporated into a single Advice for Teachers publication. Studies

accredited before2015 have an Advice for Teachers publication and an Assessment Handbook.

The VCE Advice for Teachers and Assessment Handbooks publications contain assessment information

about Units 3 and 4 School-assessed Coursework. Advice is provided on how to construct and incorporate

assessment tasks and how to grade these tasks using performance descriptors. The publications are not

published annually.

The Advice for Teachers and Assessment Handbook publications are available from the VCE study pages on

the VCAA website. Notification of any changes to assessment advice during the course of study will be

made available to teachers via the VCAA Bulletin and VCAA website.

Lost, stolen or damaged School-assessed Coursework If a teacher or student has lost work or had the work stolen or damaged, they must make a written statement

explaining the circumstances. The statement must be signed, dated and filed at the school. Schools must

keep a record of the loss or damage, but should not report it to the VCAA. The principal, acting on advice

from the teacher, and on the basis of records kept, shall determine the unit result for the student.

Care in the use of technology A student who uses technology to produce work for assessment is responsible for ensuring that:

• there is an alternative system available for producing assessable work in case of malfunction or

unavailability

• hard copies of the work in progress and back up versions are produced regularly

Repeating VCE units There are no restrictions on students repeating units but they may obtain credit only for each unit. Students

who repeat a unit are required to repeat the full unit including all assessments for the outcomes specified or

the unit, in the current study design or the year of repetition.

SAC Planning Form

All Unit 3 and 4 teachers must submit a SAC Planning Form to their Area Manager, two weeks prior to the

SAC. A Planning Form is not necessary for Units 1 & 2.

Setting dates for the submission of assessment tasks and SACs should be done as part of course planning at

the beginning of the year. Refer to the Assessment Planning Calendar in this manual for suggested school

assessment dates. This is a guide only.

SAC Notification to Students An assessment timetable should be given to students early in each semester, without any mention of

dates for Special Provision. A SAC Assessment Notice form needs to be given to Unit 3 and 4 students two

weeks prior to the date of each SAC.

Integrity of School-based Assessments At the beginning of the academic year, schools must provide students with your written details of both the

VCAA rules and the school’s rules and procedures.

28


Principals are responsible for the administration of the VCAA’s rules and instructions in their school. They

must ensure that teachers are using only the currently accredited VCE Study Designs.

To ensure the integrity of School-based Assessment in all VCE units, schools should:

• develop a document that clearly states the school’s expectations in relation to the development and

delivery of School-based Assessment and the steps teachers must take to ensure the security of the

content

• keep assessment tasks, including tasks in development, out of the reach, view and access of students

until they are delivered

• where possible, avoid storing assessment tasks on open school networks and unsecured media such as

USB sticks, and avoid sending assessment tasks by unsecured means such as emails

• have students sign a declaration that they will abide by their school’s policies and rules relating to the

appropriate use of the internet

• when delivering the same School-based Assessment across several different discrete classes, minimise

the time lag between classes

• ensure that tasks are not recycled from one academic year to another to prevent student use of other

student work from previous academic years

• suitable modify commercially produced materials to ensure the school can authenticate student work

For all units in the VCE, schools must specify the work that a student must do to achieve an S for a unit and

the conditions under which the work is to be done. The school must inform each student in writing of the

following:

• all work they need to complete to achieve an S for the unit

• all work they need to complete for School-based Assessment

• class attendance requirements

• how to submit work

• timelines and deadlines for completing work

• procedures for obtaining an extension of time

• internal school appeal procedures

Decisions about satisfactory completion of a unit are solely the responsibility of the school. Results for each

unit must be based on a judgment of satisfactory or non-satisfactory achievement of outcomes.

In order to support student with additional opportunities to achieve a satisfactory result, schools should have

an established process to support the delay of satisfactory completion for the VCE that is applied

consistently across studies and units. The teacher is responsible for judging satisfactory completion of a

unit. By reporting satisfactory completion, the teacher is certifying that the student has achieved the set of

outcomes for the unit according to the rules set out by the VCAA and the school.

Each VCE Unit result must be determined on the basis of evidence of achievement of outcomes completed

during the academic year in which the student is enrolled

Access to Student Data

Schools registered with the VRQA are required to ensure that parents of a student have access to accurate

information about the student’s achievement and performance. This information must include at least two

written reports per academic year relating to the student’s performance. This is a requirement of regulation

60 and Clause 3 of Schedule 4 of the Education and Training Reform Regulations 2017 (Vic).

Assessments under test conditions and authentication of student work In addition students must observe and schools must apply the following rules for authentication of School-

based Assessment:

1. A students must ensure that all unacknowledged work submitted for assessment is genuinely their own

2. A student must acknowledge all resources used, including:

• Text, websites and source material

• The name and status of any person who provided assistance and the type of assistance provided

3. A student must not receive undue assistance from another person in preparation and submission of work

4. Acceptable levels of assistance include:

• The incorporation of ideas or material derived from other sources (eg, by reading, viewing or note

taking), but which has been transformed by the students and used in a new context

• Prompting and general advice from another person or source, which leads to refinements and/or self-

correction

5. Unacceptable forms of assistance include:

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• Use of, or copying, another person’s work or other resources without acknowledgment

• Corrections or improvements made or dictated by another person

6. A student must not submit the same piece of work for assessment in more than one study, or more than

once within a study

7. A student must not circulate or publish written work that is being submitted for assessment in a study, in

the year of enrolment

8. A student must not knowingly assist another student in a breach of rules

Strategies for avoiding authentication problems To reduce the possibility of authentication problems occurring in VCE Units 1 to 4, or problems being

difficult to resolve, the following strategies are useful:

• Teachers should ensure that tasks are kept secure prior to delivery, to avoid unauthorised release to

students and compromising of the assessment. They should not be sent by mail or electronically without

due care.

• A significant amount of class time should be spent on the task so that the teacher is familiar with each

student’s work in progress and can regularly monitor and discuss aspects of the work with each student.

• Students should document the specific stages of the development of work, starting with an early part of the

task, such as the topic choice, list of resources and/or preliminary research.

• Copies of each student’s written work should be filed at given stages in their development.

• Assessment tasks should not be recycled unless modifications are made to ensure that students are unable

to use other students’ work from a previous academic year.

• Where commercially produced tasks are being used for school-based assessment it is the responsibility of

the school to ensure the tasks meet the requirements of the study design and that modifications are made

for authentication purposes.

• If there is more than one class of a particular study in the school, the VCAA expects the school to apply

internal moderation and/or cross-marking procedures to ensure consistency of assessments between

teachers. Teachers are advised to apply the same approach to authentication and record-keeping, as cross-

marking sometimes reveals possible breaches of authentication. The early liaison on topics and sharing of

draft student work between teachers enables earlier identification of possible authentication problems and

the implementation of appropriate action.

• Students should acknowledge tutors, if they have them, and discuss and show the work done with them.

Ideally, liaison between class teachers and tutors can provide the maximum benefit for students and ensure

that tutors are aware of the authentication requirements. Similar advice applies to students who receive

regular help from a family member.

Approved dictionaries Students are permitted to use an approved bi-lingual or monolingual dictionary in Language written tasks.

A VCAA approved dictionary is EITHER an English-Language, Language-English dictionary (which may

be in two separate volumes) OR a monolingual dictionary in the language being assessed.

The dictionary must be printed and should not contain any highlighting or annotation.

Electronic dictionaries are not permitted.

Dictionaries are not permitted in the oral component of any Language examination.

Word limits for Languages assessment

Word limits – Coursework

In Language studies, a word range is specified in the VCE Languages Other Than English (LOTE) –

First Language Assessment Handbook 2005-2018 for Coursework/SACs

Languages written examination-Section 3: Length of response

Each VCE Languages study design and examination paper includes an expected length of response for

Section 3 of the written examination. This is expressed as a word range or as an approximate number of

words. The expected length of response is an important guideline, given the amount of time available in the

examination. Students will not be penalised if they exceed the expected length. When responses for Section

3 are assessed, the whole response is considered against the assessment criteria. While penalties are not

30


applied for exceeding the expected word length, it is important that responses are carefully planned and

address the question selected.

VCE Languages: Marking descriptors for Section 3

Descriptors that will be used to assess the extended piece of writing in Section 3 of the VCE First and

Second Languages written examinations are available on the relevant study pages of the VCAA website.

There are no changes to the assessment criteria, as published in the Languages Assessment Handbook. The

descriptors provide teachers and students with additional information about the expected qualities for each

mark range. These have been included in this manual

Retention of VCE School-based Assessments The decision to return School-based Assessments to students rests with the school. Schools should have

access to work completed for assessment until the end of the academic year in which the work was

undertaken.

As part of the School-based Assessment Audit program, the VCAA may request copies of specific School-

based Assessment completed by students.

Administering School-Assessed Coursework

Written Assessment Tasks/SACs

• Students attach the SAC cover sheet to their response paper

• Teacher collects papers at end of supervised task

• Teacher marks papers using the performance descriptors for each assessment according to the VCE

Languages Other Than English (LOTE) –Assessment Handbook It is important to be consistent

• Teacher arranges for papers to be photocopied

• Students receive original corrected copy with S/N mark

• Teacher circles the appropriate score range of the Performance Descriptor on the back of the SAC Cover

Sheet as a guide to student performance

• Teacher enters class scores in the record keeping section of this manual

• Teacher keeps a copy of the SAC cover sheet and photocopied papers

Oral Assessment Tasks/SACs

• Student receives a SAC cover sheet ready for the Oral SAC

• Teacher and student complete the oral task as required. All oral tasks are recorded

• Teacher makes assessment after each student’s performance using the VCE Student Record Sheet in this

manual.

Especially in the case of large classes, the teacher may wish to record the task and then mark later

• Teacher circles the appropriate score range of the Performance Descriptor on the back of the SAC Cover

Sheet

• Teacher gives verbal feedback and discusses the outcome with the student. The student receives a copy

of the SAC Cover Sheet with the circled range of the Performance Descriptor, together with written

feedback. Students receive an S or N

• Teacher keeps a copy of the SAC cover sheet and recordings

Redeeming Assessment Tasks and SACs

While wanting to give students every opportunity to successfully demonstrate the outcomes, teachers have

to set limits. As a result it is recommended that teachers do the following:

• Attempt to get all students to do the Task/SAC at the designated time.

• Requests to repeat a Task/SAC must be accompanied by appropriate Special Provision documentation.

• Any Special Provision Tasks/SACs that do take place should cause minimal class disruption and should

not take place later than the designated period in the VSL Planning Calendar in this manual.

However, under VCAA regulations, if in the judgment of the teacher, work submitted by a student does not

meet the required standard for satisfactory completion, the teacher may consider other work relating to

outcomes undertaken and submitted by the student for the unit. This work may include class work,

homework, additional tasks or discussions with the student that demonstrate their understanding of the

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outcome. The school may decide to delay the decision about satisfactory completion to allow a student to

complete or submit further work.

A student may only submit further evidence, or resubmit a School-based Assessment for reconsideration, to

redeem an S for the outcome. Students may not resubmit to improve a School-based Assessment score.

Feedback to Students After assessment tasks are submitted and marked, teachers should provide feedback to students. Appropriate

feedback includes:

• advice on particular problem areas

• advice on where and how improvements can be made for further learning

• reporting S or N decisions and/or written comments on students’ performance against each outcome

Schools may choose this as a basis for reporting to parents. In providing this feedback, teachers may give

students their marks on individual School-assessed Coursework tasks. If providing marks, teachers must

advise students that their total School-assessed Coursework scores may change following statistical

moderation.

Schools should include the following in student VCE handbooks advice:

• about the ‘conditional’ nature of any School-assessed Coursework marks given to students

• that total scores for School-assessed Coursework may change as a result of statistical moderation.

Although schools may permit students to submit further evidence for satisfactory completion of a unit,

students may not submit further tasks for the reconsideration of School-assessed Coursework scores

awarded by the school.

The decision about whether or not to return School-based Assessments to students rests with the school.

*** No numerical scores are to be given to students for their Units 3 & 4 SACs/Outcomes

as these are subject to statistical moderation by the VCAA and may change.

Maintenance of school records

Schools must establish procedures to keep records and documentation of decisions relating to:

• unit completion and graded assessments (and initial VCE School-based Assessments if appropriate)

• student appeals and resulting decisions

• applications and decisions relating to VCE Second Language eligibility

• agreements to work in partnership with other providers in determining initial School-based Assessments

• applications for extensions of time, with supporting documentation

• applications for, and approvals of, Special Provision, with supporting documentation

• student absences, and whether or not these are approved

• any interviews with a student and any resulting decisions.

Schools should advise students that they need to retain work completed for assessment until the end of the

academic year in which the work was undertaken. Schools may wish to supervise the storage of student

work for this purpose, but it is not required.

Work assessed as N, or which may be, for other reasons, the subject of dispute at a later date, should be

retained at the school. Such work may be retained in original or photocopied form.

Redeeming outcomes – submitting further evidence for satisfactory completion If in the judgment of the teacher, work submitted by the student does not meet the required standard for

satisfactory completion, the teacher may consider other work relating to outcomes undertaken and

submitted by the student for the unit. This work may include class work, homework, additional tasks or

discussion with the student that demonstrate their understanding of the outcome. The school may decide to

delay the decision about satisfactory completion to allow a student to complete or submit further work.

A student may only submit further evidence or resubmit a school based assessment for reconsideration, to

redeem an S for the outcome. Students may not resubmit to improve a school-based Assessment score.

Reporting results: Score aggregation Study scores

A study score indicates how a student performed in relation to all other students who took the

study.

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It is calculated using the student’s final scores for School-assessed Coursework, School-assessed

Tasks,

Externally-assessed Tasks and examinations for each study.

To receive a study score, students must achieve two or more graded assessments in the study and

receive an S for both Units 3 and 4 in the same academic year, unless they have Interrupted Studies

status and have met these requirements over two academic years.

Statistical Moderation School-based Assessment is an important part of the VCE. In many studies it contributes 50 per cent

towards the calculation of a student’s study score. To ensure fairness when study scores are calculated, it is

important that School-based Assessments made by all schools are comparable.

The VCE program gives teachers some flexibility in deciding which teaching and learning activities and

coursework assessment tasks they will use to assess the learning outcomes specified in each study design.

As a result, coursework assessment from different schools will sometimes be based on different sets of

assessment activities, even though they are assessing the same learning outcomes, and therefore cannot be

compared.

The VCAA acknowledges that teachers are best placed to measure students’ academic achievement;

however, measurements are only comparable when they are expressed on the same scale. It is important to

remember that statistical moderation does not change the relative performance of students within the

statistical moderation group. For each VCE program, the VCAA uses statistical moderation to express

students’ achievement from all schools on the same scale. This provides fairness for students across the

state. To ensure comparability of assessment of School-based Assessment from different schools, the

VCAA will apply statistical procedures to each moderation group, study by study.

For VCE studies, moderation groups are the cohort of students in each school undertaking the study, or the

total cohort of students from schools that combine for the purposes of assessment and moderation for a

particular study.

Statistical moderation realigns the level and spread of each school’s assessments of its students in a

particular study, to match the level and spread of the same students’ scores on a common external score. As

the external score is based on examinations done by all students across Victoria, it is a common standard

against which school assessments can be compared.

Each VCE study includes at least one external assessment and the VCAA will use the external assessments

in each study as the basis for statistical moderation of school assessments. In studies with two external

assessments, scores from both will be used.

The VCE assessment program also includes the General Achievement Test (GAT). In a small number of

studies GAT and examination scores are a better match with school assessments in the same cohort.

Internal comparability of assessments

For statistical moderation, each school’s assessments in a study are treated as a single group, not as separate

teaching classes. Each school should have established procedures for making School-based Assessments

and should apply these procedures consistently. There should be consistency of decisions made by teachers

of individual studies and consistency of decisions made by multiple teachers of one study.

Indicative grades and the anomalous grades check Indicative grades for all VCE external assessments tasks must be submitted prior to the relevant

examination period. The primary purpose of collecting these indicative grades is to support the quality

assurance procedures for marking the external assessments. They assist in identifying possible anomalous

marking of individual student responses. Indicative grades will also be used in the calculation of the DES.

The indicative grade is the school’s prediction of a student’s actual level of achievement on the

examination. Indicative grades are a letter grade from A+ to E/UG (ungraded) or NA (not assessed); note

that plus (+) can be used, but minus (–) is not available for input. Class teachers of the same study at the

school should confer on the comparability of the indicative grades given to the individual students in their

classes.

The rank order and level of spread of the indicative grades for the school cohort in the study are of prime

importance. The indicative grades for the school cohort are moderated by the VCAA to ensure that they are

statistically reliable. If they are not statistically reliable, they will not be used.

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Strategies for arriving at an indicative grade

The VCAA has no preferred position on how a school arrives at a set of indicative grades except to advise

that there should be coherence in the process. All teachers at the school should be provided with advice by

the principal on the definition and purpose of the indicative grade, and a suitable means of arriving at a set

of indicative grades for the school cohort.

Some strategies used by schools are:

• setting practice examinations, which must be held at a time that allows entry of the indicative grade on

VASS by the due date

• ranking the students by performance in School-based Assessment and then applying an appropriate

grade

• basing the grade on prior knowledge of the relative ability of the student in the study

The VCAA recommends that schools use the indicative grades feedback report on VASS to assist with

determining indicative grades. This report shows whether the school’s indicative grades for the previous

year were generally aligned with the final grades.

Anomalous grades check process

For all external assessments, VCE Languages examinations (both oral and written), an anomalous grade

check is undertaken prior to issuing final results. Indicative grades provided by the school, on the condition

that they are statistically reliable, are used to identify students with anomalous scores. These students’

assessments are then reconsidered by the relevant chief assessor’s panel.

The anomalous score assessments include those where the student’s examination outcome is substantially

different from that predicated from one or more of::

• the school’s indicative grade

• the student’s GAT component scores

• for studies with more than one external assessment, the other examination assessment in the study

In each case, the differences must be statistically significant.

In the interests of the students, teachers should be as accurate as possible in their estimation of an indicative

grade. If the teacher is accurate (that is, they allocate indicative grades with a similar order and spread to

external assessment performance of their students), any possible anomalous marking will be detected, and

the assessment referred to the chief assessor for checking. If the teacher allocates indicative grades that are

different in order and spread to the external assessment performance of their students, some anomalous

assessments may not be detected. If the teacher consistently under- or over-assesses indicative grades for all

students, anomalous performance from the pattern given by the school can still be detected. Thus, within the

constraints of the grade structure, a school need not be overly concerned about submitting indicative grades

with exactly the correct level, but teachers should try to order and spread students’ grades as accurately as

possible.

VCE School-based Assessment Audit for all studies at Units 3 and 4 Schools providing the VCE must deliver the course to the standards established by the VCAA, ensure the

integrity of student assessments and ensure compliance with the requirements of the VCAA for the relevant

assessment program.

All VCE studies have a school-assessed component: School-assessed Coursework (SAC).

The purpose of the School-based Assessment Audit is to help protect the integrity of the VCE and its

results. The Audit checks that the standards and requirements set out in study designs are being followed

and that assessment is being carried out in line with the VCE assessment principles.

Notification

All schools are audited annually for at least one VCE study and all VCE studies are subject to the School-

based Assessment Audit. An increased number of schools are audited for VCE studies in the first year of

implementation of a reaccredited VCE study design.

Schools are notified of their requirements for audit through VASS. For Unit 3, notification is generally in

the last week of February or the first week of March; for Unit 4, notification is in the first week of Term 3.

All dates pertaining to the audit are published in the VCAA’s Administrative dates.

VASS contains the list of studies being audited as well as the outcomes of each stage of the audit.

http://www.vcaa.vic.edu.au/Pages/schooladmin/admindates/index.aspx

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Process

The School-based Assessment Audit is in two stages for both Unit 3 and Unit 4. An Audit Panel, appointed

by the VCAA, undertakes the audit.

Unit 3 and Unit 4 Audit questionnaire

The first stage consists of a study-specific audit questionnaire which is completed online by teachers on

behalf of the school. The responses provided by the school to the audit questionnaire enable the VCAA to

determine if school-based assessment is following the specifications and requirements set out in the

accredited VCE study design and the VCE assessment principles.

To be efficient in detecting potential teacher error, the audit questionnaire is collected early. The VCAA

understands that there will be a practical limit to the completeness of developed school-based assessment

material at this time.

For each submission received to the audit questionnaire, the VCAA determines one of the following

outcomes:

• the evidence submitted shows that VCAA assessment standards and requirements have been met.

• the evidence shows that this study is being assessed in line with the specifications set out in the study

design and the VCE assessment principles.

• there is not yet enough evidence to show that VCAA assessment standards and requirements are being

met.

• there is some element of assessment design that is not in line with the specifications set out in the study

design and/or the VCE assessment principles. The school is advised that further evidence is required to

establish that requirements are being met.

OR

• the responses did not provide enough detail for the VCAA to determine if the assessment design is in

line with the specifications set out in the study design and/or the VCE assessment principles. The school

is advised that further evidence is required to establish that requirements are being met.

• the evidence submitted determines that VCAA assessment standards and requirements have not been

met.

• it is clear from the evidence submitted that there are elements of assessment design that are not in line

with the specifications set out in the study design and/or the VCE assessment principles. Further

evidence will be required and possibly a further audit. Immediate contact with the VCAA Curriculum

Manager may be required.

Unit 3 and Unit 4 Further evidence

Depending on the outcome of the audit questionnaire, schools may be required to submit further evidence in

Unit 3 or Unit 4. The further evidence requested may be on any aspect of the assessment, including

assessment information provided to students, conditions of assessment, tasks, marking schemes or criteria,

assessment timeline or moderation processes. Samples of student work will only be requested if serious

concern is raised. The submission of further evidence is completed electronically.

For each further evidence submission, the VCAA determines one of the following outcomes:

• the evidence submitted shows that VCAA assessment standards and requirements have been met.

• The evidence shows that this study is being assessed in line with the specifications set out in the study

design and the VCE assessment principles.

• the evidence submitted determines that VCAA assessment standards and requirements have not been

met.

• It is clear from the evidence submitted that there are elements of assessment design that are not in line

with the specifications set out in the study design and/or the VCE assessment principles. Contact with

the VCAA Curriculum Manager may be required and a further audit will be required. Modifications to

current materials may also be requested and required for resubmission.

Outcomes and non-compliance

Where a school does not meet VCAA assessment standards and/or requirements at the conclusion of an

audit cycle, support will be provided to the teacher/s of the study to guide them through the assessment

requirements of the relevant VCE study design. The school will be re audited for the same study in the

following audit cycle.

The VCAA will draw any serious evidence of non-compliance to the attention of the principal. In the event

of serious irregularity, Executive Management of the VCAA will determine whether disciplinary action or

other procedures will apply.

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Resources for School-based Assessment The information contained in this document should be read in conjunction with the following materials available on

the VCAA website:

Resource Link/Location

VCE Study Design and Advice for teachers Available on individual VCE study pages on the VCAA

website:

www.vcaa.vic.edu.au/Pages/vce/studies/index.aspx

VCE and VCAL Administrative Handbook www.vcaa.vic.edu.au/Pages/schooladmin/handbook/2018/i

ndex.aspx

VCE assessment principles www.vcaa.vic.edu.au/Pages/vce/generaladvice/index.aspx

VCAA Bulletins and Notices to Schools www.vcaa.vic.edu.au/Pages/correspondence/index.aspx

Assessment criteria sheets for School‑assessed Tasks and

descriptors for the criteria

Found in the study-specific administrative advice

Only provided for School-assessed Tasks.


Available VCAA Reports:

• Examination reports: are prepared by the Chief Assessor and

provide feedback on student performance in past

examinations. Examination Reports for written exams

contain some answers.

• Statistical moderation reports: are available on VASS. These

reports show the impact of the process of statistical

moderation on school submitted scores for each school-

assessed GA for each study.

• School-assessed Coursework reports: are prepared by the

State Reviewer in conjunction with the Curriculum Manager

in the first year of implementation for the study.

• Past examinations: Past examinations are made available

after any copyright issues are finalised.


VCE Assessment Principles Assessment is an integral part of teaching and learning that at the senior secondary level:

identifies opportunities for further learning

describes student achievement

articulates and maintains standards

provides the basis for the award of a certificate.

As part of VCE studies, assessment tasks enable:

the demonstration of the achievement of an outcome or set of outcomes

judgment and reporting of a level of achievement on a task or collection of tasks for School-assessed

Coursework, School-assessed Tasks, Externally-assessed Tasks or examinations.

Monitoring the results of VCE assessment also provides feedback, which informs curriculum

implementation, assessment design and curriculum review.

In each VCE study, teachers and schools determine the assessment tasks to be used at Units 1 and 2. In

Units 3 and 4, specified assessment tasks are set.

At the Units 3 and 4 level of a VCE study, School-assessed Coursework, School-assessed Tasks,

Externally- assessed Tasks and examinations provide assessment results that are used in the calculation of a

student’s study score.

The following are the principles that underpin all VCE assessment practices.

VCE assessment will be valid

This means that it will enable judgments to be made about demonstration of the outcomes and levels of

achievement on assessment tasks fairly, in a balanced way and without adverse effects on the curriculum or

for the education system.

http://www.vcaa.vic.edu.au/Pages/vce/studies/index.aspx

http://www.vcaa.vic.edu.au/Pages/schooladmin/handbook/2018/index.aspx

http://www.vcaa.vic.edu.au/Pages/schooladmin/handbook/2018/index.aspx

http://www.vcaa.vic.edu.au/Pages/vce/generaladvice/index.aspx

http://www.vcaa.vic.edu.au/Pages/correspondence/index.aspx



36


The overarching concept of validity is elaborated as follows:

VCE assessment should be fair and reasonable

Assessment should be acceptable to stakeholders – including students, schools, government and the

community. The system for assessing the progress and achievement of students must be accessible,

effective, equitable, reasonable and transparent.

The curriculum content to be assessed must be explicitly described to teachers in each study design and

related VCAA documents. Assessment instruments should not assess learning that is outside the scope of a

study design.

Each assessment instrument (for example, examination, assignment, test, project, practical, oral,

performance, portfolio, presentation or observational schedule) should give students clear instructions. It

should be administered under conditions (degree of supervision, access to resources, notice and duration)

that are substantially the same for all students undertaking that assessment.

Authentication and school moderation of assessment and the processes of external review and statistical

moderation are to ensure that assessment results are fair and comparable across the student cohort for that

study.

VCE assessment should be equitable

Assessment instruments should neither privilege nor disadvantage certain groups of students

or exclude others on the basis of gender, culture, linguistic background, physical disability, socioeconomic

status and geographical location.

Assessment instruments should be designed so that, under the same or similar conditions, they provide

consistent information about student performance. This may be the case when, for example, alternatives are

offered at the same time for assessment of an outcome (which could

be based on a choice of context) or at a different time due to a student’s absence.

VCE assessment will be balanced

The set of assessment instruments used in a VCE study will be designed to provide a range of opportunities

for a student to demonstrate in different contexts and modes the knowledge, skills, understanding and

capacities set out in the curriculum. This assessment will also provide the opportunity for students to

demonstrate different levels of achievement specified by suitable criteria, descriptors, rubrics or marking

schemes.

Judgment about student level of achievement should be based on the results from a variety of practical and

theoretical situations and contexts relevant to a study. Students may be required

to respond in written, oral, performance, product, folio, multimedia or other suitable modes as applicable to

the distinctive nature of a study or group of related studies.

VCE assessment will be efficient

The minimum number of assessments for teachers and assessors to make a robust judgment about each

student’s progress and learning will be set out in the study design. Each assessment instrument must balance

the demands of precision with those of efficiency. Assessment should

not generate workload and/or stress that unduly diminish the performance of students under fair and

reasonable circumstances.

Determining initial School-based Assessments Each school should have established procedures for determining School-based Assessments and should

apply these procedures consistently. There should be consistency in the decisions made by teachers of

individual studies and in the decisions made by multiple teachers of one study.

The VCAA recommends that all teachers review the statistical moderation report (available on VASS)

related to their study where the internal assessment scale is misaligned against the external assessment scale

the school may wish to consider establishing a professional partnership with another provider to further

develop teachers capacity to align internal and external assessment scales.

Determining initial School-based Assessments where there is more than one class in the school

If there is more than one class in a study, teachers should engage in consultation to arrive at School-based

Assessments. Schools have considerable experience in assessment, but the following approaches will help

schools to review their arrangements or establish new practices.

Approach 1

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• Teachers meet to discuss performance descriptors/assessment criteria, topics and the approaches used for

the task.

• Teachers grade the task from their own classes.

• Teachers swap samples and carry out blind marking.

• If necessary, teachers mark further tasks or reassess tasks from their own class.

• Difficult cases are further discussed before results are entered.

Approach 2

• Teachers combine and distribute the student tasks among themselves for assessment.

• The results are returned to the class teacher, who reassesses all tasks or the tasks of students who have

unexpected results.

• Unusual cases are considered by all teachers concerned.

Approach 3

• Samples from all classes are distributed.

• All teachers assess the same tasks.

• Differences in results are discussed to gain a clearer and more consistent understanding of the application

of the performance descriptors/assessment criteria.

• When all teachers are confident they have a consistent understanding of the application of the performance

descriptors/assessment criteria, each teacher assesses tasks from their own class.

VSL student appeals procedure

Students have a right of appeal to the school for decisions made about: non-satisfactory completion of a

unit, Special Provision and breach of rules. There is no provision for appeals against final grades awarded

by VCAA.

Published results are final. No School-based Assessments will be re−marked once results have been

released unless a student appeals to the VCAA against penalties imposed by their school for breach of rules.

There is no provision for a student to appeal to the VCAA against a school’s assessment of outcomes for

satisfactory completion of a unit.

In exceptional cases the VCAA may consider an application by a principal on behalf of a student who

believes that any questions on an externally assessed written examination have been incorrectly assessed, in

that there is an objective factual error. (Refer to VCE and VCAL Administrative Handbook 2018 VCAA)

The appeals procedure to the School is as follows: The student must lodge the appeal in writing to the Area Manager within 14 days of receiving the decision.

The Area Manager is responsible for establishing an Appeals Committee and an appeals process. The

confidentiality of the student should be protected and the student should be informed of this process.

The Appeals Committee must consist of at least three members, including:

1. The Area Manager or Area Manager’s delegate

2. A teacher representative

3. A third member who may be a non-teacher.

The committee must consider all records relating to the case and may interview the student. The student

should be given not less than 24 hours’ notice of the interview. The teacher who made the initial decision

may be required by the Appeals Committee to provide additional information.

Special Provision

The VCAA Special Provision policy aims to provide students in defined circumstances with the opportunity

to participate in and complete their senior secondary level studies. The underlying principle of the VCAA

Special Provision policy is to ensure that the most appropriate, fair and reasonable arrangements and

options are available for students to demonstrate their capabilities if their learning and assessment are

affected by illness, impairment or other circumstances. Special Provision should provide equivalent,

alternative arrangements for students but not confer an advantage to any student over other students.

Types of Special Provision

Specific eligibility requirements apply for each type of Special Provision.

For classroom learning and School-based Assessment, the school is primarily responsible for determining

eligibility and the nature of the provisions granted. Schools are encouraged to consult the VCAA if they are

unsure about appropriate arrangements. The school’s policies and procedures should be clearly documented

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and communicated to students. It is strongly recommended that schools keep records of all decisions made

for each student.

The VCAA Special Provision policies have been reviewed and more detailed information is available in the

VCAA website. There is too much information to include in this manual so if you have students that may be

eligible for Special Provision contact your Area Manager who will be able to refer to the specific eligibility

criteria to the granting of Special Provision.

Partnerships: (Combination of small classes for moderation of assessment)

Schools with five or fewer enrolments in any VCE Unit 3-4 study form a partnership with another small

class in the language to enhance the curriculum provision or assessment arrangements for students. Records

must be kept of discussion, meetings and evidence of cross-marking because teachers may be required to

submit documentation to the VCAA for audit purposes.

Teachers in the partnership should make contact as early in the school year as possible and keep written

records of meetings, telephone calls and emails. Area Managers should be kept informed of any conflict that

may arise and the measures taken to resolve any issues. The initial meeting should cover the requirements

of the study design for each of the chosen assessment tasks and the assessment criteria and for coursework

and assessment tasks. Teachers should reach agreement on the comparability of assessment tasks and are

required to administer the same SACs. Each school will mark its own students’ work, consult with the

teachers in the partnership and enter student scores on the VASS.

Small Group Partnership records

The following documentation is required to be submitted to your Area Manager as evidence of accountability 1. VCAA partnership agreement signed by the Principal/Area Manager of each school in the partnership

2. Single list of cross marked scores for all students in the partnership group

3. Copy of the partner school’s VASS printout of the scores for all School-based assessment tasks

4. Dates of meetings between schools

5. Copy of agreed set tasks and/or agreed bench marks for each assessment task

6. All the above must be submitted to your Area Manager by the last VCE session: (or midweek

equivalent session).

Best Practice in Partnerships

The VCAA expects that participating teachers will follow best practice when conducting partnerships:

• school principals should be informed of the initial formation of the partnership, the ongoing maintenance

of the partnership, and the resulting moderation of School-based Assessment scores

• teachers in the partnership should make contact as early in the academic year as possible and keep

written records of meetings, telephone calls, emails and any other relevant interaction

• school principals should be kept informed of any conflict that may arise and the measures taken to

resolve any issues

• there should be an initial meeting that covers the requirements of the study design for each of the chosen

assessment tasks and the assessment criteria, and for coursework

• teachers are required to agree on the procedures for ensuring comparability of assessment tasks and the

schedule and marking schemes of any tasks to be done in common

• teachers should be clear and consistent about the application of the mandated criteria and descriptors for

the School-assessed Task

• each school should mark the assessment tasks of its own students and select student tasks for moderation

• each school should enter the scores for its own students on VASS

• each school should send a copy of the VASS printout of the scores for all School-based Assessment

tasks to its partner schools to verify that scores have been entered correctly

Reporting scores to the VCAA

Each school enters the scores for its own students on VASS, and sends a copy of the VASS printout of the

assessments for all School-based Assessment tasks to the partner school to verify that the scores have been

entered correctly.

Each partnership school must keep copies of the following documents at the school:

• a single list of the moderated scores for all students in the partnership (from all schools involved)

• a copy of the partner school’s VASS printout of the assessments for all School-assessed Coursework

tasks (to verify that the scores have been entered correctly)

• a VCAA Partnership Agreement form signed by the school principal

39


Once partnership details are entered on VASS, schools must check that each school in the partnership has

checked (‘ticked’) the approval button. Partnerships cannot be considered valid by the VCAA unless all

schools in the partnership group have approved their involvement. In addition, the statistical moderation

process cannot run for partnerships to which one or more schools has the unapproved status. Partnerships

cannot be entered directly on VASS after the closing date.

Producing a combined set of comparable school-based assessment scores: The following steps are recommended:

1. Participating teachers should discuss the requirements of the study design, the chosen assessment tasks

for each outcome, the performance descriptors/assessment criteria for each task or outcome, and the

assessment program of each of the partnership schools. This communication should occur as early as

possible, and not later than the expected date of completion of the first designated assessment task for

the unit.

2. The teachers should establish agreement on the procedures to be followed to ensure comparability of

assessments. This includes the scheduling and marking schemes of any tasks to be done in common.

3. Each school assesses the assessment tasks of its own students. It is expected that the schools with more

than one class for the study will apply their own procedures to achieve comparability of assessments

within their school.

4. Each school selects student tasks for cross-marking. For small-group partnerships, this should include all

the tasks from the school with the small group, and at least an equivalent number from the partner

schools. For other partnerships, teachers should agree on an appropriate number, preferably at least five

pieces from each school. For each task, the second marking should be ‘blind’, that is, made without any

knowledge of the assessment given by the student’s own teacher.

5. Teachers then discuss both assessments for each task and agree on a final score. If the teachers cannot

reach consensus, the two scores should be averaged or adjusted appropriately. As a result of the cross-

marking exercise, it may be necessary to adjust the assessments of other tasks not included in the cross-

marking.

6. When all assessments have been finalised, the scores for each student on each task should be

collated in a single list for the partnership. Each school must keep a copy of this list, as the VCAA may

request it for analysis purposes.

40


Small Group Partnership checklist

To do:

Completed

Setting up the partnership: (Area Manager)

Identify possible partner school (use VASS to locate other schools teaching the language)

Contact school and confirm that they are willing to form a partnership

Contact VASS administrator to arrange for Partnership Agreement (Agreement to be signed by

both school Principals before Partnership formally approved)

Partnership entered on VASS and all schools involved to approve

Teachers to establish an initial meeting – in person preferably

Initial Meeting checklist

Confirm requirements of study design

Discuss assessment criteria for each outcome

Select and discuss assessment tasks

Arrange planned dates of school-based assessment

Discuss options for cross marking (Mail or email student’s work? Meet in person?)

After each school-based assessment

Forward a selection of student school−based assessments for blind cross marking

(High/Medium/Low or all if a small class). Do not send scores or comments. (**If mailing

keep a photocopy & send via registered mail)

On return, check cross marked score and contact partner school teacher to discuss

Both schools agree on marks for ALL students

Create single list of ALL student and their school-based assessment scores (include students

from all schools in partnership)

Forward list to VASS Administrator for scores to be entered

*Repeat above for each school−based assessment

*Keep a log of all communication

Indicative grades

Ensure that when predicting indicative grades you rank all students in the partnership and

allocate grades according to the overall performance in school−based assessments

Submission of partnership records

Ensure that by the last VCE session all partnership records are given to your Area Manager

Adapted from Swan Hill College

41


Partnership Teacher Records: (Semester One)

Name of teacher 1: …………………………………… School 1:………………………………………

Name of teacher 2: …………………………………… School 2 :………………………………………

Name of teacher 3:……………………………………. School 3:……………………………………….

Language………………………………… Study Code: LO……………….

Unit 3 □

SAC

NO: Date of

Interaction Method of Interaction

(meeting/telephone/

e-mail/fax) Description of Activity Signature

42


Partnership Teacher Records: (Semester Two)

Name of teacher 1: …………………………………… School 1:………………………………………

Name of teacher 2: …………………………………… School 2 :………………………………………

Name of teacher 3:……………………………………. School 3:……………………………………….

Language………………………………… Study Code: LO……………….

Unit 4 □

SAC

NO: Date of

Interaction Method of Interaction

(meeting/telephone/

e-mail/fax) Description of Activity Signature

43


44


Teaching

the VCE

45


Main Characteristics of Different Kinds of Writing

The following descriptions outline the main characteristics of the different kinds of writing for CCAFL

Studies. They are intended as a guide only; students would not be expected to include all aspects in their

writing. Authentic writing will require using a combination of styles. Students are expected to produce

the different kinds of writing either individually or in combination.

Personal writing:

• creates a sense of person/personality for the writer in the reader’s mind

• establishes a relationship/intimacy/empathy between the writer and the reader

• usually employs first and/or second person; subjective; informal, familiar style/register; often includes

emotive language

• emphasises ideas, opinions, feelings, impressions rather than factual, objective information

• uses, in reflective writing, the act of writing to help the author understand and unravel his/her own feelings

or ideas

• may, in certain contexts, use contracted language, such as is used in speech.

Purpose: The author is conveying something personal to the reader

Informative writing:

• aims to convey information from the writer to the reader as clearly, comprehensively and accurately as

possible

• generally uses objective style and impersonal expressions, although the writer may use an informal style to

establish a relationship of ‘friendly helper’ with the reader

• generally has no particular point of view to convey; if a point of view is involved, the writing becomes

either persuasive (it aims to convert the reader to a particular point of view or attitude to convince them to

act or respond in a certain way) or evaluative (it aims to weigh two or more items/ideas to convince the

reader rationally and objectively that a particular point of view is correct)

• generally uses facts, examples, explanations, analogies and sometimes statistical information, quotations

and references as evidence

• chooses language, structure and sequence to make the message clear and unambiguous, so the sequencing

of information is usually logical and predictable

• generally uses few adjectives, adverbs and images, except as examples or analogies as part of an

explanation.

Purpose: the author is conveying objective information

Imaginative writing:

• manipulates the reader’s response to the piece to create the desired impression or response: visual and/or

emotional appeal

• usually creates a strong sense of context (physical surroundings and atmosphere) and situation

• normally includes description (person, place, emotion, atmosphere), so careful selection of language such

as adjectives and adverbs (or their equivalents) is important

• uses techniques such as variation in sentence length, juxtaposition of different sentence lengths, careful

control of structure and sequencing, to add to the overall effect by creating the desired atmosphere or

conveying the required emotion

• may break normal sequencing for added impact, such as in a flashback or in a final disclosure that puts a

different interpretation on preceding passages.

Purpose: the author is creating a piece of fiction designed to entertain, amuse, or create an impression,

picture, or feeling in the reader.

Descriptive writing:

• Creates a vivid impression of a person, place, object or event: a particular mood, atmosphere: vivid pictures

of characters.

• Engages a reader’s attention: brings writing to life.

• Includes precisely chosen vocabulary with evocative adjectives and adverbs, similes and metaphors.

• Is focused, interesting and compelling.

• Uses sensory description-what is heard, seen, smelt, felt, tasted: with sensory details to increase the reader’s

experience.

• Uses active verbs and varied sentences; structured and ordered.

• Creates a dominant impression.

• Evokes feelings and attitudes- connotative language.

46


• Makes comparisons-similes, metaphors, personification.

• Develops the experience, focusing on key details, powerful verbs and precise nouns.

Purpose: The author is painting a picture through words to make the reader see what they have seen.

Evaluative writing:

• aims to reach a conclusion acceptable to an intelligent, unbiased reader through the logical presentation

and discussion of facts and ideas

• presents two or more important aspects of an issue or sides of an argument and discusses these rationally

and objectively; using evidence to support the contrasting sides or alternatives

• uses objective style; appeals to reason not emotion; creation of an impression of balance and impartiality

is essential

• often includes expressions of cause, consequence, opposition and concession.

Purpose: the author is giving a balanced view of both sides of a case

Reflective writing

• Relates not only events, but feelings, what has been learnt, and how it will affect future behavior.

• Includes description and analysis of an experience.

• Provides exploration and explanation of events and contexts.

• Includes consideration of the larger context, meaning and implications of an experience or action.

• Identifies and challenges personal values and beliefs, assumptions, feelings and actions.

• Includes opinion, with supporting evidence.

• Uses personal voice (e.g. I, me, you, we, us) when providing opinion.

• Uses verbs related to feeling, thinking and analysing.

• May include comment on hypothetical situations, and speculation about the future.

• May move between past tense (recounting the actual events) and present tense (making more general

observations).

• Is perceptive; demonstrating analysis, synthesis and evaluation.

Purpose: The author is looking back on experiences/actions in order to analyse ideas and practices that relate

to them personally.

Narrative writing:

• Tells a story in chronological order.

• Entertains, to gain and hold the readers’ interest.

• Teaches or informs; changes attitudes/social opinions.

• Sequences: setting, characters, initiating event, conflict/goal, events resolution, theme; series of actions.

• May set up problems to be resolved.

• Is imaginary or factual; has characters with defined with defined personalities/identities.

• Dialogue often included.

• Tense may change.

• Descriptive languages to enhance the story.

• May include complication involving the main character; conflict; points of view.

Purpose: The author is telling a story/retelling event to entertain or to teach.

Persuasive writing:

• manipulates the reader’s emotions and opinions in order to achieve a specific purpose, that is, to achieve a

desired outcome or effect which is important to and selected by the writer

• persuasive techniques chosen are influenced by the nature of the target audience; that is, the language

(vocabulary, sentence structures, style/register), structure and sequencing of the piece are framed with the

particular audience and purpose in mind

• requires choice of the best word (with the precise shade of meaning and overtones of

approval/disapproval, virtue/vice etc.), so range of vocabulary and dictionary technique are important

• aims in certain instances (for example, advertisements) to keep the target audience unaware of being

manipulated and adopts an appearance of objectivity and rationality by using indirect, subtle, secretive

techniques; confidential, intimate, collaborative style and register

• sometimes uses exaggeration, extravagant language, humour to create a conspiratorial relationship

between the writer and the reader

• often uses the second person for direct address and appeal

• sometimes employs direct speech and questions to intensify the relationship with the audience

47


• may use techniques such as the use of technical or scientific language and superlatives or quantitative

statements to lend authority to the content.

Purpose: The author is taking a stance and trying to persuade the reader

Use of information and communications technology In designing courses and developing learning activities for First Language, teachers should make use of

applications of information and communications technology where appropriate and applicable to teaching

and learning activities.

In considering the suitability of learning activities in the delivery of language courses, teachers may find the

following applications useful.

Language learning applications

Students access:

• the school intranet: homework, work sheets, resources (including audio files and interactive software), a

class chat room, sample tasks, web links, sample examinations

• online learning, such as reading or listening comprehension tasks, grammar and vocabulary building tasks,

pronunciation drills, script programs

• email discussion groups or supervised chat rooms with targeted groups of young people

• commercially available products that offer language exercises, practice or reading materials

• video conferencing with students from other schools where the language is taught or in a country where

the language is spoken.

Students develop their own:

• vocabulary database

• word-processing skills in the language.

Information gathering

Students research:

• statistics on a specific topic in relation to different age groups and gender

• information related to a specific lifestyle issue, public opinion, theme or topic in countries where target

language is spoken

• biographical data relating to famous singers, bands, historical figures and sportspeople;

• features of fairy tales, legends, common characters and themes, terminology and special language used

• speakers of target language in Australia, their life and contribution to society

• websites from countries where target language is spoken; for example, Webcams, school websites, venues,

services

• newspapers and journals in target language

• online dictionaries.

Students also:

• check spelling and grammar for written tasks

• use instructions in target language to install, construct or use a product.

Presentation applications

Students use information and communications technology to:

• create animations and multimedia presentations

• develop presentations and visual materials

• take notes in class or word process in target language

• use communication media

• email tasks to the teacher from home or the classroom.

48


Text Types

The table below is presented as a guide for those texts that have been identified for productive use in

the CCAFL written examination.

Text Type Purpose Structure Language Features Article ▪ To sustain an argument

▪ To describe

▪ To inform, to persuade, to amuse or

entertain

▪ Titles/headings

▪ Development of ideas/ argument

▪ Sequencing and linking of ideas

▪ Statement of conclusion/advice

▪ Range of tenses

▪ Linking words

▪ Language can be descriptive, factual,

judgemental, emotive or persuasive

depending on context

Blog ▪ To inform

▪ To reflect

▪ To seek a response, to interact

▪ Personal thoughts, online journal

▪ Discrete entries (‘posts’), usually with

most recent at the top

▪ Often themed on a single subject

▪ Reflections on ideas

▪ Interactive-comments from other users

▪ Abbreviated words and sentences

▪ Simple language structures

▪ Linking words to sequence

Diary/Journal

entry

▪ To record personal reflections or

experiences

▪ Date/place/time (as appropriate)

▪ Chronological or stream of

consciousness

▪ First person

▪ Abbreviated words/sentences

▪ Subjective/informal language

Email ▪ To inform

▪ To request

▪ To remind

▪ To seek a response

▪ Conventions (email addresses)

▪ Specific details without elaboration

▪ Salutations and endings


▪ Simple language structures

Letter-Formal ▪ To communicate in writing in formal

contexts

▪ To request information

▪ To lodge a complaint

▪ To express an opinion

▪ Salutations

▪ Letter conventions (layout, address,

date, etc.)

▪ Logical and cohesive sequence of

ideas

▪ Use of full sentences and paragraphs

▪ More complex sentence structure

▪ Objective language

▪ Use of formulaic expressions

Letter (Informal) ▪ To communicate in writing with

acquaintances, friends, family

▪ To inform, amuse

▪ Salutations

▪ Letter conventions (layout, address,

date, etc.)

▪ Logical and cohesive sequence of

ideas

▪ Frequent colloquial language

▪ Subjective language

Magazine

interview

▪ To seek and convey information, views,

opinions

▪ Question and response form ▪ Question words

▪ Link words

Message, note ▪ To inform

▪ To request

▪ To instruct

▪ To remind

▪ General statement, description,

procedure

▪ May be in point form

▪ Succinct


▪ Lack of descriptive detail

▪ Frequent use of colloquial Language

Report ▪ To classify and/or describe

▪ To organise facts

▪ To draw conclusions

▪ General statement or classification

▪ Description

▪ Logical progression

▪ Supporting evidence (e.g. statistics,

examples)

▪ Factual

▪ Usually present tense

▪ Language specific to the topic

Review ▪ To respond to a text/stimulus

▪ To summarise, analyse or interpret a

text and to assess its value

▪ Describe context of text or work

▪ Describe the text or work

▪ Judgement or evaluation of text or

work

▪ Descriptive language

▪ More complex structures with frequent

abstract language

▪ Words that express judgement

▪ Possible comparisons

▪ Expressions of aesthetic nature

Script for a play ▪ To communicate ideas, opinions, and

attitudes

▪ To entertain

▪ Series of events

▪ Question/statement followed by

response

▪ Choice of expressions to engage the

audience

▪ Setting the scene

▪ Directorial comment

▪ Strategies to maintain

conversation/action

▪ Interjections

▪ Use of humour

Script of a speech

or talk

▪ To communicate ideas, opinions, and

attitudes

▪ To entertain

▪ To persuade

▪ To welcome

▪ To thank

▪ Introductory statement of purpose

▪ Explanation or sequence of events or

presentation of argument

▪ Concluding remarks

▪ Choice of expressions to engage the

audience

▪ Descriptive words

▪ A range of tenses

▪ Subjective language

▪ Use of slogans or catch phrases

▪ Use of humour and anecdotes

Story ▪ To entertain, amuse or instruct ▪ Series of events presented in logical

progression

▪ Resolution/conclusion

▪ May contain a series of complications

▪ Time words used to connect events

▪ Use of action words

▪ Description of characters and settings

49


Main characteristics of common text types

In 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. These text types

will not be assessed in the CCAFL end of year written examination.

Text type Identifiable features

Advertisement Sponsored, non-personal message to promote or sell a product, service or idea; topic

or product name, persuasive content, persuasive register, style, layout

Announcement Oral media message to public; greeting, topic, essential information, repetition of

important points, farewell; formal or semi-formal style

Biography Description of a person’s life and experiences, non-fiction; title (of person), formal or

semi-formal style; usually in chronological order; may include reflections or

commendation

Cartoon Non-realistic image or series of images; title, author, content (story telling), captions

(often humorous); may use stylised language and onomatopoeia

Conversation

Debate

Interactive oral communication between two or more people; greetings, focus or

content; sharing of views, verbal and non-verbal cues, maintenance of interaction,

farewells; formality reflects relationships of participants

Discussion Oral formal or semi-formal persuasive discussion of an issue; participants present

opposing positions; topic, statement of position on issue, content that supports

position, using evidence or data, logical arguments, turn taking, conclusion

Documentary Non-fiction visual and aural presentation (usually film); title, credits, introduction to

topic, content that educates, instructs or is a record of events, final comments, end

credits; presentation style

Editorial Article or letter format, expresses an opinion on an issue by an individual

representing an organisation (newspaper, magazine); title, includes opinions and

persuasive content, author; register, style, layout suited to audience

Email Personal written communication, may be brief; date, salutation, body (content),

farewell, sign off; informal register, style and layout; may include stylised language,

pictures, emoji

Essay Writing giving author’s position on a topic; topic, structure (introduction, body,

conclusion), content (including author’s views), author; formal or semi-formal

register, style and layout suited to audience

Film Recorded visual and audio presentation, usually fictional; title, credits, structure

(storyline, logical ordering), content including cultural elements, end credits; register

and style reflects character roles or story elements

Folk tale Oral (speech or song) or written story telling form; title, introductory expressions,

structure (beginning, body, end), content includes message conveying values,

knowledge, ideas and/or cultural elements, conclusion; simple language style, uses

formulaic expressions and language

Memo Short written message or note; name of recipient, informative content, sign off;

informal and abbreviated language and style

Personal profile Description of a person or group; title (name of person or group), content (factual

information), headings/sub-headings; lists items in brief language snippets, register

suited to audience; may be presented in point form or table

Plan Written order of actions to achieve an outcome; title, date, subheadings, content

usually chronologically structured and factual, may include allocation of roles; may

be presented in point form, chart or table; abbreviated style

Play Group oral, kinesthetic and visual performance, based on a storyline and script, one

or more acts; style and register varies with roles; entertains, suited to audience

50


Text type Identifiable features

Poem Spoken or written literary form; may use rhythmic qualities of language, conveys

meaning or emotion; culturally specific forms, structures, styles, conventions and

devices; may use literary style or specialised vocabulary and expression

Proverb Popular and familiar statement, repeated in specific contexts, usually expressing

popular wisdom or advice; culturally specific imagery, may use stylised language or

draw on cultural knowledge for meaning

Song Lyrics set to music; title, artist, structure (verse and chorus, traditional or modern

forms, as appropriate); culturally specific forms, styles, conventions and devices;

may use stylised language

Summary Rewritten information in a brief form (message, notes), retains meaning of original

text, often for personal reference; title, sub-headings; may be presented in point form,

chart or table; informal style

Table Written information presented in table layout; often in abbreviated form, shows

qualities, quantities or relationships between items; title, sub-title (indicating scope or

purpose of content), headings, sub-headings, content; register suited to audience

51


Mixed Level Classes

In the case of combined Year 11 and 12 classes, the following strategies will make the class more

manageable:

General Strategies

• In working with two groups with slightly different assessment tasks, it is crucial that planning

and record keeping is very thorough.

• Records must be kept of all activities students are undertaking (such as drafting, rehearsal,

consultation, research) leading to the completion of the task.

• Teacher and students should study the assessment task charts during the year. They should be

familiar with the structure of the VCE course as a whole (Units 1-4), and absolutely clear as to

what is required of them at the current stage.

• Teacher and students should use the assessment task calendar to note important dates and

deadlines, especially for the SACs in Units 3 & 4.

• The whole class should study common themes and topics and the required activities for each

level should be discussed and shared.

• Year 11 students can be given assessment tasks that correspond to the SACs that the Year 12

students are undertaking.

Oral Tasks at Year 11 level

At Year 12 level, the teacher is expected to be a participant in each oral SAC, with one student at a

time. There is no such prescription for Year 11. Therefore it is theoretically possible to let two or

more students undertake the task, with or without teacher participation. However, this needs to be

balanced against the need of the students for the best possible preparation.

In terms of the Oral examination, Year 11 students can do the same preparation as Year 12. Oral

and written examination preparation should be built into your topics and activities.

Selecting Topics

Studying the same set of topics allows the teacher to work with the same vocabulary and resources

without preparing and managing two courses. Students can more readily learn from each other and

there is also greater student input in discussion. Topics are the basis of the class work, which all

students will complete. However, the work for assessment will vary by year level. Assessment

tasks and SACs must be set as prescribed in the Study Design for each unit and each level. Year 12

students can be given additional material, if necessary, and/or more difficult tasks based on the

same topics.

For example:

THEME: The Changing World

TOPIC: Travel and Tourism in (in country where target

language spoken)

YEAR 11: Planning a trip to a country where target

language is spoken

YEAR 12: The role of tourism

Allowance must be made for SAC preparation. While Year 12 students work on a SAC, Year 11

students can do extra work which can be completed fairly independently. One possibility is a

practice assessment task in line with the VCE.

52


VCE Program

&

Course Development

53


Course Planning and Implementation

The aim of language learning is to develop the student’s capacity to communicate effectively in

spoken and written language, interact with others and appreciate and respect other people’s culture

and way of life.

The Victorian School of Languages will continue to adopt the same methodology in all its

Victorian Curriculum F-10 and VCE classes. Classes at the VSL are conducted in the target

language. Students learn through participation in meaningful activities in the language. Learning

activities should be contextualized, so that they take place in real or simulated situations, which are

socially and culturally appropriate to the target language. Students are encouraged to take

responsibility to develop their own language skills using the language as much as possible to

communicate with others.

VSL Course Development

The VSL course development process has the following components. At VCE this should be done

in conjunction with the Language Specific VCE Study Design, and the VCE Languages-Second

Language Assessment Handbook.

1 Course Outlines: The Language Course Outline documents assist teachers in planning their

own courses.

2 Program Summary: is completed at the beginning of the year and filed at the Area Office.

This outlines the main themes, topics and sub-topics, learning activities and assessment

activities for each semester.

3 Detailed Study planning documentation has been included. (Remember this is the basis for

the oral examination and takes up to 15 hours of class time.)

4 Weekly Diary: is completed after each class and records details of each lesson in the Class

Record Book (red). This remains at the VSL Centre and must not to be removed from the

Centre, as it is an official school document and an important guide for replacement teachers.

5 Planning and Assessment: This manual contains a section for student record keeping as well

as useful VCE planning documentation. This is an important reference for completing the end

of semester unit reports.

VCE Study Design

VCE Themes and Topics

The VCE is a two-year course so we advise Year 11 and Year 12 VCE teachers to meet and

discuss themes and topics. This will facilitate a better planning process.

The VCE Study Design prescribes a number of topics for each language, organised under three

main themes. These will have been covered during the many years of Language study. Teachers

need to be aware of these prescribed themes and topics and choose sub-topics appropriately.

Classroom activities should be organised into clusters, which have a communication goal. A list of

relevant text types, assessment outcomes, grammar and vocabulary in the VCE Language-specific

Study Design, should also be considered in program planning.

This manual includes topic tables for teachers to adapt their current courses to the VCE.

54


Second Languages: Summary of Themes and Topics

*CHECK STUDY DESIGN FOR SUGGESTED TOPICS.

THE INDIVIDUAL THE LANGUAGE-

SPEAKING COMMUNITIES

THE CHANGING

WORLD

BOSNIAN

− Personal Identity

− School & aspirations

− Leisure, sport & health

− People & places

− Past & present

− Arts, entertainment &

traditions

− Youth issues

− The modern world

− Social issues

CHIN HAKHA

- Personal identity

- Relationships

- Education & aspirations

- History & culture

- Arts & entertainment

- Lifestyles

- Social issues

- Youth issues

- Scientific &

technological issues

CROATIAN

− Personal identity

− Educational aspirations

− Leisure and recreation

− People and places

− History and culture

− Arts and entertainment

− Youth issues

− World of work

− Tourism

DUTCH


− Relationships

− Education and aspirations

− Leisure and interest

− Lifestyles



− Youth issues

− Tourism

− Issues facing the world

today

FILIPINO


− Relationships



− Lifestyles



− Social issues

− World of work

− Tourism

HEBREW


− Leisure and lifestyles

− Relationships

− Education and future

aspirations


− Current and historical

perspectives

− Ways of life in Israel

− Hospitality and tourism

− World of work

− Social issues

HINDI

− Personal world


− Personal opinions and

values

− Lifestyles

− Visiting a Hindi-speaking

community

− History and traditions


− Social issues

− Environmental issues

− The world of work

HUNGARIAN − Personal identity

− School life and aspirations


− Daily life and lifestyles


− Historical perspectives

− Social and

contemporary issues

− Tourism and

hospitality

− World of work

KAREN - Personal identity

- Relationships

- Education and aspirations

- History, culture and

traditions

- Lifestyles

- The migrant experience

- Social Issues

- Youth Issues

- Environmental issues

KHMER − Personal identity

− Relationships


− Leisure and lifestyle

− History and geography

− Cultural diversity

− Tourism


− Changing lifestyles

− World of work

− Current issues

MACEDONIAN − Personal identity

− Relationships


− Lifestyles

− Culture and traditions

− Arts, literature and the media

− Migration

− Social issues

− Our natural world

− Current affairs

55


MALTESE − Personal identity


− Personal opinion and

values

− Lifestyles


− The Arts and literature


− Social issues

− Tourism

PERSIAN − Personal identity

− Relationships

− Values


− Lifestyles



− Past and present

− World of work

− Social issues

− Trade and tourism

− The natural world

POLISH − Relationships



− Visiting Poland

− Polish customs and traditions

− Legends and significant

historical events

− Famous people-music

science, art, literature

− Migration in the past

and present

− World of work

− Social issues

PORTUGUESE − Personal identity


− Personal values

− Lifestyles



− Visiting Portuguese-

speaking countries

− Social Issues

− World of work


PUNJABI − Education and aspirations

− Personal opinions and

values

− Personal World

− Visiting a Punjabi speaking

community

− Historical perspectives


− Lifestyles


− Scientific and

technological issues

− Social Issues

ROMANIAN

− Personal Identity

- Relationships

- Education and

aspirations

− Lifestyles

- History

- Arts and entertainment

- Values

− Technology

- Trade and tourism

- World of Work

- Social issues

RUSSIAN − Personal identity


− Leisure and lifestyle

− Lifestyles

− Visiting Russia



− World of work

− Social issues

SERBIAN − Personal identity



− Daily life



− Current issues

− World of work

− Tourism

SINHALA − Personal identity

− Personal aspirations

− Lifestyles

− Visiting Sri Lanka

− Customs and traditions


− Stories from the past


− Technological change


TAMIL − Personal identity

− Personal views and

opinion



− The past and present

− The Arts and entertainment

− Travel and tourism in a

Tamil-speaking country

− Changing lifestyles

− Status of women

− World of work

TURKISH − Personal identity

− Future aspirations

− Leisure

− Migration

− Cultural diversity

− Tourism


− World of work

− The younger

generation

− Issues now, and in the

future

5

6

VC

E (

CC

AFL

) T

EA

CH

ER

MA

NU

AL 2

02

0

2020 V

CE

Pro

gra

m S

um

mary

V

icto

rian

Sch

ool

Of

Lan

gu

ages

Y

ear

11

Tea

cher

:

L

an

gu

age:

Un

it 1

Th

eme,

Top

ic

& S

ub

-Top

ic

Ma

in L

earn

ing

Act

ivit

ies

(do

t p

oin

ts)

Ou

tcom

es &

Task

s T

ask

Da

tes

Ma

in R

eso

urc

es

Sec

on

d L

an

gu

age

O

utc

om

e 1

Est

abli

sh &

mai

nta

in a

spo

ken

or

wri

tten

exch

ang

e re

late

d t

o p

erso

nal

are

as o

f

exp

erie

nce

.

Ta

sk

Info

rmal

con

ver

sati

on

OR

rep

ly t

o p

erso

nal

lett

er /

fax

/ e

mai

l.

* I

f a

n o

ral

task

is

sele

cted

to

ad

dre

ss O

utc

om

e

1,

a w

ritt

en t

ask

sho

uld

be

sele

cted

to a

dd

ress

Ou

tco

me

3, a

nd

vic

e ve

rsa

.

O

utc

om

e 2

Lis

ten

to,

read

& o

bta

in i

nfo

rmat

ion

fro

m

wri

tten

& s

po

ken

tex

ts.

Ta

sks

Lis

ten

to s

pok

en t

exts

, (e

.g.

con

ver

sati

on

s,

inte

rvie

ws,

bro

adca

sts)

to o

bta

in i

nfo

rmat

ion

to

com

ple

te n

ote

s, c

har

ts o

r ta

ble

s in

tar

get

lan

gu

age

or

En

gli

sh.

AN

D

Rea

d w

ritt

en t

exts

(e,

g.

extr

acts

,

adv

erti

sem

ents

, le

tter

s) t

o o

bta

in i

nfo

rmat

ion

to

com

ple

te n

ote

s, c

har

ts o

r ta

ble

s in

En

gli

sh o

r

targ

et l

angu

age.

* O

f th

e tw

o t

ask

s re

qu

ired

fo

r O

utc

om

e 2

, on

e

sho

uld

req

uir

e a

res

po

nse

in

th

e la

ngu

ag

e an

d

the

oth

er a

res

po

nse

in

Eng

lish

.

O

utc

om

e 3

Pro

du

ce a

per

son

al r

esp

on

se t

o a

tex

t fo

cusi

ng

on

rea

l o

r im

agin

ary

exp

erie

nce

.

Ta

sk

Ora

l p

rese

nta

tio

n O

R r

evie

w O

R a

rtic

le

5

7

VC

E (

CC

AFL

) T

EA

CH

ER

MA

NU

AL 2

02

0

2020 V

CE

Pro

gra

m S

um

mary

V

icto

rian

Sch

ool

Of

Lan

gu

ages

Y

ear

11

Tea

cher

:

L

an

gu

ag

e:

U

nit

2

Th

eme,

Top

ic

& S

ub

-Top

ic

Ma

in L

earn

ing

Act

ivit

ies

(do

t p

oin

ts)

Ou

tcom

es &

Task

s T

ask

Da

tes

Ma

in R

eso

urc

es

Sec

on

d L

an

gu

age

O

utc

om

e 1

Par

tici

pat

e in

a s

pok

en o

r w

ritt

en e

xch

ang

e

rela

ted

to

mak

ing

arr

ang

emen

ts &

co

mp

leti

ng

tran

sact

ion

s.

Ta

sk

Fo

rmal

let

ter

/ fa

x /

em

ail

OR

ro

le-p

lay

OR

inte

rvie

w.

* I

f a

n o

ral

task

is

sele

cted

to

ad

dre

ss O

utc

om

e

1,

a w

ritt

en t

ask

sho

uld

be

sele

cted

to a

dd

ress

Ou

tco

me

3, a

nd

vic

e ve

rsa

.

O

utc

om

e 2

Lis

ten

to,

read

, &

extr

act

& u

se i

nfo

rmat

ion

&

idea

s fr

om

sp

ok

en &

wri

tten

tex

ts.

Ta

sks

Lis

ten

to s

pok

en t

exts

, (e

.g.

con

ver

sati

on

s,

inte

rvie

ws,

bro

adca

sts)

& r

eorg

anis

e

info

rmat

ion

& i

dea

s in

a d

iffe

ren

t te

xt

typ

e.

AN

D

Rea

d w

ritt

en t

exts

(e.

g.

extr

acts

,

adv

erti

sem

ents

, le

tter

s) &

reo

rgan

ise

info

rmat

ion

& i

dea

s in

a d

iffe

ren

t te

xt

typ

e.

O

utc

om

e 3

Giv

e ex

pre

ssio

n t

o r

eal

or

imag

inar

y e

xp

erie

nce

in w

ritt

en o

r sp

ok

en f

orm

.

Ta

sk

Jou

rnal

en

try O

R p

erso

nal

acc

ou

nt

OR

sh

ort

sto

ry

5

8

VC

E (

CC

AFL

) T

EA

CH

ER

MA

NU

AL 2

02

0

2020 V

CE

Pro

gra

m S

um

mary

V

icto

rian

Sch

ool

Of

Lan

gu

ages

Y

ear

12

Tea

cher

:

L

an

gu

age:

Un

it 3

Th

eme,

Top

ic

& S

ub

-Top

ic

Ma

in L

earn

ing A

ctiv

itie

s

(do

t p

oin

ts)

Ou

tcom

es &

Ta

sks

Ta

sk D

ate

s M

ain

Res

ou

rces

Sec

on

d L

an

gu

age

O

utc

om

e 1

Ex

pre

ss i

dea

s th

roug

h t

he

pro

du

ctio

n

of

ori

gin

al t

exts

.

Ta

sk (

SA

C 1

)

A 2

50

-word

per

son

al o

r im

agin

ativ

e

wri

tten

pie

ce.

O

utc

om

e 2

An

aly

se &

use

in

form

atio

n f

rom

spo

ken

tex

ts.

Ta

sk (

SA

C 2

)

A r

esp

on

se t

o s

pec

ific

qu

esti

on

s,

mes

sag

es o

r in

stru

ctio

ns,

ex

trac

tin

g

& u

sin

g t

he

info

rmat

ion

req

ues

ted

.

O

utc

om

e 3

Ex

chan

ge

info

rmat

ion

, o

pin

ion

s &

exp

erie

nce

s.

Ta

sk (

SA

C 3

)

A t

hre

e- t

o f

ou

r-m

inu

te r

ole

-pla

y,

focu

sin

g o

n t

he

reso

luti

on

of

an i

ssu

e.

5

9

VC

E (

CC

AFL

) T

EA

CH

ER

MA

NU

AL 2

02

0

2020 V

CE

Pro

gra

m S

um

mary

V

icto

rian

Sch

ool

Of

Lan

gu

ages

Y

ear

12

Tea

cher

:

L

an

gu

age:

Un

it 4

Th

eme,

Top

ic

& S

ub

-Top

ic

Ma

in L

earn

ing A

ctiv

itie

s

(do

t p

oin

ts)

Ou

tcom

es &

Ta

sks

Ta

sk D

ate

s M

ain

Res

ou

rces

Sec

on

d L

an

gu

age

O

utc

om

e 1

An

aly

se &

use

in

form

atio

n f

rom

wri

tten

tex

ts.

Ta

sk (

SA

C 4

)

A r

esp

on

se t

o s

pec

ific

qu

esti

on

s,

mes

sag

es o

r in

stru

ctio

ns,

ex

trac

tin

g

& u

sin

g i

nfo

rmat

ion r

equ

este

d.

O

utc

om

e 2

Res

po

nd

cri

tica

lly

to

sp

ok

en &

wri

tten

tex

ts w

hic

h r

efle

ct a

spec

ts o

f

the

lan

gu

age

& c

ult

ure

of

Lan

gu

age-

spea

kin

g c

om

mu

nit

ies.

T

ask

A (

SA

C 5

)

A 2

50

-30

0 w

ord

info

rmat

ive,

per

suas

ive

or

eval

uat

ive

wri

tten

resp

on

se,

for

exam

ple

, re

po

rt,

com

par

iso

n o

r re

vie

w.

AN

D

Ta

sk B

(S

AC

6)

A 3

-4 m

inu

te i

nte

rvie

w o

n a

n i

ssu

e

rela

ted

to

th

e te

xts

stu

die

d.

6

0

VC

E (

CC

AFL

) T

EA

CH

ER

MA

NU

AL 2

02

0

_

__

__

___

__

__

___

___

___

__

__

VC

E C

ou

rse

Ou

tlin

e

Th

eme:

T

each

er

VC

E U

nit

:

To

pic

: S

ub

-To

pic

: S

ub

-Topic

Len

gth

: ___

_ w

eeks

Ou

tcom

es

Lea

rnin

g A

ctiv

itie

s in

Clu

ster

s

Lan

gu

age

Ele

men

ts

Ass

essm

ent

R

esou

rces

Gra

mm

ar

Voca

bu

lary

Tex

t ty

pes

Ind

icati

on

of

act

ivit

ies

dev

elop

ing

ou

tcom

e k

now

led

ge

&

skil

ls.

Clu

ster

1: Pro

vid

es l

an

gu

age

& i

dea

s; s

mall

act

ivit

y

Clu

ster

2: ad

ds

lan

gu

age

& i

dea

s; b

igger

act

ivit

y

Clu

ster

3: oft

en m

ore

tea

chin

g, m

ain

act

ivit

y

Clu

ster

4: oft

en r

ou

nd

s ou

t th

e act

ivit

y, u

ses

the

pro

du

ct f

or

a w

ider

pu

rpose

. N

ote

: in

div

idu

all

y/p

air

s/gro

up

s/cl

ass

lin

ks

bet

wee

n s

tep

s/cl

ust

ers

mad

e cl

ear

Iden

tify

main

ite

ms

of

gra

mm

ar

from

you

r St

ud

y D

esig

n f

or

teach

ing

&

revis

ion

in

th

is t

op

ic. T

ick

off

on

pla

nn

ing

ch

eck

list

. Lis

t voca

bu

lary

in

targ

et

lan

gu

ag

e

See

Stu

dy D

esig

n f

or

tex

t ty

pes

id

enti

fied

for

stu

den

t p

rod

uct

ion

in

you

r la

ngu

age.

On

p

lan

nin

g c

hec

kli

st t

ick

th

e m

ain

on

es t

o b

e p

rod

uce

d

by s

tud

ents

.

Res

ou

rces

can

b

e fo

un

d l

iste

d

in S

tud

y

Des

ign

s, V

SL

Cou

rse

Ou

tlin

es,

sub

ject

ass

oci

atio

n

new

slet

ters

, In

tern

et s

ites

. In

dic

ate

ass

essm

ent

act

ivit

y a

nd

det

ail

ed

ass

essm

ent

task

/SA

C.

Ass

essm

ent

Task

–

mu

st b

e co

mp

lete

d

ind

ivid

uall

y &

u

nd

er s

up

ervis

ion

.

6

1

VC

E (

CC

AFL

) T

EA

CH

ER

MA

NU

AL 2

02

0

Sa

mp

le V

CE

Co

urs

e O

utl

ine

Th

eme:

T

he

Lan

gu

age-

Spea

kin

g C

om

mu

nit

y T

each

er:

Soph

ie F

afa

la

VC

E U

nit

: 3

To

pic

: T

ravel

an

d T

ou

rism

S

ub

-To

pic

: P

lan

nin

g a

Tri

p t

o …

……

…..

Sub

-Topic

Len

gth

: 4

wee

ks

Ou

tcom

es

Lea

rnin

g A

ctiv

itie

s in

Clu

ster

s

Lan

gu

age

Ele

men

ts

Ass

essm

ent

Res

ou

rces

Kn

ow

ledg

e &

sk

ills

rela

ted

to

Outc

om

e 3

.

Ex

chan

ge

info

rmat

ion

op

inio

ns

and

exp

erie

nce

s

Clu

ster

1:

Stu

den

ts:

• A

s a

clas

s, v

iew

a m

ap a

nd

a v

ideo

, an

d r

ead

tra

vel

bro

chu

res

and

ex

trac

ts

fro

m t

rav

el g

uid

es s

ho

win

g h

igh

lig

hts

of

the

coun

try t

o b

e v

isit

ed

• In

div

idu

ally

or

in p

airs

, ta

ke

on t

he

role

of

a to

uri

st g

uid

e p

lann

ing

to

lea

d a

gro

up

to

th

e co

un

try

and

- d

ecid

e on

th

e ca

tego

ry o

f g

rou

p t

o b

e le

d (

age,

in

tere

sts

etc)

- se

lect

an

are

a o

r a

nu

mb

er o

f ci

ties

or

tou

rist

sp

ots

to

be

incl

ud

ed

- d

ecid

e on

th

e le

ng

th o

f th

e tr

ip.

Clu

ster

2:

Stu

den

ts:

• u

se t

he

Inte

rnet

and

oth

er r

esou

rces

to

co

llec

t m

ore

in

form

atio

n a

bo

ut

the

cho

sen

iti

ner

ary

• u

sin

g a

mo

del

iti

ner

ary,

pla

n a

det

aile

d i

tin

erar

y f

or

a tr

ip

• w

rite

an

ad

ver

tise

men

t (n

ewsp

aper

, m

agaz

ine,

rad

io o

r te

lev

isio

n)

for

the

trip

to

att

ract

peo

ple

to

jo

in t

he

gro

up

• w

rite

a b

roch

ure

or

leaf

let

that

cou

ld b

e se

nt

to p

eople

ask

ing

fo

r m

ore

info

rmat

ion

.

Clu

ster

3:

Stu

den

ts:

• in

pai

rs, d

escr

ibe

& d

iscu

ss t

he

itin

erar

y p

rodu

ced

by

eac

h s

tud

ent

or

pai

r,

just

ify

ing t

he

cho

ices

mad

e

• in

div

idu

ally

, un

der

su

per

vis

ion

, re

ceiv

e a

lett

er f

rom

a p

rosp

ecti

ve

tou

rist

(th

e te

ach

er)

outl

inin

g q

uer

ies

abo

ut

the

trip

and

in

dic

atin

g t

hat

he/s

he

wil

l

com

e in

15

min

ute

s to

dis

cuss

det

ails

of

the

trip

in

so

me

det

ail.

• R

eso

lve

the

issu

e in

a 3

-4 m

inute

ro

le-p

lay,

wit

h t

he

teac

her

act

ing

as

the

tou

rist

.

Gra

mm

ar

• L

ang

uag

e &

gra

mm

ar o

f tr

avel

do

cum

ents

, e.

g. …

• L

ang

uag

e &

str

uct

ure

s fo

r

exp

lain

ing,

just

ify

ing &

neg

oti

atin

g,

e.g.

…

• L

ang

uag

e &

gra

mm

ar o

f

adv

erti

sem

ents

, e.

g. …

Voca

bu

lary

:

Tex

t ty

pes

•

Map

• V

ideo

• B

roch

ure

• E

xtr

act

(tra

vel

gu

ide)

• W

ebsi

te

• It

iner

ary

• A

dv

erti

sem

ent

• L

ette

r

• L

eafl

et

Ass

essm

ent

Tas

k

Un

it 3

– O

utc

om

e 3

:

Ro

le-p

lay

fo

cusi

ng

on t

he

reso

luti

on

of

an i

ssu

e –

e.g

.

• T

ou

rist

an

d s

hop

kee

per

bar

teri

ng o

ver

pri

ce/m

on

ey

• T

ou

rist

tra

vel

ag

ency

try

ing

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erie

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s.

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din

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bes

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cher

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tner

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as b

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on

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thei

r ho

me

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ms

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eport

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in t

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et c

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lin

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etai

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dy

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rmat

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per

suas

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or

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suas

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& e

val

uat

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st

chal

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gin

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or

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ts.

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ese

acti

vit

ies

mu

st b

e re

late

d t

o

lite

rary

tex

ts d

ealt

wit

h i

n c

lass

.

• W

rite

an

in

form

ativ

e re

port

abo

ut

the

impo

rtan

ce o

f o

il i

n t

od

ay’s

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rld

& a

sso

ciat

ed

pro

ble

ms

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rite

a r

evie

w o

n a

po

em/s

ong

in

clu

din

g r

efer

ence

to

au

thor’

s li

fe b

ased

on m

ater

ial

in

clas

s.

• C

om

par

e th

e li

fest

yle

of

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ung

peo

ple

in

Au

stra

lia

wit

h t

hat

in

th

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rget

co

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try

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me

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SA

C 6

Inte

rvie

w b

ased

on

iss

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ted

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etai

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pe

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le c

lass

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r v

arie

ty o

f is

sues

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cher

mu

st b

e in

th

e in

terv

iew

.

• I

n a

n i

nte

rvie

w d

iscu

ss t

he

chan

gin

g r

ole

of

asp

ects

of

trad

itio

nal

cult

ure

in A

ust

rali

a as

seen

in

th

e te

xt

stu

die

d.

• I

n a

n i

nte

rvie

w d

iscu

ss g

end

er s

tere

oty

pin

g/r

ole

of

wo

men

• D

iscu

ss t

he

po

siti

ve/

neg

ativ

e as

pec

ts o

f li

vin

g w

ith

tw

o c

ult

ure

s

64


Assessment

Outcomes

&

School

Assessed

Coursework

(SAC)

Guidelines

&

Notification forms

65


Outcomes – Second Language

Outcome Charts and Assessment Guides

Unit 1: VCE (Second Language) Unit 2: VCE (Second Language)

OUTCOMES FOUR TASKS OUTCOMES FOUR TASKS

Outcome 1 Outcome 1

Establish 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.

Outcome 2 Outcome 2

Listen to, read and

obtain information

from written and

spoken texts.

* In Unit 1 only, of

the two tasks required

for Outcome 2, one

must be completed in

the target language

and the other in

English.

Listen to spoken texts, (e.g.

conversations, interviews, broadcasts)

to obtain information to complete

notes, charts or tables in the target

language or English

AND

Read written texts (e.g. extracts,

advertisements, letters) to obtain

information to complete notes, charts

or tables in English or the target

language.

Listen to, read, and

extract and use

information and ideas

from spoken and

written texts.

Listen to spoken texts, (e.g.

conversations, interviews,

broadcasts) and reorganise

information and ideas in a

different text type

AND

Read written texts (e.g. extracts,

advertisements, letters) and

reorganise information and ideas

in a different text type.

Outcome 3 Outcome 3

Produce a personal

response to a text

focusing on real or

imaginary experience.

Oral presentation

OR

Review

OR

Article

Give expression to

real or imaginary

experience in written

or spoken form.

Journal entry

OR

Personal account

OR

Short story.

NOTE: Of Outcomes 1 & 3, one must be an oral activity and the other written

Unit 3: VCE (Second Language) Unit 4: VCE (Second Language)

OUTCOMES THREE TASKS OUTCOMES THREE TASKS

Outcome 1 Outcome 1

Express ideas

through the

production of

original texts.

A 250 word personal or

imaginative written piece.

20

marks

Analyse and use

information from

written texts.

A response to specific

questions, messages or

instructions, extracting

and using information

requested.

10

marks

Outcome 2 Outcome 2

Analyse and use

information from

spoken texts.

A response to specific

questions, messages or

instructions, extracting and

using the information

requested.

10

marks Respond critically

to spoken and

written texts, which

reflect aspects of the

language and

culture of Language

speaking

communities.

A 250-300 word

informative, persuasive

or evaluative written

response, for example,

report, comparison or

review

AND

A 3-4 minute interview

on an issue related to

the texts studied.

20

marks

20

marks

Outcome 3

Exchange

information,

opinions and

experiences.

A three to four minute role-

play, focusing on the

resolution of an issue.

20 marks

TOTAL MARKS 50 TOTAL MARKS 50

Unit 3 contributes 25% to the final assessment Unit 4 contributes 25% to the final assessment

66


VCE Second Language Assessment: Unit 1

VCE Unit 1: Outcomes - Four Assessment Tasks

Task 1 or 3 – Oral assessment Task 2 – Using spoken and written texts

OUTCOME 1

Establish and maintain a spoken or written exchange related to personal areas of experience.

Assessment task 1:

Informal conversation

OR

Reply to personal letter/fax/email.

General information:

▪ If Task 1 is oral, Task 3 must be written, and vice versa.

▪ The context, purpose and audience/participants for each task should be described in the Language.

▪ Check the Study Design for Key knowledge and skills for this Outcome.

OUTCOME 2

Listen to, read and obtain information from written and spoken texts.

Assessment task 2 (spoken resource):

Listen to spoken texts (e.g. conversations, interviews,

broadcasts) to obtain information to complete notes,

charts or tables in target language or English

AND

Assessment task 2 (written resource):

Read written texts (e.g. extracts, advertisements,

letters) to obtain information to complete notes, charts

or tables in English or target language.

NB: Students must satisfactorily complete both tasks.


▪ One task must be completed in English (usually the listening task) and one must be in the target language.

▪ The description for the task involving spoken text should provide a brief outline in target language of the context so

students have some idea of the situation they are listening to.


OUTCOME 3

Produce a personal response to a text focusing on a real or imaginary experience.

Assessment task 3:

Oral presentation OR review OR article.


▪ If Task 1 is oral, Task 3 must be written.

▪ The context, purpose and audience/participants for each task should be described in the target language.


67


VCE Second Language Assessment: Unit 2

VCE Unit 2: Outcomes - Four Assessment Tasks

Task 1 or 3 – Written assessment Task 2 – Reorganising spoken texts

OUTCOME 1

Participate in a spoken or written exchange related to making arrangements and completing transactions.

Assessment task 1:

Formal letter/fax/email OR role-play OR interview.


▪ If Task 1 is oral, Task 3 must be written, and vice versa.

▪ These activities are easily related to everyday life and the prescribed texts.

▪ The context, purpose and audience/participants for each task should be described in the Language.


OUTCOME 2

Listen to, read and extract and use information and ideas from spoken and written texts.

NB: Students must satisfactorily complete both tasks

Assessment task 2 (spoken resource):

Listen to spoken texts (e.g. conversations, interviews, broadcasts) and reorganise information and ideas in a different

text type

AND

Assessment task 2 (written resource):

Read written texts (e.g. extracts, advertisements, letters) and reorganise information and ideas in a different text type.

.


▪ The task description should provide a brief outline in target language of the context so students have some idea of the

situation they are listening to.

▪ Students should be told the text type to use and the purpose and audience for the reorganised information.

▪ Some of the information required should be easily identified and factual.


OUTCOME 3

Give expression to real or imaginary experience in written or spoken form.

Assessment task 3:

Journal entry OR personal account OR short story.


▪ The context, purpose and audience/participants for each task should be described in the target language.


68


Year 12 (Units 3&4) SAC Planning guidelines

When planning SACs teacher need to adhere to the guidelines listed below and inform students on their Student SAC

Assessment Notice, as well as their SAC task sheet.

Unit 3

SAC 1 – Outcome 1

Express ideas through the production of original texts

• This outcome will contribute 20 marks out of 50 marks allocated to School-assessed Coursework for Unit 3

• Students are required to produce a 250 word personal or an imaginative written piece

• Task may be completed in 80-100 minutes

• It requires a response in the target language

• Students may use dictionaries

• It may be presented as one task or a choice of tasks of comparable scope and demand

• Must be done in class time under supervision

• An additional 5 minutes reading time is normally allowed

In designing the task teachers should develop an assessment task that allows the student to:

• create a personal or imaginative text focusing on an event or experience in the past, present or future

• show knowledge of first- or third-person narrative perspectives

• use language appropriate to audience, context, purpose and text type

• organise and sequence ideas

• use simple stylistic techniques such as repetition, questions or exclamations where appropriate

• have the opportunity to demonstrate the highest level of performance as described in the performance descriptors

SAC 2 – Outcome 2

Analyse and use information form spoken texts

• This outcome will contribute 10 marks out of the 50 marks allocated to School-assessed Coursework for Unit 3

• Students are required to provide a response to specific questions, messages or instructions, extracting and using

information requested

• Task may be completed in 40-50 minutes of class time

• One or more spoken texts may be used for the task

• Students may listen to the text/s more than once, with a pause between readings

• Student responses may require a single extended response or answers to a series of questions, some of which may

require paragraph responses



• An additional 5 minutes reading time is normally allowed

• Requires responses in the target language

Teachers should develop an assessment task that allows the student to:

• convey overall meaning, identify main points, supporting points and detailed items of specific information

• infer points of view, attitudes, emotions from context and/or choice of language and intonation where appropriate

• employ knowledge of registers and stylistic features such as repetition and tone where appropriate

• confirm meaning through re-listening


69


SAC 3 – Outcome 3

Exchange information, opinions and experiences

• This outcome will contribute 20 marks out of the 50 marks allocated to School-assessed Coursework for Unit 3

• Students are required to participate in a three-four minute role play, focusing on the resolution of an issue

• Students may be given details of the task to assist in preparation, including the students and teacher roles, the issue to

be resolved and possible strategies for resolving it

• The task should be undertaken by the teacher and students in the language

• Tape recording of the role play is recommended

• The issue for resolution should be related to an aspect of the topic/s studied and broad enough to allow for specific

variations from student to student

• Information about the precise task given to the student only 10-15 minutes before the role play


• describe and comment on aspects of past, present or future experience

• exchange and justify opinions and ideas

• present and comment on factual information

• link and sequence ideas logically

• ask for and give assistance, advice or information

• use the appropriate register for the audience, context and purpose

• maintain the communication for example, through self-correction and rephrasing or using a range of question forms


Unit 4

SAC 4 Outcome 1

Analyse and use information from written texts

• The outcome will contribute 10 marks out of the 50 marks allocated to School-assessed Coursework for Unit 4

• Students will be required to respond to specific questions, messages or instructions, extracting and using information

requested

• This task may be completed in 80-100 minutes of class time

• The task may be set to include one or more written texts

• It may be presented as one task, or a choice of tasks of comparable scope and demand

• The task/s set may focus on informative, persuasive or evaluative writing

• The length of the texts/s selected for a task may vary, but as a guide, text totalling approx. 300-400 words would be

appropriate

• Requires a response in the target language of 200-250 words

• Student response may require a single extended response or answers to a series of questions, some of which require

paragraph responses

• Students may use dictionaries for this task

• An additional 5 minutes reading time may be allocated



• understand and convey overall meaning, identify main points and extract and use information

• infer points of view, attitudes or emotions from context and/or choice of language

• summarise, interpret and evaluate information from texts where appropriate to the task

• infer meaning from cognates, grammatical markers or common patterns of word formation

• appreciate cultural aspects critical to understanding the text

• compare and contrast aspects of texts on a similar topic where appropriate to the task

• show knowledge of and use the text type specified in the task

• show knowledge of simple stylistic features such as repetition and contrast


70


SAC 5 – Outcome 2 Task A (Written Response)

Respond critically to spoken and written texts which reflect aspects of the language and culture of the language-

speaking communities

• This task will contribute 20 marks out of the 50 marks allocated to School-assessed Coursework for Unit 4

• Students are required to produce a 250-300 word informative, persuasive or evaluative written response, for example

report, comparison or review

• The task/ should focus on understanding of an aspect or aspects of the language and culture of the language speaking

communities. At least one of the two tasks for Outcome 2 should focus on the sub-topic selected for the detailed study

• The task/s may be completed in 80-100 minutes of class time.

• It may be presented as one task, or a choice of tasks of comparable scope and demand

• The task/s set may focus on informative, persuasive or evaluative writing.


• An additional 5 minutes may be allocated for reading time

• Task is to be completed in the target language

• Must be completed in class time

Teachers should develop assessment tasks that allows the student to:

• identify and comment on culturally specific aspects of language, behaviour or attitude

• compare and contrast aspects of life in language-speaking communities with life in communities in Australia, where

relevant to the task

• present an opinion about an aspect of the culture associated with the language where appropriate

• identify similarities and differences between texts, and find evidence to support particular views

• select and include relevant information from the texts studied where appropriate

• show an awareness that different social contexts require different types of language

• have the opportunity to demonstrate the highest level of performance as described in the performance descriptors.

SAC 5 – Outcome 2 Task B (Interview)

Respond critically to spoken and written texts which reflect aspects of the language and culture of the language-

speaking communities

• The task is undertaken by the teacher and student in the language

• A tape recording of the interview is recommended

• The task should focus clearly on an issue related to aspects of the language and culture of the language speaking

communities

• Be based on a sub-topic that relates to one or more of the topics prescribed in the study design

• At least one of the two tasks for Outcome 2 must focus on the sub-topic selected for the detailed study

• If the task relates to the Language and Culture through texts detailed study option, the task/s should require students to

base their response on one or more of the texts studied

• Teachers may choose to focus on the same issue in interviews for the group of students, or allow for interviews, each

of which focuses on a different issue or aspect of the sub-topic studied.

• If one issue is selected, it should be broad enough for some variation in questions and responses from student to

student.

• The interview may include a brief (half-minute) introductory segment which is designed to settle students and is not

assessed

Teachers should develop assessment tasks that allows the student to:


• compare and contrast aspects of life in language-speaking communities with life in communities in Australia, where

relevant to the task

• present an opinion about an aspect of the culture associated with the language where appropriate


• select and include relevant information from the texts studied where appropriate


• have the opportunity to demonstrate the highest level of performance as described in the performance descriptors.

71


School Assessed Coursework *new This is copied directly from the VCE Languages – Second Language Assessment Handbook 2005–2019

(Updated July 2013) and should be followed carefully to ensure you are administering SACs according to VCAA

requirements.

Introduction School-assessed Coursework provides schools with the opportunity to make their own administrative

arrangements for the internal assessment of their students.

It also provides individual study teachers with the opportunity to:

• select from the range of designated assessment tasks in the study design

• develop and administer their own assessment program for their students

School-assessed Coursework provides teachers with the opportunity to:

• monitor the progress and work of their students

• provide important feedback to the student

• gather information about the teaching program

Students should know in advance how and when they are going to be assessed and the conditions under which they

will be assessed.

Assessment tasks should be part of the teaching and learning program. For each assessment task students should

be provided with the:

• type of assessment task and approximate date for completion

• time allowed for the task

• allocation of marks

• nature of any materials they can utilise when completing the task

• opportunity to demonstrate the highest level of performance

Following an assessment task:

• teachers can use the performance of their students to evaluate the teaching and learning program

• a topic may need to be carefully revised again prior to the end of the unit to ensure students fully understand the key

knowledge and skills required in preparation for the examination

Feedback provides students with important advice about which aspect or aspects of the key knowledge they need

to learn and in which key skills they need more practice.

Scope of tasks An assessment task provides teachers with a way of ‘sampling’ the knowledge and skills of students. It is not possible or

desirable to measure all of the key knowledge and skills related to the outcome or area of study. The key knowledge and

skills should not be used as a checklist for determining the achievement of outcomes, and assessment tasks do not have to

be lengthy to make a judgment about the student’s level of performance on the outcome.

Designing the assessment tasks

Designing the assessment task is an important part of the teaching, learning and assessment process. The assessment task

needs to provide the opportunity for all students to demonstrate the highest level of performance on the outcome.

Teachers need to design an assessment task that is representative of the content (key knowledge and skills underpinning

the outcome), capable of being completed within a short period of time and under supervision in the classroom. Section 2

of this handbook provides advice on task design for each Unit 3 and 4 outcome. Performance descriptors are also provided

for each outcome to assist teachers in making a judgment about the student’s level of performance on the outcome.

The following information presents one approach to developing an assessment task. It involves integrating the

requirements of the study design, the advice in Section 2 of this publication and student learning activities. The approach

is presented as a sequence of steps.

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Making assessment part of teaching and learning Step 1: Define the parameters of an outcome and its assessment task

This involves:

• Listing the key knowledge and skills that will be assessed by the outcome. These are stated in the study design but you

may wish to reword them for student purposes.

• Choosing the assessment task. You can select from the offerings in the study design. It is possible for students in the

same class to undertake different options; however, teachers must ensure that the tasks are comparable in scope and

demand.

Step 2: Examine the assessment advice in the Assessment handbook for Second Language studies

Examine the highest level of performance descriptors and clarify their meanings if you are unsure. Use the study design as

your reference point. Remember the performance descriptors for each outcome identify the qualities or characteristics that

you are looking for in a student response. This helps in the development of the task. It also helps clarify what needs to be

taught as well as what needs to be included in the assessment task. It will assist students in understanding the expectations

of the task.

Step 3: Determine teaching and learning activities

Identify the nature and sequence of teaching and learning activities to cover the key knowledge and skills outlined in the

study design. It is important that a variety of learning opportunities are provided to cater for individual preferred learning

styles. (Refer to the ‘Advice for teachers’ section of the study design for some specific examples of learning activities for

each outcome.)

Step 4: Design the assessment task

• Try to use a range of formats across Units 3 and 4.

• The information in the stimulus should be relevant to the task and assist students in their response.

• Check that the instructions are clear. Are they complete and unambiguous?

• It is important that students know what is expected of them in an assessment task. This means providing students with

advice about the outcome’s key knowledge and skills to be assessed. This allows students to understand during the

teaching and learning stage what they are expected to know or do.

• Students should be provided with the performance descriptors by which their response will be assessed.

• Students should be advised about the conditions under which they will be expected to do the task.

Conditions for the task

• All assessment tasks must be completed under supervision in class and within a short period of time.

• Students must answer the task individually.

• Teachers can develop their own rules, consistent with school policies, about the material that can be brought into the

room and the use of textbooks. Make sure that these rules are given to the students before the task is started and

preferably in writing.

Points to consider

When constructing a task you will need to consider the following:

• Does the task enable students to demonstrate the highest possible performance level?

• Will students select the form of the response or will you select the form that the whole class will use?

• Does the task allow you to easily identify the key aspects of the response to be assessed?

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Sample approaches to School-assessed Coursework

Unit 3

Outcome 2

Analyse and use information from spoken texts.

Details of the task

A response to specific questions, messages or instructions, extracting and using information requested.

Step 1: Define the parameters of an outcome and its related assessment task options

All VCE Languages – Second Language study designs provide details of the key knowledge and skills related to Unit 3

Outcome 2 and the common areas of study. In order to plan and conduct an assessment for this outcome it is necessary to

be familiar with the key knowledge and skills. It should be noted that each key knowledge and skill does not need to be

clearly identifiable in the task, nor should the task focus on too narrow a range of key knowledge and skills.

The study design identifies the task that can be used to assess this outcome. Teachers should be familiar with the essential

characteristics of each task type.


The performance descriptors should be fully understood as they give a clear indication of qualities and characteristics that

you are looking for in a student response. For example students need to be able to extract meaning from spoken texts and

to convey meaning accurately in a response appropriate to the specific context of the task.

Step 3: Determine teaching and learning activities

Decide on the theme, topic and sub-topic for the teaching and learning associated with this outcome. Reference must be

made to the relevant study design for the selection of a theme and topic for each language. The sub-topic must allow the

development of an appropriate sequence of teaching, learning and assessment tasks for the outcome. The module based on

the sub-topic should be designed to develop, maintain and extend student proficiency in all of the macro skills – listening,

speaking, reading and writing.

Teaching the pre-task knowledge and skills

Relate the skills and knowledge required for the successful demonstration of this outcome to the specific sub-topic

chosen. For example, vocabulary and structures should build on previous learning, and reflect and extend those needed by

students to participate in activities related to the sub-topic.

Include activities that are designed to enhance the students’ understanding and use of the skills and knowledge required

for this outcome. For example, provide learning activities that progressively develop the ability to identify gist and

specific detail from spoken texts. As the response required for this assessment task is in the language, students will also

need to extend their skills in conveying relevant information in the language.

Students may be given revision exercises and/or a practice task prior to the assessment task and strategies for successful

completion of a listening task of this type can be discussed in class.


One approach to constructing the assessment task: Unit 3 Outcome 2

Topics vary for each language, so a typical example is used here.

In the following example, the module of work forming the context for this assessment task is based on approximately 12

hours of teaching time. It is likely to have been undertaken at the end of Term 1, or start of Term 2. The sub-topic for the

module is Popular music which is drawn from the theme: The language-speaking communities, and the topic: Arts and

entertainment, on page 13 of the study design.

For this example, students will listen to a spoken interview with a popular singer and respond to questions by extracting

and using the information from the text. Students will listen to a taped interview of about 4–5 minutes duration. They will

hear the recording twice, with a pause of about 5 minutes between each listening, to allow for note taking. Student

responses are required in the language, and they will have 30 minutes in which to respond.

In order to present this task, teachers need to provide a short recorded message or messages in the language. The text and

recording of the message may be developed by the teacher or be available from materials such as CD/DVD audio texts

which accompany text books that the students have not heard before, recorded texts from previous examinations, excerpts

from videos etc. The inclusion of authentic language and native speakers on the recording provides excellent examination

preparation for students.

In the example, students listen to an interview with a popular singer/song writer, Maya, who talks about her favourite

music and influences that have shaped her style of music. In the interview, Maya is asked to name three of her favourite

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artists and some of their songs, then to explain why she likes them. When asked about the main influences on her song

writing, Maya mentions the influence of traditional songs and of the globalisation of modern music in the language-

speaking communities. She talks about how these have influenced song writers in the language in general, and her song

writing in particular. The interviewer asks how Maya feels about another popular singer, Wei, and the response allows the

students to infer Maya’s feelings indirectly (e.g. ‘I know some people like Wei’s music, but my interests are in music that

gets people up and dancing,’ or ‘Wei has been a big influence on many modern singers, but he is not really a big influence

on me’). The interview could include a short extract of music and/or discussion of the qualities of the song. Students also

hear examples of the music of both Wei and Maya.

Allocation of marks: This task is worth 10 marks towards the total marks allocated to School-assessed Coursework for

Unit 3.

Date for completion: The assessment task should be provided at the conclusion of the module of teaching and learning,

which is likely to be in week two or three of Term 2. The exact date and time can be decided in consultation with students,

the VCE Coordinators and other key staff.

The teacher must decide the most appropriate time to set this task and inform the students. This decision is the result of

several considerations including:

• the estimated time it will take to cover the key knowledge and skills for the outcome

• the possible need to provide a practice, indicative task

• the likely length of time required for students to complete the task

• when tasks are being conducted in other subjects and the workload implications for students

Duration of task: This sample task is designed to be completed in one 50 minute lesson.

Materials: Students may use a monolingual and/or bilingual dictionary in the completion of this task. Their responses will

be recorded on the assessment task sheet and submitted at the end of the task.

Student responses

In order to successfully demonstrate the skills and knowledge required for this outcome, the task set should allow students

to identify main points as well as specific detail. The task should also require students to demonstrate understanding of

ideas, feelings or opinions, and inferred meaning, as well as factual information. The task may require a single extended

response or be a series of questions, some of which require paragraph responses.

For example, students may be asked to listen to the interview and answer questions relating to the information and views

presented by the singer.

The task should be unambiguous and all instructions clear. The context for the task and the role of the student should be

explicitly stated. The responses should also be contextualised, giving the student the audience, purpose and text type

required in the responses.

Sample Task Sheet

Unit 3 Outcome 2 Sample Assessment Task

Students will hear a recorded interview between a radio presenter and a popular singer/song writer ‘Maya’, talking about

her music. The interview will be heard a second time after a pause of 5 minutes. Students will listen to the interview and

make notes in order to answer the questions required by the task.

Task: Respond to the following in the language in the spaces provided.

List Maya’s three favourite songs/pieces of music. Explain what appeals to Maya about each one:

1 ______________________________________________________________

2 ______________________________________________________________

3 ______________________________________________________________

What does Maya think of Wei’s music? Give evidence to support your answer from the text.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

___

What have been the greatest musical influences on Maya? Explain their impact on her music.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

____

Teachers should use the information gained from the student performance to:

• give feedback to students

• revise topics, knowledge or skills to enhance student understanding

• evaluate the teaching and learning program.

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Unit 4

Outcome 2

Respond critically to spoken and written texts which reflect aspects of the language and culture of the language-speaking

communities.

Task A – Written response

Details of the task

A 250–300 word, 250 characters, 600 ji or 700 cha informative, persuasive or evaluative written response, for example

report, comparison or review.

Step 1: Define the parameters of an outcome and its related assessment task options

The VCE Languages – Second Language study designs provide details of the key knowledge and skills related to Unit 4

Outcome 2 and the common areas of study. In order to plan and conduct an assessment for this outcome it is necessary to

be familiar with the key knowledge and skills. It should be noted that each key knowledge and skill does not need to be

clearly identifiable in the task, nor should the task focus on too narrow a range of key knowledge and skills.

The study design identifies the task to be used to assess this outcome. Teachers should be familiar with the essential

characteristics of each type of writing.


The performance descriptors should be fully understood as they give a clear indication of qualities and characteristics that

you are looking for in a student response. For example, the written response must include appropriate features for the text

type specified for the task, as well as demonstrating the effective use of texts as required by the task.

Step 3: Determining teaching and learning activities

Decide on the theme, topic and sub-topic for the teaching and learning associated with this outcome. At least one of the

two tasks for Outcome 2 must focus on the sub-topic selected for the detailed study. Reference must be made to the

relevant study design information relating to the detailed study and the selection of a theme and topic for each language.

The sub-topic must allow the development of an appropriate sequence of teaching, learning and assessment tasks for the

outcome. The module based on the sub-topic should be designed to develop, maintain and extend student proficiency in

all of the macro skills – listening, speaking, reading and writing.

Teaching the pre-task knowledge and skills

Relate the skills and knowledge required for the successful demonstration of this outcome to the specific sub-topic

chosen. For example, vocabulary and structures should build on previous learning, and reflect and extend those needed by

students to participate in activities related to the sub-topic.

Include activities that are designed to enhance the students’ understanding and use of the skills and knowledge required

for this outcome. For example, provide learning activities that progressively develop the ability to produce informative,

persuasive and evaluative written responses in the language, paying attention to context, audience, purpose and text type,

as well as the use of evidence to support a point of view.

For this part of Outcome 2 teachers need to provide specific task/s for the students to respond to, on an issue related to the

sub-topic covered in the module of work. The task/s set should specify an audience, purpose, context and text type, as

well as which of the three kinds of writing (informative, evaluative or persuasive) is required. The task/s may involve

comparing, contrasting, presenting an opinion or evidence to support a view, identifying, explaining or commenting, but

they should all focus clearly on understanding an aspect or aspects of the language and culture of the language-speaking

communities. Where there is more than one task offered for students to choose from, the teacher must ensure that the tasks

are comparable in demand.

If the task/s relate to the Language and Culture through Texts detailed study option, the task/s should require students to

base their response on one or more of the texts studied.


Students are required to produce an informative, persuasive or evaluative response to given topic/s. For example, the

response may require a report, comparison or review. Students answer the task individually and in class time. Teachers

may choose to specify what kind of writing and or text type/s will be required in the specific assessment task.

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One approach to constructing the assessment task

The first assessment task for this outcome (Task A – Written Response) is developed in the following example.

Topics vary for each language, so a typical example is used here.

The module of work forming the context for this sample assessment task is based on approximately 15 hours of teaching

time. The sub-topic for the module is The impact of advertising which is drawn from the theme: The changing world,

and the topic: Social issues, on page 13 of the study design.

Students may be given revision exercises and/or a practice task prior to the assessment task and strategies for successful

completion of a writing task of this type can be discussed in class.

In the following example, students will be required to produce a written response to one of three tasks. The tasks may,

for example, require students to write an informative article or report, an evaluative article, review or editorial or a

persuasive speech script or advertisement. Students should be familiar with each of these kinds of writing and the

requirements of the text types. They will answer the task individually and in class time.

Allocation of marks: This task is worth 20 marks towards the total of 50 marks allocated to School-assessed Coursework

for Unit 4.

Date for completion: The teacher must decide the most appropriate time to set this task and inform the students. This

decision is the result of several considerations including:

• the estimated time it will take to cover key knowledge and skills for the outcome

• the possible need to provide a practice, indicative task

• the likely length of time required for students to complete the task

• when tasks are being conducted in other subjects and the workload implications for students

Duration of task: This sample task is designed to be completed in 100 minutes (two 50 minute lessons).

Materials: Students may use a monolingual and/or bilingual dictionary in the completion of this task. Student responses

will be recorded on writing pages attached to the assessment task handout and submitted at the end of the task.

Student responses

In order to successfully demonstrate the skills and knowledge required for this outcome, the task/s set should allow

students to compare and contrast aspects of language and culture. The task/s should also require students to support

particular views with appropriate evidence.

The task requires an extended response. The word length is specified in the task; however, for coursework assessment,

there are no formal rules for what should or should not count in the word range.

Clear instructions should be given regarding the requirements of the task and presentation of responses.

The task/s should be unambiguous, the context for the task/s and the requirements of the response should be explicitly

stated. The task/s should also give the student the audience, purpose and text-type required in the responses.

Unit 4 Outcome 2 Sample Assessment task

This sample assessment task is related to the Language and Culture through Texts detailed study option. It is possible to

design a task that does not relate to the detailed study option.

The teacher prepares three tasks for the students to choose from related to the

sub-topic of Advertising, which allow the students to use the texts that they have studied as part of their detailed study to

support a point of view related to the

sub-topic.

Task: Choose ONE of the following and write a response in the language of 250–300 words, 250 characters, 600 ji, 700

cha addressing all aspects of the task. Ensure that opinions and/or points of view are supported with relevant evidence

from the texts studied in the detailed study.

As a trainee journalist, write a review for a youth magazine evaluating the positive and negative issues associated with

advertising aimed at young people. OR

Write an informative article about the image promoted in advertising for tourists in a country where the language is

spoken. OR

Write the script for a persuasive speech for the opening of a debate on the topic ‘The pressure of advertising affects

everyone.’ You may choose to argue on the positive or negative side of the debate.

Teachers should use the information gained from the student performance to:

• give feedback to students

• revise topics, knowledge or skills to enhance student understanding

• evaluate the teaching and learning program

Marking the task

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There is no prescribed way of marking the task. The task should relate to the key knowledge and skills and provide the

opportunity to meet the standard reflected in the highest performance descriptor for the task. Performance descriptors for

each Outcome are provided in later in the manual.

VSL SAC Planning Form

To be completed in English and handed in to your Area Manager, accompanied by the actual SAC given

to students. (Two weeks before the notification to students is distributed). Area Managers need to

approve your SAC before notification to students is given. Please include task instructions.

This is a confidential document and must not be made available to students.

Teacher

Language

Class

Centre

SAC No

Outcome

Date for SAC

Date for Special Provision

Detailed description of Task

Version A

Please ensure instructions to students

are both in the Language and English

Detailed description of Task

Version B (For Special Provision)

Please ensure instructions to students

are both in the Language and English

Have you organised equipment? If

so what?

Arrangements for students – for

combined 11/12 classes or Oral

SACs.

Teacher Checklist ❑ I have included the Cover Sheet and SAC instructions

❑ I have attached SAC– Version A

❑ I have attached SAC – Version B

❑ I have attached the Assessment Criteria

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Signature of Teacher: __________________________________ Date: _____________

Signature of Area Manager: _____________________________ Date: _____________

Victorian School of Languages

School-Assessed Coursework

Student SAC Assessment Notice

Teacher: Class:

Dear Student,

The next SAC will take place on: _______________________________________________

The SAC will assess: (Teacher to circle): Unit 3 Outcome 1 Outcome 2 Outcome 3

Unit 4 Outcome 1 Outcome 2A Outcome 2B

Description of Outcome:

To prepare you need to:

See the online VSL VCE Languages Student Handbook for the assessment descriptor outlining the highest level of

achievement for this SAC. On completion of the SAC you will receive feedback from your teacher about your

performance and advice on areas of improvement.

*Please note that School-Assessed Coursework marks may change following VCAA Statistical Moderation.

The SAC will take place under the following conditions:

• It will be supervised and done during class time.

• Details of the task will be given out on the day of the SAC.

• The SAC will be clearly linked to the topics and sub-topics studied.

• All unacknowledged work must be your own, so if you quote resources, they must be acknowledged.

• The SAC Cover Sheet will have the complete set of performance descriptors.

• You will be allowed access to an approved dictionary during written SACs and in reading time during Oral SACs

79


Detailed Study

80


Detailed Study Description

The student will be expected to discuss their Detailed Study in Section 2: Discussion, of the Oral

Examination.

Purpose

The Detailed Study should enable students to explore and compare aspects of the language and culture of the

Language-speaking community through a range of oral and written texts related to the selected sub-topic.

Basis for the Detailed Study

A sub-topic related to a topic prescribed for the language. This will enable students to develop knowledge and

understanding of, for example, historical issues, aspects of contemporary society or the literary or artistic

heritage of the community.

Weeks in the Detailed Study

The Detailed Study covers about 15 hours of class time. (At the VSL this could be about 5 or 6 hours at the

end of Unit 3 and about 8 or 9 hours early in Term 3 of Unit 4). Some homework time is required for the

following week’s work; students can reflect on the material they read, hear and see.

Possible texts

Feature film Short film Short stories

Songs Newspaper articles Electronic texts

Documentaries Music Painting

Oral Histories

Student activities

Key knowledge and skills (Study Design):

Students should:

• compare and contrast aspects of life in Language-speaking communities and Australia




• select and make use of relevant reference materials

During early weeks, students

• study texts

• identify aspects of the culture and language to comment on

• develop opinions about these

• refine their Detailed Study title

• help each other choose 3 or 4 texts (written, spoken and visual) to be used as evidence for opinions

expressed

• prepare for assessment by forming pairs to engage in discussion

• provide constructive criticism about the title, opinion and evidence used in each discussion

• brainstorm possible areas of discussion & additional ideas to be used during Outcome 2 or Oral Examination

assessment

At the end of this period, students should have:

• developed a thorough understanding of their Detailed Study title

• participated in activities involving

• writing about the title, using the chosen texts as evidence

• presenting the individual title to classmates and the teacher, explaining and justifying the ideas and opinions

presented, and defending these against opposing views

Then students complete:

• written assessment task for Unit 4, Outcome 2

• interview based on an issue related to the texts studied

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Finally, students prepare for the Oral Examination

Assessment of the Detailed Study

Assessment tasks for Unit 4 Outcome 2:

Students should be able to respond critically to spoken and written texts which reflect aspects of the language

and culture of the Language speaking communities.

(a) A 250-300 word informative, persuasive or evaluative written response, for example, report,

comparison or review.

AND

(b) A 3-4 minute interview on an issue related to the texts studied.

Written task development

Students are given two or three short written texts related to the task to stimulate their writing. The ideas and

the language contained in these materials provide the basis for student responses, thus assisting even the

weakest students to produce a written response.

Oral task development

As indicated above, the task is an interview involving the teacher and the student. The topic is an issue related

to texts studied.

Detailed Study and the Oral Examination

The Detailed Study is the basis for Section 2, Discussion of the Oral Examination.

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. 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.

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VCE Units 3 and 4 Detailed Study: Summary Sheet

Teacher: Language: No. of students:

Theme: Prescribed Topic:

Detailed Study Topic:

UNIT 3

Main resources Proposed activities

Written:

1.

2.

3.

Oral:

1.

2.

3.

Visual:

1.

2.

3.

UNIT 4 ASSESSMENT

1. All students should complete the interview task, which prepares them for the discussion in the Oral

Examination.

2. Students must also complete the written task.

3. On the form below, describe each task in general terms without giving too much detail so that

confidentiality is not breached.

Outcome 2: Report/comparison/review

Outcome 2: Interview

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Year 11

Assessment Cover Sheets

These Performance descriptors reflect the assessment approach for Units 3 and 4. There is no set mark

allocation in Units 1 and 2. The 10-point marking scale is merely indicative of possible grading

84


YEAR 11 (CCAFL) SECOND LANGUAGE STUDIES


Macedonian, Maltese, Persian, Polish, Portuguese, Punjabi, Romanian, Russian, Serbian,

Sinhala, Tamil, Turkish

ASSESSMENT TASK COVER SHEET (UNIT 1, OUTCOME 1)

Establish and maintain a spoken or written exchange related to personal areas of experience.

Student name: Student number:

Teacher: Date: / /

Assessment task 1:

Participate in an informal conversation

OR

Reply to a personal letter/fax/email.

Feedback:

Your Assessment Task for Unit 1, Outcome 1 has / has not yet been completed satisfactorily*.

* Parent/guardian contacted on _________________________ Please turn over.

(date)

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The circled range below is an indication of your performance in this Assessment Task.

Please read the FEEDBACK section on the front page carefully.

Performance descriptors

MARK RANGE DESCRIPTOR: typical performance in each range

10–9 marks Describes and comments on experiences appropriate to the topic in a highly effective manner.

Consistently maintains the conversation or correspondence, using strategies appropriate to the

text type specified in the task. Links and sequences ideas clearly and logically. Effectively

exchanges and/or responds to ideas and presents relevant factual information. Consistently

uses appropriate register for the audience, context and purpose of the task. Uses a broad range

of question and answer forms. Achieves a very high level of accuracy in the language

(including vocabulary, structures, expressions, script, pronunciation, intonation, stress and

tempo as appropriate). Self-corrects, rephrases or amends, if applicable.

8–7 marks Describes and comments effectively on experiences appropriate to the topic. Maintains the

conversation or correspondence well, using strategies appropriate to the text type specified in

the task. Links and sequences ideas clearly. Exchanges and/or responds to ideas and presents

relevant factual information. Usually uses appropriate register for the audience, context and

purpose of the task. Uses a range of question and answer forms. Achieves a high level of

accuracy in the language (including vocabulary, structures, expressions and script, and

pronunciation, intonation, stress and tempo where appropriate). Generally self-corrects,

rephrases or amends, if applicable.

6–5 marks Describes and comments on experiences appropriate to the topic. Generally maintains the

conversation or correspondence, using some strategies appropriate to the text type specified in

the task. Attempts to link and sequence ideas. Exchanges and/or responds to most ideas and

presents some relevant factual information. Generally uses appropriate register for the

audience, context and purpose of the task. Uses a limited range of question and answer forms.

Achieves some accuracy in the language (including vocabulary, structures, expressions and

script, and pronunciation, intonation, stress and tempo where appropriate). May self-correct

on occasions but may leave some uncorrected errors.

4–3 marks Comments on a restricted range of experiences, which may not always be relevant to the

topic. Needs some assistance to maintain the conversation or correspondence. Sequencing of

ideas may be disjointed. Uses limited strategies appropriate to the text type, and demonstrates

limited control of style and register appropriate for the audience, context and purpose of the

task. Demonstrates limited control of the language, (e.g. vocabulary, structures, expressions

and script, and pronunciation, intonation, stress and tempo where appropriate). May self-

correct but inaccuracies occur.

2–1 marks Presents minimal information. Needs ongoing assistance to maintain the conversation or

correspondence. Very limited level of accuracy in language using few appropriate structures

and items of vocabulary. Demonstrates little or no awareness of style or register. Inaccuracies

in pronunciation, intonation, stress and/or tempo interfere with ability to convey meaning.

Frequent inaccuracies occur with little attempt to self-correct.

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Listen to, read and obtain information from spoken and written texts.


Teacher: Date: / /

Assessment task A:

Listen to spoken texts (e.g. conversations, interviews, broadcasts) to obtain information to complete notes,

charts or tables in the Language or English

AND

Assessment task B:

Read written texts (e.g. extracts, advertisements, letters) to obtain information to complete notes, charts or

tables in the Language or English.

Feedback:



(date)

87






10–9 marks Comprehensive understanding of the overall meaning of the spoken or written texts. Highly

effective recognition and knowledge of the conventions of the text type, vocabulary, and

structures related to the topic. Accurately infers meaning from the word formation, cognates

and grammatical markers. Clearly identifies main points and supporting ideas, gist, global

understanding and specific detail. Highly effective ordering, classification and logical linking

of items from various parts of the text. Successfully uses a range of strategies to establish and

confirm meaning, accurately in notes, charts or tables.

8–7 marks Sound understanding of the overall meaning of the spoken or written texts. Effective

recognition and knowledge of the conventions of the text type, vocabulary, and structures

related to the topic. Generally infers accurate meaning from the word formation, cognates and

grammatical markers. Identifies main points and most supporting ideas, gist, global

understanding and some specific detail. Orders, classifies and links some items logically from

various parts of the text. Generally uses successful strategies to establish and confirm

meaning, effectively conveyed in notes, charts or tables.

6–5 marks Satisfactory understanding of the general meaning of the spoken or written texts.

Demonstrates recognition and knowledge of some of the conventions of the text type,

vocabulary, and structures related to the topic. Infers some meaning from word formation,

cognates and grammatical markers. Identifies most main points and some supporting ideas,

gist, global understanding and limited specific detail. Attempts to order and link some items

from various parts of the text. Uses some strategies to establish and confirm meaning,

conveyed in notes, charts or tables.

4–3 marks Limited understanding of the meaning of the spoken or written texts. Demonstrates some

recognition of the text type, vocabulary, and structures related to the topic. Limited ability to

infer meaning from word formation and cognates. Identifies a few main points and/or detail.

Uses few strategies to establish meaning. Conveys little information in notes, charts or tables.

2–1 marks Minimal understanding of the meaning of the spoken or written texts. Extracts little meaning

from language. Very limited capacity to identify main points or supporting ideas. Conveys

very limited information in notes, charts or tables.

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Produce a personal response to a text focusing on real or imaginary experience.


Teacher: Date: / /

Assessment task 3:

Take part in an oral presentation

OR

Write a review

OR

Write an article.

Feedback:



(date)

89






10–9 marks Highly effective personal comment, either spoken or written, on aspects of the text, comparing

and/or summarising experiences and ideas, using appropriate structures and stylistic features.

Main ideas, events and actions are organised and sequenced throughout the presentation or the

writing as a whole in a highly effective manner. Meaning is clearly conveyed through accurate

and consistent use of a broad range of language (including vocabulary and grammar, and

where relevant, script), which is appropriate for the audience, context, purpose and text type.

8–7 marks Effective personal comment, either spoken or written, on aspects of the text, comparing and/or

summarising experiences and ideas, generally using appropriate structures and stylistic

features. Main ideas, events and actions are organised and sequenced effectively throughout

the presentation or the writing as a whole. Meaning is conveyed through generally accurate

use of language (including vocabulary and grammar, and where relevant, script), although

inaccuracies may occur. Generally appropriate for the audience, context, purpose and text

type.

6–5 marks Some personal comment, either spoken or written, on aspects of the text, comparing and/or

summarising experiences and ideas, using some appropriate structures and stylistic features.

Main ideas, events and actions are organised and sequenced coherently throughout the

presentation or the writing as a whole. Meaning is conveyed through the use of language

(including vocabulary and grammar, and where relevant, script) which may include

inaccuracies. Generally appropriate for the audience, context, purpose and text type.

4–3 marks Limited personal comment, either spoken or written, on aspects of the text, comparing and/or

summarising experiences and ideas, using a narrow range of structures and stylistic features.

Some main ideas, events and actions are provided in the presentation or the writing. Meaning

is conveyed through limited use of language (including vocabulary and grammar, and where

relevant, script) but with inaccuracies. Limited capacity to speak or write appropriately for the

audience, context, purpose and text type.

2–1 marks Limited personal comment, either spoken or written, on aspects of the text, using very simple

structures. Minimal content or ability to convey meaning or use of language (including

vocabulary and grammar, and where relevant, script) appropriate to the audience, context,

purpose and text type. Frequent inaccuracies or false starts occur.

90







Participate in a spoken or written exchange related to making arrangements and completing

transactions.


Teacher: Date: / /

Assessment task 1:

Write a formal letter/fax/email

OR

Participate in a role-play

OR

Take part in an interview

Feedback:



(date)

91






10–9 marks Highly effective spoken or written exchange related to making arrangements or negotiating a

transaction to obtain goods, services or information. Very effective use of structures

appropriate to the topic and the task, and oral/written techniques, in order to advise, suggest,

explain, agree or disagree. Expresses opinions or ideas commenting on relevant factual

information. Maintains the communication, achieving a very high level of accuracy in the

language, including vocabulary, expressions, script, punctuation, pronunciation, intonation,

stress and tempo as appropriate to the task. Links and sequences ideas clearly and logically.

Consistently uses appropriate register for the audience, context and purpose of the task. Self-

corrects and/or rephrases if applicable.

8–7 marks Effective spoken or written exchange related to making arrangements and negotiating a

transaction to obtain goods, services or information. Effective use of structures appropriate to

the topic and the task, and oral/written techniques to advise, suggest, explain, agree or

disagree. Expresses opinions or ideas referring to items of relevant factual information.

Maintains the communication, achieving a high level of accuracy in the language, including

vocabulary, expressions, script, punctuation, pronunciation, intonation, stress and tempo as

appropriate to the task. Links and sequences ideas logically. Uses appropriate register for the

audience, context and purpose of the task. Usually self-corrects and/or rephrases if applicable.

6–5 marks Some capacity to participate effectively in a spoken or written exchange related to making

arrangements and negotiating a transaction to obtain goods, services or information. Some use

of structures appropriate to the topic and the task, and oral/written techniques to advise,

suggest, explain, agree or disagree. Expresses opinions or ideas commenting on some relevant

factual information. Maintains the communication generally achieving some accuracy in the

language, including vocabulary, expressions, script, punctuation, pronunciation, intonation,

stress and tempo as appropriate to the task, although inaccuracies occur. Generally links and

sequences ideas logically and uses appropriate register for the audience, context and purpose

of the task. Generally self-corrects and/or rephrases if applicable.

4–3 marks Limited capacity to participate in a spoken or written exchange related to making

arrangements and negotiating a transaction to obtain goods, services or information. Limited

use of structures appropriate to the topic and the task, and oral/written techniques to advise,

suggest, explain, agree or disagree. Limited capacity to express opinions or ideas. Achieves

some accuracy in the language using a narrow range of structures and vocabulary but may

have significant problems in pronunciation, intonation, stress and tempo. Attempts to use

appropriate register for the audience, context and purpose of the task. Unable to identify

errors or to self-correct when necessary.

2–1 marks Shows little evidence of understanding the requirements of the spoken or written exchange.

Uses a very limited range of structures or oral/written techniques to advise, suggest, explain,

agree or disagree. Very limited opinions or ideas. Limited accuracy in the language, using a

very narrow range of structures and vocabulary. Inaccuracies in pronunciation, intonation,

stress and/or tempo interfere with ability to convey meaning. Demonstrates little or no

awareness of style or register. Unable to identify errors or self-correct.

92







Listen to, read, and extract and use information and ideas from spoken and written texts.


Teacher: Date: / /

Assessment task A (spoken resource):

Listen to spoken texts (e.g. conversations, interviews, broadcasts) and reorganise information and ideas in a

different text type

AND

Assessment task B (written resource):

Read written texts (e.g. extracts, advertisements, letters) and reorganise information and ideas in a different

text type

Feedback:



(date)

93


The circled range below is an indication of your performance in this assessment task.




10–9 marks Comprehensive understanding of the overall meaning of the spoken or written texts. Highly

effective recognition and knowledge of the conventions of the text type, vocabulary, and

structures related to the topic. Accurately infers meaning from the word formation, cognates

and grammatical markers. Clearly identifies main points, supporting ideas and specific detail.

Highly effective ordering, classification and logical linking of items and well developed

capacity to explain and contrast ideas from different texts or different parts of a text. Uses a

range of successful strategies to reorganise information and ideas accurately in a different text

type.

8–7 marks Sound understanding of the overall meaning of the spoken or written texts. Effective

recognition and knowledge of the conventions of the text type, vocabulary, and structures

related to the topic. Infers accurate meaning from the word formation, cognates and

grammatical markers. Identifies most relevant main points and supporting ideas, and specific

detail. Effective ordering, classification and logical linking of items and capacity to explain

and contrast ideas from different texts or different parts of a text. Uses successful strategies to

reorganise information and ideas appropriately in a different text type.

6–5 marks Understanding of the general meaning of the spoken or written texts. Recognition and

knowledge of some of the conventions of the text type, vocabulary, and structures related to

the topic. Infers some meaning from the word formation, cognates and grammatical markers.

Identifies some main points and supporting ideas, and specific detail. Uses some strategies to

reorder and link items from different texts or different parts of a text. Attempts use of

strategies to reorganise information and ideas in a different text type.

4–3 marks Limited understanding of the meaning of the spoken or written texts. Some recognition of the

text type, vocabulary, and structures related to the topic. Limited ability to infer meaning from

the word formation and cognates. Identifies some main points or supporting ideas. Attempts

to reorganise information but conveys limited information in the different text type.

2–1 marks Minimal understanding of the meaning of the spoken or written texts. Extracts little meaning

from the language. Identifies isolated detail and/or single words. Attempts to reorganise

information and demonstrates significant difficulty with the different text type.

94


YEAR 11(CCAFL) SECOND LANGUAGE STUDIES





Give expression to real or imaginary experience in spoken or written form.


Teacher: Date: / /

Assessment task 3:

Complete a journal entry

OR

A personal account

OR

Write a short story.

Feedback:



(date)

95






10–9 marks Highly effective original personal or imaginative spoken or written text focusing on an event

or experience in the past, present or future. Comprehensive understanding of the conventions

of the text type required for the task. Uses a broad range of language for describing,

recounting, narrating or reflecting (including vocabulary and expressions, and where relevant,

script) and varies language appropriate for the audience, context and purpose. Consistently

organises and sequences ideas logically using a variety of stylistic techniques. Meaning is

accurately and clearly conveyed.

8–7 marks Effective original personal or imaginative spoken or written text, focusing on an event or

experience in the past, present or future. Clear understanding of the conventions of the text

type required for the task. Uses a range of language for describing, recounting, narrating or

reflecting (including vocabulary and expressions, and where relevant, script) and varies

language for the audience, context and purpose. Organises and sequences main ideas

effectively using a variety of stylistic techniques. Meaning is accurately conveyed.

6–5 marks Original personal or imaginative spoken or written text focusing on an event or experience in

the past, present or future. Some understanding of the conventions of the text type required for

the task. Attempts to use a range of language for describing, recounting, narrating or reflecting

(including vocabulary and expressions, and where relevant, script) and attempts to vary

language for the audience, context and purpose. Organises and sequences ideas using some

stylistic techniques. Meaning is conveyed although inaccuracies may occur.

4–3 marks Limited capacity to produce a personal or imaginative spoken or written text focusing on an

event or experience. Limited understanding of the conventions of the text type required for the

task. Uses simple language (including vocabulary and expressions, and where relevant, script)

which may be generally appropriate to the audience, context and purpose. Organises and

sequences ideas using some simple stylistic techniques. Inaccuracies and/or omissions affect

the ability to convey meaning. Ideas may be disjointed with little attempt to organise or

sequence them.

2–1 marks Very limited capacity to produce a personal or imaginative spoken or written text. Minimal

understanding of the conventions of the text type. Very limited ability to use language

(including vocabulary and expressions, and where relevant, script) for the audience, context

and purpose. Minimal organisation of ideas and very limited ability to convey meaning.

96


Year 12

SAC Cover Sheets

97


(CCAFL) SECOND LANGUAGE STUDIES




_______________________________ (SECOND LANGUAGE)

SAC 1 ASSESSMENT COVER SHEET (UNIT 3, OUTCOME 1)

Imaginative or personal written piece

The student will express ideas through the production of original texts.


Teacher: Date: / /

In this task you have the opportunity to:

▪ create a personal or imaginative text focusing on an event or experience in the past, present or

future

▪ show knowledge of first- or third-person narrative perspectives

▪ use language appropriate to audience, context, purpose and text type

▪ organise and sequence ideas

▪ use simple stylistic techniques such as repetition, questions or exclamations where appropriate

▪ demonstrate the highest level of performance as described in the performance descriptors.

Feedback:

Your SAC 1 for Unit 3, Outcome 1 has / has not yet been completed satisfactorily*.


(date)

98


The circled range below is an indication of your performance in this SAC.

However, this mark may be subject to moderation by the Victorian Curriculum and Assessment Authority.



17–20 marks

▪ Highly effective, original, personal or imaginative text focusing on an event or experience in the past,

present or future.

▪ Comprehensive understanding of the narrative perspective and kind of writing required for the task,

including, for example, appropriate use of an introduction, body and conclusion.

▪ Relevant and comprehensive content showing some sophistication in the writing.

▪ A broad range of language (including accurate vocabulary, grammar, punctuation and where relevant,

script) is used appropriately for the audience, context, purpose and text type.

▪ Ideas are organised and effectively sequenced throughout, for example, within and between paragraphs and

with cohesiveness in the writing as a whole.

▪ Simple stylistic techniques are successfully used for effect.

13–16 marks

▪ Effective original personal or imaginative text focusing on an event or experience in the past, present or

future.

▪ Clear understanding of the narrative perspective and kind of writing required for the task, including, for

example, appropriate use of an introduction, body and conclusion.

▪ The content is relevant and covers a wide range of aspects within the topic.

▪ A range of language (including vocabulary, grammar, punctuation and where relevant, script) is used

appropriately for the audience, context, purpose and text type.

▪ Ideas are well organised within and between paragraphs and follow a logical sequence throughout.

▪ Stylistic techniques are used.

9–12 marks

▪ An original personal or imaginative text focusing on an event or experience in the past, present or future.

▪ Some understanding of the kind of writing and narrative perspective required for the task.

▪ The content is generally relevant and covers a range of aspects within the topic.

▪ Language (including vocabulary, grammar, punctuation and where relevant, script) is appropriate to the

audience, context, purpose and text type.

▪ Ideas are organised, follow a logical sequence but may lack direction.

▪ Some stylistic techniques enhance the writing.

5–8 marks

▪ A personal or imaginative text with original elements and some features of the kind of writing and

narrative perspective required for the task.

▪ The content may be limited in scope and relevance.

▪ Language (including vocabulary, grammar, punctuation and where relevant, script) is sometimes

appropriate to the audience, context, purpose and text type.

▪ Ideas may be disjointed with little attempt to organise or sequence them.

▪ Some simple stylistic techniques appropriate to the task may be attempted.

1–4 marks

▪ Limited originality and awareness of the kind of writing, narrative perspective or content required for the

task.

▪ Limited ability to use language (including vocabulary and grammar, and where relevant, script)


▪ Limited ability to convey meaning.

▪ Limited organisation and sequencing of ideas.

99






_______________________________ (SECOND LANGUAGE)


Response to text (spoken)

The student will analyse and use information from spoken texts.


Teacher: Date: / /


▪ convey overall meaning, identify main points, supporting points and detailed items of specific

information

▪ infer points of view, attitudes, emotions from context and/or choice of language and intonation

where appropriate

▪ employ knowledge of registers and stylistic features such as repetition and tone where appropriate

▪ confirm meaning through re-listening


Feedback:



(date)

100






9–10 marks

▪ Excellent understanding of the overall meaning of the spoken text, as well as demonstrated ability to

identify main points, supporting points and detailed items of specific information.

▪ Effectively infers such aspects as points of view, attitudes and emotions from the text.

▪ Presents relevant information in a well-organised and effective response in the language, for example, by

structuring and sequencing ideas.

▪ Conveys meaning in the response using the correct register and stylistic features and a highly appropriate

range of vocabulary, and grammar accurately and appropriately.

7–8 marks

▪ Clear understanding of the overall meaning of the spoken text, as well as demonstrated ability to identify

detailed items of specific information.

▪ Infers a range of points of view, attitudes and emotions from the text.

▪ Presents relevant information in the response.

▪ Conveys meaning using the correct register and stylistic features and a range of vocabulary and grammar

accurately and appropriately.

5–6 marks

▪ Some understanding of the spoken text with the ability to identify some main points and detailed

information.

▪ Identifies some points of view, attitudes and emotions from the text.

▪ Presents some relevant information in the response.

▪ Conveys meaning using simple grammar and stylistic features and a restricted range of familiar

vocabulary.

3–4 marks

▪ Limited understanding of the main ideas in the spoken text but does not always identify relevant points and

details accurately.

▪ Limited ability to identify points of view, attitudes or emotions from the text.

▪ Presents limited relevant information in the response.

▪ Uses a narrow range of grammar and vocabulary.

1–2 marks

▪ Identifies isolated detail and/or single words in spoken texts.

▪ Presents little relevant information.

▪ Uses a very limited range of grammar and vocabulary.

101






_______________________________ (SECOND LANGUAGE)


Role-play

The student will exchange information, opinions and experiences.


Teacher: Date: / /


▪ describe and comment on aspects of past, present or future experience

▪ exchange and justify opinions and ideas

▪ present and comment on factual information

▪ link and sequence ideas logically

▪ ask for and give assistance, advice or information

▪ use the appropriate register for the audience, context and purpose

▪ maintain the communication e.g. through self-correction and rephrasing or using a range of

question forms


Feedback:



(date)

102






17–20 marks

▪ Comments in a highly effective manner on experiences appropriate to the topic.

▪ Effectively exchanges and justifies opinions and ideas and comments on a range of relevant factual

information in resolving an issue.

▪ Links and sequences ideas clearly and logically.

▪ Uses a range of communication and repair strategies as required; for example, asking for and giving

advice, assistance or opposing points of view, using a range of question forms, self-correcting or

rephrasing.

▪ Consistently uses appropriate language for the audience, context and purpose of the task.

▪ Maintains the exchange achieving a very high level of accuracy and variety in the language, for example in

the use of vocabulary, grammar, expressions, pronunciation, register, intonation, stress and tempo.

13–16 marks

▪ Comments effectively on experiences appropriate to the topic.

▪ Exchanges and justifies most opinions and ideas and comments on relevant factual information.

▪ Links and sequences ideas logically.

▪ Uses some communication and repair strategies as required; for example, asking for and giving advice,

assistance or opposing points of view, using a range of question forms, self-correcting or rephrasing.

▪ Usually uses appropriate language for the audience, context and purpose of the task.

▪ Maintains the exchange, achieving a high level of accuracy and variety in the language, for example in the

use of vocabulary, grammar, expressions, pronunciation, intonation, register, stress and tempo.

9–12 marks

▪ Comments satisfactorily on experiences appropriate to the topic.

▪ Exchanges and explains some opinions and ideas and comments on some relevant factual information.

▪ Usually links and sequences ideas logically.

▪ Occasionally uses communication and repair strategies as required; for example, asking for and giving

advice, assistance or opposing points of view, using a range of question forms, self-correcting or

rephrasing.

▪ Occasionally uses appropriate language for the audience, context and purpose of the task.

▪ Maintains the exchange, achieving a satisfactory level of accuracy and variety in the language, for example

in the use of vocabulary, grammar, expressions, pronunciation, intonation, register, stress and/or tempo.

5–8 marks

▪ Refers to experiences, which are not always relevant to the topic.

▪ Has difficulty clarifying or elaborating opinions and ideas and presents a limited range of relevant factual

information.

▪ Needs some assistance to maintain the exchange and is unable to identify errors and to self-correct when

necessary.

▪ Has limited control of language.

▪ Achieves some accuracy and variety in the language, for example a narrow range of grammar and

vocabulary and with significant problems in pronunciation, intonation, register, stress and/or tempo.

1–4 marks

▪ Presents very limited information.

▪ Very limited level of accuracy in language using few appropriate structures and items of vocabulary.

▪ Demonstrates little or no control of language.

▪ Pronunciation, intonation, stress and tempo interfere with ability to convey meaning.

103






_______________________________ (SECOND LANGUAGE)


Response to texts (written)

The student will analyse and use information from written text.


Teacher: Date: / /


▪ convey overall meaning, identify main points and extract and use information

▪ infer points of view, attitudes or emotions from context and/or choice of language

▪ summarise, interpret and evaluate information from texts where appropriate to the task

▪ infer meaning from cognates, grammatical markers or common patterns of word formation

▪ show an appreciation of cultural aspects critical to understanding the text

▪ compare and contrast aspects of texts on a similar topic where appropriate to the task

▪ show knowledge of and use the text type specified in the task

▪ show knowledge of simple stylistic features such as repetition and contrast


Feedback:



(date)

104






9–10 marks

▪ Excellent understanding of the overall meaning of the written texts, as well as demonstrated ability to

identify main points, supporting points and detailed items of specific information.

▪ Effectively infers points of view, attitudes or emotions from the texts.

▪ Effectively summarises, interprets, evaluates, compares or contrasts relevant information, as required by

the task.

▪ Infers meaning from language and cultural cues.

▪ Presents a very well organised and effective response appropriate to the text type required for example, by

sequencing and structuring ideas within and between paragraphs.

▪ Effectively demonstrates understanding using a wide range of vocabulary, grammar, expressions and

stylistic features (including punctuation and script where relevant) accurately and appropriately.

7–8 marks

▪ Sound understanding of the overall meaning of the written texts, as well as demonstrated ability to identify

a range of main points, supporting points and detailed items of specific information.

▪ Infers points of view, attitudes or emotions from the texts.

▪ Summarises, interprets, evaluates, compares or contrasts relevant information, as required by the task.

▪ Infers some meaning from language and cultural cues.

▪ Presents a well organised response appropriate to the text type required for example, by sequencing and

structuring ideas within and between paragraphs.

▪ Demonstrates understanding using a range of vocabulary, grammar, expressions and stylistic features

(including punctuation and script where relevant) accurately and appropriately.

5–6 marks

▪ Some understanding of the overall meaning of the written texts is demonstrated, as well as the ability to

identify some main points, supporting points and detailed items of specific information.

▪ Infers some points of view, attitudes or emotions from the texts.

▪ Summarises, interprets, evaluates, compares or contrasts some relevant information, as required by the

task.

▪ Extracts some meaning from language and cultural cues.

▪ Presents a response appropriate to the text type required for example, by attempting to sequence and

structure ideas.

▪ Demonstrates some understanding using a restricted range of familiar vocabulary and simple grammar,

expressions or stylistic features, punctuation or script where appropriate.

3–4 marks

▪ Basic understanding of the overall meaning, main points, supporting points and detailed items of specific

information from the texts.

▪ Presents a very limited selection of points of view, attitudes or emotions from the texts.

▪ Summarises, interprets, evaluates, compares or contrasts limited information.

▪ Extracts little meaning from language or cultural cues.

▪ Presents a response which may be inappropriately organised and includes limited relevant information.

▪ Uses a narrow range of language, including grammar, vocabulary and script where appropriate.

1–2 marks

▪ Identifies isolated detail and single words in written texts.

▪ Presents limited information with little or no organisation.

▪ Uses a very limited range of language, including grammar, vocabulary and script where appropriate.

105






_______________________________ (SECOND LANGUAGE)

SAC 5 ASSESSMENT COVER SHEET (UNIT 4, OUTCOME 2A)

Informative, Persuasive or Evaluative writing

The student will respond critically to spoken and written texts which reflect aspects of the language and

culture of the Language-speaking communities.


Teacher: Date: / /


▪ identify and comment on culturally specific aspects of language, behaviour or attitude

▪ compare and contrast aspects of life in Language-speaking communities with life in communities

in Australia, where relevant to the task

▪ present an opinion about an aspect of the culture associated with the language where appropriate

▪ identify similarities and differences between texts, and find evidence to support particular views

▪ select and include relevant information from the texts studied where appropriate

▪ show an awareness that different social contexts require different types of language


Feedback:

Your SAC 5 for Unit 4, Outcome 2A has / has not yet been completed satisfactorily*.


(date)

106






17–20 marks

▪ Capably identifies and comments on culturally specific aspects of language, behaviour or attitude.

▪ Presents comprehensive information with some sophistication about an aspect of the culture associated

with the language, with particular ideas, opinions and comparisons effectively supported by relevant

evidence from texts studied.

▪ Demonstrates comprehensive understanding of the features of the kind of writing required for the task, for

example; effective use of an introduction, body and conclusion.

▪ A broad range of language, including vocabulary, grammar, (where relevant, script), and stylistic

techniques is used accurately for the audience, context, purpose and text type.

▪ Content is very well organised and sequenced logically; for example, within and between paragraphs and

throughout the writing as a whole.

13–16 marks

▪ Identifies and comments on several culturally specific aspects of language, behaviour or attitude.

▪ Presents a range of information about an aspect of the culture associated with the language, with particular

ideas, opinions and comparisons supported by relevant evidence from texts studied.

▪ Clear understanding of the features of the kind of writing required for the task, for example; use of

introduction, body and conclusion.

▪ An appropriate range of language, including vocabulary, grammar, (where relevant, script), and stylistic

techniques is used for the audience, context, purpose and text type.

▪ Content is organised and sequenced logically; for example, within and between paragraphs and throughout

the writing as a whole.

9–12 marks

▪ Identifies and comments on some culturally specific aspects of language, behaviour or attitude.

▪ Presents information about an aspect of the culture associated with the language, with a limited range of

ideas, opinions and comparisons given.

▪ Evidence from texts studied is offered for some of the points raised.

▪ Satisfactory use of the features of the kind of writing required for the task.

▪ Language, including vocabulary, grammar, (where relevant, script), and stylistic techniques is suitable for

the audience, context, purpose and text type.

▪ Content is usually organised and sequenced logically.

5–8 marks

▪ Identifies some culturally specific aspects of language, behaviour or attitude.

▪ Ideas, opinions or comparisons may be present, but with little or no attempt to support these with evidence

from the texts.

▪ Some features of the kind of writing required for the task are used.

▪ Language, including vocabulary, grammar, (where relevant, script), and stylistic techniques is usually

suitable for the audience, context, purpose and text type.

▪ Some ability to convey meaning, with some inaccuracies and omissions.

▪ Ideas are disjointed with little attempt to organise or sequence them.

1–4 marks

▪ Minimal awareness of culturally specific aspects of the text or the kind of writing required for the task.

Little or no reference to the texts studied.

▪ Limited ability to use language (including vocabulary and grammar, and where relevant, script)


▪ Limited ability to convey meaning.

▪ Limited organisation and sequencing of ideas.

107






_______________________________ (SECOND LANGUAGE)

SAC 6 ASSESSMENT COVER SHEET (UNIT 4, OUTCOME 2B)

Interview

The student will take part in a 3-4 minute interview on an issue related to the texts studied.


Teacher: Date: / /


▪ identify and comment on culturally specific aspects of language, behaviour or attitude

▪ compare and contrast aspects of life in Language-speaking communities with life in communities

in Australia, where relevant to the task

▪ present an opinion about an aspect of the culture associated with the language where appropriate

▪ identify similarities and differences between texts, and find evidence to support particular views

▪ select and include relevant information from the texts studied where appropriate

▪ show an awareness that different social contexts require different types of language


Feedback:

Your SAC 6 for Unit 4, Outcome 2B has / has not yet been completed satisfactorily*.


(date)

108






17–20 marks

▪ Capably identifies and comments on culturally specific aspects of language, behaviour or attitudes.

▪ Presents an opinion or information about an aspect of the culture associated with the language, with a

range of ideas, opinions and comparisons effectively supported by relevant evidence from the texts studied.

▪ Capably maintains and advances the exchange, linking with the partner and using effective communication

and repair strategies.

▪ Uses a broad range of appropriate language, including vocabulary and grammatical structures, and

achieves a very high level of accuracy.

▪ Consistently uses appropriate language for the audience, context and purpose.

▪ Demonstrates excellent pronunciation, intonation, register, stress and tempo.

13–16 marks

▪ Identifies and comments on culturally specific aspects of language, behaviour or attitudes.

▪ Presents information about an aspect of the culture associated with the language, with particular ideas,

opinions and comparisons supported by relevant evidence from the texts studied.

▪ Maintains and advances the exchange, linking with the partner and using communication and repair

strategies.

▪ Uses a range of language, including appropriate vocabulary and grammatical structures, and achieves a

high level of accuracy.

▪ Usually uses appropriate language for the audience, context and purpose.

▪ Demonstrates good pronunciation, intonation, register, stress and tempo.

9–12 marks

▪ Identifies and comments on some culturally specific aspects of language, behaviour or attitudes.

▪ Presents information about an aspect of the culture associated with the language, with a limited range of

ideas, opinions and comparisons given.

▪ Evidence from the texts studied is offered for some of the points raised.

▪ Some understanding of the requirements of the oral interaction.

▪ Usually uses appropriate vocabulary and grammatical structures, and achieves a satisfactory level of

accuracy.

▪ Occasionally uses inappropriate language for the audience, context and purpose.

▪ Demonstrates minor problems in pronunciation, intonation, register, stress and tempo.

5–8 marks

▪ Identifies some culturally specific aspects of language, behaviour or attitudes.

▪ Demonstrates limited ability to present information about an aspect of the culture associated with the

language.

▪ Ideas, opinions or comparisons may be present, but minimal attempt is made to support these with

evidence from the texts.

▪ Limited understanding of the requirements of the oral interaction.

▪ Uses simple language to convey meaning with limited accuracy.

▪ Demonstrates significant problems with pronunciation, intonation, register, stress and tempo.

1–4 marks

▪ Limited awareness of culturally specific aspects of language, behaviour or attitudes applicable to the task.

▪ Demonstrates difficulties in presenting information, ideas, opinions or comparisons and little or no attempt

is made to support these with evidence from the texts.

▪ Shows little evidence of understanding the requirements of the oral interaction.

▪ Very limited level of accuracy in language, using few appropriate structures and items of vocabulary.

▪ Pronunciation, intonation, register, stress and tempo interfere with ability to convey meaning.

109


End of Year

Oral and Written

Examinations

Units 3 & 4

110


End of Year Oral Examination Description:

The oral examination is in two sections: Section 1: Conversation (approximately 7 minutes)


Section 1: Conversation

The examination will begin with a general

conversation between the student and the assessor/s

about the student’s personal world, for example,

school and home life, family and friends, interests

and aspirations.

Assessment criteria:

Communication

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

Clarity of expression

▪ pronunciation, intonation, stress, tempo

Content

Relevance, breadth and depth of information,

opinions and ideas

▪ relevance of information/ideas

▪ range of information/ideas

▪ capacity to support/elaborate ideas/opinions with

reasons/examples/evidence/new ideas

Language

Accuracy of vocabulary and grammar

Range and appropriateness of vocabulary and

grammar

▪ variety of vocabulary, grammar and expressions

▪ appropriateness of vocabulary and grammar to

the context, audience and purpose of the task

▪ appropriateness of style and register

Section 2: Discussion

Students will indicate to the assessor/s the

sub-topic chosen for the detailed study and in no

more than 1 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 communities in which the language is

spoken and the student will be expected to make

reference to texts studied.


Communication

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

Clarity of expression

▪ pronunciation, intonation, stress, tempo

Content

Capacity to present information, ideas and opinions

on a chosen topic

▪ capacity to support/elaborate ideas/opinions with

reasons/ examples/evidence and/or

new ideas

Language

Accuracy of vocabulary and grammar

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

▪ appropriateness of style and register

Refer to the VCE Languages – Second Language Assessment Handbook 2005-2018 for the allocation of

marks for each criterion.

111


End of Year Written Examination

For CCAFL Studies Bosnian, Chin Hakha, Croatian, Dutch, Filipino, Hebrew, Hindi, Hungarian, Karen, Khmer,

Macedonian, Maltese, Persian, Polish, Portuguese, Punjabi, Romanian, Russian, Serbian, Sinhala, Tamil,

and Turkish

Description:

2 hours and 30 minutes, plus 10 minutes reading time.

The written examination is in three sections: Section 1: Listening and responding

Section 2: Reading and responding

Section 3: Writing in the Language

Note:

▪ In all sections, responses in the wrong language will receive no credit.

▪ Monolingual and/or bilingual dictionaries may be used.

▪ The revised assessment criteria* from 11/2014 are included below and will be used in the

assessment of CCAFL written examinations from 2015.

Section 1: Listening and Responding

This section assesses the student’s knowledge and skill in analysing information from spoken texts.

The student will be expected to demonstrate understanding of general and specific information form

spoken texts and respond in English in Part A and the 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.

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 the language covering a number of text types. The total listening time for

one reading of the texts without pauses will be approximately (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 35–45 seconds. Some

texts will be longer, that is one reading of each text will be approximately 90–120 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.


*Your response will be assessed on how well you: • understand general and specific aspects of texts by identifying and analysing information and

convey the information accurately and appropriately

112


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 the language for responses in the language.


*Your response will be assessed on how well you: • understand general and specific aspects of texts by identifying and analysing information and

convey the information accurately and appropriately

Section 2: Reading and Responding

This section assesses the student’s 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. If the texts are related,

the student may be required to compare and/or contrast aspects of both.

In Part B the student will be expected to demonstrate understanding of written texts by responding in

the language to information provided in the text/s.

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 the Language of 400-500 words in total. The texts will

be different in style and purpose but may be related in subject matter or context.


*Your response will be assessed on how well you: • understand general and specific aspects of texts (for example, by comparing, contrasting,

summarising and/or evaluating) and convey the information appropriately

Part B

The student will be required to read one text or two related texts totalling 150 words in the language. If

two 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 the study design.

The student will be expected to write a response of approximately 150 words in the language. The task

will be phrased in English and the language for a response in the language.


*Your response will be assessed on how well you: • demonstrate an understanding of the stimulus text • write text appropriate and relevant to context, purpose and audience • structure and sequence information and ideas • manipulate language structures and vocabulary in [Language]

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Section 3: Writing in the Target Language

Section 3 assesses the student’s ability to express ideas through the creation of original text in the

language.

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 or 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,

informative, imaginative, persuasive, personal, reflective, narrative or descriptive, evaluative, 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 on page 13 of the study

design)

The student will be required to write a response of approximately 250 words in the language. The tasks

will be phrased in English and the language for a response in the language.


*Your response will be assessed on how well you: • demonstrate depth of treatment of information, ideas and/or opinions • write text appropriate and relevant to context, purpose and audience • structure and sequence information and ideas • manipulate language structures and vocabulary in [Language]

114


VCE Written Examination Preparation Hints

Teachers should concentrate on the following areas in the Written Examination:

1 Second Language examination: English section – Students must be taught to read the questions

carefully and respond in the correct language, or they will be penalised and no marks will be

allocated. Second Language teachers may need to do some exercises in English by giving

students examples of the type of questions they will be required to respond to in English.

2 Students must be taught to be read the details of the instructions carefully e.g. if they are asked

to describe an event, they must describe the event and not describe a person.

3 Sample examinations can be accessed via the VCAA website under the specific language.

4 Students’ listening skills must be developed. The listening text will be heard twice only.

5 Examination layout: Section 1: Listening and responding, Section 2: Reading and responding

and Section 3: Writing in the Language. Students should be familiar with the sample examination

and understand what to expect, including word and time limits. It is useful to let students actually

sit a sample examination under examination conditions.

6 Students should be familiar with the examination criteria (included in this manual). They can also

be accessed from the VCAA website.

7 Dictionaries may be taken into the written examination along with writing implements and student

number.

8 Mobile phones are not permitted in the examinations.

9 Students must be taught to identify purpose, audience, context and text type, and to use target

language in a range of contexts and diverse settings.

10 Students should be familiar with the different types of writing: personal, imaginative,

informative, reflective, descriptive, narrative, persuasive and evaluative.

11 VCAA Frequently Asked Examination Questions describe these in the following way and it is a

simple method for students to remember:

- Is the author trying to convey something personal to readers? (Personal)

- Is it a piece of fiction designed to entertain, amuse or create an impression, picture or feelings

in the reader? (Imaginative)

- Is the author simply trying to give some objective information? (Informative)

- Is the author giving a balanced view of both sides of a case? (Evaluative)

- Is the author presenting a particular point of view? (Persuasive)

115


VCE Oral Examination Preparation Hints

The oral examination is an externally assessed exam held in October. The examination timetable is

published in the VCE Bulletin and students will receive a student examination venue slip from their

home school, which they must take with them to the examination, along with appropriate personal

identification.

The VSL prepares information packs to assist teachers in preparing their students.

Teachers should concentrate on the following areas for the Oral Examination:

1 Students must speak in the target language (except when giving their student number which

must be done in English).

2 Students must bring some form of personal identification, e.g. school ID card, public transport ID

card, passport or driver’s licence.

3 Dictionaries are not permitted.

4 One or both assessors could take part in the examination. Students should address the examiners

formally, e.g. in French, they should use vous not tu. All languages have a formal register and

students must know how to use it.

5 Teach students how to say the following words in the target language: Discussion, Detailed

Study, Theme, Topic, Subtopic, Language and Culture through texts.

6 The Detailed Study is an important component of the Oral Examination. Students will have to be

familiar with literary texts studied as well as different text types relevant to the Detailed Study.

Therefore it is important that the chosen topic is broad enough to cater for the different abilities of

students and has easily accessible resources. The Detailed Study will have been the basis of school

assessment tasks, so these activities will assist teachers to prepare students for the examinations.

The Detailed Study should be based on a sub-topic related to one or more of the prescribed topics.

7 Both the general conversation and discussion on the Detailed Study require opinions supported

by facts and reasons. Students need to be able to make the link between the texts studied and

the Theme and Detailed Study sub-topic.

8 Students should learn to correct themselves if they make a mistake and know how to ask for

something to be repeated or explained.

9 Students should be reminded that pauses are natural in conversation, so speeding through their

answers is unnatural.

10 Students will have had many occasions throughout their schooling to discuss issues related to the

topics studied. They will have rehearsed ways of agreeing and politely disagreeing with their

discussion partner’s statements and will know how to use fillers or other phrases to fill in time

while thinking.

11 Notes and cue cards are not permitted in the Second Language oral examination.

Special Note: The following format demonstrates possible examination preparation hints for Second

Language teachers.

116


Oral Examination: duration 15 minutes

Section 1: Conversation (approximately 7 minutes)

This is a general conversation about school, home life, family, friends and future aspirations.

1 Teachers should ensure that students are able to take part in a conversation about any of the broad

areas related to their personal world, even though not all areas may in fact be covered.

2 Students should be taught the vocabulary as well as the structures and communication strategies,

such as fillers, to keep the conversation going. They should be able to express that they have not

understood. They should know how to interrupt someone courteously, how to refer to something

and how to express an opinion.

3 As students come into the room at the beginning of a lesson the teacher could chat with them about

one of the five designated areas.

4 Chain conversations could also be useful, with the teacher nominating an area and addressing a

relevant question or comment to a student who then addresses a question or comment to another

student, and so on.

5 A pair of students who finish an activity early could rehearse and present to the class a three

minute conversation segment, with one student acting as the assessor.

6 Students could be asked to listen to a recorded conversation and note useful phrases and sentences,

including communication strategies for linking with the conversational partner and clarifying what

has been said.

7 Students should be encouraged to speak in the Language as much as possible. The more the

conversational topics become familiar, the quicker the students will be able to settle down in the

oral assessment session.


In the first minute students must be able to:

1 indicate the sub-topic chosen for the Detailed Study

2 briefly introduce the main focus of the subtopic

3 refer to objects brought to support the discussion.

** (VCAA Bulletin 5/6/14)

The VCE Languages study designs state that, in the Discussion section of the oral examination,

‘students are expected to make reference to the texts studied’. Assessors may ask students to talk about

the texts they have used to prepare for the oral examination in order to advance the discussion.

Students are not penalised if they do not identify the texts studied in their one-minute introduction to

the Discussion section. The study designs suggest that at least three different kinds of texts are selected

for the detailed study. This advice is designed to ensure that students have sufficient resources to

explore their sub-topic in depth. Teachers should advise students to be prepared to discuss their detailed study in depth and to ensure

that they have substantial understanding to draw on during their interaction with the assessors.

Teachers are advised to familiarise themselves and their students with the assessment criteria for the

Languages oral examination.

Support materials

The study design specifies that ‘Students may support the Discussion with objects such as

photographs, diagrams and maps’. Authentic diagrams, maps and photographs do not contain large

amounts of text. The amount of text on the support materials that students bring to the oral

examination needs to be minimal.

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THEN the discussion continues with reference being made to the texts and materials studied in

class.

1 This is not a presentation; it is a discussion or exchange.

2 Students should be taught how to express an opinion, and to support it with facts and reasons.

3 Students should be able to speak on any aspect of the Detailed Study in a broad sense.

4 They must be well prepared, as they will not be able to rely on one aspect or one text.

5 Students will need to be able to introduce their Detailed Study title, for example by saying: ‘Our

class studied the education system in the country where the target language is spoken. My Detailed

Study title is Daily routine and the range of subjects studied at senior secondary school level in the

country compared with Victoria.

6 Students will then need to give a one-minute outline of their Detailed Study. They should be helped

to give a few factual details and two main aspects of the topic or possible points of view about it,

preferably expressed in the texts chosen as evidence.

For example:

‘My main information came from an article from Z magazine which praises the education

system for requiring senior students to study eight compulsory subjects because it gives

them a broader education. However, the recorded interview with the exchange student

comments that Victorian students can choose subjects they like and they can develop more

knowledge of these because they only need to take four subjects in Year 12.’

7 Present their own opinion, with at least one reason. For example:

‘On the whole I think that the Victorian system is better because students can choose

subjects relevant to the jobs or tertiary courses that they intend to take up after finishing

school.’

Students who include all of this information can often influence the sorts of questions the

assessors ask them. Remember that the assessors will be dealing with a huge range of topics, so

they will be likely to seize on any assistance they can get in framing the discussion.

Students should also be encouraged to answer the question, elaborate on the comment AND add a

comment of their own.

The following phrases could be used:

• If you look at it from the point of view of the student/teacher/family/school administration…

• Some people believe that … but others disagree because …

• After considering all the evidence, I think that …

• You might think/expect that …

• From the magazine article you might think …

• However when you consider that …

• While it’s true that … you must also remember that …

• In the culture, this indicates that …

Sample examination preparation class activities Teachers can try some of these activities with their class:

1 Listening to an authentic conversation at normal speed and identifying the main points e.g. a

weather forecast or advertisement.

2 Listening to a series of short conversations heard only once and identifying rapidly in a table who

is speaking, about what, where, when.

3 Summarising a written passage using only a sentence or phrase.

4 Planning outlines; making lists of possible useful expressions in groups and within a time limit for

several different writing tasks.

5 Recording segments from SBS radio, TV documentaries, news and other shows or simply

recording other teachers!

The Language-Specific Study Designs contain more suggested activities.

118


VCE Student Record Keeping

119


Summary of Student Progress

Victorian School of Languages Language: _______________________

UNITS 1/2 Centre: ____________________ Teacher: _______________________

Student Name

Unit 1

Result

S/N

S/N

Levels of Achievement Unit 2

Result

S/N

Levels of Achievement

Oral

Task

Task 2B

Written

Written

Task

Task 2A

Spoken

Example: Maria Bella N C E S B+ B

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

120


VCE Student Record Sheet Name: .....................................

Unit 1 Levels of Achievement:

Outcome 1 OR 3: Oral Assessment Outcome 2: Using written texts

Outcome Assessment Comments Result

Outcome 1:

Oral/Written

Outcome 2:

Outcome 2:

Outcome 3:

Written/Oral

Unit 2 Levels of Achievement:

Outcome 1 OR 3: Written Assessment Outcome 2: Reorganising spoken texts


Outcome 1:

Oral/Written

Outcome 2:

Outcome 2:

Outcome 3:

Written/Oral

121


Year 12: Unit 3 Summary of Student Progress

Victorian School of Languages Language: _________________________

Centre: __________________________ Teacher: _________________________

Student Name

Semester

Result

S/N

S/N

Total

Marks

/50

/50

SAC 1

SAC 2

SAC 3

Example: Maria Bella S 36 S 16 S 7 S 13

1. 1

2. 1

3. 1

4. 1

5. 1

6. 1

7. 1

8. 1

9. 1

10. 1

11. 1

12. 1

13. 1

14. 1

15. 1

16. 1

17. 1

18. 1

19. 1

20. 1

21. 1

22. 1

23. 1

24. 1

25. 1

26. 1

27. 1

28. 1

29. 1

30. 1

Please confirm this list with the official VCAA list.

122


Year 12: Unit 4 Summary of Student Progress

Victorian School of Languages Language: _________________________

Centre: __________________________ Teacher: _________________________

Student Name

Semester

Result

S/N

S/N

Total

Marks

/50

/50

SAC 4

SAC 5

SAC 6

Example: Maria Bella S 37 7 17 13

1.

2.

3.

4.

5.

6.

7.

8. 1

9. 1

10. 1

11. 1

12. 1

13. 1

14. 1

15. 1

16. 1

17. 1

18. 1

19. 1

20. 1

21. 1

22. 1

23. 1

24. 1

25. 1

26. 1

27. 1

28. 1

29. 1

30. 1

Please confirm this list with the official VCAA list.

123


VCE Student Record Sheet Name: .....................................

Unit 3

Detailed Study: Title: Written resource(s): Oral resource(s): Visual resource(s):


Outcome 1:

(SAC 1)

Outcome 2:

(SAC 2)

Outcome 3:

(SAC 3)

Unit 4


Outcome 1:

(SAC 4)

Outcome 2:

(SAC 5)

Outcome 3:

(SAC 6)

124


Forms

used

at the VSL

125


Application for Special Provision

for school-assessed coursework and unit completion

Note: Applications for permission to complete or re-do an assessment task or SAC must be submitted no more than

SEVEN DAYS after original due date.

1. SCHOOL DETAILS

VICTORIAN SCHOOL OF LANGUAGES VCAA School code:

Centre: Language:

2. STUDENT DETAILS

Student Name:

Student

Number: Date of Application:

Period the application covers from __ / __/ 20__ to __ / __ / 20__

3. DETAILS OF APPLICATION

I am applying for:

Additional time to complete an assessment task or SAC due to

illness/long-term impairment/disability/learning disorder OR

personal trauma

Use of an aide

Use of technology to complete and present work

Other (please specify) ____________________________________________________

______________________________________________________________________

YEAR 11 YEAR 12

Assessment task 1 Assessment task 4 SAC 1 SAC 4



Unit 1 Unit 2 Unit 3 Unit 4

126


4. TEACHER TO COMPLETE WITH STUDENT (SECTION 4 TO 7)

DETAILS OF SPECIAL PROVISION(S) granted

Type of disadvantage: _________________________________________________________

Under Provision Granted, list the ways in which the student has been assisted, for example, additional time etc.

Language Task Provision Granted Level of effect

5. NUMBER OF DAYS ABSENT FROM SCHOOL (ABSENCE IS NOT REPORTED TO VCAA)

Term 1 Term 2 Term 3 Term 4

6. IS A SUPPORT GROUP TO BE ESTABLISHED?

Yes No

7. CHECKLIST OF SUPPORTING DOCUMENTATION PROVIDED

Parent/Guardian report/letter (if necessary)

Confidential teacher/coordinator’s report

Student’s signed statement of reasons for application

Qualified medical practitioner report/letter

Psychologist report/letter (if necessary)

Other reports/letters (if necessary)

Student's signature: _________________________________________________

Parent's signature: _________________________________________________

Teacher's signature: _________________________________________________

New date for the outcome task: / / __

Location: _________________________________________________

The task will be: _________________________________________________

Your application has been accepted / rejected

Signature of Area Manager/Supervisor: __________________________________________________

I accept the opportunity to complete/re-do the above assessment task/SAC and acknowledge notification

of the date, time and location of the test.

Student's signature: _____________________________________________

Date: _____________________________________________

127


Absence Note

TO THE TEACHER OF ................................................................................................................................ Student’s name

LANGUAGE .................................................................................... CLASS ................................................

I, .................................................................................................................................................................................. Parent's name (Please print)

Parent/Guardian of ......................................................................................................................................................

Student's name (Please print)

I wish to advise that the above student was absent because ........................................................................................

......................................................................................................................................................................................

......................................................................................................................................................................................

Date(s) of absence: ......................................................................................................................................................

Signature of Parent/Guardian: ....................................................................................... Date: ..............................

Is a medical certificate attached? Yes No (Tick one box)

-------------------------------------------------------------------------------------

Withdrawal from a VCE Unit

I hereby inform this Centre of the Victorian School of Languages that I have withdrawn my enrolment

in the Unit(s) indicated and that I will not require an assessment in the Unit(s).

LANGUAGE: ........................................................................... VCE UNIT: .................... CLASS: .........

STUDENT NAME: .............................................................................................................................

Student VCAA Number:

Student’s Home School: ……………………………………………………………………………

Signature of Home School VCE Coordinator: ............................................................................................

Student’s signature: .................................................................................... Exit Date: ..............................

Area Manager's signature: …………………………………………………………………………………….

If you want to withdraw from a VCE Unit you must do so at your Home School. This note is to inform the VSL assessing school that you have completed the formalities there.

128


Resources

129


Some websites for Course planning, Assessment

& Professional Learning for Languages

VSL Teacher Website

https://www.vsl.vic.edu.au/Content/Resource/Teacher.aspx

VCAA (Victorian Curriculum & Assessment Authority)

http://vcaa.vic.edu.au

Victorian Curriculum F-10

http://www.vcaa.vic.edu.au/Pages/foundation10/f10index.aspx

DET – Department of Education & Training

http://www.education.vic.gov.au

Improve your teaching

Tools to help analyse and improve your professional teaching practice.

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/default.aspx

1. Victorian teaching and learning model

The model consists of four components: vision for learning, practice principles, pedagogical model, and HITS

2. Practice principles

Nine principles to help develop your professional practice through collaboration and evidence based approach. These

principles will replace PoLT

3. Pedagogical model

The model which underpins teacher practice improvement

4. High impact teaching strategies (HITS)

Ten instructional practices that reliably increase student learning

5. Student voice practice guide (Amplify)

Having conversations to empower students

6. Peer observation

Observing your peers to learn ways of teaching and provide each other feedback

7. Professional practice elements

Practice elements to achieve teaching and learning excellence, includes practice guide and notes

8. Principles of learning and teaching(PoLT)

Six principles used to reflect on and support professional practice

9. Evaluate the impact of your teaching

Understand assessment design, the knowledge, capabilities and skills of your students and how to interpret assessment

data

Assessment & Reporting

http://www.education.vic.gov.au/school/teachers/support/Pages/assessment.aspx

LMERC – Languages & Multicultural Education Resource Centre)

http://www.education.vic.gov.au/school/teachers/support/pages/lmerc.aspx

MLTAV – Modern Languages Teachers Association of Victoria

http://www.mltav.asn.au

Asia Education Foundation

http://www.asiaeducation.edu.au/about-aef

Education Services Australia

http://www.esa.edu.au

https://www.vsl.vic.edu.au/Content/Resource/Teacher.aspx

http://vcaa.vic.edu.au/

http://www.vcaa.vic.edu.au/Pages/foundation10/f10index.aspx

http://www.education.vic.gov.au/

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/default.aspx

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/Victorianteachingandlearningmodel.aspx

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/principlesexcellence.aspx

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/pedagogical-model.aspx

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/hits.aspx

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/amplify.aspx

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/peerobservation.aspx

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/ppe-elements.aspx

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/principlespolt.aspx

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/evaluateimpactteaching.aspx

http://www.education.vic.gov.au/school/teachers/support/Pages/assessment.aspx

http://www.education.vic.gov.au/school/teachers/support/pages/lmerc.aspx

http://www.mltav.asn.au/

http://www.asiaeducation.edu.au/about-aef

http://www.esa.edu.au/

130


Key Language Contacts

The Victorian Curriculum and Assessment Authority (VCAA)

Level 1, 2 Lonsdale Street, Melbourne 3000

Phone: (03) 9032 1700 Fax: (03) 9032 1799

Website: www.vcaa.vic.edu.au Email: [email protected]

CURRICULUM DIVISION

Phone: (03) 9032 1678 Email: [email protected]

Languages Unit: (03) 9032 1677

Languages Curriculum Manager

Maree Dellora: (03) 9032 1692 Email: [email protected]

VCE Examinations Unit (03) 9032 1678 Email: [email protected]

Assessment and Reporting division

Assessment Operations

Phone: (03) 9225 2200 Fax: (03) 9225 2229 Email: [email protected]

This unit manages operational processes associated with VCE Units 3 and 4 assessment and the General

Achievement Test (GAT) and can assist with:

Examination Administration

• Requirements for the administration and conduct of VCE written examinations

• VCE examination rules and supervision

• VCE written examination centres including applications to sit examinations interstate or overseas

• VCE Languages oral examinations

• Inspection of scripts

Special Provision

Phone: (03) 9225 2219 or 1800 205 455 for country/regional callers

Email: [email protected]

• Special Examinations Arrangements

• Applications for Derived Examination Scores (DES)

Student Records and Results Unit

Phone: (03) 9032 1742 Email: [email protected]

This unit manages the administration of enrolments and delivery of results for students undertaking the VCE.

Administration support

Second Language enrolment: (03) 9032 1740 or (03) 9032 1742

Replacement of VCE Statements and Certificates: (03) 9032 1742

Statistical Moderation and study scores: (03) 9032 1743

Statement of Marks/Study Score: (03) 9032 1743

Confirmation of Grades: (03) 9032 1759

VASS Operations

Phone: 1800 623 681 or 9032 1758 Fax: (03) 9032 1591 Email: [email protected]

MODERN LANGUAGE TEACHERS’ ASSOCIATION OF VICTORIA (MLTAV) 315 Clarendon Street, Thornbury

Phone: 0437 130 976

Postal address: MLTAV, PO Box 1027, Thornbury VIC 3071


Website: https://www.mltav.asn.au

Check MLTAV website for contact details of Language Associations











https://www.mltav.asn.au/

131


Victorian School of Languages Contacts Principal Mr Frank Merlino

Assistant Principal Curriculum and Professional Development

Ms Angela Natoli

Assistant Principal Technology and Projects

Mr Stefo Stojanovski

Assistant Principal Strategic Planning, Staffing and Accountability

Mr Joe Tosic

VSL Head Office Address 315 Clarendon Street

Thornbury VIC 3071

VSL Postal Address PO Box 1172

Thornbury VIC 3071

Head Office Telephone (03) 9474 0500

Fax (03) 9416 9899

Languages taught at the VSL Albanian Filipino (Tagalog) Khmer Serbian

Amharic French Korean Sinhala

Arabic German Latin Spanish

Bosnian Greek (Classical) Macedonian Swahili

Bulgarian Greek (Modern) Malay Tamil

Chin Falam Gujarati Malayalam Telugu

Chin Hakha Hebrew Maltese Thai

Chin Matu Hindi Mizo Turkish

Chinese (Cantonese) Hungarian Persian Urdu

Chinese (Mandarin) Indonesian Polish Vietnamese

Croatian Italian Portuguese Zomi

Dari Japanese Punjabi

Dinka Kannada Romanian

Dutch Karen Russian

The VSL enrols students from Foundation to Year 12 (VCE) who are unable to study their language of choice in

their home school. Students from all educational sectors (Government, Independent, and Catholic) are eligible

to enrol. We also offer 12 languages via Distance Education: Arabic, Chinese, Classical Greek, French, German,

Greek, Hindi, Indonesian, Italian, Japanese, Latin and Spanish. The provision mostly covers language courses

from Years 7-12.

Registered Training Organisation

The VSL is an accredited Registered Training Organisation (No. 21269) currently registered with the Australian

Skills Quality Authority and offers Certificate II in Applied Language 10297NAT and Certificate III in Applied

Language 10661NAT courses, as an alternative pathway to VCE. In this RTO capacity we teach vocational

languages as part of our Distance Education and Centre deliver, as well as tailoring courses for assorted

workplace setting and needs, such as the Victoria Police. The VSL RTO also currently auspices secondary

schools around Victoria and interstate to deliver Certificate II and III in Applied Language in the following

languages French, Spanish, Chinese, Japanese and Indonesian. Vocational Education and Training delivered to

secondary schools is designed to provide additional pathways for school students to undertake a nationally

recognised VET qualification while still at secondary school completing either VCE or VCAL. It is a key

component of the Government’s strategy to increase student retention, improve Year 12 completion rates and

address skills shortages. VET provides a vocationally oriented pathway leading to a senior secondary certificate.

In addition to language courses, the VSL RTO has on its scope Certificate III in Learning an Endangered

Aboriginal Language 10190NAT which is currently being delivered as part of a Department of Education and

Training initiative to upskill teachers to teach Victorian Aboriginal languages in state schools and

kindergartens.

132


VSL CENTRES*

CENTRAL EAST 1



Brunswick VSL Centre

Brunswick Secondary College

47 Dawson Street

BRUNSWICK 3056

Blackburn VSL Centre

Blackburn High School

60 Springfield Road

BLACKBURN 3130

Collingwood VSL Centre

Collingwood College

Cnr Cromwell & McCutcheon Way

COLLINGWOOD 3066

Box Hill VSL Centre

Box Hill High School

1180 Whitehorse Road

BOX HILL 3128

University High School VSL Centre

University High School

77 Story Street

PARKVILLE 3052

Doncaster VSL Centre

Doncaster Secondary College

123 Church Road

DONCASTER 3108

EAST 2 NORTH



Carwatha VSL Centre

Carwatha College P-12

43-81 Browns Road

NOBLE PARK NORTH 3174

Epping VSL Centre

Epping Secondary College (Junior Campus)

McDonalds Road

EPPING 3076

Glen Waverley VSL Centre

Glen Waverley Secondary College

21 O' Sullivan Road

GLEN WAVERLEY 3150

Hume Central VSL Centre

Hume Central Secondary College

Blair Street

BROADMEADOWS 3047

Mildura VSL Centre

Mildura Senior College

261-289a Deakin Avenue

MILDURA 3502

Lalor VSL Centre

Lalor Secondary College

118 David Street

LALOR 3075

Roxburgh VSL Centre

Roxburgh College

60-70 Donald Cameron Drive

ROXBURGH PARK 3064

Thomastown VSL Centre

Thomastown Secondary College

80-96 Main Street

THOMASTOWN 3074

NORTH WEST


Craigieburn VSL Centre

Mt Ridley College

2-30 Hampton Street

CRAIGIEBURN 3064

Keilor Downs VSL Centre

Keilor Downs College

100-110 Odessa Avenue

KEILOR DOWNS 3038

Taylors Lakes VSL Centre

Taylors Lakes College

1-39 Parmelia Drive

TAYLORS LAKES 3038

*correct at time of printing






133


VSL CENTRES*

SOUTH SOUTH 2

Email: [email protected] Email: [email protected]

Brentwood VSL Centre

Brentwood Secondary College

65-71 Heath Street

GLEN WAVERLEY 3150

McKinnon VSL Centre

McKinnon Secondary College

291a McKinnon Road

MCKINNON 3204

Haileybury VSL Centre

Haileybury College

855-891 Springvale Road

KEYSBOROUGH 3173

South Oakleigh VSL Centre

South Oakleigh College

Bakers Road

OAKLEIGH SOUTH 3167

Mentone VSL Centre

Mentone Girls’ Secondary College

Cnr Balcombe & Charman Roads

MENTONE 3194

Westall VSL Centre

Westall Secondary College

88 Rosebank Avenue

CLAYTON SOUTH 3169

Traralgon VSL Centre

Grey Street Primary School

30-44 Grey Street

TRARALGON 3844

SOUTH EAST WEST 1



Berwick VSL Centre

Berwick Secondary College

Manuka Road

BERWICK 3806

Altona North VSL Centre

Bayside Secondary College (Altona North

Campus)

1 McArthurs Road

ALTONA NORTH 3025

Dandenong VSL Centre

Dandenong High School

92-106 Princes Highway

DANDENONG 3175

Footscray VSL Centre

Footscray City College

1 Kinnear Street

FOOTSCRAY 3011

Hampton Park VSL Centre

Hampton Park Secondary College

58-96 Fordholm Road

HAMPTON PARK 3976

Sunshine VSL Centre

Sunshine College

Cnr Graham & Derby Streets

SUNSHINE 3020

Ballarat VSL Centre

Ballarat High School

Sturt Street West

BALLARAT 3350






134


VSL CENTRES*

WEST 2 COUNTRY 1



Creekside VSL Centre

Creekside Secondary College

The Crossing

CAROLINE SPRINGS 3023

Melton VSL Centre

Staughton College

26-46 Wilson Road

MELTON 3337

Matthew Flinders VSL Centre

Matthew Flinders Girls’ Secondary College

Little Ryrie Street

GEELONG 3220

North Geelong VSL Centre

North Geelong Secondary College

86-132 Separation Street

NORTH GEELONG 3215

Truganina VSL Centre

Truganina P-9 College

55 Clearwood Drive

TRUGANINA 3844

Suzanne Cory VSL Centre

Suzanne Cory High School

255 Hoppers Lane

WERRIBEE 3030

Point Cook VSL Centre

Point Cook Senior Secondary College

Cnr Boardwalk Blvd & Bergamot Drv

POINT COOK 3030

COUNTRY 2


Warrnambool VSL Centre

Warrnambool Secondary College

Grafton Road

WARRNAMBOOL 3280

Bendigo VSL Centre

Bendigo South East College

Corner Curtin & Ellis Streets

BENDIGO 3550

Shepparton VSL Centre

Shepparton High School

31-71 Hawdon Street

SHEPPARTON 3630

Ringwood VSL Centre

Ringwood Secondary College

Bedford Road

RINGWOOD 3134

Croydon VSL Centre

Melba College

61 Croydon Road

CROYDON 3137

COUNTRY 3


Wodonga VSL Centre

Wodonga Middle Years College

Huon Campus

22-24 Mitchell Street

WODONGA 3690





135



VSL Distance Education

Telephone (03) 9474 0500

Freecall 1800 675 872

Fax (03) 9416 8598

Languages taught through Distance Education (Secondary only)

Arabic, Chinese (Mandarin), French, Greek (Classical), Greek (Modern), German, Hindi, Indonesian,

Italian, Japanese, Latin, and Spanish.

Chinese, Indonesian and Japanese have First and Second Language options at VCE levels.

Classes are available for secondary school students in Government, Independent and Catholic schools.

Some adults and may enrol in VCE classes and in Certificate I – III in Language.

VSL Professional Development Services

The VSL runs a range of Professional Development Services for teachers from all three school sectors

(Government, Catholic and Independent). Professional Development covers language teaching issues,

technology, leadership and an assortment of current educational trends. Sessions are either held at the

Head Office in Thornbury or tailored to suit schools and organisations at other venues across Victoria.

We thank you for your contribution to the teaching and learning of

Languages at the Victorian School of Languages

Documents

Victorian School of Languages€¦ · 2 VCE (CCAFL) TEACHER MANUAL 2020 ACKNOWLEDGMENTS Our thanks go to the many past and present staff from the Victorian School of Languages who