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					Languages Beginners Syllabuses
Languages Beginners Syllabuses

Background
  Syllabuses – 2 documents
  Research and review
  Wide consultation
  Draft Framework
  Draft syllabuses
Languages Beginners Syllabuses

 Revised syllabuses 2006
 HSC Program of Study
         - standards-referenced
           framework
         - Key Competencies
 Implementation
         - Preliminary 2007
         - HSC 2008
Languages Beginners Syllabuses

 Target learners
 Eligibility
      - no more than100 hours study of
           [Language] K-10
      - speakers of dialects of [Language]
           not eligible
      - documentation required
           (ACE Manual 8.2.2.3)
Languages Beginners Syllabuses



Overview of the syllabuses
The language to be studied



   - modern standard version
   - awareness of different levels
            (formal, informal)
Rationale

   - General
   - Language-specific
Aim

  - skills in effective communication

  - knowledge of the nature of language

  - understanding of the interdependence
  of language and culture
                   Aim
              •Communicative
              •Linguistic
              •Intercultural




Objective 1    Objective 2
                                 Objective 3
Interacting   Understanding
                               Producing texts
                 texts
                 Aim
             •Communicative
             •Linguistic
             •Intercultural




Objectives    Outcomes        Learn about/to
  Objective 1: Interacting
  Outcomes

1.1 establishes and maintains communication in
      [Language]

1.2 manipulates linguistic structures to express
      ideas effectively in [Language]
1.3 sequences ideas and information

1.4 applies knowledge of the culture of
      [Language]-speaking communities to
      interact appropriately
    Objective 1: Interacting
    Learn about/to statements

the importance of listening for key words to assist           listen for meaning
understanding
the importance of reading for key words to assist             read for meaning
understanding
links in communication                                        use strategies to initiate, maintain and conclude an
                                                              interaction
the purpose and context of communication                      select and incorporate particular vocabulary and
                                                              structures to achieve specific communication goals



register in language use                                      interact with reference to context, purpose and audience



responding to factual and open-ended questions                maintain an interaction by responding to and asking
                                                              questions and sharing information

ways to support effective interaction                         use appropriate language features to enhance
                                                              communication

the logical sequencing of ideas                               structure information and ideas coherently

formal and informal language, and when and where it is        apply appropriate social conventions in formal and
used                                                          informal contexts

sociolinguistic conventions relating to everyday activities   use language and/or behaviour appropriate to social
                                                              context
Chinese and Japanese script



 additional Learn about/to statements
 across outcomes for
 Objective 2, Understanding texts
 Objective 3, Producing texts
Languages Beginners Syllabuses

                Activity 1
    - mapping links between the syllabus
            Aim, Objectives,
            Outcomes and Content
    - skills in effective communication
    - knowledge of the nature of language
    - understanding of the interdependence
            of language and culture
Prescribed topics
 The personal world      The [Language]-speaking
                               communities


      Family life, home and neighbourhood
        People, places and communities
                Education and work
        Friends, recreation and pastimes
           Holidays, travel and tourism
          Future plans and aspirations
    Texts
 prescribed for productive use in
    external written examination

   Article
   Diary/journal entry
   Email
   Informal letter
   Message
   Note
   Postcard
   Script of a talk
   Texts

Texts for receptive use are not prescribed

Activity 2 – brainstorming to identify
                 possible texts
Prescriptions
 Vocabulary not prescribed
 Characters prescribed
   www.boardofstudies.nsw.edu.au
Prescribed characters
 Board’s website
  www.boardofstudies.nsw.edu.au


 Chinese - alphabetical order
  A   爱
  B   八         爸    白

 Japanese - categories
  Adjectives
  大 小 好 高
  Body/health
  目 口 元 気
Dictionaries
   - to enhance learning
   - for use in HSC external exams
   - suitable editions
Grammar

  - supports language acquisition
  - recognition and/or use
Activity 3

Discussion
- comparing the content of the existing and
    revised syllabuses

         What’s the same?
         What’s different?
  Internal Assessment

Preliminary

 currently no components and weightings

 new components and weightings –
 syllabus Section 9.5
Internal Assessment
suggested weightings for Preliminary

       Component      Weighting

       Listening        35

       Reading          35

       Speaking         15

        Writing         15
  Internal Assessment

HSC

 Existing syllabuses vary widely in
 components and weightings

 New components and weightings –
 syllabus Section 9.5
Internal Assessment
mandatory weightings for HSC

       Component     Weighting

      Listening        30

       Reading         30

      Speaking         20

       Writing         20
Internal Assessment
Preliminary and HSC
    Component                Objective
    Listening   1 Interacting
                2 Understanding texts

     Reading    1 Interacting
                2 Understanding texts

    Speaking    1 Interacting
                3 Producing texts

     Writing    1 Interacting
                3 Producing texts
   Internal Assessment
      HSC course

How many tasks?
    Components

    Listening

     Reading

    Speaking

     Writing
     Internal Assessment
        HSC course

How are components
combined in a task?
      Components

      Listening

       Reading

      Speaking

       Writing
Sample assessment task

 Students listen to an interview with
 a famous pop star from [country].
 They then write an article about this
 pop star for their class newsletter.
Sample assessment task

 Students listen to an interview with
 a famous pop star from [country]
 and answer comprehension
 questions in English or [Language].
 They then write an article about this
 pop star for their class newsletter.
External Assessment

Oral examination

Written examination
 Section 1: Listening
 Section II: Reading
 Section III: Writing in [Language]
   External Assessment
   Oral examination
  20 marks

  Objective 1 Interacting
  Outcomes 1.1, 1.2, 1.3

 General conversation with examiner – 5 minutes
 Prescribed topics - candidate’s personal world
   External Assessment
   Written examination
  Section 1: Listening
  30 marks

  Objective 2 Understanding texts
  Outcomes 2.1, 2.2, 2.3, 2.4, 2.5

 9-12 texts in [Language]
 Questions in English
 Responses in English
   External Assessment
   Written examination
  Section 2: Reading
  30 marks

  Objective 2 Understanding texts
  Outcomes 2.1, 2.2, 2.3, 2.4, 2.5

 4-5 texts in [Language]
 Questions in English
 Responses in English
  External Assessment
  Written examination
 Section 3: Writing in [Language]
 20 marks
 Objective 1 Interacting
 Objective 3 Producing texts
 Outcomes 1.1, 1.2, 1.3, 3.1, 3.2, 3.3
  Part A – 10 marks
 2 tasks
  Part B – 10 marks
 extended response
 2 choices
  Internal and External Assessment
  Changes in weightings:
 changes in programming
 changes in assessment

 Activity 5
 Comparing existing and new assessment
 requirements.
 What’s the same? What’s different?
Languages Beginners Syllabuses



Support for implementation
  Support for implementation

         Board of Studies NSW
 Support document –
  Advice on programming and assessment
  collaboration with DET, AIS, CEC
 Specimen paper packages
 Prescribed characters
 Suggested resources

 www.boardofstudies.nsw.edu.au
  Support for implementation - DET


       Curriculum K-12 Directorate
 Generic workshops 2006
 Sample units of work and assessment tasks – a
  DET/AIS project
 Language-specific workshops in 2007
Languages Beginners Syllabuses


  Advice on Programming
Advice on Programming
 Scope and Sequence Plan

  - prescribed topics
  - order, timing of topics
  - students’ prior knowledge and
    interests
  - resources
    Sample Scope and Sequence Plan - Preliminary Course
                        Outcomes                                                                                                    Topic 1
A student:                                                                                                              Family life, home and neighbourhood
                                                                                                                                       ( hours)

1.1 establishes and maintains communication in [Language]                                                                                  

1.2 manipulates linguistic structures to express ideas effectively in [Language]                                                           

1.3 sequences ideas and information                                                                                                        

1.4 applies knowledge of the culture of [Language]-speaking communities to interact appropriately                                          

2.1 understands and interprets information in texts using a range of strategies                                                            

2.2 conveys the gist of and identifies specific information in texts using a range of strategies                                           

2.3 summarises the main points of a text                                                                                                   


2.4 draws conclusions from or justifies an opinion about a text                                                                            

2.5 identifies the purpose, context and audience of a text                                                                                 

2.6 identifies and explains aspects of the culture of [Language]-speaking communities in texts                                             

3.1 produces texts appropriate to audience, purpose and context                                                                            

3.2 structures and sequences ideas and information                                                                                         

3.3 applies knowledge of diverse linguistic structures to convey information and express original ideas in [Language]                      

3.4 applies knowledge of the culture of [Language]-speaking communities to the production of texts                                         

                                                                                                                         Suggested sub-topics
Note that the lists of sub-topics are neither exhaustive nor definitive; they are suggestions only.                     Greetings and introductions
                                                                                                                        Family and pets
                                                                                                                        House and home
                                                                                                                        Life at home
                                                                                                                        Daily routine
                                                                                                                        Food and drinks
                                                                                                                        Local area
         Activity 6

       Brainstorming

   Prescribed topics and
    possible sub-topics

Friends, recreation and pastimes
      Education and work
  Future plans and aspirations
  Friends, recreation and pastimes

 BOS - suggested sub-topics
 Appearance and personality
 Shops and shopping
 Local transport
 Health and fitness
 Leisure and sport
 Going out
  Education and work

 BOS - suggested sub-topics
 School studies and activities
 School routine
 Occupations
 Work places
 Part-time work
  Future plans and aspirations

 BOS - suggested sub-topics
 Skills
 Possibilities
 Travel plans
 Holiday jobs
 Careers
                 Activity 7

Discussion - unit of work proforma

   Board of Studies support document
   a suggested proforma only
   Outcomes and Learn about/to statements
   determining Evidence of learning and
    ongoing feedback for students
             Activity 8

  Discussion – assessment task
               planning proforma

 used for planning assessment

 a suggested proforma only
             Activity 9

           Units of work
         Assessment tasks
 8 writing teams DET/AIS

 8 Beginners courses

				
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