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 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 )

Languages Beginners Syllabuses Overview of the syllabuses

- modern standard version - awareness of different levels (formal, informal) The language to be studied

Rationale - General - Language-specific

Aim - skills in effective communication - knowledge of the nature of language - understanding of the interdependence of language and culture

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

Aim ObjectivesOutcomesLearn about/to Communicative Linguistic Intercultural

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 understanding listen for meaning the importance of reading for key words to assist understanding read for meaning links in communicationuse strategies to initiate, maintain and conclude an interaction the purpose and context of communicationselect and incorporate particular vocabulary and structures to achieve specific communication goals register in language useinteract with reference to context, purpose and audience responding to factual and open-ended questionsmaintain an interaction by responding to and asking questions and sharing information ways to support effective interactionuse appropriate language features to enhance communication the logical sequencing of ideasstructure information and ideas coherently formal and informal language, and when and where it is used apply appropriate social conventions in formal and informal contexts sociolinguistic conventions relating to everyday activitiesuse 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 worldThe [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 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

Prescribed characters Board’s website 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 ComponentWeighting 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 ComponentWeighting Listening 30 Reading 30 Speaking 20 Writing 20

Internal Assessment Preliminary and HSC ComponentObjective 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, 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, 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

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

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

Scope and Sequence Plan - prescribed topics - order, timing of topics - students’ prior knowledge and interests - resources

Sample Scope and Sequence Plan - Preliminary Course OutcomesTopic 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