Languages Beginners Syllabuses

1
Languages Beginners Syllabuses
2
Languages Beginners SyllabusesBackground

• Syllabuses 2 documents
• Research and review
• Wide consultation
• Draft Framework
• Draft syllabuses

Beginners Support
3
Languages Beginners Syllabuses

• Revised syllabuses 2006
• HSC Program of Study
• standards-referenced framework
• Key Competencies
• Implementation
• - Preliminary 2007
• - HSC 2008

Beginners Support
4
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)

Beginners Support
5
Languages Beginners Syllabuses

• Overview of the syllabuses

Beginners Support
6
The language to be studied

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

Beginners Support
7
Rationale

• General
• Language-specific

Beginners Support
8
Aim

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

Beginners Support
9

• Aim
• Communicative
• Linguistic
• Intercultural

10

• Communicative
• Linguistic
• Intercultural

11

• 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

12

• 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 communication use strategies to initiate, maintain and conclude an interaction
the purpose and context of communication select and incorporate particular vocabulary and structures to achieve specific communication goals
register in language use interact with reference to context, purpose and audience
responding to factual and open-ended questions maintain an interaction by responding to and asking questions and sharing information
ways to support effective interaction use appropriate language features to enhance communication
the logical sequencing of ideas structure information and ideas coherently
formal and informal language, and when and where it is used apply appropriate social conventions in formal and informal contexts
sociolinguistic conventions relating to everyday activities use language and/or behaviour appropriate to social context
13

• Chinese and Japanese script
• additional Learn about/to statements across
  outcomes for
• Objective 2, Understanding texts
• Objective 3, Producing texts

Beginners Support
14
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

Beginners Support
15
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 Family life, home and neighbourhood People, places and communities Education and work Friends, recreation and pastimes Holidays, travel and tourism Future plans and aspirations
16
Texts

• prescribed for productive use in external written
  examination
• Article
• Diary/journal entry
• Email
• Informal letter
• Message
• Note
• Postcard
• Script of a talk

Beginners Support
17
Texts

• Texts for receptive use are not prescribed
• Activity 2 brainstorming to identify
  possible texts

Beginners Support
18
Prescriptions

• Vocabulary not prescribed
• Characters prescribed
• www.boardofstudies.nsw.edu.au

Beginners Support
19
Prescribed characters

• Boards website
• www.boardofstudies.nsw.edu.au
• Chinese - alphabetical order
• A ?
• B ? ? ?
• Japanese - categories
• Adjectives
• ? ? ? ?
• Body/health
• ? ? ? ?

Beginners Support
20
Dictionaries

• - to enhance learning
• - for use in HSC external exams
• - suitable editions

Beginners Support
21
Grammar

• - supports language acquisition
• - recognition and/or use

Beginners Support
22

• Activity 3
• Discussion
• - comparing the content of the existing and
  revised syllabuses
• Whats the same?
• Whats different?

Beginners Support
23
Internal Assessment

• Preliminary
• currently no components and weightings
• new components and weightings syllabus Section
  9.5

Beginners Support
24
Internal Assessmentsuggested weightings for
Preliminary

Component Weighting
Listening 35
Reading 35
Speaking 15
Writing 15
25
Internal Assessment

• HSC
• Existing syllabuses vary widely in components and
  weightings
• New components and weightings syllabus Section
  9.5

Beginners Support
26
Internal Assessmentmandatory weightings for HSC

Component Weighting
Listening 30
Reading 30
Speaking 20
Writing 20
27
Internal AssessmentPreliminary and HSC

Component Objective
Listening 1 Interacting 2 Understanding texts
Reading 1 Interacting 2 Understanding texts
Speaking 1 Interacting 3 Producing texts
Writing 1 Interacting 3 Producing texts
28
Internal Assessment HSC course

• How many tasks?

Components
Listening
Reading
Speaking
Writing
29
Internal Assessment HSC course

• How are components
• combined in a task?

Components
Listening
Reading
Speaking
Writing
30
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.

31
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.

32
External Assessment

• Oral examination
• Written examination
• Section 1 Listening
• Section II Reading
• Section III Writing in Language

33
External AssessmentOral examination

• 20 marks
• Objective 1 Interacting
• Outcomes 1.1, 1.2, 1.3
• General conversation with examiner 5 minutes
• Prescribed topics - candidates personal world

34
External AssessmentWritten 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

35
External AssessmentWritten 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

36
External AssessmentWritten 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

37
Internal and External Assessment

• Changes in weightings
• changes in programming
• changes in assessment
• Activity 5
• Comparing existing and new assessment
  requirements.
• Whats the same? Whats different?

Beginners Support
38
Languages Beginners Syllabuses

• Support for implementation

Beginners Support
39
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

Beginners Support
40
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

Beginners Support
41
Languages Beginners Syllabuses

• Advice on Programming

Beginners Support
42
Advice on Programming

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

Beginners Support
43
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
44

• Activity 6
• Brainstorming
• Prescribed topics and
• possible sub-topics
• Friends, recreation and pastimes
• Education and work
• Future plans and aspirations

Beginners Support
45
Friends, recreation and pastimes

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

Beginners Support
46
Education and work

• BOS - suggested sub-topics
• School studies and activities
• School routine
• Occupations
• Work places
• Part-time work

Beginners Support
47
Future plans and aspirations

• BOS - suggested sub-topics
• Skills
• Possibilities
• Travel plans
• Holiday jobs
• Careers

Beginners Support
48

• 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

Beginners Support
49

• Activity 8
• Discussion assessment task planning
  proforma
• used for planning assessment
• a suggested proforma only

Beginners Support
50

• Activity 9
• Units of work
• Assessment tasks
• 8 writing teams DET/AIS
• 8 Beginners courses

Beginners Support
51
(No Transcript)