Scotch College

VCE: Languages other than English (Lote)

LOTE – Chinese Second Language (SL)

Chinese Second Language Advanced (SLA)

Chinese First Language (FL)

LOTE - SL & SLA

Introduction – The Language

The language to be studied and assessed is the modern standard/official version of Chinese . For the purpose of this syllabus, Modern Standard Chinese is taken to be putonghua in the spoken form, and simplified character text in the written form This does not, however, preclude the use of written texts in full-form or complex (tradition) characters Students may use simplified or complex characters in tasks requiring written responses in Chinese, but are expected to use a consistent style throughout the response .

Rationale

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 study of Chinese develops students’ ability to understand and use a language which is spoken by about a quarter of the world’s population It is the major language of communication in China and Singapore, and is widely used by Chinese communities throughout the Asia-Pacific region, including Australia

Studying Chinese can provide a basis for continued learning and a pathway for students into a number of post-secondary options A knowledge of Chinese can provide students with enhanced vocational opportunities in many fields, including banking and international finance, commerce, diplomacy, and translating and interpreting

Entry – Eligibility

Chinese SL is designed for students who have learnt all or most of the Chinese they know in an Australian school or similar environment These students will, typically, have studied Chinese for at least 400 hours at completion of Year 12 It is possible, however, that some students with less formal experience will also be able to meet the requirements successfully Students must undertake Unit 3 prior to undertaking Unit 4

Chinese SLA is designed for students born in a country where Chinese is a national or official language, or who have some significant experience in an education system where Chinese is the medium of instruction The course was introduced in 2004 Chinese Second Language and Chinese Second Language Advanced are set out in the same study design and vary only in the specifications for the use of vocabulary, School-Assessed Coursework and the Written and Oral examinations The students will, typically, have studied Chinese for at least 400 hours at completion of year 12 It is possible, however, that some students with less formal experience will also be able to meet the requirements successfully Students must undertake Unit 3 prior to undertaking Unit 4

Chinese FL is designed for students who will typically have had very significant experience of studying in a country in which Chinese is a major language of communication, and where Chinese is the main language of instruction There are no prerequisites for entry to Units 1, 2 and 3 Students must undertake Unit 3 prior to undertaking Unit 4

The study of Chinese is offered at three levels in VCE (as above) Entry to these levels is governed by eligibility criteria which are monitored regularly and published on the VCAA website

Prescribed Themes and Topics

The Individual:

Personal identity Education and aspirations Recreation and leisure Travel experiences

The Chinese-speaking Communities:

History and culture Schooling Lifestyles Geography

The Changing World:

Youth issues The world of work Tourism and hospitality

VCE: Lote – FL

Prescribed Themes and Topics

Self and others:

Personal world Personal beliefs and ideals Contributing to the community

Tradition and change in the Chinese speaking Communities:

Lifestyles Arts and entertainment Stories from the past

Global Issues:

Peace Human rights in the world today The nature and future of work

Assessment:

Unit 3:

School-Assessed Coursework 25 per cent

Unit 4:

School-Assessed Coursework 25 per cent

Units 3 and 4:

External Examination 50 per cent

VCE: Lote – French

[Units 1-4]

Introduction - The Language

The language to be studied and assessed is the modern standard version of French Students are expected to know that dialects exist but they are not required to study them

Rationale

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 study of French develops students’ ability to understand and use a language which is widely learned internationally, and which is the lingua franca of many world organisations and international events The ability to use and understand French also provides students with a direct means of access to the rich and varied culture of francophone communities around the world

A knowledge of French can provide students with enhanced vocational opportunities in many fields, including banking and international finance, commerce, diplomacy and translating and interpreting

Entry

French is designed for students who will, typically, have studied French for at least 400 hours at completion of Year 12 It is possible, however, that some students with less formal experience will also be able to meet the requirements successfully

Students must undertake Unit 3 prior to undertaking Unit 4

Prescribed Themes and Topics

The Individual:

Personal world
Education and aspirations
Personal opinions and values

The French-speaking Communities:

Lifestyles
Historical perspectives
Arts and entertainment

The Changing World:

Social issues
The world of work
Scientific and Technological issues

Assessment:

Unit 3:

School-Assessed Coursework 25 per cent

Unit 4:

School-Assessed Coursework 25 per cent

Units 3 and 4:

External Examination 50 per cent

VCE: Lote – German

[Units 1-4]

Introduction - The Language

The language to be studied and assessed is Hochdeutsch This includes the use of colloquialisms where they are appropriate

Exclusive use of the new German spelling system will be required from January 2008 For the accreditation period of the study design both new and old forms will be accepted Texts provided will generally be based on the new spelling system

Rationale

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 study of German develops students’ ability to understand and use a language which has long been recognised as a world language of culture, music, theology and philosophy as well as a key language in the fields of science, medicine, economics and technology

German-speaking countries have emerged as strong international leaders in trade, commerce and politics, and the ability to communicate in German can, in conjunction with other skills, enhance students’ opportunities in a wide range of vocational areas

Entry

German is designed for students who will, typically, have studied German for at least 400 hours at completion of Year 12 It is possible, however, that some students with less formal experience will also be able to meet the requirements successfully

Students must undertake Unit 3 prior to undertaking Unit 4

Prescribed Themes and Topics

The Individual

Personal identity
School and aspirations
Leisure and lifestyles

The German-speaking Communities

People and places
Past and present
Arts and entertainment

The Changing World

The world of work
Youth issues
Tourism

Assessment:

Unit 3:

School-Assessed Coursework 25 per cent

Unit 4:

School-Assessed Coursework 25 per cent

Units 3 and 4:

External Examination 50 per cent

VCE: Lote – Indonesian Second Language

[Units 1-4]

Introduction - The Language

The language to be studied and assessed is the standard version of Indonesian

Rationale

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 of different attitudes and values within the wider Australian community and beyond

The study of Indonesian develops students’ ability to understand and use the language of a country which is one of Australia’s closest neighbours and is one of the most populous countries in the world Links between Australia and Indonesia have been strengthened in recent decades, in particular, in areas such as business, tourism and education The study of Indonesian promotes the strengthening of these links

The study of Indonesian also has a broader application in that it is closely related to Malay and is understood in Malaysia and by Malay-speaking inhabitants of Singapore and Brunei Students may wish to study Indonesian as an academic subject for educational purposes or link this study to other areas of interest Significant numbers of tertiary institutions provide numerous pathways for further study of Indonesian and Indonesian studies

Entry

Indonesian Second Language is designed for students who have learnt all the Indonesian they know in an Australian school or similar environment, or who have had some limited experience of studying in a country where Indonesian or Malay is the main language of instruction These students will, typically, have studied Indonesian for at least 400 hours at completion of Year 12 It is possible, however, that some students with less formal experience will also be able to meet the requirements successfully

Prescribed Themes and Topics

The Individual

Personal world
Education and aspirations
Personal opinions and values

The Indonesian-speaking communities

Lifestyles
Visiting Indonesia
Customs and traditions
Arts and entertainment
Stories from the past

The Changing World

Social issues
Environmental issues
Australian and Indonesian relations
The world of work

Assessment:

Unit 3:

School-Assessed Coursework 25 per cent

Unit 4:

School-Assessed Coursework 25 per cent

Units 3 and 4:

External Examination 50 per cent

VCE: Lote – Indonesian First Language

[Units 1-4]

Introduction - The Language

The language to be studied and assessed is the standard version of Indonesian

Rationale

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 of different attitudes and values within the wider Australian community and beyond

The study of Indonesian develops students’ ability to understand and use the language of a country which is one of Australia’s closest neighbours and is one of the most populous countries in the world Links between Australia and Indonesia include areas such as business, tourism and education The study of Indonesian promotes the strengthening of these links

The study of Indonesian also has a broader application in that it is closely related to Malay and is understood in Malaysia and by Malay-speaking inhabitants of Singapore and Brunei Students may wish to study Indonesian as an academic subject for educational purposes or link this study to other areas of interest Pathways for the further study of Indonesian and Indonesian studies are available at a number of tertiary institutions

Entry

Indonesian First Language is designed for students who have had significant experience of studying in a country in which Indonesian or Malay is the main language of instruction

Students must undertake Unit 3 prior to undertaking Unit 4

Prescribed Themes and TopicsSelf and Others:

Self and Others:

Personal world
Personal beliefs and ideals
Contributing to the community

Tradition and change in the Indonesian-speaking communities:

Lifestyles
People and events
Education Unity and diversity

Global issues:

The global environment
Human rights in the world today
Development

Assessment:

Unit 3:

School-Assessed Coursework 25 per cent

Unit 4:

School-Assessed Coursework 25 per cent

Units 3 and 4:

External Examination 50 per cent

VCE: Lote – Italian

[Units 1-4]

Introduction - The Language

The language to be studied and assessed is modern standard Italian .

Rationale

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 study of Italian develops students’ ability to understand and use a language which is one of the official languages of the European Union and the second most widely spoken language in Australia It also provides students with a direct means of access to the rich and varied culture of the many communities around the world for whom Italian is a major means of communication

A knowledge of Italian in conjunction with other skills can provide employment opportunities in areas such as tourism, social services, banks, commerce, and translating and interpreting

Entry

Italian is designed for students who will, typically, have studied Italian for at least 400 hours at completion of Year 12 It is possible, however, that some students with less formal experience will also be able to meet the requirements successfully

Students must undertake Unit 3 prior to undertaking Unit 4

Prescribed Themes and Topics

The Individual
Personal identity
Relationships
Health and leisure
Education and aspirations

The Italian-speaking Communities:

Historical perspectives
Lifestyle in Italy and abroad
The Arts and entertainment
Social and contemporary issues

The Changing World:

The world of work
Technology
Trade and commerce
Tourism and hospitality

Assessment:

Unit 3:

School-Assessed Coursework 25 per cent

Unit 4:

School-Assessed Coursework 25 per cent

Units 3 and 4:

External Examination 50 per cent