Scotch College

VCE: Languages other than English (Lote)

Languages - Chinese Second Language (SL)

- Chinese Second Language Advanced (SLA)

- Chinese First Language (FL)

Introduction – The Language

The language to be studied and assessed is the modern standard (as in original) version of Chinese. F or 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.

Languages - Chinese SL & SLA

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

Languages - Chinese 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 (for Chinese SL, SLA & FL)

Units 1 and 2: Examination, Speaking, Listening & Reading Comprehension, Writing

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

Languages - 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

Units 1 and 2: Examination, Speaking, Listening & Reading Comprehension, Writing

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

Languages - 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 has been required since January 2008. Texts provided will 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

Units 1 and 2: Examination, Speaking, Listening & Reading Comprehension, Writing

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

Languages - 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 SL 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.

Indonesian FL 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 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

Languages - Indonesian First Language (units 1-4)

Prescribed Themes and Topics

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

Units 1 and 2: Examination, Speaking, Listening & Reading Comprehension, Writing

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

Languages - 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

• Personal World
• Health and Leisure
• Education & Aspirations

The Italian-speaking Communities:

• Historical Perspectives
• Lifestyle in Italy & Abroad
• Arts & Entertainment
• Social & Contemporary Issues

The Changing World:

• The World of Work
• Technology
• Trade and Commerce
• Tourism and hospitality

Assessment

Units 1 and 2: Examination, Speaking, Listening & Reading Comprehension, Writing

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