Scotch College

VCE: Languages other than English (Lote)

Lote - 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/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.

Lote – 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

Lote – 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 & 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 & 4: External Examination 50 per cent

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

Units 1 & 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 & 4: External Examination 50 per cent

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 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 & 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 & 4: External Examination 50 per cent

Lote – Indonesian Second Language  SL (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 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.

Lote – Indonesian SL  (units 1-4)

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

Lote – Indonesian FL  (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 & 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 & 4: External Examination 50 per cent

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

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 & 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 & 4: External Examination 50 per cent