Le VCE de franчais aujourd`hui - The Association of French

Transcription

Association of French Teachers in Victoria Incorporated
A0022528R ABN 50 793 754 960
Carrefours
Carrefours
Le VCE de français
aujourd’hui
Volume 28 Numéro 1
Avril-Mai 2009
$)79&RPPLWWHH
Philippe Vallantin
President
Alice Bray
Vice President
College
Frances Hastie
Treasurer
Alison Clifford-Daly
Secretary
Isabelle Mangeot-Hewison Editor Carrefours
Eva Anderson
Minutes Secretary
Kathy MacFarlane
Webmaster
Gretchen Bennett
Laurence Brottes
Tasha Brown
Fiona Curnow
Matthew Hetchler
Delphine Laboureau-Ormancey
Kevin Lane
Emilie Layral
Andrew Morabito
Christine Palmer
Helen Skinner
Barbara Watt
Fadia Zogheib
Bialik College
Ruyton Girls’
Lilydale High School
St Michael’s Grammar School
Toorak Primary School
Ruyton Girls’ School
St Michael’s Grammar School
Williamstown High School
Korowa Anglican Girls’ School
Melbourne Girls Grammar School
Preshil School
Brighton Grammar School
Wesley College
Heathdale Christian College
Mount Scopus Memorial College
Loreto Mandeville Hall
Loreto Mandeville Hall
Formation of Sub-Committees
Sub-Committee convenor in bold print
Carrefours:
Films:
Finance & Scholarships:
Formation continue (PL):
Matinée du français:
MLTAV:
Nouvelle Calédonie:
Special Events:
Primary focus:
Country Victoria:
I Mangeot-Hewison, L Brottes, P Vallantin
H Skinner, C. Palmer, F Zogheib
F Hastie, A Bray, P Vallantin
P.Vallantin, B.Watt
T Brown, F Curnow, M Hetchler, B Watt, F Zogheib
A Morabito
K Lane, E Anderson, G Bennett, E Layral
G Bennett, K Lane, C Palmer, H Skinner
K MacFarlane, E Anderson
D Laboureau-Ormancey, H Skinner
Booking and Membership Officer:
Alison CLIFFORD-DALY
[email protected]
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Le mot du président
Philippe Vallantin
pp.2-3
Pour les profs
AFTV FUNDING APPLICATION FORM
p.4
Endeavour Language Extravaganza for Victorian French
Teachers
Susan Deprost
pp.5-6
Un truc en passant… ‘A cute monkey’ (les accents)
Christine Palmer
p.65
Dossier – Le VCE de Français aujourd’hui
pp.5-61
Introduction – Un guide de survie du VCE en 10 points
Isabelle Mangeot-Hewison,
Laurence Brottes
pp.6-10
Learning Languages and OCompD
Charles Wright
pp.11-12
Tables of PRESCRIBED THEMES AND TOPICS for
VCE Units 1,2,3 and 4 (general + an example)
Isabelle Mangeot-Hewison
pp.13-14
Are there ‘good’ or ‘bad’ Detailed Studies ?
Philippe Vallantin
pp.15-18
4 tables pour organiser l’évaluation des 4 unités du VCE
pp.19-22
Evaluation des SACs : Critères et descripteurs
(d’après VBoS–VCAA)
pp.23-34
CHECKLIST
Laurence Brottes
pp.35-37
YEAR 12 PLANNER
Laurence Brottes
p.38
Correction et évaluation de travaux d’élèves
pp.39-44
Revised VCE LOTE Studies Support Paper 3 :
Designing and administering coursework assessment
tasks
C’est en écrivant qu’on devient écrivain: autour des cinq
sujets d’écriture de l’examen du VCE 2008
À nous tous de réfléchir sur le VCE à venir
(LOTE VCE currently accredited until 2011)
Paulene Webster, Lucy
D’Angelo, VBoS (2001)
pp.45- 57
Philippe Vallantin
pp.58-60
ǣǦǮǯ
Yolette Laventure
(ou : utiliser son ordinateur comme ressource)
p.61
pp.62-64
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Welcome to the first issue of Carrefours 2009.
You will remember that we asked you, on your 2009 membership form, whether you preferred to continue
receiving your copies of Carrefours in paper form. To our environmental delight, the preference for electronic
access to Carrefours has been overwhelming. Most of you are thus probably reading this on line. Remember
of course that this is ‘download-able’ and printable at will. For this first electronic edition, access to Carrefours
is universal. We will endeavour soon to reserve access to AFTV members.
The 2009 AFTV committee has been very busy and has endeavoured to offer you a wide range of activities.
The following pedagogic workshops were well attended:
o
o
o
o
French VCE for new and returning teachers,
Maximising learning in primary French classes with limited time allocation,
How to run a French camp for senior students & How to run a French Day at school for Years 7 & 8
Assessment for, of and as learning.
A special thank you to Linnea Donnelly, Anne-Marie Grimaldi, Diana Long, Kathy Macfarlane and
Isabelle Mangeot-Hewison for their thought-provoking presentations. It is heart-warming to see practising
colleagues share their expertise. I urge you to consider running a PL activity for our colleagues. Feel free to
email us and suggest a PL activity for 2010. A heartfelt thank you to the following schools, which kindly
hosted our AFTV activities: Genazzano, Ruyton Girls’ School and Strathcona BGG.
The Special Events sub-committee ably-led by Gretchen Bennett organised a private viewing of Daumier
and Satire at the NGV and is currently working on a few more social events. Thank you to Gretchen and her
team.
For the first time this year, we have been able to offer French language maintenance classes in two different
locations. Thank you to Namasté Gadbois and Frédéric Bussu for running for these classes and thank you
to Ivanhoe Girls Grammar School and Vermont Secondary College, which kindly made classrooms
available to the AFTV.
I invite you to go on our website to discover the rest of the programme for the remainder of the year.
Frances Hastie, our treasurer, has been keeping our books and processing subsidy requests for the School
Sessions organised during the Alliance Française French Film Festival.
The Finance and scholarship sub-committee, led by Frances, have also designed a Funding Application
Form, which you will find at
http://www.aftv.vic.edu.au/flyers/Flyers%202009/April/App_form_for_funding.pdf, as well as p.4 of this issue.
During our last AFTV meeting, it was decided that a small amount of money might be made available to AFTV
members organising their own students of French- themed activities. AFTV- organised student activities are
already subsidised and would therefore not fall under this new initiative. Thank you to Delphine LaboureauOrmancey who has liaised with the French network in Bendigo, first recipient of funds under this new initiative
2
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Thanks to Eva Anderson and Laurence Brottes, French students can learn
and think with bugs in French.
Go to http://museumvictoria.com.au/melbournemuseum/Education/Education-Kits/LOTE-French-Bugs
discover the kit and may be book a guided visit by a French-speaker.
to
Thank you to Kevin Lane and his AFTV Study Tour for Teachers of French 2009 sub-committee. We are
happy with the positive response to this new initiative, which is partly subsidised by the AFTV.
Thank you, congratulations and welcome backon the committee to Tasha Paquier (formerly known as Tasha
Brown). Tasha is convening the Matinée du français sub-committee and working with Barbara Watt, Fadia
Zogheib and Matthew Hetchler.
Thank you to Andrew Morabito, our own representative at the MLTAV meetings, who is keeping us abreast
of new development in language policy. You may want to visit the following website:
http://www.tllg.unisa.edu.au/examples.html,
or
listen
to
the
following
podcast
http://www.abc.net.au/rn/australiatalks/stories/2009/2561613.htm in which, and I quote “Paul Barclay
interviewed Kathe Kirby, Executive Director, Asia Education Foundation, Angela Scarino, Associate
Professor of Applied Linguistics and Director Research Centre for Languages and Culture, University of South
Australia and Norm Hart, President Australian Government Primary Principals' Association on the topic of
Teaching Foreign Languages.”
Thank you to Helen Skinner and her sub-committee who have organised two mini film festivals in Melbourne
and for the first time this year one film session in Ballarat.
Thank you to Isabelle Mangeot-Hewison and Laurence Brottes for putting together this issue of Carrefours.
Thank you to those who have contributed.
In terms of contributions, you will find on p.61 of this edition, an aid to reflection on the next installment of VCE
revision for LOTE (2010 onwards). In view of the impending National Curriculum, and this due revision, I urge
you to think and send your thoughts and responses as soon as possible.
Of course, I urge all of you to send your contributions to Carrefours, as this is the only way it can really
develop into the communal tool which we all need. The next issue is on La francophonie.
Two more people need be thanked: Kathy Macfarlane for running our website and Alison Daly, without
whose help the AFTV could not function.
All our work would not be possible without your membership fees and funding from both the French embassy
and the Department of Education and Early Childhood Development (DEECD).
In conclusion, I would like to thank once again all the people on the AFTV committee and you, our members.
Your work and dedication to the teaching of French are a real inspiration. I know that demands on us have
greatly increased but do make the time to come to our committee meetings and why not join the committee
next year.
Enjoy this issue of Carrefours!
Philippe Vallantin
Bialik College
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UN PETIT GUIDE DE SURVIE VCE en 10 points
Avant tout, notre conseil le plus important : ENSEMBLE
Le partenariat est la clef du succès (et de la sérénité) du prof de VCE.
Préparer, travailler, évaluer avec un/e collègue, est la meilleure façon de
trouver des réponses rapides à la plupart des questions que l’on se pose
lorsque l’on enseigne le VCE.
Il est clair qu’il est plus facile de trouver un collègue-partenaire lorsque l’on enseigne dans
une école métropolitaine. Cependant, les professeurs de la campagne peuvent dépasser
leur isolement : si vous lisez ce CARREFOURS, il y a des chances pour que vous soyez
membre de l’AFTV. Contactez-nous si vous désirez être mis/e en contact avec un autre
enseignant de VCE français.
8
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1. Où trouver les informations dont j’ai
besoin ?
Au niveau du VCE, il y a un nombre de « bibles » incontournables.
Le site du VCAA www.vcaa.edu.au.
Un site si exhaustif qu’il peut être un peu intimidant.
Un conseil : sachez ce que vous y cherchez. A part le Study Design et l’Assessment
Handbook, les deux choses les plus importantes pour moi :
*les dates des examens
*les examens (et corrections) des années passées
•
•
Study Design http://www.vcaa.vic.edu.au/vce/studies/lote/french/frenchsd.pdf
Assessment Handbook http://www.vcaa.vic.edu.au/vce/studies/lote/french/frenchindex.html
Les deux références ci-dessus sont indispensables. Tout y est, et il est important de les avoir lues
une fois avant de se mettre au travail. De par leur exhaustivité et leur longueur, cependant, ce sont
plus des ouvrages de référence que des instruments de travail.
Teaching and Learning Languages : A guide devient rapidement incontournable
pour tout prof de langues. Vous y trouverez notamment un exemple de programme pour les
Unités 1 et 2. http://www.tllg.unisa.edu.au/guide.html
The Leading Edge VCE : French (Vallantin, Mangeot-Hewison; Harcourt Education)
Un livre pour chaque élève, et une référence utile pour tout enseignant du VCE de français.
Il s’agit d’un résumé des informations importantes sur les examens oral et écrit, et des
techniques de préparation à ces examens.
Outre des exemples (corrigés) des différents exercices qui composent l’examen écrit, on y
trouve aussi des examens blancs avec corrections.

Dealing with Text Types in French (M. Worthington; VSL Distance Education, DET)
Difficile de trouver un catalogue plus exhaustif des caractéristiques de chacun des types de
texte.
2. Où trouver des ressources pédagogiques ?
Partout ! Le temps des « realia » rapportés de France est terminé. Un voyage en France ou dans
un pays francophone n’est plus l’indispensable détour pour le « prof de français bien équipé».
Internet a changé tout cela, et chacun est aussi bien informé et équipé qu’il prend le temps de
l’être. Bien sûr, on ne le répètera jamais assez, travailler en partenariat avec d’autres
professeurs de français au niveau du VCE est un avantage de tous les jours.
Dans les pages même de ce CARREFOURS, vous trouverez un article de Charles Wright (The
Age), dans lequel il donne des conseils judicieux de sites et blogs divers grâce auxquels plus
aucune ressource ou information française ne peut échapper.
‘Obsessive Computer Disorder’ meets ‘Obsessive French Learner’ pp.11-12
9
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1. Comment choisir les thèmes et sous-thèmes ?
Le VCE est clairement l’aboutissement de tout ce qui a été enseigné au cours des années qui le
précèdent. Le programme de VCE idéal doit donc tendre à refléter cela. Le Study Design nous a
donné une liste de PRESCRIBED THEMES AND TOPICS, devant être étudiés au cours du
programme de VCE. La raison d’existence de cette liste n’est, en fait pas d’être ‘prescriptive’ ; au
contraire, elle nous permet de nous assurer, en choisissant les thèmes et sous-thèmes que nous
abordons dans notre programme, que notre cursus couvre autant de sujets que possible.
Pour vous aider à utiliser cette liste ainsi, vous trouverez une table de topics (thèmes et sujets) à
remplir. pp.13-14 (2 pages : table + exemple)
2. Comment choisir l’étude approfondie ?
D’abord, assurez-vous de choisir un thème lié à la langue et la culture françaises.
Are there good or bad detailed studies? (Philippe Vallantin) pp.15-18
3. Comment organiser l’enseignement et l’évaluation du VCE au
cours des Unités 1, 2, 3 et 4 ?
Unités 1 et 2 :
Au sein des « prescribed themes and topics » et des sous-thèmes que vous avez choisis (voir
Question 3.), et s’il répond aux Outcomes prescrits, le programme des Unités 1 et 2 est entièrement
flexible et peut être organisé au gré du professeur.
De la même manière, l’évaluation se passe entièrement au sein de l’école, et est à la merci
du professeur.
Unités 3 et 4 :
L’évaluation par SAC et examens notés à l’extérieur de l’école rend ces unités plus prescriptives.
Pp19-22, vous trouverez des tables d’organisation d’évaluation, Unité par Unité.
Evaluation des SACs :
Pour que les SACs soient toujours un outil d’évaluation ET de feedback, il est important que la
notation se fasse aussi bien à l’aide de critères et de descripteurs.
Le VCAA nous a donné la permission de croiser, pour chaque SAC, les critères originaux et les
descripteurs introduits en 2005. Pour chaque SAC, voir pp.23-34
10
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6. Comment être sûr(e) de ne pas me laisser prendre par le
temps ?
Planifier, planifier, planifier…. et se référer à son plan en permanence.
La checklist pp.35-37 et le year planner p.38 peuvent vous y aider.
7. Comment m’assurer de la validité de mon évaluation ?
•
Travailler en partenariat avec un/e collègue.
Cross-marking est toujours une bonne idée.
•
S’entraîner sur des exemples de travaux d’élèves avec les élèves eux-mêmes.
Isabelle Mangeot-Hewison et ses élèves ont fait un exercice d’écriture et d’évaluation selon
les critères officiels. pp.39-44
8. Comment écrire une ‘task’ ?
En 2001, parmi divers articles d’aide à l’enseignement du « nouveau » VCE (Revised VCE in 2001),
le VBoS d’alors a publié le Revised VCE LOTE STUDIES SUPPORT PAPER 3, on Designing and
administering coursework assessment tasks. Nous n’avons pas trouvé mieux depuis ; l’article
est très exhaustif et rempli d’informations très pratiques.
Vous trouverez cet article en pp. 45-57. Les extraits surlignés l’ont été par l’équipe de Carrefours.
9. Comment préparer mes élèves au mieux à l’examen oral ?
Impossible de répondre à cette question simplement ni rapidement. Tout a été écrit partout (voir
The Leading Edge, par exemple). Mais une chose importante :
Parler en français en classe. … où du moins le plus souvent possible. Si nos élèves ne
comprennent pas tout au début, très vite ils s’habitueront au son d’instructions données en français.
11
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10.
Comment préparer mes élèves à l’examen écrit ?
Il est clair que cette question, (comme la Question 9) n’a pas de réponse simple ni unique.
Quelques idées :
1.
•
•
•
Le travail régulier lié au contrôle continu… eh oui, les bons vieux tests de
vocabulaire peuvent encore marcher avec presque toutes les classes d‘Année
12. Pour s’assurer de l’acquis minimal de « x » mots par semaines, par exemple.
2. Le travail régulier lié au feedback constant, à la recherche personnelle, à la
connaissance croissante de la culture française, et aux techniques de
l’écriture : … une idée d’activité régulière
Je demande à mes élèves d’Année 12, toutes les 2 semaines, de faire un travail
de recherche, d’approche culturelle, de réflexion et d’écriture selon les étapes
suivantes :
Chercher et lire/ regarder/ écouter/ … (au choix) un « texte » français. En bref, avoir une
« expérience française « , indépendamment du travail que nous faisons en classe. Pour des
raisons évidentes, l’ « expérience française » devient en général rapidement « regarder un
film français » (en V.O, bien entendu)
Ecrire un texte de 300 mots (*) se rapportant à l’ « expérience française » (qui n’est en fait
qu’un prétexte), dans le Text Type et le Kind of Writing que je leur ai prescrit. (une nouvelle
combinaison toutes les 2 semaines)
Pour cela, les élèves doivent se référer aux caractéristiques des TT et KoW expliqués dans
le Study Design.
Je corrige ce devoir rapidement selon les critères de l’examen VCE.
3. La prise d’habitude aux techniques de l’examen
(*) Voir ci-dessus : Tous les textes que mes élèves me remettent doivent être en
300 mots, de manière à ce que cette longueur devienne un seconde nature – une
chose de moins à laquelle penser le jour de l’examen !
* N’écrire que selon un TT et un KoW particuliers
* S’habituer à répondre à des questions courtes sur des textes écrits ou d’écoute,
en anglais et en français : dans les 2 langues - voir et aller à l’essentiel. 5
minutes au début de chaque cours.
4. C’est en écrivant qu’on devient écrivain
Lisez, pp.58-60, un exercice de Philippe Vallantin autour des sujets d’écriture de
l’examen du VCE 2008.
12
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One of the symptoms of Obsessive Computer Disorder (OCompD), which the Bleeding Edge
Psychological Research Institute has been documenting for the editors of the Diagnostic and
Statistical Manual of Mental Disorders over the past few years, is a startling inability to formulate
any intention — even those with no obvious connection to computers — without throwing as much
technology as possible at the proposition.
No doubt, for instance, the average person who decides to learn a foreign language associates the
process with weekly classes, and regular homework, and perhaps some vocabulary-extending and
pronunciation-supporting activities like watching foreign movies and reading the odd newspaper or
magazine.
He might perhaps, prepare himself by reading Margaret Ambrose’s entertaining How to be French
(http://www.tinyurl.com/9vn9p7 ), which explores the author’s experiences over a couple of years of
weekly classes at the Melbourne branch of Alliance Française (http://www.tinyurl.com/92waul ),
whose new, rather grand, premises in Grey St, St Kilda, happen to be no more than a few blocks
from the Bleeding Edge cave.
Not the OCompD sufferer. This unfortunate individual might start with the conventional approach —
we’ve signed up for a course at Alliance Française — but pretty soon he’s heading for Google,
convinced that the Web is full of clues to more effective strategies that will allow him to progress
despite what How to be French suggests is an alarmingly high drop-out rate among those who try to
learn a second, or in our case, third language.
Six years ago, when we started learning Italian, we deployed a variety technological resources,
ranging from a computerised foreign-language tutor called Tell Me More, produced by Frenchbased Auralog, to a large bottle of grappa, which we still maintain is an essential aid for teaching the
Australian tongue to wrrrapp itself arrround all those arrrs.
At the time we found the voice recognition and speech analysis tools which are a major feature of
Tell Me More could be problematic, but it seems to have evolved since then — it now has up to 10
levels and more than 2000 hours of content for $US389.99 (two levels will set you back $US289) —
and endorsement from corporate and government customers, including more than 10,000 academic
institutions.
13
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No doubt, given our personal affliction with OCompD, we’ll succumb to a second round with Tell Me
More as we attempt to keep up with our fellow alliance students, but we’re going to be awfully busy
for a while trying out some of the free language learning resources that are available on the internet.
The would-be French speaker could do worse than to start with the recommendations from a couple
of university departments dedicated to the Francophone. The most impressive is Tennesee Bob
Peckham’s collection from the University of Tennessee’s Department of Modern Foreign Languages
at http://www.tinyurl.com/74g3vb . He seems to have an even more advanced form of OCompD
than Alan Keig, research librarian for French studies at Adelaide University
(http://www.tinyurl.com/a4qmbv ).
Mr Keig is particularly enthusiastic about The French Tutorial, a series of basic French lessons
including 181 audio files created by Hervé Foucher at http://www.frenchtutorial.com . A $A15
donation allows you to download the tutorial as a PDF file for printing, and also gives you access to
an online forum, but while we’re in favour of financial support for sites like these, the forums are less
than impressive.
The BBC offers some free basic language courses, and streams video of its Ma France program at
http://www.bbc.co.uk/languages . Its free French Steps program meets the Common European
Framework Level One standard for simple conversational language.
Another particularly helpful resource for the novice is http://www.french.about.com , which is run by
the New York Times. It includes thousands of pages of French lessons and linguistics, classroom
ideas, cultural information, help on common mistakes and difficulties, advice on topics like how to
buy a French dictionary and a blog by Laura K. Lawless, which might keep you informed and
inspired.
More advanced students should check out the Project for American and French Research on the
Treasury of the French Language (ARTFL) in which the University of Chicago is a partner at
http://www.tinyurl.com/8kuqwk .
Even those technological tidbits don’t satisfy the insatiable lust of the OCompD sufferer. We’ve now
turned our attention to the use of a digital recorder as an aid in the study of French. We’re
convinced that the ability to record lessons on a Zoom H2, for instance, can accelerate the learning
process. We’re not sure that Alliance Française has yet discovered their existence, but OCompD
can be a remarkably infectious condition.

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Let us revisit the French Study Design pages 24-25. DETAILED STUDY
The student is required to undertake a detailed study during Units 3 and 4. The student will be
expected to discuss their detailed study in Section 2, Discussion, of the Oral Examination.
Over the course of Units 3 and 4, approximately 15 hours of scheduled class time should be
devoted to the detailed study.
The detailed study should be based on a sub-topic related to one or more of the prescribed topics
listed in the table on page 13. The sub-topic may be drawn from this table, or a different sub-topic
may be selected.
One sub-topic may be selected for a whole class. It will be important to select a sub-topic that is
sufficiently broad to accommodate a range of interests and perspectives, so that each
student can provide an individual response to the coursework assessment task(s) set, as
well as in the Discussion in Section 2 of the Oral Examination. Alternatively, different sub-topics
may be selected for individuals or groups of students.
At least one and no more than two of the six assessment tasks for school-assessed
coursework should focus on the detailed study. The detailed study assessment task(s) should
be designed to assess the student’s understanding of the language and culture of the Frenchspeaking community and should be selected from those required to assess achievement of
Outcome 2, Unit 4 (detailed on pages 29–30). The sub-topics and texts should also be selected to
ensure the student is able to focus on the knowledge and skills associated with Outcome 2, Unit 4.
Unit 4, Outcome 2
Respond critically to spoken and written texts, which reflect aspects of the language and culture of
French-speaking communities. .
TASK:
A 250–300-word informative, persuasive or evaluative written response, for example, report, comparison or review.
and
A three- to four-minute interview on an issue related to the texts studied.
LANGUAGE AND CULTURE THROUGH TEXTS
The detailed study should enable the student to explore and compare aspects of the language
and culture of the French-speaking community through a range of oral and written texts in
French related to the selected sub-topic. This will enable the student to develop knowledge and
understanding of, for example, historical issues, aspects of contemporary society or the literary or
artistic heritage of the community. The texts, which form the basis of this study might include
feature films, short films, short stories, songs, newspaper articles, electronic texts,
documentaries, music, painting and oral histories. The length of texts selected will vary
depending on the type of text, its density and level of complexity. In order for the student to be able
to explore their sub-topic in sufficient depth to meet the relevant outcomes, it is suggested that a
range of at least three different kinds of text are selected. These might include aural and
visual, as well as written texts.
17
3KLOLSSH9DOODQWLQ
So, as VCE teachers who prepare our students for both Unit 4 Outcome 2 and
the Discussion part of the external oral examination, we must ensure that
o
o
o
o
o
We spend approximately 15 hours of class time on the detailed study.
We give each student the opportunity to explore and compare aspects of the language and culture of
the French-speaking community through a range of oral and written texts in French.
The texts we studied can be feature films, short films, short stories, songs, newspaper articles,
electronic texts, documentaries, music, painting and oral histories.
We advise our students to select a range of at least three different kinds of texts: they might include
aural and visual, as well as written texts.
We must ensure that our students know the criteria used to assess their performance int the
Discussion in Section 2 of the Oral Examination.
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COMMUNICATION
Criterion 6
Capacity to maintain and advance the exchange appropriately and effectively
•
capacity to link with assessors
•
effectiveness of communication and repair strategies
•
degree of support necessary to maintain the exchange
Criterion 10
Clarity of expression
•
pronunciation, intonation, stress, tempo
The student:
9–10
7–8
5–6
3–4
1–2
0
•
demonstrates understanding by responding readily and confidently
•
carries discussion forward with some original input
•
uses highly effective repair strategies
•
•
has very good pronunciation, intonation, stress and tempo
demonstrates a good level of understanding
•
occasionally carries the discussion forward
•
needs minimal support
•
has good repair strategies
•
•
has good pronunciation, intonation, stress and tempo
communicates satisfactorily with some hesitations and pauses
•
has limited ability to advance the discussion
•
often needs support
•
has adequate repair strategies
•
•
has minor problems with pronunciation, intonation, stress and tempo
is slow to respond with frequent hesitation and false starts
•
needs frequent support
•
lacks adequate repair strategies
•
•
has significant problems with pronunciation, intonation, stress and tempo
has minimal ability to interact
•
•
is often unintelligible
provides no evidence of meeting the criteria
18
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CONTENT
Criterion 7
Capacity to present information, ideas and opinions on a chosen topic
•
capacity to support and to elaborate on information, ideas and opinions with reasons, examples, evidence and/or
new ideas
The student:
9–10
7–8
5–6
3–4
1–2
0
•
presents an excellent range of information, ideas and opinions clearly and logically
•
gives highly relevant responses
•
is readily able to clarify, elaborate and defend opinions and ideas
•
demonstrates a thorough preparation of the topic
•
presents a good range of information, ideas and opinions which are usually relevant
•
is usually able to clarify, elaborate or defend opinions and ideas
•
demonstrates a satisfactory level of preparation
•
presents a satisfactory range of information, ideas and opinions, which are
generally relevant
•
has some ability to clarify or elaborate opinions and ideas
•
reveals some gaps in preparation of the topic
•
offers a limited range of information, which is not always relevant
•
has difficulty clarifying or elaborating ideas and opinions
•
does not appear to have prepared the topic adequately
•
offers very limited information
•
shows little evidence of preparation
•
provides no evidence of meeting the criterion
As I read the descriptors above, I know that this is the criterion, which assesses my students’ knowledge of
their particular detailed study. They need to signal their particular interest, to select texts ( preferably three)
which are going to help carry out a discussion about it with two examiners. I need to teach them to refer to
their texts ie:
Dans l’article de…., j’ai lu que ….
Dans le film, il y a une scène qui démontre cette idée
Sur cette photo, on peut voir que….
19
3KLOLSSH9DOODQWLQ
LANGUAGE
Criterion 8
Accuracy of vocabulary and grammar
Criterion 9
Range and appropriateness of vocabulary and grammar
•
variety of vocabulary and grammar
•
appropriateness of vocabulary and grammar to the context, audience and purpose of the task
The student:
9–10
7–8
5–6
3–4
1–2
0
•
usually self-corrects errors
•
uses an excellent range of vocabulary, structures and expressions accurately and
appropriately
•
consistently uses appropriate style and register
•
is sometimes able to self-correct
•
uses a very good range of vocabulary and structures accurately and appropriately
•
usually uses appropriate style and register
•
is able to express meaning despite errors
•
has good control of simple structures
•
tends to rely on rote-learned language and anglicisms
•
occasionally uses inappropriate style and register
•
makes frequent and intrusive errors
•
uses a narrow range of structures and vocabulary
•
has limited control of style and register
•
uses a very limited range of structures and vocabulary
•
demonstrates no awareness of style or register
•
provides no evidence of meeting the criteria
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We must also ensure that teachers and students alike read the Chief Assessors’
Assessment Reports available on the VCAA website:
http://www.vcaa.vic.edu.au/vce/studies/lote/french/exams.html
These reports make interesting reading. Detailed studies deemed not as successful one year might
be good detailed studies some other year. What does that tell us? Basically, that it all depends on
how well students prepare for that assessment. Do they have a good understanding of the
documents they have chosen? Are they able to talk about, compare or contrast these documents?
So all detailed studies designed in accordance with the French study design are good detailed
studies.
Philippe Vallantin
Bialik College
NB: The opinions expressed in this piece are mine and are not officially endorsed by VCAA.
20
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36
9&(&KHFNOLVW
DEUX ANNÉES de VCE
9 MOIS d’UNITÉS 3 et 4
Bien sûr, le VCE a 4 unités. Bien sûr, les Unités 1 et 2 forment une base extrêmement importante
(voir la table thématique), et les Unités 3 et 4 tendent à n’être qu’une suite de révisions intensives et
une accumulation de contrôles et examens officiels.
C’est le mot officiel, qui blesse, effectivement, et qui a tendance à faire peur.
Comment être certain(e), particulièrement la première année que nous enseignons en Année 12,
que nous faisons ce qu’il faut, que nous préparons bien nos élèves, que nous faisons justice à la
confiance qu’ils placent en nous ?
que nous travaillons au rythme désiré ?
que nous ne laissons rien passer d’important ?
Voilà quelques rappels ; des points importants à cocher avant et au cours de l’année.
CHECKLIST
à cocher dès le début et au cours de l’Année 12
EST-CE QUE JE SAIS CE QUE JE VAIS ENSEIGNER CETTE ANNEE ?
Topic table
Programme : sous-thèmes organisés autour du contenu linguistique désiré
Intégration constante de culture française
School Assessed Coursework :
• liens avec les Outcomes
• diversité des Tasks
• liens avec les thèmes et sous-thèmes décidés
• dates
o Etude Approfondie (Detailed Study):
• choix du thème
• idée générale de la distribution des 15 heures allouées
o
o
o
o
37
9&(&KHFNOLVW
EST-CE QUE MES ELEVES SAVENT CE QU’ILS VONT FAIRE CETTE ANNEE ?
IL FAUT LEUR DISTRIBUER :
o
o
o
o
Topic table
Programme : sous-thèmes organisés autour du contenu linguistique désiré
Dates et contenu des SACs
Une introduction à l’Etude Approfondie
GRAMMAIRE
o
o
o
o
o
o
o
*à vérifier au gré des thèmes étudiés
*à réviser au gré des besoins spécifiques de
mes élèves
Nature et fonction des mots dans la phrase française
Verbes (conjugaison, temps – simples et composés-, modes)
Noms (genres, etc…)
Adjectifs (accord et position)
Adverbes
Prépositions
Conjonctions (rôle dans un texte)
TECHNIQUES VCE
Kind of Writing
Text Types
Travail régulier (à donner dès le début de l’année)
Comment répondre aux questions typiquement posées
*lors de l’examen oral
*lors de l’examen écrit
o Préparation à la conversation générale (développement des réponses à des
questions sur la vie en général)
o Préparation à la discussion (discussions, débats et jeux de rôles sur divers
thèmes)
o
o
o
o
38
9&(&KHFNOLVW
EVALUATION
o Dates des SACs
o S’assurer que les SACs sont utilisés comme éléments de FEEDBACK
important pour les élèves (nulle part le VCAA ne demande que les profs
gardent les SACs ; corrigés, ils sont beaucoup plus utiles aux élèves qu’à
nous !!)
o Contrôle continu (tests ou travail à corriger constant)
o Travail avec un(e) collègue : CROSS-MARKING des SACs ?
ETUDE APPROFONDIE
o Emploi du temps
o Incorporation dans le cursus
o Incorporation dans les SACs
EXAMEN ORAL
o Est-ce que je parle assez en français ?
o Préparation à la conversation générale (techniques d’examen)
o Préparation à la discussion (techniques d’examen)
EXAMEN ECRIT
o Préparation aux exercices d’écoute
Autant d’examens blancs que possibles, dès le début de l’année (les examens des
années passées sont disponibles sur le site du VCAA ; nombre d’examens blancs sont
diffusés, annuellement, par l’IARTV, l’AFTV, Melbourne University, etc… ; le concours
Berthe Mouchette de l’Alliance Française, est toujours un bon exercice de préparation)
39
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Mars
Avril
Mai
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2
Donner aux
élèves :
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thèmes
Juin
Juillet
Août
Septembre
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1
ͳͷ
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Octobre
Novembre
E
X
A
M
E
N
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général
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4,
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3
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diverses
Introduction
à l’étude
approfondie :
en parler aux
élèves et
commencer
à les faire
rechercher
O
R
A
L
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40
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Unit
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UN EXERCICE D’EVALUATION POUR PROFS ET ELEVES, EN 4 ETAPES.
EXEMPLE : UNIT 4, OUTCOME 2
ETAPE 1 :
•
Sur un thème que nous étudions (le sport de haut niveau), je donne à mes élèves la
« TASK » suivante :
SAC
♦
♦
♦
♦
♦
Unit 4 Task 2 (Outcome 2)
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ͺͲǦͻͲ
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Vous venez de voir l’interview de Marie-José Pérec après les Jeux Olympiques de Sydney en 2000.
Choqué(e) par la détresse de celle-ci, vous écrivez une lettre au rédacteur en chef de votre quotidien, dans
lequel vous tentez d’évaluer l’impact personnel qu’ont les sports de haut niveau sur les athlètes.
Having just seen the interview of Marie-José Perec on TV after the 2000 Sydney Olympics and shocked by her obvious
distress, you write a letter to the editor of the daily newspaper you read. You try to evaluate the personal impact of high
level sports on athletes.
•
Je leur donne également la « réponse » suivante (p.40), texte que j’ai écrit en compilant des
erreurs de langue communément faites par mes élèves dans ce qu’ils me donnent à corriger
depuis le début de l’année. En termes d’évaluation, il y a aussi des choses à remarquer sur
la structure, le contenu, le respect du Text Type et du Kind of Writing.
•
Je leur donne enfin la grille de critères et descripteurs de Unit 4 Outcome 2 – que vous
trouverez pp.31-32 de ce Carrefours.
L’idée de cette étape 1, est de donner aux élèves le travail de corriger, d’évaluer et de
noter par eux-mêmes le texte.
41
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Réponse 1 à corriger :
Cher rédacteur en chef,
Je juste vu une interview de Marie-José Perec déprime et je voudrais de évaluer le probleme de les
athletes. Je pense ils sont usés comme des pions par les nations et c’est pas moralistisque. Je
demande qu’est-ce qu’on peux faire arrêter ce dégât. Les jeunes aiment le sport et c’est bien, mais est
ce que les parents, et puis les sportives associations et puis enfin les pays ont le droit changer la vie
de ces jeune talentueux et ses familles ? Moi je dis « non », et je vais écrire pourquoi.
D’abord quand les jeunes sportif ils aiment jouer au sport, ils aiment aussi faire des autres choses
comme d’être des enfants et voir ses amis, et tout ça. Mais quand les parents décident faire ses
enfants un sportif de haut niveau, ils arrêtent la normale vie et concentrent toutes les choses sur le
sport. Donc c’est un empêche de normal dévelopment.
Et puis après ça quand les sportives associations s’occupe de les enfants sportifs, ils pressurisent eux
pour il devenir un grand athlete. Les associations et les équipes, ils mettent beaucoup de les moyens
(le temps, l’argent, les entraîneurs, les régimes, etc…) pour entrainer. Alors, ils voudraient le résultat
dans les Jeux Olympiques et dans le sport de haut niveau. Et quand les enfants sont athletes de haut
niveau, et va à les Jeux Olympiques, ils représentent ses pays, et donc les pays mettent la
pressurisation sur les athletes pour gagner les médailles d’or parce que le sport de haut niveau
représente une importante chose pour les pays.
Mais je demande encore une fois plus, est-ce que c’est moralistique gater la vie de les jeunes pour
faire devenir champions ? Non, parce que de toutes les personnes qui devient pas des champions, et
toutes les personnes comme Marie-José Perec qui craque. C’est pas éthique. Je dis, il faut qu’on fait
quelque chose empêcher la pressurisation de les athletes de haut niveau. J’espère que je convainque
vous et tous les lecteurs.
Jacques Martin
42
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Voilà les résultats sur lesquels mes élèves et moi sommes
tombés d’accord sans problème :
Criterion 1. Appropriateness of structuree or sequence for the kind of
writing required
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Criterion 4. Range and appropriateness oof vocabulary and grammar
ʹ
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ETAPE 2 :
Les élèves ayant corrigé la Réponse
e 1, et l’ayant réécrit en ‘bon français’, passent à la deuxième
étape : ECRIRE LEUR PROPRE REPONS
SE (en groupes de deux ou trois, si on veut déve
elopper
l’argumentation autour de la producttion et de l’évaluation d’un texte).
ETAPE 3 :
Je choisis les deux textes suivants, et les donne à la classe en vérifiant que nous sommes d’accord
sur les notes finales que je leur ai do
onnées.
Il s’agit de 2 textes qui, selon moi, so
ont « typiques » d’un 14/15 (Réponse 2), puis d
d’un 19/20
(Réponse 3).
43
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Réponse 2 :
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PAGE 5
Réponse 3:
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45
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Evaluation Réponse 2 :ǣͳͷȀʹͲ
Criterion 1. Appropriateness of structure or sequence for the kind of
writing required
ͷ
ΎŽŵƉƌĞŚĞŶƐŝǀĞƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨƚŚĞĨĞĂƚƵƌĞƐŽĨƚŚĞŬŝŶĚŽĨǁƌŝǡ

ǣĞĨĨĞĐƚŝǀĞƵƐĞŽĨĂŶŝŶƚƌŽĚƵĐƚŝŽŶ͕ďŽĚǇĂŶĚĐŽŶĐůƵƐŝŽŶ͘
ΎŽŶƚĞŶƚŝƐǀĞƌǇǁĞůůŽƌŐĂŶŝƐĞĚĂŶĚƐĞƋƵĞŶĐĞĚůŽŐŝĐĂůůǇ;ǁŝƚŚŝŶĂŶĚďĞƚǁĞĞŶƉĂƌĂŐƌĂƉŚƐĂŶĚ
ƚŚƌŽƵŐŚŽƵƚƚŚĞǁƌŝƚŝŶŐĂƐĂǁŚŽůĞͿ
Criterion 2. Relevance, breadth and depth of content.
ǣʹͲʹǨǨǨ
Ύ/ĚĞŶƚŝĨŝĞƐĂŶĚĐŽŵŵĞŶƚƐŽŶƐŽŵĞĐƵůƚƵƌĂůůǇƐƉĞĐŝĨŝĐĂƐǡ
ĂƚƚŝƚƵĚĞ͘
ΎWƌĞƐĞŶƚƐŝŶĨŽƌŵĂƚŝŽŶĂďŽƵƚĂŶĂƐƉĞĐƚŽĨƚŚĞĐƵůƚƵƌĞĂƐƐŽĐŝĂƚĞĚǁŝƚŚƚŚĞůĂŶŐƵĂŐĞ͕ǁŝƚŚĂ
ůŝŵŝƚĞĚƌĂŶŐĞŽĨŝĚĞĂƐ͕ŽƉŝŶŝŽŶƐĂŶĚĐŽŵƉĂƌŝƐŽŶƐŐŝǀĞŶ͘ǀŝĚĞŶĐĞĨƌŽŵƚĞǆƚƐƐƚƵĚŝĞĚŝƐŽĨĨĞƌĞĚ
ĨŽƌƐŽŵĞŽĨƚŚĞƉŽŝŶƚƐƌĂŝƐĞĚ͘
͵
Ͷ
ΎsĞƌǇŐŽŽĚůĞǀĞůŽĨĂĐĐƵƌĂĐǇŽĨǀŽĐĂďƵůĂƌǇ͕ŐƌĂŵŵĂƌ͕ƉƵŶĐƚƵĂƚŝŽŶ
ǲǥǳǨǨǨǨ
͵
Criterion 4. Range and appropriateness of vocabulary and grammar
Ύ>ĂŶŐƵĂŐĞŝƐƐƵŝƚĂďůĞĨŽƌƚŚĞĂƵĚŝĞŶĐĞ͕ĐŽŶƚĞǆƚ͕ƉƵƌƉŽƐĞĂŶĚƚĞǆƚͲƚǇƉĞ͘
Evaluation Réponse 3 :
ǣʹͲȀʹͲ
Criterion 1. Appropriateness of structure or sequence for the kind of
writing required
ͷ
ΎŽŵƉƌĞŚĞŶƐŝǀĞƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨƚŚĞĨĞĂƚƵƌĞƐŽĨƚŚĞŬŝŶĚŽĨǁƌŝǡ

ǣĞĨĨĞĐƚŝǀĞƵƐĞŽĨĂŶŝŶƚƌŽĚƵĐƚŝŽŶ͕ďŽĚǇĂŶĚĐŽŶĐůƵƐŝŽŶ͘
ΎŽŶƚĞŶƚŝƐǀĞƌǇǁĞůůŽƌŐĂŶŝƐĞĚĂŶĚƐĞƋƵĞŶĐĞĚůŽŐŝĐĂůůǇ;ǁŝƚŚŝŶĂŶĚďĞƚǁĞĞŶƉĂƌĂŐƌĂƉŚƐĂŶĚ
ƚŚƌŽƵŐŚŽƵƚƚŚĞǁƌŝƚŝŶŐĂƐĂǁŚŽůĞͿ
ΎĂƉĂďůǇŝĚĞŶƚŝĨŝĞƐĂŶĚĐŽŵŵĞŶƚƐŽŶĐƵůƚƵƌĂůůǇƐƉĞĐŝĨŝĐĂƐƉĞĐƚƐŽĨůĂŶŐƵĂŐĞ͕ďĞŚĂǀŝŽƵƌŽƌ
ĂƚƚŝƚƵĚĞ͘
ΎWƌĞƐĞŶƚƐĐŽŵƉƌĞŚĞŶƐŝǀĞŝŶĨŽƌŵĂƚŝŽŶǁŝƚŚƐŽŵĞƐŽƉŚŝƐƚŝĐĂƚŝŽŶĂďŽƵƚĂŶĂƐƉĞĐƚŽĨƚŚĞ
ĐƵůƚƵƌĞĂƐƐŽĐŝĂƚĞĚǁŝƚŚƚŚĞůĂŶŐƵĂŐĞ͕ǁŝƚŚƉĂƌƚŝĐƵůĂƌŝĚĞĂƐ͕ŽƉŝŶŝŽŶƐĂŶĚĐŽŵƉĂƌŝƐŽŶƐ
ĞĨĨĞĐƚŝǀĞůǇƐƵƉƉŽƌƚĞĚďǇƌĞůĞǀĂŶƚĞǀŝĚĞŶĐĞĨƌŽŵƚĞǆƚƐƐƚƵĚŝĞĚ͘
ͷ
ΎEĞĂƌƉĞƌĨĞĐƚĂĐĐƵƌĂĐǇŽĨǀŽĐĂďƵůĂƌǇ͕ŐƌĂŵŵĂƌ͕ƉƵŶĐƚƵĂƚŝŽŶ͘
Criterion 4. Range and appropriateness of vocabulary and grammar
ȗȋǡȌ
ǡǡǦǤ
ͷ
ͷ
Mille mercis à tous mes élèves d’Année 12- 2009, qui sont entrés dans le jeu de cet exercice. Je
suis persuadée qu’ils en ont retiré beaucoup de choses !
Merci particulièrement à Tory, Alex, Will, Gretta , Maisie, dont les textes figurent en Réponses 2&3.
Isabelle Mangeot-Hewison, St Michael’s Grammar School
46
REVISED VCE LOTE STUDIES
SUPPORT PAPER 3
Paulene Webster, Lucy D’Angelo, VBoS (2001)
DESIGNING AND ADMINISTERING COURSEWORK ASSESSMENT TASKS
FOR REVISED VCE ARABIC, CHINESE SECOND LANGUAGE, LOTE, GERMAN, GREEK,
INDONESIAN SECOND LANGUAGE, ITALIAN, JAPANESE SECOND LANGUAGE, KOREAN
SECOND LANGUAGE, SPANISH AND VIETNAMESE
Acknowledgement: Paulene Webster, Coordinator of LOTE at the Victorian School of Languages and Lucy
D’Angelo, Curriculum Coordinator at Caroline Chisholm Catholic Secondary College, have contributed to
many of the ideas presented in this paper.
Introduction
A major rationale for the provision of school assessment is that it allows for greater flexibility than an end-ofyear examination. However, whilst flexibility is desirable, it cannot be open-ended. Some broad parameters
have to be set so that, whilst there may be some differences in the precise details of tasks set, there is a
common base that ensures all tasks will align with the overall intent and expectations of the study design.
Moderation of the resulting school-assessed scores is also needed to ensure that, ultimately, the same score is
a reflection of the same level of challenge and performance.
The coursework assessment component of the Revised VCE LOTE study design reflects this approach.
The Revised VCE LOTE study designs and the assessment guide provide the broad parameters of
commonality. All coursework assessment tasks must be designed to align with the requirements of the revised
study design. Advice, in terms of scope and marking of tasks, is provided in the assessment guide. Beyond
this there is scope for flexibility.
An example of working through the study design and assessment guide, to the point of making decisions on
actual coursework assessment details, is provided on the following pages. It is designed to show where there
is scope for flexibility, and where there is not, and to illustrate the kinds of choices that can be made.
It is important to note that the final decisions made, and the actual tasks set in the example reflect one
teacher’s approach to using the flexibility available in the context of the needs and interests of a
particular group of students. For a different group of students with different needs and interests, it
would be entirely appropriate for the flexibility to be used in a different way.
47
SUPPORT PAPER 3
Working through the design of coursework tasks for Unit 3
Outcome 1
•
The study design
The study design states the outcome as express ideas through the production of original texts and it is
clear from the key knowledge and skills that by the time the students do this they will need to be able
to handle personal and imaginative kinds of writing, a range of text types, organising and sequencing
ideas, style, using dictionaries etc. It has to be a 250-word personal or imaginative written piece and
this is original writing, so it is not a case of reproducing something they have practised and prepared.
•
The assessment guide
The assessment guide recommends 80–100 minutes of class time. This means a double lesson of 90
minutes in my timetable. It says the task should specify an audience, purpose and context and text
type and access to dictionaries is recommended. It has to be scored out of 20, and in the guide there
are four criteria, each worth 5 marks. It says students should be given an indication of the task to be
completed (as it is described in the study design) and all the areas they need to revise.
•
Choices
I have a choice as to when to set the task. They really have to have the knowledge and skills to be able
to sit down and plan and write from scratch to do this. They also need more work on past tenses and
embedded clauses. For my students this is going to be challenging, so it is the task I am leaving until
last in the unit. This will give them a good build up because they will, of course, be doing some
writing activities, including some creative writing and work on text types and kinds of writing, in the
topics preceding this one. The last topic in Unit 3 in my program is Arts and entertainment, and the
sub-topic is ‘children’s literature’, so this will fit in well.
I have a choice as to whether I set one task or provide options. I think I will set only the one task for
the whole class, and they won’t know beforehand, but I will make it imaginative. Imaginative,
persuasive and evaluative are the kinds of writing they need most work on this year. Also, they are
going to have to be prepared for any of the five kinds of writing in the end-of-year examination, so
making them revise both personal and imaginative is good training. I have a choice as to what I do
about word length. I think I am going to say I will check anything that looks to be well over 10%
excess, and disregard anything after the end of a sentence over that. They will have had practice by
then in getting a good feel for what the right length is, just by page space.
I will let them have dictionaries as recommended – by the end of the unit they should really be able to
use them well. I can’t see any need for notes, and the guide doesn’t mention them, so only
dictionaries. I have a choice as to whether the task is set in the LOTE or English or both, so I will set
it in both, like the end-of-year exam. I will also use one of the asterisked text types, as these are the
ones that could occur in the end-of-year examination writing task.
ǤǦ
Ǥ
48
SUPPORT PAPER 3
The task
Write a 250-word imaginative story that is designed to entertain young children. It should include a strange
animal and a ring and have a happy ending.
The marksheet
Unit 3, Outcome 1
Student Number:
C1 Appropriateness of structure
and sequence
C2 Relevance, breadth and depth
of content
C3 Accuracy of vocabulary and
grammar
C4 Range and appropriateness of
vocabulary and grammar
Comment
Very
High
Very
High
Very
High
Very
High
High
Medium
Low
High
Medium
Low
High
Medium
Low
High
Medium
Low
Very
Low
Very
Low
Very
Low
Very
Low
No
Evidence
No
Evidence
No
Evidence
No
Evidence
49
SUPPORT PAPER 3
Outcome 2
•
The study design
The study design states the outcome as analyse and use information from spoken texts and the task has
to be a response to specific questions, messages or instructions, extracting and using information
requested. It is clear from the key knowledge and skills that by the time they do this they will need to
be able to handle gist, main points, detail, supporting points and be able to infer attitudes etc. They
have to be able to analyse and use the information, so a straight series of questions requiring short
answers clearly won’t do.
•
The assessment guide:
The assessment guide recommends 40–50 minutes of class time. This means a single lesson of 45
minutes in my timetable. Responses must be in the LOTE and they have to hear the text more than
once. It has to include main points and detail, go beyond factual information, and include inference.
Access to dictionaries is recommended. It has to be marked out of 10 and there are two criteria in the
guide, each worth 5 marks. Students should be given an indication of the task to be completed as it is
described in the study design and all the areas they need to revise.
•
Choices:
I have a choice as to when to set the task. We spent some time on developing listening skills last year,
and I will of course be building on these in the listening activities they will do in each topic they study
this year. A main issue for them this year is going to be more sophisticated, abstract topic areas that
go beyond facts to opinions and values. This is what I want to introduce them to in the fifth week of
Term 1, when we start the topic The world of work with the sub-topic ‘different kinds of work’. Week
eight would be ideal, if it fits in with the school coursework assessment diary.
I have a choice as to whether I set one task or provide a series of questions, some of which require
paragraph answers. I think, given that I need to include some fact, some detail, and some inference, it
will be easier for me to set a good series of questions, than a single response. The text I have in mind
is an interview that focuses on the pros and cons of different jobs.
I have a choice as to what I do about the number of times they hear it and the pauses. I think, as the
text is 5 minutes long, I will follow the advice in the guide.
I will let them have dictionaries as recommended – they know they should use them with extreme
caution in a listening task. I can’t see any need for notes, and the guide doesn’t mention them, so only
dictionaries.
I have a choice as to whether the task is set in the LOTE or English or both. I think I will set it in the
LOTE and English as in the exam.
I have a choice as to how I set up a marksheet. I will design one based on a five-point scale for each
of the criteria.
50
SUPPORT PAPER 3
The task
1. List the positive features mentioned about working as a journalist.
2. In what two respects do the speakers disagree, and what reasons do they give to support their views?
3. One of the speakers becomes angry. Give one of the expressions that he uses that shows this.
4. You have been asked to write a brief report (100 words) of the views of one of the speakers, for inclusion in
a magazine article.
The marksheet
͵ǡʹ
ǣ
ͳ

ʹ

ǣ

51
SUPPORT PAPER 3
Outcome 3
•
The study design
The study design states the outcome as exchange information, opinions and experiences and it is clear
from the key knowledge and skills that by the time they do this they will need to be able to present,
comment, justify opinions and ideas, ask for/give advice, maintain communication, link and sequence
ideas etc. It has to be a three to four minute role-play focussing on the resolution of an issue, so it is
an oral task, but not a simple conversation – there has to be a problem to resolve.
•
The assessment guide:
The assessment guide recommends the role-play should be broad enough to allow for specific
variations in task from student to student. It should include details of the student’s and partner’s role,
the issue to be resolved, and how it is to be resolved, e.g. by persuading, convincing or negotiating. It
should be undertaken by the teacher and the student and be tape recorded. It has to be marked out of
20 and there are five criteria in the guide, each worth 4 marks. Students should be given an indication
of the task to be completed as it is described in the study design and all the areas they need to revise.
•
Choices
I have a choice as to when to set the task. I have always included a strong emphasis on spontaneous
use of spoken LOTE right from Year 7 with this class, and last year they did quite a few debates as
well as impromptu conversations and interviews for their work requirements, so there will be no
problems with confidence if I get them to do this as a first task. Persuading, explaining and giving
reasons will also give them a good lead into the second topic, which focuses more on abstract issues.
The first topic in Unit 3 in my program is Education and aspirations, and the sub-topic is ‘tertiary
options and vocational pathways’. This will fit in well with a role-play involving resolution of an
issue, and is broad enough for me to think of enough variations for each student in my class of 12.
I will need to allow a maximum of five minutes per student and focus on the role-play lasting 3
minutes. If I tape record and mark later at home I should be able to assess the whole class in 60
minutes, so I will use my double lesson of 90 minutes. I have booked the library and organised for the
librarian to supervise them while they work on a reading task I have set them that is preparation for
the next topic, and that will need to be completed for homework.
The assessment guide doesn’t mention preparation time or notes or scenarios. I don’t think I will give
my students any of these. I know a colleague of mine who is doing this, but I think my approach will
prepare students better for the oral examination. Also, they will know that the role-play will draw on
the vocabulary, structures etc we have been working on, (including some of the things we needed to
revise from previous years), over the past 4 weeks. They will know it will relate to the sub-topic
tertiary options and vocational pathways, and that it will involve resolving an issue. If they have paid
attention since the beginning of the year, done all their homework and revised properly, they should
have the knowledge and skills to engage in a dialogue with me, without having to think for 10
minutes beforehand. I will outline our roles, the issue and what needs to be done at the start of the
role-play, and then go straight into it.
•
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SUPPORT PAPER 3
The task
I am a fellow student and I want to take a year out/ drop LOTE/change schools/focus more on my part-time
job than on school/ go overseas for a year/take up a part-time job/stay at home and study by distance/just
spend time applying for any job/drop two of my subjects and just focus on TAFE/just aim for satisfactory and
not worry about marks/change subjects/study interstate. Try and convince me to reconsider.
The marksheet
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SUPPORT PAPER 3
Outcome 1
•
The study design
The study design states the outcome as analyse and use information from written texts and the task
has to be a response to specific questions, messages or instructions, extracting and using information
requested. It is clear from the key knowledge and skills that by the time they do this they will need to
be able to handle main points, detail, supporting points, as well as be able to infer, compare,
summarise, interpret and evaluate etc. They have to be able to analyse and use the information, so as
in Unit 3, a straight series of questions requiring short answers clearly won’t do.
•
The assessment guide recommends 80–100 minutes of class time. This means a double lesson of 90
minutes in my timetable. Responses must be in the LOTE.
It has to include main points and detail, go beyond factual information, and include inference. Access
to dictionaries is recommended. It has to be marked out of 10 and there are two criteria in the guide,
each worth 5 marks. Students should be given an indication of the task to be completed as it is
•
Choices:
I have a choice as to when to set the task. We have spent some time now on more challenging topics
and the work we have done on text types and kinds of writing has involved quite a bit of comparison
and analysis. The first topic in this unit is one we started last term, Historical Perspectives. After that I
want to move on to the detailed study, so ideally this task would fit best in week three.
I have a choice as to whether I use one or more written texts for this task. I have two texts that will
allow for a summary of different views. Together they total 420 words, but that is only a little over
the length suggested in the guide and my students will also have the maximum time recommended of
100 minutes.
I have a choice of setting a single task, or a series of questions, some of which require paragraph
answers. I think this time I will set one task. With the texts I have selected, making a comparison will
inevitably draw on main points, detail, opinion, and meaning that is not explicitly stated. A word
length for the response of 250 words will provide them with enough scope to fully address the task I
have in mind. The task will involve the use of one of the asterisked text types, as these are the ones that
could occur in the end-of-year examination writing task.
I will let them have dictionaries as recommended. I can’t see any need for notes, and the guide doesn’t
mention them, so only dictionaries.
I have a choice as to whether the task is set in the LOTE or English or both. I think I will set it in the
LOTE and English as in the exam.
•
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SUPPORT PAPER 3
The task
Read the letter to the editor and the newspaper report of an interview on the establishment of a memorial.
Write a short (250-word) informative article entitled ‘The memorial debate’, in which you summarise the
views and historical evidence put forward in the two texts.
The marksheet
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SUPPORT PAPER 3
Outcome 2 – Written Response
•
The study design
The study design states the outcome as respond critically to spoken and written texts which reflect
aspects of the language and culture of the LOTE-speaking communities. As I am linking this to the
detailed study, there will inevitably be a focus on an aspect of language and culture. From the key
knowledge and skills it is clear that by the time they do this they will need to be able to handle
informative, persuasive and evaluative kinds of writing, compare, contrast, comment and find and use
evidence to support a view etc. The task has to be a 250–300 word informative, persuasive or
evaluative written piece.
•
The assessment guide recommends 80–100 minutes of class time. This means another double lesson
of 90 minutes in my timetable. The task should specify an audience, purpose, context and text type
and the kind of writing required. It has to focus on understanding an aspect of the language and
culture of the LOTE-speaking communities. As I have chosen to link the task to the detailed study, the
students must base their responses on one or more of the texts they have studied. Access to
dictionaries is recommended. It has to be marked out of 20 and there are four criteria in the guide,
•
Choices
I have a choice as to when to set the task. They have to have completed sufficient work on the
detailed study to provide enough scope for this task. I think I will set it towards the end of the detailed
study and set it close to the interview. I have scheduled work on the detailed study for weeks three to
eight in Term 3, so using the double period in week eight would work best.
I have a choice as to whether I set one task or provide options. I think I will set only the one task for
the whole class, and they won’t know beforehand, but I will make it persuasive. They need to keep
practising and revising all five kinds of writing to be prepared for the writing task in the end-of-year
examination, so making them revise all three possibilities for this task is good training. I have a choice as to what I do about word length. I am going to say I will check anything that looks
to be well over 10% excess, and disregard anything after the end of a sentence over that. They will
have a good feel by now for what the right length is, just by page space.
I will let them have dictionaries as recommended – by now they should be using them well. I don’t
think I will allow them notes or texts. I thought about providing them with a clean copy of one of the
extracts we have used from a short story and setting a question on this, but I couldn’t think of a good
persuasive task that would work with this. I won’t allow them notes, because they are very difficult to
monitor. Also, some students may write better notes than others and I don’t want the task to be
dependent on their note-taking skills. I also think completing the task without notes or texts will be
good practice for the interview and the discussion in the oral exam.
I have a choice as to whether the task is set in the LOTE or English or both, so I will set it in both, like
the end-of-year exam. I will also use one of the asterisked text types, as these are the ones that could
occur in the end-of-year examination writing task.
•
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SUPPORT PAPER 3
The task
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The marksheet
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SUPPORT PAPER 3
Outcome 2 – Interview
•
The study design
The study design states the outcome as respond critically to spoken and written texts which reflect
aspects of the language and culture of the LOTE-speaking communities. The key knowledge and
skills are the same as for the written task, but this has to be a three-to-four- minute interview on an
issue related to texts studied. So it definitely involves me asking questions, and, as I am linking this
task to the detailed study, the focus must be on one of the issues covered in the detailed study subtopic.
•
The assessment guide recommends that where the task is linked to the detailed study, it should focus
on an issue related to an aspect or aspects of the sub-topic selected for detailed study. It should also
involve reference to one or more of the texts studied. It should be undertaken by the teacher and the
student and be tape recorded. It has to be marked out of 20 and there are five criteria in the guide,
•
Choices
I have a choice as to when to set the task. This will need to occur towards the end of the period I have
set aside for the detailed study so that there is enough scope for me to come up with a broad enough
common issue, or a variety of issues to ensure some variation in questions and responses from student
to student. I know this will occur to a degree anyway because it is an interview, and each interview
will be a little different because as well as my questions being different, each student will respond
differently. I think that, with my class of twelve although I could probably get away with one broad
issue, I will have two or three different issues as the focus of this task, and several different ways of
starting the interview. As this will be towards the end of the detailed study, and close to the start of
the examinations, we will have covered about six or seven issues or aspects by the time they do the
task, and I will not be informing them beforehand of which of these they will be interviewed about.
As stated in the assessment guide, apart from advice in relation to areas for revision, the class will
receive no more specific detail about the interview than that provided in the study design, until they
actually do the task. I think this is good preparation for the oral examination, where they will need to
be prepared for the task to draw on any aspect of their detailed study. I will set the task in week eight,
using the remaining two single lessons. In the double lesson in this week they will be doing the
writing task.
I will need to allow a maximum of five minutes per student and focus on the interview lasting no
longer than 4 minutes. If I tape record and mark later at home I should be able to assess the whole
class easily in this time. I have booked the library and organised for the librarian to supervise them
while they work on a reading task I have set them that will need to be completed for homework.
The assessment guide doesn’t mention preparation time or notes. I don’t think I will give my students
any of these. I will spend a little time on settling them, and then move straight into the interview with
a question.
•
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SUPPORT PAPER 3
The task
An interview on the effectiveness or otherwise of different approaches to preserving the environment/the
extent of the impact of different environmental problems/conflicting interests in preserving the environment
The marksheet:
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Comment:
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9&(:5,77(1(;$0,1$7,213$3(5
3KLOLSSH9DOODQWLQ
Philippe Vallantin
SDJH
VCE 2008 Written examination paper
Writing in French 50 minutes/15 marks
Below are the 5 essay topics, 2008 Year 12 students had to choose from in their final written
examination paper. The 2008 and earlier examination papers (including audio-files) along with
corresponding assessment reports can be found on the VCAA website www.vcaa.vic.edu.au.
VCE LOTE teachers can only ask their students to read the topics very carefully during the 15
minute reading time and to use the planning page on the actual examination paper. More and more
candidates do plan carefully and are the ones who do well in this section of the paper.
What does planning a piece of writing mean?
First and foremost, it does not mean writing a fully fleshed-out rough copy. It is a close reading of
the chosen topic.
Students would be well advised to determine:
1. who they are meant to be : their role as an author ( self, journalist. speaker etc…)
2. for whom they are writing: their audience ( self, classmates, jury, magazine/ newspaper/ short
story readers). This will give them an idea of style and/or register.
3. what they are writing: text type. So important as it is assessed in Criterion 2, which deals with
the structure of the piece of writing.
4. what they are trying to do: kind of writing. Do they have to write an informative, evaluative,
persuasive, personal or imaginative piece?
5. what they are writing about: topic
Let’s have a close look at the 2008 topics
Question 28
You are now at university. The principal of your old school has asked you to write an informative
article to be included in a booklet for new students to the school. Write about what to expect and
what your old school has to offer.
Vous êtes maintenant à l’université. Le proviseur de votre ancien lycée vous a demandé d’écrire un
article qui paraîtra dans un livret pour les nouveaux élèves. Parlez de ce à quoi ils peuvent
s’attendre, de ce que le lycée a à offrir.
1. I am a university student
2. I am writing for new students to the school.
3. I am writing a 200-300 word article (must ensure that I include the following
title/content/author/register/style/layout)
4. I am informing my audience (not persuading them to come to my old school).
5. I am telling my readers what to expect and what my old school has to offer
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Philippe Vallantin
Question 29
You have just returned from a job interview with a large international company based in Paris. Write
a personal letter to a friend describing the interview, your reactions and your expectations.
Vous revenez d’une interview pour une offre d’emploi d’une grande entreprise internationale qui
siège à Paris. Ecrivez à un(e) ami(e), décrivant l’interview, vos réactions et vos espérances.
1. I am a job seeker
2. I am writing to a friend (register : tu; familiar).
3. I am writing a 200-300 word social letter (must ensure that I include the following
adress/date/salutation/greeting/content/farewell/signing off/fictional
name/register/style/layout).
4. I am sharing with my personal reactions/thoughts/hopes/fears.
5. I am describing what happened during the interview, how I think the interview went and the
possible outcomes of the interview.
Question 30
You have just been offered a pet. Before you leave for work you write a message to your flatmate to
persuade them to let you have the pet. Include at least three reasons.
On vient de vous offrir un animal domestique. Avant de partir au travail vous écrivez un message à
votre colocataire pour la/le convaincre de vous laisser avoir l’animal, en utilisant au moins trois
raisons.
1. I am a person sharing a flat
2. I am writing to my flat mate (register : tu; familiar).
3. I am writing a 200-300 word message (must ensure that I include the following
date/salutation/content/farewell/signing off/fictional name/register/style/layout).
4. I am trying to convince my flat mate
5. I am to include at least three reasons why my flat mate should let me keep this pet.
Question 31
Write a short story starting with: Something extraordinary happened yesterday on the ChampsElysées . . .
Ecrivez une petite histoire commençant par : Hier, quelque chose d’extraordinaire s’est passé sur
les Champs- Elysées . . .
1. I am a short story writer
2. I am writing for short story readers.
3. I am writing a 200-300 word short story ( must ensure that I include the following
title/topic/structure/content/author (fictional name)/register/style/layout).
4 I am writing an imaginative piece.
6. I am relating something extraordinary, which happened on the Champs-Elysées
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Philippe Vallantin
Question 32
Write a script for a speech for a science competition comparing the advantages and disadvantages
of different forms of power generation.
Ecrivez le texte d’un discours pour un concours de sciences, en comparant les avantages et
désavantages des différentes formes de production d’énergie.
1. I am a student entering a science competition
2. I am writing for a jury
3. I am writing a 200-300 speech ( must ensure that I include the following
title/topic/structure/content/register/style/layout).
4. I am evaluating different sources of energy
5. I am giving the pros and the cons of different sources of energy.
Once the students have this skeleton plan, they have the remaining time to write and proof-read
their piece of writing, which will be assessed as follows:
Criterion 1: Relevance, breadth and depth of content
Students must ensure they are writing about what they are asked to write about. They should
include at least three clearly distinct ideas eg
Question 28:
Facilities /extra-curricular activities/teaching and administrative staff/pastoral care/camps
Question 30:
a dog: companionship/safety/ help with keeping fit
Question 32:
nuclear/solar/fossil fuels/renewable vs new renewable energies etc..
Criterion 2: Appropriateness of structure and sequence
Students must ensure that they include all key features of text type, that paragraphs are linked
appropriately. For another table of connecting words, visit
http://www.anglaisfacile.com/free/news/mots_de_liaison.php
Criterion 3: Accuracy, range and appropriateness of vocabulary and grammar.
Students must avoid repetition, over-using pronouns and take care of the spelling of cognates and
the (mis-)use of faux-amis.
Question 28: facilité for équipement
Question 30: responsabilité not “responsibilité”, appartement not apartment
Question 32: environnement not environment, effet not effect etc…
The website below gives students helpful hints on how to proof-read a piece of writing in French
http://french.about.com/library/writing/bl-proofreading.htm
Range of grammar: avant de+ infinitive; en+ present participle; il faut que+ subjunctive;
perfect infinitive ( après avoir/être/s’être….); si clauses etc…
In conclusion, c’est en écrivant qu’on devient écrivain.
Philippe Vallantin, Bialik College
The opinions expressed in this piece are mine and do not necessarily reflect the views of VCAA.
62
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VCE de FRANÇAIS (et autres langues) : D’où partons-nous? Où allons-nous?
En vue de la ré-accréditation du VCE fin 2011, de l’avènement du National Curriculum,
voilà une question importante si nous, les enseignants de français qui suivons au cours des
années les progrès de nos élèves, voulons nous assurer un futur VCE toujours plus
pédagogique et juste.
L’AFTV aimerait, pour être aussi représentative des enseignants de français du Victoria
que possible, a besoin de …. vous ! Pour que les enseignants aient une voix au chapitre,
pourriez-vous réfléchir aux questions suivantes et envoyer vos réponses à Alison Daly
([email protected] ou PO BOX 394 CROYDON 3136)
Do you feel the current VCE structure allows for best discrimination within the students
cohort ?
Why? Why not?
What do you like in the current VCE (general)?
What do you NOT like in the current VCE (general)
The School Assessed Coursework
The oral exam
The written exam
Preparation time
Detailed Study
Themes and topics
63
A court d'idées pour un thème intéressant pour vos classes
de français de seconde et de terminale?
Eh bien, en voici un basé sur des recherches méticuleuses et présenté sous forme de
CD-ROM interactif et intitulé:
Pierre de Coubertin et les Jeux Olympiques modernes
Vous y trouverez des ressources utiles et d'actualité, à savoir, des documents variés
de style informatif, évaluatif et persuasif, suivis de questions à choix multiples, un
entretien spontané avec deux adolescents français en visite en Australie, des sites
web et une liste de questions qui aideront vos élèves à se préparer pour une
discussion animée en classe ou pour leur examen oral du VCE ou du Baccalauréat
international.
Ce CD-ROM est un outil pratique pour les professeurs et les élèves de français des
cours moyens et supérieurs.
N'hésitez pas à passer votre commande pour ce CD-ROM qui sera disponible vers la
première semaine de juin.
Coût du CD-ROM:
Affranchissement:
$35.00
$5.00
Pour vos commandes, remplissez la fiche ci-dessous et adressez-la à
Madame Yolette Laventure
PO BOX 42
Strathdale
Victoria 3550
Te. (03) 5441-5227
64
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66
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Whatever you do in class is of interest to other teachers.
Articles, information and worksheets are welcome for inclusion in the
magazine. If you have found interesting material of if you have
produced worksheets, which have proved successful with your
students, please share these with your colleagues through
CARREFOURS.
As a guide all documents must be presented as follows:
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Material should be sent by email to [email protected] or by post to
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Hand written articles cannot be typed up.
In the interests of the appearance of the magazine contributors should produce the main body of
the item in Arial 10 and headings in Arial 14 (Bold).
The Editor requires original materials, ie: photographs and other printed materials from
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All documents must be checked for grammar and spelling.
The Editor reserves the right to edit all contributions.
CARREFOURS is published three times a year, in April-May, July-August and OctoberNovember.
The documents for the July issue are due by 15 June, and should be sent to the Editor.
St Michael’s Grammar School, 25 Chapel Street, St Kilda 3182
[email protected]
Our next issue (July-August 2009 issue)
will concentrate on
Francophonie / francophonie
This publication has been prepared for the members and professional associates of the Association of French
Teachers in Victoria inc. A2258R. The opinions expressed in the publication are those of the authors and do
not necessarily reflect the views of the Association of French Teachers in Victoria, Inc A2258R or of the
editorial committee. While reasonable checks have been made to ensure accuracy of statements and advice,
no responsibility can be accepted for errors and omissions, however caused. No responsibility for any loss
occasioned to any person acting on, or refraining from action as a result of material in this publication is
accepted by the authors, the Association of French Teachers in Victoria Inc A2258R or the Editorial
Committee.
68
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Carrefours
Carrefours
Le VCE de français
aujourd’hui
Volume 28 Numéro 1
Avril-Mai 2009