Language

Transcription

Language

SACSA Companion Document SERIES
R–10 Languages
(alphabetic)
Teaching Resource
R–10 Languages (alphabetic)
Additional copies of this publication are available from:
•
For South Australian government schools ONLY
E-mail: [email protected]
•
For other requests, contact
Curriculum Corporation
PO Box 177, Carlton South
Victoria 3053
Telephone orders: 1800 337 405
Facsimile orders: 1300 780 545
E-mail: [email protected]
Website: www.curriculum.edu.au
 2005, The State of South Australia, Department of Education and Children’s Services
Produced by DECS Publishing
266 Port Road, Hindmarsh SA 5007
Edited by Gunta Groves
Cover design by Triple Image Design
Printed by Hyde Park Press, South Australia
ISBN 0 7308 7772 8
R2233/K
2
FOREWORD
The R–10 Languages (alphabetic) teaching resource is part of the SACSA Companion Documents series.
Underlying the development of this series is the need to promote consistency of curriculum within and across
schools in South Australia.
These resources are designed to support teachers to engage further with the SACSA Framework and work
towards maximising students’ achievement. They arise from the need expressed by many teachers for the
requirements of the SACSA Framework to be made more explicit for each year level.
The documents are written by practising teachers in close collaboration with curriculum officers, members of
professional associations and other committed educators.
This resource is a valuable support for teachers working to meet the diverse needs of learners in the range of
settings across South Australia.
Steve Marshall
CHIEF EXECUTIVE
3
ACKNOWLEDGMENTS
The following people are acknowledged for their valuable contribution to the development of this resource.
TEACHER-WRITERS
EARLY YEARS
Karen Thorburn
Jan de Weerd
Reynella Primary School
Macclesfield Primary School
PRIMARY YEARS
Mim Everett
Phuong Ngo
Patty Panagiotopoulos
Blakeview Primary School
School of Languages
Renmark North Primary School
MIDDLE–SENIOR YEARS
Livia D’Aloia
Jinap Ato
Gyllian Godfrey
Adelaide High School
Christies Beach High School
Craigmore High School
LANGUAGE SUPPORT SERVICES
Christina Emblem
Ursula Goetz
Harald Ohlendorf
Eleni Glaros
Kate Loechel
French Language Support Service Provider
German Language Support Service Provider
German Language Support Service Provider
Greek Language Support Service Provider
Indonesian Language Support Service Provider
Nicolle Somerford
Antonella Macchia
Maurene McEwen
Minh Hua Tran
Indonesian Language Support Service Provider
Italian Language Support Service Provider
Spanish Language Support Service Provider
Vietnamese Language Support Service Provider
SUPPORT EDUCATORS
Gyllian Godfrey
Miriam Parsons
Craigmore High School
University of South Australia
MANAGEMENT TEAM
Maribel Coffey
Lea Garrett
Rob Harding
Policy and Program Officer, Languages Plan
Policy and Program Officer, Languages Plan
Manager, SACSA Companion Documents
Program
Bridgid Laheney
Carolyn Cockburn
Irene Smith
Project Officer, SACSA Companion Documents
Development Support
Policy and Program Officer, Publishing
Administration/Keyboarding Support
4
CONTENTS
Introduction
Languages and the SACSA Framework (concept map)
Overview of Key Ideas and Developmental Learning Outcomes
6
9
10
Pathway 1A
Early Years (Years R–2)
Communication: Listening
Speaking
Reading
Writing
Understanding Language
Understanding Culture
Culminating Assessment Tasks (Years R–2)
Primary Years (Years 3 and 4)
Speaking
Reading
Writing
Culminating Assessment Tasks (Years 3 and 4)
Primary Years (Year 5) and Middle Years (Year 6)
Speaking
Reading
Writing
Middle Years (Years 7 and 8)
Speaking
Reading
Writing
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
Middle Years (Year 9) and Senior Years (Year 10)
Communication:
Listening
Speaking
Reading
Writing
Pathway 1B
Middle Years (Years 8 and 9)
Communication:
Listening
Speaking
Reading
Writing
Middle Years (Year 9) and Senior Years (Year 10)
Communication:
Listening
Speaking
Reading
Writing
Linguistic items and cultural aspects: French, German,
Greek, Indonesian, Italian, Spanish and Vietnamese
Resources
French
German
Greek
Indonesian
Italian
Spanish
Vietnamese
General
44
45
46
47
48
49
50
51
52
53
54
56
57
58
59
61
62
63
64
65
66
67
68
70
71
92
94
95
96
99
100
102
103
5
INTRODUCTION
The South Australian Curriculum, Standards and Accountability
(SACSA) Framework describes three broad groupings of languages:
• alphabetic (alpha) languages including French, German, Greek,
Indonesian, Italian, Spanish and Vietnamese
• non-alphabetic (non-alpha) languages including Chinese and
Japanese
• Australian Indigenous languages including Adnyamathanha,
Antikirinya, Arabana, Kaurna, Narungga, Ngarrindjeri,
Pitjantjatjara, Wirangu and Yankunytjatjara, mostly according to
regional association.
This teaching resource is one in a series of companion documents to the
SACSA Framework and provides specific support for planning,
teaching and learning for the alpha languages.
It has been written by junior primary, primary and secondary teachers
with the support of and in collaboration with policy and program
officers, language specific professional learning services and
professional associations.
Support for using the SACSA Framework
The purpose of this document is to provide support for teachers in
planning, programming and assessing using the SACSA
Framework.
This teaching resource offers a sample range of learning descriptors
relating to the Key Ideas and Outcomes in languages (alphabetic) R–10.
These descriptors, in dot point format:
• make explicit the knowledge, skills and understandings reflected in
the Key Ideas and Outcomes
•
make consistent the expectations for learning at specific year levels
within and across sites
• are written from the learner’s perspective
• help to make explicit the development of Essential Learnings
identified within each Key Idea
• help to make explicit the teaching and learning processes of this
Learning Area
• make visible the literacy and numeracy practices of the Learning
Area
• provide examples for the use of a range of ICTs sequenced
developmentally across the Bands, although it is recognised that
access to ICTs is variable depending on the school context.
Assessment to support learning is maintained as a focus throughout the
resource and is accompanied by criteria to assist teachers in identifying
the basis of the assessment examples.
The learning descriptors are not prescriptive. They describe the
possible growth points of learners as they progress towards
demonstrating Outcomes to reach a Standard. Learning does not
develop in a linear fashion. Teachers will continue to use their
professional knowledge, skills and judgment to provide the rich array of
learning experiences that cater for all learners in their classrooms. This
teaching resource is a tool to support this process.
The learning descriptors in this document outline possible activities to
engage learners in learning a language through a minimum of 90
minutes of contact time per week at junior primary and primary level
and through 200–225 minutes per week at secondary level.
6
Planning for teaching and learning
When using this resource for planning teaching and learning, teachers
will also need to engage with the following core principles:
• Learning involves building on prior knowledge, with learners active
in constructing their own learning as they progress through cycles
of growth.
• Linked and integrated learning with other Learning Areas are vital
components of program planning and learning development.
• Equity Cross-curriculum Perspectives and Enterprise and
Vocational Education are critical considerations.
• In the Early Years, when planning for teaching, learning and
assessing children’s progress, it is important that teachers refer to
the Developmental Learning Outcomes. The Overview of Key Ideas
and Developmental Learning Outcomes chart has been included at
the beginning of the Early Years section, particularly for use by
those teachers of Reception and Year 1 children.
system to make meaning. Through learning a language, children and
students are encouraged to articulate what they discover about the
similarities between their first and second (or more) languages and to
move flexibly between them. Through understanding language, learners
also develop the basic ability to learn skills, which form a sound
foundation for lifelong learning.
In understanding culture learners engage with diverse concepts and
values. Through this learning they have the opportunity to identify and
examine their own cultural values, to develop further an understanding
and acceptance of similarities and differences and an awareness of the
validity of diverse cultural systems.
Languages learning is structured to allow two Pathways: Pathway 1A is
for second language learners beginning at Reception and Pathway 1B is
for second language learners beginning at Year 8. The Key Ideas and
Outcome statements are different for the two Pathways.
The languages Learning Area
Format of this resource
Languages learning is structured around three main interrelated strands
of learning:
• communication
• understanding language
• understanding culture.
Communication is further divided into the four sub-strands of listening,
speaking, reading and writing.
The format of this document has been developed:
• for practical use by teachers
• to ensure consistency across Curriculum Bands
• with consideration to the organisation of the SACSA Framework
including the following pattern:
Communication in this document shows a gradual progression toward
operating with increasing success in the target language. It involves
knowing and using appropriate language to participate in meaningful
interactions with increasingly diverse audiences.
Year levels, Key Ideas and Outcomes, and Standards
Year
R
1
2
3
4
5
Level
Key Ideas
Early Years
Primary Years
and
Outcomes
Towards Towards
Towards
Towards
Standards
1
1
1
2
2
3
6
7
8
9
Middle Years
3
Towards
4
4
10
Senior
Years
Towards
5
5
Understanding language deals with the complexities of understanding
language as a system and learning to manipulate various parts of that
7
To meet these purposes the document:
• in Pathway 1A, for second language learners beginning at
Reception, is organised in Standards:
- Reception, Years 1 and 2, working towards and at Standard 1
- Years 3 and 4 working towards and at Standard 2
• in Pathway 1B, for second language learners beginning at Year 8,
is organised in Standards:
- Years 8 and 9 working at Standard 4 and towards Standard 5
• shows the interconnectedness of the three strands as well as
connecting learning in this area to other Learning Areas
• contains a concept map to illustrate how the three strands are
interwoven and how this document has been developed
• provides a focus of achievement for each Essential Learning, which
is summarised at the start of each Standard
• demonstrates how language can be developed through an overriding
concept (eg the power of language—Pathway 1A, Years 7–10),
which can then be addressed at particular year levels through a
possible learning cycle (eg the language of advertising—Year 7;
tourism promotion—Year 8; the language of the 21st century—Year
9; and the language of music—Year 10). This structure is supported
by assessment tasks at the end of each learning cycle
• provides examples of content at particular levels, while not
constraining the possibilities to these examples
• provides language specific pages for French, German, Greek,
Italian, Indonesian, Spanish and Vietnamese, describing linguistic
items and cultural aspects relevant to some of the suggested content
• includes cross-referencing to allow navigation between Standards
and strands
• provides language specific resource lists with examples of written,
audio, video and electronic texts and Outreach services.
The blend of the three languages strands enables learners to build on
their previous knowledge, skills and understandings and to make
significant progress in the development of each of the five Essential
Learnings.
Assessment to support learning
A range of negotiated and inclusive assessment practices is needed to
continuously gather evidence of learner achievement in relation to the
Outcomes. The determination of a Standard in languages should be
made ‘on balance’ between achievement across the three strands and
their Outcomes for each Band of schooling. Such determination is best
supported by the collection of a variety of evidence, including
completed products, processes and systems, work diaries, journals and
folios; research documentation and essays; and student commentary
such as oral or written presentations and/or computer-generated or
video presentations.
Further assistance
To further assist in planning, programming and assessing:
• a copy of this document in Word format is available on the SACSA
website. This format allows teachers to cut, paste and modify the
document to suit individual needs. Go to
<http://www.sacsa.sa.edu.au/companion>
• a professional development package, Planning for teaching and
learning, which includes a PowerPoint presentation, has been
developed to support use of this and the other SACSA Companion
Documents and is available also on the SACSA website. Go to
<http://www.sacsa.sa.edu.au/companion>.
8
Languages and the SACSA Framework
Understanding
language is about
literacy at work:
• Reflecting on
language in use and
the uses of
language.
• Generating
awareness of the
nature of the target
language and of
first language.
• Understanding how
language works as a
system,
conceptualising,
transforming and
applying literacy
strategies.
• Recognising the
power of language
for people as
individuals and as
contributors to
society.
LEARNING and
ENGAGEMENT
UNDERSTANDING
LANGUAGE
UNDERSTANDING
CULTURE
Listening
Reading
COMMUNICATION
Speaking
•
•
•
•
Writing
Communication is about listening, speaking, reading and writing
Applying knowledge of language concepts in the target language for a range of purposes and in a range of cultural
contexts.
Developing and applying communication skills that enable the interpretation of and expression of thought, feeling
and experience through a variety of spoken and written texts.
Having direct access to the world of knowledge, ideas and values in the target language.
Recognising and using literacy strategies to develop intercultural competence for understanding, responding to,
and initiating effective communication.
Understanding culture
is about developing
intercultural
competence:
• Developing an
understanding of the
interrelationship of
language and culture,
and of the influences
which culture has on
language.
• Identifying and
examining one’s own
concepts and cultural
values.
• Engaging with, and
accepting, the diverse
concepts and values
of another culture.
• Acquiring and using
intercultural
knowledge to
communicate and
behave appropriately
in target language
communities without
compromising one’s
own cultural values.
9
Overview of Key Ideas and Developmental Learning Outcomes: BIRTH to AGE 5
AGE 3 to AGE 5
BIRTH to AGE 3
LEARNING
AREAS
The
psycho-social
self
KEY IDEAS
In partnership with educators in respectful and caring
environments:
Children form secure attachments developing close bonds with
one and then more educators. Id • In • KC4
Children begin to develop trust in themselves and others and
their environments. F • Id • In • KC4
Children construct a secure sense of self and a confident
personal and group identity within their family, their communities
and their out-of-home care. Id • In
Children develop self-awareness and a sense of being
connected with others within the context of their environments.
These connections foster increasing appreciation of caring
relations and a basis for shared understandings.
F • In • KC4
Children develop autonomy and a sense of agency, as well as
dispositions and skills for self-regulation, decision-making and
an understanding of their interdependence with others.
F • Id • In • T • KC4 • KC6
Children explore and develop emotional wellbeing.
F • In • KC1
Children begin to explore and develop understandings and
strategies to effectively manage change. F • KC1 • KC6
The
physical
self
In partnership with educators in safe and planned
environments:
Children use their sensory capabilities with increasing
integration, skill and purpose to connect with, perceive, explore
and respond to their world. Id • In • T • KC1 • KC2
Children explore a range of movement patterns involving
strength, body control and coordination for increasingly skilled
voluntary actions. Id • In • KC6
The
thinking and
communicating
self
DEVELOPMENTAL
LEARNING OUTCOMES
The Developmental Learning
Outcomes are deliberately broad
long-term accomplishments.
They reflect the integration of
learning and development
through the Essential Learnings
and all Learning Areas and allow
for different developmental
Children develop trust and
confidence. F • Id
Children develop a positive
sense of self and a
confident personal and
group identity. Id • In
Children begin to develop concern for, and appreciation of,
others and their environments. F • In • KC4
Children develop and use a wide range of both non-verbal and
verbal communication to convey and construct meaning and
share in the enjoyment of language. In • C • KC1 • KC2
Arts and
creativity
Children extend their sense of personal and group identity. Id • In
The Developmental Learning Outcomes
are deliberately broad long-term
accomplishments. They reflect the
integration of learning and development
through the Essential Learnings and all
Learning Areas and allow for different
Children develop autonomy and a sense of agency.
Id • In • KC4 • KC6
Children explore arts forms including visual arts, drama, music, dance
and media through symbolic and creative expression.
Id • T • C • KC2 • KC6
Children develop processes, understandings and skills to support their
artistic expression. T • C • KC1
Communication
and language
Children increase their understanding of the power and complexity of
language and communication. T • C • KC2
Design and
technology
Children develop a range of
physical competencies. Id
Children examine, identify and critique processes, products and
systems. In • T • C • KC1
Children use their imagination to generate ideas and participate in
processes of design. F • T • C • KC3 • KC6
Children use materials, equipment and processes to design and
develop products and systems. In • T • C • KC3 • KC7
Children are intellectually
inquisitive. F • T • C
Children develop a sense
of physical wellbeing.
Id • In
Children continue to acquire and are supported in the language of
their homes, families and communities. Id • In • C • KC2
Children are purposeful and effective users of communication and
language. Id • C • KC2
Diversity
Children are effective
communicators. T • C
Children discover a range of ways to recognise, investigate,
manipulate, use, represent and invent phenomena in their
natural and constructed environments.
In • F • T • C • KC1 • KC2
DEVELOPMENTAL
LEARNING OUTCOMES
Children contribute in a variety of ways as members of groups.
Id • In • KC4
Children develop a sense
of being connected with
others and their worlds.
F • Id • In
Children develop an awareness of their body’s needs and their
routines for food, relaxation, activity and sleep, and develop
increasing independence in their personal care. In • KC1
Children ask questions, wonder, and discover a range of ways
to explore and find answers to problems. F • T • KC6
Self and
social
development
KEY IDEAS
Children interact with and respond to arts works. In • C • KC2
thinking skills. F • T • C
Children accept challenges to wonder and find answers in their
natural and socially constructed environments.
F • T • C • KC6
LEARNING
AREAS
pathways
Children develop balance for stability and movement and an
awareness of their body in space, in order to move with purpose,
safety and expression. Id • In • T • KC1
In partnership with educators in language-rich and thoughtful
environments:
South Australian Curriculum, Standards and Accountability Framework
Children develop a respect for, and appreciation of, the diverse nature
of their communities. In • KC1
Children develop a positive
sense of self and a confident
personal and group identity.
Id • In
Children develop a sense of
being connected with others and
their worlds. F • Id • In
Children are intellectually
inquisitive. F • T • C
thinking skills. F • T • C
Children are effective
communicators. T • C
Children begin to recognise and question the way society privileges
or excludes particular ways of knowing and being. F • In • T • KC1
Children develop a sense of
physical wellbeing. Id • In
Children extend their range of physical skills and strengthen their
physical vitality. Id
Children develop understandings about their physical capabilities
through individual and shared activities. Id • In • KC1 • KC4
Children begin to develop responsibility for their personal health and
safety. Id • In
Understanding
our world
Children develop trust and
confidence. F • Id
Children begin to develop an understanding of Aboriginal and Torres
Strait Islander peoples as the indigenous inhabitants of Australia.
In • KC1
Children learn to take action to bring about change for a just society.
F • In • T • KC4
Health and
physical
development
developmental pathways
Children develop a sense of responsibility for natural and social
environments and an understanding that their world is shared.
F • In • KC1
Children develop confidence through making sense of their world by
thinking, acting and working scientifically. Id • In • T • KC6
Children develop and use mathematical skills and understandings to
investigate their physical and social worlds, both natural and
constructed. In • T • KC1 • KC5
physical competencies. Id
...........................
The Birth to Age 5 Key Ideas and the
Developmental Learning Outcomes
complement and connect with the
Reception to Year 2 Key Ideas and
Curriculum Standards. Together they
comprise the requirements for the Early
Years Band.
Reference to the Reception to Year 2
phase will support continuity in teaching
and learning (see Learning Area
overviews).
10
Learning Area: Languages (alpha) Pathway 1A
Band: Early Years (Years R–2)
ASPECTS OF THE ESSENTIAL LEARNINGS DEVELOPED IN THIS BAND
Futures
Learners begin to:
• compare aspects of their own and the target language culture and
appreciate that there are similarities and differences between
cultural groups
• develop an understanding that they live in a world that can be
discovered through target language words and images.
Identity
Learners begin to:
• identify personal likes and dislikes about their immediate world
• develop awareness of their own identity, by looking at their social
and cultural heritage.
Interdependence
Learners begin to:
• contribute to shared goals
• explore and compare relationships within their own and other
communities
• understand that they are part of a connected world.
Thinking
Learners begin to:
• experiment with the target language and its patterns
• create meaning in the target language through predicting
• understand that the target language sounds may be the same or
different from other languages
• appreciate that some concepts may be expressed differently in the
target language.
Communication
Learners begin to:
• use verbal and non-verbal methods of communicating in the target
language
• engage in purposeful tasks using the target language within their
school community
• explore meaning of the target language through the added
dimensions of music, dance and role-play.
11
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
Children listen and respond to
words, phrases and texts to
recognise meaning. They learn
about the language by
identifying patterns and
connections within and
between language systems.
In T C KC1 KC2 KC5
relating to Outcome
1.1
KEY TO SYMBOLS
Essential Learnings:
F
Futures
Id
Identity
In
Interdependence
T
Thinking
C
Communication
Key Competencies:
KC1 collecting, analysing
and organising
information
KC2 communicating ideas
and information
KC3 planning and organising
activities
KC4 working with others and
in teams
KC5 using mathematical
ideas and techniques
KC6 solving problems
KC7 using technology
Band: Early Years
Standard: 1
(refer p10 for DLO overview)
LISTENING
(refer p20 for Years 3–4)
Reception
Towards Standard 1
Year 1
Towards Standard 1
Year 2
Standard 1
•
Listens and responds to basic
greetings in the target language,
using rehearsed familiar words and
phrases (eg ‘hello’, ‘goodbye’).
•
Listens and responds appropriately to
selected greetings in the target
language from the teacher and
classmates (eg ‘hello’, ‘good
morning’, ‘good afternoon’).
•
Responds confidently and
appropriately to a variety of greetings
in the target language (eg in the
morning, in the afternoon, formal,
informal).
•
Responds appropriately in the target
language to simple questions about
their name, age, brother, sister, pet
(eg by a puppet).
•
Listens to sentence patterns in the
target language and describes them
to the teacher in English (eg ‘here is
…’ or ‘this is …’).
•
Responds to simple personal
questions in the target language (eg
‘How are you?’).
•
Shows understanding of simple
requests by listening to and following
basic instructions in the target
language, aided by non-verbal cues
from the teacher (eg ‘stand up’, ‘sit
down’, ‘come here’).
•
Listens and accurately reproduces
target language sounds by
participating in phonetic activities (eg
rhyming words, nonsense words,
difficult sounds).
•
Follows and gives instructions in the
target language (eg ‘name’, ‘please
sit next to me’, ‘come to the
canteen’).
•
Acknowledges patterns heard in
poems, songs and stories by listening
in the target language and
responding non-verbally (eg clapping
when pattern is heard).
•
Responds and makes a connection
between a description and an object,
in the target language (eg chooses an
item from a common pool, following
the teacher’s cues).
•
Responds to a verbal cue in the target
language, using a simple language
pattern modelled by the teacher, and
then provides a verbal cue to others
(eg chooses an item to describe from
a common pool of objects for the next
child to pick).
SAMPLE ASSESSMENT
Demonstrates an understanding of the
contents of a repetitive song or rhyme in
the target language by making
appropriate actions or gestures.
SAMPLE ASSESSMENT
Demonstrates understanding in the target
language of simple patterned phrases by
correctly following a verbal cue to
identify an object from a common pool.
SAMPLE ASSESSMENT
Listens for and continues a pattern of
questions or answers in a game, song or
rhyme in the target language (eg ‘Brown
bear, brown bear’ or ‘One, two, buckle my
shoe’).
OUTCOMES
1.1
Makes connections between
words and phrases and their
meanings in spoken texts.
In T C
POSSIBLE RECEPTION TO
YEAR 2 LEARNING
CYCLES:
- Celebrating our world
- The physical environment
12
KEY IDEAS
Children engage in actionrelated talk to share meaning.
They learn to use the language
in the context of everyday
experience and routines.
C KC1 KC2
relating to Outcome
1.2
Band: Early Years
Standard: 1
SPEAKING
Reception
Towards Standard 1
Year 1
Towards Standard 1
Year 2
Standard 1
•
Develops an understanding that letter
and sound blends vary in different
languages (eg explores sounds and
words in English and the target
language through songs, games and
stories).
•
Develops pronunciation skills and
confidence in using the target
language by experimenting with the
sounds of the target language and
using them to make up words.
•
Develops confidence in manipulating
the target language creatively (eg
using the names of two animals and
combining them to make an
imaginary animal—the target
language equivalent to a ‘cog’ and a
‘dow’).
•
Reproduces sounds and intonations in
the target language (eg mimicks the
teacher).
•
•
•
Demonstrates spoken target
language skills by performing songs
with appropriate actions.
Answers simple questions confidently
using one or more sentences in the
target language (eg ‘My name is …’,
‘I live in …’).
Asks and answers simple questions in
the target language to exchange
personal information (eg ‘How are
you?’, ‘Where do you live?’).
•
Introduces themselves to the class
using given language structures in the
target language (eg uses a puppet).
•
•
Speaks, using a simple language
structure in the target language, to
describe an aspect of themselves (eg
name, age, pet).
Uses rehearsed target language,
naming objects and introducing
themselves (eg presents a puppet
show to the class with a partner).
•
Experiments with rehearsed spoken
target language to change meaning
within a known structure (eg ‘I like
dogs’, ‘I like ice cream’).
SAMPLE ASSESSMENT
Works in pairs to present in the target
language a song or rhyme from the target
language culture, and takes turns to
perform words and actions.
SAMPLE ASSESSMENT
Creates a presentation in the target
language and uses it to introduce
themselves to the class (eg a drama scene,
a puppet play, video, a Kid Pix
presentation, a PowerPoint presentation).
OUTCOMES
1.2
Uses words and phrases to
identify or name objects, in
social interaction and actionrelated talk.
C KC1 KC2
SAMPLE ASSESSMENT
Demonstrates, in the target language,
how to initiate social interaction with
someone new (eg ‘Hello. How are you?
My name is ...’), through performing a
role-play or use of puppets.
13
KEY IDEAS
Children view, read and
interact with multimodal texts
to recognise and make
meaning. They learn about the
language by identifying
patterns and connections within
and between language systems.
In T C KC1 KC5
relating to Outcome
1.3
Band: Early Years
Standard: 1
READING
Reception
Towards Standard 1
Year 1
Towards Standard 1
Year 2
Standard 1
•
Demonstrates understanding of word
meanings in the target language (eg
reads and matches target language
texts to graphics) such as celebrations
from the target language culture.
•
Uses picture clues to understand
target language written text read
aloud by the teacher (eg using a
target language culture picture book
or Big Book).
•
Recognises words in the target
language that are similar to English
(eg on signs in the community).
•
Recognises different symbols in the
target language written alphabet (eg
reads them in order from a poster and
then from random visual cards).
•
Identifies symbols and letter
combinations of target language text
(eg participates in discussion and
shared reading of a Big Book).
•
Predicts words and sounds in the
target language text (eg participates
in a cloze activity using a familiar
text).
•
Shows understanding of simple
repetitive text (eg reads along with
the class and predicts what happens
next).
•
•
•
Makes connections between words,
symbols and pictures (eg by playing
reading games with visual cards—
Hidden Treasure, Which One’s
Missing?).
Shows awareness of meaning of a
repetitive text in the target language
by participating in a shared reading of
a Big Book and contributing to
discussion about what it means.
Reads a text based on a rehearsed
language pattern, and shows
understanding by predicting what will
follow and contributes to a class Big
Book, using the established pattern.
•
Differentiates between words in the
target language by locating
information within charts, tables and
posters (eg repeated words, capital
letters).
•
Reads in the target language a chart
or poster and shows understanding of
the text by presenting meaningful
information (eg about places in a
target language country).
SAMPLE ASSESSMENT
Identifies, from a group of words in the
target language, words associated with
specific celebrations (eg birthdays, name
days or other concepts studied).
SAMPLE ASSESSMENT
Places the appropriate words in phrases
(eg by playing a memory game where a
key word card is matched with a picture
phrase card that has the key word in the
phrase removed).
OUTCOMES
1.3
Makes connections between
words and phrases and their
meanings in written texts.
In T C
SAMPLE ASSESSMENT
Conveys meaning by reading to the
teacher, using appropriate intonation, a
short familiar text of up to three sentences.
14
KEY IDEAS
Children develop writing skills,
moving from tracing or
copying to self-constructed
writing of key words or phrases
to share meaning.
T C KC2
relating to Outcome
1.4
Standard: 1
WRITING
Reception
Towards Standard 1
Year 1
Towards Standard 1
Year 2
Standard 1
•
Practises writing words in the target
language by using various media and
tools (eg paint, keyboard, chalk,
plasticine, felt pens).
•
Learns target language vocabulary
by copying words (eg from a class
generated worksheet relating to the
current topic).
•
Copies a word in the target language
and demonstrates its meaning by
drawing a line from it to the relevant
picture.
•
Selects letters to build words in the
target language and writes them (eg
letters printed on cards or bottle tops,
blocks, scrabble tiles).
Uses target language written text in
context (eg copies greetings in speech
bubbles and then cuts and sticks them
onto the appropriate characters on a
sheet).
•
•
•
Band: Early Years
SAMPLE ASSESSMENT
Writes relevant target language cultural
event words in the target language,
contributing labels to a class display (eg
wedding, festival, family celebration).
•
Learns by writing target language
vocabulary through accurately
copying words from a variety of
sources (eg from books, posters,
whiteboard).
•
Selects appropriate target language
words from texts and writes labels for
objects (eg labels for body parts).
Writes possessive pronouns and
indefinite articles when
experimenting with labelling of
objects (eg ‘my house’, ‘a house’,
‘my cat’, ‘a cat’, ‘my brother’, ‘a
brother’).
•
Writes words in the target language
to complete rehearsed sentences and
illustrates them to demonstrate
meaning (eg ‘I have a …’).
Sequences and writes phrases in the
target language and illustrates their
meaning (eg sequences a series of
greeting phrases, copies them in the
correct order and illustrates them).
•
Writes meeting and greeting phrases
in the target language and illustrates
them to demonstrate meaning (eg
creates a cartoon strip with speech
bubbles that shows characters
meeting and greeting).
SAMPLE ASSESSMENT
Writes a card in the target language
using a model for a special event in the
target language culture (eg writes a card
to a family member about a special
occasion such as Mother’s Day or a
significant religious celebration).
OUTCOMES
1.4
Shares meaning by selecting
words and phrases to create a
text.
In T C KC2
SAMPLE ASSESSMENT
Selects and writes relevant words in the
target language to complete a given
language structure, illustrating it to show
meaning (eg ‘It is my birthday. I am seven
years old. I have a cake. I have a
present.’).
15
Strand: Understanding language
KEY IDEAS
Year 1
Towards Standard 1
•
Understands that people use different
languages to communicate (eg works
with a cross-age tutor to investigate a
non-English language spoken by
students and staff at their school).
•
Recognises similarities in language
conventions in the target language
and English by identifying, with
support, words that look and/or sound
the same.
•
Distinguishes between the familiar
sounds of English and new sounds of
the target language (eg by repeating
words with the new sounds and
associating the sounds with the
written target language words).
•
Practises and completes patterns used
in the target language (eg ‘I live in
...’, ‘I am … years old’) and
demonstrates understanding by
constructing own patterns in new
contexts.
•
Recognises conventions of
punctuation, such as capitals and
question marks, in the target
language, with teacher input.
SAMPLE ASSESSMENT
Acknowledges similar sounds or rhyming
words in the target language that are
heard in a song or rhyme (eg shows
recognition of sounds by raising hand).
Standard: 1
Reception
Towards Standard 1
Children interact with each
other using language to
understand that meaningful
language learning and use
develops through questioning
and recognising patterns and
relationships in language. They
learn to appreciate that
diversity exists between
language systems.
In T C KC1 KC5 KC6
relating to Outcome
1.5
Band: Early Years
•
Distinguishes new sounds of the
target language (eg by listening to
the sounds and recording the
appropriate letters).
•
Identifies the use of capital letters,
punctuation and accents in the target
language (eg locates language
conventions such as question marks
and accents in written texts and works
with others copying and recording on
a class reference chart).
SAMPLE ASSESSMENT
Demonstrates use of given structures in
the target language, in the first person
and using a prop (eg uses a puppet/toy
animal to make introductions—‘Hello. I
am …, I live in …, I am …years old’).
OUTCOMES
Year 2
Standard 1
•
Recognises that words and concepts
do not directly translate from English
into the target language (eg practises
patterns of speech in the target
language that do not directly translate
from English to the target
language—‘She calls herself’, ‘She is
called’).
•
Recognises similarities between
English and the target language (eg
lists shared words from an authentic
text such as a poem, label or list).
•
Understands that word order varies in
English and the target language by
comparing the order of words in
given texts (eg adjective and noun,
placement of verb).
1.5
Recognises key features of the
language system, and
connections between
languages.
In T C KC1
SAMPLE ASSESSMENT
Demonstrates use of language conventions
by creating an imaginary friend from the
target language culture and introducing
them with an appropriate greeting,
including personal information such as
name, age and nationality.
16
Strand: Understanding culture
KEY IDEAS
•
Realises that people from a variety of
cultural backgrounds live together in
Australia (eg makes a selection of
images of children from different
cultural backgrounds and constructs a
class collage on a map of Australia,
being mindful of stereotyping).
•
Observes similarities and differences
in the target language culture and
own culture (eg views pictures,
videos, objects).
•
Imitates appropriate gestures used by
target language speakers (eg
bowing, air kissing, shaking hands,
using hand actions while talking and
saying ‘yes’ or ‘no’ without talking).
•
Shares knowledge of the target
language culture by illustrating a
page for a class shared storybook
about a cultural event (eg birthday,
wedding, festival).
SAMPLE ASSESSMENT
Identifies shared practices between their
own culture and the target language
culture (eg through participation in
cultural dances, rhymes, songs and games,
or discussion of celebrations).
Standard: 1
Reception
Towards Standard 1
Children analyse specific
cultural practices and values,
and how to relate learning to
their own experience. They
develop self-awareness and a
sense of self-worth and
potential, and appreciate the
diversity of cultures to which
people belong.
Id In T KC1
relating to Outcome
1.6
Band: Early Years
Year 1
Towards Standard 1
•
Recognises diversity of cultures in the
world through interaction with
authentic texts, materials and realia
(eg puppets, models, food packaging,
clothing labels).
•
Identifies places where the target
language is spoken through
interaction with texts and people
representative of the target language
culture.
•
•
Year 2
Standard 1
•
Realises that a variety of cultures
exist across the world by participating
in class readings of stories from
different places.
•
Makes comparisons and connections
between the target language culture
and their own culture (eg views
images and symbols, famous
buildings, markets, celebrations,
national dress, food).
Recognises that when communicating
in the target language culture there is
appropriate non-verbal behaviour
when talking to peers, teachers and
parents.
•
Recognises that people communicate
in culturally specific non-verbal ways
such as hand actions, nodding and
shrugging (eg observes behaviour of
individuals in the class, on video).
Develops understanding of target
language cultural practices by
listening to and discussing an account
of a child’s experience of a
celebration in a target language
country.
•
Makes connections between their own
lives and lives of children of a target
language country (eg uses books,
videos, electronic resources to
compare cultural experiences such as
birthdays and Christmas).
SAMPLE ASSESSMENT
Acknowledges similarities and differences
between cultures by drawing and labelling
cultural symbols relevant to the target
language culture and their own.
OUTCOMES
1.6
Identifies specific cultural
practices and values in
communities, and recognises
patterns across cultures in
relation to own experience.
Id In T KC1
SAMPLE ASSESSMENT
Uses developing cultural knowledge to
demonstrate similarities and differences
between aspects of the target language
culture and Australian culture (eg uses
pictures to demonstrate similarities and
differences).
17
Listens to and sings a traditional target
language song following the lyrics on a
chart.
Makes up actions to go with the lyrics.
Copies a key word from the lyrics of the
song and draws a picture to show
understanding about the song.
Year 1
Towards Standard 1
Collaborates in a group of 3–4 peers to
create a memory card game.
Creates four memory cards using two
target language words and two
corresponding pictures.
Creates the corresponding pictures,
choosing from a variety of media to create
them (eg Kid Pix, Clip Art, paint, felt
pens).
Standard: 1
Year 2
Standard 1
Makes a greeting/friendship card using
modelled target language, and role-plays
giving it to a classmate, using appropriate
body language, greetings and gestures.
Responds as a recipient of a card, using
appropriate target language.
Plays the memory game with 3–4
classmates, reading words aloud and
naming the pictures in the target
language.
Criteria
- Participates in group singing.
-
Attempts to approximate target
language sounds.
-
Displays actions consistent with the
meaning of the song.
-
Copies a key word accurately.
-
Illustrates the song to demonstrate
target language cultural
understanding.
Criteria
- Selects correct target language
words.
Criteria
- Uses correct target language
greeting.
-
Selects target language culturally
appropriate pictures (eg food, sport,
icons, clothes).
-
Approximates correct pronunciation
and intonation in the target
language.
-
Matches words with pictures.
-
-
Approximates correct pronunciation
in the target language.
Copies and correctly selects modelled
target language.
-
Uses culturally appropriate gestures.
-
Spells modelled words correctly.
-
-
Listens and takes turns.
Responds appropriately in the target
language.
CULMINATING ASSESSMENT TASKS
Reception
Towards Standard 1
Band: Early Years
18
Band: Primary Years (Years 3 and 4)
Futures
Learners:
• further develop recognition of connections across languages and
cultures, including the target language culture
• further develop an awareness of and sensitivity towards other
cultural groups and their languages.
Identity
Learners:
• become increasingly aware of diverse ways of thinking and valuing
• relate to others in a range of learning, working and social contexts,
contributing to personal and group identity.
Interdependence
Learners:
• develop an understanding of their place in the world
• explore how they view diversities within their own and other
communities.
Thinking
Learners:
• recognise and use correct patterns in the target language
• develop skills in thinking and using creative and imaginative
processes in both the target language and English.
Communication
Learners:
• develop understanding of different forms of communication and
their purpose
• begin to receive and share meaning through a variety of texts in the
target language
• use technology and a variety of language resources to develop
competencies in communicating.
19
KEY IDEAS
(refer p12 for Early Years)
LISTENING
Year 3
Towards Standard 2
Students listen to, and interact
with, others to make meaning
and to learn about the target
language. They research,
collect, analyse and organise
information, and share findings
with others.
T C KC1 KC2
relating to Outcome
2.1
KEY TO SYMBOLS
F
Futures
Id
Identity
In
Interdependence
T
Thinking
C
Communication
Key Competencies:
and organising
information
and information
activities
in teams
Band: Primary Years
Standard: 2
Year 4
Standard 2
•
Shares understanding of meaning when listening to a song or
rhyme in the target language (eg listens to a song or rhyme
about an animal or animals and responds orally in English).
•
•
Portrays understanding of words in the target language to
others by creating appropriate actions (eg shows
understanding of a target language song with a partner;
presents the song with actions to the class).
•
•
Demonstrates recognition of meaning in spoken phrases in
the target language by listening to classmates’ descriptions
and recording responses (eg listens to classmates describe
their favourite animals, records the findings and makes a bar
graph representing popularity of animals).
•
Listens to and records information in the target language
(eg conducts an individual survey of classmates asking type
of pet kept—feather, fur or fin—and age of pet, records
findings on a chart, and reports results to the class).
•
Listens to a story in the target language with a repetitive
structure and connects spoken text with visual images (eg
numbers in the correct order jumbled pictures related to the
text).
•
Listens to a short section of a familiar text in the target
language and records the main idea (eg listens to a peer
read, and records by drawing the key action being described;
or participates in a ‘Who am I?’ activity).
SAMPLE ASSESSMENT
Listens to a repetitive song in the target language and
demonstrates understanding of meaning by sequencing a series of
captions from the song in the correct order as they are heard.
OUTCOMES
Listens for information to an oral text in the target language
and responds to questions in English or the target language
(eg a text about animals in which students listen for size,
colour, number).
Listens to and views a cultural story in the target language,
with appropriate visual aids, and interprets and presents own
version in English, including key words in the target
language (eg works in a small group, with a partner or a first
language speaker).
SAMPLE ASSESSMENT
Listens to a description of an animal in the target language,
recognises the meaning and records it in written text with
illustrations (eg ‘It is big. It is orange. It has four legs. It is
furry.’).
2.1
Recognises meaning in phrases
and sentences and responds in
routine classroom activities and
social exchanges.
In T C KC2
POSSIBLE YEARS 3 AND 4
LEARNING CYCLE:
- Examining and comparing
animal representations in
traditional target language
cultural stories and
contemporary culture
20
KEY IDEAS
SPEAKING
Year 3
Towards Standard 2
Students engage in interactions
in familiar settings to exchange
meaning and to explore
different purposes of
communication.
Id C KC2
relating to Outcome
2.2
•
Interacts with others in the target language asking and
answering simple questions (eg finds out more about another
person—‘How are you feeling?’—and responds
appropriately—‘I am feeling …’).
•
Demonstrates, in the target language, the differences
between pronunciation and intonation to communicate
expression (eg discovers that exclamations, questions and
statements are all said differently—‘It’s blue!’; ‘It’s blue’;
‘It’s blue?’).
Band: Primary Years
Standard: 2
Year 4
Standard 2
•
Surveys, records and shares information in the target
language (eg shares information about preferences for
different animals as team mascots by surveying classmates—
‘Do you like dogs? Do you like rabbits?’— and records data
on a chart).
•
Experiments in the target language with pronunciation and
intonation of unfamiliar words (eg makes up chants, raps or
role-plays to gain confidence in the use and pronunciation of
language).
•
Selects information, with teacher support, and presents the
information orally to the class, in the target language (eg
selects information to greet the class and presents the
weather and date as part of the daily classroom routine).
•
Selects information independently from available lists,
charts, posters, etc and presents the information orally to the
class in the target language (eg selects information to
present the daily routine charts, greeting, date, weather).
•
Uses the target language in familiar classroom routines (eg
asks to go to the toilet, asks to borrow something).
•
Directs rehearsed questions about a current topic (eg pets,
feelings) to students in the class.
•
Initiates conversation with other students in the target
language through the use of greetings (eg ‘Hello. How are
you?’).
•
Experiments with the target language by describing an
object (eg describes an animal to the class as part of a What
am I? guessing game—‘I am big. I have wings. I have
feathers. I eat …’).
SAMPLE ASSESSMENT
Selects from a series of rehearsed sentences in the target
language and inserts relevant words to create a short presentation
on a familiar topic such as pets or favourite sports teams (eg ‘I
like football. I like the Crows. Their colours are red, blue and
yellow.’).
OUTCOMES
2.2
Responds to interactions and
experiments with language to
make meaning with others.
Id C
SAMPLE ASSESSMENT
Analyses and interprets findings of the animal mascot survey and
shares conclusions orally in the target language with the class,
using two or three modelled sentence structures (eg ‘Three
children like dogs. One child likes rabbits.’).
21
KEY IDEAS
READING
Year 3
Towards Standard 2
Students view, read and interact
with texts to interpret meaning
in diverse contexts. They make
connections between concepts
across Learning Areas as they
research, collect, analyse and
organise information and share
findings with others.
T C KC1 KC2
relating to Outcome
2.3
Band: Primary Years
Standard: 2
Year 4
Standard 2
•
Deciphers overall meaning in target language texts by
identifying key words in written texts.
•
Reads and predicts meaning of unknown words in a target
language text by using the familiar words and looking at the
pictures to decipher unfamiliar parts of the text.
•
Analyses information through examining a simplified text in
the target language and checks predictions of meaning of
words (eg examines with a partner a simplified target
language traditional cultural story and checks word
meanings in a bilingual picture dictionary).
•
Identifies and predicts meaning of unknown words in a
target language text and then checks meaning and accuracy
of target language words in an electronic/bilingual
dictionary.
•
•
Reads and sequences visual cards with key phrases drawn
from a target language traditional cultural story with a
repetitive text pattern.
Reads and analyses a text in the target language to
distinguish key events and presents findings (eg examines a
target language cultural story with a partner and presents
key events in the story to the class as a mime).
•
Reads and recognises in the target language pairs of
rhyming words (eg in a word list or a poem) and reproduces
them (eg copies pairs, underlining the letters in the words
that make the words rhyme).
•
Shares understanding of a text (eg target language cultural
story) by reading as a class and discussing in English its
cultural significance.
SAMPLE ASSESSMENT
Reads and orders jumbled captions of a familiar story in the
target language by pasting appropriate picture above each
caption to retell the story in the correct sequence.
OUTCOMES
2.3
Identifies key ideas and
anticipates meaning of new
words and phrases in texts.
T C KC1
SAMPLE ASSESSMENT
Demonstrates recognition of features and meaning of sentences
in the target language by rearranging the order of familiar
jumbled sentences, to make a short, correctly sequenced story
and illustrating it.
22
KEY IDEAS
WRITING
Year 3
Towards Standard 2
Students begin to write their
own texts independently to
communicate ideas and explore
different forms of
communication including the
use of digital and electronic
technologies.
T C KC2
relating to Outcome
2.4
•
Varies meaning of target language sentences through
substitution of words (eg substitution of words with opposite
meaning—‘The bear is big. The bear is small.’).
•
Uses written target language independently, supported by
visual aids such as a picture dictionary or chart (eg writes
labels for body parts of an animal).
•
•
Writes appropriate target language phrases to complete a
given model text (eg selects appropriate language from a
given list to complete a model text that describes a picture of
an animal).
Uses familiar phrases to write and create cards in the target
language (eg contributes to making a class memory card
game with pictures on one set and phrases on the other,
using up to three words—one black cat, two brown dogs, a
big horse, a little horse).
SAMPLE ASSESSMENT
Describes in writing in the target language an imaginary animal
team mascot in terms of name, size and colour in simple first
person sentences (eg ‘I am a lizard. I am big. I am green.’).
Publishes it in a variety of formats such as a postcard, a letter or
an e-mail.
Band: Primary Years
Standard: 2
OUTCOMES
Year 4
Standard 2
•
Sequences a set of target language words to make up a
phrase or sentence to match a familiar written text (eg a
familiar target language cultural story) and uses it as a
model to write their own sentence, substituting a different
noun).
•
Contributes to a class picture dictionary by adding target
language vocabulary as it is learned.
•
Describes attributes of a chosen character in simple
sentences (eg an animal character, including features such as
shape, size, colour).
•
Completes in writing a cloze exercise based on a familiar
story in the target language, where key words have been
removed.
2.4
Communicates by writing
words and phrases to complete
sentences or interactions using
different formats.
T C KC2
SAMPLE ASSESSMENT
Writes short sentences in the target language, substituting a
picture for the noun (eg uses a word processor and Clip Art) and
exchanges with a classmate to supply the missing word in the
target language.
23
KEY IDEAS
Standard: 2
Year 3
Towards Standard 2
Students learn to identify
patterns and understand the
interdependence of concepts
about language. They
understand that language is
used for exchanging meaning
and for learning, and is the
medium through which
knowledge and values develop,
and future possibilities are
expressed.
F T C KC5
relating to Outcome
2.5
Band: Primary Years
Year 4
Standard 2
•
Reads and writes short texts in the target language,
recognising that the presentation of the text varies according
to its purpose (eg labels, speech bubbles, greeting cards).
•
Presents written information in the target language
according to the purpose and audience (eg letter, poster,
speech bubbles, identity card, advertisement, conversation).
•
Compares punctuation in English and the target language,
identifying similarities and differences (eg use of quotation
marks, question marks).
•
Uses correct punctuation in their own target language
writing (eg full stops at the end of sentences, capital letters,
question marks, quotation marks).
•
Understands that two words that rhyme in English do not
necessarily rhyme in the target language by exploring a
range of texts (eg selects from a list of words in the target
language to create rhyming combinations).
•
Understands that words do not always have literal
translations and that sentence patterns used in the target
language have specific purposes (eg describing age).
•
Identifies and practises unfamiliar sound blends in the target
language (eg identifies and circles sound blends in the
target language, then practises unfamiliar sounds).
•
Recognises that there are variants in voices, accents and
dialects in the target language (eg listening to oral texts and
experiencing different speakers of the target language).
•
Shows understanding that different patterns of language
show different meanings (eg by ordering a series of words to
create a simple sentence that has correct word order).
SAMPLE ASSESSMENT
Works in pairs to produce a rhymed text, such as a Big Book or a
Powerpoint presentation, to be presented to a specific audience
(eg junior primary) and focusing on unfamiliar word blends.
OUTCOMES
2.5
Identifies patterns in language
and compares how meaning is
conveyed across languages.
In T C KC1 KC5
SAMPLE ASSESSMENT
Demonstrates the identification of patterns in language by
creating a comic strip in the target language of a familiar story,
using speech bubbles and sound effects, as identified in target
language comics previously studied (eg ‘Bang! Bang!’; ‘Wow!’;
‘zzzzzzzzz.’).
24
KEY IDEAS
Standard: 2
Year 3
Towards Standard 2
Students recognise and analyse
connections between cultural
values and practices and
language use. They recognise
how relationships between
individuals, families and
communities contribute to
forming identity in diverse
cultural settings.
Id In KC1
relating to Outcome
2.6
Band: Primary Years
Year 4
Standard 2
•
Communicates in the target language using culturally
appropriate gestures.
•
Explores and reports information about target language
cultural symbols (eg explores electronic media, books and
pictures to learn about animals represented as target
language cultural symbols and reports findings to the class).
•
Identifies cultural values and practices within target
language culture stories (eg through class discussion
explores folk tales, fairytales, myths, fables, stories).
•
Compares contemporary cultural values and practices of
their own culture with that of the target language culture
(eg discusses and compares types of sports team mascots in
order to reflect on particular cultural values and practices).
•
Compares target language cultural values and practices by
comparing elements of an Australian cultural story with
those identified in a cultural story of the target language,
and discusses the actions of particular characters in each of
the stories reflecting particular cultural values and practices.
•
Analyses how and why group identities are formed (eg
explores why groups choose mascots and colours to
represent sports teams and Olympic mascots).
SAMPLE ASSESSMENT
Identifies and describes in the target language a character from
a target language cultural story representative of a specific
target language cultural group’s identity and values.
OUTCOMES
2.6
Identifies how cultural values
are expressed in language and
demonstrates awareness of
diversity in cultural practices
and values.
F Id In
SAMPLE ASSESSMENT
Presents information discovered in the above activities in a
comparative format (eg a Venn diagram or graphic
representation) to highlight aspects of diversity in cultural
practices.
25
Year 4
Standard 2
Collaborates with a small group to create a short comic strip or
Big Book in the target language, writing about and illustrating
the key events in a traditional target language culture story,
including relevant cultural information (eg names of characters,
dress, buildings, animals).
Works with a partner using rehearsed target language to record
in writing a role-play in which one learner pretends to be from a
target language country and the other is from Australia,
describing their respective country’s favourite sports team and
mascot.
Selects from modelled target language sentences to retell the
story in sequence.
Presents the conversation in the target language, to the class,
with attention to pronunciation and intonation and use of visuals
as appropriate.
Reads to the class or another group in the target language, with
attention to pronunciation and intonation, the comic strip or Big
Book.
Listens attentively to the story read in the target language by
another group, answering three specific questions set by the
teacher about the story (eg What are the names of the
characters?, Where does the story take place?, How does the
story end?).
Listens attentively to one of the other conversations and records
two or three details from it in the target language on a prepared
checklist (eg Where does the conversation take place?, Where are
the speakers from?, What aspect of the target language culture
are they discussing?).
Criteria
- Selects appropriate target language modelled sentences.
Criteria
- Uses target language rehearsed sentences correctly in their
own writing and in speaking.
-
Incorporates cultural aspects of the target language visually
and in writing.
-
Standard: 2
-
Includes accurate cultural information.
Attempts correct pronunciation and intonation in the target
language.
-
Speaks with correct pronunciation and intonation in the
target language.
-
Attempts correct punctuation in the target language (eg
question mark, full stop).
-
Uses correct punctuation in the target language written
version.
-
Works collaboratively in a small group.
-
Works collaboratively with a partner.
-
Understands and responds to questions in the target
language about key aspects of the story that is heard.
-
Understands key aspects of what is heard in the target
language and records them accurately.
-
Retells the story accurately in writing in the target
language, with the aid of illustrations.
Year 3
Towards Standard 2
Band: Primary Years
26
Band: Primary Years (Year 5) and Middle Years (Year 6)
Futures
Learners:
• identify connections across their own language and culture, the
target language culture and other languages and cultures
• develop skills and understandings of language and culture that
enable active participation in a global community.
Identity
Learners:
• consider how their language and culture are similar to and different
from that of the target language culture
• establish themselves as individuals and as members of groups,
using a variety of means including identification with language.
Interdependence
Learners:
• further develop an understanding of their place in the world in the
context of learning about their own and other cultural groups
• recognise the value of contributing as members of a team to achieve
individual and shared goals.
Thinking
Learners:
• interact with language at increasing levels of complexity
• begin to recognise and use correct patterns in the target language
without cues
• take risks in thinking, using creative and imaginative processes in
both the target language and English.
Communication
Learners:
• develop understanding of different forms of communication in the
target language and their purpose
• receive and share meaning through the use of technology and
appropriate tools and resources in the target language.
27
KEY IDEAS
LISTENING
Year 5
Towards Standard 3
Students listen and respond to
text to interpret meaning and
use the target language in new
contexts. They develop
thinking skills, making
connections between ideas, and
using processes of inquiry in
seeking solutions to problems.
In T KC2 KC6
relating to Outcome
3.1
KEY TO SYMBOLS
F
Futures
Id
Identity
In
Interdependence
T
Thinking
C
Communication
Key Competencies:
and organising
information
and information
activities
KC4 working with others in
teams
Band: Primary–Middle Years
Standard: 3
Year 6
Standard 3
•
Listens and responds to the teacher’s instructions in the
target language with respect to all routine classroom
activities.
•
Listens and responds in the target language to a description
of the daily routine of a child from the target language
culture (eg listens to the teacher’s description and records the
activities in sequence).
•
Listens to information in the target language about people’s
routine activities from target language communities and
compares with similar activities in their own culture (eg
matches pictures to sentences spoken by the teacher about
people engaged in daily routine activities—the baby waking
up, the family shopping, children doing homework on the
computer) and discusses in English.
•
Listens to text in the target language and connects
appropriate target language text (eg listens three times to
the soundtrack of a video segment without the vision about
children participating in a leisure activity in the target
language culture and responds to simple questions related to
the text—How many people are there?, Where are they?—
and checks interpretation in the final playing of the video,
which includes the vision).
•
Listens and responds to sentences spoken by the teacher or
from an audiovisual text in the target language (eg listens
and completes missing information in a text—‘My mother
is…years old, she…every day.’).
•
Practises a dialogue of several interchanges in the target
language (eg in a group rehearses dialogue needed for a
survey—likes and dislikes of sport or music).
•
Listens to rehearsed questions in the target language and
responds to them (eg converses about daily routines—‘What
time do you eat breakfast?’).
•
Listens and responds in the target language to spoken text
about time (eg records times on blank clock faces after
listening to a series of times read out in the target
language).
SAMPLE ASSESSMENT
Demonstrates recognition of meaning in text through listening
several times to a short description of a person in the target
language culture that describes their daily routine, and marking
on a chart the descriptions/activities that are mentioned.
OUTCOMES
SAMPLE ASSESSMENT
Surveys classmates in the target language about leisure
activities and listens to and records the responses, and presents
findings to the class on a concept map, diagram, graph, or in a
PowerPoint presentation (eg ‘Anna likes tennis but not rugby.’ ‘I
like swimming best.’ ‘I prefer soccer.’).
3.1
Identifies factual information in
texts to collaborate in activities
and share meaning with others.
In T C KC1
POSSIBLE YEARS 5 AND 6
LEARNING CYCLE:
- People in target language
communities and their
lifestyles
28
KEY IDEAS
SPEAKING
Year 5
Towards Standard 3
Students engage in
conversations to share
information, demonstrating
appropriate ways of
establishing and maintaining
relationships, and working with
others, in diverse cultural
settings.
In C KC2 KC4
relating to Outcome
3.2
•
Writes a short script in the target language and interacts
with classmates, responding with appropriate answers (eg for
a Who am I? game—‘I am famous. I am tall. I am blond. I
am a woman. I like tennis. Who am I?’).
•
Speaks and listens to access cultural information about
lifestyles, using models to formulate questions for the target
language culture group (eg ‘Are you Vietnamese?’, ‘What
does your family eat for breakfast?’).
•
Expands dialogue in the target language by adding phrases
of time, place and frequency (eg works with a partner to
discuss daily routines or favourite pastimes—Student A: ‘I
play tennis.’ Student B: ‘When?’ Student A: ‘I play tennis on
Mondays.’).
SAMPLE ASSESSMENT
Interviews a classmate in the target language about their daily
routine, using modelled sentence structures (eg ‘What do you do
in the morning/afternoon/evening?) and reports information
gained in the target language to a peer assessor or the teacher.
Standard: 3
OUTCOMES
Year 6
Standard 3
•
Engages in dialogue in the target language and, for
emphasis, applies affirmations and negations to sentences
(eg ‘Do you like to eat a t…?’, ‘Do you like to play …?’,
‘Do you listen to …?’—Partner replies with ‘yes’ or ‘no’
statements and roles are then reversed).
•
Interviews, and is interviewed, demonstrating understanding
of formal language use, using modelled target language
patterns (eg role-plays with a partner an interview of a sports
person, a music star or exchange student from a target
language country).
•
Conveys information orally in the target language by
connecting short sentences with conjunctions (eg relates
personal information by connecting sentences with
conjunctions such as and, but and because in a description
about their own life—‘I like to visit my grandparents on
Saturdays because they live near the beach.’).
3.2
Builds relationships and
expresses own ideas in social
interactions.
In C KC1 KC4
SAMPLE ASSESSMENT
Performs a rehearsed short interview in the target language,
exchanging information and opinions about leisure activities with
a partner who pretends to belong to the target language culture.
(The class records the information from the interview, then
summarises preferred activities on a class wallchart.)
29
KEY IDEAS
READING
Year 5
Towards Standard 3
Students read and respond to
texts to develop their capability
to interpret meaning and use the
language in new contexts. They
develop thinking skills, making
T C KC1 KC2 KC6
relating to Outcome
3.3
Standard: 3
Year 6
Standard 3
•
Reads a short description in the target language and
demonstrates understanding of the text (eg views a picture of
a family, sport, house or sports person and then reads two
short descriptions in the target language and selects the
correct description of the picture).
•
Reads and examines a variety of text types in the target
language written for different purposes and identifies
similarities and differences (eg reads texts about leisure and
lifestyle activities in a target language country—a letter,
postcard, advertisement, poster, electronic resources).
•
Reads in the target language and demonstrates
comprehension by extracting key information (eg reads a
simple text of approximately two paragraphs in the target
language on a familiar theme such as daily routine, family
members, eating habits or clothing, and answers true or false
questions relating to the text, and extracts key information
for presentation in a chart or table in the target language).
•
Reads a description in the target language and presents the
information in a different format to show understanding of
the text (eg reads a description of a family from a target
language country and presents the information in a family
tree).
•
Reads known target language and applies it in new contexts
(eg reads a text in the target language about a target
language country—leisure activities, popular sports, the arts,
crafts, hobbies—and draws text from it to write and illustrate
a postcard for a class magazine).
•
Reads known target language in a written description and
applies it in a new context (eg uses key language from a
written description of the daily routine of a child in the
target language culture to make a book for junior primary
students, describing the daily routine of an animal character).
SAMPLE ASSESSMENT
Reads a simple text of approximately one to two paragraphs in
the target language, analyses it and selects key information to
present in another format (eg a description of a famous person
using key information to create an identification card for the
person).
OUTCOMES
3.3
Organises and analyses specific
information in texts.
T KC1
SAMPLE ASSESSMENT
Reads a number of recipes in the target language, and develops
a shopping list that would enable students to make the dishes,
explaining in English whether they are everyday or special
dishes.
30
KEY IDEAS
WRITING
Year 5
Towards Standard 3
Students write their own texts
to share ideas about aspects of
personal and group identity and
to present points of view on
issues of interest or concern.
Id T C KC2
relating to Outcome
3.4
Standard: 3
Year 6
Standard 3
•
Reads a model text in the target language about a child’s
daily routine, substitutes words relevant to themselves to
personalise the text, and rewrites the paragraph.
•
Writes a personal profile in the target language using
modelled sentences (eg in print or electronic format
describing name, age, family, place of residence, physical
appearance, pets and hobbies).
•
Creates an invitation in the target language for a special
event, writing in the appropriate format (eg creates an
invitation, with headings and illustrations, for a birthday
party, including date, time and location).
•
Writes detailed information in the target language and
illustrates an advertisement for a specific cultural event (eg
designs a public notice or school newsletter advertisement
for a target language cultural event in Australia, such as
Carnevale, the Spanish Fiesta or Glendi and includes title,
place, date, time, activities, foods, cost).
•
Presents opinions through writing in the target language (eg
writes short sentences describing why they agree or disagree
with animals being used by humans in circuses—‘I
like/dislike animals performing. It is fun/cruel.’).
•
Expresses in writing, in the target language, opinions about
group interests and uses modelled sentence structures to
support personal views (eg music, leisure activities, film
stars, heroes, clothing, environmental issues).
SAMPLE ASSESSMENT
Shares information in the target language about personal
preferences by creating a booklet of five or more pages, either in
print or electronically (eg ‘My daily routine’, ‘What I like to
wear on weekends’, ‘What I do after school’).
OUTCOMES
3.4
Writes texts to convey personal
messages, information or ideas.
Id T C KC2
SAMPLE ASSESSMENT
Writes a brief description of themselves and their interests in the
target language for a pen pal column in a target language
country magazine.
31
KEY IDEAS
Standard: 3
Year 5
Towards Standard 3
Students explore diverse forms
of communication, including
information and
communication technologies
and use models to represent and
analyse systems in language,
and apply these in constructing
their own meaning.
In T C KC1 KC2 KC6 KC7
relating to Outcome
3.5
Year 6
Standard 3
•
Examines how messages are presented and elaborated in the
target language and uses modelled sentence structures to
present messages in the target language (eg presents
messages using the computer—word processing, e-mail).
•
Compares simple sentence structures in the target language
and English to examine how a message is elaborated (eg
uses a role-play—‘Dinner is served’, ‘Your dinner is
served’, ‘Your dinner is served and it’s getting cold!’).
•
Uses affirmative and negative sentence structures in the
target language to answer a series of questions presented on
a topic of interest (eg questions about sports, music, food).
•
•
Discusses different ways of expressing preference in the
target language culture, uses given models to talk about
preferences in the target language, and records the dialogue
in hard copy or electronically.
Uses English to describe leisure activities in the target
language country and investigates how these activities are
expressed in the target language, supported by a target
language children’s monolingual dictionary as a tool to
extend target language vocabulary.
•
Reads a short, simple text about some aspects of lifestyle in
a target language country and completes sentence starters to
extend and elaborate messages about lifestyles.
•
Researches different ways time is expressed by comparing
its use in a target language country with the Australian
context (eg uses ICTs to research use of the clock in a target
language country and in Australia and the use of sentence
structures to describe time).
SAMPLE ASSESSMENT
Creates a new text incorporating how time is expressed in a
target language country and using features such as adverbs,
verbs and adjectives modelled on a text previously analysed by
the class.
OUTCOMES
3.5
Reflects on how language is
used to extend or elaborate a
message, and compares how
concepts are expressed in
different languages.
In T C KC1 KC2
SAMPLE ASSESSMENT
Compares affirmative and negative sentence structures in the
target language, placing emphasis on culturally appropriate
gestures and body language (eg creates a group video of an
interview role-play for an Australian television audience, to
practise using affirmative and negative model sentence structures
in the target language and English:
- one student takes on the role as a film or sports star in the
target language country
- another student interviews the film or sports star in English
- a third student is the translator for both).
32
KEY IDEAS
•
Investigates and shares findings about leisure activities
popular in a target language country in the past and present
(eg researches in small groups using a range of electronic
and hard copy resources and, in English, uses a range of
publishing options to share findings).
•
Explores contemporary leisure activities engaged in by class
members and investigates and compares leisure activities
practised by peers in a target language country (eg
electronic games, ball games, skateboarding) and records
findings in the target language and English.
•
Predicts changes to leisure activities for both cultural groups
over the next 10 years.
•
Explores the diversity of people’s work in a target language
country, how and why this has changed over time and what
people value about their work, comparing this with the type
of work that is done by people in their own culture.
•
Shows understanding of how climate, traditions, population
and community structure in a target language country can
affect daily routines (eg records on a timetable their own
activities for a week and compares it to the timetable of a
peer in the target language country, using both sets of
information as a basis to demonstrate these influences).
SAMPLE ASSESSMENT
Shows an understanding of cultural values and practices by
writing in English from a target language country to a friend in
Australia, describing what life is like in that country compared to
Australia and describing similarities and differences and how
they are adapting to their new lifestyle.
Standard: 3
Year 5
Towards Standard 3
Students learn to understand
and demonstrate respect for the
values and practices of diverse
groups; in past, present and
future contexts. They recognise
connections between identity
and cultural values, and how
these are expressed in language.
F Id In KC1 KC2
relating to Outcome
3.6
OUTCOMES
Year 6
Standard 3
•
Explores the idea that cultures change by comparing
contemporary celebrations in the target language culture
with celebrations popular in the past (eg a popular religious
festival and its origins).
•
Researches and records in English and the target language
culturally significant events in their own and the target
language culture and compares the way events are
celebrated and why they are valued by the participants (eg
national days, festivals, weddings).
•
Identifies, reads and discusses key words and phrases used in
the target language culture on special occasions (eg reads
authentic invitations or views videos).
•
Connects target language cultural practices to values by
discussing traditional clothing and grooming and how they
reflect cultural values (eg veils, long fingernails), using this
knowledge to demonstrate an understanding of these
connections through illustrations and short descriptive
sentences in the target language with teacher support.
3.6
Reflects personally on cultural
practices and compares how
these are expressed across
cultures.
F Id In KC1
SAMPLE ASSESSMENT
Identifies and compares aspects of lifestyle of the target
language culture and their own culture (eg views videos or a
series of pictures showing a range of eating places, markets,
social events, formal ceremonies) and lists in English or in the
target language those items that are culturally specific to the
target language culture, writing a description next to four of the
items and explaining differences from their own culture.
33
Year 6
Standard 3
Collaborates with a small group to design a board game that
includes lifestyle and leisure activities in the target language
culture.
Selects in pairs or small groups a particular aspect of lifestyle in
a target language country and researches information related to
this aspect of life.
Uses the language structures and vocabulary learned to write
simple instructions in the target language for playing the game
(eg start, finish, lose/miss a turn, pick up a card, go back 1 space,
go back 3 spaces, go forward 5 spaces).
Prepares a bilingual, interactive PowerPoint presentation or web
page, giving information and key language about the chosen
theme (eg bullfighting, French breakfasts, Schutzenfests,
traditional clothing) to tourists of a target language country.
Incorporates target language words and images related to daily
routines and culturally relevant information (eg ‘It’s 7.00am and
you’re late for school’).
Presents their work in the target language or English as part of a
class cultural expo and explains it to visiting groups from within
the school/community.
Repeats the instructions aloud in the target language while
playing the game, demonstrates to one other group how to play
the game, and completes a peer assessment after playing another
group’s game (eg clear instructions, easy to play, interesting).
Visits other presentations and completes a peer evaluation of
different sites at the expo.
Criteria
- Works collaboratively.
Criteria
- Works collaboratively within a group.
-
Identifies key words and phrases in the target language that
meet the intended purpose.
Pronounces words correctly in the target language.
-
Uses correct syntax in the target language.
-
Demonstrates cultural inclusivity by incorporating aspects of
the target language culture visually and in writing.
-
Spells words correctly in the target language.
-
-
Spells words correctly in the target language.
Writes coherent and accurate descriptions in the target
language.
-
Follows the instructions given in the target language and
responds appropriately while playing the game.
-
Avoids cultural stereotyping by choosing an appropriate mix
of cultural images.
-
Uses imperatives correctly.
-
-
Responds to both simple and more complex instructions.
Presents work to others in a clear, interesting manner in the
target language or in English.
-
Listens to and shows understanding of other groups’
presentations.
-
Contributes to decision making.
-
CULMINATINGA SSESSMENT TASKS
Year 5
Towards Standard 3
Standard: 3
34
Band: Middle Years (Years 7 and 8)
Futures
Learners:
• understand the connections between community values, cultural
practices and behaviour, as expressed through language over time
• relate learning about other cultures and their language to their own
experience.
Identity
Learners:
• recognise the impact of contemporary media and communication
technologies in the shaping of identities
• demonstrate appropriate ways of relating to others
• understand the ways in which cultures and languages contribute to
forming identities.
Interdependence
Learners:
• demonstrate respect for, and a deeper understanding of, diverse
cultural and social practices
• enhance intercultural competence by developing language skills.
Thinking
Learners:
• reflect upon, and attempt to make explicit, their own understanding
of language structure and use
• classify, prioritise and predict to show understanding of concepts
• make meaning from context
• use creative and imaginative processes to generate ideas in the
target language.
Communication
Learners:
• understand the power of language to persuade and influence
• identify the conventions of different text types and make use of
them to communicate with different audiences, in different contexts
and for different purposes
• use a variety of means of communication and research tools to
present information and arrive at solutions to problems.
35
KEY IDEAS
LISTENING
Year 7
Towards Standard 4
texts to interpret meaning and
use the target language in new
contexts. They develop
In T KC2 KC6
relating to Outcome
4.1
•
Listens to authentic target language with and without
supporting images to identify the content of messages and
the intended audience (eg advertisements for food, cars,
household items and toys).
•
Focuses on listening skills for interpretation of messages in
the target language by comparing the difference in the
power of the message when it is presented with and without
visual support.
•
•
KEY TO SYMBOLS
F
Futures
Id
Identity
In
Interdependence
T
Thinking
C
Communication
Key Competencies:
and organising
information
and information
activities
in teams
Listens to various messages in the target language to
identify and list key phrases (eg associated with particular
product types).
Listens and identifies, through class discussion and
questioning, key words in the target language (eg that
promote a particular product) such as superlatives (eg ‘most
popular’, ‘best’, ‘smoothest’).
SAMPLE ASSESSMENT
Views and listens to an advertisement in the target language and
identifies, on a teacher developed checklist, characteristics of the
advertised product (eg price, size, colour, flavour) and explains
why they would or would not purchase the product.
Band: Middle Years
Standard: 4
OUTCOMES
Year 8
Standard 4
•
Listens in the target language to information about places in
a target language country and responds by selecting the
appropriate illustration/multiple choice item to indicate what
has been described (eg buildings, monuments, natural land
forms, streetscapes).
•
Listens to and shows understanding of target language
linguistic items (eg listens to a series of clues in a ‘What am
I?’ game to identify places in a target language country, and
gives reasons for choices).
•
Listens to and identifies specific terms used in the target
language by recording the most common and emphasised
words used in spoken texts (eg terms used in advertisements,
slang, colloquialisms).
SAMPLE ASSESSMENT
Provides reasons for choosing a holiday destination in a target
language country by listening to descriptions in the target
language of three tourist destinations that may have been
explored previously, and uses all available information to provide
reasons and make an informed choice.
4.1
Recognises connections
between the main ideas and
supporting detail in texts to
provide reasons for a decision
or opinion.
In T C KC1
POSSIBLE YEAR 7
LEARNING CYCLE:
- The language of advertising
POSSIBLE YEAR 8
LEARNING CYCLE:
- Tourism promotion
36
KEY IDEAS
SPEAKING
Year 7
Towards Standard 4
Students engage in
conversations to share
information, demonstrating
appropriate ways of
relationships, and working with
others, in diverse cultural
settings.
In C KC2 KC4
relating to Outcome
4.2
Standard: 4
Acts out an advertisement, using teacher modelled sentence
patterns in the target language.
Shares and presents information about a target language
country (eg works with a partner to develop a one-day
itinerary visiting places of interest in a target language
country, and presents orally to the class accompanied by an
overhead transparency or data show).
•
Engages in a conversation in the target language using
appropriate comparatives and superlatives (eg practises a
role-play with a partner in which an advertising agent is
trying to convince the customer to buy their product).
Researches and orally presents information about an
important place in a target language country, detailing its
historical and contemporary significance by using modelled
sentences.
•
Presents opinions on tourist destinations in the target
language country by selecting from modelled target
language structures (eg I want to visit … because it is the
most …).
•
Practises oral target language skills through sharing
knowledge about a target language country (eg role-plays a
scenario in which a tourist asks for information about and
directions to a site of interest in the target language
country).
Expresses opinions in the target language about how an
advertisement from a target language country would
influence their choice to purchase a particular product (eg ‘I
don’t like …’, ‘I prefer … because …’).
•
SAMPLE ASSESSMENT
Engages in discussion in the target language with other students
by presenting two similar products (eg brought from home),
promoting each product and then asking other students to respond
by choosing which product they would buy and why (eg ‘I am
going to buy ... (noun) because it is ... (adjective)’).
OUTCOMES
Year 8
Standard 4
•
•
•
Band: Middle Years
4.2
Presents information and
opinions on issues in social
interactions.
In C KC2
SAMPLE ASSESSMENT
Demonstrates, in the target language, knowledge of and
preference for particular tourist destinations in a target language
country by taking on the role of a travel agent to persuade
potential tourists of the merits of one site in preference to
another, and then reflects on target language use by recording
the presentation on cassette, listening to it and making
suggestions for improvement.
37
KEY IDEAS
READING
Year 7
Towards Standard 4
T C KC1 KC2 KC6
relating to Outcome
4.3
Band: Middle Years
Standard: 4
Year 8
Standard 4
•
comprehension of written texts (eg reads classifieds or print
advertisements, with the images removed, and illustrates
what is being promoted).
•
comprehension of written texts (eg reads an abstract from a
tourist brochure of a holiday destination in a target
language country and illustrates the place, based on the
information provided).
•
Reads, recognises and discusses, supported by modelled
sentence structures, features of target language texts (eg
reads several print advertisements in English and the target
language and discusses similarities and differences between
the texts).
•
Reads in the target language and expresses opinions based
on comprehension of key points of information (eg reads in
small groups a selection of travel brochures in the target
language and expresses opinions about the advertised costs
and value for money).
•
Reads and makes predictions about texts in the target
language by reading key phrases and discusses reasons for
the predictions (eg reads selected advertisements, predicting
what is being advertised and discussing reasons to show that
language is not always literal—use of simile or metaphor in
‘Flies like a bird’ or ‘Has lots of bite’).
•
Reads in the target language and recognises features of
language used to advertise holiday destinations in a target
language country and creates their own advertisement (eg
reads a series of advertisements, prioritising phrases that
appeal most to a potential holiday maker and selecting key
words to create their own advertisement).
•
Expresses opinions on what makes effective advertising in
the target language (eg matches a series of jumbled
captions with their products, prioritises which captions best
represent the product and explains why).
•
Reads in the target language and classifies information by
researching possible travel destinations in a target language
country (eg uses print and electronic media to research
possible travel destinations for a study tour for the class and
sorts findings under target language headings—city sites,
rural sites, historic places).
SAMPLE ASSESSMENT
Reads 2–3 advertisements in the target language for a similar
product and explains which product they would choose and why;
or reads descriptions of two potential tenants for their home,
selects one and explains why.
OUTCOMES
4.3
Synthesises key points of
information in texts to form an
opinion on an issue.
T KC1
SAMPLE ASSESSMENT
Demonstrates understanding that some tourist destinations are
more popular than others by reading an itinerary in the target
language that takes them on a ‘virtual visit’ to an urban or rural
area marked with interesting sites, and records a route on a map,
selecting three favourite sites to place on a class chart to ascertain
the overall favourite places.
38
KEY IDEAS
WRITING
Year 7
Towards Standard 4
to share ideas about aspects of
personal and group identity and
to present points of view on
issues of interest or concern.
Id T C KC2
relating to Outcome
4.4
Band: Middle Years
Standard: 4
Year 8
Standard 4
•
Writes in the target language for a specific purpose,
supported by a table of words, phrases and expressions (eg
develops an advertising slogan in the target language,
selecting from words, phrases and expressions that support a
persuasive message).
•
Writes a thank you e-mail of approximately 50 words, in the
target language, expressing positive feedback for a service
(eg with support of the teacher, writes an e-mail to a travel
agency thanking them for their services and recounting a
positive travel experience).
•
Creates text in the target language suited to the intended
audience (eg selects an image and writes an advertisement in
the target language that is targeted at a particular audience).
•
Writes a poem, in the target language, of at least 50 words
(eg describing a place in the target language country).
•
•
Records reactions, in the target language (eg ‘this makes
me feel happy/sad/hungry/wealthy/scared/angry’), to
particular advertisements (eg anti-smoking, drink driving,
McDonalds).
Writes information in the target language referring to a map
of a town or city in a target language country (eg writes a
walking tour of the area, visits five sites and writes 2–3 facts
about each one).
•
Writes opinions, in the target language, on environmental
issues (eg examines a picture showing an environmental
disaster or problem and designs a campaign slogan in the
target language in protest of the situation or to promote a
better option).
SAMPLE ASSESSMENT
Shows understanding of the language of persuasion by writing
and illustrating an A4 advertisement of 4–5 sentences in the
target language for their school or a local facility (eg swimming
pool, library, canteen) using the models and structures met in this
learning cycle as a guide.
OUTCOMES
4.4
Writes to convey personal
experiences and opinions, and
information about people,
places and events.
Id T C KC2
SAMPLE ASSESSMENT
Uses appropriate language, drawing on structures used
throughout the learning cycle, to write a letter of approximately
50 words in the target language to a penfriend from a target
language country, presenting information and opinions about
places in Australia to be visited by the penfriend on a proposed
trip.
39
KEY IDEAS
•
Identifies the power of messages through recognising
language features in the target language (eg accents, tone,
pronunciation, use of imperatives, questions, statements,
repetition).
•
Reads and/or views texts to classify types of language and
graphics used in a target language advertisement in order to
demonstrate the way words and graphics are used for
persuasion, and to demonstrate understanding by discussing
in English.
Communicates persuasive messages in the target language
by using questions and statements or expressing opinions
with verbs (eg to prefer, to like), or through subordination
(eg because, so that).
•
•
Appreciates that advertisements in the target language use
features (eg acronyms, jargon, slang and regional
differences) to capture attention, and deduces meaning of
some new words from their context.
•
Understands the linguistic features of persuasive language
(eg uses appropriate language structures in both oral and
written forms to communicate succinctly—imperatives,
adjectives, agreements, comparisons, register).
SAMPLE ASSESSMENT
Demonstrates rules regarding a negotiated language feature (eg
place of adjective, verb tense) by designing a learning aid in the
target language in a particular form (eg an advertisement, web
page, mobile, game, toy, PowerPoint presentation) and uses the
aid to teach others.
Standard: 4
Year 7
Towards Standard 4
Students explore diverse forms
of communication, including
information and
communication technologies
and use models to represent and
analyse systems in language,
and apply these in constructing
their own meaning.
In T C KC1 KC2 KC6 KC7
relating to Outcome
4.5
Band: Middle Years
OUTCOMES
Year 8
Standard 4
•
Applies new strategies to decipher meaning of new words in
the target language from context and textual resources (eg
uses online dictionaries and teamwork).
•
Varies and extends structures in the target language for
asking questions, making positive and negative statements
and expressing feelings and opinions with teacher support
(eg practises role-plays and writes dialogues).
•
Uses more complex language structures in the target
language (eg conditional, past and future tenses; time
markers; adverbs; clauses of reason in writing; formal use of
address in writing).
•
Makes comparisons with known language to identify and
describe patterns and features of the target language (eg
questions, positive/negative statements).
4.5
Applies knowledge of language
forms to identify, analyse and
describe patterns in language.
In T C KC1 KC2 KC5
SAMPLE ASSESSMENT
Uses knowledge of language patterns and features in the target
language to participate in a cross-age tutoring program, where
understanding of language concepts is shared and enhanced
through teaching and learning with younger students (eg writes a
report describing what they did and what they learnt from the
experience and what was learnt by the younger students).
40
KEY IDEAS
Standard: 4
Year 7
Towards Standard 4
Students learn to understand
and demonstrate respect for the
values and practices of diverse
groups; in past, present and
future contexts. They recognise
connections between identity
and cultural values, and how
these are expressed in language.
F Id In KC1 KC2
relating to Outcome
4.6
Band: Middle Years
Year 8
Standard 4
•
Identifies cultural aspects of advertisements through viewing
and responding to visual texts that express elements of the
target language culture (eg architecture, food types,
appearance of people, features of the land, language and
humour).
•
Questions attitudes towards the target language culture
expressed within texts (eg listens to descriptions of places in
a target language country—best beaches in the world,
oldest university—and responds by identifying the attitude
expressed).
•
Demonstrates understanding of linguistic and cultural
features of the target language used in persuasive writing
(eg compares and contrasts Australian and target language
advertisements).
•
Analyses target language cultural values as presented in
written texts (eg discusses, in English, daily routines and
their cultural importance as presented in target language
country brochures or information sheets).
•
Discusses similarities and differences in the way the mass
media is used in a target language country and Australia (eg
the ways in which similar products are advertised in both
countries).
•
•
Identifies features that make text, graphics and sound
appealing to a targeted audience (eg using a range of
advertisements in the target language, focusing on the use
of colours, graphics, images, language, animation, music).
Identifies similarities and differences of cultural practices
between a target language country and Australia (eg
records aspects of culture such as food, dress and behaviour,
on a comparative chart that shows the level of importance
these aspects have in varying contexts such as school, work,
parties, home and special events).
•
Makes connections between target language cultural
practices and values through exploring and promoting a
particular target language cultural event/practice (eg selects
information from various sources, such as books and the
internet, describing a community event in the target
language culture, and promoting its cultural significance
through a presentation in English to the class).
•
Identifies gender stereotyping in target language
advertisements and re-works them using gender inclusive
language and images.
SAMPLE ASSESSMENT
Demonstrates understanding of how cultural identity, values and
practices are often portrayed in advertising through use of
cultural stereotype images, which can result in inaccurate
assumptions being made about a culture (eg views a series of
advertisements showing stereotypes and explains what these are
and whether or not they give an accurate view of the culture).
OUTCOMES
4.6
Analyses cultural references in
texts and challenges
assumptions about cultural
identity, values and practices.
F Id In T KC1
SAMPLE ASSESSMENT
Challenges assumptions about cultural identity by presenting a
role-play in the target language that portrays a stereotypical
viewpoint about an aspect of their own or the target language
culture, then deconstructing it in a class discussion in English and
annotating the script of the role-play to show the stereotypical
aspects.
41
Band: Middle Years
Year 8
Standard 4
A. Group task—Target language
A. Group task—Target language
Works collaboratively with others to create an advertisement of a
maximum of 1 minute (eg for television, internet, radio) for a
new product for a target language country, and presents the
advertisement to peers who assess the presentation and record
responses, in the target language, to a survey designed by the
group about the product.
Role-plays a tour guide in a target language country and
prepares with others a written virtual tour of 5–7 minutes (eg
using PowerPoint/Web Quests/information place cards) of a
number of places of interest, describing in the target language
what there is to see and do, and including information on
appropriate cultural protocols and practices in the target
language culture.
Criteria
- Uses a presentation method appropriate to the advertisement.
Criteria
- Uses appropriate style of speaking for role as guide to
motivate and inform listeners.
-
Uses appropriate oral and written language structures (eg
imperatives, adjectives, agreements, comparisons, register).
-
Demonstrates skills in drafting and editing.
-
Communicates a clear message.
-
Uses repetition for emphasis.
-
Demonstrates ability to work in a team.
-
Expresses cultural values that reflect the target language
culture.
-
Expresses and reflects on cultural practices, communicating
these with concise knowledge and cultural understanding.
-
Uses appropriate language structures (eg simple present, past
and future tenses/markers with teacher support as necessary)
to describe buildings and places and their significance,
providing historical data where appropriate.
-
Works with others to select, share and elaborate on
information for publishing.
-
Demonstrates skills in drafting and editing.
Year 7
Towards Standard 4
Standard: 4
42
Band: Middle Years
Year 8
Standard 4
B. Individual task—English
B. Individual task—English
Listens to each presented advertisement and records responses;
then interprets and analyses the results in a written report,
including graphs and tables, to be published as a contribution to a
class book, a website or PowerPoint presentation.
Observes the virtual tours, selects a favourite and writes an
account in English to express feelings about what it would be like
to visit and experience the place if they were really there.
Criteria
- Uses effective questions in survey.
Criteria
- Expresses opinions clearly, giving reasons for personal
choices.
-
Records student responses to their own survey in clear,
explicit language.
-
Reports clear analysis of responses in full sentences.
-
Interprets reasons for peer responses to their advertising by
writing in well structured sentences.
-
Expresses well informed thinking about possible tour, using
the conditional tense in English (eg ‘I would like …’).
-
Explains realistic expectations appropriate to a target
language culture visit.
Year 7
Towards Standard 4
Standard: 4
43
Band: Middle Years (Year 9) and Senior Years (Year 10)
Futures
Learners:
• transfer and transform current knowledge of communication modes
• build future scenarios based on insights of past and present trends
• understand some historical perspectives that influence language
development
• deepen their understanding of change as it affects both communities and
individuals.
Thinking
Learners:
• use multiple ways of thinking to construct and deconstruct messages in
music and in communication with peers
• appraise diverse perspectives on personal and community issues to
support intercultural understanding
• explain how they can modify target language structures to suit their own
communication needs.
Identity
Learners:
• develop a sense that a critical awareness of self is essential to
understanding others by engaging with learners of other languages from
diverse cultural backgrounds
• refine their use and knowledge of the target language, through song and
other ways of communication, to build their personal and group identity.
Communication
Learners:
• receive and share meaning through a range of increasingly complex and
extended modes of communication in formal and informal contexts
• experiment with a wide range of media and purposes for the target
language
• use the target language to articulate opinions and values.
Interdependence
Learners:
• begin to interpret the impact of changing technologies on cultures and
languages, through the use of electronic media and music
• work collaboratively to present opinions on issues and reflect on
possible solutions to effect change on a local and global level.
44
KEY IDEAS
LISTENING
Year 9
Towards Standard 5
texts to analyse and interpret
meanings in diverse media.
They make connections
between ideas and perspectives
expressed in texts, and consider
their implications for audiences
of diverse backgrounds.
In T C KC1 KC2 KC6
relating to Outcome
5.1
KEY TO SYMBOLS
F
Futures
Id
Identity
In
Interdependence
T
Thinking
C
Communication
Key Competencies:
and organising
information
and information
activities
in teams
Band: Middle–Senior Years
•
Listens to oral texts in the target language to identify their
purpose (eg listens to recorded voice-mail/answering
machine messages to identify the purpose of each recorded
message).
•
Views a short scene in the target language in which a
cultural/linguistic misunderstanding occurs, explains what
the misunderstanding is and why it came about and discusses
with others how the misunderstanding could have been
avoided.
•
Listens to a set of instructions in the target language that
requires things to be done in a certain order to achieve a
result (eg navigating a maze, following a recipe).
•
Listens to a description in the target language, analyses the
features and matches it to one of a set of images (eg places,
people, clothing).
SAMPLE ASSESSMENT
Listens to a conversation in the target language between a
‘visitor’ and a ‘local’, identifies who is the ‘visitor’ and justifies
the choice, giving examples from the text.
Standard: 5
OUTCOMES
Year 10
Standard 5
•
Identifies and discusses issues relating to Australian youth
culture as expressed through contemporary music in the
target language and contributes to a class concept map.
•
Uses the lyrics of contemporary music in the target
language to identify issues relating to target language
youth culture and contributes to a class concept map.
•
Listens to contemporary songs in the target language with
lyrics on OHT, with key words removed, and identifies
missing words.
SAMPLE ASSESSMENT
Listens to two connected songs in the target language about
youth culture issues, filling in missing key words in an
accompanying lyric script, and then answers questions which
focus on youth culture issues and analyses the themes and/or
ideas expressed and makes connections between the two songs.
5.1
Identifies and analyses major
themes, ideas and cultural
aspects in spoken texts.
In T C KC1
POSSIBLE YEAR 9
LEARNING CYCLE:
- The language of the 21st
century
POSSIBLE YEAR 10
LEARNING CYCLE:
- The language of music
45
KEY IDEAS
SPEAKING
Year 9
Towards Standard 5
Students interact to exchange
ideas, information and
opinions, and demonstrate ways
of working toward
collaborative goals.
In C KC2 KC3 KC4
relating to Outcome
5.2
•
Uses target language patterns to record and respond to
voice-mail/answering machine messages (eg to organise a
social outing).
•
Interviews a peer/adult, in the target language, using
contextually and culturally appropriate language (eg to find
out their opinions on electronic communication).
•
Prepares and delivers a group presentation in the target
language about a current issue in the school or local
community (eg streamlining communication methods used
in the school).
SAMPLE ASSESSMENT
Role-plays an exchange in the target language between a teacher
and a student, where completion of a task is negotiated (eg why
they haven’t completed an assessment task and asking for an
extension).
Standard: 5
OUTCOMES
Year 10
Standard 5
•
Surveys class members orally in the target language to
make observations and classify preferences (eg about
personal or local youth issues—parental attitudes to modern
music, establishment of a skateboard park).
•
Uses spoken target language to share and compare
experiences (eg reports in the target language to share and
compare results of one or more aspects of the survey).
5.2
Works cooperatively to share
information and ideas, and
present opinions on issues of
local and global significance.
In C KC2 KC4
SAMPLE ASSESSMENT
Role-plays an Australian journalist and interviews, based on
background research, a singer from a target language country
about one of their songs’ lyrics, drawing out issues and
comparing attitudes between the cultures.
(See Reading p47 for complementary task.)
46
KEY IDEAS
READING
Year 9
Towards Standard 5
texts to analyse and interpret
meanings, to make connections
between ideas and perspectives,
and to consider their
implications for audiences of
diverse backgrounds.
In T C KC1 KC2 KC6
relating to Outcome
5.3
•
Reads and discusses in a group short, simple texts in the
target language about an aspect of contemporary
communication (eg about the phenomenon of mobile phone
text messaging in the 21st century and discusses in groups
the implications for communication).
•
Explores how language has evolved to accommodate new
communication models (eg deciphers text messages in the
target language and reconstructs the full messages and
comments on how language has evolved to accommodate
new communication modes).
•
Uses target language e-mail conventions to experiment with
the target language written conventions (eg reads a series of
e-mails sent by the teacher in the target language and
responds in the target language).
SAMPLE ASSESSMENT
Researches in English and in the target language the mobile
phone and text messaging phenomena and their impact on the
way people communicate in the target language today and
possibilities for the future, and presents findings in graphic form
(eg poster), categorising and sharing information with the class.
Standard: 5
OUTCOMES
Year 10
Standard 5
•
Reads song lyrics in the target language for meaning and
interpretation.
•
Reads a short biography/articles, in the target language,
about a musician from the target language culture, to locate
information for a specific purpose, and synthesises the
information (eg for a role as a singer from the target
language culture) to identify style and issues in their lyrics.
5.3
between language and
contrasting values and
perspectives in texts.
In T C
SAMPLE ASSESSMENT
Selects two songs/poems/articles in the target language that
show contrasting attitudes towards the same topic and comments,
in English, on the ways in which the different attitudes are
expressed and then compiles a class booklet of these
songs/poems/ articles.
47
KEY IDEAS
WRITING
Year 9
Towards Standard 5
to present ideas and provide
personal reflections about the
nature of identity, and to apply
knowledge and understanding
in new contexts.
Id T C KC1 KC2 KC6
relating to Outcome
5.4
•
Writes and responds to e-mails in the target language to
establish and maintain contact with a peer studying the
target language in another school.
•
Writes, sends and responds to SMS messages in the target
language for specific purposes negotiated with the teacher
(eg making arrangements, conveying information, reporting
and following up an accident).
•
Creates an anonymous false identity in the target language
for use on the internet, swaps identities with other class
members to see if they can guess who owns the identity and
discusses the implications.
SAMPLE ASSESSMENT
Writes an e-mail in the target language to the teacher, relating
information about the class member in another school with whom
they have been corresponding via e-mail (eg their name, age,
where they’re from, hobbies and interests and information about
their school life and any other relevant information).
Standard: 5
OUTCOMES
Year 10
Standard 5
•
Maintains a personal journal in the target language for a
defined period of time, writing approximately 50 words per
week (eg to record personal reactions and comments in
relation to issues in songs heard over that period).
•
Responds, in the target language, to a headline in the target
language, giving their opinions from several different
perspectives (eg as themselves, an RSL veteran, a refugee, a
musician, a politician).
•
Writes an acceptance speech, in the target language, as the
recipient of an award (eg Grammy award, Eurovision song
contest).
5.4
Conveys personal experiences,
ideas, opinions and aspirations,
and demonstrates respect for
alternative perspectives.
Id T C KC2
SAMPLE ASSESSMENT
Writes in pairs a hip-hop/rap song in the target language on an
issue important to the class (eg advertising, travel, relationships,
identity) and performs as negotiated (eg as puppeteers).
48
KEY IDEAS
•
Investigates how socio-linguistic coding (eg SMS and
e-mail) in English and the target language varies according
to the nature of the message and the intended audience (eg
negotiates a subject/topic with the teacher and constructs
written text messages for SMS or e-mail for two specific
audiences such as a peer, parent, teacher or younger sibling,
in both English and the target language).
•
Investigates popular e-mail symbols in the target language
culture and compares the similarities and differences
between the target language culture and Australian culture
and, as a class group, analyses what cultural values are
expressed through the use of specific symbols.
•
Analyses the forms of language used in electronic
communication, and makes comparisons with language used
in other media.
•
Compares the language used in different text types (eg SMS,
e-mail, telephone message, letter).
SAMPLE ASSESSMENT
Constructs a bilingual SMS symbol dictionary to show
understanding of the sentiments that are most used in the target
language culture and the equivalent used in an Australian
context.
Standard: 5
OUTCOMES
Year 9
Towards Standard 5
Students recognise the power of
language by analysing the ways
in which it can be used to
portray or influence others, or
to create a desired impact.
In T C KC1 KC6
relating to Outcome
5.5
Year 10
Standard 5
•
Analyses the meaning and style of target language song
lyrics, and how they provide insights into cultural values and
practices (eg uses target language song lyrics as a basis to
brainstorm words and phrases: of local significance, of youth
language, that are abbreviated, that have double meaning).
•
Analyses the relationship formed between singer and
audience through noting words and phrases in target
language song lyrics that convey emotion, tension, mood
and so on.
5.5
Analyses how cultural values
and practices are expressed in
literature and media texts.
In T C KC1
SAMPLE ASSESSMENT
Analyses the language patterns and special song writing
techniques used in target language culture songs that convey
cultural values and practices (eg verb tense, adjectives and
special song writing techniques such as repetition, rhyme,
selection of vocabulary, abbreviated language, use of symbolic
imagery, the relationship to poetry).
49
KEY IDEAS
•
Explores the ethics relating to communicating electronically
(eg participates in a formal debate about the ethics of
electronic communication such as e-mail and SMS within
and across cultures).
•
Develops an understanding of the impact of technology on
forms of communication in both English and the target
language (eg explores sending mail in the past, present and
future).
•
Understands that the needs of certain groups in society
contribute to the development, change and construction of
the target language and English (eg explores the impact on
language by groups such as sporting groups/the sports
industry, the fashion industry, fast food chains).
•
Understands that global trends and lifestyle changes brought
about by technology are not universally available or
embraced by all cultures (eg researches internet availability
in different countries).
•
Compares the prevalence of electronic communication in a
target language country and Australia (eg forms opinions
about the use of the internet and SMS).
SAMPLE ASSESSMENT
Tracks the number of SMS, e-mail and telephone messages and
letters they receive over one week and also collects the same data
from an adult member of their household; and records, graphs,
analyses and interprets both sets of data, in order to recognise the
cultural impact of 21st century communication modes.
Standard: 5
OUTCOMES
Year 9
Towards Standard 5
Students identify and respond
to challenges for the future
through analysis of diverse
world views. They develop an
awareness that texts are socially
constructed in response to the
needs of specific groups in
particular times and places.
F Id In T KC1 KC2
relating to Outcome
5.6
Year 10
Standard 5
•
Examines the similarities and differences of celebratory
songs that cross cultural boundaries (eg using Christmas and
birthday songs, compares the similarities and differences
between these songs and songs in the target language
culture that celebrate the same events).
•
Explores the themes of national anthems and discusses
historical perspectives (eg what national events influenced
content) and how a target language country is perceived by
others through their anthem.
•
Experiences musical performances from the target language
culture and shares their own perspective of the performances
with others (eg visits or views a local festival to experience
the music from a target language culture, prepares and
delivers an oral report to another target language class—
Year 8/feeder primary school— to promote the festival as a
local target language cultural experience).
5.6
Appraises diverse perspectives
on personal and community
issues in past, present and
future times.
F Id In T KC2
SAMPLE ASSESSMENT
Identifies the impact of traditional music of target language
culture on modern music trends and produces an illustrated
paragraph, in the target language, to add to a classroom graphic
display (eg displays traditional instruments used in modern music
and discusses and records on a poster why these are acceptable to
youth audiences).
50
Year 10
Standard 5
Conducts field research to locate information about changes in
the modes of communication from 20th to 21st centuries from a
global perspective, including a target language country and
Australia; creates a timeline in the target language showing
results; and then writes predictions in the target language of
possible future developments and displays research findings
graphically.
Investigates the phenomenon of World Music by researching
websites, program booklets, magazines or conducting field
research at music stores and/or Womadelaide (eg writes a profile
in the target language about a popular artist from the target
language culture; lists words from promotional material used to
describe the music styles and makes a corresponding target
language list; uses the selected words to write in the target
language a review of a chosen target language song).
Criteria
- Provides evidence of research including notes, images,
articles and appendices.
Criteria
- Provides evidence of research including notes, images,
articles, appendices and transcripts of interviews.
-
Includes a bibliography.
-
-
Shows evidence of drafting and editing.
-
-
Demonstrates understanding of cross-cultural perspectives.
-
-
Includes a timeline that shows change and growth in
information and communication technologies.
Demonstrates accuracy and a range of language structures
and vocabulary.
-
Uses correct language (eg ‘invented in/by …’) and future
tense.
Provides evidence of and demonstrates understanding of
cross-cultural perspectives.
-
Demonstrates understanding of the connection between the
music and the culture from which it comes, and the audience.
-
Demonstrates the ability to synthesise material drawn from a
number of sources.
-
Year 9
Towards Standard 5
Standard: 5
51
Learning Area: Languages (alpha) Pathway 1B
Band: Middle Years (Years 8 and 9)
Futures
Learners:
• compare aspects of their own and the target language culture,
appreciating that there are similarities and differences between cultural
groups
• develop an understanding that they live in a world that can be
discovered through target language words and images
• imagine how their own language learning may expand future choice.
Thinking
Learners:
• begin to create meaning in the target language through predicting
• appreciate that some concepts may be expressed differently in the
target language
• begin to make explicit strategies for language learning
• focus deliberately on the new forms and content presented by the
target language.
Identity
Learners:
• develop awareness of their social and cultural heritage, and expand
their understanding and appreciation of the social and cultural heritage
of others
• appreciate the role of language in forming personal and group identity.
Communication
Learners:
• use verbal and non-verbal methods of communicating in the target
language
• begin to engage in purposeful tasks using the target language within
their school community.
Interdependence
Learners:
• recognise the interdependence of text and context, and language and
culture
• begin to understand and show respect for other cultures, by exploring
and comparing relationships within their own and other communities
• understand that they are part of a connected world.
52
Band: Middle Years
KEY IDEAS
LISTENING
Year 8
Standard 4
texts to interpret meaning, and
to learn about the target
language. KC1 They develop
thinking skills and make
connections between form and
meaning in language to learn
how meaning is conveyed in a
range of contexts.
T C KC2 KC7
relating to Outcome
4.1
connections between ideas in
text, and using processes of
inquiry in seeking solutions to
problems.
In T C KC1 KC2 KC6
relating to Outcome
5.1
•
•
•
Listens to a conversation in the target language to interpret
meaning (eg between two class members role-playing and
discussing plans for a family celebration—birthday, name
day, saint’s day, family reunion—and records, on a checklist
of family terms who will be present and, on another
checklist, key aspects of the arrangements).
Distinguishes the difference between formal and informal
register (eg listens to two dialogues in the target language:
one between adults, such as between a parent and teacher
and the other between a parent greeting a child on return
from school, and compares the differences in the use of the
target language with English).
Standards: 4 & 5
(refer p63 for Year 10)
Year 9
Towards Standard 5
•
Listens to and interprets meaning in a dialogue in the target
language (eg ticks off items worn/purchased for particular
events in the target language culture).
•
Listens to a recorded/role-played phone conversation in the
target language between two people about appropriate
clothing to pack for a holiday/camping trip in a target
language country, and discusses reasons for choices made.
•
Listens to a description of a series of items in the target
language and makes connections between them (eg listens
to a description of clothing items, recognising, matching and
categorising the items for different purposes).
Listens to a short, simple biography in the target language
and identifies and rephrases the main points about the person
in a spoken response in the target language (eg listens to a
biography of a famous person from the target language
culture).
SAMPLE ASSESSMENT
Views and listens to text (eg mainstream video), in the target
language, about people introducing themselves and demonstrates
understanding of the content by asking and answering questions
in both the target language and English (eg What is the girl’s
name?).
OUTCOMES
SAMPLE ASSESSMENT
Listens to an advertisement or conversation in the target
language about clothing, and identifies items for sale and their
prices, and ranks personal preferences, justifying choices in the
target language.
4.1
Identifies factual information in
spoken texts and responds to
questions or instructions to
share meaning with others.
T C KC1 KC2
5.1
or opinion.
In T C KC1 KC2
POSSIBLE YEAR 8
LEARNING CYCLES:
- From tweens to teens
- Challenge and growth
- Relating to my world
- Building relationships
POSSIBLE YEAR 9
LEARNING CYCLE:
- Clothing—a cultural icon
53
Band: Middle Years
KEY IDEAS
SPEAKING
Year 8
Standard 4
Students engage in
conversations to exchange
information, and learn
appropriate ways of
relationships and working with
others in diverse cultural
settings.
In C KC2 KC4
relating to Outcome
4.2
of working to achieve
In C KC2 KC4
relating to Outcome
5.2
KEY TO SYMBOLS
F
Futures
Id
Identity
In
Interdependence
T
Thinking
C
Communication
•
Makes a recording in the target language and attempts to
use correct pronunciation and intonation (eg to send to a
prospective pen friend in a target language country who has
no access to a computer; uses sentence patterns from teacher
models and other sources to describe themselves in terms of
age, likes and dislikes and describes location of the school;
and concludes by asking questions about the other person in
anticipation of a response).
•
Introduces themselves and a friend to others, in the target
language, and exchanges information (eg role-plays an
exchange student from a target language country coming to
school, and introduces themselves and a friend to the
exchange student by first name only and exchanges
information about each other by asking questions).
•
Participates in a survey in the target language to help
establish relationships and understand diversity (eg surveys
ages, favourite sports/music, birthdays and star signs of class
members).
•
Records responses to questions and answers in the target
language and presents an oral report (eg draws a table with
headings for days of the week in the target language; over 2–
3 weeks asks a class partner in the target language how they
are feeling and records responses using a symb0ol; reverses
roles; and at the end of the period, exchanges findings with
the class partner in spoken target language: ‘On Mondays
you usually/sometimes/always/never feel
well/tired/happy/sad.’).
Standards: 4 & 5
OUTCOMES
Year 9
Towards Standard 5
•
Presents a dialogue in the target language, sharing
information and opinions (eg with a partner, outlines and
gives reasons for the items of clothing that an exchange
student should pack for a stay in Australia for certain
seasons).
•
Comments in the target language on jumbled images they
have constructed previously and makes suggestions in the
target language as to how they should appear (eg prepares a
collage using magazines to show people inappropriately
dressed for particular activities, such as a person playing
football in an evening dress, and comments on the images
and makes suggestions in the target language for more
suitable attire—‘The player should not wear evening dress.
S/he should wear a football top in team colours.’).
•
4.2
interactions.
In C KC4
5.2
personal opinions on issues in
social interactions.
In C KC2
Role-plays, in the target language, a particular type of
social interaction (eg selects and purchases items of clothing,
considering size, colour, material and style).
54
Students engage in
conversations to exchange
information, and learn
appropriate ways of
relationships and working with
others in diverse cultural
settings.
In C KC2 KC4
relating to Outcome
4.2
•
Makes and responds and adds to simple spoken statements in
the target language (eg works in a small group and discusses
in the target language daily routines, including weekends; for
example, makes the statement–‘I play tennis’ and a class
member questions ‘When …?’, and then the first student
adds phrases of time, place and frequency to expand the
meaning of the simple statement).
4.2
interactions.
In C KC4
In C KC2 KC4
relating to Outcome
5.2
5.2
In C KC2
KEY TO SYMBOLS
continued
Key Competencies:
and organising
information
and information
activities
in teams
SAMPLE ASSESSMENT
Role-plays in a small group a variety of scenarios (eg at a party,
at a new school) to exchange personal information in the target
language and develops relationships by adapting modelled
language patterns as appropriate to context, aiming at correct
pronunciation and intonation; and listens to other role-plays,
preparing questions to ask that encourage personal expression
and extended responses.
SAMPLE ASSESSMENT
Researches, prepares and presents orally in the target language
to the class information describing traditional/national clothing to
be worn to a particular cultural celebration/event with reasons, to
demonstrate an understanding of the connection between culture
and fashion; and evaluates in the target language the importance
of the traditional clothing in the cultural event.
55
KEY IDEAS
READING
Year 8
Standard 4
texts to interpret meaning, and
to learn about the target
language. KC1 KC2 They
develop thinking skills and
make connections between
form and meaning in language
to learn how meaning is
conveyed in a range of
contexts.
T C KC2 KC7
relating to Outcome
4.3
•
Reads and responds to text and graphics in the target
language about people’s interactions and discusses with the
class the language structures and conventions used in such
interactions (eg comic strips of people sharing information).
•
Reads texts in the target language to understand that
languages express the same ideas in similar and different
ways (eg using student profiles written in the first person,
analyses and compares the patterns of language, in both the
target language and English, used to express personal
concepts such as age, height, where I live, what I like).
language in new contexts. KC1
KC2 KC6 They develop
problems.
T C KC6
relating to Outcome
5.3
Standards: 4 & 5
OUTCOMES
Year 9
Towards Standard 5
•
Reads in the target language an article in a target language
culture magazine to interpret meaning (eg identifies and
investigates the latest trends found in a target language
culture fashion magazine and discusses why certain items
may or may not be represented in the magazine).
•
Reads a variety of mass media texts in the target language,
demonstrates understanding and shares opinions about ideas
expressed in the texts (eg reads newspaper/magazine reviews
on target language culture fashion, answers a series of
comprehension questions, and gives their own
opinions/comments on the clothing).
•
SAMPLE ASSESSMENT
Reads biographical passages in the target language and
organises the information (eg extracts and categorises personal
information in graph/table) and presents findings to the class.
Band: Middle Years
Researches and lists, in the target language, clothing styles
that have evolved culturally (eg due to climate, religion,
natural resources in the target language country); and
analyses and records in the target language the use of this
clothing in today’s society, leading to comparisons with their
own culture and a class discussion in English on the
importance of this clothing as an icon on formal and
informal occasions.
4.3
Organises and analyses specific
information in texts.
T KC1
5.3
T C KC1
SAMPLE ASSESSMENT
Reads, in the target language, an article that describes particular
activities/occasions where distinctive clothing may be worn in a
target language country; and identifies and records, in the
target language, supported by graphics, the specific clothing
items worn, giving reasons orally, in the target language, for
their use on these particular occasions.
56
KEY IDEAS
WRITING
Year 8
Standard 4
Students experiment with
language and write their own
texts to describe their personal
and social world. They explore
diverse forms of
communication, including
digital and electronic
technologies, to share meaning
with others or members of their
team.
Id T C KC2 KC4 KC6 KC7
relating to Outcome
4.4
to describe aspects of, and
provide personal reflections on,
They present points of view
with evidence of thinking and
reasoning, and demonstrate
respect in responding to the
views of others.
In T C KC1 KC2
relating to Outcome
5.4
Band: Middle Years
Standards: 4 & 5
Year 9
Towards Standard 5
•
Experiments with writing by adapting learnt target
language patterns to new situations (eg examines pictures of
people in various target language contexts, obtained by
researching using electronic media, and writes short
descriptions in the target language under each picture).
•
Describes in writing, in the target language, current
clothing fashion trends in a target language country (eg
takes the role of a clothing fashion critic in a target
language country, describes and comments in the target
language the latest fashions, supported by graphics).
•
Uses the language of description modelled in target
language reading passages to write short descriptions using
word processing software (eg creates a family tree, annotated
photo album, a word picture about themselves or an
imaginary person).
•
Writes brief descriptions in the target language and
produces corresponding creative graphics (eg designs a
target language country catalogue advertising items of
clothing for sale and writes a brief description in the target
language of each item).
•
Applies learnt language patterns by writing a description of
their daily routines and compares this with similar daily
routines from the target language culture (eg sends an
e-mail with a written account to an e-pal in the target
language culture and asks for similar information, then
compares the information by drawing up a comparative
table).
•
Responds by e-mail, in the target language, to a target
language e-mail that has requested specific detailed
information (eg responds as a manager of an online store to
an e-mail from a client requesting information about new
season’s clothing fashion trends and availability of items as
seen online).
•
Writes a formal invitation, in the target language, to
prospective guests for a special occasion (eg writes a formal
fashion parade invitation, in the target language, to
prospective buyers and critics).
SAMPLE ASSESSMENT
Responds to an e-mail from a real or imaginary target language
country class or a pen friend by writing an e-mail, using sentence
patterns from teacher models, describing themselves and their
friends and using questions to elicit more information to continue
the dialogue.
OUTCOMES
4.4
Writes short texts to convey
personal messages, information
or ideas.
Id T C KC1
5.4
places and events.
In T C KC2
SAMPLE ASSESSMENT
Explores different options for a school/work/sports uniform and
writes a brief illustrated report (minimum of 80 words), in the
target language, to be submitted to a uniform committee,
outlining the best options for students/employees/sportspeople).
57
KEY IDEAS
Students explore the power of
language, demonstrating
awareness of the ways language
can be used to portray and
influence others, to create a
desired impact.
In T C KC6
relating to Outcome
5.5
Standards: 4 & 5
Year 8
Standard 4
Students use models to identify
and analyse patterns and
systems in language, and apply
these in constructing their own
meaning. KC1 KC5 They
explore diverse forms of
communication as they develop
their potential for constructing
meaning.
In T C KC1 KC2
relating to Outcome
4.5
Band: Middle Years
•
Analyses the ways in which questions are formed in the
target language and compares with English usage (eg uses
questions to seek information about personal details—name,
age …).
•
Analyses and compares the ways in which positive and
negative statements are formed in the target language and
English and uses this information to convey information
appropriately.
•
Examines possible word borrowing between English and the
target language to make connections between the
languages.
•
Begins to understand and develop interpretation skills in the
target language to deepen the knowledge of language as a
system (eg verbs, adjectives, agreements).
•
Learns and uses appropriate language structures in the target
language to describe themselves and others (eg personal
pronouns, proper nouns, verbs).
•
Pronounces, with confidence, modelled target language
words and phrases (eg common endings, combinations of
letters in given names/family names) and identifies and
analyses language specific features of naming systems.
SAMPLE ASSESSMENT
Selects phrases/sentences in the target language from prepared
tables to reconstruct a text to convey meaning accurately.
OUTCOMES
Year 9
Towards Standard 5
•
Analyses and practises the language of flattery used in the
target language culture (eg in role-plays).
•
Demonstrates an understanding of persuasive and flattering
language in the target language culture and the appropriate
language structures used for shopping/bargaining (eg roleplays, in the target language, in a department store/market a
sales assistant convincing the shopper to buy a particular
item—‘This … suits you better’, ‘The … fits you well, but
the … does not’).
•
Uses adjectives in the target language correctly (eg to
describe colour, style and fabric of clothing items).
•
Recognises jargon in the target language related to a
specific subject (eg observes fashion jargon in the target
language and how people in spoken and written texts use it).
4.5
Reflects on how language is
used to extend or elaborate a
message, and compares how
concepts are expressed in
different languages.
In T C KC1
5.5
In T C KC1
SAMPLE ASSESSMENT
Completes missing text (eg cloze test, cued dialogue, fill in the
blanks) in a dialogue about fashion and clothing to demonstrate
an understanding of appropriate language structures and forms in
the target language.
58
KEY IDEAS
Students demonstrate respect
for, and understand the
connections between, identity
and the values and practices of
diverse groups, and explore
perspectives on challenges for
the future.
F Id In T KC1 KC2 KC6
relating to Outcome
5.6
Standards: 4 & 5
Year 8
Standard 4
Students recognise connections
between cultural values and
practices and language use.
They recognise values
significant to the culture and
how these are represented in
language use.
Id In KC1
relating to Outcome
4.6
Band: Middle Years
•
Develops an understanding about the similarities and
differences between cultures for people migrating from one
country to another (eg researches and discusses different
migration experiences).
•
Develops an understanding that there are various reasons for
people from a target language country to migrate to another
country (eg class identifies and marks on a world map where
the target language community lives or has moved to in
large numbers, using class-designed symbols for the various
reasons for migration).
•
Researches, using a negotiated set of inquiry questions, the
nature of the target language culture in Australia (eg
researches using electronic and print resources, conducts
interviews and listens to guest speakers).
•
Makes connections between the target language cultural
practices and language used, through the exchange of
greetings in the target language (eg examines and practises
through role-play verbal and non-verbal language customs
and protocols related to greetings and personal interactions
such as hand shaking and kissing on the cheek; discusses
appropriate word order/use of titles and name or person
markers when stating names; and practises giving
introductions in the target language and discusses cultural
values associated with formal and informal means of
address).
•
OUTCOMES
Year 9
Towards Standard 5
•
Investigates beliefs and value systems in the target
language culture (eg views a documentary about a famous
fashion designer from the target language culture, and
investigates and discusses beliefs and value systems
presented).
•
Discusses and compares use of measurement in a particular
context in a target language country, and compares this
with the same application in Australia (eg sizing of clothing
and footwear) to challenge assumptions about systems being
the same as Australian systems.
•
Discusses how climate and historical, political and religious
beliefs influence target language cultural norms (eg
influences on styles of dress).
•
Investigates the target language cultural norms attached to
particular events (eg prepares a list of dos and don’ts to
identify target language cultural appropriateness at certain
events, and uses this information to compare and contrast
with those of their own culture).
•
Investigates a target language country’s currency, including
its origins, and compares the fluctuating value of the
currency to the Australian dollar to begin to appreciate the
interdependence of currencies and economies.
4.6
cultures.
Id In KC1
5.6
Id In T KC1
Relates, in English, their own cultural origin and heritage (eg
reports to the class, on a voluntary basis, on their own
cultural origin and heritage and shows the place of origin on
a map).
59
Students recognise connections
between cultural values and
practices and language use.
They recognise values
significant to the culture and
how these are represented in
language use.
Id In KC1
relating to Outcome
4.6
Year 8
Standard 4
•
Year 9
Towards Standard 5
Describes an understanding that filmmakers portray a
particular cultural interpretation in their work (eg views an
authentic target language visual text such as a video, film or
documentary and discusses the selective nature of filmmaking).
the future.
relating to Outcome
5.6
4.6
cultures.
Id In KC1
5.6
Id In T KC1
SAMPLE ASSESSMENT
Creates a role-play in the target language, in a small group, to
demonstrate the group’s understanding of the behaviour and
language used by the actors in a viewed target language cultural
text, and answers questions from the audience about the
interation.
SAMPLE ASSESSMENT
Investigates, in English, the historical origins of the
ritual/cultural practices (eg tattooing, body piercing) in the target
language culture and its influence on modern day fashion in
Australia and/or in target language countries, and shares
information with the class orally and graphically (eg on a poster).
Investigates and writes a short essay, in English, on the adoption
of fashions from other cultures into the target language culture
and/or Australian culture.
60
Band: Middle Years
Year 9
Towards Standard 5
Option A
Option A
Chooses, from a set of prepared cards, a character to role-play at
a party, set in the target language culture, and introduces
themselves to other party-goers using appropriate verbal and
non-verbal language; exchanges information about name, age,
occupation, nationality, likes and dislikes; and, after the
interchange, writes a brief description of at least two people they
met, summarising personal details (eg ‘I met Thomas. Thomas
lives in Berlin and is German. He is an engineer. He is single and
has a dog.’).
Takes on the role of an Australian journalist at a festival in a
target language country and prepares a report for television,
radio or a target language culture newspaper in Australia on the
variety of clothing worn by performers and spectators, including
a statement on the purpose of the traditional dress used.
Option B
Writes a paragraph in English reflecting on how the party and the
people’s speech and behaviour would have been different in
Australian culture, to demonstrate understanding of differences
in cultural practices.
Criteria
A.
- Demonstrates ability to speak clearly and be understood by
others.
-
Uses appropriate oral language structures (eg register,
questions, answers).
-
Expresses cultural values and behaviour that reflect the
target language culture.
-
Demonstrates ability to understand what others have said.
-
Uses target language pronunciation and inflection.
B.
-
Reflects respectfully on differences in cultural values and
behaviour.
Option B
Shares their report with another student, who decides whether
they would like to attend the event, selecting certain aspects of
the scene described to support their opinion in a written response,
in the target language (eg ‘I would like to go to … because …’).
Criteria
A.
- Shows evidence of research (eg notes, images, articles,
appendices).
-
-
-
Uses appropriate language of reporting (eg descriptive,
reporting style).
-
-
Supports opinions given.
-
Uses correct structures and spelling.
Year 8
Standard 4
Standards: 4 & 5
B.
-
Expresses opinions with appropriate language structure.
61
Band: Middle–Senior Years (Year 10)
Futures
Learners:
• compare and form opinions on issues arising from the
diversities of aspects of their own and the target language
culture
• have the power to conceptualise in more than one language
• see themselves as active participants in a global world
comprising many languages and cultures.
Identity
Learners:
• integrate knowledge of the target language culture to enrich
and extend their own sense of personal and cultural identity
• interact with peers to convey personal experiences and opinions
in the target language.
Thinking
Learners:
• create meaning in the target language through predicting
• demonstrate that some concepts may be expressed differently in
the target language
• manipulate texts at word level to discover and test patterns.
Communication
Learners:
• engage in purposeful tasks using the target language, both
inside and outside their school community
• communicate their knowledge effectively and appropriately in
the target language with a range of audiences, using a variety
of media.
Interdependence
Learners:
• contribute to shared goals by sharing meaning in created texts in
the target language
• appreciate that climatic, geographical, historical and religious
influences are important in the development of a society
• understand and respect other cultures through challenging
stereotypes.
62
KEY IDEAS
LISTENING
Year 9
Towards Standard 5
problems.
In T C KC1 KC2 KC6
relating to Outcome
5.1
•
Listens to and interprets meaning in a dialogue in the target
language (eg ticks off items worn/purchased for particular
events in the target language culture).
•
Listens to a recorded/role-played phone conversation in the
target language between two people about appropriate
clothing to pack for a holiday/camping trip in a target
language country, and discusses reasons for choices made.
•
Listens to a description of a series of items in the target
language and makes connections between them (eg listens
to a description of clothing items, recognising, matching and
categorising the items for different purposes).
KEY TO SYMBOLS
F
Futures
Id
Identity
In
Interdependence
T
Thinking
C
Communication
Key Competencies:
and organising
information
and information
activities
in teams
SAMPLE ASSESSMENT
Listens to an advertisement or conversation in the target
language about clothing, and identifies items for sale and their
prices, and ranks personal preferences, justifying choices in the
target language.
Standard: 5
OUTCOMES
Year 10
Standard 5
•
Observes and listens to a recipe being made and described in
the target language to identify steps and processes involved
(eg recognises language items such as ‘firstly’, ‘secondly’,
‘and then’, ‘finally’, ‘we need’, ‘you must/must not’,
‘remember to’, ‘don’t forget’).
•
Listens to a guest speaking in the target language, interprets
meaning of the spoken text and responds by asking questions
of the speaker (eg a guest speaker from a local target
language country restaurant explaining typical dishes, their
origins, specific utensils, ingredients and products used for
cooking in the target language culture).
•
Listens to dialogue in the target language and interprets the
way language is constructed for a specific purpose (eg listens
to conversations in a target language country restaurant and
records what ‘customers’ ordered to analyse the different
ways of requesting food—‘For entrée I’ll have …’, ‘We
would like …’, ‘Two ... please’, ‘What’s today’s special?’,
‘What would you recommend/suggest?’, ‘We have … that is
very tasty.’).
SAMPLE ASSESSMENT
Listens to a ‘never before heard’ recipe in the target language
and completes a series of comprehension questions to ascertain
depth of understanding (eg Could this recipe be prepared in
Australia? Why/Why not?; Is this an everyday or special
occasion food? Give reasons.).
5.1
or opinion.
In T C KC1 KC2
POSSIBLE YEAR 9
LEARNING CYCLE:
- Clothing—a cultural icon
POSSIBLE YEAR 10
LEARNING CYCLE:
- Food for thought
63
KEY IDEAS
SPEAKING
Year 9
Towards Standard 5
In C KC2 KC4
relating to Outcome
5.2
•
Presents a dialogue in the target language, sharing
information and opinions (eg with a partner, outlines and
gives reasons for the items of clothing that an exchange
student should pack for a stay in Australia for certain
seasons).
•
Comments in the target language on jumbled images they
have constructed previously and makes suggestions in the
target language as to how they should appear (eg prepares a
collage using magazines to show people inappropriately
dressed for particular activities, such as a person playing
football in an evening dress, and comments on the images
and makes suggestions in the target language for more
suitable attire—‘the player should not wear evening dress,
s/he should wear a football top in team colours’).
•
Role-plays, in the target language, a particular type of
social interaction (eg selects and purchases items of clothing,
considering size, colour, material and style).
SAMPLE ASSESSMENT
Researches, prepares and presents orally in the target language
to the class information describing traditional/national clothing to
be worn to a particular cultural celebration/event with reasons, to
demonstrate an understanding of the connection between culture
and fashion; and evaluates in the target language the importance
of the traditional clothing in the cultural event.
Standard: 5
OUTCOMES
Year 10
Standard 5
•
Participates in a structured parliamentary style debate, in the
target language, on health issue topics (eg A healthy mind
is a healthy body, Fast food is the way of the future,
Genetically modified food is safe) to exchange ideas and
opinions and formulate a solution to a health issue impacting
upon the target language culture (eg ‘I think/believe that
…’, ‘I’m sure that …’, ‘In my opinion …’, ‘I would say
that …’).
•
Uses the target language in a new context (eg gives a 1–2
minute PowerPoint presentation in the target language to
the class about their own family’s favourite foods, daily
meals, meals for special occasions and festive foods—
‘We usually …’, ‘Sometimes we …’, ‘For lunch …’,
‘On Sundays …’, ‘During (festival) period we …’,
‘Traditionally …’, ‘For parties …’).
•
Expresses, in the target language, personal circumstances
and future plans (eg in pairs, discusses in the target
language possible changes to their own health and/or
lifestyle, expressing current state and future plans—
‘I tend to …’, ‘I prefer …’, ‘I intend to …’, ‘I plan to …’,
‘I would like to …’, ‘I’m determined to …’, ‘I will try
to …’, ‘I need to …’).
5.2
In C KC2
SAMPLE ASSESSMENT
Surveys a number of class members to gather information to find
out how many students are vegetarians/vegans/meat eaters/fast
food addicts/consumers of organic foods; writes a brief report in
the target language about the findings (eg the majority/some/a
few/most/a number of/…per cent, prefer…) and displays the
results on a chart or graph; and reports orally to the class in the
target language on ways the class could improve their health.
64
KEY IDEAS
READING
Year 9
Towards Standard 5
language in new contexts. KC1
KC2 KC6 They develop
problems.
T C KC6
relating to Outcome
5.3
•
Reads in the target language an article in a target language
culture magazine to interpret meaning (eg identifies and
investigates the latest trends found in a target language
culture fashion magazine and discusses why certain items
may or may not be represented in the magazine).
•
Reads a variety of mass media texts in the target language,
demonstrates understanding and shares opinions about ideas
expressed in the texts (eg reads newspaper/magazine reviews
on target language culture fashion, answers a series of
comprehension questions, and gives their own
opinions/comments on the clothing).
•
Researches and lists, in the target language, clothing styles
that have evolved culturally (eg due to climate, religion,
natural resources in the target language country); and
analyses and records in the target language the use of this
clothing in today’s society, leading to comparisons with their
own culture and a class discussion in English on the
importance of this clothing as an icon on formal and
informal occasions.
SAMPLE ASSESSMENT
Reads, in the target language, an article that describes particular
activities/occasions where distinctive clothing may be worn in a
target language country; and identifies and records, in the
target language, supported by graphics, the specific clothing
items worn, giving reasons orally, in the target language, for
their use on these particular occasions.
Standard: 5
OUTCOMES
Year 10
Standard 5
•
Reads a set of rules/guidelines in the target language and
demonstrates understanding by classifying information
according to the rules (eg reads a list of the basic rules of
nutrition in the target language, and classifies as food
groups according to the food pyramid as less/more desirable
or recommended/not recommended—avoid eating too
many …, eat at least/one …, serve … per day/three … a
day/per week, you must/must not …).
•
Reads target language information about shopping for food
and access to produce in a target language country (eg
examines texts based on a target language country’s daily
routines, preferred shopping modes, times, outlets, markets,
supermarkets, fresh/frozen foods and takeaway meals and
gleans information about access to produce, exploring
language such as ‘Usually I/we …’, ‘Often/Rarely/
Never …’, ‘Once/Twice a week/Month …’).
•
Reads and compares information from target language
culture and Australian authentic texts (eg from food
packaging records target language nutritional details and
ingredients; compares and contrasts in table form, in the
target language, food labelling in Australia).
5.3
T C KC1
SAMPLE ASSESSMENT
Records and reads in the target language a personal log of what
they have eaten over three days, and makes an assessment
regarding dietary habits, suggesting ways, in the target
language, of maintaining or improving their own health (eg ‘In
the future I will …/I will not …’).
65
KEY IDEAS
WRITING
Year 9
Towards Standard 5
to describe aspects of, and
provide personal reflections on,
They present points of view
with evidence of thinking and
reasoning, and demonstrate
respect in responding to the
views of others.
In T C KC1 KC2
relating to Outcome
5.4
•
Describes in writing, in the target language, current
clothing fashion trends in a target language country (eg
takes the role of a clothing fashion critic in a target
language country, describes and comments in the target
language the latest fashions, supported by graphics).
•
Writes brief descriptions in the target language and
produces corresponding creative graphics (eg designs a
target language country catalogue advertising items of
clothing for sale and writes a brief description in the target
language of each item).
•
Responds by e-mail, in the target language, to a target
language e-mail that has requested specific detailed
information (eg responds as a manager of an online store to
an e-mail from a client requesting information about new
season’s clothing fashion trends and availability of items as
seen online).
•
Writes a formal invitation, in the target language, to
prospective guests for a special occasion (eg writes a formal
fashion parade invitation, in the target language, to
prospective buyers and critics).
SAMPLE ASSESSMENT
Explores different options for a school/work/sports uniform and
writes a brief illustrated report (minimum of 80 words), in the
target language, to be submitted to a uniform committee,
outlining the best options for students/employees/sportspeople.
Standard: 5
OUTCOMES
Year 10
Standard 5
•
Designs a target language menu for a specific cultural event
to demonstrate understanding of both nutritional and cultural
aspects (eg includes a number of courses and drinks and
caters for different dietary requirements).
•
Conveys a personal experience in writing in the target
language (eg writes a brief review, 150 words long, of a
target language culture restaurant that they have eaten at on
an excursion, for a newspaper or magazine).
•
Writes a set of instructions in the target language and
provides personal reflections about the value of the process
(eg writes a set of instructions in the target language,
outlining the process of shopping online and explaining why
they would/would not shop in this manner).
5.4
places and events.
In T C KC2
SAMPLE ASSESSMENT
Writes a letter or e-mail in the target language (minimum of 150
words) to the editor of a local newspaper, expressing points of
view on food issues (eg famine in certain parts of the world,
genetically modified foods).
66
KEY IDEAS
•
Analyses and practises the language of flattery used in the
target language culture (eg in role-plays).
•
Demonstrates an understanding of persuasive and flattering
language in the target language culture and the appropriate
language structures used for shopping/bargaining (eg roleplays, in the target language, in a department store/market a
sales assistant convincing the shopper to buy a particular
item—‘This … suits you better’, ‘The … fits you well, but
the … does not’).
•
Uses adjectives in the target language correctly (eg to
describe colour, style and fabric of clothing items).
•
Recognises jargon in the target language related to a
specific subject (eg observes fashion jargon in the target
language and how people in spoken and written texts use it).
SAMPLE ASSESSMENT
Completes missing text (eg cloze test, cued dialogue, fill in the
blanks) in a dialogue about fashion and clothing to demonstrate
an understanding of appropriate language structures and forms in
the target language.
Standard: 5
OUTCOMES
Year 9
Towards Standard 5
Students explore the power of
language, demonstrating
awareness of the ways language
can be used to portray and
influence others, to create a
desired impact.
In T C KC6
relating to Outcome
5.5
Year 10
Standard 5
•
Uses standard dictionaries, online dictionaries and
cookbooks in the target language (eg writes a glossary of
terms for target language culture cuisine).
•
Uses appropriate target language structures in order to
communicate personal information (eg formal address,
conditional, questions, likes/dislikes for a wide range of
products).
•
Experiments with the target language (eg constructs
alternative creative names for dishes, drinks, house
specialties).
5.5
In T C KC1
SAMPLE ASSESSMENT
Analyses the language of a recipe and classifies forms of verbs
used (infinitives/commands) and other parts of speech (eg
nouns/adverbs/quantities) in order to use correct structures in
their own speech and writing in the target language.
67
KEY IDEAS
•
Investigates beliefs and value systems in the target
language culture (eg views a documentary about a famous
fashion designer from the target language culture, and
investigates and discusses beliefs and value systems
presented).
•
Discusses and compares use of measurement in a particular
context in a target language country, and compares this
with the same application in Australia (eg sizing of clothing
and footwear) to challenge assumptions about systems being
the same as Australian systems.
•
Discusses how climate and historical, political and religious
beliefs influence target language cultural norms (eg
influences on styles of dress).
•
Investigates the target language cultural norms attached to
particular events (eg prepares a list of dos and don’ts to
identify target language cultural appropriateness at certain
events, and uses this information to compare and contrast
with those of their own culture).
•
Investigates a target language country’s currency, including
its origins, and compares the fluctuating value of the
currency to the Australian dollar to begin to appreciate the
interdependence of currencies and economies.
Standard: 5
OUTCOMES
Year 9
Towards Standard 5
the future.
relating to Outcome
5.6
Year 10
Standard 5
•
Explores and compares a range of cultural food/eating
influences in both Australia and target language countries
(eg brainstorms and records different types of eating
places—cafes, snack bars, restaurants—in their local area
and discusses connections such as derivations of names of
eating establishments, their origins and influences).
•
Analyses how cultural practices develop (eg researches the
interrelationship between food/eating practices and
lifestyles in the local area and compares it with what occurs
in target language countries).
•
Analyses target language cultural practices (eg
connections between geographical, historical, religious and
climatic influences and the popularity of certain ingredients,
dishes and cuisines in a target language country).
•
Develops a glossary of terms specific to food (eg eating out,
giving cooking instructions) in the target language culture
(eg compiles a class glossary of food terms such as
expressions of pleasure, compliments to the chef,
expressions of distaste for certain foods, and terms like rare,
well done and raw).
•
Uses past, present and future language structures in the
target language or English (eg interviews a family
member, relative, teacher or neighbour about eating habits
and lifestyles in the past; compares and contrasts in the
target language, similarities and differences with today’s
trends; and predicts future trends).
5.6
texts and challenges assumptions
about cultural identity, values
and practices.
Id In T KC1
68
the future.
relating to Outcome
5.6
5.6
Id In T KC1
SAMPLE ASSESSMENT
Investigates, in English, the historical origins of the
ritual/cultural practices (eg tattooing, body piercing) in the target
language culture and its influence on modern day fashion in
Australia and/or in target language countries, and shares
information with the class orally and graphically (eg on a poster).
Investigates and writes a short essay, in English, on the adoption
of fashions from other cultures into the target language culture
and/or Australian culture.
SAMPLE ASSESSMENT
Researches the influences of the target language culture on
eating in Australia, focusing on borrowed words, influence on
lifestyle, cooking methods, and availability of traditional target
language culture ingredients; and records the findings in groups,
in the target language, and reports orally in the target language
to the class.
Summarises in the class group, in the target language, their
findings on the contribution of the target language culture to
Australian lifestyle, analysing the reasons for successful
adaptation of the target language cooking to the Australian way
of life and the extent to which this is true of both urban and rural
Australia.
69
Year 9
Towards Standard 5
Year 10
Standard 5
Takes on the role of an Australian journalist at a festival in a
target language country and prepares a report for television,
radio or a target language culture newspaper in Australia on the
variety of clothing worn by performers and spectators, including
a statement on the purpose of the traditional dress used.
Presents, in the target language, a popular target language
culture recipe and/or an adaptation, visually supported with a
PowerPoint presentation or, if possible, through a cooking
demonstration, stating information on the origin of the dish,
ingredients used, nutritional value, marketing appeal, and reasons
for choosing the dish.
Shares their report with another student, who decides whether
they would like to attend the event, selecting certain aspects of
the scene described to support their opinion in a written response,
in the target language (eg ‘I would like to go to … because …’).
Groups and collates recipes as a class, publishes them on the
school website in the target language, including a bilingual
introduction and annotations, visual images and appraisals.
Writes a bilingual advertisement for the school community in
order to promote the website.
Criteria
- Shows evidence of research (eg notes, images, articles,
appendices).
-
-
-
Uses appropriate language of reporting (eg descriptive,
reporting style).
-
-
Supports opinions given.
-
Uses correct structures and spelling.
-
Expresses opinions with appropriate language structure.
Criteria
- Provides evidence of preparation and research.
- Includes a varied bibliography.
- Provides evidence and demonstrates understanding of crosscultural perspectives.
- Uses correct language to communicate information clearly.
- Uses correct text type and conventions.
- Uses ICT skills as appropriate.
- Classifies recipes appropriately.
- Uses correct pronunciation and intonation.
- Supports reasons for opinions effectively.
Standard: 5
70
LINGUISTIC ITEMS AND CULTURAL ASPECTS
French linguistic items and cultural aspects
72
Early Years Band (Years R–2) Pathway 1A
Primary Years Band (Years 3–4) Pathway 1A
Primary Years Band (Year 5), Middle Years Band (Year 6) Pathway 1A
Middle Years Band (Years 7–8) Pathway 1A
Middle Years Band (Year 9), Senior Years Band (Year 10) Pathway 1A
Year 8 Pathway 1B
Year 9 Pathway 1B
Year 10 Pathway 1B
German linguistic items and cultural aspects
Linguistic items: Early Years Band (Years R–2), Primary Years Band
(Years 3–4), Primary–Middle Years Bands (Years 5–6),
Middle Years Band (Years 7–8), Middle–Senior Years Bands (Years 9–10)
Cultural aspects to consider (Years R–10)
82
Linguistic items: Early Years–Senior Years Bands (Years R–10)
Cultural aspects: Early Years Band (Years R–2), Primary Years Band
(Years 3–5), Middle–Senior Years Bands (Years 6–10)
75
Greek linguistic items and cultural aspects
78
Indonesian linguistic items and cultural aspects
80
Early Years Band (Years R–2)
Primary Years Band (Years 3–5)
Middle–Senior Years Bands (Years 6–10)
Italian linguistic items and cultural aspects
Spanish linguistic items and cultural aspects
85
Vietnamese linguistic items and cultural aspects
89
Primary Years Band (Year 5), Middle Years Band (Year 6) Pathway 1A
Middle Years Band (Years 7–8) Pathway 1A
Middle Years Band (Year 9), Senior Years Band (Year 10) Pathway 1A
Middle Years Band (Years 8–9), Senior Years Band (Year 10) Pathway 1B
Middle–Senior Years Bands (Years 6–10) Pathway 1A
Middle–Senior Years Bands (Years 8–10) Pathway 1B
Linguistic items: Early Years Band (Years R–2), Primary Years Band
(Years 3–5), Middle–Senior Years Bands (Years 6–10)
Cultural aspects (R–10)
71
FRENCH LINGUISTIC ITEMS AND CULTURAL ASPECTS
EARLY YEARS BAND (YEARS R–2) PATHWAY 1A
Reception
•
•
Suitable songs: Sur le pont d’Avignon; Frère Jacques; Savez-vous planter
les choux?; Meunier tu dors.
Key words and pictures: le pont (bridge); Avignon (le Palais des Papes, a
cobbled square); Frère Jacques (a monk); sonnez (a bell plus musical
notes to indicate the sound); les choux (some cabbages in a field); le
meunier (a miller among grain and flour); le moulin (a windmill).
Year 1
•
•
•
•
•
Possible food vocabulary: un croissant, un éclair au chocolat, la soupe à
l’oignon, la baguette, le camembert, le pâté.
Possible sport vocabulary: la pétanque, le tour de France, le ski, la luge,
le rugby, le patinage sur glace.
Possible icons vocabulary: la Tour Eiffel, l’Arc de Triomphe, Notre-Dame
de Paris, Sacré-Coeur, le Louvre, le Palais de Versailles.
Possible clothes vocabulary: le bonnet, les moufles, les bottes, un anorak,
un jean, le béret.
Possible transport vocabulary: le TGV, la mobylette, l’aéroglisseur,
l’avion (airbus), le bateau-mouche, la péniche.
Year 2
•
•
In some French-speaking communities greeting cards are not presented
personally but are sent to those people one will not see on the day
(birthdays, Christmas, etc).
Making and presenting a greeting card is a good opportunity to practise
informal affectionate language: (je te souhaite un) joyeux anniversaire,
bisous, grosses bises, à mon cher, à ma chère.
PRIMARY YEARS BAND (YEARS 3–4) PATHWAY 1A
Year 3
•
Charles Perrault (1628–1703), a French writer and high-ranking civil
servant under Louis XIV, wrote these famous works: Les Contes de ma
mère l’Oye, La Belle au bois dormant, Le Petit Chaperon rouge, Barbe-
•
bleue, Le Chat botté, Cendrillon, Le Petit Poucet, La Fée, Riquet à la
houppe, Peau d’Ane.
Often included in Charles Perrault’s collections, but written by Madame
Leprince de Beaumont, is La Belle et la bête. It can be interesting to
compare these original stories with other versions of the same fairy tale.
Year 4
•
•
•
•
•
In France mascots are not an integral part of sports teams and are by no
means as prevalent as in Australia and the United States.
The team’s colour is important and cheering is usually ‘allez les Bleus’ (in
the case of French national teams).
One of the symbols of France is ‘le coq’ and often a live rooster
(sometimes painted blue, white and red) is seen at international matches,
particularly rugby matches.
One football (soccer) team in Lille has taken ‘le bulldog’ as its mascot.
Some basketball teams are beginning to adopt mascots but the practice is
still rare in France.
PRIMARY YEARS BAND (YEAR 5), MIDDLE YEARS BAND
(YEAR 6) PATHWAY 1A
Year 5
•
•
•
•
Example of a board game (jeux de société) that students could make: jeu
de l’oie—follows a winding course, can be adapted to any theme (meals,
school, leisure).
Monopoly: students can buy up parts of Paris, Nouméa, Dakar.
Cluedo dans un vieux château/mas …: characters’ names and rooms can
be made typical of the location of the château or farmhouse.
Vocabulary: if the game is destined for children, put instructions in the tu
form; for adults, use vous. To avoid this problem, use the infinitive.
Start—départ; finish—arrivée; go back one space—recule d’une case; go
back to the start—retourne au départ; miss a turn—attends un tour; go
forward two spaces—avance de deux cases; pick up one card—pioche
une carte.
72
FRENCH LINGUISTIC ITEMS AND CULTURAL ASPECTS continued
Year 6
•
•
•
To research clothing, use French mail order catalogues on the internet (eg
<www.laredoute.fr>; <www.somewhere.fr>; <www.camif.fr>).
Countries other than France can be researched (eg <www.ausenegal.com>, Art et Culture has a section on ‘mode’).
Students could compare clothing in metropolitan and rural areas (eg a
Provençal village and Marseille); the clothing of different generations;
compare winter clothes in France, Australia and Côte d’Ivoire (French
people wear a special down-filled anorak called une doudoune).
•
MIDDLE YEARS BAND (YEAR 9), SENIOR YEARS BAND
(YEAR 10) PATHWAY 1A
Year 9
•
•
MIDDLE YEARS BAND (YEARS 7–8) PATHWAY 1A
Year 7
•
•
•
•
Students need to define the audience for their advertisement as this will
determine its register and tone.
It is common in French advertising to ask and answer questions.
Although the visuals and music are usually stimulating and original the
voice-over tends to be very calm and smooth.
Le français par la publicité, a video of advertisements selected for
educational purposes is available commercially.
Year 8
•
•
•
•
•
When introduced to a person, shake hands. Always use the vous form
when addressing people and add Monsieur, Mademoiselle or Madame to
bonjour. Do not follow-up bonjour with ça va? or comment allez-vous?
as this is reserved for friends and colleagues. It is appropriate to add
enchanté/e when meeting a person for the first time.
Tipping is no longer expected in cafés and restaurants, the bill usually
indicating 10 per cent service inclusion. A tip is given only if one is
particularly pleased with the service.
Garçon! is not appropriate for summoning a waiter; use Monsieur,
Madame or Mademoiselle.
Before beginning a meal, people wish each other bon appétit.
In big cities, it is not common to speak to or thank the bus driver on
ordinary journeys and if travelling on a coach it is normal to tip the driver
at the end of the tour.
Entry to museums is free one day per week and they are not open every
day—check guide books and internet sites before planning an itinerary.
•
•
•
An SMS message is called un texto.
Common abbreviations: A+—à plus tard; bcp—beaucoup; rdv—rendezvous; pdej—petit déjeuner; aprèm—après-midi; gbs—gros bisous; fac—
faculté (equivalent of ‘uni’ in English); bac—baccalauréat (final year at
high school); jtm—je t’aime; dico—dictionnaire; ordi—ordinateur; appart
—appartement; CDI—centre de documentation et information.
Formerly invitations were sent using un carton, a square piece of
cardboard often edged and embossed. The wording was always formal.
The term carton is still used instead of carte for an invitation (ie un carton
d’invitation).
Un faire-part (an invariable noun) is an announcement of a birth,
marriage or death (eg on a reçu un faire-part de marriage).
Year 10
•
•
•
•
Use a French search engine (eg <www.google.fr> or <www.yahoo.fr>) to
find articles in French and necessary vocabulary.
The names of most music styles are the same in French and English—just
say them with a French accent!
Suggest that students research la Fête de la Musique which originated in
France in 1982 and takes place on 21 June every year in over a hundred
countries.
Music from Francophone countries is a rich resource and studying the
influence of immigration from North Africa on music in France (eg the
rap movement) is interesting. Students could also compare music from
one Francophone country (eg le rai in Algeria) with that from another.
73
FRENCH LINGUISTIC ITEMS AND CULTURAL ASPECTS continued
YEAR 8 PATHWAY 1B
•
•
•
•
It is important with the exercise on p59 to make sure that the ‘party-goers’
are a mixed group with respect to age, but with some people belonging to
the same family so that differences in behaviour can be visible.
Greetings by shaking hands and la bise are common. The number of
kisses varies according to one’s region of origin (eg Paris two, Bretagne
four, Bourgogne three).
Likes and pastimes may vary according to where the person lives. For
example, someone living in Nîmes may like la tauromachie, people in the
Loire Valley might enjoy la pêche à la ligne, and young people in France
would be more interested in les bandes dessinées (les BD) than young
people here. There would, however, be interests in common such as la
musique rap, le jazz, le roller, les jeux-vidéo.
Older adults attending a party in France are likely to bring along flowers
or chocolates as a gift for the hostess, whereas the younger adults would
bring a bottle of wine to share.
YEAR 9 PATHWAY 1B
•
There are numerous festivals in Francophone countries but not all would
attract spectators or performers wearing traditional dress. Using a French
search engine (<www.google.fr> is very efficient) and keying in ‘France
festivals’ will provide a list of many music festivals; for other events such
as mardi gras, search ‘France fêtes’; to ensure some traditional costumes,
search by ‘France festivals folkloriques’.
• <www.vieillescharrues.asso.fr> takes you to the site of a music festival in
Bretagne, and going to ‘Actu festival’ provides photographs of the
festival.
• <www.francofolies.fr> takes you to a music festival in La Rochelle.
•
<www.france-danse.com> provides links to numerous traditional and
modern festivals.
• <www.internetenfants.com> has some useful information about fêtes
françaises but you need to know which fête you want to look up to key it
into the découvre section.
• <www.netscape.fr> is a search site providing links to various aspects of
French and world cultures.
• If the website does not provide suitable photographs, tape Le journal from
SBS on the day of the event selected—there should be some television
coverage of any major fête or festival.
YEAR 10 PATHWAY 1B
•
•
•
•
•
The book Régions de France contains a relatively simple recipe for each
region of France.
Other recipes, including recipes from other Francophone countries, can be
found on <www.lagrandecuisine.com>.
For digital pictures, search <www.google.fr> ‘images’ and key in the
name of the dish you want to illustrate.
The BBC television series A cook’s tour of France, featuring a different
region every week, screened a few years ago. Tape Services may still
have copies available.
In 2003 a French company produced Terres de goût, featuring six
different styles of cuisine from Francophone countries, which screened on
SBS.
74
GERMAN LINGUISTIC ITEMS AND CULTURAL ASPECTS
LINGUISTIC ITEMS
•
•
•
•
•
•
•
•
•
•
•
•
Capitalisation of nouns
Definite and indefinite article (singular and plural): der/die/das, ein/eine
Personal pronouns: ich, du, er, sie, es, wir
Possessive adjectives: mein/dein
Basic sentence forms: subject, verb and one other element (eg mein Hund
ist klein, ich spiele Ball)
Simple statements: ich bin acht
Understanding of, and responding to, basic commands: mach die Tür zu
Common adjectives: groß, klein, heiß, kalt
Negations: nein/nicht
Simple statements: ich habe Hunger
Understanding and responding to simple questions using wer?, was?,
wieviel?
Responding to imperatives: komm her, setz dich, zuhören, Buch auf
•
•
•
•
•
•
Common regular and irregular verbs (eg kommen, spielen, essen, schlafen)
Some conjugation (eg ich kann, du kannst)
Modal verb: mögen/mag
Common verbs in Perfekt (eg was hast du gemacht/gespielt?)
Cases: nominative (as subject) and accusative (as object)
Prepositions governing the accusative/dative (eg … ist auf dem Tisch, in
der Tasche, am Bahnhof, geht in die Schule)
•
•
•
•
•
•
Common adjectives: das Auto ist schnell
Possessive adjectives: mein, dein
Some ordinal numbers for birthdays, dates: ich habe am elften Mai
Geburtstag
Asking and responding to questions without question word: hast du einen
Bleistift?
Responding to questions with wer?, wie?, wo?, wann?
Plural: vier Birnen
Primary–Middle Years Bands (Years 5–6)
•
•
•
•
•
•
•
•
•
•
•
Increasing repertoire of regular verbs (eg schwimmen, reisen, schreiben)
Increased use of the negative: kein, nicht (eg ich habe keine Geschwister)
Modal verb: können/kann/kannst
Imperatives/commands as used in classroom instructions (eg hilf mir bitte,
setzt euch hin)
Some common separable verbs (eg ich spiele mit (mitspielen))
Asking questions including warum?, wann?
Questions without question words: isst du gern Schokolade?
Possessive adjectives: mein/dein/sein
Comparatives and superlatives: ich esse lieber Schokolade, Maria ist
größer als Paul
Extension of questions and answers: was machst du heute?, ich gehe mit
meiner Mutter einkaufen
From singular to plural: ich gehe—wir gehen, Stuhl—Stühle, Ball—Bälle
75
GERMAN LINGUISTIC ITEMS AND CULTURAL ASPECTS continued
Middle Years Band (Years 7–8)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Regular and irregular verbs (eg lesen, fahren, sehen)
Some modal verbs: kannst du mal die Tür zumachen?
Perfekt of regular verbs
Common verbs in the Präteritum (eg ich war, hatte)
More separable verbs (eg ich sehe gern fern)
Regular forms of the imperative (eg gib mir …)
A range of plural forms
The nominative (as subject) and accusative (as object) and the dative in
expressions like: wie geht es deiner Mutter?
Personal pronouns in the nominative (eg er macht nie die Hausaufgaben)
Common adjectives such as groß, interessant
Some comparatives and superlatives (eg lieber, am liebsten, besser, mehr,
jünger, älter, am ältesten)
Demonstrative: dieser
Simple statements with subject, verb and one other element on a range of
topics (eg Susanne fährt zu einer Sprachschule)
Sentence connectors (eg conjunctions: und, aber, oder)
Questions: asking for and giving reasons
The negative with nicht, kein, nein
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Perfekt of irregular verbs (eg essen, kommen, sehen); sein/haben as
auxiliary verbs
Präteritum (eg machte, kam, ging)
Modals (Präteritum) (eg ich wollte)
All eight plural types
Prepositions + accusative/dative
All cases (except genitive)
Genitive with names (eg Wolfgang’s Computer)
Personal pronouns in all cases (except genitive): mich, dir, ihr (eg Wie
geht es dir? Danke, mir geht es gut)
Agreement (adjectives) (eg die kleine Maus)
Common comparative and superlative forms, irregular forms (eg besser,
am besten)
Demonstratives with gender, number and case
Recognition of passive voice in the present tense
Subjunctive: würde, hätte, könnte, wäre in limited contexts (eg könntest
du bitte ...)
Multiple clause sentences with relative pronouns/connectors/
subordinating conjunctions (eg als, da, dass, obwohl with correct word
order)
Word order when using nicht and kein
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GERMAN LINGUISTIC ITEMS AND CULTURAL ASPECTS continued
CULTURAL ASPECTS TO CONSIDER (YEARS R–10)
Understanding culture
The combination of correct grammar and vocabulary does not automatically guarantee successful communication. Students have to learn about different value
systems and concepts in order to communicate successfully. These features are integrated into language learning.
Students learn conventions of speech, such as how to greet somebody; how to take leave, to praise or criticise somebody; how to apologise, request, express
gratitude; how to be polite and much more—in brief, how to say or write something in a particular situation. Such conventions can be routines or even rituals, for
example:
• language for purposes of information, but also socialising (wie geht’s?), singing songs together, telling jokes, conveying feelings (das finde ich toll/ich liebe
dich), opinions (meiner Meinung nach ...) etc
• meeting the needs of different contexts (formal and informal) (eg kannst du bitte mal kommen?, komm her/hey, komm!, guten Tag/hallo/hi, auf
Wiedersehen/tschüs)
• the concept of language varieties such as register, style, accent, regional variation (eg greetings such as South German grüß Gott versus North German guten
Tag)
• non-verbal language such as shaking hands
• the meaning of German ‘wie geht’s?’ versus Australian ‘how are you?’
• the function of some particles (eg ‘kann ich mal den Zucker haben?’).
Students also learn about festive occasions (Christmas, Easter, etc) in German-speaking countries, about typical food, a typical day in the life of a student, life at
school, and contemporary pop music in German-speaking countries and others.
The geography of the German-speaking countries, some important historical events, art, music and literature are also part of the language program, particularly at
the senior level.
77
GREEK LINGUISTIC ITEMS AND CULTURAL ASPECTS
EARLY YEARS BAND (YEARS R–2)
Linguistic items
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Exchanging greetings and wishes (eg Καληµέρα, Καλό Πάσχα)
Identifying (eg να ο ..., η, το, είναι ...)
Exchanging personal information (eg πώς σε λένε)
Responding to instructions (eg δώσε µου το παντελόνι, έλα εδώ)
Exchanges information about people/things events/places (eg να το σπίτι
µου, το φόρεµα είναι κόκκινο, είναι Πάσχα)
Agreeing and disagreeing (eg ναί, όχι)
Thanking (eg ευχαριστώ)
Expressing preference (eg τι θέλεις, θέλω)
Expression of amount, counting to 20 (eg πόσα)
Being able to identify letters of the alphabet
Definite/indefinite article ο, η, το, ένας, µία, ένα
Nouns/possessive pronouns µον/verbs
Simple questions τι, πώς, πόσα/negations δεν, όχι
Cultural aspects to consider
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Forms of address: formal/informal
Non-verbal language (eg shaking hands, head movement for yes and no)
Traditional poems and songs
Conventions in writing (eg Greek alphabet)
Practices at celebrations (eg red eggs at Easter)
Symbols (eg the flag)
PRIMARY YEARS BAND (YEARS 3–5)
Linguistic items
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More variety and complexity in this Band
Socialising (initiating and reacting) (eg πως είστε σήµερα, καληµέρα σας)
Identifying (eg είµαι ψηλή, είµαι διάσηµη)
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Asking for/giving information (eg τι ώρα πας στο σχολείο, τι ώρα τρως
το µεσηµέρι, που είναι το σχολείο)
Describing (eg η γατούλα µου είναι µαύρη και άσπρη)
Comparing (eg η µαύρη γάτα είναι πιο µεγάλη απο την άσπρη)
Seeking confirmation (eg είναι σωστό/λάθος)
Stating opinions (eg το µήλο είναι καλό)
Likes and dislikes (eg µου αρέσει το τέννις, δεν µου αρέσει το
ποδόσφαιρο)
Apologies (eg συγγνώµη)
Admiration (eg µπράβο)
Revise the Greek alphabet and language structures taught in early years
Definite/indefinite articles plural οι, τα
Nouns neuter ending ο, ι singular and plural, feminine ending in η,
masculine ending in ης, ος
Pronouns: personal and possessive
Adjectives and comparison of adjectives (eg πιο µικρός)
Verbs ending in –ω (present, simple and future tense) and the modal verb
πρέπει
Ordinal numbers πρώτος, η, ο, δεύτερος, η, ο etc)
Conjunctions και, γιατί, γιατι, ή
Prepositions µε, από, στον, στην, στο
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Forms of address (eg naming system)
Everyday life patterns: how do peers dress/spend their free time
Food and eating: traditional songs and dances
Selected literary texts
Basic geography of Greece
Customs and practices at celebrations (eg name days, christenings)
How people relate to their environment (eg in terms of eating and dress
habits)
The following books are recommended as core materials for the teaching of the cultural aspects in Years R–7 (βιβλία και υλικό Προγράµµατος Παιδεία Οµογενών):
Εµείς και οι Άλλοι, Επίπεδο 1 και Επίπεδο 2 ΟΕ∆Β, Greece 2001.
Ακουστικό Υλικό (CDs) Τα Χελιδόνια Μέρος: Πρώτο, Μέρος: ∆εύτερο.
78
GREEK LINGUISTIC ITEMS AND CULTURAL ASPECTS continued
MIDDLE–SENIOR YEARS BANDS (YEARS 6–10)
Linguistic items
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More variety and complexity in this Band
Requesting (eg µπορώ να έχω, ελπίζω, εύχοµαι να)
Suggesting (eg η γνώµη µου είναι, λέω να ...)
Making arrangements (eg ας πάµε, να πάµε)
Instructing (eg φάε, κλείσε, αγόρασε, µη φάς, µη µιλάς)
Advising (eg πρέπει να, σε συµβουλεύω να παίζεις σπόρ)
Inquiring about and stating opinions (eg τι νοµίζετε, νοµίζω ότι ...)
Agreeing/disagreeing (eg συµφωνώ, δε συµφωνώ)
Likes and dislikes (eg µου αρέσει, µου άρεσε)
Admiration (eg είναι υπέροχο κτίριο, τι ωραίο)
Regret (eg λυπάµαι)
Asking for and giving information (eg µπορέιτε να µου πείτε, πού
είναι …)
Describing (eg το σπίτι της γιαγιάς µου είναι ευρύχωρο)
Narrating personal experiences (eg εχθές το βράδι περάσαµε θαυµάσια)
Use of the definite/indefinite articles in all the cases
Personal/possessive/demonstrative pronouns and ordinal numbers and
their declension
Adjectives and agreement with nouns
Degrees of comparison of adjectives
Gender/plural/cases of nouns
The forms and use of present tense/past tense/future and perfect of
common regular/irregular verbs
Modal verbs πρέπει, χρειάζεται
Irregular adjectives—πολύς, πολλή, πολύ—singular and plural
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The passive voice
Subjunctive να + verb
Neuter nouns ending in -α (eg το σώµα), in -ιµο (eg το δέσιµο), in -ας (eg
το κρέας), in -ος το λάθος), feminine nouns ending in -η plural εις (eg η
τάξη), in -ος plural -οι (eg η οδός), in -ια (eg γιαγιά), masculine nouns
ending in -ας (eg ο µήνας), in -άς (eg ο µπαµπάς), in -ους (eg ο παππούς),
in -ες (eg ο καφές)
Question words (eg πόσα, πώς, πότε, γιατί, τι)
The forms and use of present tense/past tense/future and perfect of
common regular/irregular verbs
Modal verbs: πρέπει, χρειάζεται
Irregular adjectives: πολύς, πολλή, πολύ
Prepositions: προς, δίχως, χωρίς, αντί, για, ως, µέχρι
Prepositions governing genitive, accusative: στης, στου, στο, στον, στην,
στων, στους, στις από τον/την etc, µε τον/την etc
Comparison of adverbs (eg πιο καλά, πολύ καλά)
Direct and indirect speech
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Words and their social meaning (eg Λαϊκή (αγορά))
Conventions in writing (eg letter)
Values and concepts in advertisements and cartoons
Cultural icons (eg the Parthenon)
Cultural stereotypes
Selected literary texts
Current events
Media (eg advertising)
The following books are recommended as core materials for the teaching of the cultural aspects in Years R–7 (βιβλία και υλικό Προγράµµατος Παιδεία Οµογενών):
Εµείς και οι Άλλοι, Επίπεδο 1 και Επίπεδο 2 ΟΕ∆Β, Greece 2001.
Ακουστικό Υλικό (CDs) Τα Χελιδόνια Μέρος: Πρώτο, Μέρος: ∆εύτερο.
79
INDONESIAN LINGUISTIC ITEMS AND CULTURAL ASPECTS
LINGUISTIC ITEMS
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Greetings—formal: selamat pagi, siang, sore, malam
Greetings—informal: halo, hai
Leave taking: sampai nanti, sampai jumpa
Introductions: nama saya …, saya…, kenalkan ini …
Congratulations: selamat, selamat ulang tahun
Simple instructions: duduklah, berdirilah, diamlah, mulai, berhenti, mari
kita duduk, lihatlah, dengerkanlah
Simple questions: apa, siapa, berapa, di mana, mengapa, kapan,
bagaimana, apa ini/itu?
Likes and dislikes: saya suka eskrim, saya tidak suka anjing
Adjectives—colours: besar, kecil, panas, dingin, cepat, lambat, pelan
Terms of address: bapak, pak, ibu, bu
Personal pronouns: kamu, anda, saya, dia, mereka
Numbers: satu–duapuluh
Courtesy: maaf, permisi, terima kasih sama-sama, kembali
Plural forms: buku-buku, anak-anak
Words similar to English: musik, komputer, radio, kaset, film
Adverbs sekali
Simple verbs mau, makan, minum, pergi
In addition to those items in the Early Years Band, students should be familiar
with the following:
• alphabet and spelling
• use of dictionary
• likes and dislikes: saya paling suka …, saya kurang suka …, saya tidak
begitu suka …
• courtesy: apa kabar?
• common ber … verbs: berjalan, berlari, berdiri, bermain, bekerja,
belajar, berangkat
• simple verbs: tinggal, pergi, pulang, tidur, makan, minum, mandi, naik,
bisa, boleh
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me … verbs through exposure via books: menulis, membaca, melihat,
mencari, membawa
terms of address: pak, bu, mas, mbak, abang, tante, om
phrases of time, place and frequency: kemarin, besok, hari ini, pada
jam …, pada hari sabtu …, sebelum, sesudah, tadi, nanti
tense indicators: sudah, akan, sedang
joining words: dan, karena, tetapi
cardinal numbers: satu–seratus, belas, puluh, ratus
comparatives: lebih daripada, paling, ter, kurang daripada, se …
negatives: tidak, belum, bukan
adverbs—colours: plus tua, muda, yang terbaik, yang paling tua
pronunciation of vowels: r and words such as ‘air’ (tongue twister—ular
lari lurus).
In addition to those outlined above, students should be familiar with the
following:
• terms of address: tuan, bapak, pak, ibu, nona, nyonya, mas, mbak, tante,
om, saudara
• courtesy: silakan, tolong
• personal pronouns: kamu, anda, saya, aku, dia, mereka, engkau, kalian,
kita, kami, kamu, semua
• possessive pronouns: saya, kamu, dia, mereka, aku, kau
• bound pronouns: ku, mu, nya
• plural forms of address: kalian, ibu-ibu, bapak-bapak
• group words: kaum, para
• time markers: tadi, nanti, baru, dulu, yang lalu, yang akan datang, depan
• tense markers: sudah, pernah, belum, akan, baru, mau, hendak, sedang,
ingin
• … an nouns: makanan, minuman; pen … nouns: penulis, pemain,
pendengar, pelukis
• verb prefixes: ber …, ter ..., meN …, memper …
• conjunctions: sebab, supaya, sehingga, walaupun, lalu
80
INDONESIAN LINGUISTIC ITEMS AND CULTURAL ASPECTS continued
Middle–Senior Years Bands (Years 6–10) continued
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high frequency di … verbs: dilarang, ditulis
cardinal numbers: belas, puluh, ratus, ribu, juta
ordinal numbers: pertama, kedua, ketiga
agreeing and disagreeing: setuju, tidak setuju, mau, tidak mau
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attracting attention: permisi, maaf
apologising: maaf, saya tidak bisa
expressing regret: aduh sayang ya. Kasihan!
CULTURAL ASPECTS (R–10)
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Cultural diversity: many different races, speaking mutually incomprehensible languages (not dialects); different customs, dress, food, housing.
Bahasa Indonesia is the official language taught in schools, used in parliament and legal system; a major unifying force.
Recognition of historical background: the Spice Islands, kingdoms followed by Dutch colonial rule, followed by independence.
Merger of Irian Jaya and East Timor and recent independence for East Timor.
Geographical features: volcanoes, earthquakes, tsunamis, coral reefs
Weather and climate: equatorial or tropical
Flora and fauna: rainforest, coconut palm, rafflesia, orchids; orang-utan, Komodo Dragon
Food: rice as a staple, tropical fruit and vegetables, fish and chicken; cooking methods and recipes, meals (rice three times per day), eating utensils (fingers or
fork and spoon)
Eating outside the home: awareness of Kaki Lima and food types sold by these peddlers, Padang style restaurants and table layout, makan lesehan in
Yogyakarta, eating at Warungs versus eating in restaurants.
Personal hygiene: bathing—use of bak mandi; squat toilets and washing as opposed to wiping.
Shopping: peddlars, markets, roadside stalls, shops, shopping centres, malls; awareness of when it is appropriate to bargain as at markets.
Occupations: agriculture (especially rice and vegetable growing), fishing, trade, commerce.
Education: school system; Taman Kanak-kanak, Sekolah Dasar, SLTP/SMP, SMU, SMK—6 days per week.
Identification of local places of interest—markets, statues (Monas), temples (Candi Prambanan, Borobudur, Pura Besakih) and places of worship.
Recognition of the importance of Islam, Buddhism, Hinduism, Christianity and Animist beliefs.
Architecture: traditional and modern.
Dress: traditional (sarong, peci, kain, kebaya) and modern (exploitation of workers by multinational companies, Nike etc).
Music, dance and drama: Wayang (kulit, golek, wong etc), Ramayana, Kecak dances, Dangdut, rap, Gamelan, Angklung, pop, political singers such as Iwan
Falls.
Art and crafts: shadow puppets, masks, textiles (batik, ikat), jewellery, carving wood and stone.
Celebrations: Idul Fitri/Lebaran, Hari Natal, Hari Paskah, Hari Kemerdekaan, Hari Raya Nyepi and other Red (public holiday) calendar days.
Recognition of culturally appropriate forms of behaviour: showing respect to elders and other higher status people, dress being long sleeved for formal
occasions. Recognition of the need to wear traditional dress for weddings etc. Need for modesty at formal functions. Avoiding use of the left hand when
handling food, offering money etc.
81
ITALIAN LINGUISTIC ITEMS AND CULTURAL ASPECTS
LINGUISTIC ITEMS: Early Years–Senior Years Bands (Years R–10)
Grammatical
Items
Nouns
Articles
Adjectives
Sub-elements
regular forms, gender
regular forms, number
common irregular forms (singular and plural)
common borrowed words (singular and plural)
invariable forms in the plural
compound words
use of prefixes and suffixes
definite, singular and plural
indefinite
partitive articles (some, any)
omission of article
regular, agreement with nouns in gender and number
irregular, no agreement
common position of adjective
demonstrative
interrogatives
possessive
comparative and superlative
Verbs
present tense
future tense
perfect tense
imperfect tense (basic use)
common reflexive verbs (present and perfect tense)
imperative
imperative in directions
Examples
il bambino, la bambina
i bambini, le bambine
il braccio, le braccia
la mano, le mani
il computer, i computer
la città, le città
il caffellatte
disarmonia, ragazzino
il, la, l’, lo, i, le, gli
un, una, un’, uno
di + article
mio padre, mia madre
rosso, rossi, rossa, rosse
interessante, interessanti
blu, rosa
una macchina rossa
questo, questa; quello, quella
Questo? Quella?
mio, mia, tuo, tua
bello, più bello,
bellissimo, il più bello
-are, -ere, -ire verbs
lavarsi; mi lavo, mi sono lavato/a
Vieni!
Gira a destra
Band
All Bands
Middle
Middle
Middle
Middle
Middle
All Bands
Primary
Middle
Middle
All Bands
Middle
All Bands
Primary
Primary
Primary
Middle
Primary
Middle
Middle
Middle
Middle
Middle
Middle
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ITALIAN LINGUISTIC ITEMS AND CULTURAL ASPECTS continued
LINGUISTIC ITEMS: Early Years–Senior Years Bands (Years R–10) continued
Grammatical
Items
Pronouns
Numerals
Negations and
affirmations
Connecting
words
Prepositions
Adverbs
Sentence and
phrase types
Sub-elements
Examples
Band
subject pronouns
object pronouns
indirect pronouns
possessive
io, tu, lui/ lei, noi, voi, loro
mi, ti, lo/la, ci, vi, li/le
mi, ti, gli/le, ci, vi, gli/loro
il mio, etc
Early
Middle
Middle
Middle
agreement with preceding direct object
use of ‘ci’ and ‘ne’
interrogative pronouns
disjunctive
cardinal numbers
ordinal numbers
times, dates
common negations and affirmations
negative constructions
basic
more complex
indicating time
indicating location
simple
common adverbs
formation
questions
statements
exclamations
time phrases
le ho comprate
ci vado; ne ho tre
Chi? Che cosa?
me, te, lui/lei, noi, voi, loro
uno, due, tre,
primo, secondo
alle 19; il 5 maggio
no, non; sì
non mai; non … niente
e, ma,
che, perché
alle nove, all’una, a mezzogiorno
davanti a, dietro a, sotto
a, di, in, da, con, su, per
studio molto, studio poco
-mente ending (eg lentamente)
Maria è a casa?
Maria è a casa.
Uffa! Che barba!
fra/tra poco
Middle
Middle
Primary
Middle
All Bands
Middle
Primary
All Bands
Primary
Primary
Middle
Primary
Primary
Primary
Primary
Middle
All Bands
All Bands
Middle
Middle
83
ITALIAN LINGUISTIC ITEMS AND CULTURAL ASPECTS continued
CULTURAL ASPECTS (R–10)
Students learn about:
• celebrations, festivals and other significant events (including within the family) for the Italian community in Australia and Italy
• gestures and body language used in Italian culture, and their similarities and differences in use in other cultures
• symbols and images that are important to Italian culture (eg art, architecture).
• the importance of sport in Italian culture and compare and contrast this with sport in Australian society
• the cultural significance of folk stories and fairytales
• animals in Italy (pets and endangered species).
• the way language is used to convey messages and how this varies between cultures
• the difference between formal and informal speech and how this is encoded linguistically in Italian (ie use of the lei form)
• music and its cultural significance.
84
SPANISH LINGUISTIC ITEMS AND CULTURAL ASPECTS
EARLY YEARS BAND (YEARS R–2) PATHWAY 1A
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Spoken greetings are often accompanied by body contact (eg kissing on
cheek(s) or a handshake) but the way this is done varies throughout the
Spanish-speaking world (eg in Salamanca, Spain, even a stranger being
introduced by a mutual friend receives a welcoming double-cheek kiss).
Introduce tú and usted forms as the formal and informal address.
Instructions in Spanish: the teacher may choose formal or informal
forms (+ negative/positive) but the important thing for the students'
understanding and learning is consistency (eg formal, plural: abran los
libros, lean, miren a la pizarra/el pizarrόn (SA), levántense, paren,
miren, escuchen; or informal, single form: dibuja, siéntate; classroom
requests: repita por favor; socialisation: hola, buenos días, ¿cómo estás?,
muy bien, gracias, por favor, gracias, de nada, ¿cómo se dice … en
español?, ¿qué quiere decir …?, ¿cómo se escribe … en español?).
Games: see General section of Resources for book on hopscotch
variations from many countries including Spanish-speaking world.
Traditional songs with actions can enrich the linguistic and intercultural
learning.
Communicating about time and date orally (eg son las dos, es la una,
¿qué día es hoy?, hoy es lunes, ¿qué fecha es (hoy)?/¿cuál es la fecha?
‘what’ in front of the verb = ¿cuál; in front of the noun = ¿qué; ... es 21 de
mayo).
Numbers 1 to 31, parts of the day (eg mañana/tarde/noche).
Conventions such as no capitals for days or months, inverted question
and exclamation marks, accents and tilde on words are introduced
explicitly from the first steps of Spanish language reading and writing (eg
¿qué tal amigo?/¿cómo está, profesor/‘profe’?).
PRIMARY YEARS BAND (YEARS 3–4) PATHWAY 1A
•
The internet is a rich source for children’s songs and rhymes. Many sites
are bilingual in Spanish (eg finger game for animals; Los cochinitos (rima
tradicional para una mano empezando con el meñique): ‘Este cochinito
compró un huevo; éste encendió el fuego; éste trajo sal; éste lo cocinó. Y
este pícaro gordo se lo comió’ ... terminando con el pulgar).
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Spanish Stage A and B materials may be useful as many of the learning
descriptors in this document cover the concepts of those materials (see list
of Resources).
Language reproducing animal sounds can vary between English and
Spanish (eg the chicken says pío, pío, pío, the dog says guau, guau, guau,
but the cow says mu, mu, mu). The verbs describing their animal sounds
may be of interest: el burro rebuzna, el caballo relincha, la oveja bala.
Refer to <www.literacycenter.net/lessonview.es.htm> for interactive
letter and word activities in Spanish, specially designed for young
students.
Animals have traditional roles in major celebrations: the type of animal
used is influenced by place and time (eg compare the significance of the
animals in 6 January cabalgata and the December Adelaide pageant).
Verbs: me gusta/no me gusta, vivo, vive, tengo, tiene, soy, es.
Imperative orders (to understand): siéntense, levántense, escriban,
abran, entren.
Place and time: place—¿dónde está …?, aquí estoy/está en/al lado de;
time—students become proficient in initiating questions about time,
responding to questions and learning to write expressions learnt in early
years.
Words to expand the message: nunca, siempre; en, de, a; pero, sí muy,
mucho, y/e.
Frequency: nunca, siempre.
Questions for initiating social communication: ¿qué día es?, ¿cómo te
llamas?, ¿cómo estás?, ¿qué tal?, ¿cuántos años tienes?
(YEAR 6) PATHWAY 1A
•
The use of magazines (see Resources) published for second language
learners of Spanish is recommended as a source of language, as reading
material, for the accompanying tapes, and for the articles on current
events/personalities/issues/up-to-date lifestyles in Spanish speaking
countries.
85
SPANISH LINGUISTIC ITEMS AND CULTURAL ASPECTS continued
(YEAR 6) PATHWAY 1A continued
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Because of the diversity across and within 23 Spanish-speaking
countries, the lifestyle concept can be backed with many resources.
Students will need guidance to understand ‘traditional’ and ‘modern’ in
their contexts and relate both to the process of change. There is also room
to understand that ‘traditional’ does not exclude progress and indeed
many groups want to maintain traditional ways while embracing
education and economic change (eg the Mapuche of Chile, the Maya of
central America and the Aboriginal peoples of Australia, including
language revival/maintenance issues).
Phrases to express personal needs/opinions: ¿cómo se dice … en
español?; perdón, lo siento; ¡qué bien!, ¡bueno! ¡fantástico!, ¡excelente!,
¡maravilloso!, ¡super bien!, me parece que …; opino que es…; ask
questions: ¿qué, cómo, dónde, cuándo, quién, cuánto/a/os/as?;
diminutives: ito, ita; mucho, poco, todo.
Cardinal numbers to 1000 (orally), cardinal numbers to 31 written
(including date); ordinal numbers: primero/a, segundo/a, tercero/a.
MIDDLE YEARS BAND (YEARS 7–8) PATHWAY 1A
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•
A part of critical literacy is understanding the place and power of the
language of persuasion (see Resources for support).
Tourism: several Adelaide newsagents sell Spanish language magazines
or will order them. Travel agencies may keep out-of-date brochures if
requested in advance.
Comparing: más/menos que/mucho, muy, demasiado/-isimo/a;
conditional: no/me gustaría/encataría …/no me gusta nada; evaluating:
íEstá bien, mal, rico/íqué asco!
Formal and informal: introduce ustedes/vosotros forms for
understanding that they exist in plural as well as singular forms (see Early
Years) but while vosotros is not in common use in countries outside
Spain, nor even in parts of Spain, different language communities have
other ways of expressing informality between speakers (eg el voseo of
•
•
•
•
Argentina and many other South American countries, ustedes in
Andalucía and other places).
Verbs: students learn first, second and third persons singular and plural
forms of vivir, tener, ser, estar, comer, hablar; preterite tense with yo
form, using rule to form correct regular form but rote learning irregular
forms, understanding that both exist in English.
Expressing time: clock—revision + 24 hour clock; ¿a qué hora ...?
Place: using prepositions for placement of objects or people and giving
directions (eg está en/al lado de/debajo de/entre … el/la próximo …/a,
el/la último/a, … a la izquierda/derecha).
Reading: stretch students’ adventure with the language through analysing
authentic texts. There are also excellent graded readers with interesting
cultural contexts.
MIDDLE YEARS BAND (YEAR 9), SENIOR YEARS BAND
(YEAR 10) PATHWAY 1A
•
•
•
•
Language of 21st century: communication—chatear, un nick, ordenador
(Esp)/computadora (LA), un chat/un foro, una/la página web,
móvil/telefonía móvil, el (teléfono) móvil/celular-chat por, enlaces,
mensajes SMS a móviles, recargar.
Smileys/symbols like hugs, kisses: emoticonos/símbolos como: [],
:*:*:*.
E-mail/SMS language specialisation: hello, I want, I have, here—ola,
kiero, tngo, aki.
Language of music: each festival has a special purpose and part of that is
always communicated through music. Traditional instruments could be
castañuelas (España), guitarra (España), guitarra eléctrica, ukelele
(Hawaii), tambores, conga (África/Cuba), bongo (África), maracas
(Sudamérica/México), guiro (Sudamérica), campana (Europa). Many of
the current songs use the traditional rhythms and instruments but the
messages may be contemporary (eg the future of the world—ojalá que
llueva café; seeking unity—the lyrics (la letra) often express the
importance of relationships, perhaps with a metaphorical meaning (Gloria
Estefan’s Nuevo día)).
86
MIDDLE YEARS BAND (YEARS 8–9), SENIOR YEARS BAND
(YEAR 10) PATHWAY 1B
•
•
•
•
•
•
•
Class sets of magazines produced especially for the second language
learners of Spanish are recommended for this age group to supplement
textbooks, with meaningful articles on topical subjects across the Spanish
speaking world.
There are several excellent video series, with speakers from a variety of
Spanish speaking countries, produced for this age group giving students
access to accents, cultural contexts and relevant issues (see Resources).
Graded readers are an excellent source of ‘analysing text’ activities—
many have accompanying CD-ROMS for listening, as do the newest
textbooks.
Songs designed to teach specific language structures, often with
cultural nuances, are a proven way to encourage teenagers to
analyse/compare and learn language. Repetition while learning a song,
using language forms with rhythm and music, will support retention. The
ELENZA (NZ) site (see Resources) shows how popular songs, chosen for
their linguistic purpose, elicit both understanding language and culture
outcomes. Downloadable.
La moda: this definitely needs up-to-now material and the internet is the
best source, especially the ‘Mango’ site (<www.mango.es>), where you
can find names for clothing and accessories, prices, latest designs and
colours and advice for looking after clothes, all written for teenagers; or
try the ‘Zara’ site that includes clothes for caballero and niños (Zara
originated in Galicia, close to the home of Chupa Chups (chupar = to
suck, chupete = dummy) in Asturias (<www.chupachups.com>).
Food and eating: talking about, partaking of, and understanding the
origin of, traditional and everyday foods requires special language
(including gestures), deep knowledge and cultural understanding. ‘Está
rica/buenísima’ can be said of a few olives or a four-course meal; it is the
coming together for socialisation that counts; food is a cultural text.
Try a supermercado site like <www.elcorteingles.es> for the ingredients.
•
•
•
An important part of eating is the preparing of, shopping for, selecting and
discussing the traditional foods of celebrations. In Spanish-speaking
countries many foods are associated with fiestas/festivals (eg compare
roscones with Christmas puddings; Navidad 24 de diciembre a 6 de enero
with Christmas).
Modern teenagers in Spanish-speaking countries face many of the same
issues as their Australian counterparts: worry for the future, self-image, a
fascination for brands, drug taking and relationships. Many sites contain
texts about these but the ‘Tecla’ page from the Consejeria deEducación
en Reino Unido e Irlanda takes the current news/stories, rewrites them in
student-friendly Spanish with activities and questions for analysing the
text.
Reading: stretch students’ adventure with the language through analysing
authentic texts. There are also excellent graded readers with interesting
cultural contexts.
87
Differences between the Spanish of Spain and that of Mexico (M) and Central (CA) and South America (SA)
From the beginning, knowing that differences exist, is an essential element of understanding language and culture. Students will be able to compare with English
language examples from both within Australia (eg ‘gumboots’ NSW and ‘wellies’ SA) and throughout other parts of the English-speaking world.
Spain
aquí
el bocadillo
el/la camarero/a
comer (a los 2 de la tarde)
cenar ( a las 21, 22 horas)
los deportivos
hacer la cama
M, CA, SA
acá (Arg) (Col)
la torta (Mex)
el mozo (Arg)
el mesero (Mex)
la cancha (Arg) (Mex)
los pans (Mex)
el bombacho (Col)
almorzar (Arg)
comer (Col)
los tenis (Mex)
tender la cama (Col)
jugar al tenis
el melocotón
la patata
el zumo
jugar tenis (Mex)
el durazno (Mex) (Arg) (Cub)
la papa (Mex) (Arg) (Cub)
el jugo (Mex) (Arg) (Cub) (Chi)
el campo
el chándal
el baloncesto
los calcetines
la camiseta
Spain
M, CA, SA
el básquet (Arg) (Mex)
las medias (Col)
la playera (Mex)
cenar
la chaqueta
comer (Col)
la chamarra (Mex)
el/la dependiente/a
el/la vendedor/a (Mex)
la falda
el jersey
la pollera (Arg) (Chi)
el suéter (Mex)
el pullóver (Arg)
los pantys (Mex)
la banana (Arg) (Guat)
el jitomate (Mex)
platicar (many Hispanoamerican countries )
las medias
el plátano
el tomate
charlar
Examples of the differences in meaning made by the use or non-use of accents and the tilde
sí–yes
si–if
mí–to me (eg a mí me gusta ...)
él–he
año–year
mi–my
el–the (masculine singular)
ano–anus
esta–this (eg esta mesa) but
ésta–this one f
tú–you (third person singular)
qué–what …?
cómo–how ...?
está–is (third person singular of estar)
tu–your (eg tu mismo)
que–that (el chico que vive aquí)
como–I eat (first person singular of comer)
88
VIETNAMESE LINGUISTIC ITEMS AND CULTURAL ASPECTS
EARLY YEARS BAND (YEARS R–2) PATHWAY IA
PRIMARY YEARS BAND (YEARS 3–5) PATHWAY IA
Main vocabulary groups
•
•
•
•
•
Greetings: chào ba, chào má, chào thầy
Personal details: name, age, nationality
Everyday clothes: áo, áo đầm, áo sơ-mi, quần, quần dài
Animals/pets
Special occasions: ngày nhớ ơn mẹ (mother’s day), ngày sinh nhật
(birthday), ngày tết (new year)
Linguistic structures
•
•
•
•
•
•
•
Sentence structures: statements (eg tôi tên là John), questions (eg Bạn tên
gì?)
Tone marks: sắc, huyền, hỏi, ngã, nặng
Nouns and compound nouns relating to main vocabulary groups
Word order: adjective–noun (eg áo đỏ (a red shirt))
Personal pronouns: em, thầy, cô, tôi, bạn
Verbs: to be (là), to live (ở), to have (có) and other verbs relating to the
main vocabulary groups
Tenses: present tense and time expressions (eg thứ, ngày, giờ)
The concepts in this Band are related to the following Vietnamese culture
aspects:
• Vietnamese cultural dances, rhymes, songs
• appropriate term of address and gestures indicated when greeting
according to sex, age, and relationships (eg bowing when greeting
grandparents or an elderly person and saying ‘chào anh, chào ông, chào
bà’)
• Vietnamese traditional costumes: áo dài, khăn đống, nón lá, hài
• Vietnamese traditional food: phở, chả giò, cơm, gỏi cuốn
• typical symbol of the Vietnamese: dragon (con rồng).
•
•
•
•
•
•
•
•
•
Animals/pets includes the 12 animal cycle (mười hai con giáp)
Colours
Ordinal and cardinal numbers
Special occasions: ngày nhớ ơn mẹ (mother’s day), ngày sinh nhật
(birthday), ngày tết (new year)
Daily routine/activities
Times
Likes/dislikes
Leisure activities
Language to write simple instructions for how to play a (board) game (eg
trước hết, kết thúc, thắng, thua, rút thêm bài)
•
•
•
•
•
•
•
•
•
•
Sentence structures: statements (eg đó là con chó), negative statements
(eg tôi không thích con heo), questions (eg con gì vậy?), exclamations (eg
con mèo đẹp quá!)
Tone marks: sắc, huyền, hỏi, ngã, nặng
Modifiers including adjectives and nouns to describe the quality or colour
or to classify things, animals or people
Punctuation: dấu chấm, dấu phảy, dấu ngoặc đơn, dấu ngoặc kép, dấu hỏi
Ordinal and cardinal numbers
Personal pronouns: em, thầy, cô, tôi, bạn
Tenses: present, past, future and time expressions (eg thứ, ngày, giờ)
Possessive adjectives/pronouns: cái áo của tôi (poss adj), con mèo đó là
của cô ấy (poss pro)
89
VIETNAMESE LINGUISTIC ITEMS AND CULTURAL ASPECTS continued
PRIMARY YEARS BAND (YEARS 3–5) PATHWAY IA
Continued
aspects:
• Vietnamese songs
• the 12 animal cycle (mười hai con giáp) and myths/beliefs
• folk tales
• typical symbol of the Vietnamese: dragon (con rồng)
• favoured numbers: 8, 9
• unfavoured numbers: 3, 5, 7, 14, 23 (chớ đi mồng bảy, chớ về mồng ba)
• lifestyle: eating habits, clothes
• reading time
• leisure activities: đánh cờ tướng, chơi dế.
PATHWAY IA
•
•
•
•
•
•
•
•
•
People of the world: người Việt, người Hoa, Người Úc
Hobbies/leisure activities: xem truyền hình (watching TV), xem video
(watching videos), nghe nhạc (listening to music), đọc sách (reading
books)
Sports
Lifestyle
Family: ông nội, bà nội, ông ngoại, bà ngoại
Celebrations: ngày tết (new year), tết trung thu (full moon festival), đám
cưới (wedding)
Advertising: food, furniture, music products
Tourism/popular destinations in Vietnam: du lịch (travelling), giấy thông
hành (passport), thắng cảnh (beautiful scene), Vịnh Hạ Long (Ha Long
Bay)
Persuasive language used for advertising: tốt nhất, sang trọng nhất, có
một không hai
•
•
•
•
Means of communication: voice-mail, answering machine, mobile, phone,
e-mail, SMS message
Formal and informal language used for communication
Popular music/cross-culture music/national anthems
Music industry
•
•
•
•
•
•
•
•
•
•
•
•
•
Sentence structures: statements (eg tôi ăn phở, tôi khoẻ), negative
statements (eg tôi không ăn phở, tôi không khoẻ), questions (eg bạn muốn
ăn gì?, bạn tên gì?), compound sentences (eg tôi thích nghe nhạc trẻ,
nhưng không thích nghe nhạc êm dịu, tôi thích táo, nhưng không thích lê)
Word order: adjective–noun (eg nhạc trẻ (pop music), áo vàng (a yellow
shirt)), compound nouns (eg thịt heo (pork meat))
Pronouns: em, thầy, cô, tôi, bạn, tôi, chú, bác, dì, ch
Comparison of adjectives: chả giò (thì) ngon hơn gỏi cuốn
Tenses: present, past, future (eg tôi đi học, hôm qua tôi đi học, tôi đang
học bài)
Conjunctions: nhưng, và, rồi, vì
Singular and plural: một, những, nhiều, tất cả
Possessive adjectives: của tôi, của anh, của cô
Adverbs of frequency: thường thường, không bao giờ, luôn luôn, một tuần
một lần
Quantifiers to talk about quantities and amounts
Prepositions to indicate time, place and direction (eg lúc, vào lúc, ở, vào)
90
VIETNAMESE LINGUISTIC ITEMS AND CULTURAL ASPECTS continued
PATHWAY IA Continued
aspects:
• Vietnamese people: Northern (Bắc), Central (Trung), Southern (Nam)
• hospitality (hiếu khách)
• Vietnam flag
• popular sports in Vietnam: túc cầu (soccer), bóng chuyền (volley ball), vũ
cầu (badminton)
• traditional costumes: áo dài, khăn đống, nón lá, hài
• festivals and celebrations: Quốc khánh (national day), Tết (new year), Tết
Trung Thu (full moon festival)
• eating habits/meals
• kitchen utensils: đũa (chopsticks), chén/bát (small bowl)
• foods relating to important beliefs/values: bánh chưng (sticky rice cake),
bánh trung thu (full moon cake)
• lifestyle
• courtesy: ‘Vui lòng khách đến, vừa lòng khách đi’
• special respects: manners at a Buddhist temple, towards an elderly person
• Vietnamese traditional music and today’s music
• Daily routine: lúc, buổi sáng, buổi tối, vào cuối tuần etc
• Everyday clothes and Vietnamese traditional dress: áo, quần, áo dài, áo
thụng, khăn đống, quần áo đồng phục
• Persuasive and flattering language used for shopping and bargaining (eg
mắc quá, rẻ, cái áo này vừa với cô lắm)
• Vietnamese currency
• People of the world and their countries
• At a Vietnamese restaurant
•
•
•
Traditional dishes (eg phở, chả giò), ingredients (eg thịt, đường, muối),
making order (eg cho tôi một tô phở)
Daily foods, festive foods, healthy foods and fast foods
Language to express likes, dislikes and taste.
PATHWAY IB
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Family celebrations: ngày sinh nhật (birthday), ngày thôi nôi (first
birthday celebration), ngày đầy tháng (full month celebration)
Kinship terminology: ba, má, anh, chị etc
Greetings: chào anh, chào ông, chào bà
The 12 animal cycle (mười hai con giáp)
Days of the week
Cardinal and ordinal numbers
Tenses: present, past, future (eg tôi đi học, hôm qua tôi đi học, tôi đang
học bài)
Conjunctions: nhưng, và, rồi, vì
Singular and plural: một, những, nhiều, tất cả
Possessive adjectives: của tôi, của anh, của họ
Adverbs of frequency: thường thường, không bao giờ, luôn luôn, một tuần
một lần
Quantifiers to talk about quantities and amounts
Prepositions to indicate time, place and direction (eg lúc, vào lúc, ở, vào)
91
RESOURCES
FRENCH
Most of these, and many other, resources are available from Alliance Française or may be borrowed by DECS employees from the Languages and Multicultural Resource Centre
Butt A-M & Prévot M-R (1994) Régions de France. INT Press International.
Department of Education, Training and Employment (1998) French Bands A and B. Carlton Victoria: Curriculum Corporation.
French Music Export Office (2003) A guide to French pop and rock. French Music Export Office.
Lancien T (2004) De la video à internet: 80 activités thématiques. Hachette.
Mermet G (2002) Francoscopie 2003. Larousse.
PERIODICALS
Eli Magazines.
Okapi. Bayard Jeune.
Popi. Bayard Jeunesse.
Mary Glasgow Magazines.
Pomme d’Api. Bayard Jeunesse.
MULTIMEDIA
ABC Sing and learn French. ABC Melody.
Alexandre: Une salade de fruits.
British Broadcasting Corporation Extra—French.
British Broadcasting Corporation Muzzy.
Buckby M & Gruneberg (1998) Le français par la publicité. Didier. Accompanying booklet with suggestions for two levels of follow-up activities for each advertisement.
CD-ROMS for interactive activities:
Claudine teaches French
Mais où se cache Carmen Sandiego
Quirky comics
The language market
Virtual Paris
Voyage en France
Chouette
Compilation: Noëls eternels. Sony Music Media.
Génération française 4. Accompanying booklet with song lyrics, artists’ biographies and suggested activities.
Hachette (2001) Vagabondages: vivre les régions de France en vidéo. Tapes 1 and 2 and accompanying transcripts and suggested activities.
Husar B: 1, 2, 3, Soleil.
Les alouettes: J’aime les petits gateaux. (Sponsored by Country Arts SA, the French Embassy and the South Australian French Teachers’ Association.)
Les clips pour apprendre. A series of French music clips featuring various styles of music and many Francophone artists and accompanying booklets. Available through
www.cavilam.org.
Rey JN (1998) Visages de la France—les Français par eux-mêmes. Didier. (Use for the images rather than the text which is quite complex.)
Salut Serge.
Un kilo de Chansons.
Vingt minutes.
92
WEBSITES
Camif: www.camif.fr (mail order catalogues)
Centre d’Approches Vivantes des Langues et des Médias (French language courses and teachers’ resources): www.cavilam.org
Enchanted Learning: www.enchantedlearning.com
Enfance-Jeunesse: www.liensutiles.org/enfance.htm
Enfants (games, test, sports, cooking, etc for children): www.internetenfants.com
Faire de Momes: www.momes.net
Fédération Internationale des Professeurs de Français: www.fipf.org
Forum General Australie (Australian travel and tourism guide): www.australia-australie.com
France Danse (festivals): www.france-danse.com
Francofolies (music festival in La Rochelle): www.francofolies.fr
Google (search engine): www.google.fr
La Fête de la Musique: www.fetedelamusique.culture.fr
La Grande Cuisine: www.lagrandecuisine.com
La Redoute (mail order catalogues): www.laredoute.fr
Le portail de la culture: www.culture.fr
Les Vieilles Charrues (music festival in Bretagne): www.vieillescharrues.asso.fr
L’Escale: www.lescale.net
Lexique Fle: http://lexiquefle.free.fr
Linguascope: www.linguascope.com
L’Organisation Internationale de la Francophonie: www.francophonie.org
Maison de Quartier: www.maisondequartier.com
Netscape (search engine): www.netscape.fr
Real French (free resources for learners and teachers of French): www.realfrench.net
Senegal (Senegal travel and tourism guide): www.au-senegal.com
Somewhere (mail order catalogues): www.somewhere.fr
TV5: www.tv5.org
Yahoo (search engine): www.yahoo.fr
Zéro de Conduite: www.zdc-fr.com
93
GERMAN
Many of these resources may be borrowed by DECS employees from the Languages and Multicultural Resource Centre, or from the Resource Centres at Nuriootpa High School and Jamestown Community School,
which are supported by the Goethe-Institut
Büttner S, Kopp G & Alberti J (1996) Tamburin: Deutsch für Kinder 1. Ismaning Germany: Max Hueber Verlag.
Department for Education and Children’s Services (1997) Units of work for German. Adelaide SA: DECS.
Dreke M (2000) Wechselspiel junior. Munich Germany: Langenscheidt.
Ferguson A (2004) Deutsch DOWNUNDER. Sydney NSW: Pearson Education Australia Pty Ltd.
Funk H, Koenig M, Keller S, Mariotta M, Scherling T & Koithan U (2002) Genial, Deutsch als fremdsprache für Jugendliche, Arbeitsbuch. Munich Germany: Langenscheidt.
Funk H, Koenig M, Koithan U & Scherling T (2003) Genial. A2 Kursbuch. Deutsch als Fremdsprache für Lugendliche, Arbeitsbuch. Munich Germany: Langenscheidt.
Ghisla G (1996) Ganz Ohr, Höranlässe. Munich Germany: Langenscheidt.
Lehrerhandbuch von Kopp G, Alberti J & Büttner S (2002) Tamtam: Erster Kontakt Deutsch für Kinder. Stuttgart Germany: Max Hueber Verlag.
Mádl-Palfi L & Tujner-Markoo B (1996) Kaspertheater: Rund ums Jahr. Stuttgart Germany: Ernst Klett Verlag GmbH.
Medo MM & Schneider G (nd) Bärenspaß 1 (Grundstufe). Cologne Germany: Gilde-Verlag.
Motta G (2002) Wir: Grundkurs Deutsch für Kinder 1. Ismaning Germany: Max Hueber Verlag.
Rogan & Sedunary (2003) Feuerwerk 1, 2 and 3. Melbourne Victoria: CIS Heinemann.
Rogan P (2003) Katzensprung 1 and 2. Melbourne Victoria: Heinemann Harcourt Education.
Seeger H (2003) Wer? Wie? Was? Bonn Germany: Gilde Buchhandlung Carl Kayser.
Weiss-Ganssmann E (1995) German Stages A, B and 2. Adelaide SA: DECS.
PERIODICALS
Fertig los! Kinder/Hallo Freunde. Eli Distributors. Melbourne Victoria: CIS Heinemann.
Juma Monthly. Vogeler (ed). Cologne Germany: Juma Publishers.
Treff Schülermagazin. Medweth C & Medweth M. Seelze Germany: Velber im OZ Verlag GmbH.
MULTIMEDIA
Detlev J (2000) Start German with a song. 1st edition. Münster Germany: Menschenkinder Verlag.
Fleck A (2001) Hennings Haus. Warwick UK: Channel 4 Television.
Walls D (1998) Hallo aus Berlin. Munich Germany: BBC Education and Goethe-Institut.
Walls D (1998) Susanne. Munich Germany: BBC Education and Goethe-Institut.
Zuckowski R (1995) Singen macht Spaß. 2nd edition. Hamburg Germany: Internationale Musikverlage Hans Sikorski.
WEBSITES
Goethe Partners (links recommended for teachers of German): www.oac.sa.edu.au/goethe
94
GREEK
Many of these resources may be borrowed by DECS employees from the Languages and Multicultural Resource Centre
Apostolakis-Glaros E (1995) Greek stage 1. Adelaide SA: DETE.
Babiniotis G (1993) ‘Elliniki glossa’ idryma meleton lambraki. Athens Greece.
Department for Education and Children’s Services (1997) Units of work for Greek. Adelaide SA: DECS.
EDIAMME—University of Crete (2003) Pragmata and grammata series. Greece: Education Department of Greece.
EDIAMME—University of Crete (2003) Greek as a foreign language series. Greece: Education Department of Greece.
EDIAMME—University of Crete (2003) History and culture series. Greece: Education Department of Greece.
Education Department of Greece (2003) Ta helidonia. Greece: Education Department of Greece.
Education Department of Greece (1999) Karavaki mou xekina. Greece: Education Department of Greece.
Frazis G (1998) Greek curriculum support materials band C (kit). Adelaide SA: DETE.
Nicola SL (1997) Bios ethima kai goitres toy topoy mas. Adelaide SA: DETE.
MULTIMEDIA
Davey G (1991) Multicultural cassette series—Greek: Stories, songs and rhymes for young children. Kew Victoria: Australian Children’s Folklore Publications, School of Early
Childhood Studies.
Education Department of Greece (2003) Ta helidonia. Greece: Education Department of Greece.
Education Department of Greece (2003) Ta helidonia Part 1. (3 CDs). Greece: Education Department of Greece.
Frazis G (1998) Greek curriculum support materials band C (kit). Adelaide SA: DETE.
WEBSITES
Consultancy Service Modern Greek Language: www.mglcs.sa.edu.au
George’s Greek MIDI Site (Greek songs): www.greekmidi.com
Go Greek (search engine): www.gogreece.com *
Kypros (dictionary on line): www.kypros.org/cgi-bin/lexison *
* Computers must have Greek language installed to view these sites.
95
INDONESIAN
Many of these resources may be borrowed by DECS employees, from the Languages and Multicultural Resource Centre
Chiau Seng Gee (1996) Cocok K–7 dua. Canberra ACT: Chiau Gee.
Chiau Seng Gee (1996) Cocok K–7 satu. Canberra ACT: Chiau Gee.
Chiau Seng Gee (1996) Cocok K–7 tiga. Canberra ACT: Chiau Gee.
Clarke S, Hardie H & Kay G (2004) Bersama-sama lagi course books. Southbank Victoria: Thomson Learning Nelson.
Djenar D W (2003) A student’s guide to Indonesian grammar. South Melbourne Victoria: Oxford University Press.
Draine C & Hall B (1986) Culture shock! INDONESIA. Singapore: Times Editions Pty.Ltd.
Echols J & Shadily H (nd) Kamus Indonesia Inggris. Jakarta Indonesia: Gramedia.
Echols J & Shadily H (nd) Kamus Inggris Indonesia. Jakarta Indonesia: Gramedia.
ELI (1992) A birthday on the farm. Port Melbourne Victoria: CIS Heinemann.
ELI (1992) A picnic. Port Melbourne Victoria: CIS Heinemann.
ELI (1992) At the seaside. Port Melbourne Victoria: CIS Heinemann.
ELI (1992) Happy farm. Port Melbourne Victoria: CIS Heinemann.
ELI (1992) It’s raining. Port Melbourne Victoria: CIS Heinemann.
ELI (1992) Mr Tree and the little girl. Port Melbourne Victoria: CIS Heinemann.
Firdaus (2000) Diskusi. Surabaya Indonesia: Airlangga University Press.
Gargosky M (1993) Suara siswa teachers resource books 1–4, A and B. Carlton South Victoria: Curriculum Corporation.
Hardie H & Clarke S (2000) Bersama-sama course book and work book 2. Southbank Victoria: Thomson Learning Nelson.
Hardie H & Clarke S (1999) Bersama-sama course book and work book 1. Southbank Victoria: Thomson Learning Nelson.
Hardie H, Clarke S & Day A (2004) Bersama-sama lagi workbooks. Southbank Victoria: Thomson Nelson Learning.
Helyard A (1998) Panji and the buffalo. Greenacres SA: Big Book Company.
Helyard A (1997) Ke kota. Greenacres SA: Big Book Company.
Hibbs L, Stobbe T & Ure S (2002) Kenalilah 2 course books and work books. South Yarra Victoria: Macmillan.
Hibbs L, Stobbe T & Ure S (2001) Kenalilah 1 course books and work books. South Yarra Victoria: Macmillan.
Hutton W (ed) (1999) The food of Indonesia, authentic recipes from the Spice Islands. Hong Kong: Periplus.
Kay G & Rachmat J (2003) Bersama-sama senior course books, work books and CDs. Southbank Victoria: Thomson Nelson Learning.
Ledger R & Ledger S (1998) Snapshots of Asia: Indonesia. Carlton South Victoria: Curriculum Corporation.
Munro K (2002) Asia usul bunyi nyamuk. Rapid Creek NT: Her Wickedness Publications.
National Indonesian Language Project (1993) Suara siswa student book 1. Carlton South Victoria: Curriculum Corporation.
National Indonesian Language Project (1993) Suara siswa student books 2–4 and teachers handbooks 2–4, A and B. Carlton South Victoria: Curriculum Corporation.
National Indonesian Language Project (1993) Suara Siswa teachers resources, 3 and 4. Carlton South Victoria: Curriculum Corporation.
National Indonesian Language Project (1992) Suara siswa teachers handbooks 1 and 2. Carlton South Victoria: Curriculum Corporation.
Newnhan J (2000) Bagus sekali 1 course books and work books. Port Melbourne Victoria: CIS Heinemann.
Newnham J & Wackett E (2003) Bagus sekali 2 audio pack and teacher resource. Port Melbourne Victoria: CIS Heinemann.
Newnham J & Wackett E (2000) Bagus sekali 3 course books and work books. Port Melbourne Victoria: CIS Heinemann.
Newnham J, Wackett E & Soehodo S (2002) Bagus sekali 2 course books and work books. Port Melbourne Victoria: CIS Heinemann.
NSW Department of Education (1997) LMPC Cenderawasih books 1–6. Melbourne Victoria: Macmillan.
Partoredjo I (2000) Mari membaca bahasa Indonesia. South Melbourne Victoria: Oxford University Press.
Sahanaya W & Tan A (2001) The Oxford study Indonesian dictionary. South Melbourne Victoria: Oxford University Press.
96
Sneddon J (1996) Indonesian reference grammar. Sydney NSW: Allen & Unwin.
Sneddon J (2000) Understanding Indonesian grammar: A student’s reference and workbook. Sydney NSW: Allen & Unwin.
White I (2003) Keren 3 and 4, course books and work books. South Melbourne Victoria: Pearson Education Australia.
White I (2002) Keren 2 course books and work books. South Melbourne Victoria: Pearson Education Australia.
White I (2001) Keren 1 course books and work books. South Melbourne Victoria: Pearson Education Australia.
Young W, Berwick G & Thorne S (2004) Indonesian dictionary skills (black line masters). South Melbourne Victoria: Oxford University Press.
PERIODICALS
Femina
Hai
Kartini
Mode
Gadis
Inside Indonesia
Kawanku
Aneka Yes!
MULTIMEDIA
Bahasa Video Education (2002) Bahasa video education series 3: Dua upacara/kota saya/memasak di dapur.
Bahasa Video Education (1998) Bahasa video education series 2. (2 videos and book: orang utan dari, musisi jalanan yogya and Bukit Lawang.)
Bahasa Video Education (1996) Bahasa video education series. (5 videos and book: ombak-ombak uluwatu, hari ulang tahun di kuta, sekolah saya, hujan besakih and ikan-ikan
kusamba.)
CEO Armidale (1999) Bahasa Indonesia kit. Glebe NSW: Pascal Press.
Curriculum Corporation (1994) A look at Indonesia. Carlton South Victoria: Curriculum Corporation.
Department of Education and Training Victoria (2002) Traditional performing arts of Asia pack. Victoria: Department of Education and Training.
Department of Education, Training and Employment (1998) Puzzle busters: Indonesian. Adelaide SA: Blue Chip Computing.
GoPrint (1997) The language market A and B: Indonesian. Woolloongabba Queensland: GoPrint.
Logan J (1998) Hebat. Carlton South Victoria: Curriculum Corporation.
NSW Department of Education and Training (1999) Languages through movement: Indonesian, Video and Teachers’ Guide.
Open Access College (2000) Teman Saya Cicak Stage 1 Pada Pagi Hari. CD and teachers’ guide. Adelaide SA: DETE.
Open Access College (2000) Teman Saya Cicak Stage 2 Di Sekolah. CD and teachers’ guide. Adelaide SA: DETE.
Open Access College (2000) Teman Saya Cicak Stage 3 Pada Siang Hari. CD and teachers’ guide. Adelaide SA: DETE.
Pilot Guides (1999) Pilot guides video Bali/Sulawesi.
Rodrick T (2001) Inilah bahasa Indonesia: BLMs 2–6. Lennox Head NSW: Languages Made Easy.
Rodrick T (1997) Saya suka bahasa Indonesia K–6. Lennox Head NSW: Languages Made Easy.
Satya Wacana University (nd) Di sekolah series. Melbourne Victoria: Satya Wacana University. (Topics include: akhir minggu, bermacam-macam pekerjaan, keluarge susanto, lihatlihat di kota yogyakart dan brebelanja.)
SBS Broadcasting (nd) Ada apa dengan cinta? (SBS film set in an Indonesian high school.)
SBS Broadcasting (1993) Done Bali (impact of tourism).
Scholastic Australia (1997) Budi teaches Indonesian. (School pack.) Gosford NSW: Scholastic Australia.
Senior J (2003) Go Indonesia! Carlton South Victoria: Curriculum Corporation.
Songs: Indonesia Raya, Panjang Umurnya, Satu, Satu aku Sayang Ibu, Selamat Pagi Bu, Topi Saya Bundar/Burung Kakatua.
Turner J (1998) Ke sekolah. (Book and cassette.) Sale Victoria: Stuart Thorpe.
Various (2001) Taman kanak-kanak 1–5. Jakarta Indonesia: Gema Nada Pertiwi.
VEA Australia (2001) Balinese children’s gamelan.
97
VEA Australia (1991) A day in the life of a child—Bali.
Video Education (1992) Bali beyond the postcard. Victoria: Video Education.
Walker C (1993) Suara siswa 1, 2, 3, 4, A and B. Cassettes. Carlton South Victoria: Curriculum Corporation.
WEBSITES
ABC: www.abc.net.au/asiapacific/indon.htm
Access Asia: www.asialink.unimelb.edu.au/aef
Antara: www.antara.co.id
Bali Post: www.balipost.co.id
Bintang: www.bintang.com
Catcha Indonesia (search engine): catcha.co.id
Department of Foreign Affairs, Republic of Indonesia: www.dfa-deplu.go.id
Detik: www.detik.com
Edur (comprehensive list of media, magazines and newspapers): www.iit.edur-indonesia/jendela
Flinders University Indonesian Resources: www.lib.flinders.edu.au/resources/sub/socsci/asianst/indores.html
Garuda: www.garudaco.id
Gatra: www.gatra.com
Indomedia: www.indomedia.com/intisari
Indonesia News: www.indonesianews.net
Inside Indonesia: www.insideindonesia.org
Jakarta Post: www.thejakartapost.com
Jawapos: www.jawapos.co.id
Jendela: www.jendela.com
Kompas: www.kompas.com
Lonely Planet: www.lonelyplanet.com.au/dest/sea/indo.htm
Online Language Resources (DEST NALSAS Readers): studio.qantm.com.au/onlinelanguageresources/main.htm
Portal Nasional Republik Indonesia: www.indonesia.go.id
Republika: www.republika.co.id
Surabaya Post: www.surabayapost.com
Tape Services Online (for copies of programs shown on ABC & SBS): www.tapeservices.sa.edu.au/
Tempo: www.tempo.co.id
98
ITALIAN
Ciavarella A & Caiazzo A (2003) Volare Italian course book 1. 2nd edition. Sydney NSW: Pearson Education Australia Pty Ltd.
Ciavarella A & Caiazzo A (1999) Volare Italian course books 3 and 4. Sydney NSW: Pearson Education Australia Pty Ltd.
Ciavarella A & Caiazzo A (1998) Volare Italian course book 2. Sydney NSW: Pearson Education Australia Pty Ltd.
Chiuchiu A, Minciarelli F & Silvestrini M (1985) In Italiano: Grammatica Italiana per Stranieri—Corso di lingua e civiltà a livello elementare e avanzato. Perugia Italy: Guerra.
Department of Education and Children’s Services (1997) Units of work in Italian. Adelaide SA: DECS.
Fort M (2002) Eating up Italy—Voyages on a Vespa. USA: Harper Collins.
Frank N & Sander Hausam J (2000) Welcome to Italy. Malaysia: Times Media Private Ltd.
From the Fiesta! Series (1998) Italy. UK: Moondrake.
Glennan P & Bressan D (2004) A student’s guide to Italian grammar. Oxford UK: Oxford University Press.
Gruppo CSC (nd) Buon appetito! Tra lingua italiana e cucina regionale-livello intermedio. Roma Italy: Bonacci Editore.
Ludbrook Language Resources (2004) Coriandoli—ascolto. Ludbrook Language Resources.
Maiden M & Robustelli C (2000) A reference grammar of modern Italian. London UK: Arnold.
Marin T (2001) Primo ascolto: Materiale per la preparazione alla prova di comprensione orale e lo sviluppo dell’abilità di ascolto. Livello elementare—intermedio—Libro del
professor. Italy: Edi Lingua.
McIntosh C (2002) Oxford Italian grammar and verbs. Oxford UK: Oxford University Press.
Moliterno G (2000) Encyclopaedia of contemporary Italian culture. London UK & New York USA: Routledge.
Nickles G (2001) Italy—the culture. New York USA: Crabtree Publishing Company.
Nickles G (2001) Italy—the land. New York USA: Crabtree Publishing Company.
Nickles G (2001) Italy—the people. New York USA: Crabtree Publishing Company.
Zurula M (2002) Sapore d’Italia. Italy: Edi Lingua.
PERIODICALS
Ciao
Ragazzi
Il Nuovo Paese
Italy Down Under
Panorama
Corriere della Sera (online newspaper): www.corriere.it
Il Globo
Insieme
L’Espresso
MULTIMEDIA
All the best from Italy—20 great favourites (1992) Hughes Leisure Group.
Ciao Italia—An hour of Italian favourites (1992) Hughes Leisure Group.
Italy—The greatest songs ever (2002) Zomba Records Australia Pty Ltd.
Sanremo music festival—issued annually.
WEBSITES
Corriere della Sera (online newspaper): www.corriere.it
99
SPANISH
CIDEB Series: Leer y aprender. Graduated readers from básico a avanzado—with CD option. CIDEB. (Stories like El Zorro with historical background illustrated with
photographs, activities for both understanding and language skill development.)
Coffey M (1995) Spanish language curriculum materials stage A and stage B. Adelaide SA: DECS.
Connor J (2000) ÍSigue! Curso avanzado—Primera parte. London UK: John Murray.
Department of Education and Children’s Services (1997) Units of work for Spanish. Adelaide SA: DECS.
Difusión Series: Venga a leer. Graduated readers from levels 0–5: Contemporary stories—Los reyes magos, ¿eres tú María? Barcelona Spain: Difusión.
ELI Series: Mis primeros cuentos—Pinocho, Los tres cerditos. ELI.
Garson S & Hill B (1991) Español mundial. 2nd edition. London UK: Hodder & Stoughton.
Lankford MD (1992) Hopscotch around the world. New York USA: Morrow Junior. (Contains versions of the game from several Spanish speaking countries with Spanish
vocabulary.)
Mitchell K & Mitchell L (1995) ÍArriba! 1. London UK: Heinemann.
Palamino MA (2000) Chicos/Chicas. Curriculum package: Support materials for the Spanish speaking communities theme. Adelaide SA: School of Languages and Spanish
Language Service R–12. (Available in all schools with a secondary component and the Languages and Multicultural Resource Centre.)
Palés M (Ed) (2003) Í es tu ritmo! Libro del alumno: Nivel 2. Madrid Spain: Espasa.
Peris EM & Baulenas NS (1997) Gente. Barcelona Spain: Difusión.
PERIODICALS
Amigos, Chicos. ELI Magazines. Distributed by Heinemann.
¿Qué tal? Mary Glasgow Magazines (beginners level and other titles). Published and distributed by Scholastic.
Tu revista en Espanol: Muchachos. Año XVI. ELI Distributors. Melbourne Victoria: CIS Heinemann.
MULTIMEDIA
Corpus J (1999) Gente que canta. (Cassette/CD/booklet). Barcelona Spain: Difusión.
Rainger A (1998) Voces Españolas. (Video and booklet). London UK: BBC Educational Publishing.
Rainger A (1997) Isabel. (Video and booklet). London UK: BBC Educational Publishing.
Rainger A (1996) Revista. (Video and booklet). London UK: BBC Educational Publishing.
WEBSITES
BBC (great source for teachers and changes often, eg Beckham and Real Madrid): www.bbc.co.uk/languages/spanish/index.shtml
Chupa Chups: www.chupachupsgroup.com
El Corte Inglés (online shopping): www.elcorteingles.es
Embassy of Spain in Australia and New Zealand Education Office (free resources for teachers who become members): www.sgci.mec.es/au/cultural.htm
Embassy of Spain, New Zealand branch, Education Office: redgeomatica.rediris.es/elenza/. (This is an award winning site designed by teachers who understand the learners in
Pacific-English speaking contexts. There are frequent updates and the site covers a range of teaching and learning strategies.)
Instituto Cervantes: http://cvc.cervantes.es/portada.htm. (Official Spanish language site from Spain. Always changing, growing and responding to issues and needs as well as being
interactive with graded activities for students of Spanish at all levels.)
Learn Spanish (free material including self-correcting exercises for those keen students who cannot get enough challenge!): www.studyspanish.com
Lesson Planet (lesson plans): www.lessonplanet.com/search/Language_Arts/Languages/Foreign_Languages
100
Los Tebeos de Siempre (Spanish through humour eg comics): http://atc.ugr.es/~jbernier/comic/comic.es.html
Mafalda (and her global wisdom): www.turning-pages.com/mafalda/
Mango (online shopping): www.mango.es
SACSA Framework (samples of Spanish language): www.sacsa.sa.edu.au/index_fsrc.asp?t=IFP. (Follow the links to Insites/Ideas for Practice/Teaching and Assessing
Guides/Educator’s Ideas. See also the Spanish linguistic items and cultural aspects for details that relate to the sample concepts developed through learning descriptors.)
Spanish at Burnley-Moran Elementary (songs, rhymes and activities for R–5 classes): www.vivaspanish.org/
Spanish Language Support Service R–12: web.nmhs.sa.edu.au/slss. (Open ‘Teaching and Learning’ for support documents for planning, or ‘Links’ for descriptions of similar
webpages.)
Teaching Tips for the ESOL Classroom (classroom strategies, not Spanish specific): www.nwlink.com/~tulare/tchngtips.html
The Early Childhood Education Network: www.literacycenter.net
101
VIETNAMESE
Department for Education and Children’s Services (1997) Units of work for Vietnamese. Adelaide SA: DECS.
Ellis C (1995) Custom shock: A guide to customs and etiquette—Vietnam. Singapore: Time Books International.
Lewis R (1997) Vietnam: Young people, old country. Carlton South Victoria: Curriculum Corporation.
Nguyen M & Nguyen A (1999) Cung hoc tieng Viet: Study Vietnamese together level 1. 2nd edition. Springvale Victoria: Dan Chua.
Phan G (1993) Modern Vietnamese stage 1: Students’ book. Melbourne Victoria: Centre for Asia Pacific Studies, Victoria University of Technology.
Tran TK (1990) Tieu-hoc: Viet Nam van pham—Grammar book. California USA: Nha Xuat Ban Xuan Thu.
PERIODICALS
Adelaide Tuần Báo. Adelaide Vietnamese Weekly Newspaper.
SA Nam Úc Tuần Báo. SA Vietnamese Weekly Newspaper.
MULTIMEDIA
Dang-Thao Zither Nostalgie. (CD and booklet with informative notes on the Vietnamese dan tranh, both as a solo and ensemble instrument. May be purchased from Dang-Thao
Music & Culture, Phone (08) 8294 8958 or The Muses, 112 Rundle Mall, Adelaide, Phone (08) 8223 2168.)
Global Language Books (nd) Sing ’n learn Vietnamese. (Book and CD pack). Toongabbie NSW: Global Language Books Pty Ltd.
Lonely Planet (1996) Vietnam experience. Australia: Lonely Planet.
SBS Broadcasting (nd) The blanket of love. SBS film set in Australia.
VNITM (nd) Em Học Tiếng Việt Trình Ðộ I (Study Vietnamese level I). Westminster CA USA: VNITM.
VNITM (nd) Em Học Tiếng Việt Trình Ðộ 2 (Study Vietnamese level 2). Westminster CA USA: VNITM.
WEBSITES
Adopt Vietnam: www.adoptvietnam.org/vietnamese/
Families with Children from Viet Nam: www.fcvn.org/tet.htm
Family Culture: www.familyculture.com/holidays/tet.htm
Father Time’s New Year Traditions: www.fathertimes.net/vietnamesenewyear.htm
Lonely Planet: www.lonelyplanet.com/destinations/south_east_asia/vietnam/
Things Asian (experience Asia through the eyes of a traveller): www.thingsasian.com/goto_travel/region_guide.8.html
TravLang (foreign languages for travellers): www.travlang.com/languages/
Vietgate (Vietnamese cooking): www.vietgate.net/vietnam/cooking/
Vietnam Tourism: www.vietnamtourism.com
Vietnamese Consultancy Service (Vietnamese language support service): www.users.bigpond.com/vcssa/
Vietnamese Language & Culture: www.seasite.niu.edu/vietnamese/VNLanguage/SupportNS/tableofcontent.htm
102
GENERAL
Department of Education and Children’s Services (2004) SACSAconnect. A directory of curriculum resources. Adelaide SA: DECS.
Department of Education, Training and Employment (2000) South Australian Curriculum, Standards and Accountability Framework Part A. Adelaide SA: DETE.
Department of Education, Training and Employment (2000) South Australian Curriculum, Standards and Accountability Framework Part B. Adelaide SA: DETE.
Department of Education, Training and Employment (2000) South Australian Curriculum, Standards and Accountability Framework Part C (English as a second language).
Adelaide SA: DETE.
Hamston J & Murdoch K (nd) Australia Kaleidoscope. Melbourne Victoria: Curriculum Corporation. (Presents a wealth of teaching strategies and activities for use in the
English or SOSE/HSIE classroom, and provides a variety of written, spoken and visual texts and contexts for studies of citizenship and values education. Focusing on six
diverse and colourful case studies, students explore a kaleidoscope of stories, people and places that demonstrate the influences of Asian traditions, beliefs and people on
Australian culture. Recommended for middle and upper primary classes, this is an essential resource for Australian teachers wishing to explore cultural diversity and values
with students.)
Jensen E (2002) Brain compatible strategies. Adelaide SA: Focus Education South Australia.
Jensen E (1998) Teaching with the brain in mind. Virginia USA: Association for Supervision and Curriculum Development.
Kramsch C (1998) Language and culture. (Oxford Introductions to Languages Study—series editor HG Widdowson.) Oxford UK: Oxford Univerity Press.
Lankford MD (1992) Hopscotch around the world. NY USA: Morrow Junior.
Leigh J & Loo E (eds) (2004) Outer limits: A reader in communication across cultures. Australia: Language Australia. (A collection of essays that explore commonalities and
differences in selected societies that are undergoing radical changes caused by global movements of refugees, human labour and new communication technology.)
Liddicoat AJ, Scarino A, Papadmetre L & Kohler M (2003) Report on intercultural language learning. Canberra ACT: Department of Education, Science and Training.
Lightbown PM & Spada N (1999) How languages are learned. UK: Oxford Handbooks for Language Teachers.
Lo Bianco J (2004) Resources for cultural language learning. Australia: CAE Press. (Integrating both cultural knowledge and linguistic competence is a feature of intercultural
language teaching. This resource aims to provide teachers with information and materials through background information about cultural and language learning and a series of
overheads that can be used as the basis for discussion about the intercultural approach to teaching languages.)
Lo Bianco J & Crozet C (eds) (nd) Teaching invisible culture. Australia: Language Australia. (How can we teach culture in ways that do not stereotype communities? Because
culture in language is variable and context dependent, and culture itself is not static, it is argued that attempts to render explicit expressions of culture lead to stereotypical
representations. This book includes a discussion of what classroom teachers think and do about culture in language education.)
Richards JC, Rodgers TS & Swan M (eds) (2001) Approaches and methods in language teaching. UK: Cambridge Language Teaching Library.
WEBSITES
Classroom strategies: www.nwlink.com/~tulare/tchngtips.html
iLoveLanguages (guide to languages): www.ilovelanguages.com/index.php
Teaching Tips for the ESOL Classroom (classroom strategies): www.nwlink.com/~tulare/tchngtips.html
TravLang (foreign languages for travellers): www.travlang.com/languages/
103
R–10 OUTREACH AND OTHER SERVICES
Aboriginal Education Resource Centre (DECS), 5 Harewood Avenue, Enfield SA 5085 Phone (08) 8343 6500 Fax (08) 8343 6515 Web www.aboriginaleducation.sa.edu.au
Adelaide Festival Centre Education Service, King William Road, Adelaide SA 5000 Phone (08) 8216 8861 Fax (08) 8212 7849
Adelaide Magistrates Court, 260–280 Victoria Square, Adelaide SA 5000 Phone (08) 8204 0452 Fax (08) 8204 8490
Adelaide Zoo Education Service, Frome Road, Adelaide SA 5000 Phone (08) 8267 2434 Fax (08) 8239 1329
Art Gallery of SA Education Service, North Terrace, Adelaide SA 5000 Phone (08) 8207 7033 Fax (08) 8207 7070
Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS), PO Box 553, Canberra ACT Phone (02) 6246 1111 Fax (02) 6261 4285
Web www.aiatsis.gov.au
Botanic Gardens of Adelaide Education Service, North Terrace, Adelaide SA 5000 Phone (08) 8222 9344 Fax (08) 8222 9399
Central Australian Aboriginal Media Association (CAAMA), 12 Robson Road, Hectorville SA 5073 Phone (08) 8366 8530 Fax (08) 8365 0571 Web www.lmrc.sa.edu.au
CSIRO Science Education Centre, Days Road, Regency Park SA 5010 Phone (08) 8348 2405 Fax (08) 8346 6311
Languages and Multicultural Resource Centre (DECS), 12 Robson Road, Hectorville SA 5073 Phone (08) 8366 8532 Fax (08) 8365 0571 Web www.lmrc.sa.edu.au
Migration Museum Education Service, 82 Kintore Avenue, Adelaide SA 5000 Phone (08) 8207 7586 Fax (08) 8207 7591
Outreach Education General Enquiries, Open Access College, Locked Bag 1, Marden SA 5070 Phone (08) 8309 3635 Fax (08) 8362 8193
Parliament House Education Service, Parliament House, North Terrace, Adelaide SA 5000 Phone (08) 8237 9386 Fax (08) 8212 5792
Professional Learning Services (French), Alliance Française, 319 Young Street, Wayville SA 5034 Phone (08) 8272 4281 Fax (08) 8373 1497 Web www.af.org.au/consortium.htm
Professional Learning Services (German), Goethe-Institut & Partners, Open Access College, 1 Marden Road, Marden SA 5070 Phone (08) 8309 3582 Fax (08) 8362 0289 Web
www.oac.sa.edu.au/goethe
Professional Learning Services (Greek), Modern Greek Language Teachers Association (Attention Loiza Karamanis), Norwood Morialta High School, 505 The Parade, Magill SA
5072
Professional Learning Services (Indonesian), School of Languages, 71 Rose Street, Mile End SA 5031 Phone (08) 8354 0099 Fax (08) 8234 0236
Professional Learning Services (Italian), Adelaide High School, West Terrace, Adelaide SA 5000 Phone (08) 8231 9373 Fax (08) 8212 7827
Professional Learning Services (Spanish), Norwood Morialta High School, Morialta Road West, Rostrevor SA 5073 Phone (08) 8365 0455 Fax (08) 8360 9802
Professional Learning Services (Vietnamese), Norwood Morialta High School, Morialta Road West, Rostrevor SA 5073 Phone (08) 8365 0455 Fax (08) 8360 9802
SA Maritime Museum Education Service, 119 Lipson Street, Port Adelaide SA 5015 Phone (08) 8207 6255 Fax (08) 8207 6266
SA Museum Education Service, North Terrace, Adelaide SA 5000 Phone (08) 8207 7427 Fax (08) 8207 7430
Special Education Resource Unit, 72A Marlborough Street, Henley Beach SA 5022 Phone (08) 8235 2871 Fax (08) 8235 1907 Web web.seru.sa.edu.au
Tandanya National Aboriginal Cultural Institute, 253 Grenfell Street, Adelaide SA 5000 Phone (08) 8224 3200 Fax (08) 8224 3250
Tape Services, 266 Port Road, Hindmarsh SA 5007 Phone (08) 8241 5615 Fax (08) 8241 5708 Web www.tapeservices.sa.edu.au
Technology School of the Future, Education Development Centre, Milner Street, Hindmarsh SA 5007 Phone (08) 8463 5999 Fax (08) 8463 5900
The Investigator Science and Technology Centre, Days Road, Regency Park SA 5010 Phone (08) 8348 2400 Fax (08) 8346 6311
Umeewarra Media Association, Flinders Street, Port Augusta SA 5700 Web www.umeewarra.com.au
Wiltja Program, 11 Actil Avenue, Woodville SA 5011 Phone (08) 8347 1520 Fax (08) 8347 3896
Women’s Studies Resource Centre, 64 Pennington Terrace, North Adelaide SA 5006 Phone (08) 8267 3633 Fax (08) 8267 2997 Web www.wsrc.net.au
104
Other documents in this series:
■
■
■
■
■
■
■
■
■
R–10 Arts teaching resource
R–10 Design and Technology teaching resource
R–10 English teaching resource
R–10 Health and Physical Education teaching resource
R–10 Languages (Australian Indigenous) teaching resource
R–10 Languages (non-alphabetic) teaching resource
R–10 Mathematics teaching resource
R–10 Science teaching resource
R–10 Society and Environment teaching resource
ISBN 0 7308 7772 8
R2233/K

Language

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