3. Each group researches their issue and then compares their texts and findings. 4. Students then analyse the content and language of each text and consider the effectiveness and impact of the texts. 5. Each group prepares and presents a speech related to the importance of protecting the environment. 6. Each group is then divided into pairs, each pair participating in a persuasive conversation related to environmental protection. Area of Study 2 Outcome 2 Examples of learning activities Listen to, read, and extract and compare information and ideas from spoken and written texts. Theme Tradition and change in Vietnamese-speaking communities Topic Arts and entertainment Subtopic Traditional arts Example text types in this area of study article broadcast debate diary entry discussion documentary email interview letter lyric notes poem recount report report role-play summary Listening view a documentary on traditional music, take notes and list the points of view listen to a radio interview on the impact of opera on the changing nature of Vietnamese culture and the importance of maintaining this traditional performing art listen to an interview with a Vietnamese performer and a broadcast discussion with an academic presenting their views on how the arts in Vietnam have changed; write a summary, comparing their views Speaking debate the importance of maintaining traditional performing arts and entertainment discuss the unique of traditional Vietnamese music for the modern world participate in a role-play to convince a friend about the importance of supporting the traditional arts Reading search appropriate websites about the influence of traditional performing arts and entertainment in the life of Vietnamese people and their values; make notes on findings research one traditional art and recount aspects of it to the read a brief report and editorial article on the popularity and importance of traditional music to Vietnamese cultural identity today; write a summary of the arguments, noting those which are held by both writers Writing write an article for an arts and culture website about the changing attitudes of young people in the way they express themselves write an email to the editor of a newspaper/magazine arguing for a return to traditional values research the history of traditional music in Vietnam and write a diary entry on your impressions of a traditional music performance
revise topics, knowledge or skills to enhance student understanding evaluate the teaching and learning program. Authentication Authentication issues can be minimised if students complete an assessment task of structured questions conducted test conditions and the stimulus material is new for that cohort of students. Performance descriptors provide a guide to the levels of performance typically demonstrated within each range on the assessment task/s. The performance descriptors for each outcome identify the qualities or characteristics expected in a student response. Unit 4 This unit focuses on a range of themes, topics and subtopics from the Common Areas of Study. Refer to pages 8–9 of the Vietnamese First Language Study Design for details. Teachers may choose themes, topics and subtopics for each area of study that meet the needs of their students and the requirements of the study, and that can be appropriately resourced. It is expected that students will respond in Vietnamese to all assessment tasks. Learning related to the theme, topic or subtopics of the detailed study may be undertaken as part of the learning program for this unit. Area of Study 1 Unit 1 Examples of learning activities Analyse and use information from written texts. Global issues Topic Human rights in the world today Subtopic The gap between the rich and the poor Example text types in this area of study article commentary debate discussion extract film interview list Listening listen to an interview about the role of world economic organisations in reducing the economic and social gap, and list the main points made view a film depicting modern Vietnam and discuss how different lifestyles in Vietnam are presented Speaking debate: ‘Should wealthier countries abolish the debt of developing countries?’ discuss lifestyles in Australia compared with lifestyles in Vietnam Reading search the internet for information regarding wealth and poverty in a selected country or region of the world; summarise the causes and consequences of poverty in the region read one extract from a novel, and write comments about the attitudes to wealth and poverty as portrayed by the characters Writing
Performance descriptors VCE VIETNAMESE LANGUAGE SCHOOL-ASSESSED COURSEWORK Performance descriptors Unit 3 Outcome 1 Express ideas through the production of original texts. DESCRIPTOR: typical performance in each range Very low Low Medium High Very high Limited awareness of the features of imaginative writing and text type. Imaginative piece of writing with some original elements presented in an appropriate text type. Some understanding of the narrative perspective. Original imaginative piece of writing in an appropriate text type. General understanding of the narrative perspective. Effective and original imaginative piece of writing in an appropriate text type. Clear understanding of the narrative perspective. Highly effective and original imaginative piece of writing in an appropriate text type. Comprehensive understanding of the narrative perspective. Limited evidence of appropriate structural features, such as introduction, body or conclusion. Limited content and ability to organise ideas. Some appropriate structural features, such as an introduction, body and/or conclusion. Some relevant content and attempt to cover a range of ideas. Sequencing of ideas and coherence in the writing as a whole is ineffective. Generally relevant content showing attempts to sequence and maintain coherence in the writing throughout. The text has generally appropriate structural features, such as an introduction, body and/or conclusion. Relevant, comprehensive content showing some sophistication. Ideas are well sequenced and writing is cohesive throughout the text. The text is structured effectively, including, for example, an introduction, body and conclusion. Highly relevant, comprehensive content at a good level of sophistication. Ideas are well organised and sequenced throughout, for example within and between paragraphs and through the cohesiveness of the writing as a whole. The text is structured very effectively, including, for example, an introduction, body and conclusion. Limited ability to produce meaningful language. Vocabulary and grammar are sometimes appropriate, including examples of structures related to describing, recounting or narrating. Vocabulary and grammar are appropriate, including some structures related to describing, recounting and narrating. A range of vocabulary and grammar is used with overall accuracy, including structures related to describing, recounting and narrating. A range of vocabulary and grammar is used accurately, including structures related to describing, recounting and narrating.
Limited ability to use language appropriate for the audience, context, purpose and text type. Some ability to use vocabulary, grammar, punctuation, style and register appropriate for the audience, context, purpose and text type, although inconsistencies and inaccuracies are evident throughout the writing. Vocabulary, grammar, punctuation, style and register appropriate for the audience, context, purpose and text type are used, although some inconsistencies and inaccuracies are evident. Acceptable vocabulary, grammar, punctuation, and register for the audience, context, purpose and text type. Appropriate use of vocabulary, grammar, punctuation, style and register for the audience, context, purpose and text type. KEY to marking scale based on the outcome contributing 20 marks to the total marks available for Unit 3 school-assessed coursework. Very low 1–4 Low 5–8 Medium 9–12 High 13–16 Very high 17–20 VCE VIETNAMESE FIRST LANGUAGE SCHOOL-ASSESSED COURSEWORK Performance descriptors Unit 3 Outcome 2 Analyse and use information from spoken texts. DESCRIPTOR: typical performance in each range Very low Low Medium High Very high Limited understanding of the spoken texts. Some understanding of the spoken although capacity to distinguish between different registers and stylistic features may be limited. Broad understanding of the spoken texts, showing some capacity to distinguish between different registers and stylistic features. understanding of the spoken texts, showing the capacity to distinguish between different registers and stylistic features. Comprehensive understanding of the spoken texts, showing the capacity to distinguish between different registers and stylistic features. Limited ability to extract information relevant to the Summarises and/or synthesises some ideas and Ability to summarise and synthesise ideas and Demonstrates ability to summarise and synthesise Consistently demonstrates ability to summarise and
SCHOOL-ASSESSED COURSEWORK Performance descriptors Unit 3 Outcome 3 Exchange information, opinions and experiences. DESCRIPTOR: typical performance in each Very low Low Medium High Very high Limited ability to present relevant ideas and opinions. Some relevant and opinions are presented. and opinions are presented and developed with some attempt to justify and support them with reasons, examples and/or evidence. Well-developed ideas, opinions and attitudes which are consistently justified, through supporting and elaborating information with reasons, examples and/or evidence. Very well-developed ideas, opinions and attitudes which are consistently justified through supporting and elaborating information with reasons, examples and/or evidence. Limited ability to link and sequence content and support with relevant information relating to the texts studied. Some ability to link and sequence content and support ideas with relevant information relating to the texts studied. and sequences content logically and supports ideas with relevant information relating to the texts studied. Links and sequences content logically and supports ideas with a range of relevant information relating to the texts studied. Links and sequences content logically and supports ideas with a broad range of highly relevant information relating to the texts studied. Limited use of language appropriate for the audience, context, purpose and conventions of an evaluative presentation. Achieves some accuracy in the language (including specialist vocabulary and appropriate register) which is generally appropriate for the audience, context, purpose and conventions of an evaluative presentation. Language (including specialist vocabulary and appropriate register) is generally accurate and appropriate for the audience, context, purpose and conventions of an evaluative presentation, although some inaccuracies may be evident. A range of language (including specialist vocabulary and appropriate register) used accurately and appropriately for the audience, context, purpose and conventions of an evaluative presentation. A broad range of language (including specialist vocabulary and appropriate register) used accurately and appropriately for the audience, context, purpose and conventions of an evaluative presentation. Limited ability to convey meaning through language use. A narrow range of complex structures are used to convey meaning. Some complex structures are used to convey meaning. Complex structures used accurately throughout to convey meaning. Complex structures used accurately to effectively convey meaning.
accurate language which may be appropriate to the purpose, audience and context of the task. appropriate to the purpose, audience and context of the task, although inaccuracies may be evident. punctuation and script where relevant) appropriate to the purpose, audience and context of the task. vocabulary, grammar, punctuation and script where relevant) appropriate to the purpose, audience and context of the task. Limited content with little organisation and sequencing of Content is disjointed with little attempt to organise or sequence ideas and/or to include features of the text type required by the task. Content is usually organised and sequenced logically and the text includes features of the text type required by the task, for example, sequencing within and between paragraphs and including an introduction, body and conclusion. Capacity to produce a logically sequenced and organised text appropriate to the text type required by the task, for example, sequencing within and between paragraphs and including an introduction, body and conclusion. Excellent capacity to produce a well-organised and logically sequenced text appropriate to the text type required by the task, for example, effective sequencing within and between paragraphs and including an introduction, body and conclusion. VCE VIETNAMESE FIRST LANGUAGE SCHOOL-ASSESSED COURSEWORK Performance descriptors Unit 4 Outcome 2 Task B Respond critically to spoken and written texts DESCRIPTOR: typical performance in each range Very low Low Medium High Very high Presents limited information related to the task and may be unable to present a point Participates in the oral interview with some focus on an issue related to the subtopic and texts studied, Capacity to participate in an effective oral interview on an issue related to the texts studied, contributing Very good capacity to participate in and maintain an effective and comprehensive oral interview Excellent capacity to link with a partner and maintain a highly effective and comprehensive oral interview