course goals, within and across colleges. Over a course, teachers use all of these criteria to assess students’ performance, but do not necessarily use all criteria on each task. Assessment criteria are to be used holistically on a given task and in determining the unit grade. Assessment Rubrics are used to develop criteria for a task type and a continuum that indicates levels of student achievement against each criterion. Board Requirements Students are expected to study the accredited semester 1.0 units unless enrolled in a 0.5 unit due to late entry or early exit in a semester. Where a 1.0 unit is delivered as a combination of two 0.5 units, the same percentage weighting for task types should be used. If not, separate mark books must be maintained and the 0.5 units must be meshed with the 1.0 standard unit following documented meshing procedures. These meshing procedures must be provided to students as part of the Unit Outline. General Assessment Criteria for A and T Students will be assessed in speaking, writing and responding tasks on the degree to which they demonstrate: communicating understanding. Guide to Assessment Tasks Assessment is to be differentiated for A and T courses. Assessment tasks in all courses need to be appropriate to the classification and cater for the needs of students. Creative, open-ended and rich learning tasks are recommended. Assessment Task Types for Beginning Language Course Strand Communicating Understanding Task Type Speaking Writing Responding Mandatory Items Must be one item with the minimum mandatory weighting as shown below. Unscripted interview/conversation in the target language, with teacher/native speaker comprised of unseen and open ended questions based on content covered in the unit presented on CD, DVD or USB Sustained writing in the target language, produced in class under test conditions in a minimum of 30 minutes in response to an unseen question or visual stimulus based on content covered in the unit Listening AND reading comprehension and analysis with questions and answers in English and/or the target language* Over the course of two 0.5 units, both reading and listening must be assessed. Minimum time limit: 3 minutes Minimum of 150 words Suggested task: letter, email, magazine article, blog *comprehensive testing of listening and reading skills are required Minimum for Mandatory 25% of the unit total mark 25% of the unit total mark 25% of the unit mark
Unit Grade Descriptors for Beginning A Courses – Year 11 A student who achieves an A grade typically A student who achieves a B grade typically A student who achieves a C grade typically A student who achieves a D grade typically A student who achieves an E grade typically Understanding explains language and culture in familiar contexts describes language and culture in familiar contexts identifies language and culture in familiar contexts identifies some language and culture in familiar contexts identifies minimal features of language and culture in familiar contexts explains some interconnections between own beliefs and practices, and ideas represented or expressed in texts describes interconnections between own beliefs and practices represented or expressed in texts identifies interconnections between own beliefs and practices represented or expressed in identifies some interconnections between own beliefs and practices represented or expressed in texts identifies little or no interconnections between own beliefs and practices represented or expressed in texts Communicating produces displaying breadth in the treatment of familiar topics produces texts displaying some breadth in the treatment of familiar topics produces texts displaying knowledge of the topic produces texts displaying some knowledge of the topic produces texts displaying minimal knowledge of the topic applies conventions of rehearsed to represent ideas appropriate to audience and purpose applies conventions of rehearsed to represent experiences appropriate to audience or purpose applies some conventions of rehearsed to represent experiences appropriate to audience or purpose applies few conventions of rehearsed texts to represent experiences appropriate to audience or purpose applies limited or no conventions of texts uses accurate language and a variety of vocabulary and grammar both orally and in writing uses a range of vocabulary and grammar with accuracy both orally and in writing uses familiar grammar and vocabulary with some accuracy both orally and in writing uses some grammar and vocabulary both orally and in writing displays limited or no grammar and vocabulary both orally and in writing Unit Grade Descriptors for Beginning A Courses – Year 12
A student who achieves an A grade typically A student who achieves a B grade typically A student who achieves a C grade typically A student who achieves a D grade typically A student who achieves an E grade typically Understanding analyses language and culture in familiar contexts explains language and culture in familiar contexts describes language and culture in familiar contexts identifies language and culture in familiar contexts identifies minimal features of language and culture in familiar contexts explains some interconnections between own beliefs and practices, and represented or expressed in texts describes interconnections between own beliefs and practices represented or expressed in identifies interconnections between own beliefs and practices represented or expressed in texts identifies some interconnections between own beliefs and practices represented or expressed in texts identifies little or no interconnections between own beliefs and practices represented or expressed in texts Communicating produces texts displaying breadth in the treatment of familiar topics produces displaying some breadth in the treatment of familiar topics produces texts displaying knowledge of the topic produces displaying some knowledge of the topic produces texts displaying minimal knowledge of the topic applies conventions of texts to represent ideas appropriate to audience and purpose applies conventions of to represent experiences appropriate to audience or purpose applies some conventions of texts to represent experiences appropriate to audience or purpose applies few conventions of texts to represent experiences appropriate to audience or purpose applies limited or no conventions of texts uses accurate language and a wide range of vocabulary and grammar both orally and in writing uses accurate language and a of vocabulary and grammar both orally and in writing uses grammar and vocabulary with some accuracy both orally and in writing uses some grammar and vocabulary both orally and in writing displays limited or no grammar and vocabulary both orally and in writing
Unit Grade Descriptors for Beginning T Courses – Year 11 A student who achieves an A grade typically A student who achieves a B grade typically A student who achieves a C grade typically A student who achieves a D grade typically A student who achieves an E grade typically Understanding analyses language and culture in a variety of familiar contexts analyses language and culture in most familiar contexts describes language and culture in most familiar contexts identifies language and culture in some familiar contexts identifies minimal language and culture in rehearsed contexts explains interconnections between own values, beliefs, practices, and ideas represented or expressed in texts explains some interconnections between own beliefs, practices, and ideas represented or expressed in texts describes interconnections between own values, beliefs, practices, and ideas represented or expressed in texts identifies some interconnections between own beliefs, practices, and ideas represented or expressed in texts identifies few interconnections between own beliefs, practices, and ideas represented or expressed in texts analyses perspectives represented in texts explains perspectives represented in texts explains some perspectives represented in texts identifies perspectives represented in identifies aspects of the perspectives represented in texts Communicating produces texts displaying breadth and some depth in the treatment of the topic and constructs logical and structured responses produces texts displaying breadth in the treatment of the topic and constructs well structured responses produces texts displaying some breath in the treatment of the topic and constructs conclusions produces texts displaying some knowledge of the topic produces texts displaying little or no understanding of the topic applies appropriate conventions of texts and takes some risks to represent ideas and experiences appropriate to audience and purpose applies conventions of texts to represent ideas and experiences appropriate to audience and purpose applies some conventions of texts to represent experiences appropriate to audience and/or purpose applies few conventions of texts to represent experiences appropriate to audience or purpose applies limited or no conventions of displays accurate language use, clarity of expression and a variety of vocabulary and grammar both orally and in writing displays accurate language use and a variety of vocabulary and grammar both orally and in writing uses familiar vocabulary and grammar with some accuracy both orally and in writing displays some vocabulary of the language both orally and in writing displays limited or no vocabulary of the language both orally and in writing
Unit Grade Descriptors for Beginning T Courses – Year 12 A student who achieves an A typically A student who achieves a B typically A student who achieves a C typically A student who achieves a D typically A student who achieves an E grade typically Understanding evaluates language and culture in familiar and unfamiliar contexts analyses language and culture in familiar and unfamiliar contexts describes language and culture in familiar contexts identifies language and culture in familiar contexts identifies some features of language and culture in familiar contexts analyses interconnections between own values, beliefs, practices, and represented or expressed in texts explains interconnections between own values, beliefs, practices, and ideas represented or expressed in texts explains some interconnections between own values, beliefs, practices, and ideas represented or expressed in texts identifies interconnections between own beliefs, practices, and ideas represented or expressed in texts identifies some interconnections between own beliefs, practices, and represented or expressed in texts evaluates concepts and perspectives represented in analyses perspectives represented in explains perspectives represented in texts identifies perspectives represented in texts identifies aspects of the perspectives represented in texts Communicating produces insightful texts displaying depth and breadth in the treatment of the topic and constructs logical and structured responses produces texts displaying breadth in the treatment of the topic and constructs well structured responses produces texts displaying some breath in the treatment of the topic and constructs conclusions produces displaying some knowledge of the topic produces texts displaying little or no understanding of the topic applies appropriate conventions of texts and takes risks to represent ideas and experiences appropriate to audience and purpose applies conventions of and takes some risks to represent ideas and experiences appropriate to audience and purpose applies some conventions of texts to represent experiences appropriate to audience and/or purpose applies few conventions of to represent experiences appropriate to audience or purpose applies very few conventions of displays accurate language use, clarity of expression and a variety of vocabulary and grammar both orally and in writing displays accurate language use and a variety of vocabulary and grammar both orally and in writing uses familiar vocabulary and grammar with some accuracy both orally and in writing displays some vocabulary of the language both orally and in writing displays limited vocabulary of the language both orally and in writing
Listen to modern Italian music and compare/contrast subject matter with Australian songs. Pretend to be a famous Italian artist or designer. Role-play an interview asking questions about your art and the reasons for success. Introduce the class to a favourite Italian painting. Watch an extract from a film and brainstorm key features. View representations of two works of art, compare and contrast. an article for children about an aspect of the arts such as the orchestra, the theatre. Appendix C - Table Integrated Themes Beginning Continuing Advanced The Individual’s Experience Personal Identity Greetings Relating and interacting with others Self, family, relationships and cultures Self and Others Character and personality Education and Adolescence School life and daily routine Educational systems and routines in Italy and Australia Educational systems and adolescence issues in Italy and in Australia Society and Community Travel and Services Service providers Service providers Tourism Travelling Tourism in Australia and Italy Consumerism Work and Leisure Employment Professions and future aspirations Professions and future aspirations Leisure Leisure Equality in the workplace Leisure The World Around Us Our Changing Planet Environment, weather and geography Environmental issues Global and local environmental issues Social Issues Migration Migration Migration and Human rights. Media Lifestyle and Traditions Food and Festivals Italian festivals and cuisine Italian and Australian cuisine and diet The Italian diet and its global influence