2021

YEAR 11 SECOND LANGUAGE STUDIES Arabic, Chinese SL, Chinese SLA, French, German, Greek, Indonesian SL, Italian, Japanese SL, Korean SL,

Spanish, Vietnamese SL

VSL Feedback Sheet for Unit 1, Outcome 1 Interpersonal Communication

Exchange meaning in a spoken interaction in the studied Language.

Student name: Student number:

Teacher: Date: / /2021 In this task you have the opportunity to: • demonstrate skills and knowledge to establish and maintain an informal, personal, spoken interaction • focus on language important for effective participation in spoken interaction • develop understanding that the content and the direction of an exchange are influenced by the participants and

the purpose of the interaction • consider the influence of cultural perspectives on meaning and mutual understanding • demonstrate language and behaviours required to effectively initiate, maintain and close a spoken exchange

Feedback:

Your Assessment Task for Unit 1, Outcome 1 has / has not yet been completed satisfactorily*.

* Parent/guardian contacted on Please turn over. (date)

2021

These VSL Performance descriptors reflect the assessment approach for Units 3 and 4. There is no set mark allocation in Units 1 and 2. The 10-point marking scale is merely indicative of possible grading

The circled range below is an indication of your performance in this Assessment Task. Please read the FEEDBACK section on the front page carefully.

VSL Performance descriptors MARK RANGE DESCRIPTOR: typical performance in each range

10–9 marks

(Very High)

Exchanges a very broad range of relevant ideas and concepts. Provides highly appropriate information for the audience, context and purpose of the task, including terms, ideas and idioms that take into account cultural perspectives. Consistently maintains the conversation. Links highly relevant ideas logically, and provides a point of view or a preference. Demonstrates a very high level of fluency, accurately using a very wide variety of vocabulary, grammar and expressions. Demonstrates highly appropriate pronunciation, register, intonation, stress and tempo. Establishes and maintains links with the other speaker in a highly effective manner. Successfully uses non-verbal forms of communication and cues for turn taking. Uses a broad range of communication and repair strategies as required.

8–7 marks

(High)

Exchanges a broad range of relevant ideas and concepts. Provides appropriate information for the audience, context and purpose of the task, including terms, ideas and idioms that take into account cultural perspectives. Maintains the conversation well. Links relevant ideas logically, and provides a point of view or a preference. Demonstrates a high level of fluency, accurately using a wide variety of vocabulary, grammar and expressions. Demonstrates appropriate pronunciation, intonation, register, stress and tempo. Establishes and maintains links with the other speaker effectively. Uses non-verbal forms of communication and cues for turn taking. Uses a range of communication and repair strategies as required.

6–5 marks

(Medium)

Exchanges a range of relevant ideas and concepts. Provides some appropriate information for the audience, context and purpose of the task, including some ideas that take into account cultural perspectives. Generally maintains the conversation. Links some logical ideas and provides a point of view or a preference. Demonstrates a satisfactory level of fluency, accurately using a variety of vocabulary, grammar and expressions. Demonstrates some appropriate pronunciation, intonation, register, stress and/or tempo. Establishes and maintains links with the other speaker. Responds to non-verbal forms of communication and cues for turn taking. Uses a limited range of communication and repair strategies as required.

4–3 marks

(Low)

Exchanges some relevant ideas and concepts. Provides limited information that reflects few aspects of culture. Displays a narrow cultural perspective. Needs some assistance to maintain the conversation. Provides a narrow range of information and preferences. Demonstrates some accuracy in a narrow range of grammar and vocabulary. Uses some appropriate pronunciation, intonation, register, stress and/or tempo Makes some links with the other speaker. Limited response to non-verbal forms of communication or cues for turn taking. Some capacity to identify errors and to self-correct as required.

2–1 marks

(Very Low)

Exchanges a limited range of simple ideas and concepts. Provides very limited information that reflects very few aspects of culture or cultural perspectives. Needs frequent assistance to maintain the conversation. Expresses limited information and preferences about the issue. Uses a very narrow range of simple vocabulary and grammar with a very limited level of accuracy. Pronunciation, intonation, stress and tempo interfere with ability to convey meaning. Makes few links with the other speaker. Very limited response to non-verbal forms of communication or cues for turn taking. Demonstrates little capacity to participate in the exchange.

2021

YEAR 11 SECOND LANGUAGE STUDIES Arabic, Chinese SL, Chinese SLA, French, German, Greek, Indonesian SL, Italian, Japanese SL, Korean SL,

Spanish, Vietnamese SL

VSL Feedback Sheet for Unit 1, Outcome 2 Interpretive Communication

Interpret information from two texts on the same subtopic presented in the studied language, and respond in writing in the studied language and in English.

Student name: Student number:

Teacher: Date / / 2021 In this task you have the opportunity to: • locate and use information from two texts in the Language • read, listen to or view texts effectively to summarise content • combine information from the texts in written responses in both the studied Language and in English • focus on language important for presenting information in written form, such as answering questions or

writing for a specific purpose and audience • identify and clarify aspects of language and culture in the texts

Feedback:

Your Assessment Task for Unit 1, Outcome 2 has / has not yet been completed satisfactorily*.

* Parent/guardian contacted on _ Please turn over. (date)

2021

These VSL Performance descriptors reflect the assessment approach for Units 3 and 4. There is no set mark allocation in Units 1 and 2. The 10-point marking scale is merely indicative of possible grading

The circled range below is an indication of your performance in this Assessment Task. Please read the FEEDBACK section on the front page carefully.

VSL Performance descriptors MARK RANGE DESCRIPTOR: typical performance in each range

10–9 marks

(Very high)

Responses demonstrate a very detailed understanding and interpretation of concepts, key ideas, detailed points and specific items of information in the texts. Where relevant, responses show a very clear recognition of meaning in terms and concepts without a direct equivalent in English. Highly appropriate and relevant information is selected and extracted from the texts. The responses link, compare or sequence a broad range of ideas and information logically and with some sophistication. Different points of view or perspectives are clearly identified. Responses use a very broad range of language appropriately (including spelling, grammar and punctuation and where relevant, script) demonstrating a very high level of accuracy and clarity.

8–7 marks

(High)

Responses demonstrate a detailed understanding and interpretation of concepts, key ideas and detailed information in the texts. Where relevant, responses show a clear recognition of meaning in terms and concepts without a direct equivalent in English. Appropriate and relevant information is selected and extracted from the texts. The responses link, compare or sequence a range of ideas and information logically. Different points of view or perspectives are identified. Responses use a broad range of language appropriately (including spelling, grammar and punctuation and where relevant, script) demonstrating a high level of accuracy and clarity.

6–5 marks

(Medium)

Responses demonstrate a sound understanding and interpretation of concepts, key ideas and detailed information in the texts. Where relevant, responses show some recognition of meaning in terms and concepts without a direct equivalent in English. Satisfactory information is selected and extracted from the texts, most of which is relevant. The responses link, compare or sequence some of the ideas and information. Some different points of view or perspectives are identified. Responses use familiar language appropriately (including spelling, grammar and punctuation and where relevant, script) demonstrating satisfactory levels of accuracy and clarity.

4–3 marks

(Low)

Responses demonstrate some understanding and interpretation of concepts, key ideas and detailed information in the texts. Where relevant, responses show a limited recognition of meaning in terms and concepts without a direct equivalent in English. Limited information is selected and extracted from the texts, some of which is not relevant. The responses show limited ability to link, compare or sequence ideas and information. Different points of view or perspectives are not clearly identified. Responses use a narrow range of familiar language (including spelling, grammar and punctuation and where relevant, script) demonstrating limited levels of accuracy and clarity.

2–1 marks

(Very Low)

The responses demonstrate a very limited understanding and interpretation of concepts, key ideas and detailed information in the texts. Responses convey limited relevant meaning. Isolated detail and single words are identified or extracted from texts. Information from the texts is not linked or compared. Responses use a very narrow range of familiar language (including spelling, grammar and punctuation and where relevant, script) demonstrating a very limited level of accuracy. The language lacks clarity.

2021

YEAR 11 SECOND LANGUAGE STUDIES Arabic, Chinese SL, Chinese SLA, French, German, Greek, Indonesian SL, Italian, Japanese SL, Korean SL,

Spanish, Vietnamese SL

VSL Feedback Sheet for Unit 1, Outcome 3 Presentational Communication

Present information, concepts and ideas in writing in the studied Language on the selected subtopic and for a specific audience and purpose.

Student name: Student number:

Teacher: Date: / / 2021 In this task you have the opportunity to: • present content in the studied language in written form, which may include supporting visual elements • develop a written presentation that recounts, narrates, entertains, retells or interprets information, concepts

and ideas for a specific audience • sequence ideas logically and to engage the audience • identify and explain language and aspects of culture requiring interpretation

Feedback:

Your Assessment Task for Unit 1, Outcome 3 has / has not yet been completed satisfactorily*.

* Parent/guardian contacted on Please turn over. (date)

2021

These VSL Performance descriptors reflect the assessment approach for Units 3 and 4. There is no set mark allocation in Units 1 and 2. The 10-point marking scale is merely indicative of possible grading.

The circled range below is an indication of your performance in this Assessment Task. Please read the FEEDBACK section on the front page carefully.

VSL Performance descriptors MARK RANGE DESCRIPTOR: typical performance in each range

10–9 marks

(Very high)

A highly effective and original piece of writing. Presents very many ideas, thoughts or responses on an aspect of the selected subtopic. Includes a broad range of highly relevant and culturally appropriate content. Uses a very broad variety of language appropriately (including spelling, grammar and punctuation and where relevant, script) with a very high level of accuracy and clarity. Demonstrates highly effective stylistic features, language, layout and other elements for the text type, purpose and audience. Ideas are organised and sequenced highly effectively within and between paragraphs, achieving cohesiveness in the writing as a whole, and in accordance with the features of the text type. Includes, where appropriate, a highly effective use of an introduction, body and conclusion.

8–7 marks

(High)

An effective and original piece of writing. Presents many ideas, thoughts or responses on an aspect of the selected subtopic. Includes a range of relevant and culturally appropriate content. Uses a variety of language appropriately (including spelling, grammar and punctuation and where relevant, script) with a high level of accuracy and clarity. Demonstrates effective stylistic features, language, layout and other elements for the text type, purpose and audience. Ideas are organised and sequenced effectively within and between paragraphs and with cohesiveness in the writing as a whole, and in accordance with the features of the text type. Includes, where appropriate, an effective use of an introduction, body and conclusion.

6–5 marks

(Medium)

An original piece of writing. Presents some ideas, thoughts or responses on an aspect of the selected subtopic. Includes a satisfactory range of relevant and culturally appropriate content. Uses language appropriately (including spelling, grammar and punctuation and where relevant, script) with a satisfactory level of accuracy and clarity. Demonstrates some effective stylistic features, language, layout and other elements for the text type, purpose and audience. Ideas are organised and sequenced with some effectiveness within and between paragraphs and in the writing as a whole, and in accordance with the features of the text type. Includes, where appropriate, a satisfactory use of an introduction, body and conclusion.

4–3 marks

(Low)

A piece of writing with some original elements. Presents few ideas, thoughts or responses on an aspect of the selected subtopic. Includes a limited range of relevant and culturally appropriate content. Uses a narrow range of language appropriately (including spelling, grammar and punctuation and where relevant, script) with limited accuracy and clarity. Demonstrates few effective stylistic features, language, layout and other elements for the text type, purpose and audience. Few of the ideas are sequenced and organised in in the writing, and in accordance with the features of the text type. Includes, where appropriate, some use of an introduction, body and conclusion.

2–1 marks

(Very Low)

A piece of writing with limited demonstration of the kind of writing required for the task. Presents very few ideas, thoughts or responses on an aspect of the selected subtopic. Includes a very limited range of relevant or culturally appropriate content. Uses a very narrow range of language appropriately (including spelling, grammar and punctuation and where relevant, script) with very limited accuracy. The written language lacks clarity and lacks appropriate stylistic features for the task. Ideas are disjointed and are not sequenced appropriately or in accordance with any of the features of the text type. Includes a very limited use of an introduction, body and conclusion.

2021

YEAR 11 SECOND LANGUAGE STUDIES Arabic, Chinese SL, Chinese SLA, French, German, Greek, Indonesian SL, Italian, Japanese SL, Korean SL,

Spanish, Vietnamese SL

VSL Feedback Sheet for Unit 2, Outcome 1 Interpersonal Communication

Respond in writing in the studied Language to spoken, written or visual texts presented in the studied Language.

Student name: Student number:

Teacher: Date: / /2021 In this task you have the opportunity to: • participate in a written exchange in the studied Language • read, listen to and view texts in the Language and develop a response in the Language • identify and clarify aspects of language in the exchange • account for the influence of cultural perspectives on meaning and mutual understanding • use strategies for identifying key concepts and information from written, spoken, visual or audio-visual texts • respond to requests or questions and link to ideas and information provided in the exchange • differentiate between general meaning and specific meaning

Feedback:

Your Assessment Task for Unit 2, Outcome 1 has / has not yet been completed satisfactorily*.

* Parent/guardian contacted on Please turn over. (date)

2021

These VSL Performance descriptors reflect the assessment approach for Units 3 and 4. There is no set mark allocation in Units 1 and 2. The 10-point marking scale is merely indicative of possible grading.

The circled range below is an indication of your performance in this Assessment Task. Please read the FEEDBACK section on the front page carefully.

VSL Performance descriptors MARK RANGE DESCRIPTOR: typical performance in each range

10–9 marks

(Very high)

The response shows depth and a very wide range of content points and original ideas appropriate to the topic. All conventions of the text type are included. A very wide range of stylistic features and the correct register are used. The student sequences and links information very effectively. The response displays a very high level of accuracy and a very wide range of grammar structures and vocabulary. There are very few and only minor grammar, spelling/script and punctuation errors.

8–7 marks

(High)

The response generally shows depth and a wide range of content points and original ideas appropriate to the topic. Most conventions of the text type are included. A wide range of stylistic features and the correct register are used. The student sequences and links information effectively. The response displays a high level of accuracy and a wide range of grammar structures and vocabulary. There are some, but mostly minor grammar, spelling/script and punctuation errors.

6–5 marks

(Medium)

The response shows a range of content points and ideas, which are mostly taken from the resources provided. Some original ideas are included. Some of the conventions of the text type are included. Some stylistic features were used. The register is mostly correct. The student generally sequences and links information logically. The student uses less complex grammar structures and vocabulary mostly accurately. There are several grammar, spelling/script and punctuation errors, but the meaning is always clear.

4–3 marks

(Low)

The response presents some relevant content points and ideas. The text includes no original ideas. Hardly any of the conventions of text type are included. The student can occasionally sequence and link information. The text frequently displays inaccurate use of grammatical structures and vocabulary. The meaning is often unclear and there are many intrusive errors regarding grammar, vocabulary and spelling/ script.

2–1 marks

(Very Low)

Hardly any or no relevant content points and ideas are mentioned. No use of the conventions of text type. The response shows no ability to sequence and link information The response shows very limited or no control of simple grammatical structures and a very narrow range of vocabulary. The meaning is mostly unclear..

2021

YEAR 11 SECOND LANGUAGE STUDIES Arabic, Chinese SL, Chinese SLA, French, German, Greek, Indonesian SL, Italian, Japanese SL, Korean SL,

Spanish, Vietnamese SL

VSL Feedback Sheet for Unit 2, Outcome 2 Interpretive Communication

Analyse and use information from written, spoken or visual texts to produce an extended written response in the studied Language.

Student name: Student number:

Teacher: Date: / / 2021 In this task you have the opportunity to: • extract information from texts and respond to the texts in writing using elements of this information • read, listen to or view texts in the Language and use the information in a new context • focus on language that is important for identifying and synthesising information and for recounting

information in the studied Language • recognise and account for other perspectives in their interpretation of information, ideas and opinions • link detailed ideas and information from the stimulus material • use suitable written language for the purposes of the text type and audience, such as an appropriate level of

formality

Feedback:

Your Assessment Task for Unit 2, Outcome 2 has / has not yet been completed satisfactorily*.

* Parent/guardian contacted on Please turn over. (date)

2021

These VSL Performance descriptors reflect the assessment approach for Units 3 and 4. There is no set mark allocation in Units 1 and 2. The 10-point marking scale is merely indicative of possible grading.

The circled range below is an indication of your performance in this assessment task. Please read the FEEDBACK section on the front page carefully.

VSL Performance descriptors MARK RANGE DESCRIPTOR: typical performance in each range

10–9 marks

(Very high)

Highly relevant and original content. Clearly identifies a very wide range of main points, supporting ideas and specific details of all texts and visual prompts. Response is logically sequenced and all points are very well linked. All conventions of the text type were included. The response displays a very high level of accuracy and a very wide range of grammar structures and vocabulary. There are only minimal grammar, spelling/script and punctuation errors.

8–7 marks

(High)

Relevant and original content. Clearly identifies a range of main points, supporting ideas and specific details of texts and visual prompts. Response is logically sequenced and points are well linked. The conventions of the text type were mostly included. The response displays a high level of accuracy and a wide range of grammar structures and vocabulary. There are only a few and minor grammar, spelling/ script and punctuation errors.

6–5 marks

(Medium)

Relevant response, including some original ideas. Can identify some of the main points and supporting ideas of the texts but misses other aspects and more specific details. Can order and link most points logically in the text. Some of the conventions of the text type were included. The response displays a moderate level of accuracy and a range of grammar structures and vocabulary. There are several grammar, spelling script and punctuation errors, but the meaning is mostly clear.

4–3 marks

(Low)

Identifies only few of the main points and no specific details and supporting ideas. Information is not always ordered logically or linked. Few or none of the conventions of the text type were included. The response displays some accurate use of less complex grammatical structures and a limited range of vocabulary. The meaning is not always clear. Many grammar, vocabulary and spelling/script errors.

2–1 marks

(Very Low)

Limited or no ability to identify the general meaning of the texts. Unable to identify specific details. Response may include irrelevant or less appropriate points. No ability to sequence and link information logically. No use of the conventions of the text type. The response shows very limited control of grammatical structures and a very narrow range of vocabulary. There are frequent and intrusive errors in grammar, spelling/script and punctuation.

2021

YEAR 11 SECOND LANGUAGE STUDIES Arabic, Chinese SL, Chinese SLA, French, German, Greek, Indonesian SL, Italian, Japanese SL, Korean SL,

Spanish, Vietnamese SL

VSL Feedback Sheet for Unit 2, Outcome 3 Presentational Communication

Explain information, ideas and concepts orally in the studied Language to a specific audience about an aspect of culture within communities where the Language is spoken.

Student name: Student number:

Teacher: Date: / / 2021 In this task you have the opportunity to: • research cultural products or practices that demonstrate and aspect of the culture studied • develop and oral presentation on an aspect of the selected subtopic of interest • consider relevant content, language and cultural information that can be used in the development of the oral

presentation • read, listen to and view texts in the Language and speak about cultural connections and comparisons • create an original oral presentation that explains one of more aspects of culture • use visual, digital media or other resources to support the presentation

Feedback:

Your Assessment Task for Unit 2, Outcome 3 has / has not yet been completed satisfactorily*.

* Parent/guardian contacted on Please turn over. (date)

2021

These VSL Performance descriptors reflect the assessment approach for Units 3 and 4. There is no set mark allocation in Units 1 and 2. The 10-point marking scale is merely indicative of possible grading.

The circled range below is an indication of your performance in this Assessment Task. Please read the FEEDBACK section on the front page carefully.

VSL Performance descriptors MARK RANGE DESCRIPTOR: typical performance in each range

10–9 marks

(Very high)

A highly original and engaging presentation. Student responds appropriately, with ease and in detail to all follow-up questions and/or comments. Very well prepared and effective supporting resources were used (if applicable). The presentation shows a very high level of depth and a very wide range of information and ideas appropriate to the topic. The student sequences and links ideas and information very effectively and logically. The student achieves a very high level of accuracy regarding the use of complex grammar structures and vocabulary. Consistently uses appropriate style and register for the audience, context and purpose of the task. The student is able to self-correct. Highly appropriate pronunciation, expression, intonation and a very high level of fluency throughout the presentation.

8–7 marks

(High)

An original and engaging presentation. Student responds appropriately, and in detail to all follow-up questions and/or comments. Well-prepared and effective supporting resources were used (if applicable). The presentation shows depth and a wide range of information and ideas appropriate to the topic. The student sequences and links ideas and information clearly and logically. The student achieves a high level of accuracy regarding the use of grammar structures and vocabulary. Consistently uses appropriate style and register for the audience, context and purpose of the task. The student is usually able to self-correct. Appropriate pronunciation, expression, intonation and a high level of fluency throughout the presentation.

6–5 marks

(Medium)

A mostly successful presentation. Student responds appropriately to most follow-up questions and/or comments. Generally well-prepared and some supporting resources were used (if applicable). The presentation shows some variety of information and ideas appropriate to the topic. The student is usually able to sequence and link ideas and information appropriately The student achieves a good level of accuracy with less complex grammar structures. He/she usually uses the appropriate register for the audience, context and purpose of the task. The student is sometimes able to self-correct. Mostly demonstrates appropriate pronunciation, expression, intonation and fluency.

4–3 marks

(Low)

A partially successful presentation. Student responds to some follow-up questions and/or comments. Some supporting resources were used but these were not always relevant (if applicable). The presentation shows a limited range of information and ideas. The student can sometimes sequence information logically and link ideas. Some accurate use of less complex grammatical structures and vocabulary. Errors are frequent and at time intrusive. Student is often not able to use the appropriate register for the audience, context and purpose of the task. Can rarely self-correct. Frequent inaccuracies in pronunciation, intonation, stress and tempo. Generally does not speak fluently.

2–1 marks

(Very Low)

The presentation did not indicate effective preparation and/or is disjointed. Limited or no ability to respond to follow-up questions and/or comments. The supporting resources used were not relevant or none were included (if applicable). Hardly any ideas were mentioned and not explained further. Response shows very little or no ability to sequence and link information and ideas. Frequent and intrusive grammatical and vocabulary inaccuracies, with no ability to self-correct. Meaning is mostly unclear. Limited or no control of register for the audience, context and purpose of the task. Frequent inaccuracies in pronunciation, intonation, stress and tempo, which interfere with the ability to convey meaning.