This assessment gathers evidence of learning for the following Essential Learnings: Languages Essential Learnings by the end of Lower Intermediate stage Ways of working Knowledge and understanding Students are able to: Comprehending and composing in the target language locate, analyse and respond in the target language to information on Comprehending and composing for particular purposes, contexts and audiences requires topics and issues of significance to members of the target cultures of a knowledge about the interrelations among similar age purpose, text type, audience, mode and medium. Verbal language and non-verbal language are plan, monitor and adjust verbal and adapted, based on role, purpose, context, non-verbal language to suit the audience, mode and medium. role, purpose, context and audience Ideas and information can be expressed through a variety of text types and language adjusted to suit construct spoken and written texts formal and informal contexts. that present an argument, perspective or opinion Language can be manipulated to make original and extended texts that are organised according to recognise that are culturally sociocultural conventions. constructed, and analyse embedded cultural information Intercultural competence and language awareness reflect on and evaluate the Intercultural competence and knowledge of languages and cultures allow for differing ways of appropriateness of their own and others’ language choices in target experiencing, acting in and viewing the world. language texts for purpose, context Familiarity with issues and topics of significance to and audience members of the target culture enhances intercultural communication. reflect on and evaluate learning to evaluate and apply new Beliefs, values and attitudes are embedded in understandings and future languages and cultures; and knowledge of these applications. aspects can facilitate intercultural communication. Assessable elements Knowledge and understanding Composing texts Intercultural competence Reflecting Source: Studies Authority 2007, Languages Essential Learnings by the end of the Lower Intermediate stage, QSA, . Exercises Students will need to participate in a variety of form-focused exercises, focusing on discrete points of grammar or vocabulary, before engaging in the learning experience activities. Typical exercises include cloze exercises, substitution drills and translation exercises.
This assessment gathers evidence of learning for the following Essential Learnings: Languages Essential Learnings by the end of Lower Intermediate stage Ways of working Students are able to: locate, analyse and respond in the target language to information on topics and issues of significance to members of the target cultures of a similar age plan, monitor and adjust verbal and non-verbal language to suit the role, purpose, context and audience construct spoken and written texts that present an argument, perspective or opinion recognise that are culturally constructed, and analyse embedded cultural information reflect on and evaluate the appropriateness of their own and others’ language choices in target language texts for purpose, context and audience reflect on and evaluate learning to evaluate and apply new understandings and future applications. Knowledge and understanding Comprehending and composing in the target language Comprehending and composing for particular purposes, contexts and audiences requires knowledge about the interrelations among purpose, text type, audience, mode and medium. Verbal language and non-verbal language are adapted, based on role, purpose, context, audience, mode and medium. Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts. Language can be manipulated to make original and extended texts that are organised according to sociocultural conventions. Intercultural competence and language awareness Intercultural competence and knowledge of languages and cultures allow for differing ways of experiencing, acting in and viewing the world. Familiarity with issues and topics of significance to members of the target culture enhances intercultural communication. Beliefs, values and attitudes are embedded in languages and cultures; and knowledge of these aspects can facilitate intercultural communication. Assessable elements Knowledge and understanding Composing texts Intercultural competence Reflecting Source: Studies Authority 2007, Languages Essential Learnings by the end of the Lower Intermediate stage, QSA, . Exercises Students will need to participate in a variety of form-focused exercises, focusing on discrete points of grammar or vocabulary, before engaging in the learning experience activities. Typical exercises include cloze exercises, substitution drills and translation exercises.
els_sa_japans_youth_guide.docx