No part of the material may be reproduced in Australia or in any other country by any process, electronic or otherwise, in any material form or transmitted to any other person or stored electronically in any form without the prior written permission of the Board or Studies NSW , except as permitted by the Copyright Act 1968. Students in NSW and teachers in schools in NSW may copy reasonable portions of the Materials for bona fide research or study. The sample stage program plans and sample work units in this document show ways teachers can design teaching and learning programs and develop work units to ensure they cover the scope of the syllabus.
The compulsory course, consisting of Stage 4 outcomes and content, is a requirement for the award of the Record of School Achievement. The themes and topics of these learning contexts will be determined by the classroom teacher, taking into account the needs, interests and abilities of students, and the resources and facilities of the school and its. To demonstrate achievement of the Making Linguistic Connections outcomes, students will be required to participate in a series of learning experiences regarding the Japanese writing system.
The following is only a suggested list and teachers will need to consider the specific needs, interests, abilities and language backgrounds of students when deciding which kanji would be appropriate. Teachers are encouraged to expand the range of kanji taught within the framework of the syllabus and to increase students' awareness of the function of the components within kanji.
Sample Stage 4 Scope and Sequence Plan
Sample Stage 5 Scope and Sequence Plan
Assessment for Learning
Planning for Effective Learning and Assessment
The diagram below shows how this process was used to design the Level 4 model unit of work, Eating and Drinking (pages 25-35). The teacher gives oral feedback to students on their understanding of the spoken text and written feedback on their notes. Feedback on student activity in pair work on food and drink preferences given verbally by the teacher or by self/peer assessment checklist.
Students select, manipulate and incorporate vocabulary and modeled linguistic structures when producing their own spoken and written texts about the food and drink preferences of their peers. 4.UL.1 shows understanding of the main ideas and supporting detail in spoken texts and responds appropriately. 4.UL.2 shows understanding of the main ideas and supporting detail in written texts and responds appropriately.
4.UL.4 applies a variety of language structures to express own ideas in writing 4.MLC.1 demonstrates understanding of. 4.MBC.1 demonstrates understanding of the interdependence of language and culture 4.MBC.2 demonstrates knowledge of key features of.
Designing Effective Learning and Assessment
Annotated Assessment for Learning Activity
If the evidence shows that students had difficulty in listening and responding activities, teachers may need to adapt further learning experiences with additional modeling of structures and scaffolding to support the construction of the text.
Sharing Learning and Assessment Intentions
Effective Feedback to Students
Recording Evidence for Assessment
A scale like the one below can be a useful way to summarize the range of students. This method can be adapted to capture evidence of an individual student's strengths and weaknesses in various elements of one activity, or the performance of a specific student, class, group or cohort of students, across a range of assessment activities. The Japanese Kœ10 syllabus promotes an approach to programming that emphasizes outcomes as the focal point.
Learn about and learn that statements about the results are selected and organized in a logical order according to the learning context. The amount of selected content must be manageable in the time allocated to the device. Identify the specific evidence of learning to be observed through the teaching, learning and assessment activities.
This evidence will enable judgments to be made on achievement in relation to the outcomes and content identified. Teachers plan the most appropriate teaching, learning and assessment activities for the selected content, ensuring that they will provide the desired evidence of learning identified in Step 4. Teaching, learning and assessment activities should be focused to the student, promoting the development of knowledge, understanding and skills.
However, when planning units of work, teachers should consider how to maximize feedback in the context of teaching, learning and assessment activities and how to deliver feedback. As teachers progress through the programming process, it is important to reflect on previous steps and assess the degree to which the unit has remained focused on outcomes.
Sample Unit Proformas
Learn more about Learn to Integrated Teaching, Learning and Assessment Activities Proof of Learning Feedback Identify future outcomes. Allow enough time to cover the scope of the unit with sufficient depth and provide ample opportunity for feedback and further progress. Describe the integrated teaching, learning and assessment activities best suited to the content of the syllabus.
The following sample work units are designed to assist teachers in planning the implementation of the Japanese Kœ10 syllabus. The sample units show ways teachers can meet the needs, interests and abilities of their students as they assess their progress towards a demonstration of results. The sample units also illustrate ways in which assessment activities can be integrated into the teaching and learning sequence.
The sample units allow students to participate in questions and dialogue, self-assessment, peer review, and reflection. Note that the assessment activities are described in some detail here to illustrate the assessment-to-learn process.
Stage 4 Sample Unit of Work: Eating and Drinking
Sample assessment for learning activity: Listening and Responding
They participated in communicative activities to internalize vocabulary, and were given. exercises to practice and consolidate their knowledge of new structures. They have learned vocabulary related to food and drink and they can identify what they like and what they don't like. 4.MLC.2 explores the diverse ways in which meaning is conveyed by comparing and describing structures and features of Japanese.
Students then complete an information gap activity where they match the speaker's name with a food/drink item. They should mention the person's name, the food/drink item and state whether the person likes or dislikes it.
Stage 5 Sample Unit of Work: Special Occasions œ A Birthday Party
Sample assessment for learning activity: Reading and Responding
This activity takes place in the middle of a unit of work that students undertake in the middle of Stage 5. Students organize a birthday party for a friend. They have made plans for the party that have included sending out invitations and organizing what to bring to the party. They have participated in role-playing activities in shopping situations to choose clothes to wear to the party.
They learned vocabulary related to gift ideas and participated in activities that enabled them to internalize structures needed to express opinions. They will now respond to an email from a friend, making suggestions regarding the birthday gift. 5.UL.4 experiment with linguistic patterns and structures in Japanese to convey information and express own ideas.
5.MLC.1 demonstrates an understanding of the nature of languages as systems by describing and comparing linguistic features across languages. 5.MLC.2 uses language resources to support the study and preparation of texts in Japanese. Students must read the email and write a response email, giving an opinion on each of the gift ideas and then expressing a preference.
