APPENDIX 3
Victorian LOTE Curriculum and Standards Framework II
Summarised by Charles Addison and available at:
These guidelines have been compiled from the content presented and recommended from the LOTE Curriculum and Standards Framework II . I have drawn together for my convenience certain sections of the over all documents which can be found on the "curriculum@work" CD Rom, the "Annotated Work Samples" for LOTE CD Rom and "LOTE Curriculum and Standards Framework II" document.
Level 1: Listening
Curriculum Focus
Context of language use
At level 1 the context involves language and content drawn from the immediate and familiar environment of the home, classroom and school.
Tasks
Tasks are related to action and based on familiar and routine expressions accompanied by visual support such as flash cards, teacher gestures, posters etc. Students imitate and repeat key words and phrases through a range of activities, games and songs (for example, guessing, listening, counting games and singing songs accompanied by movement and acting). Reading tasks include reading flash cards, labels, tables or captions, or pointing out known words. Writing tasks include simple tasks such as cutting and pasting words on to a class page, contributing one or two familiar letters to simple words, and tracing and copying simple hiragana.
Texts
Texts are short and heavily illustrated, consisting of words which are found in the students' immediate environment.
Level 2: Listening
Curriculum Focus
Context of language use
At level 2 the context involves language and content focusing on self, home and school as well as other key learning areas (e.g. simple arithmetic), and simple, fictional sources.
Tasks
Tasks are short, limited in scope and time, and experientially familiar. Tasks include classroom routines (e.g. responding to teacher instructions), greetings, games, role-play and mime. Students identify single items of information by pointing, verbally naming, drawing or selecting from a set of pictures. Practice in pronunciation of and differentiation between long and short vowel sounds, and the words containing small is incorporated into oral/aural tasks. Students learn to read the 46 basic hiragana and write 10-15 familiar words through tasks that involve reading aloud, manipulating audiovisual programs on CD-ROM, and following and modifying models.
Texts
Texts consist of short sentences (three to four words) of subject + noun + copula and subject + adjective + copula patterns. Phrases and vocabulary appear repeatedly and are usually accompanied by visual stimuli.
Level 3: Listening
Curriculum Focus
Context of language use
At level 3 the context involves language and content drawn from the personal world (e.g. family, friends, sports), the students' immediate and local environment, and the world of imagination.
Tasks
Tasks involve adapting known language and structures to new contexts in different combinations of listening, speaking, reading and writing activities. Students respond verbally and non-verbally to spoken or written texts, identifying specific items of information (e.g. personal descriptions, sports). Oral activities increasingly involve personal interactions (e.g. role-play, skits, playing games) in which students learn the proper use of interjections and response words (e.g. aizuchi, Students read short texts written in hiragana and simple kanji (e.g. numbers Calligraphy may be introduced. Basic facts about the geography of Japan and its culture are incorporated into activities based on CD-ROMs, animated films, and by staging special activities based on the traditional festivals such as
Texts
Texts are short and based on familiar vocabulary and structures. Scripts for listening tasks comprise three to four short sentences and may include some new words which students can decipher through cognates or pictures (e.g. loan words such as Both the casual style and the neutral style are used in spoken texts.
Level 4 Pathway 1: Listening
Curriculum Focus
Context of language use
At level 4 the context involves language and content drawn from the student's and communities experiences (e.g. going out, daily routine at school and home, events), as well as from the media, and other key learning areas.
Tasks
Tasks relate to the student's own experiences, but also involve obtaining information from public sources (e.g. signs, menus, announcements), as well as videos, CD-ROMs and the Internet. Students identify multiple items of information from live or recorded texts that are repeated several times, and show their understanding by, for example, matching items (e.g. texts to pictures).
Instructions may include several sequential steps as in those for origami. Tasks include using specific information from texts written in hiragana, familiar katakana and kanji to answer questions, and create different text types (e.g. comic strips, email).
Oral tasks include short oral presentations or role-plays. Writing tasks include producing simple letters or diary entries using correct conventions.
Texts
Texts are modified but a greater number of authentic materials such as school timetables, signs, menus, price tags, and comic strips from Japanese children's magazines, are included. Spoken texts contain six to eight items of information that may include one, two or multiple speakers. Sequential events and actions are expressed through the use of and the TE-form, and verbs are in present and past tenses. The range of adjectives used in texts is increased to include expression of feelings.
Level 1: Speaking
Curriculum Focus
Context of language use
At level 1 the context involves language and content drawn from the immediate and familiar environment of the home, classroom and school.
Tasks
Tasks are related to action and based on familiar and routine expressions accompanied by visual support such as flash cards, teacher gestures, posters etc. Students imitate and repeat key words and phrases through a range of activities, games and songs (for example, guessing, listening, counting games and singing songs accompanied by movement and acting). Reading tasks include reading flash cards, labels, tables or captions, or pointing out known words. Writing tasks include simple tasks such as cutting and pasting words on to a class page, contributing one or two familiar letters to simple words, and tracing and copying simple hiragana.
Texts
Texts are short and heavily illustrated, consisting of words which are found in the students' immediate environment.
Level 2: Speaking
Curriculum Focus
Context of language use
At level 2 the context involves language and content focusing on self, home and school as well as other key learning areas (e.g. simple arithmetic), and simple, fictional sources.
Tasks
Tasks are short, limited in scope and time, and experientially familiar. Tasks include classroom routines (e.g. responding to teacher instructions), greetings, games, role-play and mime. Students identify single items of information by pointing, verbally naming, drawing or selecting from a set of pictures. Practice in pronunciation of and differentiation between long and short vowel sounds, and the words containing small is incorporated into oral/aural tasks. Students learn to read the 46 basic hiragana and write 10-15 familiar words through tasks that involve reading aloud, manipulating audiovisual programs on CD-ROM, and following and modifying models.
Texts
Texts consist of short sentences (three to four words) of subject + noun + copula and subject + adjective + copula patterns. Phrases and vocabulary appear repeatedly and are usually accompanied by visual stimuli.
Level 3: Speaking
Curriculum Focus
Context of language use
At level 3 the context involves language and content drawn from the personal world (e.g. family, friends, sports), the students' immediate and local environment, and the world of imagination.
Tasks
Tasks involve adapting known language and structures to new contexts in different combinations of listening, speaking, reading and writing activities. Students respond verbally and non-verbally to spoken or written texts, identifying specific items of information (e.g. personal descriptions, sports). Oral activities increasingly involve personal interactions (e.g. role-play, skits, playing games) in which students learn the proper use of interjections and response words (e.g. aizuchi, Students read short texts written in hiragana and simple kanji (e.g. numbers Calligraphy may be introduced. Basic facts about the geography of Japan and its culture are incorporated into activities based on CD-ROMs, animated films, and by staging special activities based on the traditional festivals such as
Texts
Texts are short and based on familiar vocabulary and structures. Scripts for listening tasks comprise three to four short sentences and may include some new words which students can decipher through cognates or pictures (e.g. loan words such as Both the casual style and the neutral style are used in spoken texts
Level 4 Pathway 1: Speaking
Curriculum Focus
Context of language use
At level 4 the context involves language and content drawn from the student's and communities experiences (e.g. going out, daily routine at school and home, events), as well as from the media, and other key learning areas.
Tasks
Tasks relate to the student's own experiences, but also involve obtaining information from public sources (e.g. signs, menus, announcements), as well as videos, CD-ROMs and the Internet. Students identify multiple items of information from live or recorded texts that are repeated several times, and show their understanding by, for example, matching items (e.g. texts to pictures).
Instructions may include several sequential steps as in those for origami. Tasks include using specific information from texts written in hiragana, familiar katakana and kanji to answer questions, and create different text types (e.g. comic strips, email).
Oral tasks include short oral presentations or role-plays. Writing tasks include producing simple letters or diary entries using correct conventions.
Texts
Texts are modified but a greater number of authentic materials such as school timetables, signs, menus, price tags, and comic strips from Japanese children's magazines, are included. Spoken texts contain six to eight items of information that may include one, two or multiple speakers. Sequential events and actions are expressed through the use of and the TE-form, and verbs are in present and past tenses. The range of adjectives used in texts is increased to include expression of feelings
Level 1: Reading
Curriculum Focus
Context of language use
At level 1 the context involves language and content drawn from the immediate and familiar environment of the home, classroom and school.
Tasks
Tasks are related to action and based on familiar and routine expressions accompanied by visual support such as flash cards, teacher gestures, posters etc. Students imitate and repeat key words and phrases through a range of activities, games and songs (for example, guessing, listening, counting games and singing songs accompanied by movement and acting). Reading tasks include reading flash cards, labels, tables or captions, or pointing out known words. Writing tasks include simple tasks such as cutting and pasting words on to a class page, contributing one or two familiar letters to simple words, and tracing and copying simple hiragana.
Texts
Texts are short and heavily illustrated, consisting of words which are found in the students' immediate environment
Level 2: Reading
Curriculum Focus
Context of language use
At level 2 the context involves language and content focusing on self, home and school as well as other key learning areas (e.g. simple arithmetic), and simple, fictional sources.
Tasks
Tasks are short, limited in scope and time, and experientially familiar. Tasks include classroom routines (e.g. responding to teacher instructions), greetings, games, role-play and mime. Students identify single items of information by pointing, verbally naming, drawing or selecting from a set of pictures. Practice in pronunciation of and differentiation between long and short vowel sounds, and the words containing small is incorporated into oral/aural tasks. Students learn to read the 46 basic hiragana and write 10-15 familiar words through tasks that involve reading aloud, manipulating audiovisual programs on CD-ROM, and following and modifying models.
Texts
Texts consist of short sentences (three to four words) of subject + noun + copula and subject + adjective + copula patterns. Phrases and vocabulary appear repeatedly and are usually accompanied by visual stimuli.
Level 3: Reading
Curriculum Focus
Context of language use
At level 3 the context involves language and content drawn from the personal world (e.g. family, friends, sports), the students' immediate and local environment, and the world of imagination.
Tasks
Tasks involve adapting known language and structures to new contexts in different combinations of listening, speaking, reading and writing activities. Students respond verbally and non-verbally to spoken or written texts, identifying specific items of information (e.g. personal descriptions, sports). Oral activities increasingly involve personal interactions (e.g. role-play, skits, playing games) in which students learn the proper use of interjections and response words (e.g. aizuchi, Students read short texts written in hiragana and simple kanji (e.g. numbers Calligraphy may be introduced. Basic facts about the geography of Japan and its culture are incorporated into activities based on CD-ROMs, animated films, and by staging special activities based on the traditional festivals such as
Texts
Texts are short and based on familiar vocabulary and structures. Scripts for listening tasks comprise three to four short sentences and may include some new words which students can decipher through cognates or pictures (e.g. loan words such as Both the casual style and the neutral style are used in spoken texts.
Level 4 Pathway 1: Reading
Curriculum Focus
Context of language use
At level 4 the context involves language and content drawn from the student's and communities experiences (e.g. going out, daily routine at school and home, events), as well as from the media, and other key learning areas.
Tasks
Tasks relate to the student's own experiences, but also involve obtaining information from public sources (e.g. signs, menus, announcements), as well as videos, CD-ROMs and the Internet. Students identify multiple items of information from live or recorded texts that are repeated several times, and show their understanding by, for example, matching items (e.g. texts to pictures).
Instructions may include several sequential steps as in those for origami. Tasks include using specific information from texts written in hiragana, familiar katakana and kanji to answer questions, and create different text types (e.g. comic strips, email).
Oral tasks include short oral presentations or role-plays. Writing tasks include producing simple letters or diary entries using correct conventions.
Texts
Texts are modified but a greater number of authentic materials such as school timetables, signs, menus, price tags, and comic strips from Japanese children's magazines, are included. Spoken texts contain six to eight items of information that may include one, two or multiple speakers. Sequential events and actions are expressed through the use of and the TE-form, and verbs are in present and past tenses. The range of adjectives used in texts is increased to include expression of feelings.
Level 1: Writing
Curriculum Focus
Context of language use
At level 1 the context involves language and content drawn from the immediate and familiar environment of the home, classroom and school.
Tasks
Tasks are related to action and based on familiar and routine expressions accompanied by visual support such as flash cards, teacher gestures, posters etc. Students imitate and repeat key words and phrases through a range of activities, games and songs (for example, guessing, listening, counting games and singing songs accompanied by movement and acting). Reading tasks include reading flash cards, labels, tables or captions, or pointing out known words. Writing tasks include simple tasks such as cutting and pasting words on to a class page, contributing one or two familiar letters to simple words, and tracing and copying simple hiragana.
Texts
Texts are short and heavily illustrated, consisting of words which are found in the students' immediate environment.
Level 2: Writing
Curriculum Focus
Context of language use
At level 2 the context involves language and content focusing on self, home and school as well as other key learning areas (e.g. simple arithmetic), and simple, fictional sources.
Tasks
Tasks are short, limited in scope and time, and experientially familiar. Tasks include classroom routines (e.g. responding to teacher instructions), greetings, games, role-play and mime. Students identify single items of information by pointing, verbally naming, drawing or selecting from a set of pictures. Practice in pronunciation of and differentiation between long and short vowel sounds, and the words containing small is incorporated into oral/aural tasks. Students learn to read the 46 basic hiragana and write 10-15 familiar words through tasks that involve reading aloud, manipulating audiovisual programs on CD-ROM, and following and modifying models.