Slovenian-slovenski Jezik Vce Syllabus 92

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Slovenski jezik

Extended Level Syllabus Years ~~ and ~2 NATIONAL ASSESSMENT FRAMEWORK FOR LANGUAGES AT SENI OR SECONDARY LEVEL ( NAFLa SSl)

Cl Commo nwealth of Australia 1992 The Stoie ntan Extend ed Level Sy lla bus is co pyright. It may be reprodu ced in wh ole or in part for study or training pu f!X>SC S, sub ject to the inclusion of an ackno wledg me nt of the sour ce and it is not used for commercia l use or sale. Reprod uction for purpo se s othe r than those indicated abo ve requi res the prior written pe rmission o f the Australian Governm ent Publishing Service . Reque sts and inquiries concerning reprodu ction and co pyright should be addressed to the Mana ger , Comm onw ealth Informatio n Services , Australian Governm ent Publishing Service, GPO Box 84, Canberra , ACT 260 1. Published by the National Assessment Framew ork for Langu ages at Senior Seconda ry Le vel (NAfLaSSL) Project , 1992

Stooentan £ ...-ten,

CONTENTS Glossary

iv

Desc riptio n o f Target Grou p Rationale Gen eral Ration ale fo r Language Learning Spe cific Rationa le for Sloven ian Aims Co urse Plann ing

2

Objectiv es

2

Structure and O rganisation

2

Content

2

Activities , Ro les , and Settings

3

Contextual Elemen ts

3

Disco urse Forms

4

Linguistic Eleme nts

5

Resou rces

7

Tea che r References

7

Stude nt Refere nces

8

Methods

8

Assessm ent

8

Assessme nt Scheme Criteria for Judging Perform ance Appendix I: The mes and Suggest ed Resou rces fo r Study in Relation to Discussing a Them e

8 11

GLOSSARY A cti vity

The use of language in a pa rticular co nte xt. Activities can be m ultip le and re lated in co nte xt.

Assessme nt task

The part icu lar task tha t stude nts arc requ ired assess me nt in the language.

Auth ority

A pa rticu lar s tate o r te rr ito ry asse ssm ent and ce rti fica tio n a utho rity.

Cou rse

An interpretation of t he syll abus fo r the p urpo se o f teaching.

Discou rsefo rm

A structured way in w hich language is o rganised in b ot h speec h an d writ ing.

Domain

(0

co mple te fo r

Although the te rm ca n be used in a ling uistic se nse to refe r to a co n te xt in w hic h lan g uage is used , in t h is d ocum en t it refe rs to

a ny co her e nt o rganisatio n of so me of the o bjective s of th e syllabus or cou rse. Host authori ty

Th e autho r ity wh ich has imm ed iat e res p on s ib ility for th e red eve lo pm en t and assessm ent of a s pec ific language .

I nd ica to r

An aspe ct o f stude nt pe rfo rmance in a give n assessm ent task

wh ich wi ll be assesse d as High , Medi um , or Low , o r for whi ch a stateme nt of 'No evide nce ' w ill be recorded. Program

What happen s at the class roo m leve l wh er e a co urse based on the sy llab us is furth e r de ve lo ped and imp lem en te d b y the teacher.

Sy llab us

A descr iptio n of the aims, objec tives, co nte nt, an d organisation

o f learning the lan guage , suppo rted by state me nts o n meth od , resour ces , and assess me nt. Text

Any s po ke n or w ritten passa ge , of whateve r length, that form s a unified who le .

Them e

A bro ad co nte nt area such as 'The art s', 'Lifestyles'.

TOp ic

A mo re spec ific co nte nt area such as 'The Mona Lisa', 'Life in

the city' .

THELANGUAGE

cultur

Th langu ag tudi d in thi ur i tandard 10 enlan b ut m riati n in ec nt an d pronun ciation du r r iona l o r dial eraI differen ho uld be a ptab l in o ral wo rk.

ther and •

mp l

imp r

m nt p

ibilitie

DESCRIPTION OF TARGETGROUP

Specific Rationale for Siovenian

RATIONALE General Rationale for Language Learning Acquirin g th abi liry r u J n uage effec ti ely is an e ntial pan an ed uca tiona l pro e . tud nts ' lot U tu al an d ial de elopmenr i enha n d thr u h th tud y f a languag e .

General Rationale for Language Learning

rud n

•

th p tential for : r us rs of that

•

•

through the

AIMS Th O

aim [ :

•

skills in bo th

•

f the cu lture he re 10 enian e e mmu niti within n u d,

umrie :

mmo nal i of huma n ta nding of hat i

1_

_.

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_I ·

r

t

0

COU RSE PLANN ING

Aesth e tic Dom a in

Object ives

Ob;ecti ve 5 - listen 10 . read . or view , and mak e a persona l response to an aesthetic work , for exa m ple . a story , play . film, song. poe m . or pscture

In pursui ng these aims . courses based on th is syllabus will encou rage students to use Slove nian to co mmu nicate w ith increasi ng fluency . accu racy, and approp rtateress in activities invo lv ing the int egrat ed use of liste ning. spea king, rea d ing . and writ ing. The usc of language for comm unicarion is complex and difficult to describe . Fo r the pu rposes of th is syllabus it is catego rised Into three brood do mai ns . II is nor intended thai these descri ptions of langu age use rep rese nt discrete co mpo ne nts. The th ree dorrmns o f language use are :

tmerpersonat -:-: foc usin g o n tnrerpe rso nal rela tionships and exchanges ;

6 - Be invo lved in spoke n or written pe rsona l expressio n, for e xam ple. crea te a sto ry, d ram atic e p isod e , poe m , o r play. Objective

Stude nts' progress towa rds achiev em ent o f these object ives will be assessed in various wa ys at di ffere nt po ints lh rou gh o ut cou rses based o n th is sy llabus . Th e assess me nt sc he me se t ou t late r in th docu ment w ill be impleme nted a t the e nd o f the Year 12 co urse and w ill be exte rnal, co nd ucted und er test co nd itions . Au tho rities may need 10 supp leme nt th is assess me nt sc he me in wa ys whi ch lit the ir o w n require me nts and proc ed ures .

tnf ormauonat :-- focu sing o n acq uiri ng and process ing inform atjon fro m pub lic sou rces ; A estb etfc - focu sing o n crea tive and imaginative uses of language . The ob jectives o f the syllabus are related 10 these three doma ins . Six broad objectives have bee n idc n lifH..--d . These object ives ca n be rea lised th rou gh ::activities that bri ng together variou s e leme nts of language and sociocu ltura l know ledge . Courses which are based o n th is syllabus w ill ensure that students are given experience in using

rbe lang uage in all th ree domains , and will pro vide sruderns w ith oppon unities to work towa rds acbievt ng all the objeaives . In th is W,ly, success ful comple tio n of co urses based on th is syllabus implies thai st ude nts w ill be ab le to use Siove nian to achieve the followin g o bject ives.

Inte rpe rso na l Doma in Objective 1 - Establish an d maintain rela tionship s and d iscuss topics of interes t, fo r exam ple, thro ugh the exc hange o f informa tion, idea s , opi nions. aunudes . feelings . expe riences . and pla ns. Ot.>fCC1-I\·e 2 - Parno pat e in social interaction related . for example . to solving a problem . making arrangements , making decisions wit h others. and transacting 10 obtain and sell goods , and pro vide services and public informa tjon .

Info rmat ion a l Doma in Obiec tive 3 - O btain informat io n (a) , by se arching for spec ific de tails in spo ke n o r wrme n text o r (b) , by liste ning to or readin g a text as a w ho le, and rben process and use the inform ation obt a ined. Objective 4 - Give informa tion in spo ke n o r writte n form . for exa mple, give a talk . write an e ssay or a set of i n~ n1(·tiono;;

Structure and Organ isation Th e table on pa ge 3 illustrat es the re lationship be lwee n th e d omain s , ob ject ives, an d activ ities w hich form the st ructure o f the sy llabus . II reflects the need fo r co urses based o n the sy llabus to Involve stu de nts in a variety of d ifferen t comb ina tio ns o f lea rn ing act ivities in the language . across all domains and cove ring all objecti ves . Factors suc h as the particula r operational policies and con di tio ns of the sta te or territ ory , the tnrerese of the pa n.icular Stoventa n-spea kjng com m unity , stude nts' needs and inte rests , the availa bi lity of resources , pa n icu lar sc hoo l situatio ns (e.g . Satu rda morn ing sc hoo ls. pan -lime srodc nrs). and the . req uire men ts o f the asse ssrnen r sc heme described i this doc ume nt nee d to be co ns ide red w hen the reach er is designing a program o f learn ing and asse ssment activities th at will prom ot e th e ac hieve ment o f the syllab us ob jectives by the stude nts . Guide lines fo r dev elop ing a prog r-.un o f lea rnin g and assessrne r a ca n be fou nd in the Specimen Assessments and Suppo rt Mat eria ls document wh id accompa nies th is sy llabus .

Conten t Courses based on this syllabus s hou ld be des igned to increase st ude nts' ab ility 10 use the lan gu age fo r co m municat ive pu rpose s . Th is implies ex tend ing st ude nts' knowled ge of d iscou rse fo rms and lingu istic elements wh ich are di rect ly related to the objecti ves and re flected in the assess me nt sc heme . II also implies e nsuring that the y are abl e 10 use th : know ledg e to co mm unicate app ropria tel y in act ivities w hich are d irect ly re lated 10 the object ive: :tnd rf· n PN (-"(\ in Ih i> ~ ...._ ....o;;m p n l .....h ,.n lP

(

-- ----i bj ectiv e tabli hand mainlain relationship s and cuss top ics of mterc L, for example, through the excha nge f information. ide • opin ions. attitud e . feelings. experi ences. lII1dplans .

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- ----

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I Obj ecti e 2 I Participat e in ial I interaction related, for I example, 10 .Iving a I probl em, makin g

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I bj ecti e 3 I 0 lai n information I (a) , by searching for I specific dClai.ls in I spoken or wn nen

arrangem ent . making I lex t r (b), by li ten -

I decisi ns with thers, ing I r reading a I and rran cling 10 li e l whole . and I obtain and JI goods. I Lhen p and u I and pro ide services I the in~ rmaIio n I and pub li I ob ioed. I~~ I ~

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I bjecti e 4 I ive informati on in I rpoken or written I ~nn , for ex~pl e , I give a talk , write an essay or a set of

I in I I I I I

I I I I

I

tru ctions .

I I I I I

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I Obj e ti ve I Listen 10 . read. r I view , and mak e a I perso nal ~spon se to I an aes theti c work . for example, a tory, play , film . ng. poem , or pi lu re .

L

--

I bj eli e 6 1Be in I ed in I spok en r wrinen pers nal ex prcs ion,

I for example, crea te a I story, dram atic

I ep i ode. I pla y. I I I I

poe m. Or

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Acti itie

o rgarus d in r lat d gr u

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Contextual Elements r nt frame

rk for

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Contextual Elements In order to pr

ide a co h r nt frame

Slovenia II Extended Level Sylla bus

conve rsatio ns betwee n neighbou rs letters from and to Slove nia negot iation and co m pro mise in a family co nte xt ro les and respon sibilitie s within th e famil y The Commu nuy the neigbbo urhood com munity serv ices and the Slove nian network in our imme d iate e nvironment curre nt affairs within o ur imm edia te enviro nme nt The Env iro nm ent the imme dia te environ ment the ext en ded en vironm ent , em phas ising the Slovenian enviro nme nt conserva tion geog raphical features o f Slovenia (its heritage) Literature , History, a nd Cult u re re lationship be tw ee n the Slove nian language an d other langu ages Slovenia n ide ntity and va lues biog raph y of famou s pe op le and pe rso nalities

Teacher s may also refer to (a) , th e ki nd s of topic s sugges ted fo r the Repo rt and Discu ssion (se e the

Specimen Assessmen ts and Support Materials docum ent ) an d (b) , the theme s not ified by the host autho rity for study in relation to the assess ment tasl Discussin g a The me (see 'Appe nd ix I') .

DiscourseForms Stude nts sho uld have ex pe rience of a wid e variety of di scou rse form s w hich are gen erally curr ent and useful , rel evant to the stude nts' intere sts and asp iratio ns , and which have the potentia l for a ran ge of assoc iated activities. Below is a list of pos sible di scou rse form s th at teach ers ma y w ish to take into acco unt in dev eloping thei r co urse.

opinion poll s; voting intenti o ns prod uct ratings. co nsumptio n instru ction shee ts; followin g di rection s now charts, e.g . planning a d isco writing a repo rt based on given information

accou nt advert ise ment (radio, new spape r, o r televi sion ) an ecd ote argum ent articl e (magaz ine or new sp ape r) aut ob iogra phy ballad b roc hure bu lleti n cartoo n (w ith w or ds) case-s tudy catalogue chart ch ee r comi c co mm entary co ntract co nve rsa tion critique o r revi ew debate de di catio n definitio n diagra m dia ry o r jo urnal d iscuss ion doc umentary (film o r video ) ed itorial essay (factual, co njec tu ral, creative , or anal ytical)

M igrati o1l

folk -tale form (jo b ap plicatio n o r s urvey)

Careers and Employm ent

yo ur chose n career wor k expe rie nce a day in the life of . . unempl oyment education Lifestyles ente rtatnme nt. leisu re ; sport soc ialising w ith ot hers health frien dship s food and hos pitality life as de p icted in co ntempora ry music current affairs w ithin the co mm unity in Slove nia biograp hy of famou s pe opl e and perso nal ities

Explain ing and Using Cha rts, Tables, and Diagram s

services for migrant s {he migration po licy w hy ou r par ents o r grand pa re nts came to Austra lia wr iting letters to Slovenia , mem or ies of home co mmunity se lf-image com pa riso n betw ee n Australia and Sloven ia co nse quences of migra tion: econo mic, lingui stic, cultu rea 1 ln se lecting them es and topi cs fo r p rogr amming , teachers w ill nee d to ensure that students are expose d to diffe rent type s of them es and to pics ,

ga me graffiti grap h greetin g or co ngratulatio n guide (tele vision, tourist, or race) history o r chro nicle ho rosco pe index inscripti on instruct ion o r recipe int erv iew jo ke

stooentanExtend ed label lecture o r talk legen d o r myth letter (b usiness , literary , pe rsona l, o r to the editor) libre tto o r lyric list or inventory map and legend meeti ng (ind ud ing agenda , moti o n, minutes , term s of refere nce , o r proced ure) me nu message (telegram, tele phone , ve rbal, o r w ritte n) narra tive notice nove l order o r co mmand parable pe rsona l accou nt plan (essay) play poe m praye r proc lamation pro file prog ram

proverb questio nnaire rece ipt reference (;ob) repo rt (analytical, co njectu ral. or factual) request resume o r curriculum vitae riddle script (film, television , o r theat re) sermon sho rt sto ry sign (w ith words ) sketch slogan soliloq uy song, hymn , o r anth em spec ification

speech sticke r story

summary o r syno ps is teleph on e ca ll testimon y textboo k (in struc tio n ma nual) timetab le trial wo rdplay (pun or ton gu e-tw ister)

Ungu istic Elemen ts In o rde r to ca rry OU I the activities o f co urses based o n this syllabus success fully, students sho uld be familiar w ith the fo llow ing lingu istic eleme nts :

Ph o no logy Stude nts shou ld unde rstand the regularity of the relations hip of sou nds and letters in Sloven ian , from

Level 5)'l/a

the po int o f view of both accu rate p ro nunciation and spe lling in writte n Slovenian. Students sho uld be tau ght to d istingu ish and pron o unce ce rtain Slovenian so unds thai do not exist in Englis h, fo r ex amp le , double sou nds and

some leue rs. An oth er pho nolog ical featu re to wh ich particu lar attenti on sho uld be pa id is syllabificatio n.

Syntax an d Morp ho logy Verb te nse and pe rso na l (s ingular, d ual , plural) su ffixes p rese nt pa st future ge rund vo ice active o r passive pa rticiple mood impe rat ive co nd itiona l o ptative and sup ine subjunctive infinitive ot her refl exi ve verbs the verb biti - po sitive, negat ive , inter rogative and use o f famil iar and formal for ms irre gu lar ve rbs Adoerb form ation type s: time , p lace , ma nne r funct ion o f adve rbs. fo r examp le, in the fo rmauor of the co mparative adjective

Noun case nom inative ge nitive dati ve accusa tive loc ative Instrum ental

ge nde r masculi ne feminine ne uter nu mber

singular du al p lural decle nsio n first (feminine nouns end ing in (I) seco nd (feminine nou ns end ing in a conso na nt thi rd (ma scu line no uns e nd ing in a conso nant, inan imate , animate)

SJOlJIe " IW J Extende d Level Sy ll a bus

fou rth (neu ter nouns endin g in e or 0) nouns used only in plural fonns dimi nutives

5lyIe forma l and informal forms of address

exceptions

Language Functions

Adject ive

The followi ng is an extens ive , be t nol exhausti

declension gende r numbe r case co mpa rative - forma tion using adve rb and supertanve : using suffixes supe rlative - formati on using prefixes

of functions : acce pti ng o r refusing advis ing agree ing or disagreein g anal ysing or interp reting apo log ising o r forg iving approv ing or d isapp roving asking (o r o r giving inf orm atio n ask ing for , giving, o r refusing pe rmission attra cting atte nt ion clar ifying co mparing co mplaining co nfirming, ad mitting , o r den ying co ngra tulating o r co mp lime nting co ntrad icting defin ing descri bing discussi ng encouragi ng eva luating ex p laining ex pressing : ability or inab ility certai nty or uncertain ty com pre hensio n o r lack of com pre hensio n emot ion

prono un

personal

interrogative demonsuanv e possess ive relative reflexive

inde finite , definite Numeral ca rdina l - declension , case ordinal numeric expression of qu anti ty -

dedenston

sentence and PhraseTypes sta teme nts

questions compou nd se ntences com plex se nte nces co mmands direct and Indirect speec h noun phrases adjectival phrases N{!ga tio l/

Se ma n tics and Pragmati cs

us of a variety

ho pe

intention interest, lack of interest, ind iffe ren ce , o r bo redo m like , d islike , o r prefe ren ce needs, wishe s, or wa nts obligation o pinion poss ib ility o r Imposs ibility p robabilit y o r improba bility

Vocab u lary

<egret

The type of voca bu lary included will depe nd largel y

su rprise

on the discourse forms , activities , sem ngs , roles , and lop ics selected. compound words derivation diminutives oeolcgtsms loanw ords , Cohesive Devi ces co njunctions coc rdina tlng subo rdin ating

eouttnes (formu la te expressions), Fillers, and Sxclanuutcns

undersu nd ing

greeti ng or welcoming hypoes;sing idc ruifying tnsirocung, di.recting. or orde ring introd ucing

inviting justifyi ng

leave-taki ng , faceweUing, or closing (leuer ) makin g arra nge ments med iating o r co nciliating negou aring o ffering persu adin g o r d issu adin g p lann ing

Slove n ia n Ex tende d

t.eoetSylla l

pra ising or blaming pro mising reco unting expe rie nces o r events repo rti ng requ estin g respo nding seek ing or reques t ing co nfi rma tio n suggesti ng thanki ng wa rning

Mlak ar. B.A.• Pocnntce \' Slo veniji. Tu r tsucn ! in gastro nomski vcdn tk, Zalozba cent ralnega zavoda za napredek gospodtnjst va. Lj ubljana, out Film Pegaz vrd produ kctja. 1987. Ff hts text and video descr ibes ideal holidays in Sloventa.l

RESOURCES

Peri tetm cas. Lj ubljana. Unlka l studio, 1988.(T his vtd, int roduces the audience to Slovenian custom s and tradtuon s.l

Teacher References Teac hers can use t he fo l lowing texts and film in develop ing and teachi ng the cou rse.

NS W M u/ti c ulf ural Educati on. Sydney. Coordinati on Committee. 1984. (Cassett es and lyr tcs.)

Opre sn tk. M.. Proza in poeZiFJza 6.. 7. in 8. vezrea osnovne Sole. Lj ubljana, M ladinska knj iga. (A cotlecuo of seventeen r ecords of prose and poetr y text s.)

Ravruk. J .. L epa si zem fja stovensks; Celje, Mohorje va dru fba. 1981.(Slovenia and its natural beauti es in photographs. accompanied by shor t texts and

Ljubl jana, Cankar jeva Bas, A., SJovensko JjudSko tzrocno. zatozba 1980. (A well- il lust rated textbook, cover ing a range of Slovenran traditi onal li fe, customs, and fesnvmes, e.g. wm egrow tng and f ood)

quotauons.I

Bozic. 8.. Ori s zgodovine Stovencev. Lj ubljana. Drzavna zatozba Sloventje. 1980. (J t covers the histor y of the Stoventan people)

Selection of Stoventen short stor ies, Ljubljana . RT V.

Bot i~

- Siovenske boli cne pesm i in obiCaji . Lj ubljana, Unik al st udio, 1990. (Slovenian Chr ist mas songs and customs on a videoJ

Bunc, S., M ali s/ovellski oravoots: Mento r. Zalozba Obzorja. 1988. (It cover s the kinds of language used in communication. such as lite rar y language, dial ect , jargon. techni cal language. et c.) Cef er tn. A.L., Stovenisn Folk Songs, Melbourn e. 1985. (A collect ion of f olk-songs, accompanied by a casseue.) Celt , D., Stoventens f r om the Earlie st Time s, Melbourn e, Coordinat ing Commi tt ee of Sloventan Organi sations in Victor ia. 1985.

Rodna Crude. Lj ubljana. Slovenska rzseljen ska manc a. monthl y review. highli ghtin g cult ural aspects and cur rent happenings in Slovenia and abroad} 1973. (Shor t stor ies, lyr ics. poems. and songs recorded casse n es.I Skrube ], M .• Stovenscme-Stovene A self-s l udy course, 2 vols. Lj ubljana. RT V, 1983. (Tw elve cassett es wi t h recorded texts and exerc ises. and a booklet which includes a vocabulary index and tape exercises. Th ere are t went y lessons which are di vided i nto Indi vidual steps, each represent ing a small segment of tnst rucno r mater ial.l Slo venija, quart erl y rnagaztne in English. Ljubl jana. Siovenska lzseljenska rnattca in gospcdarska zborni ca Sloventje. 1988.

S to veosct ne za popo tniue - Slo vene f or Tra vellers, Lj ubljana, Center za ekonomsko in t ur tsucno propagando pr! Cospodarskt zto r ntc t Stoventje. 1988. ( handbook fo r tour ists t o Slovenia. accompanied by tw

Jug- Kranjec. H., S toveosc me za tujce, Ljubljana, Seminar slovenskega jezika in kulture , 1979. (Intend ed f or visitors to Slovenia. I t combines communicat ive statements in ever yday sit uat ions wi t h text s on Slovenla.l

cassettes.I

Kekec, video cassett e, SBS Productions. {A shor t film about the life of an or phaned boy.)

Slo vcnsk i orevcots - Slo venian Dscuonery. Lj ubljana. Drzavn a zaloz ba Slo ventje. 1962.

Kmecl, M ., Zak/adi Slo venije. Ljubljana , Cankar jeva zalozba. 1979. (An attra cti vely ill ust rated book on t he historical and nat ural tr easures of Slovenia)

Stovensa prevopts I - Prevue. Lj ubljana. Drzavna zalozba Sloventje. 1990. (T he text book deals svstemtca wi th language fun cti ons and gramma r.I

Kos, J .. Pregled slovenskega stovs tve. Lju bljana. Drzavna zalozba Sloventje. 1979. {A lexicon of all literar y f igur es. As well as biographical data. there are brief reviews of t heir wor k and their publicat ions are Hsted.)

Sr ednje Izobr ai el'anje - Bento I. Mar ibor. Zalozba Obzorja. 1990. (A co llectio n of literary wor ks and var ious f orrn s.)

Kr tzaj-O rtar. M.. Uamo se stovenscmo. Lju bljan a. Drzavna zalozba Slovenlje. 1989. (It covers the essential Slovenian gramma r. w it h emphasis on t he use of exerci ses,and a cassett eJ Menert. J .. / z rode v rod duh tsce pol. Ljubl jana. M ladinska knji ga. 1969. {A selectio n of creati ve poems fr om ear liest time s until t he oresent.l

Slo venska zvrs tne besed ite. Izobra zeval na skupnos t. [981. (A collection of works displaying vario us genre.:

Sl itje tetnicoss: Lju bljana. Untk al st udio. 1988. (T his video cover s Slovenia and Sloventans th rough the f om seasons. The em phasis is on t he t raditi onal aspects of ljf e.}

Toponst c. J .. Zakaj ne po stovensko Slo vene by otrect m ethod, Lj ublja na. Slovenska tzseljenska matic a. (T he text comes w it h record ings and is intended f or Englisl

. peakers \ ho \ ish to teach them elves the language. It doe not a ume an pre ious knowledge of Slovenian. Grammatical features and a Ie icon are introduced in hort dialogue and other discour e form .} Varl, ., a i knji ze vniki in njihova dele. Maribor, ZalozbaObzorja, 1970. Vezi med Ijudmi - Sloven ko berilo za 7. razred osno ne ole, ladin ka knjiga, 1987. (It co er a collection of llterary works, accompanied by a cas ette.)

Vreca, S ettna, Janu , a i kraji in Ijudje Ljubljana, Mladin ka knjiga. (A co llection of even cassett es, de criblng the countryside and people.l

that tude nt ar p rovide d with a high level of appro priate inpu t in the lan gu ag an d are co nsis tently in volved in activities which enco urage co rrunun icatio n in th lan gu age . Teac he r houl d note , however that the listing of voca b u lary , gramma tica l structures , an d other eleme nts of lan gu age indi cates that a focu s o n the e is a necessary part of srude n ' preparation for aU of the u ggested ac tivitie . Teachers themse lves w ill judge at wha t point in their program suc h instruc ti n w ill be n ede d .

ASSESSMENT Student References

Assessment Scheme

At la Slovenije , Ljubljana, Mladtnska knjiga in Geodetsk i zavod SR Slovenije, 1985. (A very detailed atlas of lovenia .)

Dobrodo Ii \1 lo venij i - Dei ela in Ijud je, and its tran lation, Welcome to S lovenia - Land and People, Kran], Goren] ki tisk, 1988. (A well-pre ented introductio n to van ou a pects of lovenia, including the economy, ights, port, recreation, and history.l

Gobetz, M., & Loncar, B., lo venian Lang uage Manua l I and 2, Ohio, Slovenian Research Centre of America Inc., 1976. (The e textbook y ternattca lly cover all the e entia t a pect of lovenian grammar, with emphasis on u e in communica ti e taternents, com monly u ed expre ions and concepts. T hey are supported by numerou , easy to com plete exerci e , which reinforce at every tage. Suitable for beginner a well a native II III

U U U \.. " 'V I I ,"v

va

l I V U .,): Q..:>tJ\.,.\".. .. o V I

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V ,"" l n u.,

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the economy, ights, port recreation, and history.l Gobetz, M., & Loncar, B., lo venisn Langu age Manu al I and 2, Ohio, Siovenian Research Centre of America Inc., 1976. (T hese textbooks ysternattca lly cover all the es entiat a pect of Slovenian grammar, with emphasis on u e tn communicat ive taternents, common ly used expre ston and concepts. T hey are supported by numerou , easy to comp lete exerci es, which reinforce at every tage. Suitable for beginner a well a nat ive peakers, and can be u ed at a pace 010 t suited to the learner .)

Grad, A., Yel ilci slov en ko - angle ki lo ver, Ljubljana, Drzavna zalozba Slovernje, 1982. (A large SlovenianEnglish dtctiona ry.) Grad, kerlj, & Yttorlc, Veliki angle ko - loven ki lovsr, 19 4. (A large Engli h-Slovenian dictionar y.) Miheli , ., loven k o bertlo, 1,2,3, T rzaska knjigarna, 1969;re . edn, loven ko berilo, 1, 2, 3 (se to, sedmo in osmo berilo za osno ne sole), Ljubljana, Drzavna zalozba Siovenije, 1976. (T he readers contain a Widerange of literary te t on a number of theme, e.g. war, love, and di cour e forms, e.g. tory, sketch, novel, dra ma, and poerns.l tovene-Engli h Modern Dict ionary, Eng li ti-Stovene (pocket edition), Cankarjevega zalozba, 1989. (A usefu l and compact dictionar y for students of lovenian.l

The sch em e reflects the integ rated us of list n ing, p eakin g, readi ng, and writ ing in om municative activities . It requir e rud en ts to res pon d to the tasks , texts , co nditions and cogni tive dem and of a ran ge o f a e ment task s. These facto r defin the lev el of th assess me nt task s. Th e level in this yllab us is th at ex pec ted of stu de nt ho have tud ied Siovenia n for abo ut three to four years (ap proximate ly 300 t 4 0 ho urs) at post -primary schoo l lev I. The assessme nt scheme co n i ts of three assessme nt tasks : Co nve rsation and Discuss ion Part A: Co nversa tio n Part B: Rep ort and D iscuss ion •

n~

: ._ _ r_-..J-

T _J "-- ~ _

..... ...... ..._ ~

tudi ed Siovenia n for abo ut three to four yea rs (ap proximate ly 300 t 400 ho urs) at post-pr imary schoo l lev l. Th e assess me nt sche me co n ist of thre assess me nt task s : Co nve rsa tion a nd D iscu ssio n Part A: Co nv rsa tion Part B: Rep ort and D iscuss ion Processing tpoeen In/ orm a tion Part A: Tas ks o n the Tw po ke n Passages Part B: Task Draw ing o n Both Pa ages Written Test Writing in loven ian Reorgani sin g Written Inform ation D iscu ssin g a The me. ( ate : This a s m nt task may not be requir d by c rtain state or terri tory au thor itie . If requir ed , autho rities w ill de termine the r lative weig hting to be given to these as ess me nt tasks. Conversation and Discussion

This assessme nt task is de ign ed prim arily to assess the tudent s' knowledg and skill in using Slove nia n ora lly in a lingu istically and cu lturally appro p riate way . Thi s relates to the objectives of th Interp er son al and Info rmat io na l doma ins.

s tooe nta n I;''''/cm d c:d Level Sy llabus

co nversa tion o n top ics wh ich may inclu de th e are as o f family, schoo l, le isure , work , future asp iratio ns , and current affairs. For Part B o f this task. me stude nt prep ares two to pics du ring th e yea r. The interv iew e rs se lect o ne and inform the stude nt of the se lect io n du ring th e ge neral co nversa tio n. The studen t introd uces th e top ic in a repo rt of I to 2 minutes . TIle repo rt shou ld co ntain info rma tio n o n the chose n top ic and so me of the stude nt 's ow n ideas o r o pinions o n th e top ic. After the st ude nt has given the re po rt, th e top ic is explo red by the interv iewe rs and the stude nt d uring the rem aini ng lime . The two top ics sho uld differ subs tantially from one anothe r and sho u ld be ba sed o n individ ual pre para tion . They sho uld vary from stude nt to student. The co nte nt should be subs tantially differen t from that of the th emes set for the Written Test - Discu ss ing a Theme" . The two top ics that st ude nts e lect to pre pare for this assessme nt are forwarded to thei r au thority for approval by 30 Jun e in Year 12. A pro forma for this pu rpose is provided in the spec imen AssessmetJIS and Support Mat eria ls document. Stude nts are not ified of any requi reme nt to modify o r change their to pic thro ugh their local auth ority . To pics sho uld allow the student to meet th e req uireme nts o f the assess me nt tas k and to produce wo rk co ntaining evide nce releva nt to the crite ria se t down for this assess me nt task.

Processing Spoken Information Th is assessment task is designed primarily to assess the stude nts' knowled ge and skill in co m prehend ing and proce ss ing spo ken inform ation . This foc uses on the objectives o f the Info rmatio nal do main. Th is assessm ent task com prises tw o reco rde d passages w hich are played a to tal of th ree times each. TIle rwo passages have 11 link ing co mmo n theme . Th is theme w ill be w ith in the range of those no rmally dealt w ith in languages co urses and wi ll not be speci alised . The passages are likel y 10 exempli fy different sou rces o f spo ke n inform ation (e .g. an interview and extracts recorded fro m a radio program ) . In Pan A of th is assess me nt task. students w ill be requ ired to co mp lete two tasks based respecti vely o n the first and seco nd passa ges . Th ese tasks w ill req uire stude nts to se lect and proce ss in so me w ay inform ation d raw n from the particula r passag e. This may invo lve , fo r example , making not es or

co mp leting a form of so me kind . The task assoc iated w ith a particu lar passag e may includ e a limited nu mber o f steps . Both tasks in Part A will be prepared by set ters to be o ffered and com pleted in English or Slove nian . In Pa rt B of this assessm ent task , stud ents w ill be req uired to co mp lete a sing le task b ased o n both passages . The task will req uire stude nts to bri ng tog ethe r inforrn ano n gained fro m both passa ges and to prese nt it in a d iscou rse fo rm di ffere nt from those o f the pa ssag es. De pe nd ing o n the d isco urse form stipulated , the length of stude nt w riting is ex pected to be 80 to 100 wo rds . Th e task will be set and co mp leted in Slovenian . Th e tota l listeni ng time for the pas sages will be ap prox imately 5 minutes. The reco rde d pa ssage s w ill includ e at lea st o ne male an d o ne female vo ice. Sette rs will e nsu re that bot h the paS&lges and the tasks set w ill provide stude nts with the oppo rtu nity to p rese nt wo rk co ntain ing evide nce relevant 10 the crite ria se t do wn for this asse ssm ent task. In.structio ns to st ude nts o n the general requirements of the assessme nt task. and informa tion which desc ribes the COntext of th e spec ific task set will be in bot h Slove ruan an d Eng lish . wrmen and di agrammatic materia l may be provided as pa n o f the task to be co m pleted (e .g . forms o r tables to be filled in, d iagra ms to be labe lled) . A peri od o f 1 ho ur w ill be requ ired fo r th is task , co mp rising 10 min utes' prepa ration time and 50 mi nut es for the co mp letion of the tasks. It. is pro po sed that appro ximate ly 15 minu tes' wo rking lime be set aside for co m pleting Part A, and ap proximat ely 20 minut es fo r Part B. Th e d iagram o n page 10 de mo nstra tes th at flexibility can be allo wed 10 stude nts in how they make usc o f the tota l wo rking time at the ir d ispo sal. Stude nts may use e ithe r an approved p rinted bilingua l d iction ary or mon o lingual d ict ionary du ring th is asse ssme nt task" . Stude nts w ill co mplete Proce ss ing Spo ke n Informatio n as me first pa rt o f a single sess ion co mp rismg Processing Spoken Informatio n and the Written Test . The pape r for Processi ng Spo ken roform auon wi ll be e nt itled 'Pape r I: Processi ng Spo ken Info rmation '. It will be se parate from th e pa pe rs fo r the Written Test . and w ill include space fo r students to ta ke note s an d to co mplete all tasks requi red . 111is pape r w ill be collected at the end of the hou r alloca ted for its com pletion .

Slove n ian Extended Level Sylla bus

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-. ' -

• Preparation _ • Time (10 mins) •

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• •

• •

I 10

o

Passage I

:

S

I 40

20 Passage 2

Written Test The Writte n Test rel ates to the ob jectives o f all three dom ains and com prises Writing in Slove nian. Reorgan ising w rme n Info rmat ion, and Disc uss ing a Theme ' . Stude nts may use e ither an approved prim ed bilingu al d ictiona ry o r mo nol ing ual d ict io nary durin g this asse ssmen t ta sk" . Students w ill complete the Written Test as the seco nd part o f the sing le sess ion co mp rising Processin g Spoke n Informa tion and the Written Test.. There w ill be two pape rs for the wrt uen Test . These w ill be entitled 'Pape r 2: Writing in Slovenian' and ' Reo rganising Writte n Info rmatio n', and ' Pape r 3: D tscusstng a The me'. Time alloc ated to Paper 2 will be 1 ho ur and 30 m inut es afte r w hich this pa pe r w ill be co llected. Time alloca ted to Pape r 3 w ill be 30 minutes . In a state o r territo ry w here the autho rity does nor requi re stude nts to co m p lete Pape r 3, it will nOt:be di stribu ted to stude nts and they will co mple te only Pape r 2. Writ in g in Sio ve n ian The stude nt w rites at least 150 wo rds, but p refera bly nor mo re than 200 , in respo nse 10 a task selected from a list of fou r to six tasks. Th e writing should be of a less fo nn al, everyday style . Instru ctio ns 10 students on the ge nera l req uirements of the assessme nt task w ill be in both Slove nia n and English. Accom pan ying opt ional visual materia l and/ or o utlines in Siove nian may be includ ed .

- - -- - -- --.

Part 8 (25 mins)

•

•

•

•

Minutes

-

I'art A (25 mins)

rn

Each passag e is of approximately 2

: •

50

1/

1

• •

60

minutes ' d uration

provide stude nts with o ppo rtu nities fo r produ cing d iffere nt kind s of ..vriting (informa tive , imaginative , pe rsuasive , et c.) , fo r example , thro ugh: • •

having different p urpose s; req uiring d iffe re nt d iscou rse forms. for example, journa l e ntry , pe rso nal account , scri pt for a rolep lay, story , repo rt, or (auto) biogra phy;

•

involving d iffere nt activities suc h as reco unti ng a d ream , answe ring a letter , the text of w hich m ight be pro vide d ;

• allow ing stu dents to take on d iffere nt ro les, i.e . they are not const rained int o w riting o nly in the ir act ua l role o f Yea r 12 stude nts. Sette rs w ill also e nsu re th at th e tasks w ill provide stude nts w ith the oppo rtunity to p resen t work co ntaining ev ide nce relevant 10 the crite ria se t do wn for Writing in Sloveruan. Reo rganis in g Wri tte n lnf onn a tioD

Stu de nts are presen ted with rwo o r three piece s of w ritte n d iscou rse in Slove nia n, all o f w hich are rela ted to a co mmo n top ic o r theme . This the me w ill be w ithin the !'""d nge of those nor mally dea lt w ith in lan gu ages co urses and wi ll nor be spec ialised . Stude nts co mplete a task w hich requ ire; them to select and use relevan t inform atio n from the texts to w rite th eir ow n piece of disco urse , as se t o ut in the instructions for th e task. Depe ndi ng o n th e di scou rse fo rm stipulated , the length o f stude nt writing is expec ted to be 80 to 100 words .

Slovenian .

The te xts wh ich are give n to students shou ld re prese nt differe nt disco urse forms (e.g. news pape r article, re po rt, ex tract from a book, tabl e, o r gra p h) and the discou rse fonn req uired of the stude nt sho u ld d iffe r from these . Te xIS may be acco m pa nied by visua l mate rial.

Setters w ill ensure that (a) , the d iscou rse fo rm req uired by the task ca n be reaso nably han dled in approxima tely 150 words an d (b) , di ffere nt tasks

The tas k w ill be set and co m pleted in Siove nian. Inst ructio ns to stude nts o n th e ge ne ra l req ui reme nts o f Reo rgan ising Written Infonn ation , and

Tasks will accom moda te a broa d range o f stude nts' intere sts and aspi rations and co ve r a variety of d ifferent kinds of writing. Tasks w ill be SC [ in

• Th is asses sment rusk may not Ix: required by some stare or tcrritory authorttl.... s. •• , ,. . .. . . , -< - - " , , ~ -

stooe ntan E.-welld ed t.oeot Sy ffa blls

informat io n which describe s the context of the spec ific. task set will be in bo th Sloven ian and English. Setters w ill en su re tha t both the texts and the task set will p rovide stude nts with the o pp ortu nity to pre sent wor k co n taini n g evide nce re levant to the cri teria set down for Reor ganising Writte n Info rmati o n .

Discu ssin g a Th em e" The stude nt w rites ,I min imum o f 250 wo rds abo ut a them e in Slovenian or in English , accord ing to state or terr itory requirement s. Instru ction s to studen ts on the ge ne ral requir em ent s of the asse ssme nt task w ill be in bo th Stoventan an d English. The task s w ill also be se t in both Sloveruan an d English. Two tasks will be set on each theme . Th ese two tasks will req uire diffe rent d iscour se form s (a commentary, an account , a fac tua l rep on , o r a new spaper ankl e, et c.) from differe nt perspective s (e .g. remove d (objective), involved (personan ). Stude nts will select one task to co mp lete from all of those set. Setters will ens ure that the tas ks set will provide stude nts with th e op po rtunity to prese nt wor k co ntaining evidence relevant to the crite ria set down for Discu ssing a Theme . They w ill also need 10 avoid setting tasks w hich are so ge neral o r pred ictab le that students can reprod uce pieces of writing prepared prev iou sly. The stu dy o f the theme will incl ude study o f some of the cultur e and/or literature and/or history in Slovenian , an d stude nts will be exp ected to base the ir an swers on these work s . They mu st refe r to at least one relevant w ritten resour ce and on e relevant o ral resour ce , or at least two written reso urce s if an oral resourc e is una vailable , in co mp leting the task which they have sele cted. Students will be requir ed to list these resources at the end of their respo nse . This assessment task pro vides a good op po rtunit y for the use of literary and othe r texts of cultu ra l significance as resour ces to sup po rt the stu dy of the theme in a numb er o f act ivities . These activities might includ e . for examp le, discussion of co nte nt, discu ssion an d recording o f stud ent s' reacti on s and opi nions, prod uction of art icles , ta lks , o r reports in relation to the text. preparation an d perfor man ce o f dialogue s , or playlets based on the text o r on part s of it. Two year s in ad van ce of the assessm ent , two or • This

~ssessmcm

three them es for stu dy will be notified by the host auth ority . This not ificatio n will be accompani ed by sugges ted resour ce s in Slov cntan for study ing the theme. bot h w ritten resour ces (s ha n sto ries, poem s. so ngs , se lected passages from bo ok s, new spap er an d maga zine articles, etc.) and or al resourc es (aud iot apes or casse ttes, videotap es , films , recognised .unh o rntes, spe cific member s o f the com mun ity . e tc.) . Tea ch ers will be free to se lect resour ces othe r than tho se sugges ted. Howeve r, in this eve nt th ey will need to notify the ir se lectio n to their local auth o rity befor e the e nd of Te rm 1 of the schoo l year so that this in fo rm at io n can be pa ss ed o n to the ho st autho rity. A pro for m a for this purp ose is provided in the Spe ci m en Assessment s and Suppo rt Mate rials doc ume nt. In fo rm atio n o n theme s set for Discussing ; 1 Them e is included in 'Ap pend ix I' of this syllabus.

Criteria for Judging Performance The criteria se t out bel ow are , in ce rtain cases, expanded into compo nent item s which are the mselv es to be used as indicator s of stude nt performanc e. A ll indicat ors ar e theref ore mark ed

unth a aaggeri . Nol e: In assessin g th e stude nt's lan gua ge skills: • credit w ill be given for d ifficult suuc rur cs

handled we ll; not all grammatical m istak es will be co ns ide red as eq ual, for example , a mistak e in an exce p tio n to a gen eral rule is less s ignificant than th e nOI1app lication o f the rule itself • in oral tasks, so me pau ses and false starts are accept ab le . •

Conversation and Discussion Th e following crite ria w ill be used for Con versati on and Discu ssion . Part A: Co n versa ti o n Success in co nve rsing about a range of ge ne ral topic s will be judg ed acco rdin g to the degree to which the stude nt dem onst rates . • t the capaci ty 10 initiate and sustain co noe rsa tton by usin g co m municatio n stra teg ies suc h as asking qu esti on s, makin g requ ests. or add ing new idea s ; • t releva nce oj utteranc es and capa city 10 go beyond a minimal respo nse.

task m:1Ynot be required by c-rutn sune or terrtrory aut horities.

11

Sloven ia " Extend ed Level Syllab us

Part 8 : Repo rt and Discus s ion

Part 8 : Tas k Dra w in g o n Bo th Passages c o m p le ted in Slove nian)

Success in repo rting and d iscussing a chose n topi c will be judged accord ing to the degree to w hich the stu de nt demons trate s .

• t the capaci ty to present anti

COtJl~

tnformanon

abo ut the top ic (e.g . introducti on , indicatio n of poss ible a reas of discuss ion, logi ca l prese ntati o n. du ration of repo n , or d iscu ssion o f info rm atio n) .

• t the capa city to p resent and discuss opin ions a nd idea s (e.g . clar ity of explanatio n, or use o f exa m ples w her e appro p riate) ;

• t oariety a nd appropriateness of oocao utary anti sentence structuri ng. includ ing range o f vocabulary . variety in se nte nce structu re, or use of mo re co mp lex st ruct ures ;

• t the capa city to use the langua ge to /ink with the conoersauonat parme r ce.g. acco rd ing to w hat is

(tas k

Succe ss in proc essin g spo ke n informa tion w ill be judged acco rd ing to the de gree to w hic h th e stude nt dem o ns trates :

• t the capacity to select and use relevant tnforman or fro m the passages o f spo ke n langu age ; • j on" and orga nisa tion t obse rvation of the co nve ntions of th e disc ou rse fo rm (e.g . for mat, style , o r cultural appro p riatene ss) ; t link ing of related idea s; t o rga nisa tio n of inform ation from sources into a meaningfu l seq ue nce ; •

cuhurally app rop riate ; co nfinn ing , approvi ng, o r cont radicting state ments; develo pi ng wor ds or ph rases from the prev ious utteran ce in the respo nse ; or as king qu est ion s o r inv iting co mme nts).

effective exp ression t co ntro l o f the langua ge req uired to co mple te th e task (a ppro p riate ne ss , cla rity of express io n, incl ud ing accur acy in the lise of linguistic e leme nts) ; t de gree of inde pe nd en ce from the wo rd ing o f the o rigina l info rmatio n.

Part A and Part 8

Writt e n Te st

Success in bot h Part A and Part B w ill also be judged acco rd ing to the degree to which the stu dent dem onstrat es :

The follo w ing crite ria will be used fo r th e Writte n Te st.

• t clarity of exp ression, includin g aCCUfl: lCYin the use o f linguistic e leme nts;

• t pronuncta tton, includin g so unds, phra sin g, and into natio n (e.g. phra sin g acco rd ing LO syntactic units an d not ind ividua l words, sou nd d iscrimin ation w hich is esse ntia l for mean ing, into natio n suc h as that assoc iated with a stateme nt o r qu e stion, tem po whi ch avo ids un nat ural silent per iod s be tw ee n uttera nces , ex cess ive repe titio n, and frequ ent false sta rts);

• t kn owledge oj cutturat appropriaten essin the interaction , includin g mod e o f add ress , gree tings . a nd leave- taking .

W riting in Slovcnian

Success in writin g in Slove n ian will be judged acco rd ing to the de gree to whi ch th e student dem on strates : • 'b e capac ity 10 deal w ith the chose n top ic t bread th of tre atme nt ; t s uita bility o f the writin g fo r the topi c a nd/o r pu rpose ; t maint enance o f th e rea der's inte rest :

• fo n n a nd organtsauo r t obse rvatio n o f th e co nve nt ions o f th e d iscou rse fo rm (s tyle , se que ncing, or cultural ap prop riate ness ) and spe cific•nion s re gard ing le ngth ; t o rga nisation of co nte nt;

Proc essing Spoken Informatio n The follow ing crite ria w ill be used for Process ing Spo ke n Informati on . Part k Tasks

• clarity oj exp ression

t co ntro l o f the langu age req uired by the topics .

the Two Spo ke n Passag es ( tas ks co m p leted in English o r Siovenian ) 00

Success in process ing spo ke n information w ill be judged acco rdin g to the degre e to w hic h the stude nt de monstrates :

• t the capacity 10 select a nd lise relevant inf ormati on from the passa ges of s po ke n lan gu age .

12

includin g accuracy , in the use o f the lingu istic ele me nts ;

•

variety and appropriateness oj voca bu la ry a nd selltence struc tu ri ng

t range of vocab ula ry, t va riety in se nte nce structure ; t appro priate ne ss o f voca b ulary and se nte nce struc ture.

stooe ntan Ext ended tooe t

SyJlabll~

Reo rganis in g Wri n en Inf onnation

Discus sin g a Them e "

Success in reorga nising information in Slovenian will be judg ed acco rdi ng to the deg ree to wh ich the student demo nstrates: • t the capa city 10 select (II/d lise releva nt tnf orma uon fro m the grap hic and/or w riue n mate rial; • j onn and orga n isation t obse rvation of the co nve nt ions o f th e di scourse form (e.g. form al , style. o r cu ltu ral app ropria te-

Success in discu ssi ng a th em e wi ll be judged acco rding to the degree to w h ich the stude nt dem onstrates . • the capac ity to dea l w i/h the chosen top tc t evide nce o f pre paration , includ ing refe renc e to texts st udied dur ing the ye: ll'; t breadth of treat me nt : t re lev an ce o f the writin g for the topi c and/o r purpose; t main te nan ce o f the read er 's interest ; • t form and orga nisa tion; • t effecttoeexpresston (cla rity, variety, o r approp riateness) . Note As a result of triallin g in the first Instance , and th e reafter as a result of annua l mon itoring, it is possi ble that modificati ons m ay need to be made to the assess rneru tasks andlo r to the crite ria for judging perf orm an ce . Auth oriti es will notify any suc h changes 10 schoo ls not later than February of th e year in whi ch the mod ifica tion s are 10 apply.

ness ) ;

t linki ng o f re lated ideas ; t o rga nlsauo n of info rmat io n from so urce s into a meanin gful seq ue nce;

• effea toeexpression t co ntro l o f th e language req uired to co mplete the task (appropriate ness , cla rity o f ex press io n, includ ing accu racy in the use o f linguist ic eleme nts) ; t deg ree o f independ en ce from the word ing of the o riginal informa tion .

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APPENDIX I: THEMES AND SUGGESTED RESOURCES FOR STUDY IN RELATION TO DISCUSSING A THEME Th e fo llo wing them es have be en se lected fo r study in relation to Discu ssin g a Them e in those states o r territories wh e re au tho rities require this assess me nt task to be co m pleted . This se lect ion will ap ply from 1992 until furth er not ice . Teache rs will need to chec k with their IOC:: II assess me nt and ce rtification autho rity wh ether these them es are still current. I . The Migrnn t Expe rience 2. Images of Slove nia 3. Res pect Fo r and Ap preci ation o f the Enviro nmen t

For each o f these the mes a suggest ed list of wo rks for stude nts to st udy (o r ex tracts fro m the m) has bee n p repared and is prese nted bel ow . Tea chers ma y usc these lists as they are . mod ify them (e.g . subst ituting o ne equi valen t work fo r anoth e r), o r they may prepa re th eir o wn list fo r students to stud}'. If tea che rs choose to use resou rce s ot he r th an those listed , they must noti fy th eir loca l autho rity o f this by the end o f Te nn 1. so that this info rma tion can be passed o n to the host autho rity. A pro fo rma fo r th is purpose is provid ed in the speci me n Assessme nts a nd Suppo rt MQ/erials docu men t w hich acco m panies this syllab us. In dec iding w hich and how many of the sugges ted

(or ot her) reso urces to use , teache rs sho uld bea r in m ind that the pu rpose of studying the reso ur ces is to allow stude nts to : • expe rience a d iversity of re so urces (bo th w ritten and o ral) w hich p rese nt :1 range o f pe rspe ctives in relation to the theme ; • gain a broad unde rstan ding o f the th eme . In sele cting resour ces , teachers wi ll also bea r in mind how much o f thei r ove rall teach ing prog ram they intend to devote to the study of th e them es se t fo r Discussing a Th eme .

1. The Migrant Experience

tn eraru re Mile Klopt lC. e.g. Mary se predsta vl. Selected stones or letters from Roolla gruda. Oton Zupanc« . Duma. AnnaKrasna. Domo vmlJ je tu IfI domo\'l na je tam. Audiovis ual The M lgrallf l:.""fJ'C nellce (a documentar y f ilm). Persona l and recorded interviews are recommended.

2. Images or Slovenia Lnera rure

Oton ZupanciC. Z vtekom. I van Canker . 0 domovlna.ko re je Bog ustvenl. Dragot m Keue. 0 Adna. Audiovis ual Ivan T avca r. C\ 'etje

I

jeSefl/(a fJlm).

tllustranons or descnp nons of countrys ide and cues from Rodna gruda_ A seec ucn of

Sloverna n

3. Respect For and Apprec iation 01 the Environment Li t erature

Mate] Bar. Set je popornik 5kozi atomski vee lven Mire tu, Nekoga moraS imerl rad. Tone Kuntner. Mop hisa:Koonve. Bojen Snh, Twoti. Aud iovis ual Radio document ar ies.

The Sloven ian Extended Level Sylla bus has bee n deve loped as a res ult of co llabo ratio n be twee n Australian cu rricu lum , assessm ent , and ce rtificatio n autho r ities. The docu ment is based o n a model devel oped by the Natio nal Assess me nt Frame wo rk for Languag es at Senior seco ndary level (NAFLa55L) Project in co nsultat ion with the National Referen ce Gro up, w hich co mprise s re presentat ives of the assessm ent and ce rtificatio n autho rities of all states and ter rito ries o f Austra lia. The Natio nal Referen ce G rou p has be en ass isted by represe ntat ives of state and territo ry ed ucation depa rtme nts , the Catho lic Educa tion O ffice , and the Independe nt Schoo ls Associat ion . The NAFL3SSL Project has been co nsiste ntly suppo rted by the Austral asian Curricu lum, Assess ment and ce rtification Au!.ho rities (ACACA) . With in ACACA, three auth orities , the Board of Stud ies (Ne w 50Ulh Wales) , th e Senio r Seco nda ry Assess me nt Board o f South Australia , and the Victorian Curriculu m and Assessm ent Board , have ea ch take n coo rdinating respon sib ility fo r a numbe r o f the nineteen lan guages. All syllab us doc ume nts for the ninet ee n languages have be e n accredited by these three host au thor ities. Syllabus docu men ts fo r ind ivid ua l languages may also be reco gnise d by oth er Australian authorities, depe nd ing upon thei r pa rticular needs an d assess me nt proced ures. Publication of the Stooem a n Extended Level Sylla bus has bee n fund ed by members o f ACACA. Major co ntribu tions 10 publi cation costs have been made b y the host auth ori ties menti oned abo ve . Contributions have also been made by the Board o f Senio r Seco ndary Schoo ! Stud ies (Q uee nsland) , the Northe rn Territory Board of Stu d ies, Th e Schoo ls Board o f Tasman ia, and th e Seco ndary Education Autho rity (Weste rn Australia) . Since 1987 the NAFLaSSL Project has bee n funded by the Co m mo nwea lth Dep artme nt o f Empl oyment , Edu cation and Training th rough the Australian Advisory Cou ncil o n Languages and Multicuh ur.1!Education (AAClAME) 0 987-92) and the Asian Stud ies Cou ncil 0 990-92).