Lake Tuggeranong College Unit Outline

Lake
Tuggeranong
College
Committed to Quality
Lake Tuggeranong College Unit Outline
Year
Teacher
Y11 and Y12
Rika Bushby
Course
1.0 Unit
0.5 Unit
0.5 Unit
Continuing Japanese
The World Around Us
Social Issues
My Future
Course Code
Unit Code
Unit Code
Unit Code
5320
53209
53210
53211
UNIT GOALS: This unit should enable students to:



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


Give and respond to short talks and discussions regarding the environment for specific
information, e.g. Ask and answer questions about social issues
Read and understand short articles about familiar topics concerning the environment and/or
social issues for specific details
Write a personal response to a social and/or environmental issue of concern, e.g. a protest
letter, a personal poem, a school magazine article
Participate in discussions about future plans and explain reasons for choices e.g. give
detailed reasons for decisions on career, study and relationship options orally and in writing
Read and understand advertisements from authentic sources for employment
Understand conversations in which people discuss future plans and their choices
Write a curriculum vitae and fill in an application form for employment
Content
Topics:

The Environment

Social Issues

o
Current issues, personal interests, attitudes to familiar topics
o
Issues raised, argument presented, main details, conclusion
o
points of agreement and disagreement, explanations, possibilities
Future Plans and Goals
o
study, career, holidays, personal relationships and the possible problems that
could affect them

Finding a Job

Working Life

Relationships
Essential grammatical concepts:
FUNCTIONS
Asking and giving information
about a topic
Enquiring about and
expressing opinions
Enquiring about and describing
a situation
Enquiring about and describing
a situation
Reporting what was thought,
heard, said or written
Introducing a speech
STRUCTURES
……….って何ですか。
……….と言う事です。
………..についてどう思いますか。
Concluding a speech
Responding to a speaker
以上で(……。。)についてのスピーチを終わります
(.....)についてもう一度説明して
もらえませんか
(.....)について反対です。・
さんせいします。
～にとって・・・
～としては・・
～の意見では・・
―たりーたりしたらどうですか。
－たらどう思いますか
(……) てみたらどうですか。
あのコースには（１００人）しか
入れません。
だれが教えてくださいますか。
おきゅうりょう/ 時給はどのぐらい（もらえますか。）
毎月（
円）もらいます。
Expressing opinions
Suggesting a course of action
Asking information about:
Jobs and careers
Salary/prices
Obligations
………について教えてほしいんです。
それはいつごろ問題になりましたか。
(…)たころ・時問題になりました。
と思う・―と聞く・―と言う
―によると(……)そうです。
(……)について話したいと思います。
それは（
Responsibilities and
Prerequisites
Past experiences
Locations
円）になります・いただきます。
―なければなりません。
アルバイトをしましたか。
(
)ことがありますか。
（スーパー）ではたらきました
Indicating:
Need
―がいりますが、………
Expectation
―たらいいと思います。
Expressing:
Opinions
Advice
もし……たらよかったでしょう。
Intentions
Enquiring about and
もし……たらよかったでしょう。
―つもりです
―勉強するだけではなくて､よく～もします。
Page 2 of 7 Lake Tuggeranong College Unit Outline Continuing Japanese _ The World Around Us
describing:
School achievements
（五才）の時から（
Personal achievements
をし）始めました。
好きな事について話してください。（音楽を聞く）事・のが
好きなんです。
どのぐらい漢字が読めますか。
何年間ぐらい日本語を勉強していますか。
Personal interests
フランス語がすこしできます｜しゃべれます。
Japanese language
background
Capabilities
―さんは（車をほしがっています。（大学に入り）たがって
います。
The wishes of others
Conjecturing：
両親は私に医者になってほしいです。
……さんはたぶん日本ではたらくでしょう/だろう。
Jobs, opportunities in the
future
大学に入るでしょう。
会社員らしい/らしくないです。
日本人みたいです。
その仕事がよさそうですね。
就職したようです。Kanji line
Conditional information:
……なら/………をしたら,……
Additional Grammar (Extension for Yr 12)
Expectation – moral obligation
On the one hand,….on the other hand
Comparing
Decisions/Intentions
Verb Plain Form べき –YR 12
一方では・・・他方では…
AはBとくらべて・・・
AとBをくらべると
―ことにきめました。
―ことにしました
Indicating:
Need
~すればよかったね
Expectation
Past Experiences
~はずです。・べきです。
( )の経験がありますか。
ASSESSMENT ITEMS
ITEM
Responding (Listening)
Writing (Sustained piece)
Responding (Reading)
Interview
WEIGHTING
WEIGHTING WEIGHTING
0.5
1.0
30 %
15 %
70 %
35 %
50 %
25 %
50 %
25 %
TOTAL 100% each 100%
DUE DATE
Week 6/7
Week 8/9
Week 14/15
Exam Week
Page 3 of 7 Lake Tuggeranong College Unit Outline Continuing Japanese _ The World Around Us
ASSESSMENT CRITERIA
Students will be assessed in speaking, writing and responding tasks on the degree to
which they demonstrate:
Communicative Interaction:

effective fluent communication

an understanding of purpose and context
Content:

relevance and depth of content
Language Use:

clarity and expression

accuracy

risk taking
Page 4 of 7 Lake Tuggeranong College Unit Outline Continuing Japanese _ The World Around Us
Student Planner
WEEK
CONTENT
Week 1
Social Issues - Vocabulary, Kanji, Grammar
Week 2
Social Issues – Grammar
Week 3
Social Issues – Grammar, Expressions for discussion
Week 4
Social Issues – Expressions for discussion
Week 5
Social Issues – Reading and listening practice
Week 6
Social Issues – Reading and listening practice
Week 7
Social Issues – Writing practice
AST: 2/3 Sept
Week 8
Social Issues – Writing practice
Week 9
Social Issues – Writing practice
Week 10
My Future – Vocabulary, Kanji, Grammar
Week 11
My Future -Grammar
Week 12
My Future –Grammar, Reading and Listening practice
Week 13
My Future –Reading and Listening practice
Week 14
My Future –Talk/write about own future plan
Week 15
My Future –Talk/write about own future plan
Week 16
My Future –Talk/write about own future plan
Week 17
ASSESSMENT
Listening test
Writing test
Reading Test
Interview
Week 18
Week 19
Week 20
Page 5 of 7 Lake Tuggeranong College Unit Outline Continuing Japanese _ The World Around Us
Unit Grade Descriptors for Continuing T Courses
A student who
achieves the
grade A typically
Communicative Interaction:
Content:
Language Use:


effective fluent communication,
an understanding of purpose and context

relevance and depth of content
 clarity and expression
 accuracy
 risk taking

communicates with fluency, interacts spontaneously
and applies the language with versatility, in a wide
range of contexts and for a variety of purposes
consistently responds critically and analytically, with a
confident understanding of purpose and audience
applies conventions of text types with sophistication,
showing strong cultural and linguistic appropriateness
and sensitivity
communicates effectively, interacts confidently and
applies the language with some versatility, in most
contexts and for a variety of purposes
responds critically and analytically, with a strong
understanding of purpose and audience
applies conventions of text types well, showing
cultural and linguistic appropriateness

produces sophisticated texts showing a high degree  consistently uses complex grammatical structures
of relevance, authenticity and depth of content
demonstrating clarity, creativity and originality in the
elaborates on topics and develops ideas to produce expression of ideas and information
a logical and well organised text
 demonstrates highly developed accuracy, flexibility
and independent use of the language
understands all key points, details and nuances in
spoken, written and visual texts
 shows reflection, refinement and a willingness to
take risks
communicates competently, interacts and applies the
language appropriately, in familiar and predictable
contexts for a variety of purposes
responds with some degree of critical analysis, with a
good understanding of purpose and audience
applies conventions of text types, showing cultural
and linguistic appropriateness

communicates, interacts and applies the language in
a limited way, in familiar and predictable contexts, for
well-rehearsed purposes
responds with some understanding of purpose and
audience
applies some conventions of text types, showing
cultural and linguistic awareness
communicates, interacts and applies the
language minimally
responds with little understanding of purpose
and audience
shows little understanding of text types or
cultural and linguistic awareness.



A student who
achieves the
grade B typically



A student who
achieves the
grade C typically



A student who
achieves the
grade D typically



A student who
achieves the
grade E typically


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








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produces articulate texts showing a high degree of  uses some complex grammatical structures,
relevance and depth of content
demonstrating clarity and creativity in the expression
of ideas and information
expands on topics and develops ideas to produce a
logical and organised text
 demonstrates well developed accuracy, flexibility
and independent use of the language
understands most key points, details and nuances
in spoken, written and visual texts
 shows reflection and a willingness to take risks
produces coherent texts showing relevance and
adequate depth of content
develops ideas to produce a logical and organised
text
understands most key points and some details in
spoken, written and visual texts
 uses familiar grammatical structures demonstrating
clarity in the expression of ideas and information
 demonstrates accuracy in using familiar and
predictable language
 shows some reflection and some willingness to take
risks
produces texts showing some relevance and limited  uses some familiar grammatical structures in the
depth of content
expression of ideas and information
expresses some ideas in text
 demonstrates some accuracy in using familiar and
predictable language
understands some points and details in spoken,
written and visual texts
 takes few risks
produces minimal texts
expresses few ideas in text
demonstrates minimal understanding in spoken,
written and visual texts
 uses limited number of familiar grammatical
structures
 demonstrates limited accuracy in using familiar and
predictable language
 takes no risks
ASSESSMENT POLICY
There are a number of ACT Board of Senior Secondary Studies (BSSS) requirements that
students must meet to be able to be assessed in a unit and be awarded grades and/or
scores. These requirements also ensure consistent procedures across the college and the
system. Notably these include minimum attendance and completion of classwork and
assessment. These are also detailed penalties for late or plagiarised work. Assessments are
subject to rigorous moderation procedures within the college to ensure comparability of
marking and at the end of year 12 college marks are scaled to allow comparability across the
ACT system.
Grades are allocated on the basis of student performance against set criteria that are
available in the course framework documents. Students are encouraged to consider
carefully the marks and feedback given on assessments and if there are issues with marking,
the college has open and transparent appeals procedures.
Further details of these assessment policies and procedures are located on the college’s
website: http://www.ltc.act.edu.au/student_life/assessment_policy

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