LANGUAGES

Camberwell Grammar School places strong emphasis on the importance of learning languages. In an increasingly interconnected and globalised world, languages broaden students’ horizons and expose them to new ideas and cultures. Language learning helps make students aware of different cultures and how to engage with them, skills which will become increasingly important in the future.

COURSE STRUCTURE

Year 7

Students study four languages for a semester each

Year 8

Students continue with two languages

Year 9

Students continue with at least one language

Year 10

Students continue with at least one language

Year 11

VCE: language study is optional, but students can continue with any of the languages on offer

Year 12

VCE: language study is optional, but students can continue with any of the languages on offer

Language and Culture Tours

French, Latin and Chinese offer overseas tours to augment student learning. These are held in school holidays and are not compulsory, but do help students to see places they have been studying, and for

Overseas Exchanges

Students may wish to spend an extended time overseas on exchange. This will provide them with increased exposure to the target language in real-life situations, and is beneficial to a student’s

Other Languages

In some cases students may wish to study a language not offered at Camberwell Grammar School. This may be a language that the student speaks at home, or has studied at another school. In these situations it may be possible to study the language through the Victorian School of Languages (VSL). Usually the student works by correspondence with a teacher at the VSL, who sends an amount of work to be done each week, and arranges a regular time to talk over the phone. the modern languages to practise their language in a real setting. For more details please see the respective Head of the language.

language skills. Ideally exchanges should be arranged to coincide with school holidays, to ensure other subjects do not suffer.

Learning a language by correspondence with the VSL requires great determination and self-discipline from a student, as there is no regular class structure to support and encourage him. Typically the student will be given time to work on his language study in the library in place of a language elective. Students who are interested in studying a language with the VSL should discuss the matter with the Head of Curriculum (Years 9 to 12).

Chinese

SUBJECT STRUCTURE

Year 7

Beginners’ Chinese 7

Year 8

Continuing Chinese 8

Intermediate Chinese 7 Intermediate Chinese 8

Advanced Chinese 7 Advanced Chinese 8

Year 9

Continuing Chinese 9 have no home background in speaking Chinese learnt Chinese at primary school or have some exposure to

Chinese at home background in speaking Chinese and have also learnt Chinese at primary school or weekend community languages schools Year 9 Chinese Students build their Chinese language skills in listening, speaking, reading and writing by completing units of work in the textbook Chinese Made Easy 3. Students increase their cultural knowledge and expand their vocabulary by studying materials on China and the Chinese- speaking world by completing cultural research projects. VCE Chinese

Advanced Chinese 9

Year 10

Continuing Chinese 10

Pre-VCE Advanced Chinese 10 VCE Chinese (SL/

VCE Chinese (SL/ 1 & 2

Year 11

(SL/SLA/CLCS) 1 & 2

SLA/ FL) SLA) 3 & 4

VCE Chinese (FL)

Year 12

VCE Chinese (SL) 3 & 4

VCE Chinese (SLA) 3 & 4

Chinese (CLCS) 3 & 4

Beginners’/Continuing Chinese is recommended for students who Intermediate Chinese is recommended for students who have Advanced Chinese is recommended for students who have a home

3 & 4

INFORMATION TECHNOLOGY

Notebook computers may be used for internet searches relating to assignments and projects, operating interactive software programmes, drafting and presenting, and accessing some of the audio components of the prescribed Course Book.

ASSESSMENT

Students are assessed on their performance in class tests that cover the four major skill areas of listening, speaking, reading and writing. There are tests of vocabulary, grammar, speaking (role play, reading aloud) written expression, reading comprehension, and listening comprehension. Research projects are also graded. A minimum of three assessment tasks are used as a basis for the awarding of grades for the two interim assessments made during each semester. At the end of the second semester there is an end of year examination.

LANGUAGE ELEMENTS

Semester 1: Idioms and phrases; Informative writing style; persuasive writing style; Text-types, for example, speech, newspaper article. Semester 2: Evaluative writing style; Imaginative writing style; Texttypes, for example, report, magazine article, story.

CULTURAL STUDIES

One project per semester on:

Chinese arts: Chinese calligraphy; Chinese painting; Peking Opera; Chinese art crafts: for example, kites, fans, and chopsticks; Chinese lifestyle: for example, leisure activities.

Year 10 Chinese

Students build their Chinese language skills in listening, speaking, reading and writing by completing units of work in the textbook Chinese Made Easy 4.

Students increase their cultural knowledge and expand their vocabulary by studying materials on China and the Chinese-speaking world by completing cultural research projects. There will be four streams of VCE Chinese offered at the School in 2019, including a new VCE subject: Chinese Language, Culture and Society Units 1 &2. For Chinese SL & SLA, there will be a new Study Design Units 1 & 2, but Units 3 & 4 will remain the current Study Design.

CHINESE FIRST LANGUAGE (FL)

Designed for students who have had more than seven years of education in a school where Chinese is the medium of instruction.

CHINESE SECOND LANGUAGE ADVANCED (SLA)

No more than 7 years of education in a school where Chinese is the medium of instruction

The highest level attained in a school where Chinese is the medium of instruction is no greater than the equivalent of Year 7 in a Victorian school.

CHINESE SECOND LANGUAGE (SL)

No more than 12 months of education in a school where Chinese is the medium of instruction OR

Less than 3 years (36 months) of residence in China, Taiwan, Hong Kong or Macau.

CHINESE LANGUAGE, CULTURE AND SOCIETY (CLCS)

No more than 6 months of education in a school where Chinese is the medium of instruction OR

Less than 2 years (24 months) of residence in China, Taiwan, Hong Kong or Macau.

Notes:

All applicants will be deemed to have commenced formal education by the end of their 5th year of age, regardless of the setting.

Application forms for second language study are available from the Student Services Office. Students in advanced classes will study Chinese SL/SLA/CLCS and Chinese First Language Units 1 & 2.

LANGUAGE ELEMENTS

Semester 1: Complex sentence patterns; Different genres; Texttypes, for example, dialogue, role-play, news report. Semester 2: Five different writing styles; Story-telling.

CULTURAL STUDIES

One project per semester on:

Current issues in China: for example, youth issue; one-child policy; Chinese history: for example, a famous emperor/empress; a famous Chinese person in the world today: for example, Yao Ming; Bruce Lee; Jackie Chan.

FOR FURTHER INFORMATION PLEASE CONTACT

Mr Wei Ha

Head of Chinese Ph: 9835 1777 Email: wh@cgs.vic.edu.au

French

SUBJECT STRUCTURE

Year 7 Year 8

French 7 French 8

Advanced French 7 Advanced French 8

Year 9

French 9

Advanced French 9

Advanced French is taken by: (a) incoming Year 7 students with substantial experience of French in Primary School, (b) students who have been part of the Advanced class in their previous year of study, and (c) students who are transferred into Advanced French as a result of outstanding performance in their mainstream French studies at the school. Please contact the French staff to discuss suitability.

INFORMATION TECHNOLOGY

Notebook computers may be used for Internet searches relating to assignments and projects, operating interactive software programmes, drafting and presenting, and accessing some of the audio components of the prescribed Course Book.

Year 9 French

Students build their French language skills in listening, speaking, reading and writing by completing units of work in Tapis Volant 1.

LANGUAGE ELEMENTS

Semester 1: Daily routines at school and at home, describing things around the house, expressing opinions, giving directions, reflexive verbs, the imperative, position and agreement of adjectives, adverbs, regular and irregular verbs in the present tense. Semester 2: Describing personalities and appearances, expressing feelings, leisure activities, festivals and celebrations, holiday plans, the weather, direct object pronouns, nationalities, immediate future tense/ le future proche, il faut + infinitive, avoir expressions.

Year 9 Advanced French

Students build their French language skills in listening, speaking, reading and writing by completing units of work in Tapis Volant 2.

LANGUAGE ELEMENTS

Semester 1: Revision of present, future and near future tenses, imperative forms, reflexive verbs, object pronouns, restrictive structures, vocabulary of household items and tasks, months and seasons, poetry study and recitation for the Alliance Française competition. Semester 2: Negative and interrogative forms, past participle agreement, vocabulary of social and leisure activities, places in a town, shops and services, past time expressions, sequencing expressions: d’abord, puis, ensuite, après, finalement.

Year 10

French 10

Advanced French 10

Year 11

VCE French 1 & 2

Year 12

VCE French 3 & 4

ASSESSMENT

Students are assessed on their performances in class tests that cover the four major skill areas of listening, speaking, reading and writing. There are tests of vocabulary, grammar, speaking, written expression, reading comprehension, and listening comprehension. Research projects are also graded. A minimum of three assessment tasks are used as a basis for the awarding of grades for the two interim assessments made during each semester. At the end of the second semester there is an end of year examination.

CULTURAL STUDIES

Students increase their cultural background by studying materials on France and the French-speaking world in each chapter of the course book. Topics covered are: transport in France, homelessness in France, European money, ethnic diversity, racism and discrimination, festivals and celebrations in France, holidays and ecotourism.

CULTURAL STUDIES & EXTENSION PROGRAMME

One project per term from: French family life, holiday destinations and travel in France, popular leisure activities, famous French monuments.

Students read authentic tests in French according to their interests and level of competence. The library has a growing collection of texts ranging from simple readers to novels in French. Students keep a reading journal and make regular classroom presentations in French.

Year 10 French

Students build their French language skills in listening, speaking, reading and writing by completing units of work in Tapis Volant 2.

LANGUAGE ELEMENTS

Semester 1: Negotiating, talking about yourself, future events, expressing probability, talking about past events, direct object pronouns, adverbs, review of regular and common irregular verbs, months and seasons, asking questions, past time expressions, the perfect tense/le passé composé with regular verbs, negative and interrogative forms in the perfect tense. Semester 2: Talking about recent social and leisure activities and saying whether or not they went well, narrating a series of events, buying food and drinks, prices and quanties, health and safety issues, the perfect tense/le passé composé with irregular verbs, using être and reflexive verbs, negation in the perfect tense, sequencing, the pronoun en, the imperfect tense, indirect object pronouns, and le future simple.

Year 10 Advanced French

Students build their French language skills in listening, speaking, reading and writing by completing units of work from Tapis Volant 2.

LANGUAGE ELEMENTS

Semester 1: Review and completion of the study of tenses and moods: present, imperfect, future, conditional, perfect, pluperfect, past historic, future perfect, conditional perfect, imperative, present and perfect subjunctive. Reflexive verbs, price and quantity expressions, the partitive article, the pronoun en, interrogative expressions, conjugation of irregular verbs pouvoir, vouloir, devoir, croire, connaître, se souvenir, se plaire, s’asseoir and a poetry study and recitation for the Alliance Française competition. Semester 2: Constructing a narrative using a range of tenses, possessive and demonstrative adjectives, demonstrative pronouns, direct and indirect object pronouns in perfect tense structures, advice imperatives (il faut, tu dois…), use of (dé)plaire (à), manquer (à), the vocabulary of work and professions.

CULTURAL STUDIES

Students increase their cultural background by studying materials on France and the French-speaking world in each chapter of the course. Topics covered are: popular leisure activities in France, technology and young people in France, souvenirs and tourist attractions in France, food in France, comic books, the Gauls, youth in France today.

CULTURAL STUDIES & EXTENSION PROGRAMME

Students increase their cultural background by studying materials on France and the French-speaking world in each chapter of the course book and by completing cultural research projects. Topics covered are: French specialist food shops, malls and markets, fashion, the Gauls, the French media, life issues of young French people, the changing face of employment in France. Students continue to read authentic tests in French according to their interests and level of competence. The library has a growing collection of texts ranging from simple readers to novels in French. Students maintain a reading journal and make regular classroom presentations in French.

Elements of the DELF programme are regularly undertaken.

FOR FURTHER INFORMATION PLEASE CONTACT

Ms Naomi Eckersley

Head of French Ph: 9835 1777 Email: nme@cgs.vic.edu.au

Indonesian

The study of Indonesian provides students with the ability to understand and use a language that us spoken in the world’s 16 th largest economy, and one of its fastest growing. Australia’s closest neighbour, Indonesia is the world’s 4th most populous country. Students are able to engage with Indonesian speaking communities in Australia and internationally in a variety of endeavours including business, tourism and education.

SUBJECT STRUCTURE

Year 7 Year 8

Indonesian 7 Indonesian 8

Year 9

Indonesian 9

Year 10

Indonesian 10

Year 11

Indonesian 1 & 2

Year 12

Indonesian 3 & 4

INFORMATION TECHNOLOGY

Notebook computers are frequently used in class to access the Internet and Intranet for developing a cultural perspective, as well as for drafting written tasks, preparing slide shows and creating posters.

Year 9 Indonesian

The Indonesian taught in Year 9 is based on the Communicative Approach to language teaching. The course is topic based and follows the progression set out in the text: SAYA BISA 2, along with locally designed units. Over 5 periods a week, students study a range of topic based activities aimed at developing their competency in Indonesian reading, writing, listening and speaking, as well as promoting Indonesian and Intercultural awareness.

As part of our ongoing commitment to enriching our students’ cultural experiences, students participate in an outing to an Indonesian film screening and enjoy a meal at an Indonesian restaurant in Semester 2, and also participate in other in-school cultural activities such as guest speakers and incursions.

Topics include:

LENGAN SAYA SAKIT: School and holiday experiences of young people in Indonesia and Australia. Describing events using days, dates and times. Body, health, wellness and illness including talking about body parts and expressing how you feel. Learning about common illnesses in Indonesia and the Indonesian health system, including modern medical care and traditional health practices. Word order in noun phrases and the function of ber- and me- verbs. MARI KITA KE PASAR!: Comparing and contrasting shopping experiences in Australia and Indonesia. Learning about tropical fruit and vegetables and other staple products of Indonesia including rice. Expressing preferences for certain foods or drinks, asking about prices and describing quantities of particular items. The language of buying and selling goods, (including bargaining) in a culturally appropriate manner. Classifiers, use of ter-suffix or paling + adjective to express the superlative, pe- nouns.

ASSESSMENT

Students are assessed on their skills in listening, speaking, reading and writing, as well as cultural understanding.

AYO KE RUMAH MAKAN! Comparing and contrasting food and eating habits in Australia and Indonesia. Learning about the nature of different eating venues in Indonesia as well as the diverse range of regional foods found across the Indonesian archipelago. Describing the taste of food and expressing preferences. The language of ordering food including use of classifiers to denote quantity. Learning about popular Indonesian foods and drinks. Understanding and following procedural texts to cook Indonesian food. Di RUMAH: Learning about the layout and function of Indonesian houses including the range of housing types found across the Indonesian archipelago, as well as understanding what factors (eg climate, infrastructure) contribute to their style. Describing houses and rooms of a house. Comparing and contrasting the daily routine of young people in Indonesia and Australia, as well as the factors that contribute to these similarities and differences. Qualifiers, the use of ‘adalah’, frequency words and tense markers. SELAMAT DATANG DI KOTA SAYA! Examining the function of buildings that make up a typical city in Indonesia and Australia. Naming buildings, structures and places in Indonesian. Describing the location of places around town using prepositions of place, giving a street address or using compass points. Asking for and giving directions for how to get to a particular destination. Ber- verbs (intransitive verbs) and the use of the ter- prefix for accidental verbs.

Year 10 Indonesian

Students study a range of topic-based activities aimed at developing their competency in Bahasa Indonesian through reading, writing, listening and speaking as well as promoting Indonesian cultural awareness, based on the text: SAYA BISA ! 2 COURSE BOOK AND WORKBOOK. Students have the opportunity to attend the Why Learn Indonesian Forum, presented by VILTA (The Victorian Indonesian Language Teachers’ Association) in Semester 2, which provides students with the knowledge about pathways for continuing the study of Indonesian after secondary school. Guest speakers are also invited to speak to students throughout the course of the year. Year 10 students also participate in an excursion to the Indonesian Film Festival followed by an Indonesian restaurant where they practise their speaking and listening skills and develop an understanding of the cultural aspect of the Year 10 Course.

Topics studied include :

HARI LIBUR: Entertainment and Media in Indonesia. Students explore a range of media influences through film and music. Students learn the grammatical structures of BER – verbs, PE – nouns. Auxiliary verbs and how to use – KAH? In questions. YA AMPUN KITA KEHUJANAN: Students learn about the weather and how to distinguish the different seasons both here and in Indonesia. Students discuss the various seasons and activities associated with these seasons. The tropical landscape of Indonesian, climate change, volcanoes and natural disasters are also explored. Students learn the grammatical structures of KE – AN verbs. ADA/ADALAH and use of – NYA as a pronoun. DOCUMENTARY STUDY: Australian Story – SAVING BONDAN JAGALAH LINGKUNGAN KITA! Students explore environmental issues such as endangered animals and deforestation, and the effect of climate change on the environment. Students learn the grammatical structures of Giving Opinions: MENURUT PENDAPAT SAYA and Supporting Opinions: KARENA and SUPAYA . KAMU BEKERJA SEBAGAI APA? Students learn about the different occupations in Indonesia through discussion of work opportunities, writing letters of application, and the formal structure of language used in a job interview. Students also learn to discuss family members’ occupations, as well as future aspirations. Students learn the grammatical structure of PE nouns, and the difference between ahli and tukang; to work as….bekerja sebagai; future ambitions – cita-cita; di masa depan, saya mau menjadi.

FOR FURTHER INFORMATION PLEASE CONTACT

Mrs Janet Sharman

Head of Indonesian Ph: 9835 1777 Email: jms@cgs.vic.edu.au

Latin

SUBJECT STRUCTURE

Year 7 Year 8

Latin 7 Latin 8

Year 9

Latin 9

Year 10

Latin 10

Year 11

Latin 1 & 2

Year 12

Latin 3 & 4

INFORMATION TECHNOLOGY

The Cambridge Latin Course textbook that students use in Years 9 and 10 is complemented by a vast array of web resources: assisted translation of stories, grammar exercises, background material and more. Teachers make regular use of these in class and on homework assignments. In addition, the Latin Department produces an extensive in-house array of Schoology exercises, equipping students to learn, revise and test themselves on vocabulary, tables and grammar at their own pace and at a series of levels of increasing complexity. Students are required therefore to bring a laptop computer to class.

Year 9 Latin

As Year 9 students work through the final four Stages of Book II (blue) of the Cambridge Latin Course, and then all eight Stages of Book III (green), they learn about life in the Roman provinces in the first century AD. The locus of the stories is Roman Egypt and Britain. Students explore topics such as science and medicine in the ancient world, religious rites and traditions, and the organisation, equipment and operation of the Roman army. The storyline continues to follow the adventures of its young hero from prior years, Quintus Caecilius, but also introduces fresh characters. The ‘braggart soldier’ Modestus

Year 10 Latin

In Book IV (gold) and Book V (purple) of the Cambridge Latin Course, students transition from studying life in the provinces (Egypt, Britain) to studying life in the city of Rome itself. They explore architectural wonders like the Arch of Titus and the Colosseum; they examine the customs and structure of Roman society; they delve in greater depth into topics covered in the previous year as well, like Roman religion. The storyline takes a sinister turn, as students enter the court of the Emperor Domitian. There they discover how ruthlessly he dealt with threats and rivals to his absolute power.

ASSESSMENT

Students are assessed in three strands, grammar, vocabulary and translation, by means of regular class tests. There is also a formal examination at the end of the year (but no mid-year examination).

and his sidekick Strythio in particular contribute a light comical touch. Grammar continues as a major focus. Students are introduced to two new noun cases, the genitive and the ablative. They meet present and perfect participles, various forms of pronoun, and subordinate clauses using the subjunctive mood.

Finally, students memorise the meanings of Latin words in the checklists at the conclusion of each Stage, building a working vocabulary by the end of Year 9 that totals nearly 600 words.

In their study of grammar, students tackle increasingly complex sentence structures. Passive voice verbs, deponent verbs, the ablative absolute construction, future and future perfect tense, perfect subjunctives, and indirect statements all challenge students’ Latin code-cracking powers. And of course there are further checklists of vocabulary words to memorise: by the end of Year 10, students have mastered over 850 words, enabling them to work efficiently through unseen passages with minimal reference to a dictionary.

FOR FURTHER INFORMATION PLEASE CONTACT

Dr Tebb Kusserow

Head of Latin Ph: 9835 1777 Email: tck@cgs.vic.edu.au