Subject Area: 7-10 Languages
Author: Aohan Daniel Xinhong
Description
Students have to give a presentation on a holiday destination. They are required to find information of events, culture, places of interest and so on, of that place and need to present their findings to their classmates through a presentation.
Curriculum Links
http://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/french/frenchcmt.aspx
Strand – Communicating
Using language for communicative purposes in interpreting, creating and exchanging meaning.
Sub-strands – Informing
Access and analyse information from different sources, identifying how culture and context influence the presentation of ideas (VCFRC112)
Convey information on selected topics using to suit different audiences(VCFRC113)
Procedural Properties
| Purpose
|
This task is a summative assessment of students’ knowledge of using appropriate vocabulary, verb tenses, and sentence structures to describe a holiday destination. This task is also designed to build students’ skills in researching for information to support their presentation. The results will provide students and the teacher with the opportunity to know the students’ ZAD and ZPD on giving an oral presentation. |
| Administer
|
The task will be administered at the end of the fourth term of Year 9. It will take a course of 3 periods of class time to finish the presentations.
Two preparation lessons will be administered prior the presentation lessons. During the preparation lessons, students research on their topic and create a written script for their presentation. Students are expected to finalise their written script with the support of online dictionaries and checking their content with the teacher. The sequence of presentation will be decided by randomised selection (drawing name cards from a box). The length of the presentation is equivalent to 120 words (about 3 minutes). |
| Record
|
Student results will be record into the school’s online administration system. The teacher will also record comments as the students proceed with their presentation in class. This part of information will be stored in the teacher’s mark book. The record will be also reviewed through the collaboration of the class teacher and an assistant teacher to make sure of the authenticity and validity of the marking scheme. All materials (slides, posters, etc.) involved in individual presentations will also be submitted to the teacher by students, which will be uploaded to an online cloud system to be stored. |
| Interpret
|
The teacher will assess both students’ presentation materials and the notes taken during the presentations. The students will receive a percentage mark for an overall evaluation of their presentation performance. The mark is given by calculating the achievement score out of the total mark students can get. This score is derived from the assessment of performance against rubrics designed for conducting this presentation. |
| Use
|
Students will be given written feedback indicating to them the best way for them to improve their skills. The percentage grades will be collated as a Guttman chart in order to identify each respective student’s ZPD. This will enable teachers to better inform their future practice as they will be able to focus on specific areas with greater accuracy. They will also be able to tailor learning for students. |
Construct
High – Students on this level need to be scaffolded to further their research skills and concrete knowledge in searching for useful resources. They should also be introduced to more advanced research methods to better prepare them for further studying.
Intermediate – Students on this level should be scaffolded in their ability to be more critical in selecting their materials. Their also need to work on their ability to keep organised in the preparation for presentation. They need to become more proficient content deliverers.
Low – Students on this level need to be scaffolded towards more engagement in tasks. They need to be guided to find better ways to find information relevant. Their research skills need to be developed so that there are more prepared for challenges to come in the future.
Rubrics
Click to enlarge
reliable rubrics 