Course Prescriptions
for
Stage 6 Extension Courses
Arabic, Chinese, French, German, Indonesian,
Italian, Japanese, Modern Greek and Spanish
2014 – 2018
Consultation Report
April 2012
Contents
1
Executive Summary.......................................................................................................... 3
2
Summary of Key Matters Raised and Actions Taken ...................................................... 3
3
Key Stakeholder Consultation List ................................................................................... 4
4
Summary of Respondents ................................................................................................. 6
5
Analysis ............................................................................................................................ 8
2
Course Prescriptions for Stage 6 Extension Courses in Arabic, Chinese, French, German,
Indonesian, Italian, Japanese, Modern Greek, Spanish Consultation Report
1
Executive Summary
The Consultation Report for the proposed course prescriptions for Stage 6 Extension
courses in Arabic, Chinese, French, German, Italian, Indonesian, Japanese, Modern
Greek and Spanish for the 2014–2018 Higher School Certificate, presents data and
findings gathered through 147 online consultation survey responses. The profile of
respondents reflects a range of teaching experiences, locations, school systems, school
sizes, and community and professional organisations.
An analysis of qualitative and quantitative data indicated that the majority of
respondents agreed that the proposed course prescriptions provided opportunities for
students to engage with the theme – the individual and contemporary society.
2
Summary of Key Matters Raised and Action Taken
Summary of key matters raised
Summary of action taken
The suitability of the proposed text for
Arabic, the novel One Night in Dubai.
The matter was reviewed and it was
found that the text satisfied the relevant
criteria.
The proposed extracts set for study have
been lengthened.
The brevity of the proposed extracts set
for study from the Chinese film, The
Postmodern Life of My Aunt.
The appropriateness and suitability of the
proposed text for French, the film Neuilly
sa mère!
The suitability of the proposed text for
German, the film Am Ende kommen
Touristen.
The suitability of the proposed text for
Japanese, the film Okuribito.
The matter was reviewed and it was
found that the text satisfied the relevant
criteria.
The matter was reviewed and it was
found that the text satisfied the relevant
criteria.
The matter was reviewed and it was
found that the text satisfied the relevant
criteria.
The proposed extracts set for study have
been shortened.
The proposed prescribed issues have been
reworded and made more explicit. The
number of sub-issues (suggestions only)
has been reduced.
The matter was reviewed and it was
found that the text satisfied the relevant
criteria.
The length of the proposed extracts set
for study from the Japanese film.
The breadth and depth of the proposed
prescribed issues for Japanese.
The appropriateness of the proposed text
for Spanish, the compilation of short
stories in Cinco para las nueve y otros
cuentos.
The use of dialect, accent and colloquial
language in the proposed texts for several
languages.
The availability of additional suitable
resources to support teachers with the
study of the new course prescriptions,
including related texts.
The use of dialect, accent and colloquial
language in the proposed texts was
deemed appropriate.
A resource list to accompany the new
course prescriptions will be developed
and published on the Board of Studies
website.
3
Course Prescriptions for Stage 6 Extension Courses in Arabic, Chinese, French, German,
Indonesian, Italian, Japanese, Modern Greek, Spanish Consultation Report
3
Key Stakeholder Consultation List
Name
Ms Julie Flynn
Mr Ian Baker
Ms Ghislaine Barbe
Ms Merryl Wahlin
Ms Pam Wellham
Professor Martina
Mollering
Professor Darryl
Poulsen
Associate Professor
Ludmila Stern
Dr Roger Markwick
Professor Duncan
Ivison
Professor Peter
Morgan
Dr Jeff Browitt
Professor Peter
Hutchings
Professor Kerry
Dunne
Professor Gail
Crossley
Mr Kim Tsolakis
Ms Jenny Diamond
Mr Dick Shearman
Ms Adelia Fuller
Position
Group Leader,
Languages, HSIE and
Health PE
Director Education Policy
and Programs
Languages Consultant
Languages Consultant
Executive Officer
Department of
International Studies
Head of School
Organisation
NSW Curriculum and Learning
Innovation Centre, NSW Department of
Education and Communities
Catholic Education Commission
Head of School of
Languages and
Linguistics
Acting Head of School of
Humanities and Social
Science
Dean
Faculty of Arts and Social Sciences
Acting Head of School
School of Languages and Cultures
Head of International
Studies
Head of School
University of Technology Sydney
Director, Language Centre
Faculty of Arts
The Dean,Faculty of Arts
and Sciences
Executive Officer
General Secretary
General Secretary
Principal
Australian Catholic University
Mr Gary R M Jusuf
Consul General
Ms
Jennifer
Schroeder
Ms Janelle Byrne
Information Section
Mr Kai Liu
President
Ms Cathleen Jin
President
Ms Karen White
Assistant Director
Learning Services
Executive Director
Executive Director
Dr Bryan Cowling
Mr John
Oldmeadow
Ms Vicki Danvers
Mr Stepan
Kerkyasherian AO
Association of Independent Schools
Association of Independent Schools
NSW Secondary Principals’ Council
Macquarie University
School of Arts
University of Newcastle
Faculty of Arts and Social Sciences
Humanities and Languages
Secretary
Professional Teachers' Council of NSW
NSW Teachers Federation
Independent Education Union
Saturday School of Community
Languages
Consulate-General of the Republic of
Indonesia
Consulate-General of Japan
Modern Languages Teachers'
Association of New South Wales
Chinese Language Teachers'
Association of NSW
Japanese Teachers' Association of
NSW
NSW Curriculum and Learning
Innovation Centre
Anglican Education Commission
Uniting Church Board of Education
State Executive Director
Chairperson and Chief
Executive Officer
4
Christian Schools Australia Limited
Community Relations Commission
Course Prescriptions for Stage 6 Extension Courses in Arabic, Chinese, French, German,
Indonesian, Italian, Japanese, Modern Greek, Spanish Consultation Report
Name
Mr Yutaka Nakajima
Organisation
The Japan Foundation, Sydney
Mrs Helen Walton
Position
Manager, Japanese
Language Department
President
Ms Danielle Cronin
Executive Director
Council of Catholic School Parents
Ms Anne Crabb
Mr Albert Vella
Executive Officer
President
Ms Jozefa Sobski
Chairperson
Mr Yair Miller
Ms Kathleen Cleuet
President
Mr Bachir Bakhti
Ms Anastasia
Batagiani
Dr Alessandra
Bertini Malgarini
Mr Saad Zakhia
Dr Santiago
Gonzalez
Ms Gilda Stuart
Consul General
The Education Office
NSW Parents Council Inc
NSW Federation of Community
Languages Schools
NSW Community Languages Schools
Board
Jewish Board of Deputies
Consulate-General of the Federal
Republic of Germany
Consulate-General of France
Consulate-General of Greece
The Director
Consulate-General of Italy
Consul General
Counsellor (Education)
Consulate-General of Lebanon
Embassy of Spain
President
Dr Panayiotis
Diamadis
Mr Cesare Popoli
Mr Khaled
Sukkarieh
Ms Kathrin
Furmanek
President
NSW Association of French Language
Teachers
Australian Hellenic Educators’
Association
Spanish Teachers Association of NSW
Islamic Council of NSW
President
Chairman
German Language
Adviser
Federation of P&C Associations of NSW
The Goethe Institute
5
Course Prescriptions for Stage 6 Extension Courses in Arabic, Chinese, French, German,
Indonesian, Italian, Japanese, Modern Greek, Spanish Consultation Report
4
Summary of Respondents
Online survey respondents
147 online survey responses
Sector:
Government
51
Catholic
3
Community
1
Unknown
36
Independent
56
Type of School/System/Organisation:
Metropolitan
57
Non-Metropolitan
8
Unknown
41
K – 12
38
7 – 12
49
11 – 12
3
Teacher
74
Head
Teacher/Coordinator
22
System
1
Response from:
Principal
0
School
1
Faculty
6
Organisation
12
Unknown
31
Number of people contributing to the response:
1
89
2
6
3
2
4
2
5
3
6 or more
11
Unknown
34
Language on which response is based:
6
Course Prescriptions for Stage 6 Extension Courses in Arabic, Chinese, French, German,
Indonesian, Italian, Japanese, Modern Greek, Spanish Consultation Report
Arabic
11
Chinese
8
French
50
German
16
Indonesian
5
Italian
7
Japanese
35
Modern Greek
4
Spanish
6
Unknown
5
7
Course Prescriptions for Stage 6 Extension Courses in Arabic, Chinese, French, German,
Indonesian, Italian, Japanese, Modern Greek, Spanish Consultation Report
5
Analysis
The abbreviated sources are explained as follows:

T
Teacher

F
Faculty

O
Organisation

DEC Department of Education and Communities
5.1
Arabic
Summary
Response to the proposed course prescriptions for Arabic was both positive and negative.
There was agreement that the proposed prescribed issues relate to the Extension course theme
and that the relationship between the proposed issues and the novel can be easily identified.
Consultation feedback reveals a tension between what subject matter is considered suitable
within the bounds of broad community standards in Australian society and what is considered
suitable by one of the Arabic-speaking communities in Australia.
Feedback affirming the proposed prescriptions
Feedback
Source
The novel is current, set in modern times and uses language
that is accessible to both teachers and students of Extension
level.
T
The story really tackles all the prescribed issues for the
Extension course. It's very current, very real and students will
be able to relate to it. It's also very good to get an author who is
not Lebanese or Egyptian and who is from Saudi Arabia. That
is a nice change.
DEC
The text allows students to evaluate, analyse and respond in a
variety of ways and express and discuss various points of view,
stereotypes and perceptions.
T
8
Course Prescriptions for Stage 6 Extension Courses in Arabic, Chinese, French, German,
Indonesian, Italian, Japanese, Modern Greek, Spanish Consultation Report
Key matters raised and actions taken
Key matters raised
Source
Action
The novel is not suitable as it
contains sexual references.
Tx2
A small number of references in the
novel have been identified as
possibly ‘sexual’ in nature. The
references are symbolic and, as
such, lend themselves to a variety of
interpretations. The references
satisfy the criterion that the subject
matter of the texts should be ‘within
the bounds of acceptable broad
community standards, ethics and
morality’. The references are milder
than or commensurate with the
sexual references found in some of
the prescribed texts for Stage 6
English courses.
The novel contains
discriminative racial comments.
Tx1
The main character in the novel
makes observations which may be
viewed as reflecting cultural
stereotypes, but are not racially
discriminative. These observations
can be used to generate valuable
discussion in class and are important
in providing students with an
opportunity to analyse and express
points of view on the stereotypes
presented and on stereotyping in
general.
9
Course Prescriptions for Stage 6 Extension Courses in Arabic, Chinese, French, German,
Indonesian, Italian, Japanese, Modern Greek, Spanish Consultation Report
5.2
Chinese
Summary
The proposed course prescriptions for Chinese Extension received positive endorsement.
There was consensus that the film was an appropriate text through which to study the
prescribed issues and agreement that the prescribed issues are easily identifiable within the
film. All respondents agreed that the film provides insight into the culture of Chinesespeaking communities and opportunities for students to present and discuss opinions, ideas
and points of view in Chinese.
Feedback affirming the proposed prescriptions
Feedback
Source
The film is very well chosen. The level of language is suitable
for Extension students, while offering an interesting plot and
contemporary issues to allow for critical evaluation.
T
Key matters raised and actions taken
Key matters raised
Source
Action
Shanghainese dialect is used in
some parts of the film, which
may be difficult for students to
understand.
Ox1
DEC
Tx1
Acknowledged. The Extension
syllabus stipulates that the language
of a text may include dialect, accent
and colloquial features. The script
and subtitles of the film will provide
clarification.
The extracts are too short,
making it difficult to develop
good questions.
DEC
Extracts 1, 2 and 3 have been
lengthened to allow for the
development of meaningful
questions.
10
Course Prescriptions for Stage 6 Extension Courses in Arabic, Chinese, French, German,
Indonesian, Italian, Japanese, Modern Greek, Spanish Consultation Report
5.3 French
Summary
Response to the proposed course prescriptions for French was polarised. There was
agreement that the proposed prescribed issues relate to the Extension course theme and that
the relationship between the proposed issues and the film can be easily identified. The
majority of respondents agreed that the film provides insights into the culture of Frenchspeaking communities and opportunities for students to present and discuss opinions, ideas
and points of view in French.
Many respondents questioned the ability of the text to challenge Extension students and
expressed concern as to the nature of the language used and its level of demand.
A number of responses were received from respondents who had not viewed the film.
Feedback affirming the proposed prescriptions
Feedback
Source
The film is relevant to the youth of today, regardless of the
systems they come from. It provides great insight into the
different layers of French society and contemporary issues.
O
The level of language is sometimes raw but not overwhelming. DEC
It is teenage talk and realistic. This text quite accurately reflects
the different attitudes in the various social contexts. Prejudice
and preference exist in all societies and our students are aware
of this. It is not always pleasant and some is confronting,
however students will be able to analyse and discuss openly
how these attitudes have become rooted in society and why we
should all be somewhat more open and tolerant towards each
other to create a better world of awareness and understanding.
While the film includes some colloquial language, its use is not
gratuitous and is used by the wealthy Parisians as well as the
youths who live in ghettos. It is a refreshing change from the
somewhat grey and serious texts that our HSC students are
expected to analyse, some of it way out of their realm of
experience.
11
F
Course Prescriptions for Stage 6 Extension Courses in Arabic, Chinese, French, German,
Indonesian, Italian, Japanese, Modern Greek, Spanish Consultation Report
Feedback affirming the proposed prescriptions
Feedback
Source
The proposed prescribed issues will give ample scope to
students to analyse and evaluate the text as a platform for
discussion and reflection. The attitude of the different
protagonists, the reaction of others to self and vice-versa, the
non-tolerance of class and social milieu will help create an
atmosphere where these deeply rooted prejudices can be
explored openly. This will allow students a unique vision into
the division of French social classes and the bias which exists
towards each class. This film explores issues rarely openly
discussed but certainly prevalent in all societies. Despite these
issues being treated lightly at times, the producers are making
strong comments on the difficulties facing the disadvantaged in
society. This text will also allow students to compare and
contrast attitudes in both Australian and French cultures.
DEC
Key matters raised and actions taken
Key matters raised
Source
Action
The film is a parody/caricature
and presents a superficial and
clichéd view of aspects of
French culture and society.
T x 15
Fx1
Ox1
The film is a satire on contemporary
French society. The use of
stereotypes and clichés is intentional
and designed to encourage a deeper
analysis of the issues presented in
the film.
The Extension syllabus stipulates
the study of a range of general and
specific features of texts including
use of irony, satire, humour,
symbolism recurrent motif,
simile/metaphor, and the
relationship between the director
and the audience.
12
Course Prescriptions for Stage 6 Extension Courses in Arabic, Chinese, French, German,
Indonesian, Italian, Japanese, Modern Greek, Spanish Consultation Report
Key matters raised and actions taken
Key matters raised
Source
Action
The language of the film is too
colloquial. There is a lot of
slang and swearing in the film.
The text will not enhance
students’ French skills. The
language is not sufficient for
testing purposes, particularly for
Section 1 Parts A & B of the
external HSC examination.
T x 13
Fx1
Ox1
Most of the language used by
younger characters is colloquial.
Slang is used occasionally and
appropriately to the context. The
contrast between the familiar
language of the teenagers and
formal language use by/to adults
adds to the richness of linguistic
expression and is representative of
French society. The Extension
syllabus stipulates that the language
of a text may include dialect, accent
and colloquial features. The
language in the film is consistent
with the Australian Film
Classification Board’s M rating and
with the language in some Stage 6
English prescribed texts.
The language of the proposed
extracts from the film allows for the
assessment of the full range of
syllabus outcomes.
There is not enough depth in the
film to provide sufficient
challenge for the students. The
aim of this comedy is merely to
entertain.
Tx9
Fx1
Ox1
Serious issues relating to class,
prejudice, racism and relationships
are explored in the film. The film
provides opportunities for critical
evaluation and analysis.
The main character Sami is
young/small compared to the
other teenage characters. It is
not realistic that the taller girl
Marie is interested in him. Year
12 students won’t relate to the
characters.
Tx4
Fx1
The height of the main character is
symbolic of his lower status in the
society.
The film has been shown to Stage 6
students in a variety of educational
settings and was met with
enthusiasm.
The film’s political references
make it dated.
Tx3
Ox1
The issues explored in the film (as
outlined above) remain relevant.
13
Course Prescriptions for Stage 6 Extension Courses in Arabic, Chinese, French, German,
Indonesian, Italian, Japanese, Modern Greek, Spanish Consultation Report
5.4
German
Summary
Response to the proposed prescriptions for German was positive. In some instances,
alternative texts were suggested but these did not meet the Board’s criteria.
There was consensus that the film was an appropriate text through which to study the
prescribed issues and that the prescribed issues are easily identifiable within the film. It was
considered that the film provides opportunities for critical evaluation and analysis and for
students to present and discuss opinions, ideas and points of view in German.
Feedback affirming the proposed prescriptions
Feedback
Source
As World War II is not the topic of the film but rather about
how young people see it nowadays, and how the relationships
between former enemies have changed, it is a very interesting
and well-made film which gives ample opportunity for
discussion and is therefore ideal for an Extension group.
T
The proposed prescribed issues are very relevant.
T
As the language of the film is not too difficult, it lends itself
very well to discussing the issues rather than spending all the
time on making sure the students understand the language.
T
14
Course Prescriptions for Stage 6 Extension Courses in Arabic, Chinese, French, German,
Indonesian, Italian, Japanese, Modern Greek, Spanish Consultation Report
Key matters raised and actions taken
Key matters raised
Source
Action
Some themes of the film,
coming to terms with the Nazi
past and military/civilian
service, are out-dated and
therefore not as relevant to
contemporary society.
Tx1
Rather than ‘coming to terms with
the Nazi past’, the film portrays how
this past is becoming less and less a
matter of personal responsibility for
the younger generations of
Germans. The references to
compulsory service (abolished in
2011) are incidental to the wider
issues.
The themes of the film – WWII
and the Holocaust – are too
heavy. Other Extension courses
have more light-hearted or
uplifting films.
Tx1
Although the film is located in the
town of Auschwitz/Oswiecim, it is
not filmed inside the complex. The
film does not primarily deal with
Germany’s Nazi past and the
director’s treatment is subtle and
sensitive throughout, consistent with
the Australian Film Classification
Board’s PG rating.
The film is set in Poland. As
such there is little about modern
day Germany in the film.
Tx1
Although the film is not shot on
location in Germany, it portrays
Germany as part of a wider
European community without
physical borders and with an
enhanced acceptance of cultural and
national diversity.
The dialogue in the film is a
mixture of three languages.
Tx1
The use of German, Polish and
English in the film reflects the
multicultural nature of many
societies in Europe, including
Germany.
There is sufficient dialogue in
German for study.
.
15
Course Prescriptions for Stage 6 Extension Courses in Arabic, Chinese, French, German,
Indonesian, Italian, Japanese, Modern Greek, Spanish Consultation Report
5.5
Indonesian
Summary
The proposed course prescriptions for Indonesian Extension received strong endorsement.
Respondents agreed that the prescribed issues are easily identified in the prescribed text and
relate to the theme The Individual and Contemporary Society. The film was considered to
provide opportunities for students to develop insight into the culture of Indonesian-speaking
communities and contemporary issues, and for critical evaluation and analysis. The level of
language demand in the film was considered appropriate and the film offers sufficient
challenge and interest to meet students’ needs.
Feedback affirming the proposed prescriptions
Feedback
Source
The film is rich in opportunities for engaging with aspects of
Indonesian culture.
T
Key matters raised and actions taken
Key matters raised
Source
Action
No matters relating to the
proposed prescribed text or
proposed prescribed issues were
raised.
16
Course Prescriptions for Stage 6 Extension Courses in Arabic, Chinese, French, German,
Indonesian, Italian, Japanese, Modern Greek, Spanish Consultation Report
5.6
Italian
Summary
Response to the proposed prescriptions for Italian was very positive. There was consensus
that the film was an appropriate text through which to study the prescribed issues and that the
prescribed issues are easily identifiable within the film. It was considered that the film
provides opportunities for critical evaluation and analysis and for students to present and
discuss opinions, ideas and points of view in Italian.
Feedback affirming the proposed prescriptions
Feedback
Source
The film provides insights into cultural and historical aspects of DEC
Italy and how community attitudes and laws have changed and
how the changes were brought about. There are ample
opportunities for reflection and discussion in Italian. This point
is made even stronger due to the fact that the film is based on a
true story, which makes the issues even more relevant. The
film also allows for critical evaluation and analysis of film
techniques and linguistic features.
The proposed issue – the power of the imagination – allows for
much scope.
T
The proposed prescribed issues require students to reflect on
contemporary society and examine how and why changes have
taken place in Italy and in Australia. The proposed prescribed
issues are broad enough to allow for discussion and analysis.
DEC
Key matters raised and actions taken
Key matters raised
Source
Action
The example of discrimination
in the film is not contemporary.
Tx1
This is acknowledged, however the
film provides the opportunity to
compare and contrast attitudinal
changes that have occurred in Italian
society regarding disabilities.
Sometimes the Tuscan accent
makes the language in the film
hard to hear or understand.
DEC
The Extension syllabus stipulates
that the language of a text may
include dialect, accent and
colloquial features. The script and
subtitles of the film will provide
clarification.
17
Course Prescriptions for Stage 6 Extension Courses in Arabic, Chinese, French, German,
Indonesian, Italian, Japanese, Modern Greek, Spanish Consultation Report
5.7
Japanese
Summary
The proposed prescriptions for Japanese Extension received mixed endorsement. The
majority of respondents agreed that the level of language demand in the film is appropriate
and that the film provides insight into the culture of Japanese-speaking communities and
opportunities for students to present and discuss opinions, ideas and points of view in
Japanese. There was agreement that the film allows for critical evaluation and analysis, and
that the proposed prescribed issues relate to the theme of the Extension course.
Many respondents expressed concern regarding the subject matter of the film. Although the
subject matter is within the bounds of acceptable, broad community ethical standards, these
respondents considered that it may be too confronting for Stage 6 students and may be
upsetting for individual students and teachers who had recently experienced the death of a
loved one. Some respondents commented that the heavy themes of the film would not attract
or interest potential Extension Japanese students.
Feedback affirming the proposed prescriptions
Feedback
Source
The film is well chosen in terms of language demand and the
opportunity for critical evaluation.
T
This film is a courageous choice, taking the students out of
their comfort zone where a lot can be learnt.
T
‘Departures’ allows students to extend their knowledge and
understanding of many cultural traditions and at the same time
the relationships between husband/wife, father/son and
worker/boss.
T
The film is appropriate as English prescribed texts deal with
similar subject matter.
DEC
The three issues are excellent. They will provide wonderful
scope for discussion.
T
There is some overlap with previous issues so some resources
previously developed are still relevant and able to be used.
DEC
18
Course Prescriptions for Stage 6 Extension Courses in Arabic, Chinese, French, German,
Indonesian, Italian, Japanese, Modern Greek, Spanish Consultation Report
Key matters raised and actions taken
Key matters raised
Source
Action
The themes of the film – death
T x 12
and dying – and some scenes are DEC
inappropriate for the age group
and may be upsetting for
students and teachers.
While the themes of the film are for
a mature audience, they are much
broader than death and dying. They
extend to the celebration of life, new
beginnings and the importance of
relationships. The content is similar
to that in some of the prescribed
Stage 6 English texts and is
consistent with the Australian Film
Classification Board’s M rating. It is
considered that Stage 6 students in
general have the maturity to handle
such themes. Death/dying are not
part of the proposed prescribed
issues, and students/teachers are not
required to address this. It is
acknowledged that some scenes in
the film may be upsetting for
particular students and teachers.
This film is not interesting for
17-year-olds and will not
engage students in their study of
Japanese. It will not encourage
students to study Extension
Japanese.
Tx4
The film has been screened for
Stage 6 students in a variety of
educational settings and has
received a very positive response
from them. The film relates
meaningfully to the theme and the
proposed prescribed issues. It also
allows for assessment of the
syllabus outcomes.
The dialect and local accents in
the film are hard to understand.
Tx1
All the main characters in the film
use standard Japanese. The
Extension syllabus stipulates that
the language of a text may include
dialect, accent and colloquial
features. The script and subtitles of
the film will provide clarification.
19
Course Prescriptions for Stage 6 Extension Courses in Arabic, Chinese, French, German,
Indonesian, Italian, Japanese, Modern Greek, Spanish Consultation Report
Key matters raised and actions taken
Key matters raised
Source
Action
The length of the prescribed
extracts is excessive.
Tx1
The length of the extracts have been
reviewed and reduced where
appropriate. The proposed extracts
may be longer than the current
prescribed extracts in terms of
viewing time, but the transcripts are
of a similar length.
The proposed prescribed issues
are too broad to be covered in
the available time.
Tx2
The proposed issues have been
reviewed and amended and the
suggested sub-issues have been
reduced. The sub-issues are
suggestions only.
Some of the sub-issues are not
easily identifiable under the
proposed issues.
Tx1
The suggested sub-issues have been
reviewed and amended.
5.8
Modern Greek
Summary
Response to the proposed prescriptions was extremely positive. All respondents agreed on the
clear link between the prescribed issues and the film. There was consensus that the film
provides scope for critical evaluation and analysis and opportunities to present and discuss
opinions, ideas and points of view in Modern Greek.
Feedback affirming the proposed prescriptions
Feedback
Source
The students will benefit from coming into contact with
elements of this dialect from this particular part of Greece.
DEC
O
The text is well suited to the interests of 17 – 18-year-olds and DEC
allows students an opportunity to view aspects of Greek society
and politics.
20
Course Prescriptions for Stage 6 Extension Courses in Arabic, Chinese, French, German,
Indonesian, Italian, Japanese, Modern Greek, Spanish Consultation Report
Key matters raised and actions taken
Key matters raised
Source
Action
Cretan dialect in the film could
present difficulties for students.
DEC
The Extension syllabus stipulates
that the language of a text may
include dialect, accent and
colloquial features. The script and
subtitles of the film will provide
clarification.
5.9
Spanish
Summary
The majority of respondents agreed that the proposed prescribed issues related to the theme
and were easily identifiable in the proposed prescribed text, although some were unsure if the
text provides insight into the culture of Spanish-speaking communities in general, or just into
the culture/contemporary issues of a Spanish-speaking community in Peru. There was
agreement that the level of language in the short stories is appropriate and that the stories
provide opportunities for students to present and discuss opinions, ideas and points of view in
Spanish.
Feedback affirming the proposed prescriptions
Feedback
Source
The language is quite accessible for Extension students and
should present few problems. Students could be expected to do
most of the reading in their own time, leaving class time for
analysis and discussion.
T
The stories nearly all focus on the concerns and worries of
young people, concerns that are likely to be shared in part by
many students and could therefore provide excellent talking
points for class discussion.
T
21
Course Prescriptions for Stage 6 Extension Courses in Arabic, Chinese, French, German,
Indonesian, Italian, Japanese, Modern Greek, Spanish Consultation Report
Key matters raised and actions taken
Key matters raised
Source
Action
There are a significant number
of words and phrases that are
not standard Spanish.
Tx1
Due to the diversity of the language
in the Spanish-speaking
communities, there is no definition
of “standard” Spanish. A glossary of
Latin American terms may be
required. Such glossaries are readily
available online, or print resources
are readily available.
The stories do not seem
particularly contemporary and
could have been set at any time
in the last 30 or 40 years.
Tx2
Ox1
The issues and the way that the
characters in the stories deal with
the issues are relevant today. The
stories explore the issues of
relationships and communication –
both peer and intergenerational.
The social, political and cultural
contexts of the stories are
somewhat limited –
conservative, middle-class,
urban Peru.
Tx1
The social, political and cultural
context of the stories is not
explicitly stated. This is consistent
with the open-ended way in which
the stories unfold. The stories lend
themselves to different levels of
language analysis and narrative
technique such as viewpoint,
characterisation and the role of the
narrator.
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