The language .......................................................................................................................... 7

Monitoring for quality ........................................................................................................... 8

Safety ..................................................................................................................................... 8

Use of information technology .............................................................................................. 8

Community standards ............................................................................................................ 8

Vocational Education and Training option ............................................................................. 9

Satisfactory completion ....................................................................................................... 10

Authentication ...................................................................................................................... 10

Levels of achievement ......................................................................................................... 10

Outcomes ............................................................................................................................. 26

Assessment ........................................................................................................................... 27

Outcomes ............................................................................................................................. 29

Assessment ........................................................................................................................... 30

Units 1 and 2: 2002–2023

Units 3 and 4: 2002–2024

Accreditation period for Units 1 and 2 ends 31 December 2023

will publish annually an assessment guide which will include advice on the scope of the tasks

and the criteria for assessment.

The VCE Administrative Handbook for the current year contains essential information on

assessment and other procedures.

Throughout this study design the term ‘school’ is intended to include both schools and other VCE

providers.

VCE schools only may photocopy parts of this study design for use by teachers.

Students will develop the ability to communicate in a language used in the Phillipines and in the

many other parts of the world where Filipino-speaking communities are found.

While English is widely understood and used in formal situations in the Philippines, the ability

to communicate in Filipino is of considerable value in establishing social relationships that are

often a key to success in business and other areas.

The study of Filipino will also provide students with access to a rich cultural heritage and the

blending of East and West that is reected in many aspects of culture including music, arts and

literature.

• understand and appreciate the cultural contexts in which Filipino is used;

• understand their own culture(s) through the study of other cultures;

• understand language as a system;

• make connections between Filipino and English, and/or other languages;

• apply Filipino to work, further study, training or leisure.

• apply knowledge of vocabulary and structures related to the topics studied;

• recognise common patterns of word formation, cognates, grammatical markers, and use these

• convey gist and global understanding as well as items of specic detail;

• use structures related to explaining, describing, comparing and commenting on past, present

• use stylistic features, such as repetition and contrast;

• identify main ideas, events and sequences of action;

• link ideas, events and characters;

• select and make use of relevant reference materials;

• provide personal comment/perspective on aspects of texts;

• respond appropriately for the context, purpose and audience described.

the development of learning activities. The key knowledge and skills do not constitute a checklist

and such an approach is not necessary or desirable for determining achievement of outcomes. The

elements of key knowledge and skills should not be assessed separately.

Assessment tasks must be a part of the regular teaching and learning program and must not unduly

add to the workload associated with that program. They must be completed in class and under

supervision.

on a selection of assessment tasks. Teachers must ensure that tasks selected are of comparable

scope and demand, and that over the course of the unit, all three outcomes are addressed. Tasks

should also be selected to ensure that, over the course of the unit, both oral and written skills in

For this unit students are required to demonstrate achievement of three outcomes.

related to making arrangements and completing transactions.

To achieve this outcome the student should demonstrate the knowledge and skills to:

• use structures related to asking for or giving assistance or advice, suggesting, explaining,

• use appropriate non-verbal forms of communication;

• use examples and reasons to support arguments, and to convince;

• respond appropriately for the context, purpose and audience described.

On completion of this unit the student should be able to listen to, read, and extract and use

information and ideas from spoken and written texts.

To achieve this outcome the student should demonstrate the knowledge and skills to:

• apply the conventions of relevant text types such as a letter or a newspaper report;

• use vocabulary, structures and content related to topics studied;

• listen to spoken texts (e.g. conversations, interviews, broadcasts) and reorganise information

• read written texts (e.g. extracts, advertisements, letters) and reorganise information and ideas

and oral histories. The length of texts selected will vary depending on the type of text, its density

Section 3 of the written examination is designed primarily to assess the student’s ability to express

ideas through the creation of original text in Filipino.

The student will be required to write a text involving presentation of ideas and/or information and/

or opinions. There will be a choice of two to four tasks. The tasks will be related to one or more

of the prescribed themes. Tasks will accommodate a range of student interests and will be set

to ensure that the student is provided with opportunities for producing dierent kinds of writing

(informative, imaginative, persuasive, etc.) through, for example:

• having dierent purposes, audiences and contexts;

• requiring dierent text types (see table of text types for productive use).

and 2, teachers must select assessment tasks from those provided. Tasks do not have to be lengthy

to make a decision about student demonstration of achievement of an outcome.

are prescribed. The contribution that each task makes to the total school-assessed coursework is

also stipulated.

emphasise communication, teaching methods should ensure that students are provided with a

high level of appropriate input in the language, and are involved in activities which encourage

and assessment tasks, and the content associated with them. Themes and topics can serve as eective

organisational focuses for activities, as can a discourse form, a skill or a text.

Language Course, Module 2B (Certicate 3 Applied Languages), can be aligned with VCE

outcomes and assessment tasks for Units 2, 3 and 4.

• Manipulates the reader’s emotions and opinions in order to achieve a specic purpose, that

• Is strongly inuenced by the nature of the target audience in choosing the persuasive techniques

because they may still be available from libraries, bookshops and private collections.