Slovenian VCE Course Guidelines
Australian Year 12 Certificate
After the completion of
12 years of secondary studies and Year 12 examinations in five subjects
of free choice (only English is compulsory) Australian secondary
students receive the secondary school certificate, which serves
as entry into employment, further training or entry into tertiary
studies. Since the certificate serves also as an entry to tertiary
studies, the choice of subjects is conditioned by the prerequisites
required by various faculties for further studies.
Students may chose 4 or 5
subjects (or more) according to their interests and future plans,
only English is compulsory. The certificate is given various names
across the 6 states and two territories of Australia.
In Victoria it is at present
called the Victorian Certificate of Education,
and referred to as the VCE.
In New South Wales it is called Higher
School Certificate and referred to as the
HSC. Standards are determined by each state and vary
in expectations, content, assessment methods and methodology of
teaching, although equivalence of standards and credits is established
and a consensus reached.
has been reached particularly in the case of a number of VCE accredited
languages, referred to as Languages Other Than English (LOTEs),
which include Slovenian. For these languages common examination
papers are prepared, with interstate established standards and formats
for students undertaking the Year 12 examination in any state or
territory of Australia.
Victorian Certificate of Education
In Victoria the
system described above has undergone major changes, since the education
reform of senior studies, which began in 1986 and was implemented
The senior levels (Year 11 and Year 12) were set up as a two-year
course of studies across all subject areas. The two-year VCE course
was structured in 4 progressive Units (semester length) over the
two years, with pre-determined structure of progressive and varied
assessment tasks and teaching approach. and the number and type
of work requirements.
The structure for all Languages Other Than English was identical
and defined by the thematic approach to content and integrated teaching
of vocabulary and linguistic elements (grammar).
VCE was a marked departure from the traditional approach, where
the teaching focused on preparation or the examinations at the end
of Year 12. The new course structure and methods of teaching and
assesssment deeply influenced the educational methodology at lower
levels of the secondary school system of Victoria.
from 4 Unit structure, the elements of VCE comprise themes and topics,
grammar, text types, vocabulary and kinds of writing. They are common
to all four units of the study, and they are designed to be drawn
upon in an integrated way, as appropriate to the linguistic needs
of the student, and the outcomes for the unit.
The themes and topics are the vehicle
through which the student will demonstrate achievement of the outcomes,
in the sense that they form the subject of the activities and tasks
the student undertakes. The grammar, vocabulary,
text types and kinds of writing
are linked, both to each other, and to the themes and topics. Together,
as common areas of study, they add a further layer of definition
to the knowledge and skills required for successful achievement
of the outcomes in unit 1 and 2 and outcomes in unit 3 and 4.
The common areas of study
have been selected to provide the opportunity for the student to
build upon what is familiar, as well as develop knowledge and skills
in new and more challenging areas.
Slovenian (Year 11 and 12)
accredited as a VCE subject in 1980. The process of accreditation,
reviewing, assessment process and later reform was undertaken by
Aleksandra Ceferin (B.A., M.A., Dip.Ed) She also assisted in the
establishment of Slovenian HSC in New South Wales. About 260 students
have gained the VCE in Slovenian language in Victoria and New South
Wales since 1980.
As a member
of Field of Studies Committe for LOTE, Aleksandra Ceferin participated
in the senior secondary studies begun in 1986, which in later stages
included a process of retraining teachers and course-writing. She
took part in work-groups writing German sample VCE Units. She produced
the first complete 2-year model syllabus for VCE Slovenian, published
by Victorian School of Languages under the title Slovenian Course
Outlines for Levels 7 - 10 and VCE
In 2000 a review
of VCE senior studies took place and some changes carried out. The
themes to be studied are now prescribed. They must be studied progressively
through a variety of topics and sub-topics throughout Units 1 -
4. They are:
A list of VCE
Themes, Topics and Sub-topics has been prepared as a resource
to be used by the teachers and students of Slovenian, for selection
of topics and sub-topics for study. The three themes provide the
focus, topics and sub-topics the flexibility of choice. Together
with the list of topics and sub-topic, Slovenian
VCE study resources, an extensive collection of available resource
materials on eight topics has been provided.
In Units 1 and
2 the award of satisfactory completion for a unit is based on a
decision that the student has demonstrated achievement of the set
of outcomes specified for the unit. This decision will be based
on the teacher's assessment of the student's overall performance
on assessment tasks designated for the unit. Designated assessment
tasks are provided in the details for each unit. Teachers must develop
courses that provide opportunities for students to demonstrate achievement
The Board of
Studies will supervise the assessment of all students undertaking
Units 3 and 4.
In Slovenian the student's level of achievement will be determined
by school-assessed coursework and two end-of-year examinations.
Percentage contributions to the final assessment are as follows:
o Unit 3 school-assessed
coursework: 25 per cent
o Unit 4 school-assessed coursework: 25 per cent
o Units 3 and 4 examinations: 50 per cent.
VCE Slovenian study is designed to enable students to:
o use Slovenian to communicate with others;
o understand and appreciate the cultural contexts in which Slovenian
o understand their own culture(s) through the study of other cultures;
o understand language as a system;
o make connections between Slovenian and English, and/or other
o apply Slovenian to work, further study, training or leisure.
about the VCE Slovenian and available resources have been published
Other Than English
Study Design: Slovenian
Board of Studies, 2001
is available from Board of Studies in all the states of Australia
Ceferin, Thezaurus (Melbourne 2000)