sommario - Curriculum Support

DIMMI
SOMMARIO
TERM 2 2006
Endeavour Language Fellowship
2
Giochiamo con le parole
3
La descrizione di una persona
4
Migliorare la pronuncia
5-6
25th Anniversary – Community Languages
7
News from the Board of Studies
8-9
School reports for 2006
10-12
Book review
13-15
What is the MLTA?
16-18
HSC study day application form
19
Workshops - Quality Teaching & Technology
20
Inter Milan are coming to Sydney
21
Italian writing competition
22-23
Bando di concorso
24-25
Bacheca
26
NB To the best of my knowledge, the web sites and books listed in this
bulletin contain no controversial materials or links. However, it is always best
to check these for yourself before recommending them to students.
Giuseppina Wilmott
Italian Language Consultant K-12
Phone: 98867611 Fax: 98867160
[email protected]
CURRICULUM K-12 DIRECTORATE
TERM 2, 2006
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ENDEAVOUR LANGUAGE FELLOWSHIP – 2006 TRIP
Ogni anno la “Endeavour Language
Fellowship” manda più di 100 insegnanti
di lingue all’estero per un
aggiornamento linguistico e didattico.
Questo anno (gennaio 2006), 20
insegnanti sono partiti per Prato, dove
l’Università Monash di Melbourne ha
una sede. La delegazione del New
South Wales era composta di cinque
insegnanti:
Domenica Mufale (Governor Phillip
King Public School, Edensor Park)
Cathy Gazzola (Bethlehem College,
Ashfield) Frances Pike (Camden
Haven Distance Education,
Laurieton) Jack Galvin Waight
(Irrawang High School, Raymond
Terrace) Maria Whitney (Southern
Cross School, Ballina).
Gli insegnanti hanno partecipato ad un corso linguistico e didattico molto
impegnativo. Il corso è durato 2 settimane ed ognuno di noi, oltre che
immergersi nella lingua e cultura italiana, ha dovuto preparare un compito
proprio. Tra i venti compiti, alcuni simili e alcuni molto diversi, c’è stato chi, ad
esempio, ha scelto di presentare i monumenti italiani più famosi in modo
originale per gli alunni di scuola elementare e chi invece ha preparato una
serie di interviste con studenti italiani sulla vita dei giovani in Italia.
Forse per molti di noi il culmine del soggiorno è stato, quando abbiamo
visitato le scuole pratesi. Abbiamo avuto la fortuna di poter osservare dal vivo
il sistema scolastico italiano e perfino poter “insegnare” agli studenti italiani.
Come lezione abbiamo preparato delle attività per aiutare i ragazzi con
l’apprendimento e la pratica della lingua inglese.
Durante la terza settimana del soggiorno, gli insegnanti hanno visitato tante
città di grande interesse, incluse Firenze e Roma.
È stata un’esperienza non solo meravigliosa ma anche piena di vantaggi.
Siamo tutti ritornati in Australia conoscendo meglio la lingua italiana, la
cultura, l’arte e la cucina. Di fatti, abbiamo avuto l’opportunità di raccogliere
materiali didattici autentici per il nostro lavoro qui e la possibilità di stabilire
rapporti tra i nostri studenti e quelli italiani con la speranza di eventuali futuri
scambi di esperienze.
Infine, vorrei ringraziare sinceramente il governo australiano, il Department of
Education, Science and Training, e l’Asia Foundation per averci dato
l’opportunità di questa esperienza vantaggiosa, che consiglierei a tutti gli
insegnanti di lingua qui in Australia.
Cathy Gazzola & Domenica Mufale
CURRICULUM K-12 DIRECTORATE
TERM 2, 2006
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GIOCHIAMO CON LE PAROLE - IL REBUS
I rebus incrementano la capacità di combinare segni grafici, lettere e numeri
per ricavare nuovi significati e sono utili per lo sviluppo della memoria.
Per primo, proponiamo una serie di rebus che prevede la combinazione di
numeri e parti di parole, per esempio:
7 mbre
8 bre
Br 1
=
=
=
settembre
ottobre
Bruno
Diciamo ai ragazzi che per rintracciare il significato devono legare parole e
numeri. Poi, mostriamo la risoluzione unendo la prima e seconda parte con
cura.
Adesso, possiamo aggiungere altri:
3 no
3 dici
3 mare
ca 7
ris 8
bisc 8
Lavoro di coppia
Distribuiamo la scheda 1. Diciamo ai ragazzi che possono usare il dizionario
per decifrare il rebus.
Scheda 1.
VOLA
____________
_______________
RE
RE
_____________
_____________
_____________ COR
SCI
RI
_______________
RE
_______________
_______________
Trova la parola inglese per ogni rebus.
CURRICULUM K-12 DIRECTORATE
TERM 2, 2006
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Soluzione: volare, piantare, remare, portare, studiare, correre, rivelare, scivolare.
LA DESCRIZIONE DI UNA PERSONA
1. Leggi attentamente e rispondi alle domande. Disegna Monica.
Mi chiamo Monica. Ho dieci anni.
Sono magra e non tanto alta.
Ho i capelli biondi, corti dritti come gli
spaghetti.
I miei occhi sono azzurri come il mare.
Ho il naso piccolo e la bocca sottile.
Sono una bambina tranquilla, ma a volte
un po’ troppo chiacchierona.
Mi piace giocare con le mie amiche.
Non mi piace andare a fare la spesa con
la mamma.
Who is being described?
_________________________________
What does she look like?
_________________________________
_________________________________
_________________________________
How is she as a person?
_________________________________
_________________________________
What does she like?
_________________________________
What doesn’t she like?
_________________________________
2. Usa questo modello per descrivere te stesso/stessa.
Mi chiamo _________. Ho _______ anni.
Sono _______ e ____________.
Ho i capelli ____________, _____________ come ___________________.
I miei occhi sono ________ come_______. Ho il naso __________ e la bocca
__________.
Sono ____________ ____________, ma a volte ______________________.
Mi piace _________________________________________________.
Non mi piace ______________________________________________.
3. Chiedi ad un compagno di usare la tua descrizione per fare un
disegno.
(Teachers’ note: Use the descriptions and the drawing created by the students to make a class book.
CURRICULUM K-12 DIRECTORATE
TERM 2, 2006
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Extension: Use well-known characters to describe, such as Harry Potter and friends or Shrek and friends.)
MIGLIORARE LA PRONUNCIA
Adattato da: Attività per migliorare la pronuncia, La vita scolastica, Numero 14, Anno 60, 1 Aprile 2006.
La ripetizione corale:
Questa strategia può sembrare piuttosto monotona. Un modo per ovviare a
tale inconveniente è di abbinare la ripetizione ai flash-cards o a stati d’animo
(sforzandosi di esprimere con il paralinguaggio una particolare emozione, per
esempio, felice, triste, stanco, arrabbiato ecc.).
Canzoni e filastrocche:
L’uso delle canzoni e filastrocche è fondamentale per l’apprendimento del
ritmo.
Poster di suoni:
I bambini realizzano poster con la rappresentazione di oggetti contenenti lo
stesso suono target (per esempio: cibo, Cina, ciondolo, e, cena, Cenerentola,
cento, ma cane, carta, canta, e coda, corto, e cubo, cugino).
Le ‘rhyming cards’:
Prepariamo coppie di carte con il disegno di parole tra loro in rima (per
esempio: castagna/Romagna o bagno/stagno ecc.).
Il telefono senza fili:
È un gioco molto diffuso e davvero utile, sia per sviluppare una maggiore
consapevolezza della pronuncia in lingua straniera, sia per potenziare le
abilità di ascolto.
I simboli fonetici
Con i ragazzi più grandi possiamo scegliere di introdurre i simboli fonetici,
anche per prepararli ad un corretto uso del dizionario. Non è obbligatorio
introdurre tutti i simboli: selezioniamo quelli che causano ai ragazzi maggiori
problemi.
Gli scioglilingua:
Gli studenti di tutte le età adorano gli scioglilingua che, oltre ad aiutare gli
allievi ad esercitare la pronuncia dei diversi fonemi, possono anche essere
utilizzati come attività di ‘warm up’.
ALCUNI ESEMPI DI SCIOGLILINGUA
Gli scioglilingua sono un divertente esercizio per migliorare la propria abilità
nel parlare. Non sono quasi mai lunghi, ma sono difficilissimi da recitare. I più
bravi li ripetono contando il numero di volte consecutive prima dello sbaglio e
cercando di aumentare la velocità. Spesso i ragazzi sono più abili degli adulti.
SOPRA LA PANCA
Sopra la panca, la
capra campa
Sotto la panca, la
capra crepa.
CURRICULUM K-12 DIRECTORATE
TRENTATRÈ
Trentatrè trentini
entrarono in Trento
tutti e trentatrè
trotterellando.
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IL PAPA PESA
UN LIMONE
Un limone mezzo limone
Due limoni mezzo limone
Tre limoni mezzo limone
Quattro limoni mezzo limone
Cinque limoni mezzo limone
Il Papa
pesa
e pesta
il pepe
a Pisa
e Pisa
pesa
e pesta
il pepe
al Papa.
TRE TIGRI
Tre tigri contro tre tigri,
tre tigri contro tre tigri,
tre tigri contro tre
tigri,
tre tigri contro tre
tigri.....
LA PORTA
Porta aperta per chi
porta
per chi non porta parta
pur
che non importa aprir la
porta.
NOVE NAVI NUOVE
Sul mare ci sono
nove navi nuove
una delle nove
non vuole navigare.
TRE TOZZI DI PAN
Tre tozzi di pane secco
in tre strette tasche stanno;
in tre strette tasche stanno
tre tozzi di pane secco.
CHI SA?
Chi sa che non sa, sa;
ma non sa
chi non sa
che non sa.
CURRICULUM K-12 DIRECTORATE
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1981-2006
25th Anniversary - Community Languages
Here we are 25 years later and the program has grown much over the years.
1979: funding available through the Department of Education’s Multicultural
Education Policy.
1980: establishment of thirty specialist positions for community languages.
1981 March: the last two teachers of the first thirty community language
teachers in primary schools were selected and appointed to Griffith and
Wollongong. Community languages in primary schools was under way.
Thirty seven primary schools offered a languages program.
8 Greek, 7 Arabic, 7 Italian, 3 Turkish, 2 Maltese, 1 Spanish, 1 Macedonian, 1
Portuguese
Most of the programs were in metropolitan schools with some in Griffith,
Wollongong, Hunter region.
As the programs were so new, there were not many materials available for
teaching a language in primary school. There was much innovation and
creativity as the first teachers adapted materials to suit their classes.
1981-1989: A two week induction course was run by the Multicultural
Education Centre and materials officers had been employed to develop
materials to support these new programs. The induction program changed
after this
1995: CLIP in its current format began.
Materials in various languages were produced until 1989.
Syllabus for primary languages came much later.
1994: K-6 generic languages syllabus developed by Board of Studies
1995-1996: development of K-6 languages specific syllabus: Chinese,
Indonesian, Italian, Japanese, Korean. Other syllabuses followed.
2005: K-10 languages syllabuses implemented.
The number of languages programs increased steadily.
2006: 154 primary schools offer a community language program to 50,000
students which is about 10% of the total primary enrolment.
The number of positions is now 243.8 with 300 teachers.
There are 30 languages taught : Arabic, Auslan, Assyrian, Bengali, Chinese
(Mandarin), Farsi (Persian), Filipino, French, German, Greek, Hebrew, Hindi,
Indonesian, Italian, Japanese, Khmer, Korean, Lao, Macedonian, Maori,
Portuguese, Punjabi, Russian, Samoan, Serbian, Spanish, Tamil, Tongan,
Turkish, Vietnamese.
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NEWS FROM THE BOARD OF STUDIES
The School Certificate Course Performance Descriptors (CPD)
http://www.boardofstudies.nsw.edu.au
The list of the School Certificate Course Performance Descriptors (CPD) to be
used from 2006 for the School Certificate is now available from the BOS
website for all Languages.
School Certificate grading
Schools are responsible for awarding each student who is studying a
language, a grade (A, B, C, D, or E) to summarise the student’s achievement
in any 100 hour or 200 hour course completed in Stage 5. The grade awarded
is reported on the student’s School Certificate record of achievement.
From 2006, teachers will use these Stage 5 course performance descriptors
to determine School Certificate grades for the language. The descriptors have
been developed from the Board’s general performance descriptors, and
provide a more complete description of typical performance in this course at
each grade level.
Applying the course performance descriptors
Teachers should use their professional judgement in applying the course
performance descriptors. It is not intended that the course performance
descriptors represent a checklist or provide a comprehensive description of
student performance at each grade level. The descriptor that provides the
best overall description of the student’s achievement will determine the grade
awarded.
2006 HSC Languages Speaking Examinations Timetable
The timetable can be downloaded from
the BOS website
http://www.boardofstudies.nsw.edu.au
Foundation Statements K-6
NSW Primary Curriculum Foundation Statements are a
response to the recommendations of the Eltis evaluation
and the following public consultation. Foundation
Statements are short, clear descriptions of the knowledge
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and skills that each student should develop at each stage of primary school.
They answer the question 'What must be taught?' in all schools.
Foundation statements replace the stage statements in K-6
syllabuses for all KLAs except those in the Languages
Syllabus as languages fall under the banner of HSIE.
The statements can be found and downloaded from the Board’s website
http://www.boardofstudies.nsw.edu.au
The Assessment Resource Centre
The aim of this resource centre is to support and enhance professional
practice in the assessment and reporting of student achievement across K-12.
It has been developed primarily for teachers, although parents and students
will also find this resource useful. This website will be broadened and
enriched over time.
On this website you will find assessment activities, student work samples,
Board of Studies documents, a summary of Board of Studies requirements
regarding assessment and credentialing, information about assessment for
learning, and links to useful assessment resources.
To view information for specific years of schooling, click on the links on the
left-hand side. The Years 7-10 link provides information about assessing for
the School Certificate, and includes samples of student work. The Years 1112 link provides access to the HSC Standards Packages.
View the assessment links to take you to other websites about assessment.
In 2006 it has been updated with the addition of activities and work samples
for Mathematics Stages 1-4 and English Stage 4, a new glossary and
information on grading student achievement from 2006. New material is to be
added throughout the year.
_____________________________________________________________________
CERCASI – SCUOLE PER UNO SCAMBIO
Cara Giuseppina,
mi chiamo Nicoletta Galante e scrivo dall’Italia. Spero non ti
dispiaccia se ti do del tu, visto che siamo colleghe: infatti, sono
insegnante di inglese presso un Liceo Linguistico a Montebelluna, in
provincia di Treviso, vicino a Venezia. Ho visitato il vostro sito
web e ho deciso di scrivere per proporre a te o a qualche altro
insegnante di Italiano di scuola superiore un progetto di scambio
culturale con i nostri studenti.
La nostra scuola (Istituto Superiore Statale “Angela Veronese”) ha
ormai una grande tradizione negli scambi culturali. Abbiamo “sister
schools” negli Stati Uniti (Hilltop High School di Chula Vista,
California), in Australia (Lowanna College di Moe, Victoria) e in
vari Paesi europei (Germania, Francia, Svizzera). I progetti di
scambio culturale hanno così tanto successo tra i nostri studenti e
le loro famiglie che i partners che abbiamo non bastano più e abbiamo
bisogno di trovarne almeno un altro in un Paese di lingua inglese.
Ho pensato di scrivere a te perché le esperienze che abbiamo avuto in
Australia sono state bellissime, e perché … (cont. A pagina 21)
CURRICULUM K-12 DIRECTORATE
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SCHOOL REPORTS FOR 2006
Grading Student Achievement from 2006
From 2006 reports provided to parents by all schools will describe students’
achievements in each course or area of study using a grade A to E (or
equivalent). These grades will be related to clearly defined standards. The
Department of Education and Training and other school authorities are
preparing advice for their schools on reporting student achievement.
Independent schools will establish similar arrangements.
To assist both primary and secondary teachers to allocate grades to their
students, samples of student work will be provided. These work samples will
illustrate the quality of work typically produced by students who achieve each
grade. They will be available through the Boards’ web-based Assessment
Resource Centre (see previous page).
The Common Grade Scale
These describe performance at each of five grade levels.
The student has an extensive knowledge and understanding of the
content and can readily apply this knowledge. In addition, the student
A
has achieved a very high level of competence in the processes and
skills and can apply these skills to new situations.
The student has a thorough knowledge and understanding of the
content and a high level of competence in the processes and skills. In
B
addition, the student is able to apply this knowledge and these skills to
most situations.
The student has a sound knowledge and understanding of the main
C areas of content and has achieved an adequate level of competence in
the processes and skills.
The student has a basic knowledge and understanding of the content
D and has achieved a limited level of competence in the processes and
skills.
The student has an elementary knowledge and understanding in few
E areas of the content and has achieved very limited competence in some
of the processes and skills.
The Common Grade Scale can be used to report student achievement in both
primary and junior secondary years in all NSW schools.
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Reporting in languages
The Department of Education and Training has developed a number of
sample reports, explanatory notes and a parent brochure explaining the new
reporting requirements. These documents, along with a question and answer
document are available at:
http://www.curriculumsupport.nsw.edu.au/timetoteach/newreporting/index.htm
The new reporting processes are based on a new policy “Curriculum Planning
and Programming, Assessing and Reporting to Parents K – 12”. The new
policy is intended to provide consistency in reporting but not limit school
flexibility. The policy can be accessed on the Department’s policy website.
The new approach to reporting for K – 12 schools will come into effect in 2006.
The Curriculum Planning and Programming, Assessing and Reporting to
Parents K – 12 policy has been developed in response to recommendations
from the report, Time to teach – time to learn, by Professor Ken Eltis and
recent Australian Government school funding legislation. The legislation,
entitled Schools Assistance (Learning Together – Achievement through
Choice and Opportunity) Act 2004 includes requirements for the reports that
schools in all States and Territories provide to parents. This legislation
provides funding to education authorities in each state and territory for the
period 2005-2008.
The sample reports comply with the new policy for reporting to parents and
the requirements of Federal legislation.
From the DETSample report to parents formats
NSW Department of Education and Training
Curriculum K-12
http://www.curriculumsupport.nsw.edu.au/timetoteach
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Sample primary report for languages – Japanese
Languages (Japanese)
Overall achievement
A
C
D
E
B
Teacher comment
Susan can identify most of the main ideas she hears and reads in Japanese.
She speaks with good pronunciation and intonation and communicates ideas
using a satisfactory variety of vocabulary. Susan is able to convey meaning
effectively in her writing with some inaccuracies.
In Year 6 Susan will need to develop strategies to broaden her range of
vocabulary and to ensure accuracy in her writing
NB: Report comment starters for primary languages are also available on
this website.
There are two sample reports for teacher reference on the website.
CANNONACQUA - NEW FROM JUNE 2006
From June you can enter in the
new water-battle zone and besiege
a medieval castle,
CANNONACQUA!
Do not miss the "THE STORY OF
ITALY" show, an enchanting
reconstruction of the most
important facts of Italian history
where you can meet the most
famous characters of the past.
Here you can also go to an
CURRICULUM K-12 DIRECTORATE
INTERACTIVE DRIVING SCHOOL
and experience what driving in Italy
is like. This is just for children and
utilises a driving school track on
miniature roads that have been
especially designed.
For Further information please visit:
www.italiainminiatura.com
www.riminiturismo.it
TERM 2, 2006
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BOOK REVIEW
Australia’s Language Potential by Michael Clyne
Published by UNSW Press, September 2005. RRP $39.95
The timing of Professor Michael Clyne’s important new study of the needs and
opportunities for effective languages education across Australia is highly
strategic, following release by the Ministerial Council on Employment,
Education, Training and Youth Affairs (MCEETYA) of the National Statement
and Plan for Languages Education in Australian Schools 2005-2008.
(Statement and Plan at: http://www.mceetya.edu.au/pdf/languageeducation.pdf ).
Responsibility for advice on development of strategies to enhance the
language learning opportunities and outcomes for all students has been given
to a MCEETYA Working Group, whose initial meeting was held in Adelaide on
31 October 2005. The members of that Working Group could hardly do better
than to work carefully through Michael Clyne's book, to provide context and an
informed understanding for their deliberations. It is an insightful catalyst for
effective action.
The extensive and inclusive scope, depth of analysis and supporting detail,
makes this book essential reference for everyone with an interest in
languages education. As cogently argued and demonstrated by Professor
Clyne, the issues around languages education affect how we should prepare
and equip young people to take on an effective role in a changing world, in
ways that bear directly upon their own opportunities and the economic wellbeing of this country.
In Michael Clyne’s words, “This book argues that we need to develop our
language potential to the fullest – so that young Australians, regardless of
their background, can attain a high level of competence in at least one
language in addition to English – to benefit them culturally, cognitively, in
communicative competence, and in many cases in terms of understanding
themselves and their families. At the same time, benefits will accrue to our
nation economically and in our communication with other countries”.
He notes “there is a paradox between the linguistic diversity of our population
and our gross under utilisation of this diversity”. To take one example with
wider ramifications, he notes that Australian business leaders are competent
in fewer languages than their counterparts in 27 other countries. This is just
one manifestation of a persistent monolingual mindset – a mindset at odds
with the context of a country which had developed some 250 native
languages (of which at least 64 survive) and demonstrated a high level of
involvement in bi-lingual education in the 19th century – and has an expanding
language potential which is emphasised by nearly 200 other community
languages regularly spoken in homes and communities around the country.
For a country with such advantages, attracting a number of major international
companies to Sydney or Melbourne because of those linguistic and cultural
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resources in the community, our national failure to maximise this potential
must be a matter of concern – concern for our young people, their future, and
Australia’s competitiveness in an increasingly multicultural and multilinguistic
world.
Much is made of our students’ upper-end ranking against other countries in
the OECD’s PISA programme. But it has a straggling tail; and still only 13.4%
of students in Year 12 take a language other than English. Yet in Finland,
whom we seek to emulate, all year 12 students take three
languages: Finnish, Swedish and English. Dutch students take English and
Dutch, and up to 40% take an additional language. How can countries whose
academic results we aspire to, cope with the challenges of the famously
“crowded curriculum” in ways that give that level of prominence to languages
– and regularly achieve outstanding results in other areas too?
We should take careful note that most European countries are working
towards three languages as core curriculum for all students. Are there
advantages that more than offset that commitment? Michael Clyne notes a
range of studies which indicate that bilinguals are superior on divergent
thinking; and that there is a link between metalinguistic awareness and
reading readiness in young children. “There are compelling advantages
centring around certain cognitive skills that are said to be enhanced by early
bilingualism” and recent studies explore the positive impact on the
development of the brain structure in young people who have acquired two
languages by the age of five.
What is to be done? Noting at the outset that “the best time to start the
process of transmitting a language is at the birth of the child”, Michael Clyne
explores and describes a range of strategies which parents, families and
school communities can progress; and the ways in which State, Territory and
Federal governments and their agencies can assist with programmes which
tap into the potential of Australia’s linguistic diversity, to provide a wider and
more inclusive range of opportunities for all students to access effective
language learning in schools and their communities.
Certainly there is a great deal to be done – but how can we afford not to do it?
Encouragingly, it is the multilinguistic and multicultural nature of Australian
society itself and the ways in which this has at least partially been sustained
through a variety of initiatives that provides a basis on which we can build a
stronger framework for the future.
To take one simple and apparently self-evident proposition: Michael
Clyne urges the Departments of Education of Queensland, Western
Australia, Tasmania and the Australian Capital Territory to establish a
School of Languages.
As Michael Clyne notes persuasively in conclusion, the social, the cognitive,
the economic and the cultural reasons traversed show that “it is not
multilingualism, but monolinguals that is too costly for us. In the past few
years this discussion has moved too far to the margins of our society. It is
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time for it to be reinstated….the initiative has to come from the
grassroots….reigniting the flame and promoting more public discussion in this
area.” That whole community impetus is needed to prepare for that time not
far along the track when we will need an agenda and an active program for
Australia and Australians to develop their language potential to the fullest.
In reading this important contribution to the debate, we feel sure each
member of the MCEETYA Working Group, will echo the words of J.F.
Kennedy in his call for national action: “If not now, When? If not us: Who?”
ACSSO is keen to support, encourage and actively assist in the effective
implementation of the goals and objectives of the National Statement and
Plan for Languages Education in Australian Schools 2005-2008. Our Website
has been developed to provide background information and ongoing coverage
of this important national issue, at: http://www.acsso.org.au/hot8.htm In 2006
ACSSO will be undertaking baseline research for DEST into community
attitudes and expectations across the country, to inform effective
implementation of the Plan for Languages Education 2005-2008
________________________________________________
Rupert Macgregor
Projects Manager
Australian Council of State School Organisations
PO Box 323 Curtin ACT 2605
E-mail: [email protected]
Website: http://www.acsso.org.au
Phone: (02) 6282 5150
______________________________________________________
MINIATURE ITALY THEME PARK – RIMINI
Italy in Miniature is a huge theme park beautiful spots in Italy and Europe,
where visitors can travel through
faithfully reproduced to scale.
miniatures of the country's most
beautiful sites in just a couple of hours. At Italia in Miniatura, by sailing down
the Grand Canal, visitors really get
The theme park is dedicated to the
the feeling of being in Venice. You'll
historical, architectural and cultural
get to experience the Grand Canal,
heritage of Italy and brings together an with its sumptuous palaces and
unusual blend of ingredients in a
Rialto Bridge, not to mention Saint
wonderful combination of fun and
Mark’s Square with its bell tower and
education. No other park offers such
Basilica, which are all just five times
unique exciting experiences that let
smaller than the real thing. Indeed,
you "travel", dream and learn all at the Saint Mark’s Square can
same time.
accommodate up to 280 people!
Directions: By car: take the A14
The Parco Italia in Miniatura covers
motorway Bologna-Ancona and exit
85,000 square metres and attracts
at Rimini Nord, then follow the signs.
more than half a million people each
By bus: bus number 8 goes to the
year. Its main purpose resides in the
park from Rimini's main railway
possibility of completing an ideal
station.
journey through 270 of the most
CURRICULUM K-12 DIRECTORATE
TERM 2, 2006
15
WHAT IS THE MLTA?
The MLTA is an association of languages teachers and those interested in the support of
languages education:
•
supported by the Professional Teachers’ Council of NSW (PTCNSW), promoting teacher
professionalism for all teachers in NSW
•
affiliated with the Australian Federation of Modern Language Teachers’ Associations
(AFMLTA), the national professional body representing and supporting teachers of all
languages in Australia
•
with links to other language teacher groups
Membership of the MLTA enables you to
•
•
•
keep abreast of what is happening in languages education
add your voice to issues concerning languages teaching and learning
contribute to the promotion and support of languages education.
Membership of the MLTA allows you to
•
•
•
•
•
benefit from others’ expertise in the teaching of languages K-12.
access support materials for your teaching and learning programs from
Kindergarten to Year 12.
liaise with other professional and community organisations
communicate with your colleagues from all over the state
participate in conferences and workshops
Directions for 2006
•
•
•
•
E-mail discussion list: your questions answered by the experts
E-news: regular updates of events and recent publications, MLTA newsletter
Website (currently under construction) with hot-links to language sites in NSW (Board
of Studies, Curriculum K-12 Directorate, New HSC, HSC Online, etc) and interstate
(AFMLTA, LOTELINX Victoria, etc)
Joint professional development ventures between the MLTA and the Department of
Education and Training (DET) and other sectors
Membership details
Types of Membership
Price
Individual membership
for teachers of languages in all sectors and others interested in the promotion of
languages; libraries; schools; publishers.
$55.00
Student membership
for students of languages and student teachers.
$35.00
Casual teacher membership
for casual teachers and teachers who teach at Saturday School or Community Language
schools only.
$35.00
Part-time teacher membership
for teachers working only part-time and primary teachers who do not teach languages full$35.00
time.
Included in the above amounts is affiliation to the (AFMLTA) with access to AFMLTA publications and events.
JOIN NOW
and be a part of a revival of languages teaching.
DIMMI
Many Languages
One Voice
… bringing language teachers together.
MEMBERSHIP FORM
2006
Mail this membership form with your cheque
or fax with your credit card details to
MLTA of NSW Inc.
PO Box 121 Leichhardt NSW 2040
Phone: (02) 9564 3322
Fax:
(02) 9564 2342
ABN 57 246 920 297
Join the MLTA for 2006.
This is your professional body –
•
supported by the Professional Teachers’ Council, NSW (PTCNSW)
•
affiliated with the Australian Federation of Modern Language Teachers’ Associations
(AFMLTA)
•
with links to other language teacher associations and language education support
personnel across all sectors
Be part of a state wide network of languages teachers with access to
•
advice from the experts in the field of languages teaching - primary, secondary and
tertiary
•
professional development activities
•
updates of events and publications
•
the latest developments in language teaching
•
e-mail discussion list.
MODERN LANGUAGES TEACHERS’ ASSOCIATION of NSW Inc.
CURRICULUM K-12 DIRECTORATE
TERM 2, 2006
17
DIMMI
MEMBERSHIP FORM 2006
ABN 57 246 920 297 (not registered for GST)
Type of Membership
Please indicate your membership category below. (These fees do not include GST as MLTA NSW is not
registered for GST)
Individual membership
$55
NB Institutions may register as individuals in order to receive a copy of the AFMLTA journal
Babel.
Institutional registration will only cover ONE teacher.
Secondary
Primary
TAFE
Discounted membership …………………
Casual teacher
University
$35
Part-time teacher
Student
_______________________
Name of member:
(or if institution contact member) Title
(Surname)
Other
_____________________________
Given (First) Name
Family Name
Postal address: _____________________________________________________________
Work Phone:
_____________________________________________________________
___________________________
Fax: _________________________
Home Phone:
___________________________
Fax: _________________________
E-mail address: ____________________________________________________________
School/Institution/Corporation:
___________________________________________________________
Current position: ____________________________________________________________
Languages you currently teach: _________________________________________________
(or languages covered by institutional membership)
Please pay total amount $ _______
Or
by cheque payable to ‘MLTA of NSW Inc’
please debit credit card indicated below
Bankcard

Mastercard

Name on Card:
Cardholder Signature:

Visa card
Expiry date:
_______________________________
_______________________________
Please clearly print full details
Invoice/Receipt of payment will be issued as acknowledgment of membership
Fees are tax deductible.
CURRICULUM K-12 DIRECTORATE
MLTA’s ABN 57 246 920 297
TERM 2, 2006
18
DIMMI
HSC STUDY DAY APPLICATION FORMS
STAGE 6 BEGINNERS
STAGE 6 CONTINUERS
27 JUNE 2006
29 JUNE 2006
SYDNEY UNIVERSITY
SYDNEY UNIVERSITY
STAGE 6 EXTENSION
30 JUNE 2006
CO.AS.IT. (9am-1pm)
COST:
$10 PER STUDENT (NO LUNCH PROVIDED)
Fax to:
Giuseppina Wilmott
Italian Language Consultant K-12
(02) 9886 7160
School:
Address:
Phone:
Fax:
Teacher:
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
__________________ Principal’s signature:______________
Students attending
NAME
SURNAME
BEGIN.
CONT.
EXTEN.
Program for Stage 6 Beginners and Stage 6 Continuers
09.00 – 09.30
09.30 – 10.00
10.00 – 11.00
11.30 – 11.30
11.30 – 12.30
12.30 – 13.00
13.00 – 14.00
14.00 – 15.00
Sign on
An overview of the exam
Rotation 1
Morning Tea
Rotation 2
Lunch
Rotation 3
Rotation 4
CURRICULUM K-12 DIRECTORATE
TERM 2, 2006
19
DIMMI
QUALITY TEACHING AND LANGUAGES
The Languages Unit will conduct workshops in July and August 2006 to
support teachers in the integration of the Quality Teaching model of pedagogy
in their Languages programs. Languages consultants have been working with
teachers from a range of languages and teaching situations to develop
teaching activities and support materials for these workshops. The workshops
will be held throughout the state and will assist teachers in developing their
understanding of Quality Teaching by examining what Quality Teaching may
look like in the Languages classroom. There will be opportunities for
discussion, and sample activities across a range of languages will be
provided.
The workshops will target Stage 4 but will also be appropriate for teachers of
Stage 3.
The workshops are for DET teachers only and will cost $75. DET teachers
can register for the workshops online at:
http://www.curriculumsupport.education.nsw.gov.au/prolearn06/
The regional dates for the workshops are as follows:
Region
Riverina
Riverina
Western
Western
Sydney
South Western Sydney
North Coast
North Coast
North Coast
Northern Sydney
New England
Hunter/ Central Coast
Illawarra and South East
Sydney
Location
Wagga
Griffith
Dubbo
Bathurst
Ashfield
Auburn
Ballina
Coffs Harbour
Port Macquarie
Ryde
Tamworth
Newcastle
Wollongong
Dolls Point
Date
24 July
25 July
27 July
28 July
1 August
2 August
9 August
10 August
11 August
8 August
15 August
17 August
21 August
23 August
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
WORKSHOPS
TECHNOLOGY & CA’ FOSCARI IMMERSION WEEK-END
Using computers in the LOTE classroom
12 August 2006
full day course with Grazia Scotellaro
9.30am – 4.30pm ($40 including lunch) at UWS, Milperra Campus
3 Day full immersion inservice
22 September – 24 September 2006
Università di Venezia Ca’ Foscari, Laboratorio, ITALS.
CEDILS exam (Italian teaching levels examination)
25 September 2006
Participants MUST attend the 3 day ITALS workshop above before
sitting for the exam
Details in the next issue of DIMMI.
For details regarding these inservices contact:
Lina Di Donato or Nadine Beinat on 9564 0744
CURRICULUM K-12 DIRECTORATE
TERM 2, 2006
20
DIMMI
Co.As.It. Insertion Schools ONLY
Italian Writing Competition 2006
Co.As.It. Entry Form
Theme:
Sport / Lo sport
Category:
Students may choose to
write a short story in Italian (30 words min. – 150 words max.)
OR
write a poem in Italian on the theme of sport. Students may choose to
use any poetic forms, for example, acrostic, couplet, quatrain,
cinquain, haiku, concrete, etc…students may chose to illustrate their
work with original designs and illustrations.
Stage 1 / Stage 2 / Stage 3
(please circle appropriate stage – two entry forms per stage per school)
poem type: ………………
Short story / poem
(please circle appropriate category and indicate poem type if applicable)
Student Details:
Name
Address
Date of Birth
Telephone No
I consent to my child’s/ward’s name, photo and entry being published.
Caregiver Name:
……………………………………………………………………
Caregiver Signature: ……………………………………………………………………
School Details:
School
School Address
School Phone No
Italian Teacher’s Name
I verify that this work is the original work of .…………………………………….
(please insert student’s name)
Italian Teacher’s Signature: ………………………………………………………
Principal’s Signature:
………………………………………………………
Number of students who participated in this competition in 2006: _______
Date:
………………………………………..
Post all entries and entry forms to:
Co.As.It. Writing Competition 2006
67 Norton Street,
Leichhardt NSW 2040
by 5pm, 22nd September, 2006.
CURRICULUM K-12 DIRECTORATE
TERM 2, 2006
21
DIMMI
Conditions of Entry:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Entry to the competition is free.
The competition is open ONLY to students who attend a Co.As.It. Insertion class.
All entries are to be accompanied by a Co.As.It. Entry Form secured to each work.
Only two entries per stage per school will be accepted.
No group entries will be accepted.
All work must be student’s own original work.
Work submitted must be either A4 or A3 size. Original illustrations may be included.
Work must be submitted by the school on behalf of the student.
All work must be written in correct Italian – Italian teacher to check and verify.
All works submitted will become the property of Co.As.It. and may be used for public
display and publication.
Entries close 5pm, Friday 22nd September, 2006.
The decision of the judging panel will be final.
All entrants will receive a certificate. Certificates will be awarded as follows: Merit,
Distinction and High Distinction Certificate.
High Distinction recipients will be announced in ‘La Fiamma’ and on the Co.As.It.
website on Friday 10th November, 2006.
High Distinction recipients will be presented, where possible, with their certificates at
a school assembly within their school, date to be arranged by the principal and
Co.As.It.
Participation in the competition implies complete acceptance of the conditions of entry
stated therein.
N.B. Please refer to the syllabus for guidance regarding the content and outcomes at each stage.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
(cont.da pg 8)…i legami tra il nostro territorio e l’Australia sono stretti,
dato che dal Veneto moltissime persone sono partite per l’Australia.
Cosa offriamo? Vorremmo ospitare un gruppo di studenti e insegnanti
Australiani presso la nostra scuola; gli insegnanti accompagnatori verranno
ospitati da insegnanti e gli studenti dalle famiglie dei nostri studenti,
che hanno di solito 16-17 anni quando partecipano a questi progetti;
inoltre, i nostri ospiti parteciperanno alle lezioni a scuola e a un
programma di visite nella zona, che comprenderà Venezia (che si trova a solo
40 minuti di treno), Verona, Asolo, le Dolomiti e altri luoghi di notevole
interesse artistico. Durante il soggiorno in Italia tutte le spese (vitto,
alloggio, visite) saranno a nostro carico.
I gruppi australiani e americani che abbiamo ospitato in passato hanno
trascorso da noi circa 12-15 giorni e poi hanno proseguito il viaggio verso
Firenze e Roma. In questo caso, possiamo aiutare con le prenotazioni e
l’organizzazione.
In cambio, chiediamo ai partners di ospitare in Australia un gruppo di
nostri studenti e gli insegnanti accompagnatori per un periodo di circa due
settimane, con qualche visita nei dintorni e la possibilità per i nostri
studenti di frequentare la scuola e sperimentare the Australian way of life.
Secondo la nostra esperienza, questi scambi culturali sono esperienze
straordinarie, che fanno crescere i ragazzi, permettendo loro non solo di
parlare la lingua straniera che studiano, ma anche di allargare i loro
orizzonti e di capire quanto vario e bello è il mondo. I ricordi che restano
sono indimenticabili, e molto spesso le amicizie che si creano durano negli
anni, con scambi di lettere, telefonate e perfino visite successive.
Se visiti il sito web www.adventurers.it potrai vedere le foto dei gruppi
che vi hanno preceduto e dei luoghi che potrete visitare.
Inoltre, posso fornirvi, a vostra richiesta, gli indirizzi e-mail dei nostri
contatti presso le nostre sister schools, che potranno parlarvi delle
esperienze che hanno avuto con la nostra scuola.
Noi vorremmo partire e ospitare possibilmente nel periodo compreso tra
settembre 2006 e maggio 2007 (che corrisponde al nostro anno scolastico);
per il resto, siamo molto flessibili e pronti ad adeguarci alle necessità
del partner.
Ti ringrazio per l’attenzione e spero di ricevere notizie dall’Australia
molto presto.
Nicoletta ([email protected])
CURRICULUM K-12 DIRECTORATE
TERM 2, 2006
22
DIMMI
CURRICULUM K-12 DIRECTORATE
TERM 2, 2006
23
DIMMI
CURRICULUM K-12 DIRECTORATE
TERM 2, 2006
24
DIMMI
STUDENTS IN ITALY
Do you want to take your
students to Italy?
Would you like help in
planning it?
Contact Marco Man
0415397066
STUDENTS IN ITALY
Students and teachers travelling to Italy and
remaining with host families or friends for 8 days or
more must register with the ‘Questura’ to get a
‘permesso di soggiorno’. For further information
please enquire with the Italian Consulate of Sydney,
phone: 93927943 or visit the following website
http://www.poliziadistato.it/pds/cittadino/stranieri/st2.
htm
Europe Asia Pacific Travel
Study tours to Italy program gives students a unique
opportunity to extend and deepen their knowledge of…
Italian, art and history and to forge lifelong
relationships….
Discover more at:
www.eap-travel.com
or further information call
Roberto Iacono 9713 4939
We have at least two
class sets of used Avanti
and Volare 1 first edition
texts in good condition to
give away.
My contact email is:
[email protected].
Il permesso di soggiorno
La richiesta di rilascio del permesso di soggiorno va inoltrata entro 8 giorni lavorativi dall'ingresso
in Italia all'Ufficio Immigrazione della Questura dove si trova lo straniero.
Attenzione: alcune questure, tra cui, Roma, Milano e Torino, hanno decentrato l'attività di ricezione
delle istanze, si consiglia pertanto di consultare il relativo sito web.
Per ottenere il rilascio del permesso di soggiorno lo straniero deve in ogni caso presentare:
•
• Il modulo di richiesta;
Il passaporto, o altro documento equivalente, in corso di validità con il relativo visto di ingresso,
dove richiesto, più una fotocopia del documento stesso;
• 4 foto formato tessera, identiche e recenti;
• una marca da bollo da € 14,62
• La documentazione necessaria a seconda della tipologia del permesso di soggiorno richiesto.
Giuseppina Wilmott
Italian Language Consultant K-12
Phone: 9886 7611 Fax: 98867160
Email:[email protected]
http://curriculumsupport.education.nsw.edu.au
CURRICULUM K-12 DIRECTORATE
TERM 2, 2006
25