French SAC launches online learning

Year 12 French students had spent a month exploring Environmental Issues and learning how to analyse a range of spoken and written texts on this topic. Just as we readied to undertake the SAC, schools moved to online learning. My challenge as a teacher was how to provide an authentic, valid and fair assessment experience to ensure students’ smooth progression towards the final examination. I knew that ensuring their confidence was important, so all parts of the process were discussed as a team. When would students print out the task sheet? By which means would they submit their work? How would I supervise them and how could they have confidence that their work was appropriately authenticated? I also knew that this first SAC experience was an important foretaste of all the assessments to come over the course of their time learning from home. My aim was to support them totally, but to continue to provide the rigour essential to examination success.

For this SAC students listened to a spoken text in French (yes, the audio worked like a dream), responded to written and visual texts, then synthesised all this understanding to create an original response. I pay tribute to my students for calmly adapting to so much change in such a short time, under very different learning and assessment conditions. The Learn@Home experience has a particular poignancy for our Year 12 students, given the many implications for the successful completion of their VCE. Student Alice Menzies-King reported that the experience in her French SAC went “as well as it possibly could given the circumstances”. This attitude typified the accepting, yet positive approach of my students. This is where we are, so let’s get on with it.

Online Learning: students’ experiences

Victoria Patsakos, Year 11

Most teachers of languages (and their students) will tell you that learning a language is different than all other subjects. The nature of the subject necessitates the simultaneous building of the core macro-skills: Reading, Writing, Speaking and Listening. Therefore, learning a language is inherently varied, and here at St Catherine’s we support students’ learning with the best available resources. Students continued to listen via Microsoft Teams, watch a range of visual texts, interact through online platforms, as well as speaking, reading and writing. The range of resources (through subscription and teacher planning) has enabled students to work independently, adapting activities to their age and stage of language acquisition.

Here is a sample of what our students thought:

Romy Cantwell

“I have been quite nicely surprised during my online French learning and preparation for the end of year exam. I’ve found and been given an abundance of resources such as ‘Un Jour Une Actu’ and ‘News in Slow French’ which I have taken advantage of to further expand my vocabulary. Our classes have run smoothly as we have been given various activities that don’t require constant attention on our screens, a much-needed break during times like this. Notably, online learning has served as quite a challenge, but it has allowed me to take more control over my learning and discover more about my drive to succeed and what I’m aiming to get out of my final year of study. In our return to school, I can imagine I will return with even more drive than before.” Romy Cantwell, Year 12, Language: French

“The challenging part is sitting down and looking at a screen all day. Another good thing is that we can’t leave our books in our lockers because they are always with us, which means that there is more time to learn. The most challenging activity to do during COVID-19 is the listening to a recording as it is sometimes difficult to work. Overall, I think the online work program is going well. “ Zahra Hoban, Year 7. Language: Chinese

“Learning a second language online is quite adaptable online. With support from my Sensei I am able to sustain my ability to learn Japanese in an online platform. Despite, it being slightly more difficult to do joint readings with the class, we are been able to adapt and have incorporated small group activities to develop our speaking skills. Furthermore, we are still able to do the same activities we do in the normal classroom including listening to songs, workbook activities, and assignments to develop our Japanese skills in an engaging forum.” Rosie Bogdan, Year 10, Language: Japanese

“I have found that learning a language during these uncertain times has provided challenges that I have never encountered before in the past. These challenges have occurred when adjusting to learning on Microsoft Teams, and though they have required me to change the way I learn accordingly, I feel that I have been able to learn as well as I could in class. I am able to interact with the teacher in a way that is satisfactory and beneficial for my learning. Class discussions have also been able to occur properly and beneficially, and I think my class has been able to focus better as a result of learning remotely.” Emilia Searby, Year 10. Languages Chinese & French

“For me, I’ve found some aspects of learning this way a bit difficult especially when I have internet or computer issues, but there are also some new ways that work really well. In French recently, we have done a lot of work in our groups which is a really positive way to work independently but also be able to have that peer support that we normally get in the classroom and of course, Madame is always there to help and is constantly checking up on us!” Ava Colosimo, Year 9. Language: French

Japan Tour: those were the Days!

On Saturday 7 December 2019, nine excited students of Japanese began an 11-day Study Tour, accompanied by Sensei Okumura and Vice-Principal Ms Merran O’Connor. This superb itinerary offered many opportunities for cultural immersion. Highlights included the Digital Art Museum in Tokyo, the Nishiki food market and the famous Arashiyama district in Kyoto. Students were delighted to be reunited with their Shukutoku homestay counterparts and enjoyed schooling, cultural activities and School club events. Our warm thanks to Ms Asuko Okumura for her generous planning and leadership of this tour.

Some of the students’ comments:

“The Japan trip we took in December was an incredible opportunity I am so glad I was a part of.”

“We visited places all over the country and got to experience not only the traditional culture, but everyday living.” 

“I really enjoyed staying at my host sister’s house for a week in Nagoya as I was able to fully immerse myself in their lives. Although speaking in Japanese was a bit of a struggle, I was able to communicate in a manner which we were able to form connections that I think I’ll have long into the future.”

“I hope I’m able to return to Japan in the future as it truly was an experience I’ll never forget.”