Languages
Languages
An overview of French, Japanese, Chinese and Latin
Learning a second language exponentially increases a student’s capacity to analyse and critique their own world, by deepening their exposure to language via the medium of trans-cultural and inter-generational communication.
Studying languages at Barker is designed to be a dynamic, engaging and empowering experience. All students are encouraged to consider studying one of the languages on offer. However, it is important to recognise that language learning is sequential. This means that studying a language in Years 9 and 10 is a prerequisite to studying the language in Years 11 and 12.
It is not possible to pick up a language for the HSC without learning it in the earlier years.
Eligibility
Please note that students who have received some of their formal education in Japan (or China), or who have lived in either country for more than 3 years in the last 10 may be required to satisfy NESA’s eligibility criteria in order to study that language (ie Japanese or Chinese) in Year 11-12. For more information see the link to the NESA guidelines.
Contact
Head of Department: Matthew Ross
Email: mross@barker.nsw.edu.au
Year 9
Languages
French
The study of French in Years 9 and 10 provides the opportunity for active and enjoyable participation in reading, writing listening and speaking one of the world’s great languages. At the end of two years of study, students should be able to communicate orally with a patient native speaker. This involves also the ability to understand the spoken language at near-normal speed. A student should also be able to read everyday French for information and enjoyment with a reasonable degree of comprehension and be able to communicate in writing ideas that express their everyday experience.
Latin
One of the most compelling reasons for choosing Latin is the intellectual challenge that it offers boys and girls with a linguistic ability and an interest in detailed systems of thought. The logic that underpins Latin grammar gives our students a set of life-long analytical skills that can be applied to the study of Mathematics and Science. The same logic is also found in the fields of Medicine and Law, both of which use many Latin terms.
In Year 9 students study Book III and IV of the Cambridge Latin Course.
Japanese
The basic aim of the course is to develop communicative skills so that by the end of Year 10 students will be able to use and understand simple Japanese in everyday situations. This aim encompasses the four language skills of listening, speaking, reading and writing.
Hiragana should already have been mastered before entering Year 9, and katakana is completed by the end of Year 9. A prescribed number of kanji must be known by the end of Year 10. At all stages, emphasis is also placed on gaining knowledge of historical and cultural aspects of the Japanese people and their language.
Barker College has a sister school arrangement with Sugao High School, Tokyo, Japan. Visits occur between schools in alternate years.
Chinese
Mandarin Chinese is taught using activity based learning. In addition to following textbook based patterns, students spend a considerable amount of time ‘doing’ that which they learn and learning that which they ‘do’. This approach enhances greatly the students’ ability to retain Chinese structures and vocabulary, as students are required to communicate only in Chinese when preparing, undertaking and discussing activities. These activities also encourage the participation of parents.
Students will also use Chinese to write about the activities they have undertaken. These writing activities will only use Chinese characters, allowing students to become very familiar with the complexities of the Chinese script.
Furthermore, students will be given the opportunity to experience various aspects of Chinese culture and tradition through work activities and more official activities, such as participating in festivals.
Assessment Structure
The study of a language will involve speaking, listening and writing assessment tasks.
Year 10
Languages
French
The study of French in Years 9 and 10 provides the opportunity for active and enjoyable participation in reading, writing listening and speaking one of the world’s great languages. At the end of two years of study, students should be able to communicate orally with a patient native speaker. This involves also the ability to understand the spoken language at near-normal speed. A student should also be able to read everyday French for information and enjoyment with a reasonable degree of comprehension and be able to communicate in writing ideas that express their everyday experience.
Japanese
The basic aim of the course is to develop communicative skills so that by the end of Year 10 students will be able to use and understand simple Japanese in everyday situations. This aim encompasses the four language skills of listening, speaking, reading and writing.
Hiragana should already have been mastered before entering Year 9, and katakana is completed by the end of Year 9. A prescribed number of kanji must be known by the end of Year 10. At all stages, emphasis is also placed on gaining knowledge of historical and cultural aspects of the Japanese people and their language.
Barker College has a sister school arrangement with Sugao High School, Tokyo, Japan. Visits occur between schools in alternate years.
Chinese
Mandarin Chinese is taught using activity based learning. In addition to following textbook based patterns, students spend a considerable amount of time ‘doing’ that which they learn and learning that which they ‘do’. This approach enhances greatly the students’ ability to retain Chinese structures and vocabulary, as students are required to communicate only in Chinese when preparing, undertaking and discussing activities. These activities also encourage the participation of parents.
Students will also use Chinese to write about the activities they have undertaken. These writing activities will only use Chinese characters, allowing students to become very familiar with the complexities of the Chinese script.
Furthermore, students will be given the opportunity to experience various aspects of Chinese culture and tradition through work activities and more official activities, such as participating in festivals.
Latin
One of the most compelling reasons for choosing Latin is the intellectual challenge that it offers boys and girls with a linguistic ability and an interest in detailed systems of thought. The logic that underpins Latin grammar gives our students a set of life-long analytical skills that can be applied to the study of Mathematics and Science. The same logic is also found in the fields of Medicine and Law, both of which use many Latin terms.
In Year 9 students study Book III and IV of the Cambridge Latin Course.
Assessment Structure
The study of a language in Year 10 will involve speaking, listening and writing assessment tasks.
Year 11
Languages
French
The study of French in Years 9 and 10 provides the opportunity for active and enjoyable participation in reading, writing listening and speaking one of the world’s great languages. At the end of two years of study, students should be able to communicate orally with a patient native speaker. This involves also the ability to understand the spoken language at near-normal speed. A student should also be able to read everyday French for information and enjoyment with a reasonable degree of comprehension and be able to communicate in writing ideas that express their everyday experience.
Japanese
The basic aim of the course is to develop communicative skills so that by the end of Year 10 students will be able to use and understand simple Japanese in everyday situations. This aim encompasses the four language skills of listening, speaking, reading and writing.
Hiragana should already have been mastered before entering Year 9, and katakana is completed by the end of Year 9. A prescribed number of kanji must be known by the end of Year 10. At all stages, emphasis is also placed on gaining knowledge of historical and cultural aspects of the Japanese people and their language.
Barker College has a sister school arrangement with Sugao High School, Tokyo, Japan. Visits occur between schools in alternate years.
Chinese
Mandarin Chinese is taught using activity based learning. In addition to following textbook based patterns, students spend a considerable amount of time ‘doing’ that which they learn and learning that which they ‘do’. This approach enhances greatly the students’ ability to retain Chinese structures and vocabulary, as students are required to communicate only in Chinese when preparing, undertaking and discussing activities. These activities also encourage the participation of parents.
Students will also use Chinese to write about the activities they have undertaken. These writing activities will only use Chinese characters, allowing students to become very familiar with the complexities of the Chinese script.
Furthermore, students will be given the opportunity to experience various aspects of Chinese culture and tradition through work activities and more official activities, such as participating in festivals.
Latin
One of the most compelling reasons for choosing Latin is the intellectual challenge that it offers boys and girls with a linguistic ability and an interest in detailed systems of thought. The logic that underpins Latin grammar gives our students a set of life-long analytical skills that can be applied to the study of Mathematics and Science. The same logic is also found in the fields of Medicine and Law, both of which use many Latin terms.
In Year 9 students study Book III and IV of the Cambridge Latin Course.
Assessment Structure
The study of a language in Year 11 will involve speaking, listening and writing assessment tasks.