Eligibility for Stage 6 Languages courses*: criteria
Last Updated: 24 August 2011
To be eligible for a course, students are required to meet all of the criteria at the entry point to that course.
|Courses||Target candidature||Eligibility criteria|
|Beginners||Students are learning the language as a second (or subsequent) language. Students either have no prior spoken or written knowledge or experience of the language, or their experience is derived solely from, or is equivalent to, study of the language for 100 hours or less in Stage 4 or Stage 5.||
Students are learning the language as a second (or subsequent) language. Students typically have studied the language for 200–400 hours at the commencement of Stage 6.
(In languages where Extension courses are offered, the Extension courses are available to HSC Continuers course candidates only.)
|Languages in Context||Students typically have been brought up in a home where the language is used, and they have a connection to that culture. These students have some degree of understanding and knowledge of the language. They have received all or most of their formal education in schools where English (or another language different from the language of the course) is the medium of instruction. Students may have undertaken some study of the language in a community, primary and/or secondary school in Australia. Students may have had formal education in a school where the language is the medium of instruction up to the age of ten.||
|Languages and Literature||Students have a cultural and linguistic background in the language.|
Note: For the purpose of determining eligibility:
- speakers of dialects and variants of a language are considered to be speakers of the standard language
- speakers of Indonesian and speakers of Malay are considered to be speakers of both languages.
* Beginners languages courses, Continuers courses in languages where there are Languages and Literature courses, and Languages in Context courses.
- Formal education is ‘education that is institutionalised, intentional and planned through public organizations and recognised private bodies, and -- in their totality -- constitute the formal education of a country.' (UNESCO Institute of Statistics, International Standards Classification of Education 2011, para 36).