Draft Australian Curriculum:

Languages

Consultation

December 2012

Learning areas

The Melbourne Declaration identifies eight learning areas including:

Languages (especially Asian languages)

Curriculum development phases

Phase 1

English

Mathematics

Science

History

Phase 2

Geography

Languages

The Arts

Phase 3Health and

Physical Education

Technologies

Economics, and Business,

Civics and Citizenship

Timeline

Jan-Apr 2011Draft Shape of the Australian Curriculum: Languages available for consultation

November 2011 Shape of the Australian Curriculum: Languages published

February 2011 – December 2013Writing of curriculum outline, scope and sequences, content descriptions, achievement standards

19 December 2012 – 12 April 2013Draft F-10 Australian Curriculum: Languages available for consultation in Chinese and Italian

Late 2013F-10 Australian Curriculum: Languages in Chinese and Italian due to be published

Implementation

NSW syllabus development

Australian Curriculum

Implementation

• NSW has made no commitment to implementation of the Australian Curriculum for Phase 2 and Phase 3 subjects.

• The Board of Studies will follow its regular cycle of curriculum evaluation and review which will identify priorities for curriculum renewal. When a current syllabus or learning area is identified for renewal the Board will take the opportunity to incorporate Australian curriculum content.

• In all cases, all schools are required to implement current approved NSW Syllabuses until otherwise advised by the Board.

Consultation: What to read

You will need to read:

• draft Preamble, Rationale, Aims

and Organisation

• Chinese and/or Italian

• draft Sequence F-10

• draft Scope and Sequence F-10

• draft Sequence 7-10

• draft Scope and Sequence 7-10

• draft Glossary

Learner pathways

Second language learners are those who are introduced to learning the target language at school as an additional, new language for them.

Background language learners are those who may use the target language at home (not necessarily exclusively) and have knowledge of the target language to varying degrees such as vocabulary, phonological accuracy, fluency, and readiness to use the language. They have a base for literacy development in that language. (known as Heritage speakers in NSW)

First language learners are users of the target language who have undertaken at least primary schooling in the target language. They have had their primary socialisation as well as initial literacy development in that language, and they use the target language at home.

Organisation of the Australian Curriculum

The Australian Curriculum: Languages:

• is being developed for Foundation (Kindergarten) to Year 10 and also Years

7 to10

• is described in six band levels (not Stages)

• has strands (not objectives) and sub-strands

• has content descriptions (not outcomes)

• has content elaborations (not ‘learn to’ and ‘learn about’ statements)

• has achievement standards.

General capabilities

Literacy

Numeracy

Information and communication

technology capability

Intercultural

understandingPersonal and social

capability

Critical and creative thinking Ethical

behaviour

Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

Sustainability

Rationale and aims

Rationale

• describes the nature of the learning area

• provides an outline of learning

Aims

• identify the major learning that students will be able to demonstrate

Organisation of the Australian Curriculum

The Draft Australian Curriculum: Languages is organised into the following bands of learning:

• Foundation

• Years 1-2

• Years 3-4

• Years 5-6

• Years 7-8

• Years 9-10

Time on task

The curriculum has been developed based on an indicative allocation of hours. This assumes time on task and is ONLY for the purpose of writing the curriculum.

It is NOT to mandate teaching hours in schools.

The Board of Studies NSW will make policy decisions regarding implementing the curriculum in NSW schools.

Organisation of the Australian Curriculum

The draft Australian Curriculum: Languages:

has two interrelated strands for F-10 and 7-10:

• Communicating• Understanding

Organisation of the Australian Curriculum

The draft Australian Curriculum: Languages includes 10 sub-strands:Communicating Understanding

• Socialising and taking action• Obtaining and using information• Responding to and expressing

imaginative experience• Moving between/translating• Expressing and performing

identity• Reflecting on intercultural

language use

• Systems of language• Variability in language use• Language awareness• Role of language and culture

Organisation of the Australian Curriculum

Content descriptions

The draft Australian Curriculum: Languages is structured around content descriptions.

It includes:• Content descriptions which specify what teachers are

expected to teach (mandatory)• Content elaborations which are examples that illustrate

each content description (non-mandatory).

Curriculum structure for Languages: Sequence

Foundation to Year 2 (Level 1) Content descriptions and elaborations

Communicating

Socialising and taking action

1.1 Interact with teacher and peers to greet and introduce themselves, to name and describe favourite things, friends, family members, special talents, through action related talk and play

• using simple greetings relevant to the time of day, celebration or event and relationship to the person, for example Ciao! Buongiorno! Arrivederci! Tanti auguri! Buona Pasqua. Buon Natale • introducing themselves, for example Come ti chiami? Mi chiamo…, e tu? Ho sette anni, e tu? • naming family members and friends: Mio fratello Carlo, il papà Tom

Strand

Sub-strand

Contentdescription

Contentelaborations

Achievement standards

• Achievement standards are provided at the end of each band of learning and include reference to both strands.

• An achievement standard describes the quality of learning expected of students at the end of each year level.

(i.e. the depth of their understanding, the extent of their knowledge and the sophistication of their skills)

• Work samples illustrate achievement of the standard.

Is the curriculum appropriately

sequenced F-10and 7 -10?

Is the scope of the curriculum feasible?

Is there evidence of adequate quality and rigour in the

curriculum?

Will the breadth and depth of the content

engage and challenge students?

Does the curriculum cater for diverse

learners?

Do the two strands allow for a balance

between understanding and

skills?

Will teachers find the curriculum easy

to program?

Is there an issue with using the term ‘Level 1’ in both the F-10 and 7-10 Scope and

Sequence documents?

Key questions for evaluating the draft F-10 curriculum

Department of Education and Communities consultation

http://www.curriculumsupport.education.nsw.gov.au/secondary/languages/australian/index.htm

ACARA consultation

http://consultation.australiancurriculum.edu.au/

Board of Studies NSW

http://www.boardofstudies.nsw.edu.au/australian-curriculum/

Your feedback is appreciated.

Access the Department’s consultation survey at http://www.curriculumsupport.education.nsw.gov.au/secondary/languages/australian/index.htm

Please send any further written feedback to the Languages team at: amanda.l.davis@det.nsw.edu.au

Your feedback is important