draft australian curriculum: languages consultation december 2012
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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
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