GEMMA HAIGH

CAMPSIE PUBLIC SCHOOL NSW

AFMLTA CONFERENCEJULY 2013

Bulgogi andBilingualism

Campsie Public School is one of four NSW bilingual schools.

The school’s language focus is Korean and the language is taught each day to selected classes.

The bilingual program is offered as an option alongside the traditional curriculum.

Campsie Publ i c School i s a la rge pr imary school in the inner west of Sydney, in the c i ty o f

Canterbury, NSW. The c i ty i s home to over 130 nat iona l i t ies , w i th a

major i ty of i t s res idents be ing born overseas . The school serves a d iverse mul t i cu l tura l

communi ty where 97% of the students come f rom a non-Engl i sh speak ing background and 42

languages are spoken by the school communi ty. 720 students

39 d iff erent nat iona l i t ies 12 d iff erent languages taught at school

5% Korean language background

School Profile

The Bilingual Program is one element in a comprehensive whole school approach to language studies and Asian Literacy.

Korean Bilingual Program – introduced in 2010

12 Community Languages – Korean, Chinese, Vietnamese, Arabic, Indonesian, Hindi, Punjabi, Bengali, Fijian, Samoan, Tongan and Rarotongan.

Korean Connected Classroom Program introduced in 2011 through ConnectKorea – Becoming Asia Literate Grant

Established a sister school relationship in Busan, South Korea in 2013 through KoreaAusConnexion Project

Established a sister school relationship in Cheongju, South Korea in 2013 through AEF Bridge Project

bui l t up As ian languages programs de l ivered creat ive so lut ions in de l iver ing susta inable language educat ion programs

ensured As ia prepared teachers and school leaders created taskforce to embed As ia and Austra l ia ’s

engagement with As ia in c lassroom curr icu lum bu i l t awareness and demand for As ia sk i l ls among

parents and students

Philosophy and Vision

Enacting an Asia Literacy action plan Asia literacy perspectives – current and new

curriculum Asia focused resources and events

Preparing teachers and leaders in Asian languages and cultural understanding 5 teachers undertaking Graduate Diploma

Modern Languages through Primary Asian Language Training Scholarship Program 2011 - 2013

3 teachers attended South Korea Teacher Education Visit 2011

12 teachers completed Graduate Certificate of Teaching Asia 2011-2012

Teaching of Asian Languages 4 of the 5 national priority languages taught

(Chinese, Indonesian, Hindi and Korean) as well as other non-priority Asian languages (Vietnamese, Punjabi, Bengali, Arabic and Pacific Islander)

Korean Bilingual Program Innovation – sharing resources, partnerships

The initiative has been prompted by the need to increase the number of students achieving fluency in priority Asian languages. It reflects Asia's importance to Australia's future economic and social prosperity and the likelihood that many Australian workers will need to be comfortable in the use of an Asian language. The program is also a response to the increasing number of parents wanting to send their children to a primary school offering a strong Asian language program.

The program is expected to give primary students a head start on language studies in later years, improve their understanding of other cultures and, in the longer term, increase their job opportunities. It builds on a broad body of research which indicates that bilingual education stimulates intellectual development, generates greater flexibility in thinking, gives learners a better understanding of their first language, and develops listening skills.  

Curriculum Leadership Journal, 27 November 2009.

Process

The NSW Government invested $2.25 million over four years in the establishment of a Bilingual

Schools Program for the four priority Asian languages:

Indonesian, Japanese, Korean and Mandarin Chinese.

The study of languages at Campsie Public School provides opportunities for students to become more accepting of diversity, more respectful of others and better equips the students to engage with others and participate fully in a globalised world.

Currently five classes (one class per grade in Kindergarten, Year One, Year Two ,Year Three and Year Four) are being taught as bilingual classes, progressing to K-6 by 2015. These classes receive approximately 80 minutes per day Korean instruction. Korean is taught through the context of the thematic unit of the grade, focussing on the HSIE and Science outcomes.

The Community Languages program at Campsie Public School ensures that students have the opportunity of acquiring, maintaining and developing a community language in Korean, Mandarin, Vietnamese and Arabic. The additional LOTE (Languages Other Than English) program includes 6 languages and focuses on developing language proficiency and promoting intercultural understanding. Currently twelve languages are taught with the aim that every student in the school will study a language other than English.

• With Kindergarten and Year 1 only in 2010

• Expanding into the following years of primary school each year

• Kindergarten – Year 6 in 2015

Who with?

• primary trained specialist language teachers, in conjunction with native speaking volunteers.

• for one and a half hours each school day

Who is teachin

g?

• direct and integrated language teaching and learning

• team teaching with the class teacher in subjects such as HSIE, PDHPE and Creative Arts to extend the language learning environment within a balanced primary education program.

What and

how?

AS IAN L ITERACY SUPPORTING ENGLISH (SECOND

LANGUAGE) ACQUIS IT ION LOTE – EDUCATION OF WHOLE CHILD

TECHNOLOGY

Practice and Pedagogy

The school annually promotes Asian Literacy Week; engaging students, teachers and the parent community by helping to build skills and knowledge of Asia in all areas.

The school celebrates Hangul day each October; showcasing student work, art and performances to the school, parent and local community.

An annual school festival day – including food stalls, costume parade, dances and performances – highlights and celebrates the many nationalities of the school community.

Classes regularly visit the Korean Cultural Education Centre. These visits provide an enjoyable learning experience while immersing students in the Korean culture.

Continued and effective use is made of our video conferencing facilities, which allows staff and classes to link with other schools, as well as specialist facilities such as universities and art galleries.

Through the Becoming Asian Literate Schools Grant, the school has developed an innovative program to teach Korean language and culture using ipads and Web2 tools.

The Korean language program currently uses the connected classroom link to provide lessons, teaching Korean for one hour per week, to students of primary school age. The three schools involved are Merriwa Central School, Newington Public School and Juk-Seong Elementary School in Busan, South Korea.

Class time

• 5 hours p/w• 4 hours COGs & 1

hour LOTE• primary trained

language specialist

Extra Curricul

ar

• Korean Traditional Dance or Drumming

• Korean instruction• 40 min before

school activity by the specialist

Extra Curricul

ar

• Taekwondo in• Korean instruction• 40 min before

school activity by the master

TermEVEN YEARS

Unit Outcomes Korean Focus

CAPA PDHPE English Maths

1 Information ST2-15IST2-5WT

Online safety and etiquette

DanceDrama (ads)

SafetySwimmingSun protection

Persuasive Texts: advertising & review

2 Earth & Space

ST2-8ESST2-9ESST2-7PWST2-4WSST2-5WT

Telling time, months of the year, seasonal changes

Shadow & light art

Informative:Explanation & procedure

MappingTime

3 First Contacts

HT2-3HT2-4HT2-5

Mythology of Dangun, the progenitor of Korean people

Visual Arts before & after imagesBush dancing

Informative : Recount & narrative

Mapping

4 Living World ST2-10LWST2-11LWST2-4WS

Human life cycle, food chain

MusicBotanical drawings

Sport in SchoolsChild protection

Informative: Information ReportImaginative: poetry

Data (tables)

STAGE 2 SCOPE & SEQUENCE: AUSTRALIAN CURRICULUM

TermODD YEARS

Unit Outcomes Korean Focus

CAPA PDHPE English Maths

1 Being Australian

HT2-2HT2-5

Aboriginal story

Dance ValuesSwimming

PersuasiveImaginative: aboriginal stories

Data (graphs)

2 Local Environments

ST2-14BEST2-4WSST2-5WT

Designing a town

Drama (team work)

Road safety Persuasive: debateInformative: description

Length & AreaMapping

3 Products & Machines

ST2-16PST2-12MWST2-13MWST2-6PWST2-4WSST2-5WT

Cookie factory, from wheat to cookies

Bicycle drawings/art

Safety & hygieneHealthy eatingDrug education

Informative: explanation& procedure

Measurement: mass, V&C

4 Understanding Culture

HT2-1 Korean folk stories

Music: traditional songs

Group workValues & beliefsSport in SchoolsChild protection

Imaginative: traditional narratives

Mapping

STAGE 2 SCOPE & SEQUENCE: AUSTRALIAN CURRICULUM

"ONE OF THE MAJOR BENEFITS OF LEARNING A SECOND LANGUAGE IS THE STRAIGHT BRAIN POWER, THE COGNIT IVE POWER,

THAT ARISES … YOU END UP WITH BET TER OVERALL BRAIN FUNCTION AS A

CONSEQUENCE OF THE CHALLENGE OF LEARNING AN ADDIT IONAL LANGUAGE IN THOSE EARLY PRESCHOOL TO PRIMARY

SCHOOL YEARS.“ I A N H I C K I E

D I R E C T O R O F B R A I N & M I N D R E S E A R C H I N S T I T U T E

S Y D N E Y U N I V E R S I T Y, N S W

Purpose and Outcomes

Assessment

LOTE assessed by specialist language teacher

HSIE/Science component assessed by classroom teacher

Teaching and

Learning

Activities

Resources

Assessment

• INCREASED PARTICIPATION IN BIL INGUAL PROGRAM• ENGAGEMENT OF STUDENTS

• CONNECTION WITH COMMUNITY• ONGOING ANALYSIS OF RESULTS

• LOCAL, STATE, NATIONAL AND INTERNATIONAL CONNECTIONS

Present Position

2010

Kinder25

Year 122

2011

Kinder23

Year 125

Year 222

2012

Kinder26

Year 125

Year 224

Year 318

2013

Kinder49

Year 126

Year 225

Year 324

Year 420

From the teachers

“The bilingual program provides language skills as well as an understanding and respect of another culture.”

“I’m amazed at the speed of language acquisition, particularly as for many students, this is their third language.”

“This has been one of the best things to happen to our school; there’s a real buzz.”

From the parents

“Learning a new language has shown my son his true potential.”

“All areas of learning have improved since his involvement in the program.”

“I’m excited at the thought of how this will benefit my child’s future.”

“My daughter now has a love of all things Korean!”

From the students

“I can sing and count in Korean, you know.” (Kinder)

“I like Korean because I like writing the alphabet.” (Year 1)

“Sometimes I play in Korean and other times in English.” (Year 2)

“I like it that I can order in Korean at Korean restaurants now!” (Year 3)

“I wanted to learn Korean because of K-pop but now I want to learn so I can speak another language.” (Year 4)

• SUSTAINABIL ITY OF LANGUAGE PROGRAMS • INCREASED PARTICIPATION IN BIL INGUAL

PROGRAM• ONGOING ANALYSIS OF RESULTS

• FEEDER HIGH SCHOOLS TO INCLUDE LANGUAGE PROGRAM

• SCHOOL FUNDING OF PROGRAM; BUILDING ON CURRENT CAPACITY

• INCREASE OF NSW STUDENTS LEARNING KOREAN

Post 2013

A bright and

colourful future