Australian Curriculum: Languages

1. Australian Curriculum: Languages Draft Shape of the Australian Curriculum: Languages Consultation 31 January to 7 April 2011

2. Phases of curriculum development 2010- Development of the Australian Curriculum for the remaining areas identified in the Melbourne Declaration on Educational Goals for Young Australians 2010-2012 Development of the Australian Curriculum for Geography, Languages and The Arts 2008-2011 Development of the Australian Curriculum for English, Mathematics, Science and History

3. Timeline for Languages Publication Consultation Curriculum writing TBA Online publication Consultation 2012 National consultation From Aug 2011 Curriculum outline, scope & sequences, content descriptions and achievement standards Curriculum shaping July 2011 Public-ation of Shape paper 31 Jan 2011 – 7 April 2011 Consult-ation on draft Shape paper Aug 2009 – Sept 2010 Initial advice paper

4. Development of draft Shape paper Lead writer: Assoc. Prof. Angela Scarino Associate Professor of Applied Linguistics Australian Languages contributor: Dr Jakelin Troy Assistant Professor, University of Canberra Languages Advisory Panel and an Expert Group for Australian Aboriginal and Torres Strait Islander Languages

5. NSW: Curriculum context • 80 courses in 35 languages • The most studied languages are Chinese (Mandarin), French, German, Indonesian, Italian, Japanese and Spanish • Languages syllabuses are derived from curriculum frameworks: K-10 and Stage 6

6. NSW: Curriculum context (2) • Board of Studies syllabus frameworks Languages K-10 Aboriginal languages K-10 Stage 6 Beginners Continuers Extension Heritage Background speakers

7. About the draft Shape paper …Introduction: history, challenge and an opportunity • Languages as a learning area in the Australian Curriculum • Essential features of languages as a learning area • Rationale • Distinctiveness of languages in the curriculum

8. Key concepts and understandings in learning languages • Language • Culture • Relationship between language and culture • Understanding language learning as an intercultural process • Understanding language learning and literacy development

9. Key concepts and understandings (2) • Understanding the learning of Australian languages

10. The learners, pathways and time on task • The learners • Pathways • second language learners • home user language learners • first language learners • Time on task • 300-400 hours K-6 • 130-160 hours 7-8 • Further 130-160 hours 9-10 • Further 200-240 hours 11-12

11. Curriculum design for languages Aims • Communicating in the target language • Understanding language, culture and their relationship, and thereby developing an intercultural capability in communication • Self awareness: understanding self as communicator

12. Curriculum design for languages (2)Organisation of learning in languages: strands Communicating: using language for communicative purposes Understanding: analysing language as a resource for making meaning Reciprocating: interpreting self in relation to others as language users

13. Curriculum design for languages (3)The nature of knowledge, skills and understanding in the learning of languages Knowledge of the language Skills (knowing how) Understanding (knowing that and knowing why)

14. Curriculum design for Languages (4)General capabilities and languages • Literacy • Information and communication technology skills • Critical and creative thinking • Ethical behaviour • Personal and social competence • Intercultural understanding

15. Curriculum design for languages (5)Cross curriculum priorities • Aboriginal and Torres Strait Islander histories and cultures • Asia and Australia’s engagement with Asia • Sustainability

16. Curriculum design for languages (6)Key considerations • Key considerations for developing the Australian Curriculum: Languages

17. Curriculum design for languages (7) Key considerations Staging of development • Three specific curricula for Chinese and Italian (second language learners, home user language learners, first language learners) • Specific curricula for subsequent languages to be developed only for learners in the Australian context (e.g. French for second language learners only)

18. Curriculum design for languages (8)Key considerations • Relationship between hours of study and achievement standards for second language learners, home user language learners and first language learners.

19. Curriculum design for languages (9)Key considerations • The development of an Australian Languages Framework

20. Curriculum design for languages (10)Key considerations • The proposed staging of development for specific languages

21. What aspects of the draft Shape paper are likely to attract attention?Content organisation and terminology Broad implications for states and territories: different content and content organisers use different curriculum terms, or similar terms in different ways different exit points and credentialling for senior students different indicative/mandatory hours of study for languages, particularly K-10 different context for Australian (Aboriginal and Torres Strait Islander) languages, including the range and nature of languages and learner groups different priorities for the staged development of specific languages

22. What aspects of the draft Shape paper are likely to attract attention?Implications for New South Wales What are the broad implications of the draft Shape of the Australian Curriculum: Languages for NSW? The inclusion of Languages as a key learning area in primary curriculum, with 300-400 indicative hours of study Teacher supply for curriculum guarantee The need for flexible delivery, e.g. online learning to ensure accessibility for learners The diversity of learner pathways in K-10: second language learners, home user language learners, first language learners and implications for teaching, learning and assessment.

23. What aspects of the draft Shape paper are likely to attract attention?Implications for New South Wales What are the broad implications of the draft Shape of the Australian Curriculum: Languages for NSW? The staged process of development of language specific curricula and the rationale for prioritisation of languages The appropriateness of the proposed development of a Framework for Australian (Aboriginal and Torres Strait Islander) languages for the NSW context.

24. How does the Shape paper address… A curriculum for the future – how well does the draft Shape paper take account of contemporary and future practices in Languages learning? 2010-2012 Development and consultation TBA Publication TBA Implementation Anticipating new strategies, Global trends, theories, technologies?

25. What is the Curriculum and Learning Innovation Centre doing in relation to consultation for the draft Shape paper? Analysis of draft Shape paper – key considerations PPT with mapping and key considerations Web updates, network communications and Yammer groups Cross-directorate briefings, responses and reference groups Regional video conferences for teachers K-12 Online forums and surveys Meetings with the Primary Principals Association and Secondary Principals Council School Education Director meetings Meetings with other key stakeholders, including foreign government consulates and education agencies Collation of feedback and final response

26. What can Languages teachers do? Regularly check the Australian Curriculum, Assessment and Reporting Authority website for news and register for their e-newsletter: http://www.acara.edu.au/home_page.html Regularly check the Curriculum and Learning Innovation Centre’s website, http://www.curriculumsupport.education.nsw.gov.au/secondary/languages/index.htm Provide feedback through consultation processes to the Australian Curriculum, Assessment and Reporting Authority, Board of Studies, NSW Department of Education and Training.

27. Contacts Julie Flynn Group Leader Languages, HSIE and Health PE Ph: 02 9886 7644 Fax: 02 9886 7160 julie.flynn@det.nsw.edu.au Nina Conomos Senior Curriculum Support Officer, Languages K-12 Ph: 02 9886 7511 Fax: 02 9886 7160 nina.conomos@det.nsw.edu.au