Acara Update


Published on

Lucie Sorensen's presentation about the progress of the languages curriculum in NSW

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • In the Australian Curriculum: Languages, pathways for second language learners, background language learners and first language learners have been developed as appropriate to cater for the dominant cohort(s) of students learning each specific language within the current Australian context. Two variables influence the curriculum architecture: learner background and time on taskSecond language learners are those who are introduced to learning the target language at school as an additional, new language for them. The first language used before they start school and/or the language they use at home is not the target language. 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. 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. It also relates to students learning Aboriginal languages and Torres Strait Islander languages and includes learners whose primary socialisation is in the target language and who may or may not have yet developed initial literacy. Within each of these groups, there are differences in proficiency in using the target language. It is acknowledged that the span of language experiences of background learners is particularly wide, and learners in this group are likely to have quite diverse affiliations with the target language. Nevertheless, for pragmatic reasons, it is not feasible to identify more groupings than these.For Aboriginal languages and Torres Strait Islander languages, a framework is being developed that caters for different learner pathways that also take account of the state of the particular language involved:we are developing second language, first language and language revival pathways.
  • Acara Update

    1. 1. Australian Curriculum: LanguagesLucie SorensenSenior Project Officer, LanguagesMLTA NSW8 March 2013
    2. 2. Outline of Presentation• ACARA update• Architecture of the Australian Curriculum: Languages• Overarching design features of the Australian Curriculum: Languages• Overview of draft curriculum (design features realised in curriculum documents) – orientation of the teaching and learning of all languages (key concepts and organisational structure)
    3. 3. ACARA UpdateLanguage specific
    4. 4. F-10 Languages curriculum development:Chinese and ItalianActivity DateDraft curriculum approved by Board Dec 2012Consultation period Dec 2012 - 12 April 2013Final curriculum approved by Board September 2013
    5. 5. F-10 Languages curriculum development:Framework for Aboriginal Languages andTorres Strait Islander Languages Activity Date Draft curriculum approved by Board 2 May 2013 Consultation period May - July 2013 Final curriculum approved by Board 5 December 2013
    6. 6. F-10 Languages curriculum development:Arabic, French, German, Indonesian, Japanese, Korean, Modern Greek,Spanish and VietnameseActivity DateDraft curriculum approved by Board 2 May 2013Consultation period May – July 2013Final curriculum approved by Board 5 December 2013
    7. 7. Architecture of the AustralianCurriculum: Languages
    8. 8. Architecture of the AustralianCurriculum: Languages• Pathways – Second language learners – Background language learners – First language learners• Time on task
    9. 9. Indicative hours to guide writing the curriculum Indicative hours Curriculum (for the purpose of writing curriculum)Foundation – Year 10 sequence Foundation – Year 4 (Level 1) 175 hours Years 5-6 (Level 2) A further 175 hours Years 7-8 (Level 3) A further 160 hours Years 9-10 (Level 4) A further 160 hoursYears 7-10 sequence (Year 7 entry) Years 7-8 (Level 1) 160 hours Years 9-10 (Level 2) A further 160 hours
    10. 10. Dimensions of the Learning areas • EnglishAustralian • Mathematics • ScienceCurriculum • Humanities and Social Sciences – History, Geography, Economics andGeneral capabilities Business, Civics and Citizenship• Literacy • The Arts• Numeracy • Languages• Information and Communication • Health and Physical Education Technology Capability • Technologies• Critical and Creative Thinking• Ethical Behaviour• Personal and Social Cross-curriculum priorities Capability • Aboriginal and Torres Strait Islander histories• Intercultural and cultures Understanding • Asia and Australia’s engagement with Asia • Sustainability 9
    11. 11. Intercultural understanding• a central aim of learning languages• learning languages involves comparison and reflection (linguistic, social, and cultural)• language learners actively engage in intercultural interpretation
    12. 12. Australian Curriculum:LanguagesF – 10 Curriculum Design
    13. 13. Language, culture and learningThrough learning languages, students acquire:• essential communication skills in the target language• an intercultural capability, and• an understanding of the role of language and culture in human communication.• Learning language involves: – Student Performance – Analysis – Reflection
    14. 14. AimsThe Australian Curriculum: Languages aims to develop theknowledge, understanding, and skills to ensure students:• communicate in the target language• understand language, culture, and learning and their relationship, and thereby develop an intercultural capability in communication• understand themselves as communicators.
    15. 15. Language specific Context statement Band descriptionsStrandsCommunicating Sub – strands ContentUnderstanding Descriptions Elaborations Achievement standards
    16. 16. Content structure – two strands• Communicating: using language for communicative purposes in interpreting, creating, and exchanging meaning.• Understanding: analysing language and culture as a resource for interpreting and creating meaning.
    17. 17. Overview of Communicatingstrand – sub strands• 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
    18. 18. Overview of Understandingstrand – sub strands• Systems of language• Variability in language use• Language awareness• Role of language and culture
    19. 19. Achievement standard• Achievement standards describe what students are typically able to understand and able to do. They describe expected achievement and emphasise the depth of conceptual understanding and the sophistication of skills
    20. 20. Chinese Foundation to Year 4 (Level 1)Achievement Standard• By the end of Level 1, students ask and respond to questions to exchange personal information and interests. They participate in creative performances in collaboration with others. They use gestures and movement to support their oral communication. They create short texts in characters by copying from word lists to convey personal information using models, or produce cards and posters for special occasions and events. They identify key words in texts glossed in Pinyin, or locate familiar words in texts presented in characters. They recognise familiar word order in Chinese sentences and use model sentence patterns to incorporate their own meanings in communication. Sentences are short, following the basic subject-verb-object structure with occasional use of adjective predicates. Numbers are used to describe age, family members and to quantify objects (with measure word).• By the end of Level 1, students understand that Pinyin provides access to the sounds of the spoken language and use it to practise speaking with attention to pronunciation and tone. They recognise features of the Chinese writing system: the range of strokes and their sequences in character writing and how component knowledge can assist in learning characters. They recognise that Modern Standard Chinese is a language of global importance and identify examples of Chinese use particularly within their own community. They describe features of Chinese culture and display awareness of cultural values when participating in interactions with Chinese people.
    21. 21. Online delivery 20
    22. 22. Consultation Portal• The Australian Curriculum has been published online• ACARA works with Education Services Australia to publish draft material on the consultation portal and when approved the online curriculum• Australian Curriculum Connect project linking state/territory digital resources to support the teaching of the curriculum 21
    23. 23. Consultation processes• Online survey and written submissions• Teacher intensive engagement (trial schools)• National panel meetings (2 representatives from each state and territory and national professional teacher associations; DEEWR rep)• Face-to-face consultation forums in each S&T for draft Framework for Aboriginal Languages and Torres Strait Islander Languages 24
    24. 24. Feedback• Broad feedback is sought on the Languages curriculum overall in relation to: – Rationale and Aims for the Languages: Learning area – Structure of the curriculum• More specific feedback in each Language is sought in relation to: – Context statement – Band descriptions – Curriculum content (clarity, coverage, pitch and sequence) – Achievement standards (clarity, coherence, pitch, sequence, usability) – Manageability for teachers
    25. 25. More information …ACARA Curriculum Website
    26. 26. ChineseGerman, Modern Greek, Spanish, VietnameseLucie SorensenSenior Project Officer, LanguagesAustralian Curriculum, Assessment andReporting Authority (ACARA)Level 10 | 255 Pitt Street | SYDNEY | NSW | 2000Ph: 02 8098 3267| Fax: 1300 995 468Email:
    27. 27. ItalianAboriginal Languages and Torres Strait Islander LanguagesArabic, French, Indonesian, Japanese, KoreanSuzanne BradshawSenior Project Officer, LanguagesAustralian Curriculum, Assessment and ReportingAuthority (ACARA)Level 10 | 255 Pitt Street | SYDNEY | NSW | 2000Ph: 02 8098 3149| Fax: 1300 995 468Ph: +618 8302 4794 (Adelaide)Email: