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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. T imeline. Writing. Shaping. Late 2013

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learning areas
Learning areas

The Melbourne Declaration identifies eight learning areas including:

Languages (especially Asian languages)

t imeline



  • Late 2013
  • F-10 Australian Curriculum: Languagesin Chinese and Italian due to be published
  • 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
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
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
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
General capabilities

Critical and creative


  • Information and communication technology capability
  • Ethical
  • behaviour


  • Intercultural
  • understanding

Personal and social capability


organisation of the australian curriculum1
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
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 curriculum2
Organisation of the Australian Curriculum

The draft Australian Curriculum: Languages:

has two interrelatedstrandsfor F-10 and 7-10:

  • Communicating
  • Understanding
organisation of the australian curriculum3
Organisation of the Australian Curriculum

The draft Australian Curriculum: Languagesincludes 10 sub-strands:

organisation of the australian curriculum4
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 elaborationswhich are examples that illustrate each content description (non-mandatory).
curriculum structure for languages sequence
Curriculum structure for Languages: Sequence

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


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! BuonaPasqua. BuonNatale

• introducing themselves, for example Come ti chiami? Mi chiamo…, e tu? Ho sette anni, e tu?

• naming family members and friends: Mio fratello Carlo, ilpapà Tom







achievement standards
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.
department of education and communities consultation
Department of Education and Communities consultation


acara consultation
ACARA consultation


board of studies nsw
Board of Studies NSW


your feedback is important
Your feedback is important

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