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
The Melbourne Declaration identifies eight learning areas including:
Languages (especially Asian languages)
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.
The Australian Curriculum: Languages:
Critical and creative
Personal and social capability
The Draft Australian Curriculum: Languages is organised into the following bands of learning:
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.
The draft Australian Curriculum: Languages:
has two interrelatedstrandsfor F-10 and 7-10:
The draft Australian Curriculum: Languagesincludes 10 sub-strands:
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
(i.e. the depth of their understanding, the extent of their knowledge and the sophistication of their skills)
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: firstname.lastname@example.org