ACARA Phase 2: Languages Spanish & Japanese

Important points to keep in mind: The Melbourne Declaration identifies eight learning areas including Languages Chinese and Italian are expected to be published late in 2013 NSW has made no commitment to implementation of the Australian Curriculum for Phase 2 and Phase 3 subjects. The Melbourne Declaration identifies eight learning areas including Languages Chinese and Italian are expected to be published late in 2013 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. 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. Important points to keep in mind:

The Preamble, Rationale, Aims and Organisation will be common across all Languages. These will be released in their finalised form when ACARA releases the Chinese and Italian syllabuses later this year. Consultation for these elements of the Languages syllabuses closed on April

Organisation of the Australian Curriculum The Australian Curriculum: Languages is being developed for Foundation (Kindergarten) to Year 10 and also Years 7 to 10

ACARA Cross-curriculum priorities

NSW BOS Cross Curriculum priorities Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

ACARA General Capabilities Literacy Numeracy Information and communication technology capability Intercultural understanding Personal and social capability Critical and creative thinking Ethical behaviour

NSW BOS General Capabilities Literacy Numeracy Information and communication technology capability Intercultural understanding Personal and social capability Critical and creative thinking Ethical understanding

NSW BOS identifies 3 additional important areas for learning Civics and citizenship Difference and diversity Work and enterprise

Rationale and aims

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 The Draft Australian Curriculum: Languages is organised into the following bands of learning: FoundationYears 1-2 Years 3-4Years 5-6 Years 7-8Years 9-10

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 Curriculum The draft Australian Curriculum: Languages has two interrelated strands for F-10 and 7-10:  Communicating  Understanding

Organisation of the Australian Curriculum  The draft Australian Curriculum: Languages includes 10 sub-strands: CommunicatingUnderstanding 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 Systems of language Variability in language use Language awareness Role of language and culture

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 elaborations which are examples that illustrate each content description (non-mandatory).

Curriculum structure for Languages: Sequence Foundation to Year 2 (Level 1) Content descriptions and elaborations Communicating 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! Buona Pasqua. Buon Natale introducing themselves, for example Come ti chiami? Mi chiamo…, e tu? Ho sette anni, e tu? naming family members and friends: Mio fratello Carlo, il papà Tom Strand Sub-strand Content description Content elaborations

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.