Working with the Australian Curriculum: Languages documents

In line with the Shape of the Australian Curriculum, the development of the Australian Curriculum: Languages (Phase 2) has been guided by the ACARA Curriculum Development Process detailing the process for curriculum development from Foundation to Year 10 (F– 10). Current timetable for Languages: Process of Development

Linguistic Underpinnings Very early in the development process and in line with fundamental academic/linguistic beliefs of the Lead Writer for Languages, we have committed to a Language-specific, achievement -based approach. This is in sharp contrast to a proficiency -based approach, such as the Common European Framework of Reference (CEFR) for Languages. The Lead Writer concedes that academic debate in this area has reached no firm conclusion, as to which approach is long-term more beneficial for students. The Lead Writer argues strongly that a non language- specific, proficiency-based approach is not necessarily sensitive to learners and their learning context, nor does it support intercultural learning in a deep manner.

Linguistic Underpinnings (cont.) ACARA views Achievement Standards as descriptions of what students are typically able to understand and able to do. They describe achievement – the quality of expected learning. Achievement standards do not attempt to describe definitively what an individual knows, understands and can do at the expected level, but rather describe what is typical of students at the expected level of attainment.

Communicate and Understand

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.

Substrands 1.1 Socialising Substrands 1.2 Informing Substrands 1.3 Creating Substrands 1.4 Translating Substrands 1.5 Reflecting Strand 1:Communicating

Substrand 2.1 Systems of Language Substrand 2.2 Language variation and change Substrand 2.3 The role of language and culture Strand 2:Understanding

No changes to Senior Secondary yet Some trialling of Australian Curriculum 2014, possible “full implementation” 2015 “Great time to be a Languages teacher” Languages are at the centre not the periphery of the curriculum Cognitive benefits of language learning are well understood New funding, new resources VCAA Update – David Howes, December 2013

State and Territories will decide if and how they will implement Australian Curriculum Victoria is still to make this decision This decision will impact Government and Catholic schools Independent Schools funding is linked to Australian Curriculum implementation Implementation

Increased focus on metalinguistic awareness and intercultural language learning Andrew Scrimgeour, UniSA Source: Language Learning Space The Australian Curriculum: a curriculum shift?

Some suggestions… Planning based on Australian Curriculum

Ensure: –Both strands are addressed (select at least 1 sub- strand from each strand) –Language goals are specific –A range of task types & thinking skills are used –A range of resources – authentic, current, online etc –Catering for diversity of learner needs & interests –Opportunities for learners to make own connections with the concepts Important Considerations in Unit Planning

Concept Whole School / Year Level Focus Environment & Sustainability Band Year Pathway – Level 2 Strand Communicating Sub- Strands Obtaining and Using information Content Descriptor Listen to, read and view Japanese texts analysing and evaluating them for specific ideas and information relating to broader areas of interest to adolescents Task Using a range of texts in Japanese and English students gain an understanding of Japanese attitudes to environment and sustainability Students select from a range of storytelling modes such as puppetry / kamishibai/ animation to demonstrate their understanding of the concept in Japanese Moving from Concept to Task

The Australian Curriculum in Practice Designing Student Activities based on two Sub-strands: Strand – Communicating –Sub-strand – Socialising Strand – Understanding –Sub-strand – The role of language and culture

Getting Started with Intercultural Language Learning A resource for schools Based on teachers’ ideas and experiences from the Asian Languages Professional Learning Project (ALPLP) Includes: –discussion of elements of IcLL theory –samples of IcLL activities onal_learning_project.html

Intercultural Language Learning Intercultural language learning (IcLL) provides knowledge, skills and values for our students that will enable them to use language in culturally aware and sensitive ways. They will understand that their cultures and languages are not static, and that the languages and cultures of others are not static either. They will be able to use these skills, values and knowledge to extend their capacities as second language users for useful, productive and meaningful engagement with other people and other cultures.

Activity Read pages of the document ‘Getting Started’ to yourself Write six comprehension questions of varying degrees of complexity, i.e. some including higher order thinking skills Once someone else is ready to share her/his questions, try working out answers to each other’s questions

Australian Curriculum: Languages Look at the following sections of the Australian Curriculum: Italian document for the year levels that you teach: –Communicating strand: Reflecting on Intercultural Language Use – Understanding strand Brainstorm some ways which you might address these in your classroom

Activity Work with a partner You will be allocated two sections from pages of the document ‘Getting Started’ Read through each section, discuss and answer the following questions Be ready to report back to the whole group on your discussion

Questions Read through the sections you have been allocated, discuss and answer the following questions, then be ready to report back to the whole group: What does the theory look like in practice in your classroom(s)? Do any of the IcLL activities given as examples appeal as something you could trial in your classroom? Why?

ACARA – Revised General Capabilities in the Australian Curriculum: Intercultural Understanding In the Australian Curriculum, students develop intercultural understanding as they learn to value their own cultures, languages and beliefs, and those of others. They come to understand how personal, group and national identities are shaped, and the variable and changing nature of culture. The capability involves students in learning about and engaging with diverse cultures in ways that recognise commonalities and differences, create connections with others and cultivate mutual respect.

ACARA – Revised General Capabilities in the Australian Curriculum: Intercultural Understanding (cont.) Intercultural understanding is an essential part of living with others in the diverse world of the twenty-first century. It assists young people to become responsible local and global citizens, equipped through their education for living and working together in an interconnected world. Curriculum

ACARA – Revised General Capabilities in the Australian Curriculum: Intercultural Understanding Organising elements The Intercultural understanding learning continuum is organised into three interrelated organising elements: Recognising culture and developing respect Interacting and empathising with others Reflecting on intercultural experiences and taking responsibility

“learners can be guided to perceive that intercultural capability is fluid, constantly evolving, not a set place between cultures, and distinctly personal.” Intercultural Language Learning

observing appropriateness of student language use in class interactions collecting anecdotal evidence of students' evolving sense of intercultural identity as they explore and explain interconnections between language, culture and learning ongoing reciprocal Language Experience journals in which students reflect on how they felt about using the language and interacting with the culture (and which teachers can respond to) informal interactions in teacher-student conferencing interactions with visiting students, or with students in the target language country via Skype, etc formal summative assessment tasks peer and self-assessment reflection tasks where students use class-developed metalanguage to discuss language and culture learning and understanding observation of informal/formal language play during excursions outside the classroom. Source: LLS.edu.au Assessment evidence can be captured and described through: