Learning area overview

(1)

Learning area overview

(2)

Learning goals

This presentation aims to:

• build understanding of the Australian Curriculum: Languages

• provide an overview of the structure of the Languages learning area.

(3)

Three-dimensional curriculum

The Australian Curriculum is a three-dimensional curriculum made up of:

• learning areas

• general capabilities

• cross-curriculum priorities.

(4)

Support students to be successful learners Literacy

Numeracy

Information and communication technology (ICT) capability

Critical and creative thinking

Develop ways of being, behaving and learning to live with others

Personal and social capability

Three-dimensional curriculum:

General capabilities

(5)

Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia

Sustainability

Three-dimensional curriculum:

Cross-curriculum priorities

(6)

• Introduction

• Rationale

• Aims

• Key idea

• Banded curriculum

− Band descriptions

• Curriculum content

− Strands, sub-strands and threads

− Content descriptions

Structure of the Languages learning area

(7)

Two major variables influence language learning:

• learner background

• time-on-task.

These variables provide the basis for the structure of the Languages curriculum.

These variables are addressed through:

• learner pathways

• sequences of learning

Structure of the Languages learning area

(8)

Rationale

Learning area summary

Languages enable communication in our increasingly interconnected and interdependent world by engaging with the linguistic and cultural diversity of the world

and its peoples.

The learning area rationale is complemented by rationales for:

• Auslan

• Framework for Aboriginal Languages and Torres Strait Islander Languages

(9)

Aims

Learning area summary

Languages provide opportunities for students to understand:

• themselves as communicators by communicating in the target language

• the relationship between language, culture and their learning.

The learning area aims are complemented by aims for:

• Auslan

(10)

Key idea

Language and culture

Students learn to communicate meaningfully across linguistic and cultural systems, and different contexts.

(11)

Language-specific curricula

• Languages learning area (Slides 1–11)

• World Languages (Slides 12–24)

• Auslan (Slides 25–41)

• Framework for Aboriginal Languages and Torres Strait Islander Languages (Slides 42–56)

• Framework for Classical Languages

(12)

Learning area overview

(13)

World Languages

• Arabic

• Chinese

• French

• German

• Hindi

• Indonesian

• Italian

• Japanese

• Korean

• Modern Greek

• Spanish

(14)

Each band includes the

following structural components:

• band description

• curriculum content

• achievement standards.

The curriculum is developmentally sequenced across the bands.

Banded curriculum

(15)

Band description

The nature of the learners

Language learning and use

Contexts of interaction Texts and resources

Features of language use

(16)

Language learner groups

In World Languages, the three language learner groups are:

• second language learners

• background language learners

• first language learners.

Sequences of learning

(17)

Sequences of learning

(World Languages other than Chinese)

The Australian Curriculum identifies two sequences of learning for World Languages:

• Prep–Year 10

• Years 7–10 (Year 7 entry).

Curriculum content and achievement standards are provided through each sequence of learning.

(18)

Chinese: Sequences of learning and learner pathways

The Australian Curriculum identifies five sequences of learning within three pathways:

• second language learners

• background language learners

• first language learners.

Curriculum content and achievement standards are provided through each sequence of learning within a pathway.

(19)

World Languages other than Chinese:

Sequences of learning and bands

Two sequences of learning

(20)

Chinese: Learner pathways with sequences of learning and bands

Second language

learner pathway Background language

learner pathway First language learner pathway Two sequences of

learning Two sequences of

learning One sequence of learning

(21)

Context statement

For each World Language, including Chinese, a context statement describes:

• the place of the language and culture in Australia and in the world

• the place of the language in Australian education

• the nature of language learning

• the diversity of learners of the language.

(22)

Curriculum content

Content description

Content elaborations

(23)

Strands, sub-strands and threads

Strands

Communicating Understanding

Sub-strands Socialising Systems of language

Informing Language variation and change

Creating The role of language and culture

Translating Reflecting

(24)

Achievement standards

Communicating

Understanding

(25)

Find out more

Find out more on the QCAA Australian Curriculum webpage at www.qcaa.qld.edu.au/p-10/aciq.

(26)

Learning area overview

(27)

Auslan

Auslan (Australian Sign Language) is the language of the Deaf* community of Australia and is

descended from British Sign Language (BSL).

Auslan and other signed languages around the world are fully-fledged languages that are

visual–gestural in nature. They have a complete set of linguistic structures, and are complex and highly nuanced.

(28)

Introduction

• Recognition of Auslan

• The place of Auslan in Australian education

(29)

Rationale

The formal study of Auslan contributes to the

overall intellectual and social enrichment of both first language (L1) and second language (L2)

learners by providing opportunities to:

• engage with the Deaf community and gain insight into its rich cultural heritage

• develop intercultural capabilities, understanding and respect for others, appreciation of diversity,

(30)

Rationale: language learner groups

• Rationale for first language learners

• Rationale for second language learners

• For all learners

(31)

Aims

Auslan aims to develop the knowledge,

understanding and skills to enable students to:

• communicate in Auslan

• understand language, culture and learning and their relationship, and thereby develop an

intercultural capability in communication

• understand themselves as communicators

• develop a knowledge and an understanding of

the diversity of Deaf experience and the nature of

(32)

Learning Auslan

Summary of Auslan learning benefits:

• neural and cognitive processes, ways of thinking and idea expression development

• curriculum access and meaningful cross-curricular integration

• enhanced development of literacy capabilities

• interpersonal skills developed through communicating with other Auslan users

• interest, engagement and challenge

• develop and reinforce values about social justice, understanding of inclusion, diversity and language

• awareness of deafness as difference rather than as disability

(33)

Learner diversity and learner pathways

There is diversity in the background of learners of Auslan. Learners may be deaf, hard of hearing, or hearing, and may be learning Auslan as a first language or as a second language.

To cater for distinct learner backgrounds, the Auslan curriculum has two pathways:

• first language (L1) learner pathway

(34)

Developing teaching and learning

• Sequences of learning

• Strands and sub-strands

• Text types

• Band descriptions

• Developing teaching and learning programs

• Development and implementation protocol

• Issues to consider

(35)

Each band includes the

following structural components:

Banded curriculum

(36)

Band description

Auslan learning and use

Contexts of interaction Texts and resources Features of Auslan use

(37)

Auslan: Learner pathways with sequences of learning and bands

First language

learner pathway Second language

learner pathway

Two sequences of learning One sequence of learning

(38)

Context statement

In Auslan, a context statement is provided for each learner pathway:

• first language learner pathway (L1)

• second language learner pathway (L2).

(39)

Curriculum content

Content description

(40)

Strands, sub-strands and threads

Strands

Communicating Understanding

Creating Language awareness

Translating The role of language and culture Reflecting

(41)

Achievement standards

Communicating

(42)

Find out more

Find out more on the QCAA Australian Curriculum webpage at

www.qcaa.qld.edu.au/p-10/aciq/learning-areas/languages.

(43)

Learning area overview

(44)

What is the Framework?

The Framework for Aboriginal Languages and Torres Strait Islander Languages (the Framework) is the first national

curriculum document, Foundation to Year 10, to provide a way forward for all schools in Australia to support the teaching and learning of the languages indigenous to this country.

The Framework has been developed from the many individual

responses to the experience of teaching Aboriginal languages and Torres Strait Islander languages created by the education

systems of each state and territory, and it draws particularly on the landmark Australian Indigenous Languages Framework

(Senior Secondary Assessment Board of South Australia, 1996).

(45)

Rationale

The overall rationale for learning Aboriginal languages

and Torres Strait Islander languages in Australian schools is that they are the original languages of this country.

Through learning them, all students gain access to knowledge and understanding of Australia that can only come from an

Aboriginal or Torres Strait Islander perspective.

The languages by their nature embed this perspective.

Learning to use these unique languages can play an important

(46)

Aims

The Framework for Aboriginal Languages and Torres

Strait Islander Languages aims to develop the knowledge, understanding and skills necessary to ensure that students:

• communicate in the language

• understand language, culture and learning, and their

relationship, and thereby develop an intercultural capability in communication

• understand themselves as communicators

• understand the process of language building as a means to

extend the potential of the language (in vocabulary, expression and discourse) and to develop knowledge of linguistic

techniques (such as collecting, describing and recording

(47)

Guiding principles

When developing a language program using the Framework for Aboriginal Languages and Torres Strait Islander Languages, schools need to

consider:

• principles

• protocols.

(48)

Structure

• Pathways

• What is known and documented about the language

• The extent to which languages are used or remembered

• Implications for developing language-specific curricula and language programs

• Strands, sub-strands and threads

• Concepts

• Processes

• Text types

(49)

Using the Framework

The Framework is general in its structure and

approach because it needs to be applicable to all Aboriginal languages and Torres Strait Islander languages in Australia, across the full range of language ecologies.

As a consequence, curriculum content and

achievement standards are pitched at a higher level of generality than in language-specific curricula in order to cater for the full range of Aboriginal or

(50)

Banded curriculum

Each band includes the following structural components:

(51)

Band description

The nature of the learner, the pathway and particular language

(52)

Curriculum content

Content description

(53)

Learner pathways and sequences of learners with bands of year levels

First language

learner pathway (L1) Second language

learner pathway (L2) Language revival learner pathway (LR) Two sequences of

learning One sequence of

learning One sequence of learning

(54)

Context statement

In the Framework for Aboriginal Languages and Torres Strait Islander Languages, a context

statement is provided for each pathway:

• first language learner pathway

• language revival learner pathway

• second language learner pathway.

(55)

Strands, sub-strands and threads

First language learner pathway (L1)

Strand: Communicating Strand: Understanding

Creating Language awareness

Translating The role of language and culture

Identity Role of language building

(56)

Achievement standards

Communicating

(57)

Find out more

(58)

Learning area overview

(59)

What is the Framework?

The Framework for Classical Languages (the Framework) is the first national curriculum document for Years 7–10 to guide the development of curricula and teaching and learning programs for a range of Classical Languages in these years of schooling.

By providing a national framework, it is intended that future educational development in Classical Languages will result in curricula and school programs that are nationally consistent.

Classical Languages are distinct within the Languages learning area of the Australian Curriculum. While they have ceased to be languages of everyday communication, Classical Languages provide a key to the literature, history, thought and culture of the ancient worlds and societies that produced them. Each is

(60)

Rationale

The study of Classical Languages allows

students to enter and explore ancient worlds that have shaped contemporary life and societies.

Authentic engagement with seminal works of great literature and antiquities gives direct access to

ancient ways of living in and viewing the world, and an appreciation of the languages, cultures,

literatures and traditions that are derived from those of ancient societies.

(61)

Aims

The Australian Curriculum: Framework for Classical

Languages aims to develop the knowledge, understanding and skills to ensure students:

• engage with the language, history and culture of the Classical world through interaction with texts

• understand language, culture and learning and their relationship, through the medium of ancient texts and

artefacts, and thereby develop intercultural understanding

• understand how their own experiences of learning a

(62)

Structure

• Strands, sub-strands and threads

• Concepts, processes, texts and text types

(63)

Using the Framework to develop

language-specific curricula or programs for Classical Languages

It is intended that the Framework will be used by state and territory jurisdictions to develop language-specific curricula, or by schools and communities to develop teaching and learning programs for Classical

Languages other than Latin and Classical Greek.

The Framework has been designed to be applicable to the range of Classical Languages that are currently or

(64)

Banded curriculum

Each band includes the following structural components:

(65)

Band description

Features of language use

(66)

Curriculum content

Content description

(67)

Learner pathways and sequences of learners with bands of year levels

Classical Greek Latin

One sequence of learning One sequence of learning

(68)

Context statement

For each Classical Language, a context statement describes the:

• place of the language and the heritage of the ancient society

• place of the language in Australian education

• nature of learning the language

(69)

Strands, sub-strands and threads

Strands

Engaging with texts Understanding

Sub-strands Accessing the ancient world

through (language) texts Systems of language

Responding to texts The powerful influence of language and culture

Translating The role of language and culture Reflecting

(70)

Achievement standards

Engaging with texts

Understanding

(71)

Find out more

(72)

Copyright information

Images and text © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2009 to present, unless otherwise indicated. This material was

downloaded from the ACARA website (www.acara.edu.au) (Website)

(accessed Feb 13, 2019) and was not modified. The material is licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). ACARA does not endorse any product that uses ACARA material or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the

sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product.