Draft
Australian Curriculum:
Languages
Consultation
December 2012
Learning areas
The Melbourne Declaration
identifies eight learning areas
including:
Languages (especially Asian
languages)
Curriculum development phases
Phase 2
Phase 3
English
Geography
Health and
Physical
Education
Mathematics
Languages
Phase 1
Technologies
Science
History
The Arts
Economics,
and Business,
Civics and
Citizenship
Timeline
Jan-Apr 2011
Draft Shape of
the Australian
Curriculum:
Languages
available for
consultation
February
2011 –
November 2011 December
Shape of the
2013
Australian
Writing of
Curriculum:
curriculum
Languages
outline,
published
scope and
sequences,
content
descriptions,
achievement
standards
19 December
2012 – 12
April 2013
Draft F-10
Australian
Curriculum:
Languages
available for
consultation
in Chinese
and Italian
Late 2013
F-10
Australian
Curriculum:
Languages in
Chinese and
Italian due to
be published
Australian Curriculum
NSW syllabus development
Implementation
Implementation
• 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
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
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 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
Critical and creative
thinking
Ethical
behaviour
Information and
communication
technology
capability
Literacy
Intercultural
understanding
Personal and social
capability
Numeracy
Cross-curriculum priorities
Aboriginal and Torres Strait Islander
histories and cultures
Asia and Australia’s engagement with Asia
Sustainability
Rationale and aims
Rationale
• describes the
nature of the
learning area
• provides an
outline of
learning
Aims
• identify the major
learning that
students will be
able to
demonstrate
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
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:
Communicating
Understanding
• 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
Strand
Socialising and taking action
Sub-strand
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
Content
description
• 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
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.
Key questions for evaluating the
draft F-10 curriculum
Is the curriculum
appropriately
sequenced F-10
and 7 -10?
Will the breadth and
depth of the content
engage and
challenge students?
Will teachers find
the curriculum easy
to program?
Is the scope of the
curriculum feasible?
Is there evidence of
adequate quality
and rigour in the
curriculum?
Does the curriculum
cater for diverse
learners?
Do the two strands
allow for a balance
between
understanding and
skills?
Is there an issue with using the term ‘Level 1’
in both the F-10 and 7-10 Scope and
Sequence documents?
Department of Education and Communities
consultation
http://www.curriculumsupport.education.nsw.gov.au/
secondary/languages/australian/index.htm
ACARA consultation
http://consultation.australiancurriculum.edu.au/
Board of Studies NSW
http://www.boardofstudies.nsw.edu.au/australian-curriculum/
Your feedback is important
Your feedback is appreciated.
Access the Department’s consultation survey at
http://www.curriculumsupport.education.nsw.gov.au/secondary/languag
es/australian/index.htm
Please send any further written feedback to the Languages team at:
[email protected]
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Australian Curriculum History 7-10