Working with the Australian Curriculum: Languages documents

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Working with the Australian Curriculum Languages
documents
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Process of Development

• 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 (F10).
• Current timetable for Languages

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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.

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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.

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• Communicate and Understand

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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.

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Strand 1Communicating

• Substrands 1.1 Socialising
• Substrands 1.2 Informing
• Substrands 1.3 Creating
• Substrands 1.4 Translating
• Substrands 1.5 Reflecting

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Strand 2Understanding

• Substrand 2.1 Systems of Language
• Substrand 2.2 Language variation and change
• Substrand 2.3 The role of language and culture

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VCAA Update David Howes,December 2013

• 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

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Implementation

• 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

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The Australian Curriculum a curriculum shift?

• Increased focus on metalinguistic awareness and
  intercultural language learning
• Andrew Scrimgeour, UniSA
• http//www.lls.edu.au/teacherspace//professionalle
  arning?id18
• Source Language Learning Space

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Planning based on Australian Curriculum

• Some suggestions

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Important Considerations in Unit Planning

• 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

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Moving from Concept to Task
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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

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• http//www.lls.edu.au/teacherspace/professionallea
  rning/34

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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
• http//www.asiaeducation.edu.au/teachers/professio
  nal_learning/languages/getting_started/the_asian_l
  anguages_professional_learning_project.html

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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.

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Activity

• Read pages 10-11 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
  others questions

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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

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Activity

• Work with a partner
• You will be allocated two sections from pages
  12-29 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

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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?

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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.

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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.
• http//www.australiancurriculum.edu.au/GeneralCapa
  bilities/Overview/General-capabilities-in-the-Aust
  ralian-Curriculum

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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

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Intercultural Language Learning

• learners can be guided to perceive that
  intercultural capability is fluid, constantly
  evolving, not a set place between cultures, and
  distinctly personal.
• http//www.lls.edu.au/teacherspace/professionallea
  rning/34

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Assessment evidence can be captured and described
through

• 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

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http//www.iltlp.unisa.edu.au/