1. ACARA and what it will mean for Languages educators Sherryl Saunders Secretary, AFMLTA Professional Learning Officer, MLTAQ as at 20 August 2014

2. Overview Presentation can sit within a much more substantial workshop Snapshot of http://www.australiancurriculum.edu.au/ http://www.australiancurriculum.edu.au/

3. Languages of the curriculum Arabic, Chinese, French, German, Indonesian, Italian, Japanese, Korean, Modern Greek, Spanish and Vietnamese A Framework for Aboriginal Languages and Torres Strait Islander Languages (consideration being given to additional curriculum in Auslan, Classical languages, Hindi and Turkish – recall Federal Budget)

4. Languages of the curriculum Second language learner pathway – Chinese, French, German, Indonesian, Italian, Japanese, Korean, Modern Greek, Spanish Background language learner pathway – Arabic, Chinese and Vietnamese First language learner pathway – Chinese

5. Languages of the curriculum - Pathways Second language learner pathway – F – 10 Sequence (divided into bands F-2, Years 3-4, Years 5-6, Year 7-8, Years 9-10) – written for time on task of 350 hours for F-6 – Year 7- 10 Sequence (divided into bands Year 7-8, Years 9-10) – written for time on task of 160 hours + 160 hours for 7-10 Background language learner pathway – F – 10 Sequence (divided into bands F-2, Years 3-4, Years 5-6, Year 7-8, Years 9-10) – written for time on task of 350 hours for F-6 – Year 7- 10 Sequence (divided into bands Year 7-8, Years 9-10) – written for time on task of 160 hours + 160 hours for 7-10 First language learner pathway – Year 7- 10 Sequence (divided into bands Year 7-8, Years 9-10) – written for time on task of 160 hours + 160 hours Note this pathway assumes at least primary education has occurred in the first language.

6. Languages curriculum design - Strands Encompass three interrelated aims at a design level so that students will learn to – Communicate in the language – Understand language, culture and their relationship – Understanding self as a communicator Communicating Understanding

7. Languages curriculum design - Substrands Communicating seeks to capture the nature of language learning described through various purposes or dimensions – Socialising & taking action – Obtaining and using information – Responding to and expressing imaginative experience – Translating – Reflecting on intercultural language use Understanding underpins language learning that focuses on systems and variability of language use – Systems of language – Language variation and change – The role of language and culture

8. Languages curriculum design - Substrands StrandSub-strandDescription Communicating (Using language for communicative purposes in interpreting, creating and exchanging meaning) 1.1 Socialising and taking action Interacting orally and in writing to exchange ideas, opinions 1.2 Obtaining and using information Obtaining, processing, interpreting 1.3 Responding to and expressing imaginative experience Engaging with imaginative experience – creating a range of texts 1.4 Translating Moving between languages 1.5 Reflecting on intercultural language use Considering how interaction shapes communication and identity Understanding (Analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange) 2.1 Systems of language Understanding systems that have written, sound, grammatical conventions 2.2 Language variation and change Language variability (register, style); change over time and place 2.3 The role of language and culture Analysing and understanding language and culture in meaning (ACARA, 2013)

9. Languages curriculum design – Content descriptors Sub StrandF-Yr2Yr3-Yr4Yr5-6Yr7-8Yr9-10 Socialising (Interacting orally and in writing to exchange, ideas, opinions, experiences, thoughts and feelings; and participating in shared activities through planning, negotiating, deciding, arranging and taking action) Interact with each other and the teacher using simple language and gestures for exchanges such as greetings and farewells, thanks and introductions, and for talking about self and family. Use simple language in routine exchanges such as asking each other how they are, offering wishes and providing personal information Interact using descriptive and expressive language to share ideas, relate experiences and express feelings such as concern or sympathy Participate in an increasing range of spoken and written interactions, for example, exchanging views or experiences, apologising or excusing, inviting or congratulating Use formal and information registers to discuss young people’s interests, behaviours and values across cultural contexts (ACARA, Draft F-10 Australian Curriculum: Languages: French, 2014)

10. Languages curriculum design – Content descriptors Sub StrandContent Descriptor Socialising and taking action (Interacting orally and in writing to exchange, ideas, opinions, experiences, thoughts and feelings; and participating in shared activities through planning, negotiating, deciding, arranging and taking action) 1. Interact with each other and the teacher using simple language and gestures for exchanges such as greetings and farewells, thanks and introductions, and for talking about self and family. [Key concepts: self, family, home, friendship; Key processes: interacting, greeting, thanking, describing] 2. Recognise and respond to routine classroom interactions such as opening and closing of lessons, transition activities, giving and following directions. [Key concepts: roles, routines, rules, interactions; Key processes: listening, observing, cooperating, responding] 3. Use simple repetitive language in songs, rhymes, games and transactions such as choosing partners, items or activities. [Key concepts: play, performance, action learning, exchange; Key processes: participating, performing, taking turns, requesting] (ACARA, Draft F-10 Australian Curriculum: Languages: French, 2014)

11. Languages curriculum design – Content descriptors Sub StrandContent Descriptor Obtaining and using information ( Obtaining, processing, interpreting and conveying information through a range of oral, written and multimodal texts) 1. Identify key points of information in simple texts. [Key concepts: text, meaning, context; Key processes: decoding, guessing, making meaning] 2. Use simple statements, gestures and support materials to convey factual information about self, family, friends and possessions. [Key concepts: self, family, school; Key processes: naming, labelling, showing, describing] Responding to and expressing imaginative experience (Engaging with imaginative experience by participating in, responding to and creating a range of texts, such as stories, songs, drama and music) 1. Engage with a range of imaginative texts through action, dance, drawing and other forms of expression. [Key concepts: imagination, response, character, expression; Key processes: responding, acting, dancing, expressing]] 2. Play with sound patterns, rhyming words and non-verbal forms of expression to interpret French stories, songs or nursery rhymes. [Key concepts: rhythm, expression, pronunciation; Key processes: chanting, miming, drawing, dancing] (ACARA, Draft F-10 Australian Curriculum: Languages: French, 2014)

12. Languages curriculum design – Content descriptors Sub StrandContent Descriptor Translating (Moving between languages and cultures orally and in writing, evaluating and explaining how meaning works) 1. Translate simple French words, phrases and gestures for family and friends, noticing which are similar or different to English or other known languages. [Key concepts: language, vocabulary, meaning; Key processes: demonstrating, explaining, comparing,] 2. Create simple print or digital texts which use both French and English, such as labels, word banks, wall charts or ID cards. [Key concepts: vocabulary, translation, meaning; Key processes: naming, comparing, copying] Reflecting on intercultural language use (Reflecting on intercultural language use and how language and culture shape identity) 1. Notice how using French feels and sounds different to using own language(s) and involves behaviours as well as words. [Key concepts: language, culture, difference; Key processes: noticing, considering, comparing] 2. Recognise and reproduce the sounds and rhythms of spoken French, noticing how they are produced and how they are represented in words and symbols. [Key concepts: pitch, stress, intonation, letters, pronunciation; Key processes: listening, distinguishing, reading, recognising] (ACARA, Draft F-10 Australian Curriculum: Languages: French, 2014)

13. Languages curriculum design – Achievement Standard Foundation to Year 2 Achievement Standard By the end of Year 2, students use French to interact with teachers and each other through action-related talk and play. They respond to directions and instructions verbally and non-verbally and choose between options when asked questions such as Tu veux le rouge ou le bleu? They exchange greetings such as Bonjour! Comment ça va? Très bien, merci and respond to question cues with single words or set phrases: Qu’est-ce que c’est? Un éléphant. Tu veux un croissant? Non, merci. They participate in games, songs, chants and shared reading of simple texts. They experiment with French pronunciation, approximating vowel sounds and consonant combinations with some accuracy. They identify key words in spoken texts, such as names of people, places or objects. They use numbers up to 20, simple forms of address and vocabulary related to themselves, their class and home environment. They rely on scaffolded examples and formulaic language to convey factual information at word and simple sentence level, such as making statements about the weather or date. They write simple texts such as lists, labels, captions and descriptions. They use some pronouns, prepositions and simple present tense forms of regular verbs.

14. Languages curriculum design – Achievement Standard Foundation to Year 2 Achievement Standard Students recognise that French sounds different to English but that it uses the same alphabet when written. They recognise that some words are written the same in both languages but pronounced differently. They know that French is the language used in France and also in many other regions of the world. They are beginning to understand that language is used differently in different situations and between different people. They are developing awareness of cultural differences and similarities and of their own and each other’s languages and cultures.

15. Current availability http://www.australiancurriculum.edu.au/ Go to ‘F-10 Curriculum’ (top toolbar) Select ‘Languages’ (note it is possible to refer to a particular year levels) Select ‘Subjects’ (current availability is Chinese, French, Indonesian and Italian) Select individual language Select pathway

16. Other useful information Ongoing development for other languages http://acaraeduau.com/2014/07/21/afmlta-welcomes- the-release-of-the-australian-curriculum-languages/ http://afmlta.asn.au/2014/07/12/australian- curriculum-languages-update-from-acara/ Intercultural perspectives in Australian Curriculum:Languages http://www.lls.edu.au/teacherspace/#!/professionalle arning/34