1. Overview of Languages in the Victorian Curriculum
Primary teachers

2. Agenda Overview of the Victorian Curriculum
Languages in the Victorian Curriculum
Learning area, moving from AusVELs to the Victorian Curriculum, language specific approach
Timeline for Languages, structure, strands, content descriptions, elaborations
Curriculum planning for Languages
Definition of curriculum, extracts from online tool,
Achievement standards, using rubrics for assessment
Extracts from primary Languages curricula, intercultural capability
Online support materials
Web tour

3. Victorian Curriculum F-10
released in September 2015 as a central component of Education State, Victorian Curriculum F-10
provides a stable foundation for whole school curriculum planning
incorporates the Australian Curriculum
builds on VELS and AusVELS
reflects Victorian standards and priorities

4. Structure of the Victorian Curriculum
Learning Areas
Capabilities
The Arts
Dance
Drama
Media Arts
Music
Visual Communication Design (7-10)
Visual Arts
English
Humanities
Civics and Citizenship
Economics and Business
Geography
History
Languages
Health and Physical Education
Mathematics
Science
Technologies
Design and Technologies
Digital Technologies *
Critical and creative thinking
Intercultural capability
Ethical capability
Personal and social capability
Structure and Design
Victorian Curriculum
is based on:
8 learning areas
4 capabilities
Used to answer the quiz questions
Q 1, 2, 3, 8 (marked with *)

5. The Victorian Curriculum: Languages
The Languages curriculum focuses on both language and culture, and students
learn to communicate across linguistic and cultural systems
develop language awareness and intercultural skills and understandings
develop openness to different experiences and perspectives
develop skills in negotiating experiences and meanings across languages and cultures
reflect on language use and language learning

6. Moving from AusVELS to the Victorian Curriculum
The AusVELS curriculum provided templates for different categories of languages
The Victorian Curriculum
provides language-specific
curriculum documents
– 20 in total when all
completed

7. Language specific curricula
Language category
Language specific curricula
Roman Alphabet Languages 8
French German
Indonesian Italian
Spanish Turkish
Vietnamese Roman Alphabet Languages (Generic)
Non-Roman Alphabet Languages  5
Arabic Modern Greek
Hindi Korean
Non-Roman Alphabet Languages (Generic)
Character Languages 2
Chinese Japanese
Classical Languages 3
Classical Greek, Latin and Classical Framework*
Sign Language 1
Australian Sign Language (Auslan)*
1 Aboriginal Languages and Torres Strait Islander Languages
Victorian Aboriginal Languages*
Quiz Q 9
* Still to be completed

8. Timeline for Victorian Curriculum Languages
From 2016
AusVELS curriculum available
AusVELS website archived December 2016
Victorian Curriculum available – language specific curricula being progressively released
Implementation required from 2017

9. Languages structural elements
Sequences
an F-10 sequence for students who begin the study of the language in primary school
a 7-10 sequence for students who begin the study of
the language at Year 7
Note: Chinese also includes three pathways:
First language learner
Background language learner
Second language learner

10. Strands and sub-strands
Communicating
Understanding
Sub-
strands
Socialising
Systems of language
Informing
Language variation and change
Creating
The role of language and culture
Translating
Reflecting

11. Content descriptions and elaborations
Content descriptions are:
specific and discrete information identifying what
teachers are expected to teach and students are
expected to learn
found within each sub-strand
not a checklist
Elaborations are:
non-mandated, advisory examples that provide guidance on how the curriculum may be transformed into a classroom activity or learning opportunity

12. Using the content descriptions
The aim is for the teaching and learning program to integrate the content descriptions into ‘topics’/units of work.
A thematic approach across a range of learning areas will provide valuable contexts for student learning.

14. Curriculum
defines what it is that all students have the opportunity to learn
is represented as a continuum defining increasingly complex knowledge, skills and concepts
each school develops the teaching and learning program - how the curriculum is delivered

15. Importance of curriculum planning

16. Importance of curriculum planning

17. Achievement standards
The learning sequence undertaken by students will determine their progression through the achievement standards, as follows:
F–10 Sequence: the first achievement standard for Languages is provided at Foundation–Level 2 and then at Levels 4, 6, 8 and 10.
7–10 Sequence: the first achievement standard is provided at Level 8 and then at Level 10.

18. Levels of achievement
F-10 Sequence: F
7- 10 Sequence:
The curriculum is represented on a continuum across the levels of achievement
For Languages, an achievement standard is provided for each band in both sequences

19. Demonstrating achievement of standards
The achievement standards outline what the student is able to do
Students
demonstrate
what they are
able to do through
the products
they present for
assessment

20. Assessment and reporting
Achievement standards as a continuum of language learning, not an age-determined set of expectations
Reporting in Victoria to be against the achievement standards
At times using assessment to adjust teaching

21. Assessment
“…performances on assessment tasks should be recorded using one or more task ‘rubrics’.”(Masters)
Rubrics:
provide descriptions of observable characteristics of performance in an assessment task
make explicit what is being looked for and valued as evidence of successful learning
Rubrics describe observable characteristics of performance at each level.
They are used to differentiate different levels of a response
They make clear to students what is being assessed
They can be used to make ‘on balance judgments’
They can be used in teacher moderation of assessment tasks to look at qualities of responses
Examples of student work can assist in clarifying the meaning of verbally described levels.
Principle 3: Responses to, or performances on, assessment tasks should be recorded using one
or more task ‘rubrics’.
Each task rubric consists of two or more ordered levels or response to a task. Generally, responses/
performances are recorded using a single rubric for a task, but for large and complex tasks,
several rubrics might be used to assess and record different aspects of performance (sometimes
referred to as analytical scoring). Importantly, task rubrics provide the direct substantive link
8 Reforming Educational Assessment: Imperatives, principles and challenges
to the larger learning domain. Through their ordered levels of response/performance, they
operationalise what it means to make progress within the domain.

22. Demonstrating achievement of the standards
Rubrics or assessment criteria can be developed from the achievement standards
Units of work will probably address a number of aspects of the standard at any given level

23. Assessing progress in the language
Make assessment part of program design
Have clear criteria (rubrics)
Students discuss assessment criteria
Collect evidence over term

24. Creating a teaching and learning program
Challenge: Turning the curriculum (what students should know) into teaching and learning programs that will engage and extend students learning in languages Possible action: Could begin by mapping the current school languages program against the new Victorian Curriculum

25. Curriculum mapping
Mapping identifies the extent of curriculum coverage in units of work and clearly links teaching, learning and assessment while working with the curriculum continuum.
Mapping templates support teachers to identify where content descriptions and achievement standards are being explicitly addressed within the school’s teaching and learning program.
Instructions:
Templates
For each Language
F-10
7-10

26. Reporting
Schools will not be constrained by a one-size-fits-all approach
Schools have the flexibility to determine, in partnership with students, parents and the local community, the timing and format of their reports.
Specific sectoral requirements related to curriculum provision and reporting are the responsibility of and published by the relevant sectoral authorities
A minimum of two written reports to parents per year.
Independent schools must meet the minimum requirements established by VRQA and the requirements of the Commonwealth Government as set out on the Education Act 2013.
Government and Catholic sector schools meet these requirements by reporting student progress against the achievement standards set out in the eight learning areas and four general capabilities of AusVELS.

27. F-10 curriculum planning and reporting guidelines
Provides guidelines on teaching and learning within stages of schooling:
Foundation (F-2)
Breadth (Years 3 – 8)
Pathways (Years 9 – 10)
Provides guidelines on reporting of student achievement against a whole-school teaching and learning plan.

28. Use of English
Students are encouraged to use the language being studied as much as possible for classroom routines, social interactions, structured learning tasks, and language experimentation and practice.
Students will have opportunities to engage with members of the community who speak the language being studied, which in some cases will be facilitated via digital technologies.
English is used, where appropriate, for discussion and reflection, enabling students to share complex ideas about language and culture.

29. Victorian Curriculum - Chinese Levels 3-4
Communicating
Content description
Elaborations
Socialising
Interact with teachers and peers in social and class activities, exchanging ideas and opinions, using correct tones (VCZHC017)
giving personal information, facts and opinions in response to questions about people and aspects of daily life such as pets (我的狗很可爱), interests, routines and activities
expressing opinions and commenting on personal experience using familiar expressions (for example, 很棒。 太好了。我不喜欢…), and turn-taking (该你了) in class games
contributing to class activities by asking for (我可以…吗？) and giving permission (可以), apologising and excusing (对不起), raising hand and using phrases such as 老师，我不懂 to request assistance in learning activities
initiating conversations in familiar social contexts by greeting participants and introducing themselves (for example, 你好，我叫James，我八岁，我住在悉尼), displaying appropriate social manners to enhance communication

30. Extract from Levels 3/4 Chinese Achievement Standard: F- 10 sequence
Communicating strand By the end of Level 4, students ……… use spoken and written Chinese in simple personal interactions with familiar participants about self, family, people, places, routine, school life, and their own interests and preferences, for example, 你叫什么名字？ 你上几年级？ 你有狗吗？ 你喜欢什么运动？ They use appropriate pronunciation, tone, gesture and movement and some formulaic expressions. They use modelled questions to develop responses, for example, 你的哥哥几岁？， 他是谁？， 你住在哪里？， 这是什么？………………

31. Victorian Curriculum - French Levels 5 - 6
Understanding
Content description
Elaborations
Language variation and change
Understand that the French language is constantly changing due to contact with other languages and to the impact of new technologies and knowledge
investigating influences on the French language of major community languages in France such as Arabic (for example, le toubib, le bled, kif-kif), Italian (for example, le fiasco, bravo, espresso) or Chinese, (for example, le ginseng, le tai-chi, le litchi)
understanding that French, like all languages, is constantly expanding to include new words and expressions in response to changing technologies, digital media and intercultural experiences, for example, skyper, googliser, le courriel, photophoner

32. Extract from Levels 5/6 French Achievement Standard
Understanding strand By the end of Level 6, students …….. recognise relationships between parts of words (suffixes, prefixes) and stems of words (préparer, préparation; le marché, le supermarché, l’hypermarché). Students make comparisons between French and their own language and culture, drawing from texts which relate to familiar routines and daily life (la vie scolaire, la famille, les courses, les loisirs, la cuisine). They explain to others French terms and expressions that reflect cultural practices (bon appétit, bonne fête). They reflect on their own cultural identity in light of their experience of learning French, noticing how their ideas and ways of communicating are influenced by their membership of cultural groups.

33. Intercultural Capability
Intercultural capability aims to develop knowledge, understandings and skills to enable students to:
demonstrate an awareness of and respect for cultural diversity within the community
reflect on how intercultural experiences influence attitudes, values and beliefs
recognise the importance of acceptance and appreciation of cultural diversity for a cohesive community.
There are opportunities for teachers of Languages to support other teachers to work in this area of the curriculum.

34. Locating information

35. VCAA Curriculum Planning website
The Curriculum Planning website offers a range of resources to support planning and documenting the curriculum.
It includes a self-assessment tool and a suite of curriculum planning examples for both primary and secondary schools.

36. Curriculum planning website

37. Take the web tour Watch the videos: Overview Introduction
Using the view and filter options

38. VCAA websites
Victorian Curriculum F-10 Resources and Support Victorian Curriculum F-10 Curriculum Planning Resources:

39. Contact Details: Maree Dellora Languages Manager
Tel: