1. Implementing Languages K-6 Using the syllabus for consistency of teacher judgement

2. The languages syllabuses were developed by the Board of Studies from a K-10 framework are standards-referenced contain stage statements that summarise outcomes for each 2-year stage © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

3. What is a standards-referenced framework? A standards-referenced framework describes, through syllabuses and other documents, the expected learning outcomes for students. In a standards-referenced framework, outcomes are central to teaching, learning and assessment.

4. The languages syllabuses have three objectives Using language Making linguistic connections Moving between cultures Objectives

5. Outcomes The outcomes are linked to the objectives. Outcomes are explained in terms of students learn about and students learn to. In addition to outcomes that focus on using language, there are explicit outcomes that focus on making linguistic connections between [language] and English and moving between cultures (intercultural understanding).

6. Features of the syllabuses The new syllabuses include: statements that show how cross-curriculum content, e.g. literacy, numeracy and ICT, is integrated into the content a glossary with definitions of current terminology in languages study.

7. Which syllabus outcomes should be included in a unit of work? Consider these key questions: What do I want the students to learn? Why does this learning matter? What am I going to ask the students to do and which specific things will students be able to demonstrate as a result of studying this unit of work? How well do I expect them to do it? How will this relate to the overall objectives and outcomes of the syllabus?

8. What are the key ideas or concepts you want the students to learn? Key concepts should be able to be expressed in the following way: e.g.The key concept I want students to learn is that: by looking at the development of an Italian town and its streets and shops, much can be learned about its history and culture.

9. Why does this learning matter? There should be at least one statement for each key concept. The statement should explain why the key concept matters for student learning. To identify why the learning matters, it may be helpful to consider the consequences of not understanding the key concept. The statements could be presented as dot points or as a paragraph that incorporates all of the explanations.

10. Why does this learning matter? For example: The learning matters because: students develop an understanding of the growth of their own town or local area and the cross-cultural influences on development.

11. Students learn about Select and enter these statements directly from the syllabus without alteration. Then, if appropriate, add contextual detail and examples that relate to the unit: Appropriate ways to open, maintain and close a conversation e.g. Buongiorno,…. Arrivederci. Limit your selection to the key statements that reflect the content of the unit of work. Consider adding further learn about statements of your own if you believe they are important There should be a matching statement for each learn about in the learn to section.

12. Students learn to Select and enter these directly from the syllabus without alteration. Then, if appropriate, add contextual detail and examples that relate to the unit: Use modelled language and formulaic expressions to initiate and maintain communication e.g. Dove si trova il Bancomat? Where can you find the ATM?

13. Structures, functions and script (if appropriate) An example of each language structure or function should be included in the target language. structure or function Example identifying places around town Questo/a è ….(una casa, un negozio, un bar, unappartamento) This is (a house, a shop, a bar, an apartment) For Chinese and Japanese, include the script to be used in the unit of work.

14. Cross-curriculum content and policies Not all cross-curriculum policies will be included in every unit. Content and policies should be embedded in the units activities.

15. Building the field This section should explain how the context of the unit will be established by drawing on students: background knowledge cultural knowledge prior learning.

16. Suggested teaching and learning activities What do you want students to do? Consider how the activities will reflect the elements of the intellectual quality dimension of the NSW model of pedagogy. For each activity, consider if elements of the quality teaching framework are reflected, as appropriate, to the activity.

17. Suggested teaching and learning activities This section should: list the activities in which students will engage show the sequence of activities show how students learning will develop include a culminating activity that brings all the learning of the unit together. When teaching the unit, consider ticking off and dating the activities as your record of progress through the unit.