0. Australian Curriculum: Languages Design, Development and Opportunities for Engagement
Suzanne Bradshaw
Senior Project Officer, Languages
National Symposium: Japanese Language Education 2012
Friday 2 November 2012
Acknowledgement of Country
Congratulate Melbourne Centre for Japanese Language Education
As preparing, reflect on involvement with Japanese language educators, NALSAS
Enthusiastic, committed, passionate about Japan and Japanese languages education.
Level of support Melbourne Centre and Japan Foundation
Delighted to continue involvement with the development of the Australian Curriculum for Japanese.
My role is as Senior Project officer for Languages is a coordinating role of national curriculum, developments for Languages.
Part of a team
Challenging and demanding undertaking, but at the same time very exciting, to have the national conversation and opportunities to share across states and territories

1. Outline of Presentation
ACARA
Design features of the Australian Curriculum
Curriculum development process
Update on the curriculum development process for Languages
Opportunities for engagement
Angela’s presentation on the key concepts and theoretical underpinnings
My presentation more of the nuts and bolts of the curriculum and processes
Very aware that the audience has different levels of engagement with the Australian curriculum. Appropriate pitch.
Set the context explaining what is ACARA
Opportunities for questions
See how we go for time, leave time for questions

2. ACARA
The Australian Curriculum, Assessment and Reporting Authority (ACARA) is a Commonwealth statutory authority responsible for the development of an Australian curriculum that supports 21st century learning for all Australian students.
ACARA’s work is carried out in collaboration with a wide range of stakeholders, including teachers, principals, students, academics, State and Territory education authorities, professional education associations, community groups and the general public.
ACARA is committed to broad consultation at key points in the curriculum development process.
ACARA is mindful that in the Languages area different level of consultation is required as languages are not only subjects but attached to communities
Discuss opportunities for engagement in more detail later

3. Preparation for life
Australian governments commit to working in collaboration to promote equity and excellence in Australian schooling with school sectors supporting all young Australians to become:
confident successful learners
and creative individuals
active and informed citizens.
The Melbourne Declaration December 2008 provides a reference point for the development of national curriculum
Endorsed by all state and territory ministers
The Melbourne Declaration details the learning areas and subjects that are the focus of curriculum development. It also reinforces the focus on a foundation in knowledge, skill and understanding; deep knowledge and understanding and general capabilities.
Clear positioning of Languages as a learning area, especially Asian languages

4. Shape of the Australian Curriculum v3.0
Shape of the Australian Curriculum–approved by education ministers, sets the design elements and guidance for curriculum writers and advisors. Translates the goals of the Melb Dec into curriculum design.
Design features such as curriculum content - knowledge, skills and understanding; general capabilities; cross-curriculum priorities, achievement standards
The first version of the shape paper was published in May 2009, to guide the development of the Australian Curriculum for English, Mathematics, Science and History. At its October 2011 meeting the Ministerial Council for Education, Early Childhood Development and Youth Affairs endorsed a revised version of the Shape of the Australian Curriculum v3.0. Available on the ACARA website.
The shape paper provides a policy background for the implementation of the first phase of curriculum development and guides the further development of Australian Curriculum. The revised version provides information about:
The design of the whole curriculum and implementation of the F-10 Australian Curriculum
Achievement standards and their relationship with curriculum content within the Australian Curriculum
The provision of curriculum for students with disability.
Available at

5. The Australian Curriculum
Sets out what all students are to be taught (content) and what students are typically able to understand and able to do (achievement standards)
affirms the central importance of discipline-based knowledge and skills as well as general capabilities and cross-curriculum priorities
acknowledges that classroom teachers are best placed to organise learning for students; they will make decisions about the pedagogical approach intended to achieve the best learning outcomes
The Australian Curriculum aims to deliver the Melbourne Declaration on Educational Goals for Young Australians and to develop a world-class, 21st century Australian Curriculum for all young Australians, including those who may move across state and territory boundaries throughout their schooling years.
A curriculum for all young Australians
A world-class curriculum for the 21st century

6. Curriculum Curriculum Organisation of learning / pedagogy Assessment
The Australian Curriculum details what students should learn (content descriptions) and describes the quality of learning expected (achievement standards)
Organisation of learning / pedagogy
Schools and teachers are best placed to decide how to organise learning, taking account of the needs and interests of students and school context
Assessment
The Australian Curriculum does not specify how teachers / schools / curriculum authorities will assess student learning
But as we look at the curriculum what about pedagogy and assessment ....
National curriculum will make clear what we want all young Australians to learn
Classroom teachers best placed to organise learning for students; they will make decisions about the pedagogical approach intended to achieve the best learning outcomes
The Australian Curriculum does not specify how teachers / schools / curriculum authorities will assess student learning
Schools and school curriculum authorities focus on delivery and assessment

7. Dimensions of the Australian Curriculum
Learning areas
The Australian Curriculum is designed to ensure that students develop the knowledge, understanding and skills on which major disciplines are based; reflecting ways in which knowledge has and will continue to be developed and codified
General capabilities
In a world where knowledge is constantly growing and evolving students need to develop skills, behaviours and dispositions that apply across subject areas; equip students to be lifelong learners
Cross-curriculum priorities
Special attention to three contemporary issues
The curriculum appears to focus on learning areas ... how is the Australian Curriculum different?
The Australian Curriculum includes three dimensions.
Central importance of discipline based knowledge and skills
General capabilities
Cross-curriculum priorities – organising ideas

8. Dimensions of the Australian Curriculum
Learning areas
English
Mathematics
Science
Humanities and Social Sciences – History, Geography, Economics and Business, Civics and Citizenship
The Arts
Languages
Health and Physical Education
Technologies
General capabilities
Literacy
Numeracy
Information and Communication Technology Capability
Critical and Creative Thinking
Ethical Behaviour
Personal and Social Capability
Intercultural Understanding
Cross-curriculum priorities
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability
This slide lists the actual learning areas, general capabilities and cross-curriculum priorities that make up the Australian Curriculum.
Looks crowded – why isn’t it?
Not
There has been a name change from competence to capabilty for ICT capability and personal and social capability as a result of the public consultation process.
The strength of the cross-curriculum priorities lies in the opportunities they offer for students to engage with other ways of seeing, knowing, being and doing.
For some students they offer points of recognition (ie places they see themselves in the curriculum).
For others they offer counterpoints or provocations to the known and the familiar.
For all students they offer rich opportunities for critical and creative thinking.
Sustainability is particularly pertinent to Technologies.

9. The Learning Areas Learning areas Phase English Phase 1 Mathematics
Science
Humanities and social sciences
History
Geography
Economics, Business, Civics and citizenship
Phase 2
Phase 3
The Arts
Languages
Health and Physical Education
Technologies
Original remit English/Maths/Science/History
Phase 1 F-10 curriculum can be viewed on the Australian curriculum website
Work continuing in senior secondary
Geography curriculum being finalised
The Arts draft curriculum out for consultation
HPE and Technologies beginning writing
Civic and Citizenship Business and economics shape paper out for consultation

10. General capabilities
Literacy
Personal and social capability
Numeracy
Intercultural understanding
ICT capability
Ethical behaviour
Critical and creative thinking
General capabilites embedded in learning areas, identified by icons in content descriptions
Overview of general capabilities with description published at
Twenty-first century learning does not fit neatly into a curriculum solely organised by learning areas or subjects. That is why the Australian Curriculum has identified a comprehensive set of knowledge, skills and dispositions or general capabilities that will assist students to live and work successfully in the twenty-first century.
Good teaching will always contribute to a student’s development of general capabilities. The Australian Curriculum reinforces this expectation by incorporating these seven general capabilities into content descriptions in ways appropriate to each learning area/subject.
Overviews that describe the nature, scope and significance of each general capability are on the general capabilities section of the Australian Curriculum website at:
In addition, ACARA has prepared conceptual statements and learning continua for each general capability. Originally developed to inform curriculum writing (Foundation to Year 10), these materials were available for consultation in June-July 2011 and are available on the Australian Curriculum website.
View how they have been incorporated into the first phase subjects.
Some that particularly resonate with the Languages area.
General capabilities

11. Cross-curriculum priorities
Three cross curriculum priorities
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability
Each of these priorities are represented in learning areas in ways appropriate to that area
The strength of the cross curriculum priorities lies in the opportunities they offer for students to engage with other ways of seeing, knowing, being and doing.
For some students they offer points of recognition (i.e. places they see themselves in the curriculum).
For others they offer counterpoints or provocations to the known and the familiar.
For all students they offer rich opportunities for critical and creative thinking.
A continuum of learning has been developed to ensure strong and coherent inclusion to he Australian Curriculum
Developed sequences identifying big ideas/key concepts embedded across learning areas for each stage of schooling (K-2, 3-6 and 7-10) - as advice to learning area writers
Addressed feedback supporting their inclusion with a more consistent approach and more explicit representation as appropriate both across years and learning areas
Continuing work with experts in the fields and consultation with teachers from trial and other schools about the rigour and placement of concepts
Articulation of relationship between the cross curriculum priorities and some of the general capabilities

12. Elements of the curriculum: F–10
Content descriptions
A core of knowledge, understanding and skills – what students will be taught
Achievement standards
The expected standard or quality; challenging, but achievable – the quality of student learning as a result of what they are taught
Curriculum content identifies what teachers are expected to teach and students are expected to learn.
Curriculum content includes knowledge, understanding and skills that will be described for a particular learning area/subject at a particular year level (for example, Mathematics, Year 5) or bands of years (for example, the Arts, Years 5-6).
The curriculum content, presented as content descriptions, specifies the knowledge, understanding and skills that young people are expected to learn and that teachers are expected to teach across the years of schooling. The F–10 content descriptions are accompanied by ‘content elaborations’ which, as support material, will provide illustrations and/or examples of the content descriptions.
Achievement standards The Australian Curriculum achievement standards provide a basis for assessment and reporting
Across F–10 the set of achievement standards describe a broad sequence of expected learning. The sequence of achievement standards provides teachers with a framework of growth and development in a curriculum area. This will assist teachers to plan and monitor learning, and to make judgments about student achievement. Achievement standards can support formative and summative assessment practices and aid consistency of assessment and reporting across states and territories.
They describe the expected quality of learning at a particular point in schooling  (having been taught the content) – and describe a coherent progression of increasing complexity across the years/bands.
For each learning area the achievement standards will be accompanied by portfolios of annotated work samples that illustrate the expected learning. 
Work sample portfolios illustrate student performance typical of a student performing at a ‘satisfactory’ level in relation to the achievement standards; work sample portfolios are currently also being developed to illustrate performance at levels ‘above’ and ‘below’ satisfactory for each Phase 1 achvt stndrd.

13. Development of the learning areas F−10
Timeline
English
Mathematics
Science
Humanities and social sciences
History
Geography
Economics and Business, Civics and citizenship
The Arts
Languages
Health and physical education
Technologies
saw the development of the Foundation to Year 10 Australian Curriculum for English, mathematics, science and history. Senior secondary curriculum in these learning areas continues to be developed in Geography is due for release at the end of the year.
will see the development of the Foundation to Year 10 Australian Curriculum including a focus on The Arts, Languages, Health and Physical Education, Technologies, Economics and Business and Civics and Citizenship.
Each phase of development involves comprehensive consultation, review and revision processes. Once approved by the ACARA Board, the curriculum is then presented to the Australian education ministers for final endorsement prior to publication.
ACARA’s Curriculum Development Process paper describes the process that is being used to develop the Australian Curriculum. It is available at
Learning areas currently not included in the Australian Curriculum will continue to be the responsibility of state and territory education authorities.
Australian Curriculum development timelines

14. Online delivery Digital Curriculum
Allows different views of the curriculum.
Allows to be updated easily
Show example of English

15. Digital curriculum and resources
The Australian Curriculum has been published online
ACARA works with Education Services Australia to publish draft material on the consultation portal and when approved the online curriculum
Australian Curriculum Connect project linking state/territory digital resources to support the teaching of the curriculum
Opportunities for sharing of resources
Quality control process

16. Updated easily
Search the curriculum in different ways
Aboriginal and Torres Strait Islander priority
metatagged

18. More information … ACARA Website Australian Curriculum Website
Australian Curriculum Website

19. Curriculum Development Process

20. Australian Curriculum development
The Curriculum Development Process, outlines four stages in the development of the Australian Curriculum
Curriculum shaping
Curriculum writing
Preparation for implementation
Curriculum monitoring, evaluation and review
The curriculum shaping phase produces a broad outline of the Foundation to Year 12 (F–12) curriculum for a learning area, firstly as an initial advice paper and then as the
Shape of the Australian Curriculum: <Learning Area>. This paper, developed with expert advice, provides broad direction on the purpose, structure and organisation of the
learning area. Along with the Curriculum Design paper, it is intended to guide writers of the curriculum. It also provides a reference for judging the quality of the final curriculum
documents for the learning area. This phase includes key periods of consultation — open public consultation as well as targeted consultation with key stakeholders including
teachers and schools, state and territory education authorities, parents and students, professional associations, teacher unions, universities and industry and community groups.
The curriculum writing phase produces an Australian Curriculum for a particular learning area, that is, specifications of content and achievement standards to be used by education authorities, schools and teachers in all states and territories. This phase involves teams of writers, supported by expert advisory groups, and includes key periods
of consultation — open public consultation as well as targeted consultation with key stakeholders including teachers and schools (through intensive engagement activities),
state and territory education authorities, parents and students, professional associations, teacher unions, universities and industry and community groups. The writing phase
incorporates the process for validation of achievement standards and culminates in publication of the Australian Curriculum for the learning area.
The preparation for implementation phase involves delivery of the curriculum to school authorities and to schools in an online environment in time for school authorities,
schools and teachers to prepare for implementation. Implementation and implementation support are the responsibility of state and territory school and curriculum authorities.
ACARA works with state and territory curriculum and school authorities to support their ongoing implementation planning by providing briefings, introductory information materials and national facilitation for planning.
The curriculum monitoring, evaluation and review of the Foundation to Year 10 Australian Curriculum will be ongoing, with annual reports to the ACARA Board detailing
any issues identified. Analysis of the issues and any recommended actions, including any that might include further investigation, will be included. Monitoring will be
coordinated by ACARA and, where relevant data gathering is required, will include partnerships with state and territory curriculum and school authorities. This might include data about areas for which teachers require ongoing support in order to teach the curriculum. Specific monitoring mechanisms will be negotiated with state and territory
curriculum and school authorities for the provision of relevant local data about the Australian Curriculum. ACARA will provide a monitoring framework, including research
questions and associated data gathering, which can be used by state and territory education authorities as part of their own monitoring strategies, to assist in their collection and provision of state and territory data about the Australian Curriculum to ACARA. The evaluation process may result in minor changes to, or a revision of, the curriculum.

21. Australian Curriculum: Languages Shaping Process
Research
Position Paper
Initial Advice Paper
Draft Shape Paper
Shape Paper
Research involved literature review
Review both nationally and internationally
Existing policies or guidelines in relation to years of study and hours
Organisation of the curriculum
Position paper written by ACARA with the guidance of a Reference group
Set some broad parameters for the lead writer
Lead writer
Angela Scarino and Jaky Troy
Initial Advice paper
National Forum

22. Shaping of the Languages Curriculum
ACARA
Associate Professor Angela Scarino
Dr Jakelin Troy
Broad consultation at key stages in curriculum development
International and National Reviewers
Languages advisory panel
Aboriginal and Torres Strait Islander Languages
Expert Group

23. Consultation –January – April 2011
There were a total of 2150 responses to the online survey (1913 from individuals, 236 from organisations)
Main categories of respondents: parents (21.46%); students (18.83%); and secondary teachers of languages (16.35%)
State responses; notably NSW 34.5%; Vic 40.5%
Much greater level of community involvement
Comparison to other areas

24. Japanese Responses
115 responses from individuals, 47 responses from organisations
Main categories of respondents: secondary teachers of Japanese (40.8%); teachers of Japanese teaching across primary and secondary (13.9%); students (9.57%);
Sectors: Independent schools (42.55%); Government Department schools (10.64%); Catholic Education Schools ( 8.51%)
State responses; notably NSW 41.98%; Vic %
Organisations could also include Modern Languages Teachers Associations

25. Key Strengths
The strong positioning of languages within school education
The development of language-specific curricula
Recognition of the diversity of language learners and pathways
The strong positioning of Aboriginal Languages and Torres Strait Islander Languages
The rationale for learning languages
Key concepts and understandings in learning languages
Language-specific and pathway specific curriculum
Very strong feedback from Aboriginal and Torres Strait Islander communities on the respectful way their languages have been integrated into the Shape paper. Highly significant
Strong focus on humanistic rationale
Key concepts and understandings applauded

26. Key Issues Staging of Language-specific curricula development
Indicative hours
Implementation and policy issues
Staging predictable, management issue
Reciprocating is one of the new elements proposed in the design of curricula for languages. During consultation on the shape paper those who supported the strand saw it as reflecting a more contemporary view of language learning, at the same time there was a questioning of how it would be realised in draft curriculum.
Look at these key issues separately

27. Beyond curriculum development – policy and implementation matters

28. Policy and Implementation Issues
The need for a national languages policy
The availability of qualified teachers as well as the provision of high quality teaching and appropriate resources, including digital resources, to enhance face-to-face teaching.
Professional development of existing teachers to implement new concepts in the proposed curriculum.
Management of the multiple pathways within schools as well as the continuity of language learning across primary and secondary schools.
Incentives for learning languages and ‘eligibility requirements’ for entry into languages courses at the senior secondary level.
The ACARA Board acknowledges that these issues are beyond the scope of ACARA to resolve, but will need to be addressed if participation in, and the quality of, language learning is to increase. Development of ‘national curriculum’ will not in itself resolve these issues.
While ACARA is not responsible for implementation of curriculum it appears that for languages there is a need for parallel discussion, at the national level, about new approaches to languages learning and opportunities that accrue from greater national collaboration.
NOTE that ACARA is to provide Ministers with advice about policy and implementation issues associated with the implementation of the Australian Curriculum in languages in April
The Strategic Policy Working Group: SPWG Strategic Policy Working Group (SPWG), comprised of CEOs from all Education Departments, a representative from the NCEC, ISCA, ACARA, AITSL, ESA and ...
Agreed that some work on languages policy and delivery was needed in conjunction with ACARA's work on national curriculum and that  the release of the White Paper will most likely reinforce the urgency of this work.

29. Language -specific curriculum development process

30. Considerations for determining which languages and which pathways will be the subject of curriculum development
Coverage of the maximum number of students
Australian Government priorities for language learning
Languages most widely spoken by particular communities in Australia
Community support, particularly through ethnic and community schools
Languages of global importance
Immigration and international students
Economic significance.

31. Languages to be considered for development as part of the Australian Curriculum F-10
Arabic, Auslan, Chinese, Classical languages, French, German, Hindi, Indonesian, Italian, Japanese, Korean, Modern Greek, Spanish, Turkish and Vietnamese.
The Shape of the Australian Curriculum: Languages paper paragraph 110
Sensitive issue, management issue
Although Auslan is not currently scheduled for development as part of the Australian Curriculum: Languages by the end of 2013, work is underway to determine the appropriate process and timeline for developing Australian Curriculum in Auslan, which was identified as a priority for possible future development during the consultation process on the draft Shape of the Australian Curriculum: Languages paper.

32. Board Decisions October 2011
The ACARA Board approved initial work on the Chinese and Italian curricula F-10 and the development of a Framework for Aboriginal Languages and Torres Strait Islander Languages
One Asian, one European to test the construct
At its October 2011 meeting the ACARA Board accepted the intention of the reciprocating strand. However, before agreeing to the three-strand structure outlined in the Shape paper, the Board asked how this strand would be realised in draft curriculum. The Board agreed that initial work on the Chinese and Italian curricula would provide such evidence which would be considered by the ACARA Board at the March 2012 meeting.

33. Languages for development by end of 2013
Arabic
Japanese
Chinese
Korean
French
Modern Greek
German
Spanish
Indonesian
Vietnamese
Italian

34. Pathways The ACARA Board has agreed to develop:
For Chinese, pathways are being developed for three learner groups, second language learner, background language learner and first language learner
that for the majority of specific languages one curriculum pathway will be developed for each language in Years F-10 by the end of 2013, pitched to the dominant cohort of learners for that language in the current Australian context.
For Aboriginal languages and Torres Strait Islander languages, a framework is being developed that provides different learner pathways that also take account of the varied states of the language(s) involved.
Still respecting the Shape paper re pathways

35. Senior secondary curriculum development
ACARA will provide advice to the Ministerial Council in December 2012 on the scope of senior secondary curriculum development (beyond English, Mathematics, Science, History and Geography)

36. Australian Curriculum: Languages Writing Process

37. Australian Curriculum: Languages Writing Process
Writing of Draft Curriculum
Draft Curriculum for Consultation
Intensive Engagement
Revision of Draft Curriculum
Validation of Achievement Standards
Publication of Final Curriculum
Briefly describe process
Typically 18 month development cycle

38. The Shape of the Australian Curriculum: Languages
Shape Paper provides a broad direction. Shape paper not a curriculum, a broad conceptualisation of the learning area that will guide the development of the curriculum F-12.
Key Documents
ACARA Curriculum Design Paper
Shape of the Australian Curriculum: Languages paper
Procedures and Guidelines Document
Procedures and Guidelines consistency

39. The procedures and guidelines document

40. Procedures and Guidelines document
A support document intended to provide more detailed advice for writers to complement the Languages Shape paper and the Curriculum Design Paper (v3.0)
Aims to provide the degree of specification necessary to ensure appropriate consistency in writing across the scope of Languages curriculum being developed by ACARA.
The Procedures and Guidelines document, which is a support document intended to provide more detailed advice for writers to complement the Languages Shape paper and the Curriculum Design Paper (v3.0), has been revised to consolidate further specification on content descriptions, elaborations, achievement standards, and the sub-strand structure in light of the curriculum writing process for Chinese and Italian and following the Board’s decision in relation to the two strand structure. The revised Procedures and Guidelines document will be discussed by the Languages Advisory Panel 9 May 2012 and by the Languages National Panel in early June. ACARA will finalise and publish the Procedures and Guidelines document on the ACARA website in December
The process for developing draft F-10 Italian and F-10 Chinese curricula has taken more time than initially anticipated as the settling of the detail of the Languages: Procedures and Guidelines document has been an iterative and mutually-informing process alongside the writing of the draft F-10 Chinese and Italian curricula. Languages: Procedures and Guidelines has been designed to provide consistency in curriculum development across languages and will be published on the ACARA website in October The Procedures and Guidelines elaborate the key concepts outlined in the Shape of the Australian Curriculum: Languages, describe Languages curriculum design specifications in some detail, and set out steps to be followed by ACARA’s writing teams to develop language-specific curricula. It is likely they will also be of interest to jurisdictions, curriculum developers and teachers developing language-specific programs following publication of the Australian Curriculum: Languages.

41. Procedures and Guidelines
Introduction
Structure and design specifications for developing the Languages Curriculum
Developing a language-specific curriculum-process
Resources and exemplification
The process for developing draft F-10 Italian and F-10 Chinese curricula has taken more time than initially anticipated as the settling of the detail of the Languages: Procedures and Guidelines document has been an iterative and mutually-informing process alongside the writing of the draft F-10 Chinese and Italian curricula. Languages: Procedures and Guidelines has been designed to provide consistency in curriculum development across languages and will be published on the ACARA website in October The Procedures and Guidelines elaborate the key concepts outlined in the Shape of the Australian Curriculum: Languages, describe Languages curriculum design specifications in some detail, and set out steps to be followed by ACARA’s writing teams to develop language-specific curricula. It is likely they will also be of interest to jurisdictions, curriculum developers and teachers developing language-specific programs following publication of the Australian Curriculum: Languages.

42. Curriculum Writing Phase
ACARA
Writing Teams
Broad consultation at key stages in curriculum development
International and National Reviewers
Languages Advisory Panel
Languages National Panel
The Languages Advisory Panel together with Language-specific experts will provide advice in the development of the Australian Curriculum: Languages.
Language-specific
Curriculum Experts

43. Register of Writers and Advisory Panel Members
Overarching Languages Advisory Group and Aboriginal and Torres Strait Islander Languages Advisory Group has been appointed
ACARA appointed language-specific writers and language-specific experts in September.
A register of curriculum writers and language-specific experts has been developed
Advisory Group
Appointed Japanese team in September
provide advice to writing teams at prescribed points throughout the project (see detailed writing plans)
provide advice on groups or individuals to be consulted
review documentation prepared during the curriculum development process
provide advice to the Board and/or the ACARA executive on the suitability and quality of curriculum documents (for consultation and for publication).

44. Consultation processes
State/territory consultation forums (teachers, academics, authorities, associations)
National panel meetings (2 representatives from each state and territory and national professional teacher associations; DEEWR rep)
Meetings with state and territory authorities and major professional associations
Web surveys and written submissions
Trial schools and teachers participation
Critical readers and reviewers
National panels are responsible for providing expert stakeholder advice to ACARA at key points in the shaping and writing phases of the curriculum development process
Equity and Diversity Advisory Group
Students with Disability Advisory Group
Aboriginal and Torres Strait Islander Advisory Group
Be involved in consultation for stage 1 languages.
Consultation now scheduled for ‘later in 2012’ through ‘early’ or ‘Term 1’ 2013, along with ATSI Langs framework.
clarify probably late Nov early Dec (most likely early Dec)…pending confirmation about Board meeting dates this week.
L1 and BL was taking more time for Chinese, but we wanted all 3 pathways to be consulted on at same time, possibly with capacity to view each alongside each other online as well, and coinciding with ATSI framework consultation builds in efficiencies for us but also for stakeholders who don’t have to engage with different and overlapping periods of consultation for different languages and pathways….

45. Timelines

47. Stage 1 curriculum development F-10: Chinese and Italian
Activity
Date
Curriculum writing begins
November 2011
Draft curriculum approved by Board for consultation
Chinese (second language learner pathway background language learner pathway, and first language learner pathway)
Italian (a single pathway)
27 November 2012
Consultation period
December 2012 – April 2013
Consultation report approved by Board
May 2013
Final curriculum approved by Board for publication
September 2013
Feedback on design and structure

48. Stage 1 curriculum development F-10: Framework for Aboriginal Languages and Torres Strait Islander Languages
Activity
Date
Curriculum writing begins
May 2012
Draft curriculum approved by Board for consultation
March 2012
Consultation period
April – June 2013
Consultation report approved by Board
July 2013
Final curriculum approved by Board for publication
November 2013

49. Stage 2 curriculum development F-10: Arabic, French, German, Indonesian, Japanese, Korean, Modern Greek, Spanish and Vietnamese
Activity
Date
Curriculum writing begins
October 2012
Draft curriculum approved by Board for consultation
May 2013
Consultation period
May 2013 – July 2013
Consultation report approved by Board
September 2013
Final curriculum approved by Board for publication
December 2013

50. Sequences F-10 sequence 7-10 sequence ( year 7 entry)
Curriculum written in bands i.e.
F-2, 3-4, 5-6, 7-8, 9-10

51. ( for the purpose of writing curriculum) Foundation – Year 4 (Level 1)
Relationship between the curriculum and indicative hours for the purpose of writing curriculum
Curriculum
Indicative hours
( for the purpose of writing curriculum)
Foundation – Year 10 sequence
Foundation – Year 4 (Level 1)
175 hours
Years 5-6 (Level 2)
A further 175 hours
Years 7-8 (Level 3)
A further 160 hours
Years 9-10 (Level 4)
Years 7-10 sequence (Year 7 entry)
Years 7-8 (Level 1)
160 hours
Years 9-10 (Level 2)

52. Languages Preamble – Curriculum Architecture Common Rationale
Common Aims
Learning area organisation

53. Language-specific page
Context statement
Band descriptions
Content descriptions
Content elaborations
Achievement standards

54. Suzanne Bradshaw
Senior Project Officer, Languages
Australian Curriculum, Assessment and Reporting Authority (ACARA)
Level 10 | 255 Pitt Street | SYDNEY | NSW | 2000
Ph: | Fax:
Ph: (Adelaide)