The SBS National Languages Competition 2018 is an exciting initiative to encourage and celebrate a love of learning languages in Australia. It’s a nationwide competition to engage all Australians and reflect on the cultural, linguistic and ethnic diversity of Australia’s multicultural society.
SBS Radio encourages all Australians learning a language to participate in the ‘SBS National Languages Competition’ by sending in a photo or drawing that shows ‘What amazing possibilities learning a language opens for you?’
For the first time, this year’s competition is open to Australians of all ages who are learning a language, including those learning English. For more information go to www.sbs.com.au/nlc18

Applications for 2019 ASEAN, India and Indonesia BRIDGE School Partnerships Programs have been extended until 4 November 2018. BRIDGE partnerships aim to build intercultural dialogue and global competency within your school.

The program focuses on building teacher capability in:
- strengthening intercultural understanding and values
- building new technology skills for teaching and learning
- developing sustainable school partnerships
- establishing and supporting a community of learners.

For further information and details on how to register, please visit the website. Should you have any queries about the application process or require an extension to apply please email bridge@asialink.unimelb.edu.au.

All secondary language teachers are invited to participate in the Term 4 Adobe Connect webinar. As the webinar runs as a one-direction session, you will not need a microphone or be required to speak. 

The webinar can contribute to 30 minutes of teacher-identified professional learning addressing Standards 6.2.2 and 7.4.2 of the Australian Professional Standards for Teachers.

Agenda: 
- update from state office
- TeachMeet presentation (new K-10 syllabus focused assessment task).
​
Join us online via the Secondary Languages Adobe Connect room on Wednesday 7 November from 3:30-4:00pm.

For participants new to using Adobe Connect, please see the attached how-to-guide below.  

We look forward to meeting you in the Secondary Languages meeting room. ​

This is the final instalment of our K-10 syllabus question and answer series, looking at questions asked by teachers at the Languages K-10 syllabus familiarisation and planning workshops earlier this year.

This post focuses on the transition into Stage 6 and questions that haven't fitted into any of the earlier categories. 

You can find previous posts on implementation, syllabus content and outcomes, target language use in the classroom, three learner groups, learning across the curriculum content, programming, Program Builder, the role of language and culture, assessment, reporting, school registration and ongoing support by clicking on the 7-10 category on the right hand side of the Languages NSW News page.

Transition into Stage 6
Q: If we’re going to cater for 3 learner groups, will Stage 6 have 3 learner groups in all languages? Interesting that current discussion is on not running some courses in 2019/2020, eg Indonesian in Context.
A: At this stage, there is nothing to indicate that current Stage 6 language courses will change to reflect the learner groups outlined in the K-10 syllabuses. Differentiated Stage 6 courses exist for Chinese, Indonesian, Japanese and Korean.
The decision to suspend the Indonesian in Context course after the 2019 HSC examination is related to low student enrolments (see more information below).
 
Q: When will new Stage 6 syllabuses be released?
Q: With all these changes in K-10, when will the Stage 6 courses change to align with these new objectives and outcomes?
A: The current Language in Context and Language and Literature courses are being reviewed, and NESA sought feedback in Term 3 2018 through a range of consultation opportunities. Feedback included:

• - the need for the curriculum to cater for the diversity of learners
• - development of skills and capabilities for the future
• - school-based assessment
• - providing opportunities for assessing and reporting student achievement relevant for post-school pathways.

There are currently no plans to review other Stage 6 language courses.
 
Q: Will the Stage 6 Language in Context (formerly Heritage ) course continue?
A: Stage 6 courses are offered based on student interest. If candidature in a course falls below 15 students in each of three consecutive years, the course is suspended. Please refer to the table on NESA's website for more information.
 
Q: How do we support Stage 4-5 "heritage" students to prepare for their HSC?
A:The differentiated content for students with prior learning/experience and students with a background in the language supports teachers to provide appropriately challenging content for students who may wish to study Language in Context or Language and Literature courses in Stage 6. Reviewing the examples (dash points) under the intended learning (dot points), will provide guidance on the level of grammar and vocabulary which would be appropriate for students commencing a Stage 6 Language in Context course.
 
Q: Backward mapping HSC language courses to meet the needs for Language Continuum students K-10?
A: Each Continuers language syllabus has a comprehensive outline of the grammar and structures that will be examined throughout the Stage 6 course. Teachers who are preparing Stage 5 students for the Stage 6 Continuers courses will find all the information they need to guide their teaching in each of the Stage 6 language syllabuses.
 
Q: Where do the prior learners go in Stage 6 when the Indonesian in Context is not offered anymore?
A: NESA can provide guidance in specific circumstances.
 
Q: Stage 6 Beginners course eligibility – if a student takes Korean in Year 10, what happens?
A: If the only time they study Korean is in Year 10, for no more than 100 hours, they are eligible for the Stage 6 Beginners course.

Other
Q: How do you effectively differentiate tasks?
A: To assist with the development of differentiated tasks and teaching and learning activities, each language syllabus provides three levels of content for Stages 4 and 5, with examples of intended learning to illustrate differentiation for the three broad learner groups.
Teaching to three broad learner groups is more relevant in some schools than others. If you teach a language in an area where there are significant numbers of students in each of the learner groups, you may like to approach your local area network leader and suggest differentiation as a topic for future professional learning in that forum.
The department is currently reviewing its professional learning in relation to differentiating based on student ability, for re-release in 2019.
 
Q: With such a focus on speaking the target language in the classroom, and a noticeable decline in the standard of language skills of university graduates, will the universities change their major/minor criteria, for example I have had a practicum student who didn’t study the language (her major) until she started university and her language level is terrible (not because of the course, but because of the hours she has studied the language for)?
A: NESA works with tertiary institutions to develop criteria for initial teacher education courses.
 
Q: How will I teach languages in an open learning environment?
A: The teaching of languages in combined/open-plan learning spaces is a new challenge for many teachers. Professional networking between colleagues will be invaluable, and the Languages NSW Yammer page would be a good place to start reaching out to colleagues who are also ‘learning by doing’.
 
Q: How can you influence UAI/ATAR domain that scales down languages and therefore the importance of languages?
A: A student’s ATAR and scaling of courses are managed by the Universities Admission Centre (UAC) – you can find more information on the UAC website.
 
Q: How does NESA only acknowledge K-10 syllabus, when many students only start learning language in Year 7?
A: Instead of offering two pathways like the Australian curriculum: Languages, the NSW K-10 syllabuses acknowledge that there are multiple entry points for students learning a language – some students enter Kindergarten already speaking the language, others have their first encounter in Stage 4. The continuum of learning ensures that language learning is age- and Stage-appropriate, and that students can engage with the language in ways appropriate to their cognitive ability and previous experiences at every Stage of learning. Outcomes are broad enough to support teachers in planning appropriate teaching and learning activities, regardless of a student’s entry point.
 
Q: How heavily mandated will it be for teachers trained in a language to deliver all classes?
A: Staffing is a school-based decision. There is no mandate for a teacher trained in a specific language to deliver all lessons for that particular language course. However, as mentioned at the workshops, languages have been identified as a priority area by NESA, and quality language teaching is best delivered by language teachers wherever possible.
 
Q: How can regional and rural non-language trained teachers gain skills to teach a language and the new syllabus? Are there qualified teachers to support? Intensive holiday courses? Weekend courses? Ongoing courses? Semester 3 unit start courses with NESA accreditation?
A: The Languages and Culture team supports teachers to maintain and develop their language skills by offering funding support to attend immersion opportunities offered by foreign government agencies, for example:

• - Goethe-Institut’s Sommerschule
• - Alliance Française’s Carnet de vacances
• - Japan Foundation’s intensive seminar.

These opportunities are advertised through languagesnsw.com.
Some universities and foreign government agencies run distance education courses in a range of languages.
In addition, the Languages and Culture team offers a mentoring program for early career language teachers called the Virtual Languages Mentoring Network (VLMN). This program matches early career language teachers with an experienced, language-specific mentor for two years. The VLMN will be recruiting new ‘mentees’ for 2019-20 in Term 4 through an EOI process which will be advertised on languagesnsw.com.
 
Q; What PL is available for actual language learning to teach languages, especially in rural schools?
A: See above.
 
Q: In running this “roadshow”, have you noticed any differences or patterns that emerge as issues in regional schools?
A: We had expected significant differences between the experiences of teachers in metropolitan and regional schools. Contexts vary so much across schools in both metropolitan areas and regional areas, that sometimes teachers have more in common with schools located in a very different geographical area than one located in the same city. One difference we were expecting was that regional schools would have more Stage-based classes (for example Years 7 and 8 in one class), but we found this happens quite often in metropolitan schools too. Language teachers face many of the same challenges regardless of their location.
 
Q: Do you suggest trying choices of learning tasks to fit with Universal Design for Learning (UDL) principles? How much variation of a learning task is a good idea?
A: UDL is a framework for instruction based on three guiding principles:

• - representation – giving learners different ways of acquiring information, knowledge and skills
• - action and expression – encouraging students to use different ways of demonstrating what they know
• - engagement – tapping into learners' interests, challenging and motivating them to learn (Rose & Meyer, 2002).

The task-based approach of the new K-10 syllabuses naturally supports these principles. A range of tasks will support and engage students. It’s important to remember, however, that when students are given a choice of assessment of learning tasks to demonstrate their learning, the tasks must target the same outcome/s so that teachers can measure student success in a valid and reliable way.
 
Q: When and how can we include Life Skills outcomes in our own teaching programs?
A: For some students with special education needs who are not able to access the mainstream curriculum, particularly those with an intellectual disability, Life Skills outcomes and content can provide relevant and meaningful learning experiences. The relevant outcomes and content for Life Skills students can be found in the syllabus after the content for Stage 5. It is important to remember that the decision about whether a student should follow a Life Skills program is a collaborative one, taken by a number of different stakeholders including the principal, the learning and support team, teachers, the student and the student’s family. Teachers cannot decide independently to teach Life Skills outcomes .
NESA’s website has a section on Collaborative Curriculum Planning which may be helpful when considering differentiation for students with special learning needs.  
 
Q: If we have international students arriving in Year 9 or 10, do they have to do a mandatory 100 hours language course to qualify for the RoSA? If so, can we do that in Stage 5?
A:  Students transferring from overseas into Stage 5 don’t have to do the mandatory 100 hours of language learning to be eligible for the RoSA. Principals have delegated authority from the Board to deem that the mandatory requirements in all key learning areas have been met. Please visit the NESA website for more information.
 
That's the final instalment of our Languages K-10 syllabus questions and answers! Remember to get in touch with the Languages and Culture team if you need any further information about any of the above, or come up with more questions.

Happy programming! 

Continuing our K-10 syllabus question and answer series, this post looks at the ongoing support available from the Languages and Culture team, logistical questions arising from the workshops and school registration.

You can find previous posts on implementation, syllabus content and outcomes, target language use in the classroom, three learner groups, learning across the curriculum content, programming, Program Builder, the role of language and culture objective, assessment and reporting by clicking on the 7-10 category on the right hand side of the Languages NSW News page: https://www.languagesnsw.com/news

Ongoing support
The Languages and Culture team will be developing and offering a range of follow-up professional learning to support teachers as they implement the new syllabuses:
1. We are developing an eCourse for teachers who were unable to attend the face-to-face workshop or who would like to strengthen their learning about the new syllabus documents.
2. Teachers who participate in the face-to-face workshops and/or the eCourse are invited to participate in programming days (participation in the face-to-face workshop and/or the eCourse is a prerequisite, and details are emailed to eligible teachers).
3. Syllabus support modules will be developed in 2019 in response to teacher feedback. 
 
Q: Can we please have a session on how to adapt outcomes to “authentic” assessment tasks SPECIFICALLY for non-background Year 7 students with no prior knowledge and low motivation and behavioural problems?
A: Developing engaging teaching and learning activities to meet the outcomes was identified by many teachers as their top priority for further professional learning. This will be incorporated into syllabus support modules to be developed in 2019.
 
Q: Further workshop ideas: Assessment development or tasks (not for assessments).
A: Both of these areas will be addressed in the upcoming syllabus support modules.
 
Q: When will NESA provide more support materials for all languages?
A: NESA is gradually developing resources to support all 8 of the new language syllabuses. The Languages and Culture team is also working to develop resources, subject to the availability of writers in each language. French and Japanese are being developed this term. If you're interested in being part of the writing team, look out for our expression of interest. 

Logistics
Q: Could we please have a copy of the PPTs from today? (especially the morning session ones)
A: Since the Hornsby workshop on 29 May, copies of key PowerPoint slides were provided at all workshops. Copies were emailed to participants who attended workshops in early May. If you did not receive a copy of the key slides summary, please get in touch.  
 
Q: Can we have an electronic version of the PowerPoint presentation “Familiarisation & Planning workshop” sent to the participants please?
A: We are unable to share the PowerPoint electronically, as we will be delivering additional workshops in 2019. We are also developing an eCourse, through which teachers can access the key information.
 
Q: Could we please have a copy of the backward mapping template?
A: This has been emailed to all workshop groups who requested a copy. We have also included it in a post on languagesnsw.com. If you have not received a copy and/or are unable to access the Languages NSW post, please get in touch. 

School registration
​Q: What are the expectations from NESA regarding programs as we transition to the new syllabuses? Will they expect everything to be brand new or can we gradually create new units?
A: NESA monitors the compliance of NSW public schools, ensuring schools remain consistent with the department’s policies and procedures – you can find more information on the NESA website. Evidence of compliance in relation to curriculum can be found at 4.7 of NESA’s Registration Process for the NSW Government Schooling System Manual. Programming documents, including scope and sequences, units of work and assessment, must reflect the new K-10 syllabuses from 2019 for Years 7 and 9, and from 2020 with Years 8 and 10.

Keep an eye out for the final question and answer instalment coming soon. The last instalment will cover transition to Stage 6 and questions on a number of other issues.

Remember to get in touch with the Languages and Culture team if you need any further information about any of the above. 

As a follow-up to our recent K-10 syllabus workshops (run by the Languages and Culture team), last term we started posting the questions you raised, with answers from our team.

As promised, we're continuing the series in the first weeks of Term 4, starting today with assessment and reporting. 

You can find previous posts on implementation, syllabus content and outcomes, target language use in the classroom, three learner groups, learning across the curriculum content, programming, Program Builder and the role of language and culture objective by clicking on the 7-10 category on the right hand side of the Languages NSW News page: https://www.languagesnsw.com/news

Please note that the information provided below is for Stages 4 and 5 in NSW public schools only. Stage 6 assessment and reporting requirements are set by NESA and must be adhered to. 

Assessment
Assessment in K-10 is a school-based decision. The Curriculum planning and programming, assessing and reporting to parents K-12 policy details how NSW public schools plan curriculum and teaching programs including assessment.
 
All teachers should be familiar with the Advice on Assessment provided by NESA, which guides approaches to student assessment: http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment
 
Q: Do we need to assess all outcomes?
A: No. You need to address all outcomes across a Stage, but you can choose which ones you formally assess.
 
Q: Do all outcomes need to be assessed formally? Do they need equal weighting?
A: No – see above. All outcomes should be continuously assessed using formative assessment strategies (assessment for and as learning). The decision about which outcomes are formally assessed using summative strategies (assessment of learning) is a decision for individual teachers and schools. Weightings are a school-based decision.
 
Q: Do all of the outcomes included in a unit (in the scope and sequence) need to be assessed in that unit formally?
A: No – see above. Teachers can choose which outcomes are formally assessed in any given unit of work.
 
Q: How to allocate marks to indicate outcomes from rich, multi-macro skills tasks? Standards-based.
A: Teachers design their own marking criteria when developing an assessment of learning task. Stage outcomes and Stage statements can support you in developing assessment criteria and marking guidelines.
 
Q: Assessment – do we provide different assessment tasks to students in different learner groups? Is this compulsory?
Q: Types of assessments for Stage 4/5 for 3 different group learners?
A: How students from different learner groups are assessed is determined by the school and teacher. All students must be given an opportunity to demonstrate achievement of the outcomes. For students with a disability, this may be via support or adjustments.
 
Q: How many outcomes (max.) should we allocate for a summative task, so as to not over-burden?
A: Teachers determine how many outcomes are formally assessed in an assessment of learning (summative) task. Whilst there is no specific number of outcomes recommended, it is sensible to focus on a limited number of outcomes in an assessment of learning task to allow for quality, reliable and valid assessment of the selected outcomes.
 
Q: Should all assessments be authentic (in other words, no more written exams)?
Q: Are exams accepted for assessment of learning?
A: It is important to provide students with a range of tasks that allow them to demonstrate their knowledge, understanding and skills, including their ability to engage in authentic, purposeful language use. Teachers are encouraged to use a wide range of assessment tools that allow students to demonstrate their learning, which may include formal written exams, if appropriate for the learners and the context.
 
Q: No formal exams compulsory/needed? Is it okay to do 100% task-based assessments?
A: It is not mandatory for students to complete formal exams in Stages 4 and 5. See above. 
 
Q: How do I show assessment FOR, AS and OF learning in my programming?
A: Your units of work should contain a range of assessment activities. How you indicate this in your programming documents will vary depending on the format of your units of work. Some teachers include assessment for learning and as learning strategies with their teaching and learning strategies, others choose to show them in a separate part of the program. It is, however, very important that your programs show evidence that you use a range of assessment strategies to support your students’ learning.  

Reporting
Q: How do we report to the outcomes?
Q: Should we now consider changing reporting outcomes to match the new syllabus outcomes? Currently listening, speaking, reading and writing.
A: How the new K-10 outcomes will be reported on is a school-based decision. Student achievement is judged in relation to syllabus standards and reports must reflect relevant syllabus outcomes. Teachers in NSW public schools can find advice on assessment and reporting in the Policy Standards for Curriculum Planning and Programming, Assessing and Reporting to Parents K-12 (updated July 2018) at https://education.nsw.gov.au/policy-library/associated-documents/policystandards161006.pdf
 
Q: Can we select specific outcomes to be reported on each semester?
A: See above – reporting is a school-based decision.

If you have questions about any aspect of this information, don't hesitate to contact the Languages and Culture team. 

​The network for language teachers in the Lower North Coast area will hold its Term 4 meeting on Thursday 25 October 2018 from 4:00-5:30pm.

Venue
Camden Haven High School

Agenda
Presenter: Dale Hastings
Play-based learning in secondary education using classroom games as an educational tool.

Presenter: Natalie Rule
Using Flipgrid for new syllabus

Enrolment
Please register for the meeting on MyPL under course code NR18042. You will need to select the appropriate session.

All language teachers K-12, teaching or living in the area, are welcome to attend.

Networks are a great way to stay fresh, get new inspiration and be supported.

If you are interested in joining the network contact the network leader James Rourke.