The Languages and Culture team is offering an online planning day for teachers from NSW public schools to facilitate programming for Stage 6 Beginners languages course. The day will offer the opportunity to network/collaborate/program with experienced teachers of Stage 6 Beginners courses, who will also share their sample programming ideas and approaches. We also explore HSC monitoring, resources and assessment.

The date for the planning day is Wednesday 24 February 2021. If you would like to attend, please complete the short application survey by Wednesday 17 February 2021.
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Priority will be given to teachers who are teaching a Beginners course in 2021. Places are limited.
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Please email Coreena Allen if you need further information.

The Hunter Head Teacher Professional Learning Network will host its Semester 1 meeting day on Wednesday 22 May 2019.

This network meeting is open to all substantive and relieving head teachers or language faculty coordinators in a school with a current subscription to the Hunter Head Teacher Professional Learning Network. In addition, one language teacher from each school may attend. 

Agenda:
1. Formative language assessments
2. Reporting matrices, marking criteria, assessment and activities to engage students in language learning and personal program development for new syllabus

• 3. Support in applying for NSW Premier Scholarships

• 4. Discussion of Semester 2 2019 Head Teacher Professional Learning Network Day ideas 

Please enrol via MyPL – search 'Kurri Head Teacher Network Meeting', click on your relevant KLA and at the bottom, click on 'sessions' and 'attend session'. Applications close on 11 April 2019.

Date: Wednesday 22 May 2019 (Term 2, Week 4)
Time: 9:00am-3:00pm
Venue: Kurri Kurri TAFE – Hunter Valley Hotel Academy, McLeod Road, Kurri Kurri

As part of the Language Teacher Network project, all language teachers are invited to attend the Project-based learning in languages workshop. The workshop will cover what project-based learning (PBL) is, how to design and implement PBL in classrooms and its assessment methodology. These questions will be explored through real examples of PBL experiences in the language classroom. 

Completion of the program will contribute to 1 hour of registered professional learning addressing standards 6.2.2 and 6.3.2.

Date: Thursday 21 March 2019
Time: 4:00-5:30pm
Place: NSW School of Languages, 35 West St Petersham 2049

Registration for the workshop is via MyPL (code: RG04457). If you would like more information please contact Christin Anggrahini at christin.anggrahini@det.nsw.edu.au or on 9381 4811.

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! 

Due to insufficient applications, the Languages and Culture team is extending the deadline until Monday 10 September (with the exception of Japanese, for which we have received sufficient applications).

The Languages and Culture team is seeking experienced secondary teachers of languages to develop sample scope and sequences, units of work and assessment tasks for publication on https://education.nsw.gov.au/teaching-and-learning/curriculum/key-learning-areas/languages

The language-specific writing teams will consist of up to 3 teachers for each of the following languages:

• - Chinese
• - French
• - German
• - Indonesian
• - Italian
• - Japanese
• - Korean
• - Spanish.


• Language-specific writers require expertise in the target language and be experienced in programming for Stages 4 and 5.


• In addition, applicants must have attended one of our Languages K-10 Framework and Syllabus Familiarisation and Planning Workshops 2018.

Teachers from all areas of NSW are encouraged to apply. To be eligible, teachers must be permanent or temporary in a NSW public secondary school.

Successful applicants will be required to attend training and/or writing days at our offices in Darlinghurst for up to 5 days. The location is negotiable after the first day of training.

​The positions will commence mid-late Term 3.

The Languages and Culture team will provide release to attend training and/or writing days. Travel and accommodation costs may also be reimbursed, if required.

Selection criteria (to be addressed in a statement of claim, not exceeding one A4 page):

• - language teacher or executive member (with language-teaching background) at a NSW public secondary school – permanent or temporary
• - capacity to develop and design high-quality resources and support material to support the implementation of the new K-10 language syllabuses
• - demonstrated ability to work as part of a collaborative team
• - comprehensive knowledge of the relevant new syllabus document, including participation at a syllabus familiarisation and planning workshop (please indicate date and venue in your application).

 
All applications require the endorsement of the applicant’s current principal. Please attach one A4 page addressing the selection criteria to the expression of interest form, and email as a PDF to maxine.acosta4@det.nsw.edu.au by 5pm Monday 10 September 2018. (Please note that the date on the attached PDF has not been updated.)
 
For further information contact Maxine Acosta, Language Officer on 9266 8540 or via email.

New Languages K-10 syllabuses for 8 languages (Chinese, French, German, Indonesian, Italian, Japanese, Korean and Spanish) will be implemented from 2019. New syllabuses for 4 other languages are currently in consultation (Arabic, Modern Greek, Turkish and Vietnamese), with more to follow.

It's essential that all language teachers in NSW get to know the Languages K-10 Frameworks and new syllabuses. The Languages K-10 familiarisation and planning workshops provide an excellent opportunity both to engage deeply with the new syllabuses and work collaboratively with other language teachers.

Registration for Term 3 workshops is open, and places are still available in the following locations:

NSW Department of Education – secondary language teachers
Liverpool, Friday 27 July
Wollongong, Thursday 16 August
Brighton le Sands, Friday 17 August
Newcastle, Tuesday 28 August

Teachers of all Stages from all sectors
Port Macquarie, Tuesday 31 July 
Coffs Harbour, Wednesday 1 August
Lismore, Thursday 2 August
Tamworth, Tuesday 7 August
Moree, Friday 10 August
Narooma, Tuesday 14 August
Muswellbrook, Wednesday 29 August

The workshops are provided free of charge and are fully funded by the NSW Department of Education. 

There are also targeted workshops for primary teachers in the metropolitan area.

​For more information, please email Michelle Walls, Language Officer. 

​Macquarie University's Department of Educational Studies, in conjunction with the Academy for Professional Development in Education (ACPDE), will offer a NESA-registered workshop on how to incorporate intercultural competence into your programs for the new K-10 syllabuses. The workshop will be led by Angela Scarino from University of South Australia and will be open to all language teachers in NSW.

Date: Wednesday 29 August
Time: 4:30-7:00
Cost: Free

This workshop provides 2.5 hours of NESA-registered professional learning for languages teachers from all sectors.
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Please see the flyer for more information.

Due to the popularity of our syllabus familiarisation and planning workshops, we are offering an additional workshop for 7-10 language teachers in NSW public schools.

The workshop will be held on Friday 27 July 2018 at the Liverpool Catholic Club.

There are still  some places left in other workshops in the Greater Sydney, Illawarra and Newcastle/Hunter region.

We recommend you register ASAP to ensure you get a place in your preferred location. To register for a metro workshop go to: https://www2.regodirect.com.au/languagesk10frameworksyllabusworkshopsnsw/home/

If you are located in regional NSW, we are offering 12 workshops around the state. These workshops are free for teachers of all Stages from all sectors.

Term 2 2018
Albury – Tuesday 19 June
Wagga Wagga – Wednesday 20 June
Goulburn – Thursday 21 June
Bathurst – Tuesday 26 June
Dubbo – Wednesday 27 June
Griffith/Hay – Friday 29 June

Term 3 2018
Port Macquarie – Tuesday 31 July
Coffs Harbour – Wednesday 1 August
Lismore – Thursday 2 August
Tamworth – Tuesday 7 August
Moree – Friday 10 August
Narooma – Tuesday 14 August
Register now for a regional workshop.

Macquarie University's Department of Educational Studies, in conjunction with the Academy for Professional Development in Education (ACPDE), will offer a NESA-registered workshop on how to incorporate Intercultural Competence into your programs for the new K-10 syllabuses. The workshop will be led by Angela Scarino from University of South Australia and will be open to all language teachers in NSW.

Date: Wednesday 29 August
Time: 4:30-7:00
Cost: Free

The workshop will also be advertised via the NESA website so look out for more information and a flyer to come. At this stage, just save the date.