The Languages and Culture team is offering Stage 6 school-based assessment in languages professional learning, NESA accredited for 2.5 hours.
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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
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:
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:
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:
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! EOI language-specific writers for Stages 4 and 5 – applications extended until 10 September31/8/2018 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:
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):
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. 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. Registration is now open for the Languages K-10 familiarisation and planning workshops.
The regional workshops are for teachers K-10 from all education sectors. The metro workshops (Sydney, Illawarra and Hunter/Newcastle regions) are for teachers 7-10 from NSW public schools only. The Association of Independent Schools NSW and the department's primary language team are running their own events in metro areas, and these will be advertised separately. Registration will close 5 days prior to each event. Metro workshop dates and locations: Term 2 2018 Penrith – Monday 7 May Mt Druitt – Tuesday 8 May North Sydney – Tuesday 15 May Central Coast – Wednesday 16 May Sydney Central – Friday 18 May Campbelltown – Monday 21 May Liverpool – Tuesday 22 May Hornsby – Tuesday 29 May Parramatta – Thursday 31 May Granville – Friday 1 June Bankstown – Thursday 14 June Cronulla – Friday 15 June Term 3 2018 Wollongong – Thursday 16 August Brighton Beach – Friday 17 August Newcastle – Tuesday 28 August Muswellbrook – Wednesday 29 August Maitland – Thursday 30 August Please note that these workshops are only open to secondary language teachers in NSW public schools and participation is FREE. Register now for a metro workshop. For more information about the metro workshops please contact Michelle Walls, Language Officer NSW Department of Education. Regional workshop dates and locations: 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 These workshops are free for teachers of all languages, from all sectors. Register now for a regional workshop. For more information about the regional workshops, please contact your sectoral representative: Association of Independent Schools NSW Alison Dean, Languages Consultant Catholic Schools NSW Gillian Cordy, Education Officer – Languages NSW Department of Education (secondary) Michelle Walls, Language Officer NSW Department of Education (primary) Sana Zreika, Languages Adviser, Primary |
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