In our first post, we looked at implementation and syllabus content and outcomes.
In our second post, we looked at target language use in the classroom and the three learner groups.
Today we're looking at learning across the curriculum content and programming.
Learning across the curriculum content
Learning across the curriculum content assists students to achieve the broad learning outcomes defined in the K-10 Curriculum Framework, Statement of Equity Principles and in the Melbourne Declaration on Educational Goals for Young Australians (December 2008).
Cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face.
The cross-curriculum priorities are:
- Aboriginal and Torres Strait Islander histories and cultures
- Asia and Australia's engagement with Asia
General capabilities encompass the knowledge, skills, attitudes and behaviours to assist students to live and work successfully in the 21st century.
The general capabilities are:
- critical and creative thinking
- ethical understanding
- information and communication technology capability
- intercultural understanding
- personal and social capability.
NESA’s syllabuses include other areas identified as important learning for all students:
- civics and citizenship
- difference and diversity
- work and enterprise.
Q: Did I understand correctly – we do NOT have to use the icons for the LATC section?
A: There is no requirement from NESA or the department to use the icons in your programs, however, individual schools may have their own requirements.
Q: How many capabilities are to be addressed in one year/Stage?
A: Teachers address the outcomes across a Stage – there is no mandate regarding how you choose to address the learning across the curriculum content. Schools may have their own mandatory requirements which teachers need to follow.
Q: Could European languages have a day to write Stage 4 and 5 programs together?
A: Later in 2018 and into Semester 1 2019, the Languages and Culture team is planning programming days for secondary languages teachers in NSW public schools who have attended a face-to-face syllabus familiarisation and planning workshop, or completed the online course (for release in Term 4). The days will be organised around the number of outcomes in your language syllabus (8 or 9 outcomes).
Q: Collaboration time?
A: In addition to the programming days, we encourage teachers to access their local Language Teacher Network to organise times to collaborate on a more informal basis. These events are advertised via this blog, and many networks are currently including a focus on the new syllabuses.
Q: Values and attitudes – where in program?
A: Values and attitudes should underpin everything you do in the classroom, and should form the basis of all the teaching, learning and assessment activities you design – will the activity develop an interest in and enjoyment of language learning? Will it support students to appreciate and value their own heritage, culture and identity? Will it support students to appreciate and respect the culture, beliefs and values of others through language learning?
Values and attitudes objectives do not have outcomes, therefore they are not assessable (as we assess outcomes, not objectives) but they form a critical part of curriculum design.
Q: Will NESA provide a template/proforma that we can all use? Provide some uniformity.
No – NESA will provide sample scope and sequences and sample units of work across a range of languages. The department will also provide a range of sample scope and sequences, sample units of work and sample assessment tasks across all 8 languages, in a range of formats. There are no definitive templates or proformas, as school contexts vary.
Scope and sequences must include:
- - title of each unit
- - sequence of each unit for the year/stage
- - duration of each unit
- - syllabus outcomes included in each unit (these are commonly represented by outcomes codes)
- - any specific-subject requirements (for example, text requirements, student research projects, a site study or time allocated to major aspects of a course)
- - additional information based on common practice in particular subject areas or particular school requirements.
The department recommends including 2 additional elements in your scope and sequence:
- - learning goal/s for each unit
- - final task for each unit.
- - unit description
- - syllabus outcomes
- - duration
- - Stage or year
- - range of relevant syllabus content
- - integrated teaching, learning and assessment activities
- - subject-specific requirements
- - resources
- - reflection and evaluation
- - adjustments for students with special education needs, where appropriate.
Q: When programing, do we include both an outcome as well as content “point”?
A: Yes, you include both. The outcome can be included as a code, however the content dot point (intended learning) should be included in full, for clarity.
Correction from previous post regarding NSW School of Languages courses:
Q: Stage 5 learners – do you envisage the teachers catering to the 3 learner groups within one classroom? NSW School of Languages can assist here.
A: Yes, if you have learners from each of those groups in your classroom. As mentioned in the question, NSW School of Languages can assist with Stage 5 Chinese and Japanese moodle courses for students who may matriculate into the Stage 6 [Language] in Context or [Language] and Literature courses. A $200 administration fee applies.