We'd also like to thank teachers for their engagement and enthusiasm at the workshops – it was a privilege to work with you!
Q: We teach a non-mandatory Year 7 course (<50 hours) – when do we introduce the new syllabus?
A: The new syllabus will be implemented with all Year 7 classes in 2019.
Q: What happens if you teach taster courses in Year 7, then 100 hours in Year 8?
A: You will implement the new syllabus with the taster courses in Year 7 in 2019, and with your Year 8 mandatory course in 2020.
Q: We offer a Year 8 elective course. Which syllabus should we use?
A: You will use the current syllabus (2003) in 2019 and the new syllabus from 2020.
Q: What is the official advice for combined Stage 5 courses in 2019?
Q: At our school, we have a mix of Year 9 and 10 students in the Stage 5 elective class. Students only need to do the elective for 100 hours. What happens in this situation? When do we implement the new syllabus?
Q: SSCL – how are they going to manage next year with combined classes?
A: If you are starting a combined Year 9/10 class in 2019, you can implement the new syllabus with both year groups if both year groups follow the same program. However, if you have a separate program for each of the year groups in the combined class, you will follow the implementation timeline for the individual year groups.
Q: What options are there for Stage-based classes or composite 7-10 classes?
A: When students from both year groups within a Stage are studying the same program in the same class, you can implement the new syllabuses with both year groups in 2019.
Q: Is it still possible to do the mandatory hours in Year 9?
A: Yes – there are currently no changes to the mandatory requirements with the implementation of the new syllabuses. The mandatory requirement can be taught anywhere between Years 7 to 10, but preferably in Stage 4. (Reference: https://ace.nesa.nsw.edu.au/ace-4007)
Q: Can a student select a new language subject in Year 10?
A: Yes they can. Some schools run 100 hour elective courses (in Year 9 and/or Year 10), in which students elect the language for one school year.
Schools which offer these courses will need to consider the implications for Stage 6 courses – if a student does the mandatory 100 hours in a particular language in Stage 4 and then continues with that language via a 100 hours elective in Stage 5, they are ineligible for the Stage 6 Beginners course.
However, if a student does one language for the mandatory 100 hours in Stage 4, and then elects a different language for a Stage 5 elective, they are eligible for Stage 6 Beginners courses in both languages, provided they have had no other prior experience with either language. (Reference: http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-languages/eligibility)
Content and outcomes
Q: Are the outcomes sequenced (eg 1, 2, 3, …) under each strand for a particular reason (eg easier to more difficult)?
A: No, the outcomes are not sequenced in order of difficulty. There is no prescribed sequence for teaching and/or assessing the outcomes; you can address them in an order that suits your context, learner group and teaching style.
Q: Do you have to address all aspects of an outcome?
A: You have to address all aspects of the outcome across a Stage. This means that, for example, by the end of Stage 4, a student can use German to interact with others to exchange information, ideas and opinions, and make plans (LGE4-1C). However, within a unit, you may choose to only address certain aspects of an outcome. For example, in a unit at the start of Stage 4, students may only be exchanging information for LGE4-1C.
Remember, these exchanges do not have to be highly complex; some exchanges may be quite simple, for example an opinion – “I like bananas more than apples”. The level at which students meet the outcomes will be determined by individual students’ abilities and interests, and outcomes should be addressed in a way that is appropriate for the learner group.
Q: Are there prescribed text types?
A: No, there are no prescribed text types. The examples of intended learning provided with each outcome (dash points) give suggestions for text types, but these are not mandatory. You may want to refer to text types commonly used in the HSC when teaching Stage 5 elective classes.
Q: Can we get more examples of demonstrating outcomes relating to Systems of language?
A: The Systems of language outcomes focus on the linguistic aspects of language learning. These outcomes look specifically at pronunciation and intonation, grammar and structure, language variation over time and text types in all languages, and also encompass the writing system for scripted languages. The dash point examples in the syllabuses provide guidance about how to incorporate these aspects in your teaching.
As indicated in the Organisation of content diagram (on page 27-31, depending on your syllabus), the Communicating and Understanding strands are interrelated. As such, the outcomes for both strands complement each other. For example, when composing a written text (LXX4-4C), students would also be demonstrating outcome LXX4-6U for non-scripted languages, or outcomes LXX4-6U and LXX4-7U for scripted languages.
Next post will look at target language in the classroom and learner groups.