Secondary Agenda Overview of the Victorian Curriculum F10 Languages in the Victorian Curriculum Learning area moving from AusVELS to the Victorian Curriculum F10 language specific approach ID: 547331
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Slide1
Overview of Languages in the Victorian Curriculum F-10
(Secondary) Slide2
Agenda
Overview of the Victorian Curriculum F-10
Languages in the Victorian
Curriculum
Learning
area, moving from
AusVELS
to the Victorian
Curriculum F-10,
language specific approach
Timeline for Languages, structure, strands, content descriptions, elaborations
Curriculum
planning
for Languages
Definition of curriculum, extracts from online tool,
Achievement standards, using rubrics for assessment
Extracts
from
secondary
Languages
curricula, intercultural capability
Online support materials
Web tour Slide3
Victorian Curriculum F-10
R
eleased in September 2015 as a central component of Education State, Victorian
Curriculum
F-10
Provides
a stable foundation for
whole school curriculum planning
Incorporates the Australian Curriculum
Builds on VELS and AusVELS
Reflects Victorian standards
and priorities.Slide4
Structure of the Victorian Curriculum F-10
Learning Areas
Capabilities
The Arts
Dance
Drama
Media Arts
Music
Visual Communication Design (7-10)
Visual ArtsEnglishHumanitiesCivics and CitizenshipEconomics and BusinessGeographyHistoryLanguagesHealth and Physical EducationMathematicsScienceTechnologiesDesign and TechnologiesDigital Technologies *Critical and creative thinkingIntercultural capabilityEthical capabilityPersonal and social capability
Structure and Design
Victorian Curriculum
is based on:
8 learning areas
4 capabilitiesSlide5
The Victorian Curriculum F-10: Languages
The Languages curriculum focuses on both language and culture, and students
L
earn to communicate across linguistic and cultural systems
Develop language awareness and intercultural skills and understandings
Develop openness to different experiences and perspectives
Develop skills in negotiating experiences and meanings across languages and cultures
Reflect on language use and language learningSlide6
Moving from AusVELS to the
Victorian Curriculum F-10
The
AusVELS
curriculum provided
templates for different categories of languages
The Victorian Curriculum provides language specific curriculum documents - 20 in total when all completed.Slide7
Language specific curricula
Language category
Language specific curricula
Roman Alphabet Languages
8
French German
Indonesian Italian
Spanish Turkish
Vietnamese Roman Alphabet Languages (Generic)Non-Roman Alphabet Languages 5Arabic Modern GreekHindi KoreanNon-Roman Alphabet Languages (Generic)Character Languages2Chinese JapaneseClassical Languages3Classical Greek, Latin and Classical Framework*Sign Language
1
Australian Sign Language (
Auslan
)*
1 Aboriginal Languages
and Torres Strait Islander Languages
Victorian Aboriginal Languages*
* Still to be completedSlide8
Timeline
for Victorian Curriculum Languages
2013-16
From 2016
AusVELS
curriculum available
AusVELS
website archived December 2016.
Victorian Curriculum available – language specific curricula being progressively releasedImplementation required from 2017.Slide9
Languages structural elements
Sequences
An
F-10 sequence
for students
who begin the study of the language in primary school A 7-10 sequence for students who begin the study of the language at Year 7.Note: Chinese also includes three pathways:First language learnerBackground language learnerSecond language learner.Slide10
Strands and sub-strands
2 strands and 8 sub-strands
Strand
Communicating
Understanding
Sub-
strands
Socialising
Systems of language
InformingLanguage variation and changeCreatingThe role of language and cultureTranslatingReflectingSlide11
Content descriptions and elaborations
Content descriptions are
:
Specific and discrete information identifying what teachers are expected to teach and students are expected to learn
Found within
each sub-strand
Not a checklist.
Elaborations are:
Non-mandated, advisory examples that provide guidance on how the curriculum may be transformed into a classroom activity or learning opportunity.Slide12
Using the content descriptions
The aim is for the teaching and learning program to integrate the content descriptions into ‘topics’/units of work.
A thematic approach across a range of learning areas will provide valuable contexts for student learning.Slide13Slide14
Curriculum
Defines
what
it is that all students have the opportunity to learn
I
s represented as a continuum defining increasingly complex knowledge, skills and concepts
Each school develops the teaching and learning program -
how
the curriculum is delivered.
Slide15
Importance of curriculum planning
http://
curriculumplanning.vcaa.vic.edu.au/sat/self-assessment-tool
Slide16
Importance of curriculum planning
http://curriculumplanning.vcaa.vic.edu.au/sat/self-assessment-tool
Slide17
Achievement standards
The
learning sequence undertaken by students will determine
their
progression
through the
achievement
standards, as follows:
F–10 Sequence: the
first achievement standard for Languages is provided for Foundation-Level 2, and then at Levels 3-4, 5-6, 7-8 and 9-10.7–10 Sequence: the first achievement standard is provided at Levels 7-8, and then at Levels 9-10.Slide18
Levels of achievement
F-10 Sequence:
F-2 3-4 5-6 7-8 9-10
The curriculum is represented
on a
continuum across the levels of achievement
For Languages, an achievement standard is provided for each band in both sequences.
7- 10 Sequence:
7-8 9-10Slide19
Demonstrating achievement of standards
The
achievement standards
outline
what
the student is
able
to do
Students demonstrate what they are able to do through the products they present for assessment.Slide20
Assessment and reporting
Achievement
standards as a
continuum of language
learning, not an age-determined set of expectations
Reporting
in Victoria to be against
the achievement standards
At times using
assessment to adjust teaching.Slide21
Assessment
“…performances on assessment tasks should be recorded using one or more task ‘rubrics’.”
(
Masters)
Rubrics:
Provide
d
escriptions of observable characteristics of performance in an assessment task
Make explicit what is being looked for and valued as evidence of successful learning. Slide22
Demonstrating
achievement of the standards
Rubrics
or assessment criteria can be developed from the
achievement
standards
Units of work will probably address a number of aspects of the standard at any given level. Slide23
Assessing progress in the language
Make assessment part
of
program
design
Have
clear criteria
(
rubrics)
Students discuss assessment criteriaCollect evidence over term.Slide24
Creating a teaching and learning program
Challenge:
T
urning the curriculum (what students should know) into
teaching and learning programs
that will
engage and extend students
learning in languages.
Possible action:
Could begin by mapping the current school languages program against the new Victorian Curriculum F-10.Slide25
Curriculum mapping
Mapping identifies the extent of curriculum coverage in units of work and clearly links teaching, learning and assessment while working with the curriculum continuum.
Mapping templates support teachers to identify where content descriptions and achievement standards are being explicitly addressed within the school’s teaching and learning program.
Instructions:
http://
www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/curriculumplanning.aspx
Templates
For each
Language
F - 107 - 10Slide26
Reporting
Schools
will
not be constrained by a one-size-fits-all
approach
Schools
have the flexibility to determine, in partnership with students, parents and the local community, the timing and format of
their reports
.Slide27
Provides guidelines on teaching and learning within stages of schooling:
Foundation (F-2)
Breadth (Years
3-8
)
Pathways (Years
9-10
)
Provides guidelines on reporting of student achievement against a whole-school teaching and learning plan.
F-10 curriculum planning and reporting guidelineshttp://www.vcaa.vic.edu.au/Documents/viccurric/RevisedF-10CurriculumPlanningReportingGuidelines.pdf Slide28
Use of English
Students
are encouraged to use
the language being studied as
much as possible for classroom routines, social interactions, structured learning tasks, and language experimentation and practice
.
Students will have opportunities to engage with members of the community who speak
the language being studied,
which in some cases will be facilitated via digital technologies
.English is used, where appropriate, for discussion and reflection, enabling students to share complex ideas about language and culture.Slide29
Communicating
Content description
Content elaborations
Socialising
Socialise with peers and adults to exchange greetings, good wishes, factual information and opinions about self, family and friends, routines, shared events, leisure activities, interests, likes and dislikes
Socialising
greeting others, introducing themselves, expressing state of health and wellbeing, appreciation and good wishes, and leave-taking, using appropriate familiar or formal language, for example, Mi chiamo … e tu? Come ti
chiami
?
Ho
12
anni
.
Sono
Carla. Ciao Giorgio, come
stai
? (
Sto) bene/male, e tu? Mi dispiace. Ci vediamo
domani
. A
domani
.
Buongiorno
,
ArrivederLa
. Come
si
chiama
?
Buongiorno
professoressa
, come
sta
?
describing and comparing friends and family, for example, using [subject + verb + adjective]:
Il
mio
amico
è simpatico
describing routines, events and leisure activities (for example,
Ogni
weekend
vado
al cinema …
Mi
piace
/non mi
piace
+ [infinitive verb].
Gioco
a/
pratico
il
)
, and comparing these to similar events for Italian peers.
Victorian Curriculum - Italian Levels
7 and
8 Slide30
Achievement Standard: Extract from
Levels 7/8 Italian (7-10 sequence)
Communicating
strand
By
the end of
Level
8
students
Engage in social interaction to exchange greetings and to share ideas and information related to their personal, social and school worldsUse known phrases to exchange ideas and opinions, for example, Non mi piace la pallacanestroUse language to interact and to respond to classroom instructions, questions and directionsApproximate Italian sound patterns such as consonant combinations, clear vowel sounds and unaspirated consonantsUse gesture and some formulaic expressions to support oral interaction Use well-rehearsed language related to their personal experiences (for example, stating preferences in sports, leisure activities and entertainment). Slide31
Communicating
Content description
Content elaborations
Socialising
Correspond and collaborate with peers, relating aspects of
their daily experiences and arranging sporting and leisure
activities
SocialisingParticipating in posting on a shared blog and exchanging personal information (for example, name, age, nationality, school and year level) with students from sister schools, (for example, 你好，我叫Ann, 我是澳大利亚的学生)Responding to correspondence (such as emails, letters or postcards) by answering questions, clarifying meaning (for example, 你说你想来澳大利亚， 是吗？),
seeking further information (for example,
你想一月份来吗？
)
and addressing requests, for example,
澳大利亚一月是夏天，很热
Using supporting images in own writing, for example, using emoticons such as >_<||| to enhance meaning in digital communication
Using digital media to
produce a
bilingual publicity flier for an upcoming cultural or sporting event (for example, 汉语角
),
to
promote Chinese
learning among school community members.
Victorian
Curriculum
- Chinese Levels 7
and
8 Slide32
Achievement Standard: Extract
from Levels 7/8 Chinese
(7-10 sequence) Second Language Learner Pathway
Communicating
strand
By
the end of
Level
8, students
Use spoken and written Chinese to interact in a range of familiar contextsRespond to instructions, questions and directionsUse known phrases to exchange personal information (for example, 我叫…; 我的爸 爸是澳大利亚人), seek clarification (for example, 对不起，我听 不懂，你说什么？), and transact and make arrangements, for example, 你要来我家吗？ Use the question particle 吗 and familiar question words (什么，谁，哪儿，几). Approximate tone, intonation and rhythm but meaning remains clearUse gesture and some formulaic expressions to support oral interaction.Slide33
Understanding
Content description
Content elaborations
Language variation and change
Analyse and understand the dynamic nature of the Italian language, and of languages in general
Language variation and changeExploring the influence of technological change on the Italian language, such as:The borrowing and adapting of technical terms, for example, cliccare,
il
mouse, la password,
chattare
Observing the changes to language when used in abbreviated forms in multimedia communications, for example,
6 =
sei
, x = per, + =
più
, - = meno, TVTB =
ti
voglio tanto bene, ke =
che
Understanding the influence of other cultures on Italian, for example, the use of borrowed words such
as
il
make-up,
il
bebé
, un
tailleur
,
il
wurstel
,
il
krapfen
Recognising that Italian is used in diverse communities and that it changes in response to local cultural contexts.
Victorian
Curriculum - Italian Levels
7 and
8 Slide34
Achievement
Standard: Extract from Levels 7/8 Italian 7-10 sequence
Understanding strand
By
the end of
Level 8
students
analyse
the impact of technology and media on communication and language forms,
the influence of Italian and English on one another, and the interrelationship of language and culture.They reflect on how they interpret and respond to aspects of Italian language and culture, and to intercultural experience, and identify how their response may be shaped by their own language(s) and culture(s). Slide35
Understanding
Content description
Content elaborations
Role of Language and Culture
Explore the dynamic nature of the relationship between language, culture and communication and how it impacts on attitudes and beliefs (VCFRU126)
Role of Language and Culture
Examining how changes to the French language reflect changes in some cultural practices and attitudes, for example,
le fastfood, la pub/le pub, Madame le DirecteurSharing ideas about how culture ‘works’ as a combination of beliefs, values and practices, and examining own personal and community cultural frames of reference and how and why these change over timeUsing personal journals and group discussions to reflect on how learning French has impacted on own assumptions about French language, culture or identityConsidering how the experience of learning a new language has impacted on awareness of own communicative and cultural behaviours and of how these may be interpreted by others.
Victorian Curriculum -
French Levels 9
and
Slide36
Achievement Standard: Extract from
Levels 9/10 French(7-10 sequence)
Understanding
strand
By
the end of
Level 10, students
recognise
the validity of different perspectives, and make comparisons across languages and cultures, drawing from texts which relate to familiar routines and daily life (
la vie scolaire, la famille, les courses, les loisirs, la cuisine). They explain to others French terms and expressions that reflect cultural practices (bon appétit, bonne fête). They reflect on their own cultural identity in light of their experience of learning French, noticing how their ideas and ways of communicating are influenced by their membership of cultural groups.Slide37
Communicating
Content description
Content elaborations
Reflecting
Reflect
on self as a language user and discuss own and others’ cultural identity, considering how it is both shaped by and influences ways of communicating and thinking (VCDEC028)
Reflecting
Reflecting on the experience of learning German and considering how this might add a further dimension to own sense of identity, for example, by creating a persuasive text about the benefits of knowing another language
Mapping own linguistic and cultural profile, such as by creating a web profile or a timeline of major milestones, highlighting formative elements such as family languages, key relationships and intercultural experiences, for example, Wann und warum benutze ich Englisch/Deutsch/X? Wie fühlte ich mich früher und
wie
fühle
ich
mich
jetzt
als Englisch-, Deutsch-, Xsprechende(r)? Warum ist
es
wichtig
,
dass
ich
eine
neue
Sprache
lerne
?
Noticing and exploring how identity is expressed through languages spoken by people in various cultural contexts, including languages spoken by classmates and family or community members.
Victorian Curriculum - German Levels 9
and
10 Slide38
Achievement Standard: Extract from
Levels 9/10 German (7-10 sequence)
Communicating
strand
By
the end of
Level 10, students
E
xplain
the importance of audience and context in intercultural exchangesExplain how cultural identity is both shaped by and influences ways of communicating and thinking Reflect on their own cultural identity in light of their experience of learning German, identifying how their ideas and ways of communicating are influenced by their membership of cultural groups.Slide39
Intercultural
Capability
Intercultural capability aims to develop knowledge, understandings and skills to enable students to:
Demonstrate an awareness of and respect for cultural diversity within the community
Reflect on how intercultural experiences influence attitudes, values and beliefs
Recognise the importance of acceptance and appreciation of cultural diversity for a cohesive community.
There
are opportunities for teachers of Languages to support other teachers to work in this area of the curriculum. Slide40
Locating information
Slide41
VCAA Curriculum Planning website
The
Curriculum
Planning website offers
a range of resources to
support planning
and documenting
the curriculum
.
It includes a self-assessment tool and a suite of curriculum planning examples for both primary and secondary schools.Slide42
Curriculum p
lanning website Slide43
Take the web tour
Watch the
videos
:
Overview
Introduction
Using the view and filter options.Slide44
VCAA websites
Victorian
Curriculum F-10
Resources
and Support
http://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/viccurr-resources.aspx
Victorian Curriculum F-10
http://victoriancurriculum.vcaa.vic.edu.au
Curriculum
Planning Resources: http://curriculumplanning.vcaa.vic.edu.au/home Slide45
Contact Details
Maree
Dellora
Languages Manager
dellora.maree.r@edumail.vic.gov.au
Tel: 9032 1692