Overview of Languages in the Victorian Curriculum - PowerPoint Presentation

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Overview of Languages in the Victorian Curriculum - PPT Presentation

Primary teachers Agenda Overview of the Victorian Curriculum Languages in the Victorian Curriculum Learning area moving from AusVELs to the Victorian Curriculum language specific approach ID: 582073

language curriculum learning languages curriculum language languages learning victorian students achievement assessment planning standards vcaa teaching content sequence vic

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Slide1

Overview of Languages in the Victorian Curriculum

Primary teachers Slide2

Agenda

Overview of the Victorian CurriculumLanguages in the Victorian CurriculumLearning area, moving from AusVELs

to the Victorian Curriculum, 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 primary Languages

curricula, intercultural capability

Online support materials

Web tour Slide3

Victorian Curriculum F-10

released 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 prioritiesSlide4

Structure of the Victorian Curriculum

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: Languages The Languages curriculum focuses on both language and culture, and students

learn 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

The

AusVELS

curriculum provided

templates for different categories of languages

The Victorian Curriculum

provides language-specific curriculum documents – 20 in total when all completedSlide7

Language specific curricula

Language category

Language specific curricula

Roman Alphabet Languages

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

Australian Sign Language (

Auslan

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 2017Slide9

Languages structural elements

Sequences

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 7Note: Chinese also includes three pathways:First language learnerBackground language learnerSecond language learnerSlide10

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 cultureTranslating

ReflectingSlide11

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 checklistElaborations are:non-mandated, advisory examples that provide guidance on how the curriculum may be transformed into a classroom activity or learning opportunitySlide12

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.Slide13
Slide14

Curriculum

defines what it is that all students have the opportunity to learn

is 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 at Foundation–Level 2 and then at Levels 4, 6, 8 and 10.7–10 Sequence: the first achievement standard is provided at Level 8 and then at Level 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

teachingSlide21

Assessment

“…performances on assessment tasks should be recorded using one or more task ‘rubrics’.”(

Masters)

Rubrics:

provide

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

program

design

Have

clear criteria

(

rubrics)Students discuss assessment criteriaCollect evidence over term Slide24

Creating a

teaching and learning programChallenge:

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 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

guidelines

http://

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

Elaborations

Socialising

Interact with teachers and peers in social and class activities, exchanging ideas and opinions, using correct tones (VCZHC017)

Socialising

giving personal information, facts and opinions in response to questions about people and aspects of daily life such as pets (

我的狗很可爱

), interests, routines and activities

expressing opinions and commenting on personal experience using familiar expressions (for example,

很棒

。

太好了。我不喜欢

…), and turn-taking (

该你了

) in class games

contributing to class activities by asking for (

我可以

…吗？) and giving permission (

可以

), apologising and excusing (

对不起

), raising hand and using phrases such as

老师，我不懂

to request assistance in learning activities

initiating conversations in familiar social contexts by greeting participants and introducing themselves (for example,

你好，我叫James，我八岁，我住在悉尼

), displaying appropriate social manners to enhance communication

Victorian Curriculum - Chinese Levels 3-4 Slide30

Extract from Levels 3/4 Chinese

Achievement Standard: F- 10 sequence

Communicating strand

By the

end of

Level

students

……… use spoken and written Chinese in simple personal interactions with familiar participants about self, family, people, places, routine, school life, and their own interests and preferences, for example, 你叫什么名字？你上几年级？你有狗吗？你喜欢什么运动？ They use appropriate pronunciation, tone, gesture and movement and some formulaic expressions. They use modelled questions to develop responses, for example, 你的哥哥几岁？，他是谁？，你住在哪里？，这是什么？………………Slide31

Understanding

Content description

Elaborations

Language variation and change

Understand that the French language is constantly changing due to contact with other languages and to the impact of new technologies and knowledge

Language variation and change

investigating influences on the French language of major community languages in France such as Arabic (for example,

toubib

, le bled,

kif-kif

), Italian (for example,

le fiasco, bravo, espresso

) or Chinese, (for example,

le ginseng, le tai-chi, le litchi)

understanding that French, like all languages, is constantly expanding to include new words and expressions in response to changing technologies, digital media and intercultural experiences, for example,

skyper

googliser

, le

courriel

photophoner

Victorian Curriculum - French Levels

Slide32

Extract

from Levels 5/6 FrenchAchievement Standard

Understanding strand

By the end of Level

6, students

……..

recognise relationships between parts of words (suffixes, prefixes) and stems of words (préparer, préparation; le marché, le supermarché, l’hypermarché). Students make comparisons between French and their own language and culture, 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.Slide33

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. Slide34

Locating information

Slide35

VCAA Curriculum Planning website

The