australian curriculum: languages design, development and opportunities for engagement
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Australian Curriculum: Languages Design, Development and Opportunities for Engagement. Suzanne Bradshaw Senior Project Officer, Languages National Symposium: Japanese Language Education 2012 Friday 2 November 2012. Outline of Presentation. ACARA Design features of the Australian Curriculum - PowerPoint PPT PresentationTRANSCRIPT
Australian Curriculum: Languages Design, Development and Opportunities for Engagement
Suzanne Bradshaw
Senior Project Officer, Languages
National Symposium: Japanese Language Education 2012Friday 2 November 2012
Outline of Presentation
• ACARA• Design features of the Australian Curriculum• Curriculum development process• Update on the curriculum development process
for Languages• Opportunities for engagement
ACARA
• The Australian Curriculum, Assessment and Reporting Authority (ACARA) is a Commonwealth statutory authority responsible for the development of an Australian curriculum that supports 21st century learning for all Australian students.
• ACARA’s work is carried out in collaboration with a wide range of stakeholders, including teachers, principals, students, academics, State and Territory education authorities, professional education associations, community groups and the general public.
Preparation for life
Australian governments commit to working in collaboration to promote equity and excellence in Australian schooling with school sectors supporting all young Australians to become:
•confident successful learners
•and creative individuals
•active and informed citizens.
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Shape of the Australian Curriculum v3.0
Available at www.acara.edu.au
The Australian Curriculum• Sets out what all students are to be taught (content) and
what students are typically able to understand and able to do (achievement standards)
• affirms the central importance of discipline-based knowledge and skills as well as general capabilities and cross-curriculum priorities
• acknowledges that classroom teachers are best placed to organise learning for students; they will make decisions about the pedagogical approach intended to achieve the best learning outcomes
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A curriculum for all young AustraliansA world-class curriculum for the 21st century
AssessmentThe Australian Curriculum does not specify how teachers / schools / curriculum authorities will assess student learning
CurriculumThe Australian Curriculum details what students should learn (content descriptions) and describes the quality of learning expected (achievement standards)
Organisation of learning / pedagogySchools and teachers are best placed to decide how to organise learning, taking account of the needs and interests of students and school context
Curriculum
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General capabilitiesIn a world where knowledge is constantly growing and evolving students need to develop skills, behaviours and dispositions that apply across subject areas; equip students to be lifelong learners
Learning areasThe Australian Curriculum is designed to ensure that students develop the knowledge, understanding and skills on which major disciplines are based; reflecting ways in which knowledge has and will continue to be developed and codified
Cross-curriculum prioritiesSpecial attention to three contemporary issues
Dimensions of the Australian Curriculum
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General capabilities•Literacy•Numeracy•Information and Communication Technology Capability•Critical and Creative Thinking•Ethical Behaviour•Personal and Social Capability•Intercultural Understanding
Learning areas•English•Mathematics•Science•Humanities and Social Sciences – History, Geography, Economics and Business, Civics and Citizenship•The Arts•Languages•Health and Physical Education•Technologies
Cross-curriculum priorities•Aboriginal and Torres Strait Islander histories and cultures•Asia and Australia’s engagement with Asia•Sustainability
Dimensions of the
Australian Curriculum
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The Learning Areas
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Learning areas Phase
English Phase 1
Mathematics Phase 1
Science Phase 1
Humanities and social sciences•History•Geography•Economics, Business, Civics and citizenship
Phase 1Phase 2Phase 3
The Arts Phase 2
Languages Phase 2
Health and Physical Education Phase 3
Technologies Phase 3
General capabilities
Literacy Personal and social capability
Numeracy Intercultural understanding
ICT capability Ethical behaviour
Critical and creative thinking
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• General capabilites embedded in learning areas, identified by icons in content descriptions
• Overview of general capabilities with description published at http://www.australiancurriculum.edu.au/GeneralCapabilities
General capabilities
Cross-curriculum priorities
• Three cross curriculum priorities
– Aboriginal and Torres Strait Islander histories and cultures
– Asia and Australia’s engagement with Asia
– Sustainability
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Elements of the curriculum: F–10
Content descriptions• A core of knowledge, understanding and skills –
what students will be taught
Achievement standards
• The expected standard or quality; challenging, but achievable – the quality of student learning as a result of what they are taught
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Development of the learning areas F−10
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Learning areas Timeline
English 2008-2010
Mathematics 2008-2010
Science 2008-2010
Humanities and social sciences•History•Geography•Economics and Business, Civics and citizenship
2008-20102010-20122011-2013
The Arts 2010-2013
Languages 2010-2013
Health and physical education 2011-2013
Technologies 2011-2013
Australian Curriculum development timelines
Online delivery
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Digital curriculum and resources
• The Australian Curriculum has been published online
• ACARA works with Education Services Australia to publish draft material on the consultation portal and when approved the online curriculum
• Australian Curriculum Connect project linking state/territory digital resources to support the teaching of the curriculum
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http://www.australiancurriculum.edu.au
More information …
ACARA WebsiteACARA Websitewww.acara.edu.au
Australian Curriculum WebsiteAustralian Curriculum Websitehttp://www.australiancurriculum.edu.au/Home
Curriculum Development Process
Australian Curriculum development
The Curriculum Development Process, outlines four stages in the development of the Australian Curriculum
1. Curriculum shaping
2. Curriculum writing
3. Preparation for implementation
4. Curriculum monitoring, evaluation and review
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Australian Curriculum: LanguagesShaping Process
Shaping of the Languages CurriculumShaping of the Languages Curriculum
Broad consultation at key stages in curriculum
development
Languages advisory panelAboriginal and Torres Strait
Islander Languages Expert Group
Consultation –January – April 2011
• There were a total of 2150 responses to the online survey (1913 from individuals, 236 from organisations)
• Main categories of respondents: parents (21.46%); students (18.83%); and secondary teachers of languages (16.35%)
• State responses; notably NSW 34.5%; Vic 40.5%
Japanese Responses
• 115 responses from individuals, 47 responses from organisations
• Main categories of respondents: secondary teachers of Japanese (40.8%); teachers of Japanese teaching across primary and secondary (13.9%); students (9.57%);
• Sectors: Independent schools (42.55%); Government Department schools (10.64%); Catholic Education Schools ( 8.51%)
• State responses; notably NSW 41.98%; Vic 20.99 %
Key Strengths
• The strong positioning of languages within school education
• The development of language-specific curricula
• Recognition of the diversity of language learners and pathways
• The strong positioning of Aboriginal Languages and Torres Strait Islander Languages
• The rationale for learning languages• Key concepts and understandings in learning languages
Key Issues
• Staging of Language-specific curricula development
• Indicative hours
• Implementation and policy issues
Beyond curriculum development – policy and implementation matters
Policy and Implementation Issues
• The need for a national languages policy• The availability of qualified teachers as well as the provision of high
quality teaching and appropriate resources, including digital resources, to enhance face-to-face teaching.
• Professional development of existing teachers to implement new concepts in the proposed curriculum.
• Management of the multiple pathways within schools as well as the continuity of language learning across primary and secondary schools.
• Incentives for learning languages and ‘eligibility requirements’ for entry into languages courses at the senior secondary level.
Language -specific curriculum development process
Considerations for determining which languages and which pathways will be the subject of curriculum development
• Coverage of the maximum number of students
• Australian Government priorities for language learning
• Languages most widely spoken by particular communities in Australia
• Community support, particularly through ethnic and community schools
• Languages of global importance
• Immigration and international students
• Economic significance.
Languages to be considered for development as part of the Australian Curriculum F-10
• Arabic, Auslan, Chinese, Classical languages, French, German, Hindi, Indonesian, Italian, Japanese, Korean, Modern Greek, Spanish, Turkish and Vietnamese.
The Shape of the Australian Curriculum: Languages paper paragraph 110
Board Decisions October 2011
• The ACARA Board approved initial work on the Chinese and Italian curricula F-10 and the development of a Framework for Aboriginal Languages and Torres Strait Islander Languages
Languages for development by end of 2013
Pathways
The ACARA Board has agreed to develop: • For Chinese, pathways are being developed for three learner
groups, second language learner, background language learner and first language learner
• that for the majority of specific languages one curriculum pathway will be developed for each language in Years F-10 by the end of 2013, pitched to the dominant cohort of learners for that language in the current Australian context.
• For Aboriginal languages and Torres Strait Islander languages, a framework is being developed that provides different learner pathways that also take account of the varied states of the language(s) involved.
Senior secondary curriculum development
• ACARA will provide advice to the Ministerial Council in December 2012 on the scope of senior secondary curriculum development (beyond English, Mathematics, Science, History and Geography)
Australian Curriculum: LanguagesWriting Process
Australian Curriculum: LanguagesWriting Process
The Shape of the Australian Curriculum: Languages
The procedures and guidelines document
Procedures and Guidelines document
• A support document intended to provide more detailed advice for writers to complement the Languages Shape paper and the Curriculum Design Paper (v3.0)
• Aims to provide the degree of specification necessary to ensure appropriate consistency in writing across the scope of Languages curriculum being developed by ACARA.
Procedures and Guidelines
• Introduction
• Structure and design specifications for developing the Languages Curriculum
• Developing a language-specific curriculum-process
• Resources and exemplification
Curriculum WritingCurriculum Writing PhasePhase
Broad consultation at key stages in curriculum
development
Languages Advisory Panel
Language-specific Curriculum Experts
Languages National Panel
Register of Writers and Advisory Panel Members
• Overarching Languages Advisory Group and Aboriginal and Torres Strait Islander Languages Advisory Group has been appointed
• ACARA appointed language-specific writers and language-specific experts in September.
• A register of curriculum writers and language-specific experts has been developed
Consultation processes
• State/territory consultation forums (teachers, academics, authorities, associations)
• National panel meetings (2 representatives from each state and territory and national professional teacher associations; DEEWR rep)
• Meetings with state and territory authorities and major professional associations
• Web surveys and written submissions
• Trial schools and teachers participation
• Critical readers and reviewers
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Timelines
Stage 1 curriculum development F-10:Chinese and Italian
Activity Date
Curriculum writing begins November 2011
Draft curriculum approved by Board for consultationChinese (second language learner pathway background language learner pathway, and first language learner pathway)Italian (a single pathway)
27 November 2012
Consultation period December 2012 – April 2013
Consultation report approved by Board May 2013
Final curriculum approved by Board for publication September 2013
Stage 1 curriculum development F-10: Framework for Aboriginal Languages and Torres Strait Islander Languages
Activity Date
Curriculum writing begins May 2012
Draft curriculum approved by Board for consultation March 2012
Consultation period April – June 2013
Consultation report approved by Board July 2013
Final curriculum approved by Board for publication November 2013
Stage 2 curriculum development F-10:Arabic, French, German, Indonesian, Japanese, Korean, Modern Greek, Spanish and Vietnamese
Activity Date
Curriculum writing begins October 2012
Draft curriculum approved by Board for consultation May 2013
Consultation period May 2013 – July 2013
Consultation report approved by Board September 2013
Final curriculum approved by Board for publication December 2013
Sequences
• F-10 sequence
• 7-10 sequence ( year 7 entry)
• Curriculum written in bands i.e.– F-2, 3-4, 5-6, 7-8, 9-10
Relationship between the curriculum and indicative hours for the purpose of writing curriculum
CurriculumIndicative hours
( for the purpose of writing curriculum)
Foundation – Year 10 sequence
Foundation – Year 4 (Level 1)
175 hours
Years 5-6 (Level 2) A further 175 hours
Years 7-8 (Level 3) A further 160 hours
Years 9-10 (Level 4) A further 160 hours
Years 7-10 sequence (Year 7 entry)
Years 7-8 (Level 1) 160 hours
Years 9-10 (Level 2) A further 160 hours
Languages
• Preamble – Curriculum Architecture
• Common Rationale
• Common Aims
• Learning area organisation
Language-specific page
• Context statement
• Band descriptions
• Content descriptions
• Content elaborations
• Achievement standards
Suzanne BradshawSenior Project Officer, LanguagesAustralian Curriculum, Assessment and Reporting Authority (ACARA)Level 10 | 255 Pitt Street | SYDNEY | NSW | 2000Ph: 02 8098 3149| Fax: 1300 995 468Ph: +618 8302 4794 (Adelaide)Email: [email protected]