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Working with the Australian Curriculum: Languages documents

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Title: Working with the Australian Curriculum: Languages documents


1
Working with the Australian Curriculum Languages
documents
2
Process of Development
  • In line with the Shape of the Australian
    Curriculum, the development of the Australian
    Curriculum Languages (Phase 2) has been guided
    by the ACARA Curriculum Development Process
    detailing the process for curriculum development
    from Foundation to Year 10 (F10).
  • Current timetable for Languages

3
Linguistic Underpinnings
  • Very early in the development process and in line
    with fundamental academic/linguistic beliefs of
    the Lead Writer for Languages, we have committed
    to a Language-specific, achievement-based
    approach.
  • This is in sharp contrast to a proficiency-based
    approach, such as the Common European Framework
    of Reference (CEFR) for Languages.
  • The Lead Writer concedes that academic debate in
    this area has reached no firm conclusion, as to
    which approach is long-term more beneficial for
    students.
  • The Lead Writer argues strongly that a non
    language-specific, proficiency-based approach is
    not necessarily sensitive to learners and their
    learning context, nor does it support
    intercultural learning in a deep manner.

4
Linguistic Underpinnings (cont.)
  • ACARA views Achievement Standards as descriptions
    of what students are typically able to understand
    and able to do. They describe achievement the
    quality of expected learning.
  • Achievement standards do not attempt to describe
    definitively what an individual knows,
    understands and can do at the expected level, but
    rather describe what is typical of students at
    the expected level of attainment.

5
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6
  • Communicate and Understand

7
Content Structure two strands
  • Communicating using language for communicative
    purposes in interpreting, creating and exchanging
    meaning.
  • Understanding analysing language and culture as
    a resource for interpreting and creating meaning.

8
Strand 1Communicating
  • Substrands 1.1 Socialising
  • Substrands 1.2 Informing
  • Substrands 1.3 Creating
  • Substrands 1.4 Translating
  • Substrands 1.5 Reflecting

9
Strand 2Understanding
  • Substrand 2.1 Systems of Language
  • Substrand 2.2 Language variation and change
  • Substrand 2.3 The role of language and culture

10
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11
VCAA Update David Howes, December 2013
  • No changes to Senior Secondary yet
  • Some trialling of Australian Curriculum 2014,
    possible full implementation 2015
  • Great time to be a Languages teacher
  • Languages are at the centre not the periphery of
    the curriculum
  • Cognitive benefits of language learning are well
    understood
  • New funding, new resources

12
Implementation
  • State and Territories will decide if and how they
    will implement Australian Curriculum
  • Victoria is still to make this decision
  • This decision will impact Government and Catholic
    schools
  • Independent Schools funding is linked to
    Australian Curriculum implementation

13
The Australian Curriculum a curriculum shift?
  • Increased focus on metalinguistic awareness and
    intercultural language learning
  • Andrew Scrimgeour, UniSA
  • http//www.lls.edu.au/teacherspace//professionalle
    arning?id18
  • Source Language Learning Space

14
Planning based on Australian Curriculum
  • Some suggestions

15
Important Considerations in Unit Planning
  • Ensure
  • Both strands are addressed (select at least 1
    sub-strand from each strand)
  • Language goals are specific
  • A range of task types thinking skills are used
  • A range of resources authentic, current, online
    etc
  • Catering for diversity of learner needs
    interests
  • Opportunities for learners to make own
    connections with the concepts

16
Moving from Concept to Task
17
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18
The Australian Curriculum in Practice
  • Designing Student Activities based on two
    Sub-strands
  • Strand Communicating
  • Sub-strand Socialising
  • Strand Understanding
  • Sub-strand The role of language and culture

19
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20
  • http//www.lls.edu.au/teacherspace/professionallea
    rning/34

21
Getting Started with Intercultural Language
Learning
  • A resource for schools
  • Based on teachers ideas and experiences from the
    Asian Languages Professional Learning Project
    (ALPLP)
  • Includes
  • discussion of elements of IcLL theory
  • samples of IcLL activities
  • http//www.asiaeducation.edu.au/teachers/professio
    nal_learning/languages/getting_started/the_asian_l
    anguages_professional_learning_project.html

22
Intercultural Language Learning
  • Intercultural language learning (IcLL) provides
    knowledge, skills and values for our students
    that will enable them to use language in
    culturally aware and sensitive ways. They will
    understand that their cultures and languages are
    not static, and that the languages and cultures
    of others are not static either. They will be
    able to use these skills, values and knowledge to
    extend their capacities as second language users
    for useful, productive and meaningful engagement
    with other people and other cultures.

23
Activity
  • Read pages 10-11 of the document Getting
    Started to yourself
  • Write six comprehension questions of varying
    degrees of complexity, i.e. some including higher
    order thinking skills
  • Once someone else is ready to share her/his
    questions, try working out answers to each
    others questions

24
Australian Curriculum Languages
  • Look at the following sections of the Australian
    Curriculum Italian document for the year levels
    that you teach
  • Communicating strand Reflecting on Intercultural
    Language Use
  • Understanding strand
  • Brainstorm some ways which you might address
    these in your classroom

25
Activity
  • Work with a partner
  • You will be allocated two sections from pages
    12-29 of the document Getting Started
  • Read through each section, discuss and answer the
    following questions
  • Be ready to report back to the whole group on
    your discussion

26
Questions
  • Read through the sections you have been
    allocated, discuss and answer the following
    questions, then be ready to report back to the
    whole group
  • What does the theory look like in practice in
    your classroom(s)?
  • Do any of the IcLL activities given as examples
    appeal as something you could trial in your
    classroom? Why?

27
ACARA Revised General Capabilities in the
Australian Curriculum Intercultural Understanding
  • In the Australian Curriculum, students develop
    intercultural understanding as they learn to
    value their own cultures, languages and beliefs,
    and those of others. They come to understand how
    personal, group and national identities are
    shaped, and the variable and changing nature of
    culture. The capability involves students in
    learning about and engaging with diverse cultures
    in ways that recognise commonalities and
    differences, create connections with others and
    cultivate mutual respect.

28
ACARA Revised General Capabilities in the
Australian Curriculum Intercultural Understanding
  • (cont.)
  • Intercultural understanding is an essential part
    of living with others in the diverse world of the
    twenty-first century. It assists young people to
    become responsible local and global citizens,
    equipped through their education for living and
    working together in an interconnected world.
  • http//www.australiancurriculum.edu.au/GeneralCapa
    bilities/Overview/General-capabilities-in-the-Aust
    ralian-Curriculum

29
ACARA Revised General Capabilities in the
Australian Curriculum Intercultural Understanding
  • Organising elements
  • The Intercultural understanding learning
    continuum is organised into three interrelated
    organising elements
  • Recognising culture and developing respect
  • Interacting and empathising with others
  • Reflecting on intercultural experiences and
    taking responsibility

30
Intercultural Language Learning
  • learners can be guided to perceive that
    intercultural capability is fluid, constantly
    evolving, not a set place between cultures, and
    distinctly personal.
  • http//www.lls.edu.au/teacherspace/professionallea
    rning/34

31
Assessment evidence can be captured and described
through
  • observing appropriateness of student language use
    in class interactions
  • collecting anecdotal evidence of students'
    evolving sense of intercultural identity as they
    explore and explain interconnections between
    language, culture and learning
  • ongoing reciprocal Language Experience journals
    in which students reflect on how they felt about
    using the language and interacting with the
    culture (and which teachers can respond to)
  • informal interactions in teacher-student
    conferencing
  • interactions with visiting students, or with
    students in the target language country via
    Skype, etc
  • formal summative assessment tasks
  • peer and self-assessment reflection tasks where
    students use class-developed metalanguage to
    discuss language and culture learning and
    understanding
  • observation of informal/formal language play
    during excursions outside the classroom.
  • Source LLS.edu.au

32
http//www.iltlp.unisa.edu.au/
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