Modern Languages K–10

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Modern Languages K–10

Implementation from 2024

The new Modern Languages K–10 Syllabus (2022) is to be taught from 2024.

2023 Plan and prepare to teach the new syllabus. Schools have the option to start teaching the new syllabus where there is not an existing course for a language.

2024 Start teaching new syllabus for:

 Schools with a K–6 language program

 Mandatory 100 hours of a Language in Years 7–10

Students who commenced a 100-hour or 200-hour elective course in 2023 may continue to study that course in 2024.

Course overview

Course requirements

Implementation of the Modern Languages K–10 Syllabus is optional in Kindergarten to Year 6.

Mandatory study of 100 hours in one language is completed in Years 7–10 but preferably in Years 7–8, over one continuous 12-month period. However, students may commence their study of a language at any point along the K–10 continuum.

Course numbers:

 200-hour elective: TBA

 100-hour elective: TBA

 200-hour Life Skills elective: TBA

 100-hour Life Skills elective: TBA

Exclusions: Students may not access Life Skills outcomes and other outcomes from the same subject.

Organisation of Modern Languages K–10

The diagram (Figure 1) is an overview of the Modern Languages K–10 Syllabus. It shows that:

 communication is the central goal in language learning

 the 3 focus areas are interacting, understanding texts and creating texts

 knowledge of language systems is applied in all focus areas and is an essential part of communication

 intercultural capability is the capacity to exchange, understand and create meaning between people and across languages and cultures and is developed in all focus areas.

Image long description: The diagram shows 'Communication' encompassing the focus areas of Interacting, Understanding texts and Creating texts. Below the 3 focus areas are the headings 'Applying knowledge of language systems' and 'Developing intercultural capability'.

Access content points

Access content points have been developed to support students with significant intellectual disability who are working towards Early Stage 1 outcomes. These students may communicate using verbal and/or nonverbal forms.

For each of the Early Stage 1 outcomes, access content points are provided to indicate content that students with significant intellectual disability may access as they work towards the outcomes. Teachers will use the access content points on their own, or in combination with the rest of the content for each outcome. If students are able to access outcomes in the syllabus they should not require the access content points.

Life Skills outcomes and content

Students with disability can access the syllabus outcomes and content in a range of ways. Decisions regarding curriculum options should be made in the context of collaborative curriculum planning.

Some students with intellectual disability may find the Years 7–10 Life Skills outcomes and content the most appropriate option to follow in Stage 4 and/or Stage 5. Before deciding that a student should undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of assisting the student to engage with the Stage 4 and/or Stage 5 outcomes, or prior stage outcomes if appropriate. This assistance may include a range of adjustments to teaching, learning and assessment activities.

Life Skills outcomes cannot be taught in combination with other outcomes from the same subject. Teachers select specific Life Skills outcomes to teach based on the needs, strengths, goals, interests and prior learning of each student. Students are required to demonstrate achievement of one or more Life Skills outcomes.

Balance of content

The amount of content associated with a given outcome is not necessarily indicative of the amount of time spent engaging with the respective outcome. Teachers use formative and summative assessment to determine instructional priorities and the time needed for students to achieve expected outcomes.

The content groups are not intended to be hierarchical. They describe in more detail how the outcomes are to be interpreted and achieved, and the intended learning appropriate for the stage. In considering the intended learning, teachers make decisions about the sequence and emphasis to be given to particular groups of content based on the needs and abilities of their students.

Syllabus framework

The Modern Languages K–10 Syllabus is organised as a framework that can be used to teach any modern language in New South Wales. A modern language refers to any language that is currently in use. There are separate syllabuses for Aboriginal Languages, Auslan and Classical Languages.

Macro skills

There are 4 macro skills, also known as language modes: listening, speaking, reading and writing. They are related to focus areas as shown in the table below.

* The response to texts can be in the target language or English. For some students with disability, teachers will need to consider appropriate adjustments to speaking, listening, reading, writing and communication experiences in the context of the Modern Languages K–10 Syllabus.

Representation of language systems and culture

The syllabus content is organised to show that knowledge of language systems and culture is required to communicate across all 3 focus areas as shown in the table below.

Modern Languages K–10

* It is the intention of the syllabus that spoken interactions are prioritised; however, written interactions can occur where appropriate.

Learner proficiency

Students come to the learning of languages with diverse linguistic and cultural profiles. This may include a heritage in a particular language and/or a range of prior language experiences, either in the target language or another language.

Proficiency levels recognise what the student can do in the target language. Examples have been provided for each stage to support students learning the language at Beginner, Intermediate and Advanced levels, where relevant.

Rationale

Learning a language provides students with an opportunity to communicate and engage with the world and its people. Students learn the target language by developing and applying their knowledge of the language and culture(s). Studying a language enhances communication with speakers of the target language and equips learners with intercultural capability. They engage with the linguistic and cultural diversity of the world and develop respect, openness and empathy.

Students explore the target language and culture(s) and their own heritage, language(s) and culture(s). This enriches a student’s understanding of themselves and their sense of belonging as they are exposed to new ways of seeing their own identity and culture(s). The Modern Languages K–10 Syllabus invites students to consider the perspectives of others and the world beyond themselves, contributing to their own social and emotional development. Learning a language provides students with opportunities to engage socially, culturally and economically in the community. They develop a deeper understanding of their place in the world and the importance of global citizenship.

Learning a language improves literacy outcomes in first and additional languages and it also increases metalinguistic awareness. Learning languages strengthens collaborative and problemsolving skills, and enhances reflective, critical and creative thinking.

The communicative, intercultural and intellectual benefits of language learning reach beyond the individual. Proficiency in languages is a resource that serves communities and supports and promotes social cohesion within Australia. It strengthens intercultural capability, and enables students to exchange and negotiate meaning within and across languages and cultures, both locally and globally. Students develop their communicative competence and ability to use the target language in real situations and see language learning as offering valuable skills for life.

Aim

The aim of Modern Languages K–10 is to empower students to become effective communicators in the target language by developing linguistic competence and intercultural capability.

Students:

 learn to interact, understand and create texts in the target language

 reflect on and understand their own and others’ languages, cultures and identity

 develop an interest in and enjoyment of language learning.

Assessment

The primary role of assessment is to establish where students are in their learning so that teaching can be differentiated and further learning progress can be monitored over time. It provides information that assists teachers to target their teaching at the point of student need. Assessment is most effective when it is an integral part of teaching and learning programs.

Assessment involves:

 establishing where students are in their learning

 ongoing monitoring

 formative and summative tasks

 providing feedback about student progress.

Common Grade Scale

Stage 1, Stage 2, Stage 3, Stage 4, Stage 5

The common grade scale can be used to report student achievement in both primary and junior secondary years in all NSW schools.

Course performance descriptors

Stage 5 – Year 10

Course performance descriptors provide holistic descriptions of typical achievement at different grade levels in a specific course. They are used to identify and report a student’s level of achievement in a Board Developed Course at the end of Stage 5.

Grade A

A student performing at this grade typically:

 exchanges information, ideas and perspectives in the target language consistently and effectively in a range of contexts

 demonstrates extensive understanding of a range of texts by responding effectively in a variety of ways

 analyses meaning consistently and effectively in moderately complex texts on diverse themes

 creates consistently clear, coherent and well-structured texts in the target language appropriate to context, purpose and audience

 applies extensive knowledge of language systems to interact, understand texts and create texts

 analyses the relationship between language, culture and identity in communication

Grade B

A student performing at this grade typically:

 exchanges information, ideas and perspectives in the target language consistently in a range of contexts

 demonstrates thorough understanding of a range of texts by responding appropriately in a variety of ways

 analyses meaning effectively in moderately complex texts on diverse themes

 creates clear and coherent texts in the target language appropriate to context, purpose and audience

 applies thorough knowledge of language systems to interact, understand texts and create texts

 analyses the relationship between language, culture and identity in communication

Grade C

A student performing at this grade typically:

 exchanges information, ideas and perspectives in the target language in familiar contexts

 demonstrates sound understanding of texts by responding in a variety of ways

 analyses meaning in texts on familiar themes

 creates comprehensible texts in the target language appropriate to context, purpose and audience

 applies sound knowledge of language systems to interact, understand texts and create texts

 describes the relationship between language, culture and identity in communication

Grade D

A student performing at this grade typically:

 exchanges basic information and ideas in the target language

 demonstrates basic understanding of texts by responding in limited ways

 identifies and explains information in texts on familiar themes

 creates mostly comprehensible texts in the target language

 applies basic knowledge of language systems to interact, understand texts and create texts

 identifies the relationship between language, culture and identity in communication

Grade E

A student performing at this grade typically:

 exchanges very limited information in the target language

 demonstrates elementary understanding of texts by responding in very limited ways

 identifies vocabulary and phrases in simple texts on familiar themes

 creates simple texts in the target language using vocabulary and formulaic phrases

 applies elementary knowledge of language systems to interact, understand texts and create texts

 identifies aspects of the relationship between language, culture and identity in communication

Assessment of Life Skills outcomes

Stage 4, Stage 5

The syllabus outcomes and content form the basis of learning opportunities for students. Through the collaborative curriculum planning process, teachers select specific Life Skills outcomes to teach based on the needs, strengths, goals, interests and prior learning of each student. Students are required to demonstrate achievement of one or more Life Skills outcomes.

Assessment should provide opportunities for students to demonstrate achievement in relation to the selected outcomes. Assessment can occur in a range of situations or environments such as the school and wider community. Evidence of achievement can be based on:

 assessment as learning (where students monitor and reflect on their own learning)

 assessment for learning (such as observation during teaching and learning or work samples)

 assessment of learning (assessment activities specifically designed to assess achievement at particular points).

There is no requirement for formal assessment of Life Skills outcomes. Stage 6 Life Skills courses do not have external examinations.