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Languages

 

The Australian Curriculum: Languages is designed to enable all students to engage in learning a language in addition to English. The Australian Curriculum: Languages recognises that language learning is for all students in Australian schools, with individual students bringing their own linguistic and cultural background to their learning, whether this is English or the target language or various combinations of languages.

The Australian Curriculum: Languages includes the development of language-specific curricula and the Framework for Aboriginal Languages and Torres Strait Islander Languages. The organisation of the curriculum addresses the key variables of learner background in the target language and time on task. It also takes account of the different entry points into languages, across Foundation – Year 10, which reflects current practice.

Implementing the Foundation – Year 10 Australian Curriculum: Languages

The Australian Curriculum: Languages for Chinese, French, Indonesian and Italian has been published on the Australian Curriculum website as ‘Available for use; awaiting final endorsement’. State and territory curriculum and school authorities will advise schools of their implementation plans.

Writing of the Foundation – Year 10 Australian Curriculum: Languages

The ACARA Board agreed that the F–10 curriculum for each language to be developed (except for Chinese and the Framework for Aboriginal Languages and Torres Strait Islander Languages) will be pitched to the dominant cohort of learners for that language in the current Australian context. Teachers may, however, choose to use the F–10 curriculum for a specific language to cater for learners of different backgrounds by making appropriate adjustments to differentiate the learning for these students.

The F–10 Australian Curriculum: Languages currently under development includes:

  • a Framework for Aboriginal Languages and Torres Strait Islander Languages (the Framework)
  • Arabic and Vietnamese (pitched to learners who have some background in the language)
  • German, Japanese, Korean, Modern Greek and Spanish (pitched to second language learners)
Now that the Australian Government has announced it will fund a further stage of languages development, ACARA is in the process of commencing the development of Australian Sign Language (Auslan), Classical languages, Hindi and Turkish.

 

Information sheets

Validation of achievement standards

The purpose of the validation process is to ensure that the achievement standards provide a clear progression of achievement across each band of learning.

As a part of this process, ACARA hosted workshops with teachers and curriculum experts from across the country to critique and provide feedback about the pitch, progression and clarity of the achievement standards. Feedback from the validation process has informed further revisions to the draft curricula.

The revised curricula for Arabic, German, Japanese, Korean, Modern Greek, Spanish and Vietnamese that were prepared for the validation of achievement standards process are now available for viewing.

Draft F–10 Australian Curriculum: Languages – validation versions for public viewing:

Shaping of the Foundation – Year 10 Australian Curriculum: Languages

Shape of the Australian Curriculum: Languages

The Shape of the Australian Curriculum: Languages (PDF 1.2 mb) paper provides broad directions for the development of languages curriculum. The Shape of the Australian Curriculum: Languages was endorsed by the ACARA Board after revisions had been made following consultation and was published on 21 November 2011.

Draft Shape of the Australian Curriculum: Languages Consultation Report

Stakeholder consultation on the draft Shape of the Australian Curriculum: Languages was conducted from 31 January 2011 to 11 April 2011. ACARA received 2150 survey responses from a wide range of stakeholders representing many languages, including teachers, principals, parents, students, academics, professional associations, state and territory education authorities, and the general public. The consultation report provides analysis of the feedback received in the surveys along with more than 150 formal submissions.

Draft Shape of the Australian Curriculum: Languages Consultation Report (PDF 1.3 mb)

Languages Initial Advice paper

The ACARA Board appointed Associate Professor Angela Scarino as the lead writer for development of the Shape of the Australian Curriculum: Languages. Doctor Jakelin Troy was appointed to write the Aboriginal languages and Torres Strait Islander languages sections of the paper.

The development of the Initial Advice paper was supported by the Languages Advisory Group and the Expert Group for Aboriginal and Torres Strait Islander Languages.

The Initial Advice Paper was made available for targeted consultation at the National Languages Forum, on 25 October 2010. Approximately 150 people with expertise and/or interest in languages education from across Australia participated in this national forum. Consultation feedback from the forum was analysed and used to inform the development of the Shape of the Australian Curriculum: Languages.

Languages Position Paper

ACARA identified key issues to be resolved prior to drafting the Shape of the Australian Curriculum: Languages. Some of the key issues identified that required resolution included defining an appropriate rationale for learning languages and shaping the design and structure of the languages curriculum.

In developing a position paper for the languages curriculum to address these key issues, ACARA was assisted by the Languages Reference Group, which included academics, school leaders, teachers, members of professional associations and curriculum experts.