ACARA Languages update – November 2013
Consultation findings
National consultation on the draft Australian Curriculum: Languages was conducted over two
periods (December 2012-April 2013; and May 2013–July 2013) in accordance with the
staged development timelines for Languages. Consultation findings from both consultation
periods suggested that the design of the Languages curriculum required further
consideration. A revised sub-strand structure was developed, which was approved by the
ACARA Board’s Curriculum Committee on 4 September and has guided subsequent revision
of the Chinese and Italian curriculum.
Strands and sub–strands
A set of sub–strands has been identified within each strand which reflects dimensions of
language use and the related content to be taught and learned. The strands and sub–
strands do not operate in isolation but are integrated in relation to language use for different
purposes in different contexts. The relative contribution of each sub–strand differs for
different languages, pathways, and bands of learning.
The following table provides a brief description of each of the strands and sub–strands.
Strand
Communicating:
Using language for
communicative purposes in
interpreting, creating and
exchanging meaning.
Understanding:
Analysing and
understanding language
and culture as resources
for interpreting and shaping
meaning in intercultural
exchange.
Sub-strand
1.1 Socialising
Description
Interacting orally and in writing to exchange, ideas,
opinions, experiences, thoughts and feelings; and
participating in planning, negotiating, deciding and taking
action.
1.2 Informing
Obtaining, processing, interpreting and conveying
information through a range of oral, written and
multimodal texts; developing and applying knowledge.
1.3 Creating
Engaging with imaginative experience by participating in,
responding to and creating a range of texts, such as
stories, songs, drama and music.
1.4 Translating
Moving between languages and cultures orally and in
writing, recognising different interpretations and
explaining these to others.
1.5 Reflecting
Participating in intercultural exchange, questioning
reactions and assumptions; and considering how
interaction shapes communication and identity.
2.1 Systems of
language
Understanding language as a system, including sound,
writing, grammatical and textual conventions.
2.2 Language variation
and change
Understanding how languages vary in use (register,
style, standard and non-standard varieties) and change
over time and place.
2.3 The role of language
and culture
Analysing and understanding the role of language and
culture in the exchange of meaning.
Framework for Aboriginal Languages and Torres Strait Islander Languages
The Foundation to Year 10 Draft Framework for Aboriginal Languages and Torres Strait
Islander Languages was released for public consultation from 19 May 2013 through to 25
July 2013.
A series of community consultation forums was held in all states and territories from 28 May
to 30 July 2013 to supplement online consultation on the draft Framework. Two hundred and
forty people participated in the community consultation forums representing over 80
Aboriginal languages and Torres Strait Islander languages.
The recognition of Aboriginal Languages and Torres Strait Islander Languages within a
national Australian Curriculum was considered by all as symbolic and emblematic.
There was strong endorsement of the framework approach as inclusive of all Aboriginal and
Torres Strait Islander Languages, and strong support for the development of three learner
pathways.
Key directions for revision have been developed, and pending approval by the ACARA
Board, will be used to revise the Framework for Aboriginal Languages and Torres Strait
Islander Languages in accordance with consultation feedback.
Developmental Timelines
The revised Chinese and Italian curriculum documents will be published on the ACARA
website for public viewing until 22 November 2013. While this is not a formal consultation
process, comments on the revised documents are welcome.
The final Australian Curriculum: Languages Foundation to Year 10 for Chinese and Italian
will be presented to the ACARA Board in December 2013. Following Board and Ministerial
approval the curriculum will be published on the Australian Curriculum website in early 2014.
Revision of the draft curriculum for Arabic, French, German, Indonesian, Japanese, Korean,
Modern Greek, Vietnamese and Spanish, will be undertaken according to a staged timeline,
beginning from late 2013.
Following publication of the language-specific curricula in 2014, ACARA will begin working
with select schools and teachers in all states and territories to collect work samples, for
Chinese and Italian, in the first instance. Work samples portfolios are designed to assist
teachers in interpreting the achievement standards and comprise a collection of annotated
student work illustrating evidence of student learning in relation to the Achievement
Standard.