THE LANGUAGES OTHER THAN ENGLISH
FRAMEWORK (Indonesian and German)
Eastside Lutheran College
Updated 2012 – interim document to be used untill 2013 after
which the Australian Curiculum will begin to be implimented.
Eastside Lutheran College LOTE Curriculum 2012
Eastside Lutheran College
THE LANGUAGES (LOTE) FRAMEWORK
Indonesian and German
PREAMBLE
The College provides members of the community with opportunities for a formal
education in which the gospel of Jesus Christ informs all learning and teaching, all
human relationships, and all activities in the college. Thus, through its teaching the
college deliberately and intentionally bears Christian witness to students, parents,
friends, and all who make up the community of the college.
In keeping with Biblical Principles and a commitment undertaken in the Strategic
Plan, Eastside Lutheran College aims to accept and adhere to principles contained in
government acts and by the general community. This means that the College will seek
to understand and implement such principles and establish a LOTE Curriculum
Framework that reflects this undertaking. The College will regularly review and
update this document to take account of new curriculum developments to ensure it
remains current in accordance with changes and initiatives in state and national
education.
As with other curriculum frameworks in place within the college, the LOTE
Framework takes into account the Lutheran Education Australia’s Framework for
Lutheran Schools, the Lutheran Church of Australia’s Pastoral Care Statement and is
an expression of the Mission Statement of the College, in action. All that occurs at the
College is measured through the following focusing statements:
Vision
“To lovingly support a thriving, caring community of life long learners, each one a
special student of God.”
Mission
We exist to provide a caring, stumulating and safe environment, where students are
appropriately challenged through high quality educational programs and practices to
strive towards personal, social and academic excellence.
Staff, parents, students, the Church and the wider community actively collaborate to
provide an environment where all can strive to reach their full potential under God.
CONTEXT
This framework endeavours to provide a structure for teaching, assessing and
reporting in the Learning Area LOTE (Indonesian and German) in years F – 10 at
Eastside Lutheran College. It provides a framework for the design and development
of units of work and the pedagogy with which to engage students in the study of
Indonesian and German as articulated in the Tasmanian Curriculum: Indonesian and
German with some changes to enable a transition to the Australian curriculum as it is
rolled out.
THE NATURE OF LOTE (INDONESIAN AND GERMAN) EDUCATION
Languages Other Than English (LOTE) contributes materially to the universal
purposes of schooling and to the development of skills in thinking and reflection.
They support the moral, social and economic initiation of young people into the
culture and wider civilisation that surrounds them. Learning language nurtures
Eastside Lutheran College LOTE Curriculum 2012
reflective, deep and creative thinking in specific ways, cultivates culturally distinctive
fields of knowledge, and stimulates awareness of intellectual functioning. In unique
ways, languages require learners to engage in self-reflection because effective
communication in a new language requires the learner to move outside the norms,
practices and acquired behaviours of their first language.
In learning a language, students develop communication skills and knowledge and
come to understand social, historical, familial relationships and other aspects of the
specific language and culture of the speakers of the language they are studying.
Learners are also provided with the tools, through comparison and reflection, to
understand language, culture and humanity in a broad sense. In this way, language
learning contributes to the development of interculturally aware citizens, of increasing
importance at a time of global citizenship.
In an embedded LOTE program, where tasks are based on concepts and topics in
other key learning areas, learning affords an opportunity to consolidate and reinforce
core concepts and skills across the curriculum. In addition, the Languages other than
English learning area incorporates the cross-curricular priorities of literacy, numeracy
and provide life skills.
Literacy
Literacy involves an understanding of how language works, and an ability to apply
language skills in a range of school and everyday social situations. Learning other
languages gives deeper knowledge and understanding of the structures and processes
of communication. It expands capacity in the students’ first language literacy through
reinforcement of their understanding of language as a system with rules and
conventions to be applied in socially appropriate ways.
Numeracy
Languages other than English (LOTE) learning involves learners in real-life
applications of, and communication about, key mathematical concepts, such as
measurement, graphing, statistics and the presentation and interpretation of
information in tables and maps, giving and following directions and telling time. In
addition, through solving communication problems, students develop skills of pattern
reading, analysis and creative thinking, which can potentially reinforce and enhance
numeracy.
Communication
Communication is a skill that is central to our lives. Communication in a Language
Other Than English (LOTE) develops the ability to solve problems and make
decisions about how to communicate most effectively in a given situation to achieve
results. It enables students to develop and refine personal perceptions and to negotiate
social relationships throughout the global community. It enhances the intellectual,
social and cultural development of students and has the potential to influence their
level of participation in a rapidly changing and increasingly interconnected world.
Asia and Australia’s Engagement with Asia
Asia and Australia’s engagement with Asia is a priority of the Australian government.
They want “Australian students to be active and informed citizens working together to
build harmonious local, regional and global communities and build Australia’s social,
intellectual and creative capital”.
Learning Indonesian enables our students to not only learn an Asian language but to
also develop knowledge, skills and understanding about the history, geography,
culture, art, and literature of this diverse country which we hope will then enable them
to be able to live, work and learn in this country or work in professions that require
interaction with Indonesia, if they chose to in the future.
Eastside Lutheran College LOTE Curriculum 2012
Why study German
Germany and other German-speaking countries have made major contributions in a
number of areas - science, music, literature, philosophy, psychology, sociology,
architecture and technology. Despite the widespread use of English as a lingua franca,
German is an international language in technology, chemistry, medicine, music,
philosophy and art. German is often preferred as a language to learn because of its
value as a research tool. In learning the German language students also widen their
opportunities for living and working in Europe or working in professions that interact
with Germany.
INFORMATION COMMUNICATION TECHNOLOGIES
Technology can bring languages and cultures into the classroom in immediate and
authentic ways. Effective use of ICT can:
 facilitate effective communication between students and native speakers
 support learning at all levels
 allow students to work at their own pace.
STRUCTURE OF TASMANIAN CURRICULUM: LOTE (Indonesian and
German)
The content, knowledge and skills of the LOTE curriculum are organised around three
interrelating strands:
 Communication
 Language as a system
 Language as culture
Communication
Students use their increasing knowledge of language and culture to communicate
effectively, confidently and responsibly. They use the macro skills of listening,
speaking, reading and writing.
Language as a system
Students learn to identify, explain, apply, and compare language features, conventions
and patterns and to understand languages as systems. They articulate what they
discover about the similarities between their first and second languages. These skills
and understandings support their English literacy skills and provide a foundation for
future learning.
Language and culture
Students learn to recognise, compare, apply, reflect on, and analyse cultural features,
conventions, and patterns through language interactions. They identify and examine
their own cultural values and develop an awareness of diverse cultural systems.
STAGES AND STANDARDS
Within each area the learning and assessment opportunities are developed through
stages and standards. The Tasmanian Curriculum: LOTE is designed to provide a
continuum of learning through a stage-based approach. The table below indicates the
range of learning expected for each year level.
Foundation
1-2
3-4
5-6
7-8
9-10
Yr level
1-4
3-6
5-9
7-11
9-13
11-15
Stages
Eastside Lutheran College LOTE Curriculum 2012
TEACHING LANGUAGES IN A LUTHERAN SCHOOL
God has appointed in the church first of all apostles, second prophets, third teachers,
then those who perform miracles, those who have gifts of healing, those who help
others, administrators, and those who speak various kinds of languages. 1 Corinthians
12:28.
When students acquire a Language Other Than English (LOTE), they gain an
understanding of another culture and begin to appreciate and value diversity. As
students role-play and learn the systems and culture of another language they have the
opportunity to reflect on and redesign their own identity. Language learning allows
students to become citizens of the world and develop the character qualities of
empathy and tolerance towards those who are different from them.
Contribution to lifelong learning
Second language learning develops the attributes of a lifelong learner. It fosters the
development of the student, not only as a language user, but as a person. It extends
and enriches the individual’s capacity for self-development by suggesting other ways
of knowing. It offers opportunities to develop a world view and to interact with others
who may perceive, categorise and express the world in different ways. Language
learning gives access to alternative meanings through interaction with another culture
and exposes the individual to a broader range of knowledge as defined by that culture.
This encourages an openness to new ideas and ways of knowing. It provides students
with an alternative way of expressing themselves and an opportunity to participate
more fully in the global community. It enables students to widen the sphere within
which they interact and to access information directly from the cultures that use the
language.
ASSUMPTIONS ABOUT LEARNING AND TEACHING LOTE (German and
Indonesian)
Eastside Lutheran College draws students from a range of diverse backgrounds with
an accompanying wide variety of life experiences and artistic capacities and
understandings. The Colleges Languages programmes respect, acknowledge and
accommodate this diversity through the deliberate design of supportive learning
environments in which students are active participants and in which it is assumed that
all students can learn.
Learners and learning
The following assumptions about learners and learning are made in the Languages
other than English learning area:
Learners
 Learners are unique individuals and thinkers with divergent views about the
world.
 Learners have a broad range of knowledge and experience, shaped by their
gender, socioeconomic status, cultural and linguistic backgrounds and these
prior experiences and knowledge then influence the meaning they make of any
new learning experience.
 Learners learn in different ways, in different settings and at different rates.
 Learners grow and develop at different rates.
 Learners have a range of language learning backgrounds that will impact
differentially on their study of other languages.
 Most language learners will bring to the learning process some resources based
Eastside Lutheran College LOTE Curriculum 2012
on acquisition of their first language and possibly others. They know that
language use is based on the selection of linguistic features in ways
determined by the context. They will also have experienced the interaction of
language with new knowledge and ideas.
Learning
 Learning is a lifelong process.
 Learning occurs within particular social and cultural contexts.
 Learning is most effective when it involves active partnerships, focusing on
students, with collaboration and negotiation between parents and caregivers,
teachers, school and community members.
 Learning contexts should acknowledge social justice principles by being
inclusive and supportive and by celebrating diversity.
 Learning requires active construction of meaning and is most effective when it
is developed in meaningful contexts and accommodates, acknowledges and
builds on prior knowledge.
 Investigative and learner-centred strategies are most effective in enabling
learners to make informed choices.
 Learning is enhanced by the use of a range of technologies.
 Competence in thinking and performance can be demonstrated in a variety of
ways.
Teachers
 adopt a learner-centred approach to learning and teaching;
 assist students to work towards being able to demonstrate the outcomes;
 plan learning experiences and assessment tasks at the same time;
 establish clear expectations of student performance as a basis for monitoring the
Teachers should plan to:
 involve learners for the major portion of their language learning time in holistic
tasks where they meet real communication needs as they learn about themselves
and their world;
 involve learners in open-ended tasks that allow multilevels of performance and
that challenge learners to perform beyond their current levels of language
proficiency;
 expose learners to rich, comprehensible language input from which they can
begin to infer patterns and make sense of the language as a system;
 infuse sociocultural knowledge and understanding into the content and draw
sociocultural understanding from the language system;
 focus on linguistic features and process skills and strategies in the context of
genuine, purposeful communication.
DEVELOPMENT OF LIFELONG QUALITIES FOR LEARNERS IN THE
STUDY OF LOTE
The study of LOTE makes a unique contribution to lifelong learning by cultivating
habits of mind and dispositions that facilitate the development of these lifelong
attributes. In a rapidly changing world, young people are required to be flexible and
adaptable learners in order to cope with the varied futures they may face. Learning
languages assists students to cultivate lifelong learning attributes that may enrich their
lives, encourage further learning and inquiry and equip them to handle change.
Language learning develops abilities in metacognition, promotes problem solving and
through the study of systems and culture nurtures the development of the values of
Eastside Lutheran College LOTE Curriculum 2012
love, justice, compassion, forgiveness, hope, appreciation, quality, service, humility
and courage and contributes to community through attributes and abilities of being
•
self-directed, insightful investigators and learners,
•
discerning, resourceful problem solvers and implementers,
•
adept, creative producers and contributors,
•
open, responsive communicators and facilitators,
•
principled, resilient leaders and collaborators,
•
caring, steadfast supporters and advocates EASTSIDE LUTHERAN COLLEGE WHOLE COLLEGE PLANNING
The study of LOTE at Eastside Lutheran College is currently in a transition period.
The College is working towards the Australian Curriculum. Coupled with this change
is the A-E reporting framework.
During this interim period teachers will be investigating the Australian Curriculum
Languages. Teachers should investigate this curriculum and align the learning with
the current Tasmanian LOTE Curriculum. Within this curriculum Performance
Criteria is designed to describe in detail in the learning opportunities within each of
the strands. These performance criteria are very useful for teachers at eastside
Lutheran College when deciding a level of achievement to student work.
German F-6
In the LOTE area, students may begin their study in German at Foundation through to
year 6. Therefore teachers may plan using the suggested content and knowledge as
described in the Tasmanian curriculum: LOTE (German).
When planning for year levels teachers need to plan across stages using the table
below as a guide.
Foundation
1-2
3-4
5-6
7-8
9-10
Yr level
1-4
3-6
5-9
7-11
9-13
11-15
Stages
Indonesian (7-10)
In the LOTE area Indonesian, students may begin their study in Indonesian at year 7
through to year 10. Therefore teaching Indonesian beginning at year 7 requires
planning across stages and at a lower stage than the Tasmanian curriculum
guide suggests. As older and possible more able learners it is envisaged that students
will progress at a faster rate than expected at the early year levels. Therefore careful
monitoring of student language acquisition and of their understanding of cultural
aspects of Indonesia will guide the teachers planning and modification of lesson
content for each year level from 7-10.
UNIT PLANNING
The study of the LOTE (Indonesian and German) can be planned as a stand-alone unit
or as an interdisciplinary unit with other Learning Areas. These considerations for
planning include variables associated with individual students, teachers and year level
requirements.
Essential elements for planning in the study of Languages include:
 identification of what it is that is to be learned
 assessment that relates to that statement of learning
 assessment that provides for demonstration of other skills and qualities
required for
related reporting
 a sequence of high quality relevant learning experiences progressing from
Eastside Lutheran College LOTE Curriculum 2012


known to
unknown and that relate specifically to what it is that is to be
learned
provision within the learning experiences for the individual differences
and needs of students
Lutheran life long qualities and values are embedded in learning
experiences
ASSESSMENT in the Study of LOTE
Standards and Stages
In the Tasmanian Curriculum: LOTE student achievement has been designed to show
progress through stages of learning with standards as markers at points along a
learning continuum.
The expected stages of learning achievement as delineated in the Tasmanian
Curriculum: LOTE are as follows:
Yr levels
Stages
F
1-3
1-2
2-5
3-4
4-8
5-6
6-10
7-8
8-12
9-10
10-15
German F-6
In the LOTE area, students may begin their study in German at Foundation through to
year 6. Therefore teachers may use the standards and stages as described in the
Tasmanian curriculum: LOTE (German) as a guide for assessment.
Indonesian (7-10)
In the LOTE area Indonesian, students may begin their study in Indonesian at year 7
through to year 10. Therefore assessment of Indonesian beginning at year 7
requires assessment at a lower stage than the Tasmanian curriculum guide
suggests. Teacher planning and carefully designed rubric will support teacher
assessment in Indonesian years 7-10.
To ensure uniformity of reporting student assessment in LOTE at Eastside
Lutheran College will be through teacher-designed rubrics aligning content and
knowledge and skills to the A-E format used to report on the more recently
developed Australian Curriculum areas.
Assessment at the College is seen as an integral part of the teaching learning process.
Teachers will plan for assessment in LOTE as they plan units of work and learning
experiences. The approach to assessment within these units of work is that assessment
is authentic, purposeful and where possible part of the learning experience.
This assessment will be:
 Comprehensive
 Valid and reliable
 Inclusive
 Used for diagnostic purposes and making on – going decisions about
planning and teaching
 Criterion referenced and used to inform students and other stakeholders
of student achievement
 Link what is being learnt to the relevant year level standard as
described in rubrics
Students will also be aware of what is being assessed, the assessment techniques used
and the criteria by which they are being assessed.
Eastside Lutheran College LOTE Curriculum 2012
Techniques
At the College, teachers use a variety of techniques and implements to make
judgements about student learning in LOTE. Some of these are:
 Observation – checklists, focussed analysis, incident records, anecdotal
records, videoing, photographs.
 Conferencing – formal and informal interviews with students and other
stakeholders.
 Portfolios – collections of work including best work, typical examples
and drafts.
 Journals – reflective learning logs, diaries, note books.
 Performances, demonstrations and exhibits – role - plays, skits,
projects, inventions, student produced multimedia texts.
 Self assessment
 Peer assessment
 Written tests
Data collection
Collection of data for assessment in LOTE is comprehensive, ongoing and
demonstrates student’s knowledge, understanding and skills in a variety of contexts.
At times common assessment tasks may be completed within horizontal year levels
and vertical year levels to enhance consistency of judgement between teachers and
year levels.
Making Judgements
Teachers need to use their professional judgement when assigning an A-E standard to
student achievement. At all times a range of evidence in a number of contexts must be
observed before a student can be marked as having achieved a standard.
Reporting
Reporting in LOTE will occur both formally and informally throughout the year.
Formal reporting through an A-E scale will occur twice per year. This will occur in
both written report and through parent, teacher interview. Informal reporting will
occur through parent teacher discussion and through conferencing with students.
ACKNOWLEDGMENTS
TAS GOV (2007). Tasmanian Curriculum: Languages (LOTE) Indonesian and
German. Dept Ed. Tasmania.
LEA. (2006). A Vision for learners and learning in Lutheran colleges, Adelaide, LEA
ACARA (2012). The shape of the Australian Curriculum: Languages
http://www.acara.edu.au/curriculum.html (last accessed September 2012)
AUST GOV (2009). Early Years Framework for Australia. Australian Government,
Department Of Education, Employment and Workplace Relations.
VIC GOV (2012) AusVels http://www.vic.gov.au/education/schooleducation/curriculum-assessment.html (last accessed September 2012)
Eastside Lutheran College LOTE Curriculum 2012