Aboriginal Languages K 10 Draft Directions for Syllabus Development

Transcription

1 NSW Education Standards Authority Aboriginal Languages K 10 Draft Directions for Syllabus Development 9 April 3 June 2018

2 2018 NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales. The NESA website holds the ONLY official and up-to-date versions of these documents available on the internet. ANY other copies of these documents, or parts of these documents, that may be found elsewhere on the internet might not be current and are NOT authorised. You CANNOT rely on copies from any other source. The documents on this website contain material prepared by NESA for and on behalf of the Crown in right of the State of New South Wales. The material is protected by Crown copyright. All rights reserved. No part of the Material may be reproduced in Australia or in any other country by any process, electronic or otherwise, in any material form, or transmitted to any other person or stored electronically in any form without the prior written permission of NESA, except as permitted by the Copyright Act When you access the material you agree: to use the material for information purposes only to reproduce a single copy for personal bona fide study use only and not to reproduce any major extract or the entire material without the prior permission of NESA to acknowledge that the material is provided by NESA to include this copyright notice in any copy made not to modify the material or any part of the material without the express prior written permission of NESA. The material may contain third-party copyright materials such as photos, diagrams, quotations, cartoons and artworks. These materials are protected by Australian and international copyright laws and may not be reproduced or transmitted in any format without the copyright owner s specific permission. Unauthorised reproduction, transmission or commercial use of such copyright materials may result in prosecution. NESA has made all reasonable attempts to locate owners of third-party copyright material and invites anyone from whom permission has not been sought to contact the Copyright Officer. Phone: (02) Fax: (02) copyright@nesa.nsw.edu.au Published by NSW Education Standards Authority GPO Box 5300 Sydney NSW 2001 Australia NCS-54 D2018/12732

3 Contents 1 Introduction to Aboriginal Languages K 10 Draft Directions for Syllabus Development NESA K 10 syllabus development process Diversity of Learners Aboriginal Languages K Aboriginal Languages Key Rationale Aim Course structure and options Option Option Option Learning across the curriculum Years 7 10 Life Skills Outcomes and Content Sample content Sample content Assessment Sample glossary Next steps Draft syllabus development... 43

4 1 Introduction to Aboriginal Languages K 10 Draft Directions for Syllabus Development The NSW Education Standards Authority (NESA) has commenced review of the Aboriginal Languages K 10 Syllabus to include Australian Curriculum content. NSW syllabuses are developed with respect to some overarching views about education. These include the NESA K 10 Curriculum Framework (March 2002) and Statement of Equity Principles, and the Melbourne Declaration on Educational Goals for Young Australians (December 2008). In accordance with the NESA K 10 Curriculum Framework and the Statement of Equity Principles, syllabuses take into account the diverse needs of all students. They identify essential knowledge, understanding, skills, values and attitudes, and outline clear standards of what students are expected to know and be able to do to succeed in and beyond their schooling. The continued relevance of the NESA K 10 Curriculum Framework is consistent with the intent of the Melbourne Declaration on Educational Goals for Young Australians (December 2008), which set the direction for Australian schooling. There are two broad goals: Goal 1: Australian schooling promotes equity and excellence Goal 2: All young Australians become successful learners, confident and creative individuals, and active and informed citizens. Aboriginal Languages K 10 Draft Directions for Syllabus Development

5 2 NESA K 10 syllabus development process The NESA syllabus development process to include Australian Curriculum content involves expert writers and opportunities for broad consultation with a range of stakeholder groups in order to receive the highest-quality advice from across the education community. The Aboriginal Languages K 10 syllabus project will follow the NESA syllabus development process, recognising the substantial curriculum review and development that the Australian Curriculum, Assessment and Reporting Authority (ACARA), together with all states and territories, have undertaken. NESA has a period of consultation for the Aboriginal Languages K 10 Draft Directions for Syllabus Development to obtain feedback from NSW stakeholders on the purpose and options for the syllabus structure. The consultation period includes an online survey, an invitation for written submissions located on the NESA website as well as a series of face-to-face consultation meetings which will take place in metropolitan and regional locations. Following consultation, a consultation report will be developed, providing a summary of the key matters raised and actions taken to finalise the Aboriginal Languages K 10 Directions for Syllabus Development. Following confirmation of the Aboriginal Languages K 10 Directions for Syllabus Development the Aboriginal Languages K 10 Draft Syllabus will be developed. A period of consultation on the draft syllabus will be undertaken prior to finalisation of the syllabus. The final syllabus will be subject to NESA approval processes. The syllabus will be published in an interactive online format with an implementation timeline and a range of support materials. Aboriginal Languages K 10 Draft Directions for Syllabus Development

6 3 Diversity of Learners NSW syllabuses are inclusive of the learning needs of all students. Syllabuses accommodate teaching approaches that support student diversity, including Aboriginal students, students with special education needs, gifted and talented students, and students learning English as an additional language or dialect (EAL/D). Students may have more than one learning need. Aboriginal Students NSW Aboriginal students are some of the youngest members of the oldest continuous cultures in the world. Aboriginal students have diverse cultural needs and, for educational success in school, require understanding by others of Aboriginal cultural knowledge and the contemporary impacts of colonisation histories. The needs of Aboriginal students who are gifted and talented and/or possess learning difficulties, and Aboriginal students with disability should be addressed through appropriate teaching, learning and assessment activities as part of a collaborative curriculum planning process. Some Aboriginal students may require literacy and numeracy support to achieve equitably with other students. Regular exposure to cultural knowledge, skills and understandings and cultural programs may also be required for Aboriginal students. Curriculum strategies for Aboriginal students may include: knowledge and valuing of Aboriginal English in its various forms as a dialect of Standard Australian English adjustments to communication and environment that reflect knowledge of local Aboriginal language groups, cultures and communities and the interests of Aboriginal students knowledge and understanding of the linguistic, cultural and economic diversity of Aboriginal Peoples in New South Wales knowledge of sociocultural and economic factors that may affect Aboriginal students and/or their parents/carers accommodation of health factors, such as Otitis Media, and their impact goal-setting through Personalised Learning Plans negotiated with parents/carers and/or community representatives to ensure individualised strategies for engagement, improvement and attainment use of current nomenclature in the classroom for representing Aboriginal and Torres Strait Islander histories and cultures and for school communication. All NSW students learn about Aboriginal and Torres Strait Islander histories and cultures through content in syllabuses. Aboriginal Languages K 10 Draft Directions for Syllabus Development

7 Students with Special Education Needs All students are entitled to participate in and progress through the curriculum. Under the Disability Standards for Education 2005, schools are required to provide additional support or adjustments to teaching, learning and assessment activities for some students with special education needs. Adjustments are measures or actions taken in relation to teaching, learning and assessment that enable a student with special education needs to access syllabus outcomes and content and demonstrate achievement of outcomes. Students with special education needs can access outcomes and content from K 10 syllabuses in a range of ways. Students may engage with: syllabus outcomes and content from their age-appropriate Stage with adjustments to teaching, learning and/or assessment activities; or selected syllabus outcomes and content from their age-appropriate Stage, relevant to their learning needs; or syllabus outcomes from an earlier Stage, using age-appropriate content; or selected Years 7 10 Life Skills outcomes and content from one or more syllabuses for students in Stages 4 and 5. Decisions regarding curriculum options, including adjustments, should be made in the context of collaborative curriculum planning with the student, parent/carer and other significant individuals to ensure that syllabus outcomes and content reflect the learning needs and priorities of individual students. Further information can be found in support materials for: Languages Special education Life Skills. Gifted and Talented Students Gifted and talented students have specific learning needs that may require adjustments to the pace, level and content of the curriculum. Differentiated educational opportunities assist in meeting the needs of gifted and talented students. Generally, gifted and talented students demonstrate the following characteristics: the capacity to learn at faster rates the capacity to find and solve problems the capacity to make connections and manipulate abstract ideas. There are different kinds and levels of giftedness and talent. Gifted and talented students may also have learning disabilities and/or English as an additional language or dialect. These needs should be addressed when planning appropriate teaching, learning and assessment activities. Aboriginal Languages K 10 Draft Directions for Syllabus Development

8 Curriculum strategies for gifted and talented students may include: differentiation: modifying the pace, level and content of teaching, learning and assessment activities acceleration: promoting a student to a level of study beyond their age group curriculum compacting: assessing a student s current level of learning and addressing aspects of the curriculum that have not yet been mastered. School decisions about appropriate strategies are generally collaborative and involve teachers, parents/carers and students, with reference to documents and advice available from NESA and the education sectors. Gifted and talented students may also benefit from individual planning to determine the curriculum options, as well as teaching, learning and assessment strategies, most suited to their needs and abilities. Students Learning English as an Additional Language or Dialect (EAL/D) Many students in Australian schools are learning English as an additional language or dialect (EAL/D). EAL/D students are those whose first language is a language or dialect other than Standard Australian English and who require additional support to assist them to develop English language proficiency. EAL/D students come from diverse backgrounds and may include: overseas and Australian-born students whose first language is a language other than English, including creoles and related varieties Aboriginal and Torres Strait Islander students whose first language is Aboriginal English, including Kriol and related varieties. EAL/D students enter Australian schools at different ages and stages of schooling and at different stages of English language learning. They have diverse talents and capabilities and a range of prior learning experiences and levels of literacy in their first language and in Standard Australian English. EAL/D students represent a significant and growing percentage of learners in NSW schools. For some, school is the only place they use Standard Australian English. EAL/D students are simultaneously learning a new language and the knowledge, understanding and skills of a syllabus through that new language. They require additional time and support, along with informed teaching that explicitly addresses their language needs, and assessments that take into account their developing language proficiency. The ESL Scales and the English as an Additional Language or Dialect: Teacher Resource provide information about the English language development phases of EAL/D students. These materials and other resources can be used to support the specific needs of EAL/D students and to assist students to access syllabus outcomes and content. Aboriginal Languages K 10 Draft Directions for Syllabus Development

9 4 Aboriginal Languages K 10 for your information The Introduction to the new Aboriginal Languages K-10 Syllabus will describe the historical and cultural context for the development of the syllabus and the principles and protocols that inform the teaching of Aboriginal languages. consult Aboriginal and Torres Strait Islander principles and protocols The successful introduction and ongoing implementation of the Aboriginal Languages K 10 Syllabus is underpinned by a firm understanding of key principles and protocols associated with Aboriginal languages and cultures. NSW schools introducing the Aboriginal Languages K-10 Syllabus will ensure success and sustainability by working in partnership with their local Aboriginal community. Unlike other syllabuses in New South Wales, the successful delivery of the Aboriginal Languages K 10 Syllabus and the Aboriginal Languages Stage 6 CEC Syllabus will be dependent on expertise and guidance from local Aboriginal knowledge holders and keepers, custodians and stakeholders to support classroom teachers. The local Aboriginal community of the school is an important partner and should be the first contact regarding the introduction of Aboriginal languages into school-based teaching and learning programs. They are in the best position to provide advice on local protocols. To support implementation of a successful and sustainable Aboriginal language program, the local Aboriginal community will be able to make recommendations regarding language speakers, tutors, resources and historical contexts. The protocols for on-country and off- Country learning of Aboriginal languages are fundamental to the ongoing maintenance of Aboriginal social and cultural practices in New South Wales. In the modules that invite comparison between the target language and another NSW Aboriginal language or an Aboriginal language from elsewhere in Australia, the knowledge holders and keepers, custodians, traditional owners and stakeholders of that comparative language will need to be consulted and will need to support their language being studied off-country. The support of the local Aboriginal community will also be required. For delivery of targeted Aboriginal languages syllabuses, and for any other units of work with a particular or sustained focus on Aboriginal and Torres Strait Islander histories and cultures, NSW schools should work in partnership with their local Aboriginal community(ies) to ensure successful and sustainable learning outcomes. Principles of cultural safety are founded on respectful behaviours and integrity. Some consistent principles associated with the teaching of Aboriginal and Torres Strait Islander histories and cultures include: respect for and protection of the knowledge and cultural expressions of Aboriginal and Torres Strait Islander Peoples the rights of Aboriginal and Torres Strait Islander Peoples to self-determination Aboriginal Languages K 10 Draft Directions for Syllabus Development

10 ongoing consultation with Aboriginal and Torres Strait Islander knowledge holders and keepers, custodians and stakeholders reciprocity between education providers and communities commitment to long-term improvement and partnership engagement with stakeholders focusing on cultural safety recognition of Indigenous cultural and intellectual property. In New South Wales protocols may differ between local Aboriginal communities but they could share some commonalities. The following are some commonly observed broad protocols within Aboriginal communities: respect for Elders in decision-making processes respect for the roles of men and the roles of women collective custodianship by traditional owners and keepers of Country and cultural knowledge arrival at decisions by consensus awareness of on-country and off-country obligations the right to observe cultural responsibilities and obligations, eg to care for Country and to pass on cultural knowledge. Community consultation NESA, through the Aboriginal Languages K 10 Syllabus, supports the aspirations of Aboriginal communities to maintain and revitalise their languages and cultures. This syllabus acknowledges the need for appropriate ongoing consultation on the development and implementation of teaching and learning programs in schools. To develop further knowledge about principles and protocols school representatives can contact their local Aboriginal Education Consultative Group (AECG), Aboriginal education consultants within education systems, local Aboriginal land councils or language centres. This approach accords with the guide, Working with Aboriginal Communities: A Guide to Community Consultation and Protocols (2008). Aboriginal Languages K 10 Draft Directions for Syllabus Development

11 5 Aboriginal Languages Key The following codes and icons are used in the Aboriginal Languages K 10 Syllabus. Outcome coding Syllabus outcomes are coded in a consistent way. The code identifies the subject, Stage, outcome number and the way content is organised. Early Stage 1 to Stage 5 and Life Skills are represented by the following codes: Stage Early Stage 1 Code e Stage 1 1 Stage 2 2 Stage 3 3 Stage 4 4 Stage 5 5 Life Skills LS In the Aboriginal Languages K 10 Syllabus, outcome codes indicate subject, Stage and outcome number. For example: Outcome code Interpretation LALe-1C Languages, Aboriginal Languages, Early Stage 1 Outcome number 1 (Communicating) LAL5-7U Languages, Aboriginal Languages, Stage 5 Outcome number 7 (Understanding) LALLS-2C Languages, Aboriginal Languages, Life Skills Outcome number 2 (Communicating) Aboriginal Languages K 10 Draft Directions for Syllabus Development

12 Coding of Australian Curriculum content The syllabus includes Australian Curriculum content for the Framework for Aboriginal Languages and Torres Strait Islander Languages, with Australian Curriculum codes in brackets at the end of each content description. For example: Initiate interactions and exchange information with teacher and peers (ACLFWC003) Where a number of content descriptions are jointly represented, all description codes are included, eg (ACLFW130, ACLFW131). Aboriginal Languages K 10 Draft Directions for Syllabus Development

13 6 Rationale for your information The rationale describes the distinctive nature of the subject and outlines its relationship to the contemporary world and current practice. It explains the place and purpose of the subject in the curriculum, including: why the subject exists the theoretical underpinnings what makes the subject distinctive why students would study the subject how it contributes to the purpose of the NESA K 10 Curriculum Framework how it prepares students for further schooling. consult The study of Aboriginal languages is a unique opportunity to learn, contribute to and respect Aboriginal languages and cultures. The Aboriginal Languages K 10 Syllabus contributes to the knowledge, understanding and revival of Aboriginal languages. Aboriginal languages and Torres Strait Islander languages contribute to the identity of Aboriginal and Torres Strait Islander Peoples and this is recognised throughout the K 10 syllabus. Furthermore, it is a right of Aboriginal and/or Torres Strait Islander Peoples to have access to their languages as stated in the United Nations Declaration on the Rights of Indigenous Peoples (resolution 61/295, adopted 13 September 2007). The study of Aboriginal languages is unique and can empower students to learn about the vital role that language and connection has in learning about Aboriginal cultures. Students engage in Aboriginal and Torres Strait Islander histories and cultures as part of the Aboriginal Languages K 10 Syllabus to become active and educated participants in community life. Aboriginal students are enabled to maintain a strong sense of identity and self-esteem, to learn more about their community. Students in New South Wales can learn Aboriginal languages in their own communities. Aboriginal students have a right to learn their own language as this supports future custodians and caretakers of their languages and supports their connection to culture and community. As an exclusive and integral part of the K 10 curriculum, variables such as the revitalisation, renewal and reclamation in Aboriginal languages contribute to the sustainability of NSW Aboriginal linguistic and cultural diversity. The delivery of the Aboriginal Languages K 10 Syllabus promotes coherent and appropriately challenging curriculum which allows for developmental continuity. The syllabus could lead to an increased use of Aboriginal languages in the home and community as well as provide a foundation for further vocational and/or higher education pathways. The study of Aboriginal languages enables students to gain skills and capabilities which can be applied to further study in the Aboriginal Languages Stage 6 Content Endorsed Course Syllabus (CEC). Aboriginal Languages K 10 Draft Directions for Syllabus Development

14 7 Aim for your information In NSW syllabuses, the aim provides a succinct statement of the overall purpose of the syllabus. It indicates the general educational benefits for students from programs based on the syllabus. The aim, objectives, outcomes and content of a syllabus are clearly linked and sequentially amplify details of the intention of the syllabus. consult The study of Aboriginal languages in Years K 10 enables students to communicate using an Aboriginal language; to reflect on and understand the relationships between Aboriginal languages, Country, and culture in their own lives; and to develop a range of approaches to the continuation of learning established languages and the maintenance and revival of Aboriginal languages. Aboriginal Languages K 10 Draft Directions for Syllabus Development

15 8 Course structure and options for your information The following provides an outline of the proposed course structures for the Aboriginal Languages K 10 Syllabus. The consultation process will inform the final structure which may be one of the options, or may involve a combination of the options presented. 8.1 Overview of proposed options for course structure for Aboriginal Languages K 10 Option 1 Option 1 incorporates in a new NSW Aboriginal syllabus the Language Revival Learner Pathway of the Australian Curriculum Framework for Aboriginal Languages and Torres Strait Islander Languages including: two strands, Communicating and Understanding (organisers for the objectives) selected content with examples retention of the use of the terms targeted language when referring to language revival. In this option, the current Aboriginal Languages K 10 syllabus will be reviewed and updated and the NSW syllabus term target language will be retained. Other new features will include additional text about Aboriginal Students in Diversity of Learners, a reduction in the number of objectives and outcomes, the removal of the terms Learn about and Learn to and a review of the Years 7 10 Life Skills outcomes and content. The review will also result in the updating of other features including Aboriginal and Torres Strait Islander Principles and Protocols and Learning across the curriculum. Option 2 Option 2 incorporates in a new Aboriginal Languages syllabus a pathway for Language Revival Learners and First Language Learners. The incorporation of the Australian Curriculum Framework for Aboriginal Languages and Torres Strait Islander Languages also includes: two strands, Communicating and Understanding (organisers for the objectives) selected content with examples. In this option, the Aboriginal Languages K 10 Syllabus will create pathways for Language Revival learners and First Language learners. Other new features will include additional text about Aboriginal Students in Diversity of Learners, a reduction in the number of objectives and outcomes, the removal of the terms Learn about and Learn to and a review of the Years 7 10 Life Skills outcomes and content. The review will also result in the updating of other features including Aboriginal and Torres Strait Islander Principles and Protocols and Learning across the curriculum. Aboriginal Languages K 10 Draft Directions for Syllabus Development

16 Option 3 Option 3 is a review of the current NSW Aboriginal Languages K 10 Syllabus including a pathway for Language Revival, First Language and Second Language learners. The incorporation of the Australian Curriculum Framework for Aboriginal Languages and Torres Strait Islander Languages also includes: two strands Communicating and Understanding (organisers for the objectives) selected content with examples. In this option, the Aboriginal Languages K 10 Syllabus will create pathways for Language Revival, First Language and Second Language learners. Other new features will include additional text about Aboriginal Students in Diversity of Learners, a reduction in the number of objectives and outcomes, the removal of the terms Learn about and Learn to and a review of the Years 7 10 Life Skills outcomes and content. The review will also result in the updating of other features including Aboriginal and Torres Strait Islander Principles and Protocols and Learning across the curriculum. Aboriginal Languages K 10 Draft Directions for Syllabus Development

17 Option 1 consult Overview Option 1 proposes the incorporation of the Language Revival Learner Pathway of the Australian Curriculum Framework for Aboriginal Languages and Torres Strait Islander Languages into a new NSW Aboriginal Languages K 10 syllabus. Proposed structure Option 1 Incorporates the Language Revival Learner Pathway of the Australian Curriculum Framework for Aboriginal Languages and Torres Strait Islander Languages into a new NSW Aboriginal Languages syllabus Retains the use of the current syllabus term target language Considers the ongoing maintenance and revival of NSW Aboriginal languages, provided for through the Aboriginal Languages K 10 Syllabus Introduces the inclusion of Aboriginal Students in Diversity of Learners to recognise the diverse requirements and needs of Aboriginal students Proposes the inclusion of Aboriginal and Torres Strait Islander Principles and Protocols to offer guidance when working with Aboriginal communities Updated Cross-curriculum priorities and General capabilities Proposes 2 strands, Communicating and Understanding as content common to all languages within which knowledge, understanding and skills are specified uniquely for each language learner Includes a revision of the Years 7 10 Life Skills outcomes and content in accordance with changes to structure and content for learning in Stages 4 and 5. Strands (organisers for the objectives) 1. Communicating Students use language for communicative purposes by: 1.1 interacting exchanging information, ideas and opinions, and socialising, planning and negotiating. 1.2 accessing and responding obtaining, processing and responding to information through a range of spoken, written, digital and/or multimodal texts. 1.3 composing creating spoken, written, bilingual, digital and/or multimodal texts. Aboriginal Languages K 10 Draft Directions for Syllabus Development

18 2. Understanding Students analyse and understand language and culture by: 2.1 systems of language understanding the language system including sound, writing, grammar and text structure; and how language changes over time and place. 2.2 the role of language, culture and identity understanding and reflecting on the role of language, culture and identity in the exchange of meaning, and considering how interaction shapes communication and identity. 2.3 language building and awareness recognising and investigating the diversity and ecology of languages, recognising language-building techniques. Aboriginal Languages K 10 Draft Directions for Syllabus Development

19 Option 2 consult Overview Option 2 proposes to explicitly incorporate a Language Revival and First Language Learner Pathway of the Australian Curriculum Framework for Aboriginal Languages and Torres Strait Islander Languages into a new NSW Aboriginal Languages K 10 syllabus. Proposed structure Option 2 Incorporates explicitly two learning pathways: Language Revival and First Language from the Australian Curriculum Framework for Aboriginal Languages and Torres Strait Islander Languages into a new Aboriginal languages syllabus Introduces one set of outcomes covering content specific to each language learning pathway Introduces the inclusion of Aboriginal Students in Diversity of Learners to recognise the diverse requirements and needs of Aboriginal students Proposes the inclusion of Aboriginal and Torres Strait Islander Principles and Protocols to offer guidance when working with Aboriginal communities Updated Cross-curriculum priorities and General capabilities Proposes 2 strands, Communicating and Understanding as content common to all languages within which knowledge, understanding and skills are specified uniquely for each language learner Includes a revision of the Years 7 10 Life Skills outcomes and content to provide appropriate content for Language Revival and First Language learners. Strands (organisers for the objectives) 1. Communicating Students use language for communicative purposes by: 1.1 interacting exchanging information, ideas and opinions, and socialising, planning and negotiating. 1.2 accessing and responding obtaining, processing and responding to information through a range of spoken, written, digital and/or multimodal texts. 1.3 composing creating spoken, written, bilingual, digital and/or multimodal texts. Aboriginal Languages K 10 Draft Directions for Syllabus Development

20 2. Understanding Students analyse and understand language and culture by: 2.1 systems of language understanding the language system including sound, writing, grammar and text structure; and how language changes over time and place. 2.2 the role of language, culture and identity understanding and reflecting on the role of language, culture and identity in the exchange of meaning, and considering how interaction shapes communication and identity. 2.3 language building and awareness recognise and investigate the diversity and ecology of languages, recognising language-building techniques. Aboriginal Languages K 10 Draft Directions for Syllabus Development

21 Option 3 consult Overview Option 3 proposes to explicitly incorporate the Language Revival, First Language Learner and Second Language Learner Pathways of the Australian Curriculum Framework for Aboriginal Languages and Torres Strait Islander Languages into a new NSW Aboriginal Languages K 10 syllabus. Proposed structure Option 3 Incorporates explicitly three learning pathways: Language Revival, First Language and Second Language from the Australian Curriculum Framework for Aboriginal Languages and Torres Strait Islander Languages into a new NSW Aboriginal languages syllabus Considers the ongoing maintenance and revival of NSW Aboriginal languages, provided for through the Aboriginal Languages K 10 Syllabus Introduces the inclusion of Aboriginal Students in Diversity of Learners to recognise the diverse requirements and needs of Aboriginal students Proposes the inclusion of Aboriginal and Torres Strait Islander Principles and Protocols to offer guidance when working with Aboriginal communities Updates Cross-curriculum priorities and General capabilities Proposes 2 strands, Communicating and Understanding as content common to all languages within which knowledge, understanding and skills are specified uniquely for each language learner Includes a revision of the Years 7 10 Life Skills outcomes and content to provide appropriate content for Language Revival, Second Language and First Language learners. Strands (organisers for the objectives) 1. Communicating Students use language for communicative purposes by: 1.1 interacting exchanging information, ideas and opinions, and socialising, planning and negotiating. Aboriginal Languages K 10 Draft Directions for Syllabus Development

22 1.2 accessing and responding obtaining, processing and responding to information through a range of spoken, written, digital and/or multimodal texts. 1.3 composing creating spoken, written, bilingual, digital and/or multimodal texts. 2. Understanding Students analyse and understand language and culture by: 2.1 systems of language understanding the language system including sound, writing, grammar and text structure; and how language changes over time and place. 2.2 the role of language, culture and identity understanding and reflecting on the role of language, culture and identity in the exchange of meaning, and considering how interaction shapes communication and identity. 2.3 language building and awareness recognise and investigate the diversity and ecology of languages, recognising language-building techniques. Aboriginal Languages K 10 Draft Directions for Syllabus Development

23 9 Learning across the curriculum for your information NSW syllabuses provide a context within which to develop core knowledge and understanding and skills considered important for the acquisition of effective, higher-order thinking skills that underpin successful participation in further education, work and everyday life, including problem-solving, collaboration, self-management, communication and information technology skills. Learning across the curriculum content, including the cross-curriculum priorities and general capabilities, assists students to achieve the broad learning outcomes defined in the NESA K 10 Curriculum Framework and Statement of Equity Principles, and in the Melbourne Declaration on Educational Goals for Young Australians (December 2008). Cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face. The cross-curriculum priorities are: Aboriginal and Torres Strait Islander histories and cultures Asia and Australia s engagement with Asia Sustainability General capabilities encompass the knowledge, skills, attitudes and behaviours to assist students to live and work successfully in the 21st century. The general capabilities are: Critical and creative thinking Ethical understanding Information and communication technology capability Intercultural understanding Literacy Numeracy Personal and social capability NESA syllabuses include other areas identified as important learning for all students: Civics and citizenship Difference and diversity Work and enterprise Learning across the curriculum content is incorporated, and identified by icons, in the content of the syllabus and is shown in the example below. Aboriginal Languages K 10 Draft Directions for Syllabus Development

24 consult Aboriginal and Torres Strait Islander histories and cultures The Aboriginal and Torres Strait Islander histories and cultures cross-curriculum area encompasses the concepts of Country and Place, Peoples, culture and identity. The study of Aboriginal Languages provides opportunities for students to engage with texts that give them experience of the beliefs and value systems of Aboriginal and/or Torres Strait Islander Peoples. In their study of Aboriginal Languages, students explore a range of experiences and achievements of Aboriginal Peoples in historical and social contexts, as well as the links between cultural expression, language and spirituality. The study of languages provides valuable opportunities for students to make interlinguistic and intercultural comparisons between Aboriginal languages and develop their understanding of concepts related to the linguistic landscape of Aboriginal and Torres Strait Islander local communities. Students explore the languages spoken in their immediate environment, identifying local and other Aboriginal languages and off-country languages. They examine cultural symbols and practices across languages, and ways in which people express their culture through traditional stories, songs, dance and art. When planning and programming content relating to Aboriginal histories and cultures and Torres Strait Islander histories and cultures teachers are encouraged to: involve local Aboriginal communities and/or appropriate knowledge holders in determining suitable resources, or use Aboriginal and/or Torres Strait Islander authored or endorsed publications read the Principles and Protocols relating to teaching and learning about Aboriginal and Torres Strait Islander histories and cultures and the involvement of their local Aboriginal communities. Aboriginal Languages K 10 Draft Directions for Syllabus Development

25 10 Years 7 10 Life Skills Outcomes and Content for your information The Years 7 10 Life Skills outcomes and content are developed from the objectives of the Aboriginal Languages K 10 Syllabus. 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 regular course outcomes. This assistance may include a range of adjustments to teaching, learning and assessment activities. If the adjustments do not provide a student with sufficient access to some or all of the Stage 4 and Stage 5 outcomes, a decision can be explored for the student to undertake Life Skills outcomes and content. This decision should be made through the collaborative curriculum planning process involving the student and parent/carer and other significant individuals. School principals are responsible for the management of the collaborative curriculum planning process. The following points need to be taken into consideration: students are required to demonstrate achievement of one or more Life Skills outcomes specific Life Skills outcomes should be selected based on the needs, strengths, goals, interests and prior learning of each student achievement of an outcome may be demonstrated through selected Life Skills content outcomes may be demonstrated independently or with support. Further information in relation to planning, implementing and assessing Life Skills outcomes and content can be found in support materials for: Languages Special education Life Skills. Aboriginal Languages K 10 Draft Directions for Syllabus Development

26 11 Sample content 11.1 Language Revival Learner Pathway consult Communicating Early Stage 1 Outcomes A student: sample outcome LALe-1C Content Interacting Students: interact with each other, teachers and visiting Elders/community members, using language and gestures, for example:(aclfwc130) participating in everyday exchanges, such as greeting and leave taking greeting people and sharing information about self and family responding to questions (such as what, who, where) about self, family, friends and immediate environment Communicating Stage 4 Outcomes A student: sample outcome LAL4-1C Related Life Skills outcomes: LALLS-1C Content Interacting Students: engages with peers, teachers and visiting Elders/community members to exchange information about interests, experiences, plans and aspirations, for example:(aclfwc174) greeting and farewelling others describing an activity from the past Aboriginal Languages K 10 Draft Directions for Syllabus Development

27 For students with prior learning and/or experience expressing personal experiences, plans, goals and aspirations recounting experiences, such as holidays, special events, milestones, sports events or celebrations Communicating Years 7 10 Life Skills Outcomes A student: sample outcome LALLS-1C Related Stage 4/5 outcome: LAL4-1C Content Interacting Students: use language to interact with peers, teachers and/or visiting Elders/community members, for example:(aclfwc174) responding to greetings For students with prior learning and/or experience initiating a conversation Aboriginal Languages K 10 Draft Directions for Syllabus Development

28 Sample content 11.2 First Language Learner Pathway Communicating Early Stage 1 Outcomes A student: sample outcome LALe-1C Content Interacting Students: interact with peers, teachers and visiting Elders/community members to share information, for example: (ACLFWC001) interacting with peers, the teaching team and visiting Elders and community members, using appropriate language, including terms of respect and forms of address, and using sign language as appropriate thoughts and feelings about family, friends, community, activities, events and experiences engaging in class and small group discussions, responding to others and exchanging ideas on topics such as healthy eating, safe behaviours, who to ask for help, responsibilities at home, school and in the community Communicating Stage 4 Outcomes A student: sample outcome LAL4-1C Related Life Skills outcomes: LALLS-1C Content Interacting Students: discuss topics of interest to immediate and wider community, explaining, comparing, summarising and justifying points of view and responding to different perspectives, for example: (ACLFWC045) Aboriginal Languages K 10 Draft Directions for Syllabus Development

29 For students with prior learning and/or experience recount a recent community event, identify some key features of the event discuss personal interests and popular activities For students with background in language discussing community news items and events, such as local sport or celebrations, comings and goings of individuals and families, actions of community leaders, new infrastructure or extreme weather events, identifying facts from opinions discussing future learning and career pathways, comparing their aspirations and discussing and evaluating options Communicating Years 7 10 Life Skills Outcomes A student: sample outcome LALLS-1C Related Stage 4/5 outcomes: LAL4-1C Content Interacting Students: participate in a discussion to share information, for example:(aclfwc045) share an opinion on a topic of interest, eg sport For students with prior learning and/or experience present and justify a point of view on a topic of interest, eg a recent community event Aboriginal Languages K 10 Draft Directions for Syllabus Development

30 Sample content 11.3 Second Language Learner Pathway Communicating Early Stage 1 Outcomes A student: sample outcome LALe-1C Content Interacting Students: interact with each other and visiting Elders/community speakers using simple language and/or gestures for greeting and farewelling, for example:(aclfwc067) participating in everyday exchanges, such as greeting and farewelling discussing self and family responding to questions (such as what? who? where?) about self, family, friends and immediate environment Communicating Stage 4 Outcomes A student: sample outcome LAL4-1C Related Life Skills outcomes: LALLS-1C Content Interacting Students: engage with peers, teachers and visiting Elders/community speakers to share interests, experiences and aspirations, to exchange information about teenage life and to express opinions and feelings, for example:(aclfwc109) For students with prior learning and/or experience expressing and exchanging information about weather, plans and feelings communicating with peers, turn-taking and actively listening Aboriginal Languages K 10 Draft Directions for Syllabus Development

31 For students with background in language expressing and exchanging personal experiences, feelings, plans, goals, aspirations and viewpoints, providing reasons or justification communicating with peers and other target language speakers in local or online communities, using active listening skills, turn taking cues, requests for clarification and respectful language for agreeing or disagreeing Communicating Years 7 10 Life Skills Outcomes A student: sample outcome LALLS-1C Related Stage 4/5 outcomes: LAL4-1C Content Interacting Students: communicate with peers, teachers and visiting Elders/community speakers to share and express ideas, for example:(aclfwc109) demonstrate active listening and turn-taking in group discussions about a school activity For students with prior learning and/or experience communicate feelings in relation to personal experience, eg whether they enjoyed participating in a school activity Aboriginal Languages K 10 Draft Directions for Syllabus Development

32 12 Assessment for your information Standards The NESA K 10 Curriculum Framework is a standards-referenced framework that describes, through syllabuses and other documents, the expected learning outcomes for students. Standards in the framework consist of three interrelated elements: outcomes and content in syllabuses showing what is to be learned Stage statements that summarise student achievement samples of work on the NESA Assessment Resource Centre (ARC) website that provide examples of levels of achievement within a Stage. Syllabus outcomes in the Aboriginal Languages K 10 Syllabus contribute to a developmental sequence in which students are challenged to acquire new knowledge, understanding and skills. Assessment Assessment is an integral part of teaching and learning. Well-designed assessment is central to engaging students and should be closely aligned to the outcomes within a Stage. Effective assessment increases student engagement in their learning and leads to enhanced student outcomes. Assessment for Learning, Assessment as Learning and Assessment of Learning are three approaches to assessment that play an important role in teaching and learning. The NESA Years K 10 syllabuses particularly promote Assessment for Learning as an essential component of good teaching. Aboriginal Languages K 10 Draft Directions for Syllabus Development

33 Further advice on programming and appropriate assessment practice is provided on the NESA website. This support material provides general advice on assessment as well as strategies to assist teachers in planning education programs. Assessment for Students with Special Education Needs Some students with special education needs will require adjustments to assessment practices in order to demonstrate what they know and can do in relation to syllabus outcomes and content. The type of adjustments and support will vary according to the particular needs of the student and the requirements of the activity. These may be: adjustments to the assessment process, for example scaffolded instructions, additional guidance provided, highlighted key-words or phrases, the use of specific technology, extra time in an examination adjustments to assessment activities, for example rephrasing questions, using simplified language, fewer questions or alternative formats for questions alternative formats for responses, for example written point form instead of essays, scaffolded structured responses, short objective questions or multimedia presentations. It is a requirement under the Disability Standards for Education 2005 for schools to ensure that assessment tasks are accessible to students with disability. Schools are responsible for any decisions made at school level to offer adjustments to coursework, assessment activities and tasks, including in-school tests. Decisions regarding adjustments should be made in the context of collaborative curriculum planning. Aboriginal Languages K 10 Draft Directions for Syllabus Development

34 Further examples of adjustments to assessment for students with special education needs and information on assessment of students undertaking Life Skills outcomes and content can be found in support materials for: Languages Special education Life Skills. Reporting Reporting is the process of providing feedback to students, parents/carers and other teachers about student progress. Teachers use assessment evidence to extend the process of Assessment for Learning into their Assessment of Learning. In a standards-referenced framework, teachers make professional judgements about student achievement at key points in the learning cycle. These points may be at the end of a Year or Stage, when schools may wish to report differentially on the levels of knowledge, understanding and skills demonstrated by students. Descriptions of student achievement provide schools with a useful tool to report consistent information about student achievement to students and parents/carers, and to the next teacher to help plan the future steps in the learning process. The A E grade scale or equivalent provides a common language for reporting by describing observable and measurable features of student achievement at the end of a Stage, within the indicative hours of study. Teachers use the descriptions of the standards to make a professional, on-balance judgement, based on available assessment information, to match each student s achievement to a description. Teachers use the Common Grade Scale (A E) or equivalent to report student levels of achievement from Stage 1 to Stage 5. For students with special education needs, teachers may need to consider, in consultation with their school and sector, the most appropriate method of reporting student achievement. It may be deemed more appropriate for students with special education needs to be reported against outcomes or goals identified through the collaborative curriculum planning process. There is no requirement for schools to use the Common Grade Scale (A E) or equivalent to report achievement of students undertaking Life Skills outcomes and content. Aboriginal Languages K 10 Draft Directions for Syllabus Development