Years 7 to 10 Band Description
The nature of the learner, the pathway and particular language
Languages studied in the Second Language Learner Pathway (L2) are typically languages used in spoken form as the language of everyday communication by whole communities across all generations.
The second language learner pathway has been written on the assumption that learning will occur off-Country involving students who are typically not from the language community and have little or no experience of the language and culture. They are introduced to learning the language at school as an additional, new language.
The language chosen for curriculum development should have a sizeable set of resources in a variety of media, such as local documentaries, bilingual narrative and descriptive texts, and educational materials in print and digital form. Learning is enriched and authenticated by interaction with visiting Elders and community speakers, and where possible visits to Country/Place. Information and communications technologies provide additional resources to support a range of language and culture experiences.
The curriculum content and achievement standards in the Second Language Learner Pathway are generalised in order to cater for the range of Aboriginal or Torres Strait Islander languages that may be learnt as a second language. The content descriptions, content elaborations and achievement standards for the Second Language Learner pathway will need to be adapted for use with the particular language being taught and will need to be modified if the program occurs on-Country or if the learners are from the language community.
At this level, students bring a range of language learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with issues of youth, society and environment. They are increasingly independent and capable of analysis and reflection. They are considering their future pathways and choices, including how the language could be part of these.
Language learning and use
Learners interact using the target language in classroom routines and communicative tasks. They give presentations and participate in conversations, with some preparation and support, such as cue cards. They use the language more fluently, with a greater degree of self-correction and revision. They acquire skills in analysing and translating increasingly complex texts.
Learners are extending the range and quality of their writing through increased vocabulary and grammar knowledge, and by drafting and editing their own work and that of their peers. They use models to create a range of texts, including descriptions, recounts and reflections.
They are increasingly aware of connections between language and culture, noticing, for example, different language use according to kin relationships. They are learning to reflect on their own language and culture, and how identity impacts on intercultural experiences.
Contexts of interaction
Learning occurs largely through interaction with peers and the teaching team. Students may have some access to visiting Elders and community speakers, and may use technology to communicate with peers in the target language region, such as through a sister-school partnership. Some students may have opportunities to visit the target language region themselves or to view touring performances and art displays.
Texts and resources
Learners engage with a range of visual, spoken, written and digital texts, such as photographs, maps, bush calendars, seasonal charts, posters, songs, raps, dances, stories, paintings and visual design, video clips, and films.
Level of support
Learners are increasingly aware of and responsible for their own learning. They continue to access and use resources such as word lists, modelled texts and dictionaries. Teacher feedback continues to support their receptive and productive language use.
Learners require explicit instruction in the grammatical system of the target language, supported by comparisons with English and other known languages. They also require opportunities to discuss, practise and use their knowledge. They monitor their learning progress, for example by keeping records of their learning, such as journals, folios or blogs, and use these resources to reflect on their language learning and intercultural experiences.
The role of languages
The target language is used for classroom interaction, language learning activities and experiences, and reflection on learning. English is used to support analysis, comparison and reflection; it is also the medium for expressing personal views at a level beyond learners’ range in the target language, such as justifying a position on a social issue or exploring and comparing linguistic and cultural practices and learning experiences.