Using the Framework to develop language-specific curricula or programs for Classical languages
It is intended that the Framework will be used by state and territory jurisdictions to develop language-specific curricula, or by schools and communities to develop teaching and learning programs for Classical languages other than Latin and Classical Greek. The Framework has been designed to be applicable to the range of Classical languages that are currently or could be offered in Australian schools.
Educational jurisdictions, schools and communities may use the Framework in differing ways. This is to be expected, and is consistent with the Framework as a document of guidance. The Framework allows the freedom to be creative and innovative in devising teaching and learning programs which will engage, excite and challenge students. The curricula and programs that are developed using the Framework should be stimulating, enjoyable and challenging, reflecting students’ increasing maturity and offering them inspiration to engage closely with cultures and societies that are removed in time and place from their own, and are a bridge between the contemporary world and the civilisations of the ancient world.
The language-specific curricula for Latin and Classical Greek may also be used to support and guide the process of developing curricula or programs for other Classical languages.
In developing language-specific curricula or programs, the following aspects of the curriculum will need to be modified or developed.
- A context statement that describes:
- the place of the language and the heritage of the ancient society
- the place of the language in Australian education
- the nature of learning the language
- the learning pathway and curriculum design.
- Band descriptions for Years 7–8 and Years 9–10 that outline:
- the nature of the learners
- language learning and use
- contexts of interaction
- texts and resources
- features of target language use
- level of support
- the role of English.
- Content descriptions for each thread that describe the knowledge, understanding, skills, key concepts and key processes that teachers are expected to teach and students are expected to develop at each band level.
- Content elaborations that elaborate on aspects of each content description: illustrations, descriptions or examples to indicate possibilities for teaching. These are intended as complementary support material. They are neither comprehensive nor exhaustive. Content elaborations may include:
- contexts of language use
- further detail on dimensions of the content description
- aspects of relevant linguistic and cultural knowledge
- key language
- possible tasks and experiences
- connections across concepts.
- Achievement standards for Year 8 and Year 10 that describe what students are typically able to understand and do having been taught the curriculum content for the respective band. Across Years 7–10, the set of achievement standards should describe a broad sequence of expected learning. The sequence of achievement standards should give teachers a framework of growth and development in the language area and help teachers plan and monitor learning and make judgements about student achievement.
Language-specific examples such as concepts, key words and phrases are included in the content elaborations and achievement standards. The use of language-specific examples gives teachers a point of reference when developing programs and provides indications of pitch and expected levels of performance in language use and understanding.
More information about these aspects of the curriculum can be found in the Australian Curriculum: Languages Foundation to Year 10 Curriculum Design.