[Rebecca] Welcome to the second segment of a two-part series
where we explore resources available on the Global schools through languages hub.
In this segment we'll explore some key messages for providing the Australian
Curriculum: Languages for students from Year 5.
Primary language programs in Queensland state schools are based on the Foundation
or Prep-Year 10 sequence of the Australian Curriculum: Languages.
Students are taught the curriculum for the band that matches their year of schooling.
As such, students in Years 5 and 6 are taught,
assessed, and reported on the Year's 5 and 6 band achievement standards.
The 'Providing the Australian Curriculum: Languages for success with Year 5 beginners',
is a resource that contains advice on providing the Years 5 and 6 curriculum
for beginner language learners from Year 5.
The resource was developed through consultation with representatives
from across regions and is designed to support teachers and school leaders
to help their Year 5 beginner language learners achieve success.
The resource's seven key messages advise teachers about how they can use
the Languages sequences of achievement on the Assessment and Moderation Hub,
elements of the Australian Curriculum, and tailored supports and adjustments to personalise
learning experiences and assessments, appropriate for beginner language learners from Year 5.
Let's look at the key messages in more detail.
One of the key messages in the, 'Providing the Australian Curriculum: Languages for
success with Year 5 beginners' resource, is to use examples from earlier band achievement standards.
Teachers can use the Languages sequence of achievement documents to assist with planning,
by accessing examples of language features from earlier band achievement standards
to create band and unit plans for beginners from Year 5.
Another key message is to plan using levels of support from earlier band descriptions
aligned with the achievement standards.
[Mari] At our school we offer Japanese from Year 5.
I have to provide lots of scaffolding in my lessons
and assessment to help my students meet the achievement standard by the end of Year 6.
I use the information about levels of support that is provided in the Prep to Year 2
and Years 3 and Years 4 band descriptions.
I provide levels of support and examples of language and grammar
included in the achievement standard for early years with Year 5 beginners.
[Rebecca] Teachers may plan for a smaller range of language features
for beginners in Year 5 as indicated in the key messages in the 'Providing
the Australian Curriculum: Languages for success with Year 5 beginners' resource.
Teachers can use the Languages sequence of achievement documents
to help identify language features from the achievement standards
in earlier bands that are appropriate for teaching beginners in Year 5.
[Mari] My beginner student in Years 5 and 6 can meet the achievement standard,
but they don't demonstrate it with the same levels of independence or range of language.
The examples in the achievement standards are only suggestions not requirements,
so I don't teach every example listed.
[Rebecca] Let's look at another of the key messages.
Teachers can plan to assess multiple aspects of the achievement standard in one assessment task.
[Mari] Because the program at our school is one hour per week, I had to make some decisions when I
wrote my band plan about which aspects of the achievement standard I could assess together
in the one assessment, so that the students
had the chance to demonstrate all the aspects by the end of Year 6.
[Rebecca] Teachers can plan to assess Year 5 beginners through listening,
speaking, reading, and viewing modes.
[Mari] It's not necessary to have a student write,
rather than speak, unless the achievement standards specifically say, 'write'.
I assess my Year 5 beginners through listening, speaking, and reading.
[Rebecca] Another key message contained in the resource is to use the Languages sequence
of achievement documents to identify aspects of the achievement standard
that require more time for teaching and learning, and those that will require
less time to demonstrate the aspects in summative assessment.
[Mari] When I look at the Years 5 and 6 Japanese achievement standard,
I could see some aspects that would only need to be assessed once across the two-year band.
I could also see other aspects that students would need to be provided
with an opportunity to demonstrate more than once.
That's because my students will show progress
in those aspects from the beginning to the end of the two-year band.
[Rebecca] The 'Providing the Australian Curriculum: Languages for success with
Year 5 beginners' resource advises teachers to build on students' English literacy capability.
[Mari] The Years 5 and 6 learners bring with them literacy skills in English,
so I build on their existing knowledge and skills as we learn Japanese.
[Rebecca] The resources on the Global schools through languages hub
are designed to primarily support the middle layer of the School Improvement Hierarchy -
Systematic curriculum delivery, the development of Expert teaching teams,
and the use of Effective pedagogical practices, to help every student succeed.
We trust that the hub will continue to support you as we work, learn, and improve together to
ensure every student is succeeding as beginner language learners from Year 5.
The 'Providing the Australian Curriculum: Languages for success
with Year 5 beginners' resource can be found on the Every student succeeding:
Languages page on the Global schools through languages hub.
You will also find links to the Languages sequences of achievement
resources on the Assessment and Moderation Hub, from this page.
Visit the Global schools through languages hub, and Assessment and Moderation Hub
on the Learning Place for resources and advice to help provide the Australian Curriculum: Languages
for success with beginner language learners from Year 5.