Looking at the Systems of Language and noticing that it is very specific and explicit!
We were discussing this in Canberra and wondering how much detail needs to be taught as opposed to exposing the students to certain constructions.
I just had a quick look at the difference between the F-10 and 7-10 sequences in the draft paper (for German) and I'm happy to see that there is a lot of 'understanding' and 'awareness' as opposed to 'correct use of'.
Primary Teachers are so time poor to cover the sort of content outlined in the examples.
And often kids will move on to secondary schools with different languages so there is no continuity. Where do we draw the line to focus on 'language and culture learning' rather than learning a specific language and culture. What should this look like in primary schools?
This primary program was written onan assumption of 2 hours a week. The elaborations under each Content descriptions are a guide only. You may think of others that you are currently teaching that are equally valid.
Important to remember that the elaborations are guides, not 'must do's. The Curriculum is designed to be flexible, to be implemented the best way we can, within our context.
The discussion has been very interesting and helped gain a good overview. For example, the balance between experiential and analytic aspects of language learning and the "system" and "practice" view of language.
The emphasis on "culture" in the curriculum I feel is at times overdone. Nevertheless, from discussion I could understand that this is in order to correct a perceived "language only" perspective.