Looking forward to hearing from the 500+ teachers involved in this AFMLTA project around Australia during March
Hi Kylie, where does do-think-notice-compare-reflect come from? I saw it from your unit planner
We use the website www.edutect.com
How marvellous it is to finally see a space for national, synchronous engagement about Languages learning accessible to grassroots members. Let's be sure to value this opportunity and keep this rolling.
We are looking forward to a productive and depthed conversation about Australian Curriculum: Languages. We are, also, looking forward to the ongoing work related to teachers engagement with AC:L and assisting in the sharing of the work within and across groups of teachers.
Looking forward to hearing about the AC-Languages and to a productive day with colleagues!!
Very much looking forward to collaborating and sharing ideas among colleagues and language professionals ...many hands make light work!
Good luck Darwin!
First of 9 Ready?Set?Go! Workshops starting around the country today!
Already some engaging discussion re teaching culture - which one do we teach if we are to teach French? Mauritian, France, Canadian, Senegalese French?? Process of discovery about culture is important to teach also. Great to be here together from Alice Springs and Darwin.
Great question. The flexibility of the AC allows for culture to be explored in the context of use. That is, French will be different in Canada, Mauritius, Senegal, etc, because as a language in use it will reflect local cultural conditions, needs and use, and thus can be considered in different ways. Wonderful question for students. They will also need to consider how they use French and what is means for Australian users.
It is fantastic to connect with other teachers in the NT and be involved in discussions about Australian Curriculum : Languages. A chance to gain new understandings, perspectives and confirm our current interpretations and practice. (MacKillop Catholic College, NT)
Is it possible to make the powerpoints for each of the modules in the Workshop materials booklet available electronically?
Lovely comment from Leanne... 'Understanding self (intraculturality) & understanding others (interculturaity) - very spiritual, very deep.'
Looking forward to working with language colleagues to begin thinking about how to implement the Australian Curriculum for languages in our schools 😃
Looking forward to this.
So great to have a united national forum for discussion of the important and fascinating topic of teaching multiple languages in Australia.
Great conversations happening in ACT around the AC;L!
Yes, a wonderful day of learning and exploring the AC:L. Exploring the AC:L Structure, it is interesting to note that the Chinese curriculum is explicitly treating Oral and Written as separate threads but that in the Japanese curriculum that is not done explicitly even though they are both character-based languages.
I appreciate the work that has gone into articulating each of the different levels so clearly in all the languages.
Change the way we think.
What can our students learn?
NOT what can we teach?
I second that Clementine.
Yes, great discussions, we even had sunflower analysis of language teaching and learning and organic planning, thanks to Kim 🌻
Hi Myriam!! Here is Brisbane too!
Although the Australian Curriculum seems very specific, I think each school has to adapt it to their features and characteristics, so it gives teachers the opportunity to make the AC their own by their choices about language and culture. By the way, the teachers of Spanish have a hard task deciding about cultural elements about cultural communities of a language so spread along the world!!!
Our perspective of teaching and learning a language has shifted. Once we saw 'language teaching and learning as linear; "...like a sunflower growing towards the sun, hoping one day a flower will appear and follow the sun" (the hope that of a student finally becoming fluent in a particular language). The Australian Curriculum makes us look below the soil, where our students are the microbes in the soil triggering the root growth and learning (forming a language learning foundation) to make the learning more meaningful, valuable and enriched.
Well put Kym. I have had this philosophy being a primary language teacher for the past decade.
What a fantastic analogy :)
"Articulation between AC and Senior Secondary is the next issue to address." (spoken by Andrew S. in Brisbane). "The AC addresses the needs of the majority of students learning languages F-10 whereas senior secondary is only concerned with a small minority."
Making me think about my practices and what I am expecting of my students.
Great questions being posed about the Australian Curriculum; application, implications, assessment and reporting.
I'm seeing the Australian Curriculum as a new start; it's time to get excited and organised.
I agree! I've never been so excited about curriculum and I think it is because we have been given an opportunity like today to explore, analyse the document in relation to our own teaching style and experience, the individuals in front of us who attend our lessons with such a variety of skills, knowledge and experience and with colleagues. Now, who will give up the time and opportunity to take this to the next practical step?
Future work on senior secondary AC:L will be important in promoting our capacity building nationally in languages and in encouraging our students to extend their achievements in languages after their studies through F-10.
Module 3 - Activity 3 - Explore planning templates and record observations on program-specific Padlet
Korea F-2: http://padlet.com/TominagaSensei/koreanF_2
Japanese 3-4: http://padlet.com/TominagaSensei/japanese3_4
Italian 5-6: http://padlet.com/TominagaSensei/italian5_6
French 10: http://padlet.com/TominagaSensei/french10
Latin 9: http://padlet.com/TominagaSensei/Latin_9
working in a bilingual setting (Italian/English) we find the AC:L valuable and relevant, it's about being flexible, adapting and using the document as a guideline upon which to embed what is suitable for your context and your learners...
the next challenge for our researchers and curriculum planners will be identifying a document which targets specifically bilingual schools and/or content based language programs in Australia....a look at the WIDA American document may be a starting point for reflection...are any other bilingual educators familiar with this document?
A lot of tweeting with the following hashtag - #afmltarsg
Thoughtful & valid question about differences in Threads for Reflecting across Language specific curriculum.
This question probably applies to Qld teachers.....has anyone prepared their new unit plans utilizing 'New Land New Language' at it's core? I guess this would be an outside-in approach to planning which I am currently considering.
No I have not Megan. However, I use the resources from LLS. http://www.lls.edu.au/home
I believe that we in the Catholic sector still don't have access to this...does anyone know if that is still true?
All teachers can access the Professional Learning Modules on the LLS
When you go to lls.edu.au click on the Yellow Hyperlink to the Professional Learning Modules, instead of clicking "I'm a Teacher"
Such a valuable collection of resources!
If you can get a scootle password you can access more resources, including the Student Challenges (for Chinese, Japanese and Indonesian) by clicking "I'm a Teacher" and entering your password.
For more info about Scootle passwords, please contact Scootle Helpdesk via https://www.scootle.edu.au/ec/login.action;jsessionid=58A4FEAC0947EE6EEED8EBEB429D22AB
Top 5 tips to encourage Spontaneous Talk in the MFL classroom | Resources for the MFL Classroom
Would love to see some unit plan or term plan examples for Chinese.
I would like to see some example unit plans. Explicit vocabulary and grammar functions to be covered.
Thank you to the AFMLTA for coming to Townsville. We look forward to finding out more about the next step in preparing for the Australian Curriculum...
Yes, I would like to support the comments/requests for some more specific guidelines re required grammar. So we can know what grammar forms students are required to address at each year level or by the end of y10. The CDs are more 'functions' focused with just some references to specific language forms. Thanks for today and the opportunity to collaborate on and discuss ACL.
I am just writing a grading rubric for a writing test. I am appreciating the streamlining of the Content Descriptors - they are described in terms of the social (for example) functions students can perform with all the complexity of those functions describing the level that they are at. No longer are the vocab and grammar tricks separate from their function. I like it.
Thanks to all the presenters for their excellent delivery of the document. It was great to learn more about the Australian Curriculum:Languages and share in lots of professional dialogue.
I am currently focusing on Critical Thinking in the Languages classroom and was so pleased to see that the new curriculum has placed such a large emphasis on it. All the threads are clearly linked to Critical Thinking. I particularly like the "Reflecting" sub strand and that it is now a skill that is recognised as a valuable part of language learning.
Are there any other thoughts on the Critical Thinking aspects of this Curriculum?
I agree, Marie, reflecting is as important to the language learner as it is to the language teacher! I particularly like how reflecting can be used to explore the nature of Interculturality, for example by comparing and contrasting.
Definitely! I have just finished a Unit of Work with my senior students on Youth and Social issues and we have spent many lessons examining how Italian and Australian society differ and how these cultural changes affect our way of living. Point (ACLITU133) demonstrates this learning well - "Reflect on intercultural exchanges and the ways in which language is used to establish relationships, indicate social values and enhance reciprocity"
A very good point Catherine. I could not agree more. I am currently doing a unit on Youth and Social Issues with my Year 12 Italian Continuers and were are examining how the youth in Italy compare to those in Australia. In doing this we are examining social issues through a variety of texts - music video clips, documentaries and newspaper articles. These texts engage the students in a more critical manner, rather than reading passages and following a text book.
I agree Maria. I believe reflecting about learning is essential for deeper engagement with the whole experience. It is when you talk / write about what has been going on in the learning process that it all gets organised in our brains in the long term.
I actually think Critical thinking is part of all strands and sub-strands. Indeed, if you go to http://www.australiancurriculum.edu.au/languages and select any of the languages and go under "general capabilities" (in any of the sequences) you will notice 'Critical and creative thinking' can be applied almost everywhere. It will be up to us, teachers, to actually plan and make it visible / obvious to our students.
Thanks Kati. Yes, teachers do need to plan and make critical thinking visible in the classroom. In my research on critical thinking I have discovered some fantastic strategies to engage students critically in subject content and have enjoyed teaching these new activities.
One example is the teaching of the Subjunctive. We used a technique called transformations where by a section of text is selected and written on strips of paper. The students are then guided to cutting out chunks of meaning that demonstrate and reflect the language features being learnt. Transformations allow students to visually see and physically manipulate the selected features to help them understand their meanings. The lesson was engaging and productive and much more fun than traditional drill activities.
Really pleased to be at the final workshop in this series of Ready?Set?Go! with 30 Languages teachers in Hobart.
Great discussions already about language, culture and learning.
Interested to see if there are other people who work in rural areas who only teach from 5-8 and kids do not have access to continuing on into yr 9 etc are considering using the 7-10 pathway rather than the F-10 pathway???
had lots of conversations about this at our conference today