Community languages program K-6
Operating across many NSW public schools since 1981, the program supports learning outcomes for language learners across the state.
The Community languages program K-6 was established and is supported by all members of the school community in line with the Community Languages Program K-6 Guidelines.
The Program, established to cater for background speakers, also encourages the inclusion of non-background speakers, fostering and celebrating harmony, diversity and unity.
Watch Community Languages Program K-6 video (4:45)
Community languages teachers test
The Community Languages Teachers Test (CLTT) has been developed to assess the level of language proficiency in community languages taught in NSW public schools. The CLTT has three components:
- reading comprehension and reading aloud
- speaking and listening.
The Sydney Institute for Community Languages Education (SICLE) at the University of Sydney in collaboration with the Department of Education will delivers the CLTT.
To sit the test, candidates must have:
- valid, or pending, approval to teach in NSW public schools
- a valid Working with Children Check.
- provisional NESA accreditation
To register their interest in sitting the test ,email your employee ID, current email address and the language test you wish to sit to Teacher Approvals – Additional.Approval@det.nsw.edu.au
Advice for schools
Allocations are given to schools based on the numbers of background speakers, however, schools can choose to allow non-background speakers to join the program. This decision will be based on factors such as the number of background speakers in the school and the load of the Community Languages teacher.
NSW Education Standards Authority (NESA) has developed K-10 syllabuses in 17 languages. These syllabuses are based on the NSW K-10 Languages Framework. Teachers develop programs using the relevant syllabus or from the framework for those languages without a syllabus. The framework and syllabuses, and therefore teaching and learning programs, have two objectives – communicating and understanding.
The syllabuses cater for differentiation between students with prior learning and/or experience and beginner students. Community Languages teachers with both groups in their classes will expect background speakers to meet the requirements of a communicative task by having less teacher support and by demonstrating more complex language skills.
One common timetabling scenario for schools in the Community Languages Program is for whole classes to learn the language for 1 hour per week with background speakers working in smaller groups for an additional hour. It is recommended that class teachers and the Community Languages teacher liaise with each other to ensure that similar content is taught in both the language room and classroom during this additional hour. All students must access all key learning areas equitably, students should not miss out through their involvement in the program.
Schools with growing numbers of background speakers can apply for increased allocations. If there is a significant decline in students participating in the program, the allocation may be reduced in order to support schools with a growing cohort of community language students.
All participating schools are required to complete an annual survey in Term 2. The survey includes information on the number of background and non-background speakers in the program, the number of students per group and the time students spend learning a community language.