Stages 4 and 5
Through learning languages, students engage in purposeful communication and reflect on the heritage, culture and identity of themselves and others. The study of one or more additional languages strengthens literacy skills in a student’s first language, and supports participation in the global community.
Language study in Stages 4 and 5
The study of 100 hours of one language over one continuous 12-month period is mandatory between Years 7-10, but preferably in Years 7-8 (Stage 4).
Students may also elect a language course in Stage 5.
In Stage 5, students extend their ability to communicate and strengthen their understanding of the nature of language, culture and the processes of communication.
K-10 language syllabuses and support documentation are available from the NSW Education Standards Authority (NESA) K-10 Languages page.
Students may continue with their chosen language/s in Stage 6, and/or commence the study of a new language. View the Stage 6 section for more information.
Distance education – single subject language provision
If a language is not available for study at a student’s home school, students in Years 9-12 enrolled at either a government or non‐government high school can study a language via distance mode learning through a specialist distance education school.
The NSW Department of Education has 5 distance education schools located across NSW which offer students in Years 9-12, subject to quota restrictions, the opportunity to study a language as a single subject if it is not available to study at their registered school.
The distance education schools providing single subject language provision:
- Camden Haven High School Distance Education (Port Macquarie)
- Dubbo School of Distance Education (Dubbo)
- Finigan School of Distance Education (Queanbeyan)
- NSW School of Languages (Petersham)
- Southern Cross School of Distance Education (Ballina).
Saturday School of Community Languages
Saturday School of Community Languages offers students in Years 7-12 from government and non‐government high schools the opportunity to study their background language if it is not available for study in their weekday school.
The school operates on Saturdays during the school term in 15 centres located in Sydney, Wollongong and Newcastle.
A program is all of the documents involved in the overall planning for each language and Stage/year that you teach.
The Languages and Culture team has developed guidelines (DOCX 193KB) to support teachers in programming for Stages 4 and 5. The guidelines support the new (2017 or later) K-10 syllabus documents.
There is no set format for programming documents, although there are requirements set by NESA. Our guidelines will support your planning, and also provide checklists to ensure you are meeting the requirements set by NESA.
NESA also provides advice on programming.
Sample templates can be accessed below, which can be modified to suit your context and any requirements set by your school. We also recommend you look at the resources across a range of languages (via the right-hand menu) which deliberately take different formats to broaden your layout options. NESA's sample resources provide other options to consider.
The Languages and Culture team has also designed a backward mapping tool (PDF 219KB) which can be used to plan your units of work.
All K-10 language syllabuses (2017 and later) are underpinned by the Languages K-10 Framework. To access a broader range of support material, teachers should browse all language resources as each offers a different area of interest, unit starters and assessment tasks. You can access language-specific programming resources through the right-hand menu on this page.
Learning across the curriculum
Learning across the curriculum content is incorporated in all new NSW syllabuses and identified by icons.
Relevant learning across the curriculum content should be developed or applied where it offers opportunities to add depth and richness to student learning through the languages syllabus content.
As teachers address the outcomes across a Stage, there is no mandate regarding how you choose to address the learning across the curriculum content. Schools may have their own mandatory requirements which teachers need to follow.
Information and communication technology capability
Technology can have a positive impact on student engagement and learning whilst equipping them with the necessary skill set for a future where digital tools are an integral part of life.
This curation of digital tools (DOCX 821KB) may support you in selecting appropriate tools to enhance your pedagogy.
All teachers are responsible for supporting the literacy development of their students. Language learning enhances literacy skills through communication and developing an understanding of language as a system.
In order for students to maximise their achievement in languages, we need to help them develop oral and textual literacy through our teaching of the 4 macro skills. For example, when we teach speaking skills, students learn elements of oral literacy, like the use of intonation, eye contact, audience appeal, maintaining conversation, use of humour and so on.
When teaching reading and writing skills, we teach students about types of texts, language techniques, audience, register and so on.
You can support your students' literacy development by explicitly teaching literacy in your lessons. Here are some sample questions you could ask, to prompt discussion when accessing and responding to texts:
- Who is the audience?
- Where do you think you would see this type of text?
- What type of text does it ‘look’ like or remind you of?
- What do you think is the purpose of this text? What clues are you using? What would you look for in an English text?
- Can you identify differences in the way [target language] and English language advertisements are constructed? Is this a ‘global’ format?
- How does [target language] indicate a change of speakers in a written conversation? How does English do that? Which way do your prefer and why?
- What level of language does the author use? Is it formal or informal?
- Does the text include idioms? What is the effect? Do English language idioms always make sense? Can you work out what they mean from the literal meaning?
Use the metalanguage associated with language – article, tense, gender, voice, adverb, compound noun, object, clause, gerund, relative pronoun and so on. By empowering students with the means to talk about these concepts, we are also empowering them to be able to better communicate their understanding of English.
Another key literacy strategy, which works across a range of contexts, is modelled-guided-independent learning. Student work samples, which have been de-identified, can provide a rich bank of resources for this strategy.
Students are provided with a modelled text, for example an email from a travelling friend or a blog post about school.
Read the text with your students and deconstruct it, looking at the layout, the paragraphing, the vocabulary choices, the grammar and so on. What makes the text effective? What language devices has the author used? This is just as effective with a text that is not well written – students can identify the things that do not sound right.
Provide students with a scaffold to write their own text. This allows them to use the structures they have seen in the model text, whilst using familiar vocabulary and grammatical structures.
Students compose their own texts independently, bringing together everything they have learnt in the process.
This 3-step process seems very simple, but when the discussions in the first two phases are explicit in the use of metalanguage and help students clearly identify features of a text, whilst comparing them to features of English language texts, it is an effective way of improving student writing in both the target language and in English.
As with literacy, all teachers are responsible for supporting the numeracy development of their students. It's important the numeracy activities are age- and Stage-appropriate. The sample activities below may support you in your planning:
- reads a menu in the target language and calculates total costs, discounts and percentages, for example for tipping
- extracts, interprets and comprehends a range of mathematical information in the target language from texts, tables, diagrams and graphs in a range of contexts, for example weather charts and transport timetables
- creates budgets and costs items in a foreign currency, for example shopping for souvenirs
- applies knowledge of scale, distances and time zones to plan and budget an overseas travel itinerary.