Programming and assessment

All K-10 modern language syllabuses (2017 and later) are underpinned by the Languages K-10 Framework. To access a range of language-specific support material, explore the languages through the left-hand menu. We recommend teachers browse all language resources as each offers a different layout, area of interest and form of assessment.

Programming in Stages 4 and 5

A program is all of the documents involved in the overall planning for each language and Stage/year that you teach.

Our programming guidelines (DOCX 203KB) will guide you through everything you need to know about quality programming in modern languages 7-10.

Please access our Stages 4 and 5 Latin page for programming guidelines for classical languages.

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 modern languages (via the left-hand menu) which deliberately take different formats to broaden your layout options. NESA's sample resources provide other options to consider.

Our backward mapping tool (PDF 219KB) can also be printed and used to guide you through the backward mapping approach to unit design.

Image: Image of our backward mapping tool

Assessment in Stages 4 and 5

The K-10 language syllabuses focus on learning tasks, instead of on activities or exercises. In simple terms, activities and exercises are how students learn a language, for example vocabulary and grammar drills, cloze passages and games. A task, on the other hand, involves the purposeful use of language, achieving a devised or actual purpose or goal. Learning tasks are how students can showcase their learning and experiment with new forms. The focus is on the authentic use of language, through authentic communication.

Compare these 2 examples:

  • When students read a weather map and answer true/false or short-answer questions, this is an activity, as it is not linked to a purpose and the language use is not authentic.
  • When students listen to a weather report on the radio and then use this information to decide their plans for the weekend with a friend, this would be considered a task.

Authentic communication has:

  • a purpose
  • a context
  • an audience.

To share great examples with you, we have identified our top 10 favourite assessment tasks, submitted by teachers at our programming workshops or via our eCourse. We've also included a short paragraph or 2 on why we love each task. You'll notice each one:

  • focuses on authentic communication
  • assesses a range of outcomes
  • combines 2 or more macro skills.

If you need further assistance with accessibility for any of these resources, please get in touch with us at

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