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Languages K–12

Evaluate a K–6 language program

Reflect on your school’s existing language programs and plan for the future.

Build a logic model

Logic modelling is a helpful starting point to evaluate a school-based program.

Reflection questions

The following questions are a guide. Adapt them according to your school's identified needs and context and consider them throughout the logic-modelling process.

Students

Is there evidence of student learning?

For example:

  • recordings of students completing communicative tasks
  • texts created by students in the target language
  • observations of student learning.

Is there evidence of student engagement in the language program?

  • Are students enjoying language lessons?
  • Has student work been displayed?

Teachers

  • How are language teachers supported at school?
  • How do language teachers collaborate with class teachers to align content and discuss student progress or issues?

School leaders

  • What knowledge do leaders have of the relevant language syllabuses?
  • What understanding do leaders have of language teaching pedagogy?

Parents

  • Are parents supportive of the program?
  • What issues or concerns have been raised?

The program in the school

  • How long has the current language program been in place?
  • Have changing demographics in the school community impacted the language program? How?

Access support

The primary languages team is here to help you evaluate your school’s language program.

We provide:

  • advice on best-practice language teaching and curriculum implementation
  • support that is determined by your school context
  • guidance with successful models of running a primary language program.

Contact the team

Email primlang@det.nsw.edu.au.

Case studies

The following case studies detail recent experiences of schools seeking to evaluate a language program.

Schools sought support from the primary languages team to assess and improve the implementation of their programs in each of these examples.

Context

The new principal of School A contacted the primary languages team with concerns about the long-running Community Languages Program K–6, which was no longer valued by some parents, students, and other teachers at the school. The program was only offered to a small number of background speakers of 2 different languages.

Action

The primary languages team identified long-term funding couldn’t be justified due to the student numbers. Without intervention, the community language teachers with permanent positions would need to be moved to a different teaching role at the school.

The primary languages team advised the school to consider including non-background speakers. In addition, the teachers were directed to resources to support differentiation of teaching students with a range of language abilities.

Result

The school plans to include non-background speakers to increase community support and student engagement.

Context

The new principal of School B, an experienced principal of the Community Languages Program K–6, planned to evaluate the language programs at the school to ensure the highest standard of language teaching and learning.

To ensure language programs at the school incorporated best practice language teaching and community engagement, the executive at the school engaged with the primary languages team through calls and meetings over an ongoing period.

Action

The principal reviewed the program after seeking advice from the primary languages team. They surveyed the school’s parent community, staff, and executive. The feedback from stakeholders encouraged the continuation of the Community Languages Program K–6 at the school with some adjustments in the implementation.

Result

Improved and flexible processes were introduced including timetabling classes. Professional learning for language teachers was prioritised.

Context

The principal of School C sought departmental support and guidance on the evaluation of the school’s language program. The evaluation was prompted by concerns regarding the support language teachers were given and the need for supervisors to develop a stronger understanding of language teacher’s requirements.

Action

The primary languages team worked closely with the principal and provided advice, resources, and access to professional learning.

Result

School leaders felt confident in their knowledge of the program, language teaching pedagogy and syllabus documents. Language teachers were directed to relevant professional learning and provided support to teach effectively using the syllabus.

Category:

  • Teaching and learning

Business Unit:

  • Curriculum and Reform
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