We will guide you through the elements of a program and link each element to the Modern Languages K–10 Syllabus within the context of teaching a language in K–6.

To help inform and support your teaching practice, it is essential that you explore all aspects of the Modern Languages K–10 Syllabus, including the rationale and aim. This will provide insight into the principles underpinning the syllabus and assist in programming effectively.

Programming

Programming is the process through which teachers select and sequence teaching, learning and assessment experiences that cater for diverse learners in a particular year or stage.

A program is all the documents involved in the overall planning for each language and year or stage.

Effective programs enable you to:

• plan for the delivery of syllabus outcomes and content
• improve student learning outcomes
• respond to student learning needs, school context, self-reflection and evaluation
• record planned learning experiences of how syllabus requirements are met.

Programs are evidence of compliance in NESA’s registration process for schools.

The department also sets additional requirements, outlined in the Curriculum planning and programming, assessing and reporting to parents K–12 policy.

Programs also ensure the continuity of quality learning for students. It allows substitute teachers to continue teaching during periods of absence.

Register

Teachers are required to keep a record of what they have taught. Teachers and schools may approach this differently. For example, some teachers may annotate units of work, indicating when activities and tasks were completed by each class and noting any adjustments that were required, including a self-reflection. Other teachers may have their register as a separate document. It will depend on the requirements of your school.

The syllabus

Most language teachers in NSW primary schools use the Modern Languages K–10 Syllabus for planning, programming and assessing purposes.

Teachers of Aboriginal Languages, Auslan and Classical Languages may find this information relevant to their needs.

The Modern Languages K–10 Syllabus (2022) states that ‘communication is the central goal of language learning’. All teaching, learning and assessment activities designed for your program should focus on developing students’ ability to communicate in the target language.

Students apply knowledge of language systems (including the sounds, vocabulary, grammar and script of the language) and develop intercultural capability (the capacity to exchange, understand and create meaning between people and across languages and cultures), as they communicate across 3 focus areas of interacting, understanding texts and creating texts.

Syllabus groups and content

Syllabus content groups and content are annotated. The heading 'Exchanging meaning in oral interaction in the target language' is labelled as 'Content group'. The dot points that fall under that heading are the 'Content'.

All content is considered ‘essential learning’ for students to demonstrate achievement of the outcome. As such, when designing units, you should program for all the content and adjust the time required for attainment, depending on student ability and proficiency. While most of your units will address all outcomes, each unit does not need to cover all the content points for each outcome. These can be covered across a stage of learning.

The examples in NESA’s digital curriculum and the teaching advice provide guidance on how the outcomes and content should be interpreted and applied. For example, ascertaining students’ pre-existing knowledge, including their existing target language skills and interests, means you can design learning that is more engaging.

Organisation of content groups

Syllabus content is represented through content groups and dot points. Each outcome has 3 content group headings:

• The first describes how students can demonstrate the required communication skills and functions.
• The second describes how students can use their knowledge of language systems to communicate.
• The third content group heading describes how students can demonstrate intercultural understanding through language learning.

When reviewing and planning for the content, the following diagram may assist you in understanding the layout of the syllabus.

Macro skills

The syllabus also identifies which macro skills, or language modes (speaking, listening, reading and writing), are addressed in each focus area. When designing your teaching and learning activities across the unit as a whole, all 4 macro skills should be addressed through a range of contexts.

When planning your unit, use our unit checklist (DOCX 64 KB).