The Aboriginal Languages K–10 Syllabus includes:

• a simplified aim and removal of the objectives
• outcomes and content that are organised into 5 focus areas, and content groups
• a change in the coding of outcomes (stage – 5 focus areas – numerical sequence of outcome)
• using language and making linguistic connections
• provision for students who are
  • learning a Language in Revival
  • continuing to study their First Language.
• access content points for students with significant intellectual disability
• Life Skills outcomes have been mapped to Stage 4 and 5 outcomes to facilitate integrated delivery.

The Aboriginal Languages K–10 Syllabus aligns with the Australian Curriculum Framework for Aboriginal Languages and Torres Strait Islander Languages F–10 Language Revival (LR) and First Language (L1) Pathways.

Prior to implementing the Aboriginal Languages K–10 Syllabus, leaders will need to consider the following:

• adhering to the local Aboriginal cultural protocols
• working in partnership with local Aboriginal community(-ies) in the planning of the Aboriginal Languages syllabus
• ongoing connection with local Aboriginal Community in the development and implementation of school-based teaching and learning programs to maintain and revitalise their languages and cultures
• commencement of study of a language at any point along the K–10 continuum (mandatory study of a language for 100 hours is to be completed over one continuous 12-month period in Years 7–10, but preferably in Years 7–8)
• principles of cultural safety that are founded on respectful behaviours and integrity, including some consistent principles associated with the teaching of Aboriginal and Torres Strait Islander histories and cultures
• that many Aboriginal Languages are at various stages of revival
  • Language revival processes are based on linguistic analysis of surviving Community-held knowledge, early records, historical documents and recordings
  • This analysis is done by linguists and Community members who are specialist Aboriginal Language researchers.
• all decisions about curriculum options for students with disability should be made through the collaborative curriculum planning process
• before deciding that a student should access Life Skills outcomes and content, consider other ways of helping the student to engage with regular course outcomes
  • This may include a range of adjustments to teaching, learning and assessment activities.
  • If the adjustments do not provide a student with sufficient access to some or all outcomes in Stages 4 and 5, a decision to access Life Skills outcomes and content might be appropriate.
• some students with intellectual disability may find Years 7–10 courses based on Life Skills outcomes and content are the most appropriate options to follow for the RoSA.

The syllabus for Aboriginal Languages is based on evidence highlighting:

• Additional (second) language acquisition – a foundational understanding of the target language and language culture
• Linguistic research methodologies and practices for Language Revival – by providing insights
• Language ecologies
• Longitudinal studies and action research projects.

The Aboriginal Languages K-10 (2022) Syllabus is based on evidence summarised in the bibliography published by NESA.

• What evidence is there that staff have understood syllabus changes and familiarised themselves with the new syllabus?
• Which communities of practice does the school collaborate with to enhance teacher curriculum knowledge and pedagogy?
• How will the school’s plan for curriculum implementation be evaluated? How might this evaluation inform the implementation of future syllabuses?

• Aboriginal Languages K–10 syllabus (2022)
• NESA Aboriginal and Torres Strait Islander principles and protocols to view the 'Working with Aboriginal Communities: A Guide to Community Consultation and Protocols (2008)'.
• Aboriginal Education Consultative Group (AECG)