K-10 Syllabus

Early Adolescence (8-10) Languages (LOTE) Syllabus

The Early Adolescence (8-10) Languages (LOTE) Syllabus is designed to support teachers with planning and delivering learning, teaching and assessment programs in the context of the Curriculum Framework. The syllabus details content at each year of schooling across the early adolescence phase of development. When using these advisory materials, teachers will continue to make professional judgements about when to introduce content based on students' prior learning and achievement.

Last Updated: Tuesday, 04 March 2008 11:58

Click a heading below to expand. The Early Adolescence (8-10) Languages (LOTE) Syllabus
Purpose

Download: Purpose of the Early Adolescence (8-10) Languages (LOTE) Syllabus

This syllabus provides teachers with advice about content, planning, teaching and assessment in Languages (LOTE) in years 8-10.

Connections with other curriculum policy and support documents
This syllabus is consistent with, and can be used in conjunction with, the following policy and support documents:
  • LOTE Learning Area Statement in the Curriculum Framework for Kindergarten to Year 12 Education in Western Australia produced by the Curriculum Council of Western Australia.
    The Curriculum Framework establishes the learning outcomes expected of all Western Australian students from kindergarten to year 12.
  • The Curriculum Council’s Curriculum Framework Progress Maps - LOTE.
    These describe progressive student achievement in LOTE from kindergarten to year 12 and are a guide for monitoring and planning for student achievement.
  • The Department of Education and Training’s Outcomes and Standards Framework - LOTE.
    This is similar to the LOTE Progress Maps but also includes Achievement Targets for years 3, 5, 7 and 9 in WA public schools.
  • The Curriculum Council’s Curriculum Framework Curriculum Guide - LOTE.
    This describes, in phases of development, content to support students’ progress in LOTE from kindergarten to year 12.

As part of a K-12 approach to Languages (LOTE), this syllabus also:
Rationale

Download: Rationale for teaching Languages (LOTE) in the early adolescence phase of development

Key features of Languages (LOTE)
In Languages (LOTE), students learn how to communicate appropriately in languages other than English. Languages (LOTE), develops students’ abilities to:
  • understand other languages and cultures
  • interact with people from other cultural backgrounds.

Organisation of the Languages (LOTE) learning area
Six outcomes are identified in the Curriculum Framework LOTE Learning Area Statement:
  • Listening and Responding, and Speaking
  • Viewing, Reading and Responding
  • Writing
  • Cultural Understandings
  • The System of the Target Language
  • Language Learning Strategies.


Each language specific scope and sequence statement in this syllabus integrates learning across all of six of the Languages (LOTE) outcomes.

Phase of Development

Download: Languages (LOTE) in the Early Adolescence phase of development

Teaching Languages (LOTE) in years 8-10
The Curriculum Framework identifies seven principles of effective learning and teaching:
  • opportunity to learn
  • connection and challenge
  • action and reflection
  • motivation and purpose
  • inclusivity and difference
  • independence and collaboration
  • supportive environment.


Click here for suggestions on how the principles of effective learning and teaching can be incorporated into the teaching of Languages (LOTE) in years 8-10 in ways which take account of students’ current stages of development.

Content

Download: Content
Download: Scope and sequence statements

The scope and sequence statements in this syllabus are expressed in year levels to provide advice on starting points for learning, teaching and assessment programs.

Planning

Download: Planning for learning in Languages (LOTE)

When using the content in this syllabus to plan for learning in Languages (LOTE), teachers need to take into account the following:
Assessment

Download: Assessment in Languages (LOTE)

The purpose of assessment in Languages (LOTE) is to monitor students' progress to:
  • provide feedback
  • inform planning, teaching and reporting.

When assessing, Languages (LOTE) teachers need to take into account the Curriculum Framework’s principles of assessment and keep in mind the following:
  • assessment relies on teachers’ professional judgements
  • assessment should be referenced to common standards as described in the Curriculum Framework Progress Maps - LOTE / Outcomes and Standards Framework - LOTE
  • Languages (LOTE) teachers do not have to formally level or grade every piece of student work
  • Languages (LOTE) Departments should have an assessment policy which is communicated to students and other members of the school community
  • assessment can be undertaken in a variety of ways including via collection and marking of student work, observation, checklists, portfolios, recordings and anecdotal records
  • Languages (LOTE) teachers can select from a range of published or teacher developed resources to record assessment information.


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