Classical Languages K–10 (2022) Syllabus – information for school leaders
The Classical Languages K–10 (2022) Syllabus replaces the Classical Greek K–10 (2003) Syllabus and the Latin K–10 (2003) Syllabus
The NSW Classical Languages K–10 (2022) Syllabus recognises the critical importance of understanding a classical language and culture through the study of texts.
What you need to know
- The Classical Languages (2022) K–10 Syllabus is one of 4 languages syllabuses to be released as part of curriculum reform, along with Aboriginal Languages K–10, Auslan K–10 and Modern Languages K–10.
- The decision regarding which language/s to offer is made at school level, based on available resources, including access to qualified languages teachers.
- In K–6, languages are not mandatory. As such, schools are not required to introduce a languages program in response to this or any other new languages syllabus. However, primary schools which do run languages programs are required to use the relevant syllabus.
- In 7–10, students learn one language over one continuous 12-month period, preferably in Years 7–8 (‘the mandatory 100 hours’).
- For the mandatory 100 hours, there is no mandate for a school to implement a classical languages program – they can implement any of the K-10 languages syllabuses.
- In 2023, teachers engage with the syllabus, and plan and prepare for implementation of the curriculum.
- In 2024, implementation commences in schools, with:
- K–6
- 7–10 mandatory 100 hour courses
- new 100 and 200 hour elective courses.
Classes which commence a 100 hour or 200 hour elective course in 2023 should continue to use the existing language-specific syllabus until the end of 2024.
- The Classical Languages K–10 Syllabus is a framework – schools implement the syllabus through the study of one or more classical languages, for example Latin, using NESA’s language-specific support (where provided).
In the Classical Languages K–10 (2022) Syllabus:
- the central goal is empowering students with the knowledge, understanding and skills required to access and appreciate a range of classical texts
- a framework approach is used – teachers plan and program using the syllabus, together with language-specific examples
- there are 2 focus areas – understanding texts and intercultural understanding
- language-specific support will be provided by NESA for 4 classical languages
- Life Skills outcomes provide an option for students with disability who cannot access the regular course outcomes.
Prior to implementing the Classical Languages K–10 (2022) Syllabus, leaders will need to consider the following.
- All syllabus content is considered essential learning in order to successfully demonstrate achievement of the outcomes. Schools cannot pick or choose from the dot points.
- A qualified teacher of the classical language is required for students to develop the knowledge, skills and understanding outlined in the syllabus outcomes and content.
- Teachers may need to access professional learning relating to the focus areas, outcomes and content of the Classical Languages K–10 Syllabus, and the impact these will have on planning and programming.
- Resource and budget implications, including adequate release days for professional learning and collaboration.
- 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 supporting 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 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 Classical Languages K–10 (2022) Syllabus is based on evidence summarised in the bibliography published by NESA.
- What school practices and systems are in place to support teacher professional learning? How are these evaluated to maximise support for teachers?
- If your school only has one languages teacher, what explicit systems are in place to foster collaboration, for example access to teacher associations?
- How has the school engaged with departmental resources and support for curriculum implementation, for example, Curriculum Reform Communities, curriculum resources, professional learning, and DEL network initiatives?
Languages curriculum teams and web page
- Languages curriculum page
- For K-6 support, email primlang@det.nsw.edu.au
- Join the Primary Languages Networks
- For 7-12 support, email LanguagesNSW@det.nsw.edu.au
- Join the Languages statewide staffroom