The Modern Languages K–10 Syllabus replaces these language-specific K–10 syllabuses.

In the Modern Languages K–10 Syllabus (2022):

• the central goal is communicating in the target language
• there are 3 focus areas – interacting, understanding texts and creating texts
• all focus areas emphasise using and understanding culturally appropriate target language (culture cannot be taught in isolation from the language)
• interacting is primarily through oral language
• there are examples for 3 learner levels – beginner, intermediate and advanced
• a framework approach is used – teachers plan and program using the syllabus, together with language-specific examples
• language-specific examples are provided by NESA for 19 modern languages, found under ‘Teaching and learning support’ in the syllabus
• access content points are included for students with significant intellectual disability
• Life Skills outcomes have been mapped to Stage 4 and 5 outcomes to facilitate integrated delivery.

Prior to implementing the Modern Languages K–10 Syllabus (2022), leaders will need to consider the following:

• With the stronger focus on communicating using the target language, interacting orally and using culturally-appropriate language, a qualified teacher of the modern language is required.
• Schools cannot teach about a language, or about culture(s), as this will not meet syllabus outcomes.
• 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.
• Teachers may need to access professional learning relating to
  • the focus areas, outcomes and content of the Modern Languages K–10 Syllabus and the impact these will have on planning and programming
  • building student ability to interact spontaneously.
• 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 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 that Years 7–10 courses based on Life Skills outcomes and content are the most appropriate options for the RoSA.

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

• With communicating in the target language and interacting using oral language key focus points in the syllabus, does the school have an appropriate number of qualified languages teachers?
  • If not, what processes are in place to support this?
• 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 local language networks and relevant statewide staffrooms?
• 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?

• Modern Languages K–10 Syllabus (2022)
• Teaching and learning support