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Willetton SHS – A NALSSP good story from WA
Nathan HarveyHead of Languages
July 2013
The National Statement and Plan for Languages Education in Australian Schools 2005-2012
“All languages are equally valid and Learners gain similar social, cognitive, linguistic and cultural benefits regardless of the language studied”.
The Department is committed to supporting all key languages in Western Australian Public Schools
These are: Chinese, French, German, Indonesian, Italian, Japanese and Aboriginal Languages
NALSSP Goal
By 2020 at least 12% of students will graduate from Year 12 with fluency in one of the designated Asian languages, Chinese (Mandarin), Indonesian and Japanese
The Asian Language Hubs Strategy - the Department’s key strategy to meet the objectives of the NALSSP.
Languages Education in Australian Schools 2010
Steady decline in senior secondary numbers
National direction to increase access to Asian Languages and Studies of Asia programs
Need to provide pathways to cater for the diversity of language learner backgrounds
Languages Education 2010 cont
Lack of quality language teachers
A need to articulate standards of achievement
A need to be realistic about the level that can be achieved considering time spent on languages
A need to provide engaging programs
A need to provide maintenance and revival
Western Australian context
2009: 47% of Year 9 students studied a language
2009: 2% of Year 12 students studied a language◦ 39 students studied Chinese◦ 102 students studied French◦ 28 students studied German◦ 58 students studied Italian ◦ 22 students studied Indonesian◦ 97 students studied Japanese
Western Australian Public School Students Participating in Language Studies 2009(a)
Cultural
Total Student
sStuden
t %
Year Level AIL
Auslan*
Chinese
Studies French
German
Indonesian Italian
Japanese
Spanish
Vietnames
e Total PublicDoing Lang
3 789 64 390 143 1979 359 4684 5698 4140 153 30 18446 20148 92
4 761 60 382 179 2081 359 4843 5757 4146 164 37 18785 20257 93
5 851 77 419 202 2159 415 4955 5906 4153 183 42 19382 20776 93
6 788 85 521 180 2134 502 4654 5689 3938 125 40 18681 19849 94
7 408 36 245 125 1146 250 2650 2825 2200 119 19 10029 10787 93
8 349 22 463 247 2560 419 2029 2928 3087 0 0 12114 16626 73
9 185 19 314 0 1892 340 1210 1778 2279 18 0 8047 17164 47
10 80 17 219 0 635 163 355 863 678 0 0 3018 17485 17
11 52 8 74 0 143 42 31 80 143 0 0 573 17558 3
12 16 10 50 0 110 24 22 46 102 0 0 380 11850 3
TOTAL 4279 398307
7107
6 14839 2873 25433 31570 24866 762 168 109455 172500
Focus question
How do we engage these students to graduate from Year 12 with a degree of fluency in a second language?
Key strategies for DoE
Resources and responsibilities for language learning provided to schools
Implementation of Language Hubs to develop sustainable pathways and programs
Support provided for the teaching and learning of languages (TDSs)
Language Hubs: Intended outcomes Increase demand for a language program
beyond Year 9
Provide continuous quality language pathways from partner primary schools through to Year 12
Provide a differentiated curriculum to ensure students are engaged in a challenging, quality language program
Intended outcomes (cont’d)
Promote languages across the school community to increase student knowledge and understanding of language communities
Establish leadership opportunities for language teachers
Provide professional learning support for teachers associated with the hubs
Differentiated curriculum and pathwaysLanguage Hubs to provide:
• Challenging and innovative curriculum K-12
• Continuous language learning pathways primary through to Year 12 (and links with pre primary and VET)
• Flexible timetabling and use of native speakers
• Access to Online learning and teaching resources
Key Result Areas
1. Flexible delivery and pathways: to ensure that innovative and creative approaches to the teaching and learning of languages are promoted
2. Increased teacher supply and support: to ensure that there is an increased and maintained supply of quality language teachers
3. Stimulating student demand: to ensure that students are aware of the benefits of studying languages and are engaged in quality programs
Reporting Procedures for 2010: Planning for sustainability1. Asian Language Hubs:
Strategic PlanOperational PlanHub report end of November 2010
2. European Language HubsMid Year Review July 2010Strategic PlanHub report November 2020
An approach for continuous improvementAccountability focus (describe and act)
◦ Strategies used by the hubs ◦ Gathering evidence
Planning for Sustainability (reflect)◦ Reflection on the data◦ Has the plan/action been successful◦ Any shocks/ surprises◦ Where to next?
Continuous Improvement (plan)◦ Document what is happening on the journey to learn
from the process ◦ Plan for improvement
Lead secondary school- Willetton SHS
Partner Primary Schools – Burrendah, Rostrata, Willetton Primary Schools
Addition of Riverton Primary School
Context
Increased levels of achievement in Languages
Increased numbers of students studying Japanese to Year 12 (+French +Italian)
Overarching Goals
Here is what the national research and standards tells us…. Quality Languages programs:
• are actively valued in their schools• have appropriate timetabling • are adequately staffed by qualified, permanent teachers• are allocated dedicated space • have adequate budgets and resources• have appropriate class sizes and groupings• focus on progression in language learning…
…supporting the development of long term programs
AFMLTA Professional Standards The Program standards are designed to
assist us to understand our own professional context and needs for- performance evaluation our own professional
capabilities
- program development: recognising and articulating needs for effective language teaching both in our own practice and in your school context
- advocacy: a statement of values that can be used to achieve program success
PSs Year 1/3/5-7 compulsory Italian or German
Competitive Selection Japanese program Yr 6 and 7
Student self selection at the end of Year 7 for secondary
Compulsory and continuous Year 8 and 9
Full year elective in Year 10
Year 11, Year 12 (university entrance level)
Program Structure
Competitive Entry Year 6 and 7 Academic Extension Program in Japanese
Curriculum Differentiation & Extension, Acceleration Program
Links with Murdoch University School of Education
Targeted PL program for teachers (especially in text and task design and GATE)
Celebrate and reward hard work and success
Main Strategies
Extension of Native Speaker Program into Years 8 & 9
Invest further in sister school relationships
Enhanced links with UWA, HPGCC, Dante Alighieri Society & Alliance Francais
Trial Cross Curricular program with Science
Other Strategies
Development of Interns Program in collaboration with Kagoshima Immaculate Heart College
Staff development (teachers and assistants)– all staff to be on board and given curriculum leadership responsibilities
Partnership with University of Tasmania to developing online FLOTE materials
Other Strategies
Understanding by Design “Backward Design” focus:
◦ Clarify results and evidence of them before designing lessons – standards, resources, support
Teaching for understanding is the goal of teaching and compatible with a standards focus
UbD is a way of thinking more carefully about design, not a program
Understanding By Design Thinking like an assessor, not only an activity
designer, is key to effective design.
Overcoming the “twin sins” of “aimless activity” and “superficial coverage”.
The work is only “coverage” or “nice activity” unless focused on questions and big ideas, related to the Standards.
3 Stages of Backward Design1. Identify desired results based on
achievement standards
2. Determine acceptable evidence
3. Plan learning experiences & instruction.
Nominated by SCSA as highest performing schools for Year 12 WACE Stage 3 Japanese
1st and 3rd Place winner: WA Japanese Language Speech Contest (senior division)
1st place winner for National Japanese Speech contest
24 Certificates of High Distinction and 24 Certificates of Distinction for outstanding student achievement in the Australian Council for Educational Research Language Certificate Competition (French, Japanese, Italian)
1 Highly Commended Entry in the Teacher’s of French Association Competition
Silver and Bronze medal winners for WAATI Italian Examinations
2 Certificates of High Distinction and 2 of Distinction (Year 11); and 5 Certificates of Distinction (Year 10) in the Dante Alighieri Italian Examinations
A Year 12 student won a two month scholarship to Japan through the Southern Cross Cultural Exchange program
2 Year 10 students won a six months study exchange program to Japan scholarship
1 year 11 student won a 3 week scholarship to La Reunion Island for French
1 year 11 student ranked 7th in WA out of over 1000 students for her outstanding achievement in the Alliance Francaise Exams for French
1 Certificate of High Distinction and 3 Distinction (Year 11) and 8 Certificates of Distinction (Year 10) in the Alliance Francaise Exams
2012 Achievements
Keep the impetus going and maintain momentum for exemplary curriculum development by working in teams
Exploration of whole school options for studies of Asia- Cross Curriculum Priorities and General Capabilities
Continued targeted PL for teachers
Seriously explore links with other languages hubs
2013 and beyond…
Further formalise links with MUSE and UWA
Sharing of FTE across schools
Formalise plans for sustainability
Further staff training in data analysis for curriculum planning
2013 and beyond…
Questions?
Comments?
Feedback?
Suggestions?
Further references
Wiggins, Grant & McTighe, Jay. Understanding by Design. New York: Prentice Hall. 2000.
McKenzie, Jamie. Learning to Question, to Wonder, to Learn. New York: Linworth Publishing.2004.