School name:	Years X–X band plan — Australian Curriculum: Languages Overview for planning with the Australian Curriculum: Languages

Instructions to writers

How to use this template: This template is flexible. You can personalise the template to plan teaching and learning programs for Australian Curriculum: Languages (www.australiancurriculum.edu.au/languages/introduction) for your school.

Page 1 provides a map of coverage of a language subject. Select the Languages subject/s using the dropdown menus for each phase. Delete bands as necessary.

Page 2 provides the details for each band, year level or subject. Duplicate the table on page 2 for each band, year level or subject on this page. Personalise these tables with planning information for the teaching and learning programs mapped on page 1.

Once the form is complete, delete these Instructions to writers.

Planning learning in Languages	The Languages curriculum is based on the principle that all children will study a language across Prep Year to Year 2.
Prep Year–Year 2 band	Year level	Term 1	Term 2	Term 3	Term 4
Prep Year	Choose a Languages subject:	Choose a Languages subject:	Choose a Languages subject:	Choose a Languages subject:
Year 1	Choose a Languages subject:	Choose a Languages subject:	Choose a Languages subject:	Choose a Languages subject:
Year 2	Choose a Languages subject:	Choose a Languages subject:	Choose a Languages subject:	Choose a Languages subject:

Planning learning in Languages	The Languages curriculum is based on the principle that all students will study a language across Years 3 and 4.
Years 3–4 band	Year level	Term 1	Term 2	Term 3	Term 4
Year 3	Choose a Languages subject:	Choose a Languages subject:	Choose a Languages subject:	Choose a Languages subject:
Year 4	Choose a Languages subject:	Choose a Languages subject:	Choose a Languages subject:	Choose a Languages subject:

Planning learning in Languages	The Languages curriculum is based on the principle that all students will study a language across Years 5 and 6.
Years 5–6 band	Year level	Term 1	Term 2	Term 3	Term 4
Year 5	Choose a Languages subject:	Choose a Languages subject:	Choose a Languages subject:	Choose a Languages subject:
Year 6	Choose a Languages subject:	Choose a Languages subject:	Choose a Languages subject:	Choose a Languages subject:

Planning learning in Languages	The Languages curriculum is based on the principle that all students will study a language across Years 7 and 8.
Years 7–8 band	Year level	Term 1	Term 2	Term 3	Term 4
Year 7	Choose a Languages subject:	Choose a Languages subject:	Choose a Languages subject:	Choose a Languages subject:
Year 8	Choose a Languages subject:	Choose a Languages subject:	Choose a Languages subject:	Choose a Languages subject:

Planning learning in Languages	The Languages curriculum is based on the principle that students in Year 9 and 10 will study a language as determined by schooling sectors or individual schools.
Years 9–10 band	Year level	Term 1	Term 2	Term 3	Term 4
Year 9	Choose a Languages subject:	Choose a Languages subject:	Choose a Languages subject:	Choose a Languages subject:
Year 10	Choose a Languages subject:	Choose a Languages subject:	Choose a Languages subject:	Choose a Languages subject:

Duplicate this table for each year level/Languages subject mapped on page 1. Once complete, delete these Instructions to writers.

School name:
Australian Curriculum: Languages	Band/Year: Choose a band/year:	Languages subject: Choose a Languages subject:
Identify curriculum	Languages learning area	The Australian Curriculum: Languages is designed to enable all students to engage in learning a language in addition to English. The interrelationship of language, culture and learning provides the foundation for the Australian Curriculum: Languages. In the languages learning area the focus is on both language and culture, as students learn to communicate meaningfully across linguistic and cultural systems, and different contexts. This process involves reflection and analysis, as students move between the new language being learnt and their own existing language(s). It is a reciprocal and dynamic process which develops language use within intercultural dimensions of learning experiences. It is not a ‘one plus one’ relationship between two languages and cultures, where each language and culture stay separate and self-contained. Comparison and referencing between (at least) two languages and cultures build understanding of how languages ‘work’, how they relate to each other and how language and culture shape and reflect experience; that is, the experience of language using and language learning. The experience of being in two worlds at once involves noticing, questioning and developing awareness of how language and culture shape identity.
Course organisation	Insert or combine the course organisation for the Languages subject — www.australiancurriculum.edu.au/languages/introduction.
Phase curriculum focus	Insert phase curriculum focus for the phase of learning that is identified in the organisation of the Australian Curriculum: Languages.
Band description	Insert the relevant band description from the Australian Curriculum: Languages.
Achievement standard	Insert the relevant achievement standard from the Australian Curriculum: Languages.
Teaching and learning	Unit overview Note: If only one unit is offered, merge cells to the right, or split into more columns for more units.	Unit 1	Unit 2	Unit 3	Unit 4
Outline the curriculum focus for the unit. Refer to how the interrelated strands of Communicating and Understanding for the Languages subject will be addressed. Include links to other learning areas as relevant.	Outline the curriculum focus for the unit. Refer to how the interrelated strands of Communicating and Understanding for the Languages subject will be addressed. Include links to other learning areas as relevant.	Outline the curriculum focus for the unit. Refer to how the interrelated strands of Communicating and Understanding for the Languages subject will be addressed. Include links to other learning areas as relevant.	Outline the curriculum focus for the unit. Refer to how the interrelated strands of Communicating and Understanding for the Languages subject will be addressed. Include links to other learning areas as relevant.
Content descriptions Note: If only one unit is offered, merge cells to the right, or split into more columns for more units.	Knowledge	Unit 1	Unit 2	Unit 3	Unit 4
Insert the content descriptions for the unit. It is expected that all content descriptions will be covered across each band.
Insert the content descriptions for the unit. It is expected that all content descriptions will be covered across each band.
Understanding	Unit 1	Unit 2	Unit 3	Unit 4
Insert the content descriptions for the unit. It is expected that all content descriptions will be covered across each band.
Insert the content descriptions for the unit. It is expected that all content descriptions will be covered across each band.
Insert the content descriptions for the unit. It is expected that all content descriptions will be covered across each band.
Insert the content descriptions for the unit. It is expected that all content descriptions will be covered across each band.
Insert the content descriptions for the unit. It is expected that all content descriptions will be covered across each band.
Insert the content descriptions for the unit. It is expected that all content descriptions will be covered across each band.
Insert the content descriptions for the unit. It is expected that all content descriptions will be covered across each band.
Insert the content descriptions for the unit. It is expected that all content descriptions will be covered across each band.
Insert the content descriptions for the unit. It is expected that all content descriptions will be covered across each band.
General capabilities	Delete the icon for any general capabilities that are not included in the unit: Literacy Numeracy ICT capability Critical and creative thinking Personal and social capability Ethical understanding Intercultural understanding
Crosscurriculum priorities	Delete the icon for any cross-curriculum priorities that are not included in the unit: Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
Develop assessment	Assessment Note: If only one unit is offered, merge cells to the right, or split into more columns for more units.	Identify how evidence of learning will be gathered.	Identify how evidence of learning will be gathered.	Identify how evidence of learning will be gathered.	Identify how evidence of learning will be gathered.
Make judgments and use feedback	Consistency of teacher judgments	Identify opportunities to moderate samples of students’ work at a school or cluster level to reach consensus and establish consistency.	Identify opportunities to moderate samples of students’ work at a school or cluster level to reach consensus and establish consistency.	Identify opportunities to moderate samples of students’ work at a school or cluster level to reach consensus and establish consistency.	Identify opportunities to moderate samples of students’ work at a school or cluster level to reach consensus and establish consistency.

Prep Year in Queensland is the Foundation Year of the Australian Curriculum and refers to the year before Year 1. Children beginning Prep in January are required to be five years of age by 30 June.

Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum: Technologies: www.australiancurriculum.edu.au/technologies/rationale