Introduction

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Welcome!

Welcome to the Introduction to the ACT BSSS Languages Framework Workshop.

This workshop is designed to familiarise you with the languages courses and the Languages Framework and consider how the framework should be implemented.

Use the 'Home' menu to navigate the parts of the PL.

If you complete the activities to a satisfactory standard and submit them, then you will be entitled to claim completion.

Here is a link to the Languages Framework.

Prepare a document with your answers to the questions and when the training is completed, send the document to bsssenquiries@act.gov.au

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What is the Framework for?

The Framework sets the parameters for assessment and the standards that students achieve in Modern and Classical Languages.
The Frameworks and courses are subject to review and the next review for Languages will be in 2026.
The Framework and courses reflect progression from ACARAR P-10 courses in languages.
The Framework makes provision for equality of achievement and standard between Beginning, Continuing and Advanced language learners.
The Review of BSSS Senior Secondary Curriculum (2015) recommended that frameworks reflect coherence and consistency in design, format and quality.
The Shape of the ACT Senior Secondary Curriculum (2016) provides guidelines and design specifications, based on ACARA course design, and relevant to ACT context.

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What are the key features of the Framework?

Goals
Framework Rationale
Achievement Standards for T, A, 11,12, Beginning, Continuing, Advanced and Modern and Classical
Task Type Table

The Goals, Achievement Standards and Task Type table are constant across all courses under the Framework.

T standards reflect general preparation for further academic study as well as language proficiency.

What are the key features of a course?

course rationale
unit specific goals
content descriptions
framework Achievement Standards and Task Type Table
Language specific content advice for specific languages offered under the courses

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How do the parts go together?

Teachers will consider the integration of the different parts of the curriculum in developing a Program of Learning that will engage students in learning in their context.

Introduction Activity One

Please consider the following:

How do the different languages levels relate to each other in terms of standards?
What requirements from the task type table will you need to consider in planning learning across two units of a language course?

Record a paragraph in response to each question.

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