K–10Modern Languages K–10 Syllabus

Implementation of the Modern Languages K–10 Syllabus is optional in Kindergarten to Year 6.  

Mandatory study of 100 hours in one language is completed in Years 7–10 but preferably in Years 7–8, over one continuous 12-month period. However, students may commence their study of a language at any point along the K–10 continuum.

Course numbers:

Languages (Stage 5 Mandatory): 4070

Exclusions: Students may not access Life Skills outcomes and other outcomes from the same subject.

The diagram (Figure 1) is an overview of the Modern Languages K–10 Syllabus. It shows that:

• communication is the central goal in language learning
• the 3 focus areas are interacting, understanding texts and creating texts
• knowledge of language systems is applied in all focus areas and is an essential part of communication
• intercultural capability is the capacity to exchange, understand and create meaning between people and across languages and cultures and is developed in all focus areas.

Image long description: The diagram shows 'Communication' encompassing the focus areas of Interacting, Understanding texts and Creating texts. Below the 3 focus areas are the headings 'Applying knowledge of language systems' and 'Developing intercultural capability'.

The Modern Languages K–10 Syllabus is organised as a framework that can be used to teach any modern language in New South Wales. A modern language refers to any language that is currently in use. There are separate syllabuses for Aboriginal Languages, Auslan and Classical Languages.

Macro skills

There are 4 macro skills, also known as language modes: listening, speaking, reading and writing. They are related to focus areas as shown in the table below.

* The response to texts can be in the target language or English.

For some students with disability, teachers will need to consider appropriate adjustments to speaking, listening, reading, writing and communication experiences in the context of the Modern Languages K–10 Syllabus.

Representation of language systems and culture

The syllabus content is organised to show that knowledge of language systems and culture is required to communicate across all 3 focus areas as shown in the table below.

* It is the intention of the syllabus that spoken interactions are prioritised; however, written interactions can occur where appropriate.

Learner proficiency

Students come to the learning of languages with diverse linguistic and cultural profiles. This may include a heritage in a particular language and/or a range of prior language experiences, either in the target language or another language.   

Proficiency levels recognise what the student can do in the target language. Examples have been provided for each stage to support students learning the language at Beginner, Intermediate and Advanced levels, where relevant.