Cairns SHS Language Policy...Cairns SHS Language Policy 4 Introduction - What is a language policy? A language policy is derived from the school’s language philosophy and is a statement

Cairns SHS Language Policy

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Contents

Cairns State High School Philosophy & Objectives Statement .......................................................................... 2

IBO mission statement ...................................................................................................................................... 2

IB learner profile .................................................................................................. Error! Bookmark not defined.

Introduction - What is a language policy? ......................................................................................................... 4

International Mindedness and the teaching of Languages ............................................................................... 4

Curriculum Requirements ................................................................................................................................. 5

School Language Profile .................................................................................................................................... 5

School Language Philosophy ............................................................................................................................. 6

Language Learning at Cairns State High School................................................................................................. 6

Language Learning Across the Curriculum 6 Literacy ...................................................................................................................................................... 6 Literacy Support......................................................................................................................................... 7 Extension for student language ................................................................................................................. 7 Referencing and language protocols ......................................................................................................... 7 Current and Future Provision: English ....................................................................................................... 8 Differentiation of Curriculum ..................................................................................................................... 8

Provision of Language B 9 Current Provision ....................................................................................................................................... 9 Current and Future Provision – Languages ............................................................................................. 10 Differentiation for Complex Language Profiles ....................................................................................... 10

English as a English as an Additional Language or Dialect (EALD) (or ESL) 10 Students wishing to study 2 languages at Language B level for the IB DP (either at HL, SL or AB)......... 11 Students wishing to study 2 languages for QCE (either at beginners or continuers courses) ................ 11

Special request and school-supported self-taught options ............................................................................ 11

Group 1 Language: Mother tongue maintenance 11 Group 2 Language: Language options not available 11

Parental involvement in language learning ..................................................................................................... 11

Admissions/enrolment procedures and policy 11 Communication between parents and teaching staff- Students enrolling post-Year 7 12 Parental and community involvement in language learning 12

Reference documents ......................................................................................... Error! Bookmark not defined.

IBDP Language Policy 2019


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Cairns State High School Philosophy & Objectives Statement

IBO mission statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.


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Introduction - What is a language policy? A language policy is derived from the school’s language philosophy and is a statement of purpose that outlines goals for language teaching and learning. It is constructed around pedagogical and learning beliefs and is therefore also a statement of action describing practices for achieving and evaluating goals. Every IB World School authorised to offer one or more of the three IB programmes is required to have a written language policy. Cairns State High School has developed this policy to fulfil these requirements and to clearly articulate pathways and support for language learning at the school. This policy is based on the International Baccalaureate Organisation’s Guidelines for developing a school language policy and the Queensland Curriculum & Assessment Authority Language Syllabus documents, and aims to meet the needs of students and to reflect the principles of both the IBPD and QCAA courses. “A language policy is an action statement ... It is concerned less with where the students in a school are going, and more with how they are going to get there” (Corson, 1999, p. 4).

International Mindedness and the teaching of Languages International Mindedness Education values the world as the broadest context for learning. It must develop conceptual understanding across a range of subjects and offer opportunities for students to inquire, act and reflect. The attributes of international mindedness are described in the IB learner profile and can be considered to be manifested in the components of multilingualism, intercultural understanding and global engagement. Through the teaching of Language A and B teachers are able to:

Develop citizens of the world in relation to culture, language and learning to live together

Build and reinforce students’ sense of identity and cultural awareness

Foster students’ recognition and development of universal human values

Stimulate curiosity and inquiry in order to foster a spirit of discovery and enjoyment of learning

Equip students with the skills to learn and acquire knowledge, individually or collaboratively, and to apply these skills and knowledge accordingly across a broad range of areas

Provide international content while responding to local requirements and interests

Provide diversity and flexibility in teaching methods

Provide appropriate forms of assessment that are internationally benchmarked Language Policy Steering Committee:

Collaborative process to involve stakeholders across the school;

Representation: teachers, librarians, administrators, IB program coordinators, parents, students, Principal, School Council;

Overseeing the procedures needed to develop the philosophy and policy; and

Communicating the policy.


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Curriculum Requirements This policy is underpinned by the curriculum requirements of Education Queensland, The Queensland Curriculum & Assessment Authority and the International Baccalaureate Organization (Diploma Programme).

School Language Profile Cairns State High School is a government secondary school founded in 1917 and is situated in the five minutes from the Central Business District of Cairns. The student and staff population includes some diversity, reflecting the multicultural nature of contemporary Australia, but the majority of students have English as their mother-tongue language. Nevertheless, the data below indicates the growing diversity within the school with it current enrolment of 1637 students (as at 23 May 2019).

21% Identify as EALD* Australia, Bangladesh, Belgium, Canada, China , Congo, Democratic Republic of, Denmark, England, Fiji, Germany, Hong Kong Hungary, India, Indonesia, Italy, Japan, Korea, Democratic People's Republic of (North), Korea, Republic of (South), Malaysia, Micronesia, Federated States of, Papua New Guinea, Philippines, Polynesia, South Africa, Thailand, Vietnam, Zimbabwe.

11.9% Identify as Indigenous** From local and interstate areas.

19.8% Country of Birth other than Australia*

Belgium, Bosnia and Herzegovina, Canada, China, Denmark, Democratic Republic of Congo, England, Ethiopia, Federated States of Micronesia, French Polynesia, Germany, Hong Kong (SAR of China), Hungary, India, Indonesia, Italy, Japan, Korea, Democratic People's Republic of (North), Korea, Republic of (South), Malaysia, Northern Mariana Islands, Papua New Guinea, Philippines, Polynesia, Romania, Samoa, Saudi Arabia, Sierra Leone, South Africa, Sri Lanka, Taiwan, Thailand, Tuvalu, United Kingdom, United States of America, Vietnam, Zimbabwe.

10.6% Temporary Visas* Australia, Belgium, Bosnia and Herzegovina, China, Denmark, England, Fiji, Germany, Hong Kong (SAR of China), Hungary, India, Indonesia, Ireland, Italy, Japan, Kenya, Korea, Democratic People's Republic of (North), Korea, Republic of (South), Malaysia, New Caledonia, Papua New Guinea, Philippines, Polynesia, Scotland, South Africa, Sri Lanka, Sweden, United States of America, Vietnam, Zimbabwe.

3.9% International Fee Paying Students (part of Temp Visas)***

Austria, Belgium, Bosnia and Herzegovina, China, Denmark, England, Germany, Hong Kong (SAR of China), Hungary, India, Indonesia, Italy, Japan, Korea, Democratic People's Republic of (North), Korea, Republic of (South), Malaysia, Norway, Papua New Guinea, Philippines, Polynesia, South Africa, Sri Lanka, Switzerland, Thailand, United States of America, Vietnam, Zimbabwe.

* Students use either English and/or the language of their country of birth at home. In a small number of cases, two languages other than English are used at home. ** Students use either English and/or an indigenous language at home. *** The majority of students use English at home as they are in homestay. However some reside with their family and so use either English and/or the language of their country of birth at home. In a small number of cases, two languages other than English are used at home.


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School Language Philosophy Cairns State High School values Excellence as an overarching value supported by the values of Respect, Responsibility and Resilience. The Language philosophy is supported by the school’ mission statement: “To develop young people who are inquiring, knowledgeable and caring and who are committed to learning, success and global citizenship.” The study of languages is an integral part of a general education, and the importance of knowing a language other than English is recognised in The Melbourne Declaration on Educational Goals for Young Australians 2008 (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008). The importance of language learning is also recognised by the International Baccalaureate Diploma with one of its aims being to encourage students to communicate with and understand people from other countries and cultures. Therefore highlighting that the learning of a second language as an integral part of the program of study. Cairns State High School believes that in order to actively participate in the global world, students need to have a sophisticated and complex control of language, including the language of instruction, their mother tongue and additional languages. Therefore Cairns State High School:

recognises that, since language is central to learning, all teachers are, in practice, language teachers with responsibilities in facilitating communication;

recognises that students should have the opportunity to learn at least one language in addition to their mother tongue;

recognises that the development and maintenance of the mother tongue for all learners should be supported if possible;

needs to ensure that there are practices in place to provide inclusion and equity of access to the IB programme(s) offered by the school for all learners, including those who are learning in a language other than their mother tongue;

recognises that administrators, teachers, librarians and other school staff will require professional development in the fields of language learning and teaching, and on how to make sure the language policy becomes a working document; and

needs to give ongoing consideration to what resources and practices are to be used to involve parents in planning their children’s language profile and development.

Language Learning at Cairns State High School

Language Learning Across the Curriculum

Literacy

Literacy is a cross-curricular priority embedded in each of the Subject Programs for years 7-9 and Years 10-12. All subjects have substantiative content (knowledge, processes, skills and attitudes related to the subject) as well as literacy content (particular kinds of texts and particular language feature). This is why literacy is a responsibility of all teachers across all teaching areas. Literacy involves:

understanding and using the codes and symbols that are part of language and literacy;

understanding and using the various modes for communication such as books, letters, electronic mail, complex logs and signs, traditional and modern art forms, electronic and print media, and the Internet; and

understanding and using the many meanings that messages may convey such as interpreting messages with several possible meanings, either overtly or covertly represented.


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Literacy Support

Literacy support is available to students through the Learning Support Teachers. Support may include:

Amended tasks and programmes for individual students;

Literacy support classes in English;

Special Provisions for Examinations;

Individualised literacy testing and development of strategies for improvement;

Academic Tutoring; and

In class support.

Extension for student language

Students are able to participate in a wide variety of activities to further develop their language use and apply their skills creatively. Examples of such activities include Debating, Public Speaking, Writing Competitions and Camps, Newspaper articles (Post Ed),Student Council activities, Leadership opportunities, representative roles, peer mentoring, overseas tours, community service involvement, etc. These activities provide opportunities for students to use language persuasively, and for an authentic audience and purpose.

From 2018, students also have access to a Literature Extension program as a Centre of Excellence program.

Referencing and language protocols

Guidelines for appropriate referencing of work and the protocols for formal academic writing are accessible to the students in a number of ways, including:

CiteAce

APA in Microsoft Word;

Formal sessions on academic writing, such as Extended Essays;

Formal sessions (in IBDP course) about academic honesty and referencing of work; and

Provision of English/Language A.

All students at Cairns State High School study English and in the IBDP all students study English as the Language A Subject. All students study English from year 7 through to year 12.

Students are encouraged to be active learners who question the world around them. Through the study of a wide range of literary and everyday texts, students will have the opportunity to respond to texts using increasingly sophisticated literacy and critical thinking skills and to compose texts, both critical and imaginative, for a range of audiences and purposes.


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Current and Future Provision: English

Year Curriculum Followed Subjects Classes

7 Australian Curriculum English 12 classes

(1 extension) (2 support)


(1 extension) (2 support)


(1 support)

10 Australian Curriculum/

Senior Preparation Programs

English 11 classes

2 Short Course Literacy classes

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IB Diploma Programme English A: Literature

(HL and SL) 2 classes

QCAA

English 6 classes

English as an Additional Language

1 class

Essential English 3 classes

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IB Diploma Programme English A: Literature

(HL and SL) 1 class

QCAA

English 6 classes

English Communication 2 classes

English for ESL Learners 1 class

Differentiation of Curriculum

The English programmes are designed to enable inclusion and equity of access for all students.

Extension classes Years 7-10

Cairns State High School offers Enrichment English streams for students who are talented at and interested in English study. These classes follow the mainstream programme with differentiated activities and the opportunity for some extra textual study. They offer opportunities for students to engage with higher order thinking and critical literacy, developing skills for Senior English and Higher level IB courses.

Students for extension classes are selected based on a range of indicators of higher order ability. These may include formal testing, anecdotal evidence, teacher professional judgment, recommendation and/or student self-identification.

Literacy and Numeracy (LAN) Classes Year 7-8

Students in Year 9 and 10 who have identified literacy and numeracy needs across the curriculum may be invited to join the Literacy and Numeracy class in lieu of the study of a Language B. This course aims to support students in English literacy and Numeracy and is overseen by the Teaching and Learning Faculty. This course is accessible by invitation only to a small number of students and in consultation with the parents of the student.

Review of students in LAN and Extension Classes

The Extension and LAN classes are reviewed at the end of each year for the following year. Students may be moved from or to these classes at this time, based on the above indicators and the availability of places in the class. Students may also be moved throughout the year, if their teacher feels that they require literacy support or extension. Movement of students in or out of these classes requires consultation with the Head of Departments English and Mathematics, Head of Centre for Diverse Learning, teacher, Learning Support teachers, parents and the student.


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Support for development and maintenance of mother tongue

Where students have a mother tongue other than English, Cairns State High School is supportive of the students’ need to maintain this language. Although Cairns High does not have the facilities to teach many of these languages, families are encouraged to discuss options for this, which may include private tutors, distance education or self-taught programmes. The school is open to exploring other models in the future dependent on student need.

Text selection

Texts are selected for study in order to expose students to a broad range of language styles, contexts and uses. Students study a wide variety of texts in their English courses, including non-mainstream English voices and texts in translation. Text-selection is guided by a range of factors, including curriculum requirements of the IB and the QSA, the National Curriculum / C2C units, and the interests and abilities of the students. Through its text selections, the students engage with texts that:

Convey a range of social, gender and cultural perspectives;

Expose students to a wide range of text types, contexts, world views, and styles of literature;

Reflect a range of Australian experiences, including those of indigenous Australians;

Convey the experiences of people in other places and other times;

Include texts studied in translation;

Expose students to non-Australian forms of English;

Include a range of literary genres, including poetry, novel, short story, drama and non-fiction print texts; and

Include a wide range of spoken, print, visual, media, and multimedia texts.

Provision of Language B

Current Provision

Students at Cairns State High School study a programme that meets the requirements in the Junior School (Years 7-10) of the Queensland Curriculum & Assessment Authority (QCAA). In Years 11 and 12, students elect to study either the Queensland QCAA Curriculum or the IB Diploma Programme (IBDP) in English.

In studying the Queensland QCAA Curriculum students may choose a University Pathway by studying at least five Authority Subjects or a Vocational Pathway by studying all or some Vocational Subjects.

Both the Queensland QCAA Curriculum and the IBDP allow students to attain the Queensland Certificate of Education.

The QCAA Curriculum only requires that students study a second language in year 7 & 8 so language learning is optional past this year level. The IBDP in contrast places second language learning on a par with other subjects and it is therefore compulsory.


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Current and Future Provision – Languages

Year Curriculum

2016 2017 2018 2019

Ch

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Jap

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Ital

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Ch

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Jap

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Ital

ian

Ch

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Jap

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Ital

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Ch

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Jap

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Ital

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7 Australian 2 4 4 2 4 4 2 4 4 2 4 4

8 Australian 2 4 4 2 4 4 2 3 4 2 4 4

9 Australian 1 2 2 1 2 2 1 2 2 1 1 2

10 Australian 1 2 2 1 2 2 1 1 1 1 1 1

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QCAA 1 1 0 1 1 1 1 1 0 0 1 1

IBDP Ab initio 0 0 1 0 0 1 0 0 1 1 0 1

IBDP SL 0 1 0 1 1 1 1 1 0 0 1 1

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QCAA 0 1 0 1 1 0 1 1 1 0 1 0

IBDP Ab initio 0 0 1 0 0 1 1 0 1 0 0 1

IBDP SL 0 1 0 0 1 0 1 1 0 1 1 0

Differentiation for Complex Language Profiles

Years 7-10 Students with a background in the language

The mainstream programme is differentiated by the teacher to accommodate students’ language background. In appropriate cases, the Advanced Level criteria are used to assess these students. A targeted class at advanced level can be created when there are sufficient students at an advanced level of competency in the language.

Years 7-10 Students with limited or no previous language study (late arrivals)

Students who enrol at the school in year 7 with limited previous academic experience in the language can be supported through strategies such as the peer-tutoring programme, private tuition, and support from the classroom teacher outside the class.

These students would be assessed at “Beginner Stage” where appropriate and grouped in classes with students of a similar level where possible and where the timetable allows.

English as a English as an Additional Language or Dialect (EALD) (or ESL) Cairns State High School aims to achieve success in education, to facilitate personal growth, and to encourage the development of responsible and proactive global citizenship for our broad range of students, including those who have a non-English-speaking background. All English as an Additional Language or Dialect (EALD) (or ESL) learners - whether they be Aboriginal and Torres Strait Islander, migrant heritage born in Australia or learners who are newly arrived in Australia - have the right to participate fully in the broad range of schooling experiences. They are entitled to supplementary and specific support to develop English language and literacy skills necessary to achieve optimal education outcomes. With appropriate ESL support, the English language and literacy outcomes of ESL learners improve, and over time can match those of other student groups. Students are identified on enrolment and this information is passed on to the Teaching and Learning Department. Current ESL students are included on the Learning Support Register data base of Learning Support. Students receiving ESL support from the Advisory Visiting Teacher ESL are also enrolled on the state wide ESL database. For this service, Education Queensland guidelines for entry and exit criteria are used.


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The Head of Centre for Diverse Learning coordinates EALD support for Australian residents or refugees and liaises with school staff. Support can include:

Inclusion in a study group;

Inclusion in a supported class;

Exam support; and/or

Support from the EALD teacher; When a student enrols, background information is collected and needs in EALD support are assessed. Encouraging multilingualism To further encourage language learning, Cairns State High School facilitates opportunities for the study of more than one language in the senior and junior schools. Below are the strategies currently used, and suggested areas for future models of language learning offerings.

Students wishing to study 2 languages at Language B level for the IB DP (either at HL, SL or AB)

Where possible, this is to be facilitated through timetabling. Students may elect to complete a course through private tuition in consultation with the school or through IB online courses.

Students wishing to study 2 languages for QCE (either at beginners or continuers courses)

Where possible, this is to be facilitated through timetabling. Italian, Mandarin and Japanese are all offered in the QCAA syllabuses in Year 11 and 12 supported with a 7-10 program.

Special request and school-supported self-taught options

Group 1 Language: Mother tongue maintenance Cairns State High School will consider requests for study on a case-by-case basis, aiming to support students and their families in the maintenance of the mother tongue. Students with a mother tongue other than English can be assisted in the maintenance of their language through one or more the following strategies:

Cairns or Brisbane School of Distance Education

Community Language schools

Private tuition Mother tongue maintenance is not accessed through Language B classes.

Group 2 Language: Language options not available Cairns State High School will consider requests on a case-by-case basis and facilitate access where possible. The following options are only available to students after formal consultation with the school to approve the student’s course of study. The options available include the following:

IB DP students wishing to study a Language other than English as a Language A may access this through Private tuition or self-taught options.

Students wishing to study a language or level not offered at the school may also undertake study through a private tutor.

HSC students wishing to study a language or level not offered by the School may pursue courses offered through the Cairns or Brisbane School of Distance Education.

Parental involvement in language learning

Admissions/enrolment procedures and policy Data is collected by the Enrolments Officer on enrolment regarding the language backgrounds and the previous language study undertaken by students enrolling at Cairns State High. Parents and students are


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involved in the selection of Languages courses, and are also able to express interest in English Extension or Support classes where appropriate. Post-Year7 enrolment involves discussions with the student and parents to ascertain the most appropriate courses for years 8, 9 and 10. Parents are actively engaged in discussions and decision-making at this stage, with guidance from senior staff with expertise in the courses available. The school, however, reserves the right to make final decisions about placement of students in courses of study and the availability of specific courses.

Communication between parents & teaching staff: Students enrolling post-Year 7 It is the responsibility of the Enrolment Officer, Deputy Principal Curriculum, and Head of Department English and Head of Languages to liaise with the parents of enrolling students to ascertain the most appropriate courses for students with individual language needs.

Parental and community involvement in language learning Parents are encouraged to support their child’s language learning at the school. Opportunities exist for parents to encourage and facilitate cultural and linguistic experiences, by attending performances and theatre, participating in intercultural exchanges locally and internationally, and involvement in student and community activities. School publications, such as the Bulldog (quarterly newsletter) and the Euroka (school magazine), enable parents to connect to the school’s initiatives in language learning. Where appropriate, parents and other community members are encouraged to contribute to language learning activities in the School.

Bibliography Corson, D. (1999). Language Policy in Schools: A Resource for Teachers and Administrators. New Jersey. Ministerial Council on Education, Employment, Training and Youth Affairs. (2008, December). Melbourne Declaration on Educational Goals for Young Australians. Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

Documents

Cairns SHS Language Policy...Cairns SHS Language Policy 4 Introduction - What is a language policy? A language policy is derived from the school’s language philosophy and is a statement