M A G A Z I N E NSW FEDERATION OF COMMUNITY

LANGUAGE SCHOOLS

October 2014

The NSWFCLS Community

Languages Picnic Day 2014 p.2

Message from Albert Vella, President

of the NSWFCLS p.3

Message from the Hon. Mike Baird,

Premier of NSW p.4

Message from the Hon. Adrian

Piccoli p.5

Message from the Hon. Victor

Dominello p.7

Message from Mr Guy Zangari p.10

Message from Jozefa Sobski p.11

Grants information p.13

The NSW FCLS Annual Dinner P14

The Sabdamala Nepali School p.16

ALCE Spanish School p.18

Education Officer’s message p.22

Eva’s message p. 23

Guten Tag! p.25

Useful information for Community

Languages Schools p.26

Sponsored by

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NSWFCLS PRESIDENT’S MESSAGE

By Albert Vella

Dear Member Schools and Organisations

The role of our community language schools is to provide an opportunity for the children and youth from all the diverse ethnic communities in NSW to learn the language and culture of their heritage. This will then enable these students to

benefit socially and economically from being multilingual and highly educated.

The community language school sector, not only in NSW but across Australia, is founded on highly unique and specialised language education programs that are greatly supported by most governments right across Australia.

The culturally and linguistically diverse communities are very fortunate to have this support because it not only enhances our multicultural society but it will bring social and economic benefits not only to the students and their families but to their communities and the broader Australian society.

Therefore it is very important to recognise that we as community language schools have rights to teach our different languages but we also have responsibilities to ensure that our schools, students and communities undertake and learn about Australian values.

Since community language schools are partially funded by state governments it is in the interest of those who operate and manage a community language school to ensure firstly that the NSW curriculum and syllabus are taught. It is important to have trained teachers, provide a safe learning environment for students and respect the assistance that you receive such as taking care of the mainstream school facilities that you use, complete your grant applications on time and fill them in correctly. Just as important, it is to participate in mainstream community events to openly promote your community, language and culture.

If community language schools do not open up and mix with the wider community to publicly display the great service we provide in language education then many will come to view us with suspicion. By inviting your local member of parliament, attending Federation events such as the conference or annual dinner, taking part in community events like Clean Up Australia or attending the Community Relations Commission Symposium you will connect your community language school with the wider Australian society.

Our Australian society is made up of many unique and diverse communities from the original indigenous inhabitants to the vast range of migrants who have made Australia home over the last 230 years. Each migrant community has contributed to our society because they have accepted Australia is the future home for them and their children and it is something we should all value. Yours sincerely

Albert Vella

President - NSWFCLS

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Message from the Premier of NSW, the Hon. Mike Baird

NSW citizens, whether Australian-born or from overseas, speak over 80 different languages. This cultural and linguistic diversity is one of our State’s greatest strengths. Knowledge of another language benefits not only the individual, but also the whole community, and helps strengthen intercultural ties and social cohesion. Through the study of a language, students can realise opportunities for continued learning and future employment, both domestically and internationally. The NSW Government appreciates and supports the importance of language education in recognition of the many benefits it provides. On behalf of the NSW Government, I thank you for supporting community language schools, and wish you every success. MIKE BAIRD Premier of NSW

GPO Box 5341, Sydney NSW 2001 • P: (02) 9228 5239 • F: (02) 9228 3935 • www.premier.nsw.gov.au

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Message from the Hon. Adrian Piccoli MP

Minister for Education

Last year I asked the Board of Studies, Teaching and Educational Standards (BOSTES) to

develop recommendations for a dynamic, inclusive languages education policy for NSW. In

commissioning this review, I deliberately sought recommendations that avoided the over-promised,

under-funded language education wish lists that have often been announced by governments.

I recently released a number of proposals designed to ensure more students see the value in

learning another language. A key finding of this review is the need to harness and extend the

existing language capacities in the community – particularly the supply of language teachers.

One important way of doing this may include encouraging students to capitalise on their home

language and continue to develop it at school. If students are taking language classes on

weekends, for instance, then we need to be valuing that learning

The Federation of Community Language Schools already plays an important role in supporting

community languages schools in New South Wales, and the Community Languages Schools

Program is one of a range of provisions already supported by the NSW Government to help

students maintain and develop their first language.

The Board has put forward a range of proposals that will be considered by an expert Languages

Advisory Panel. These proposals include

cultivating the existing language potential of more than 350,000 NSW students who speak

another language at home;

using online delivery to extend both the reach and range of languages being taught –

especially for the priority Asian languages;

retraining bilingual primary school teachers as language teachers; and

fostering collaboration between schools and community language providers.

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I have every confidence that these actions will mean more students studying languages, and more

students having the linguistic and intercultural skills to thrive in our own multi-cultural society and

an increasingly connected, global community.

I am pleased that the recommendations support the Government’s Great Teaching, Inspired

Learning education reforms, which aim to improve quality teaching across the State. More

information about the review of languages education in NSW can be found on the BOSTES

website.

I would like to wish all delegates to the Community Languages Conference in October an

enjoyable and productive meeting.

Adrian Piccoli Minister for Education

1The Minister for Education, the Hon Adrian Piccoli, taking time to meet with some students at Homebush West Public School

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MESSAGE FROM THE HON. VICTOR DOMINELLO MP Minister for Citizenship and Communities Assistant Minister for Education

In August the NSW Government announced landmark reforms to the operation of our state’s peak multicultural body, the Community Relations Commission (CRC). A new strategic plan, Harmony in Action, will guide us into an exciting new chapter of our state’s history. Under the plan the CRC will become known as Multicultural NSW. In September we also announced the appointment of a new Advisory Board, to be led by a new Chair, Dr Hari Harinath AO. Its make-up truly reflects the broad spectrum of multicultural NSW and for the first time includes representatives from Aboriginal and Anglo-Celtic backgrounds. As we continue to evolve into one of the most multicultural societies in the world, an abiding role of the organisation will be to promote the beliefs and values which unite us all as Australians. Over 40 years the CRC and its predecessors have been charged with supporting multicultural practice in NSW through the provision of services and programs for multicultural communities and promoting inter-faith harmony. During this period, NSW has welcomed over 1.3 million overseas migrants – fundamentally changing the face of our society. In the past 14 years, since the time the Community Relations Commission and Principles of Multiculturalism Act was introduced, the evolution of our multicultural society has proceeded at a rapid pace. This rapid social change has brought with it both challenges and opportunities. Global events remind us of the need to cherish the harmony we enjoy in NSW and to be ever vigilant against things which cause disharmony and intolerance. The growing number of skilled migrants and international students choosing to live in NSW presents significant opportunities. Our multicultural workforce is highly skilled and offers important human bridges to the world’s major economies. This plan, Harmony in Action, is about learning from what has worked in the past. It recognises the need to continue to articulate and demonstrate the universal social and economic benefits of our cultural diversity.

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Multicultural NSW is at the coalface when it comes to supporting new and established migrant communities. Through its programs and initiatives, Multicultural NSW will seek to unify communities by promoting in equal measure our rich diversity and our abiding commonalities. Marked in the pledge of Australian Citizenship are many of values which serve to unite us as a nation. They include a commitment to democracy, respect for the rule of law, an appreciation for the sacrifice of those who served in defence of our freedoms, an appreciation for our Aboriginal heritage, adherence to the value of mateship and our volunteering ethos. Multicultural NSW will strive to achieve these goals by:

Focusing grants funding towards initiatives which bring people from diverse backgrounds together as Australian -- to learn from one another through increased understanding and respect for our different cultural traditions and practices;

Adopting a new approach to community engagement centred around a formalised structure enabling religious leaders, women and girls, the Consular Corp and sporting codes to work collaboratively to promote harmony and tolerance;

Promoting programs to combat racism and intolerance; Improving recognition of overseas qualifications for skilled migrants and new arrivals; Forging strategic partnerships with leading cultural institutions, universities and business

groups; and Becoming a research hub which will help us to improve our understanding of multicultural

trends and practices

Legislation will be introduced to amend the Community Relations Commission and Principles of Multiculturalism Act to enable the formal name change to Multicultural NSW. The strategic plan, Harmony in Action can be found at: http://www.crc.nsw.gov.au The Hon. Victor Dominello MP

Minister for Citizenship and Communities

Assistant Minister for Education

Minister Dominello on a recent visit to a NSWFCLS Member Community Language School

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Minister Dominello speaking at the Launch of Community Relations Commission’s strategic plan, Harmony in Action. 20

August, Novotel Hotel, Parramatta

. Mr Hakan Harman (CEO of the Community Relations Commission), Minister Dominello, Dr Tim Soutphommasane (Race Discrimination Commissioner, Australian Human Rights Commission) & Hugh Riminton (Channel 10 News Presenter). 20 August, Novotel Hotel, Parramatta.

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Message from Mr. Guy Zangari, MP

I would like to acknowledge and support the outstanding work of the NSW Federation of Community Language Schools and thank them for their tireless commitment to the communities in need throughout NSW. In my electorate of Fairfield there are more than 133 different nationalities represented. Through the experiences I have gained as a teacher in multiculturally diverse communities, I understand the value and importance of providing quality language education. Given Australia is one of the most multiculturally diverse countries in the world, Community Language Schools play a vital role in ensuring that culture, tradition and language is preserved and maintained for the migrant communities who have made Australia their new home. Community Language Schools are a wonderful resource for our young people to learn from. They excel at promoting the value and importance of language to those who may not come from a migrant background or for those who have not had the opportunity to explore another language in the past. It is with great pleasure that I would like to offer my support and sincerest thanks to the NSW Federation of Community Language Schools for their commitment to the multicultural communities across this great state. Yours Sincerely

Guy Zangari, MP STATE MEMBER FOR FAIRFIELD SHADOW MINISTER FOR CITIZENSHIP AND COMMUNITIES SHADOW MINISTER FOR SPORT AND RECREATION

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Message from Jozefa Sobski

Chair of the NSW Community Languages Schools Board

The NSW Community Languages Schools Program is funded by state and federal government. It

is administered by the NSW Department of Education and Communities. The program in various

forms has supported languages education since the early 1980’s. Your school-aged children are

assisted to maintain the language of their family. Its most important element is your

encouragement and volunteer effort to keep associations functioning well. Without this generous

support, the program could not function across so many locations with so many languages being

offered.

In 2013, 256 organisations received per capita grants for the students in their schools. Over

31,500 were enrolled in 2013 being instructed by 2456 volunteer teachers across NSW, but

concentrated in the metropolitan area of Sydney. These volunteers taught 56 different languages.

There were 13 new schools established under the program in 2013.

The program is a wonderful example of community cooperation with the Department and many

public as well as independent and Catholic schools. Education Officers support the program’s

schools with visits, provision of teaching resources and problem solving strategies.

We know that the voluntary teachers in the schools have a strong commitment to language

learning and culture which is essential to students’ development and high standard of

achievement. I have seen some of this in action and witnessed the professionalism of teachers

who have graduated from the Certificate in Language Teaching course offered at Sydney

University. The graduation ceremony held every year demonstrates that teaching standards are

valued and that new and innovative methods of language teaching practice are being implemented

in many schools.

This Certificate course which runs for one semester, is funded by the program and offers teachers

of community languages an opportunity to upgrade and update their teaching skills; to improve

their teaching practice and exchange approaches to classroom and behavior management. Good

teachers never stop learning and this course has helped in their professional growth.

It is the paradox of language that it marks our differences of heritage and culture, but unites us in

our common humanity. Australia is a nation of migrants. Our indigenous community was here for

thousands of years, but our history as this Australian nation is a short one in all of human history.

There were hundreds of Aboriginal languages spoken here before white settlement. Some have

survived and others are being revived. Migration has added to the richness and diversity of this

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wonderful nation. The languages program helps this diversity to thrive and builds community

harmony as well as better understanding.

The Community Languages Schools Board which I chair has undertaken a complete revision of

the program guidelines; developed a risk management strategy and is exploring the potential for

greater cooperation and collaboration among all in education involved in language teaching so that

there are clearer pathways from this modest program to language learning in high school or the

Saturday School of Community Languages or through the Open High School. The Board’s focus

is professional learning opportunities for teachers, improving access to educational resources,

providing better information about community language schools for parents, students and the

broader school community, strengthening relationships between community language schools and

their hosting schools, developing common approaches for student recognition, improving support

for management committees as well as school leaders.

Members of the Board play a key role in building relationships between host schools and

community organisations as well as mediating between them when differences arise.

May I extend, on behalf of all Board members my best wishes for the success of the conference

convened by the Federation. I commend the work of all Federation staff in their efforts to maintain

the highest standards in the management of the schools. I thank my fellow Board members for

their dedication to this thriving and vibrant sector of language learning.

Jozefa Sobski. Chair, Community Languages Schools Board

Jozefa Sobski, centre, at the graduation ceremony for Community Languages School teachers, University of Sydney.

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NSW Community Languages Schools Program

As we enter the last term of the year, I would like to take this opportunity to remind all

organisations of the importance of accurately completing the online applications for the per capita

grant funding. The information entered by your organisation forms the basis of the funding

granted. It is imperative, therefore, that the information entered is 100% accurate. This includes

the correct spelling of student names and birth dates. The spelling of the name entered in the

online application MUST be exactly the same as the spelling used in the student’s day school. If

there is a variation, this delays the processing of the data, and in turn, a delay in the approval of

the grant funding sent to community language schools. For example, if the child is enrolled as

Jonathon in his day school, he must also be enrolled as Jonathon in the community language

school. Jon or John will not be accepted.

The name of the day school currently attended by the student is also important. Please update the

records such as these as soon as you are aware of a change.

Your attendance records must be completely accurate making sure that they reflect the actual

attendance of the student. Students with 0% attendance should be deleted from the database.

Extra names slow down the process when we are checking for accuracy. An automatic entry of

100% attendance for every single student sends a signal that the information from the class rolls

has not been transferred accurately.

If Program staff have to spend more time checking the information that some schools enter

incorrectly in the application, it slows down the whole process that has to be done before all the

funds can be released. If you complete the application correctly, it will ensure that community

language schools receive the per capita grant they are entitled to and will also speed up the

issuing of the grants.

Lastly, the Statement of Income and Expenditure MUST be received by our office by 31 March in

the year following the funding. If this acquittal is not received, the grant money for the current year

cannot be released.

I hope this information is helpful in the online application for the per capita grants.

Yours sincerely,

Nina Conomos

Community Languages Schools Program Coordinator

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The NSWFCLS 2014 Annual Dinner

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The NSWFCLS 2014 Annual Dinner

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Sabdamala Nepalese School The history of Sabdamala—where and

how did it start?

The Sabdamala Nepalese Language School

is an educational institution that was set up in

2010 and is incorporated in NSW, Australia

and is a member of the NSW Federation of

Community Language Schools. Sabdamala is

a community driven initiative with a vision to

provide students exposure to the Nepali

language and related Nepalese culture and

socio-cultural practices in Sydney. Our target

group includes students of Nepalese origin

residing in Sydney from the age of 5 to 18.

Sabdamala attempts to provide the younger

generation of Nepalese in Australia a platform

to develop well rounded personalities that is

appreciative of both Nepalese and Australian

culture. The set-up of Sabdamala was

initiated by Guthi Australia (GA) and

the Gurkha Nepalese Community (GNC) and

builds on the developments made by the

GNC through its Nepalese Children’s Activity

Group (NCAG), a program initiated by the

GNC in Sydney for children of Nepalese

origin in 2004.

Sabdamala was previously run by a steering

committee comprising representatives from

GA and the GNC. During this period, the

ownership of the school rested with GA and

GNC. Sabdamala is now, however, a fully

functioning independent entity, not tied to any

community organisation and is managed by

the Sabdamala Management Committee.

Sabdamala’s academic component is driven

by the Sabdamala Academic Staff that

consists of academics who have teaching

experience and/or a deep interest in teaching.

Sabdamala began its classes in April 2010 at

the Marrickville West Public School but in

2011 started in Campsie and Granville. Now

in its fourth year it is operating in four

locations at the Granville Public School,

Campsie Public School, Waitara Public

school and Penshurst Public School.

A centralized approach is used at

Sabdamala, which means:

An approach based on quality that is

consistently applied across all

branches

Better chances of securing funding,

qualified staff and other resources

Quality curriculum that is applied

consistently and

The Sabdamala Management

Committee that oversees the

management of classes at all locations

. How many students are there at

Sabdamala at the moment?

We have approximately 20-25 students in

each school with a total of approximately 70-

90 students.

. How are the teachers are allocating and

managing their time?

We have our Sabdamala Academic Staff

(SAS) who are being coordinated by a

coordinator who looks after all aspects of the

academic staff and curriculum for the whole

year.

Is Sabdamala a registered organisation?

Yes as previously mentioned in the

introduction, Sabdamala is a registered

organisation.

What is the course module designed?

Courses are prepared annually and term

wise. Weekly lesson plans are based on

curriculum where we try to introduce

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Nepalese tradition, culture, customs which is

based on theme oriented lesson plans.

How many classes and what day are the

classes running at the moment?

Classes run from 10-12noon in Campsie,

Granville and Waitara and 9.30-11.30 in

Penshurst.

Who is responsible for the running of the

schools?

Bikram Sharma Kharel is the current

President with Bindya Suba being the

Secretary. We have a management

committee of 13 which includes parents and

non-parents with a varied background but

with similar views. Sabdamala’s

management committee members are all

volunteers with one goal which is to keep the

Nepalese tradition and culture sustainable

and alive for future generations.

What is the progress of students? Are

they learning Nepali really nicely?

There are varied levels of progress amongst

students, where some have picked it easily

while others have not. However the teachers

and parents try to make it a fun environment

where the students can learn not only the

language but also our culture and heritage in

a fun environment.

How do you fund the operational and

other costs of the school?

There is a minimal cost of $100 per term for

students with sibling discount of 25% in

place. We also receive an annual Per-Capita

Grant from the NSW Community Languages

Schools Program (of the Department of

Education and Communities). Per-Capita

Grants help cover school operating costs

such as teaching materials, staff wages and

new equipment. The amount of the grant is

based on the number of students who have

enrolled in the community language school.

The Sabdamala Nepalese school taking some time out from the Clean Up Australia Day activities around their school in Granville

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ALCE of AUSTRALIA (Agrupación de Lengua y Cultura Españolas)

Spanish Language and Culture Program in Australia By María Ángeles Rebollar

Overview

The Spanish Language and Culture Program in Australia (ALCE: Agrupación de Lengua y Cultura Españolas) is one of the Spanish Ministry of Education programs abroad. ALCE offers Spanish lessons for Spanish citizens or descendants of Spanish citizens. These lessons are aimed at students who attend Australian schools. The students' ages range from 6 (must be 7 by the end of the school year) to 17, whilst enrolled fulltime in Primary or Secondary education. The Spanish teachers in charge of the classes are fully qualified professionals; the majority are Spanish Civil Servants who have obtained their tenured position after competitive exams and a process of professional qualification that enables them to teach in Spanish Public Schools. These classes are based on a general curriculum plan which is adapted to students’ needs in the different countries where the programme is offered. Our classes use a motivated and stimulating learning process and a communicative approach, underlining an active and participative role. The use of a wide range of resources, such as: games, role plays, songs, arts and new technologies are utilised.

Aims

The aims of the ALCE are the following:

To maintain language and

cultural links with Spain.

To provide the students with

new intellectual and cultural

skills.

To prepare students for

qualified jobs and better

international possibilities with

the skill of another language

spoken by more than 500

million people in the world.

To relate the students to their

heritage.

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Class environment

Lessons take place outside regular school hours, Monday to Friday. Students are grouped according to their knowledge of the Spanish language and, if numbers permit, by age. The teaching year is from February to December. The lessons are conducted at some local schools, but these schools only provide the classrooms and are not responsible

for the running of the lessons. Providing a safe, engaging classroom environment and maximises opportunities for student learning. This statement outlines the strategies for establishing and maintaining a well-managed environment to optimize learning

opportunities. In order to help students feel welcome and comfortable, all students’ interests, strengths, and cultural backgrounds are welcomed and valued. All students are treated equitably and communication with them makes them feel cared for, listened to, and respected. Efforts to respond to all student questions and to remain patient and calm contribute to our comforting, welcoming classroom environment. At the beginning of the year, teachers communicate the rules and

expectations clearly and directly. To minimize confusion, it is helpful to tell students what is expected of them and how to succeed in the class. For example, daily routines and procedures are implemented and posted. A weekly calendar of assignments and due dates are also visible. By using these things consistently, students become familiar with them and achieve a sense of security in the classroom. Objectives and clear, concise directions visually and vocally are provided.

To prevent students from becoming side-tracked and bored, it is important to have a continuous flow of activities. To ensure this, all lessons are planned with extra activities for unexpected “free time”. All materials are organized in terms of accessibility and availability so less time is spent accessing them. These efforts help ensure that class time is used wisely for furthering education. In sum, a well-managed classroom creates a comfortable, safe place where students want to learn. It also prevents distracting events and behavioural issues, which allows for more quality instructional and learning time.

Values

Values are taught in the classroom to help students to: • develop a love of learning • pursue excellence and high standards • develop care and respect for themselves and others • take pride in their work • exhibit a strong sense of fairness and social justice • have an appreciation of Spain's history and multicultural society • actively participate as citizens. All students are expected to: • attend school every day, unless they are legally excused

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• be in class on time and prepared to learn • maintain a neat appearance • behave safely, considerately and responsibly • follow class rules, speak courteously and cooperate with instructions and learning activities • treat staff, other students and members of the school community with dignity and respect • care for property belonging to themselves, the school and others. Any behaviour that infringes on other people's safety such as harassment, bullying or any illegal behaviour will not be tolerated at our school.

Requirements

To enrol, students must fulfil the following requirements: • Be a Spanish National, the child of a Spanish national or be able to prove that either parent was once a Spanish national in the past. Most students have two nationalities: Australian and Spanish. • Be enrolled in a Primary or Secondary Australian school. • Be able to prove that students are or will be 7 by the end of the year.

The Curriculum Plan is based on Common European Framework for Languages. Age Year Level M.R.E.

Official qualifications

At the end of the year 10, having sat a final exam, the Spanish Ministry of Education issues a certificate of level. These tests are provided by the Spanish government free (no fees) for all our students.

Online classes

The students learn on-line using the Language site “Aula Internacional", an interactive platform specially designed, using state-of-the-art technology combined with the latest teaching methods.

Agrupación de Lengua y Cultura

Españolas in Australia

Consulado general de España en Sídney

St. Martins Tower. Level 24

31 Market St. - 2000 NSW

Tel: 0478841829

E-mail: alce.australia@educacion.es

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Planning for your courses and the Model Program

Professional Development for Community Languages Schools

Community Languages Schools Program

Free workshops at a time and place to suit your needs.

CONTACT Sydney and South Western Sydney schools Alex Di Prinzio alex.diprinzio2@det.nsw.edu.au www.nswfcls.org.au 02 9558 6134 /0423 871 110 Hunter, Central Coast, North and Western Sydney Elzbieta Krukowska Alterman hptacls@gmail.com www.hptacls.com.au 02 4962 5087 Illawarra, , South Coast and South Western Sydney Sabine Hauth aiclschools@gmail.com www.aicls.org.au 0409 719 659

WORKSHOP TOPICS

iPads, Tablets and Apps for Teachers and Students

How to use the Interactive Whiteboard

The Internet: Web Assisted Resource Design

How to Make Great Worksheets

How to Make and Use Spreadsheets

Planning for the Multilevel Classroom

Behaviour Management

Lesson Planning

Designing a Unit of Work

Understanding Text-types

Programming

Different Dictations for the Classroom

Making and Using Flashcards for the Classroom

Assessment and Reporting

OR we will write one to suit your needs.

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Planning for your courses and the Model Program By Alex Di Prinzio, Education Officer

“Planning”, “searching for Australian or relevant teaching resources”, “successful” and “engaging lessons”, “continuity” and “technology”: These are some of the things that come up when you speak with community languages teachers. An interesting thing has come to my attention over the last year and that is that there is an ever-growing expectation for quality outcomes: Teachers are increasingly exigent: they want to give great, effective lessons, and and the students expect to have great, engaging lessons. It is, then, not surprising that when meeting with our communmity languages teachers I hear requests for more ‘tips’ about how to provide better lessons and keep the students’ attention. Of course, there are many parts to the answer but at least one of them is a sure fire tip and it has a lot to do with planning. Not simply planning activities from one week to the next time you meet your students but planning on a larger scale: planning topic by topic, unit by unit, term by term This is what many community languages teachers have been doing since time immemorial and the reason is partly that students, as well as the teacher, benefit from it. As one teacher put it the other day “I plan my lessons so that the students are engaged and behave well and this lets me sleep at night!” Planning a course not only increases your chances of success, but also saves you pressure and time. Your lessons become clearer, the students will respond better, the whole experience is easier to deliver, students will be more

involved, and, as the teacher stated, the students will be easier to manage! How to plan all this? Part of the answer is in implementing the Model Program (speak with your Education Officer about this). A Model Program is an outline of a number of units of work that will provide you with the ideas you can use to plan your courses. The Education Officers can show you just how the Model Program can save you time and provide a simple to follow framework full of teaching ideas. A Model Program can also help when you find that your teaching materials may seem obsolete, irrelevant or simply too difficult for your Australian-born students. The teaching ideas that you find in the Model Program are the kinds of activities students in our local system are used to doing in their day school. So it is not necessary to have to look for all your teaching materials from a single textbook or from books that come from overseas and are written for native speakers and not your students. Teachers as well as students are more willing to provide and receive better teaching and learning and the availability of quality materials is now less an issue than in the past for community languages teachers. The Model Program along with assistance from the Education Officers can provide community languages teachers with more ideas about planning and delivering your lessons with success. If your school wouldlike to know more about the Model Program, please contact the Education Officer on 95586134.

Photo: Taken at the most recent professional development course organised by the Education Officer

From Eva’s Desk Eva Tzodouris, Administration Officer NSWFCLS

When in 2001 I began working for the NSWFCLS, I was warmly welcomed by two women, Mrs Maria Zraika and by Mrs Esther Huen. Maria was retiring and I was trained by her before replacing her. Esther had been working for the Chinese Language Education of NSW for a couple of years. Both organisations changed management committees and presidents since then but Esther and I remained serving the member community language schools and we became close friends over the years. We shared a lot together, food and laughter, stress when workload was increased and many memorable years. For a long time the Chinese Language Education Council of NSW and the Federation of Community Language Schools have been sharing the office space and worked closely for the benefit of members and both organisations showed respect and support to each other. The Chinese Eisteddfod is a huge event organised by the CLEC every year with great success. The Federation is always represented by the president or one of the vice presidents showing support. The NSW Federation of Community Language Schools has expended a lot in the last few years and this meant a need for more storage space for the

increased equipment and other materials. The CLEC found accommodation elsewhere and after many years, the two organisatons have parted ways. The NSW FCLS will also move in the near future to another location and you will be informed when it happens. On Friday, 5th of September, members of the committees of both organisations came together for a farewell meeting before the CLEC vacated the office and moved to their new premises in Strathfield. We wish them all the best in their new location and we will keep in touch and continue supporting each other.

Members of the NSW CLEC with the NSWFCLS

Esther Huang, CLEC Secretary

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“Guten Tag”

German Saturday School, Sydney

By Anita Ray

“Good Day” in German is not so far off

the more relaxed Australian greeting

“G’Day”. The relaxed lifestyle,

abundance of nature and opportunities

for adventure are what bring Germans,

young and the not-so-young, to

Australian shores.

Many of these Germans settle down in

their new life in Australia, marry

Australians or other non-Germans, and

have children. It’s relatively easy for

Germans to assimilate and become

Australians but when the children

arrive, comes the awareness that it’s

just as easy to lose the links to

Germany. Fostering a connection to

German culture and language among

children of mixed German parentage

or simply for children interested in

Germany lies at the heart of the

German Saturday School, Sydney.

Until mid-2013, a German Saturday

School in Sydney was run by Hans

Becker but, unfortunately, his death in

July 2013 meant that the existing

school structure closed. The new

German Saturday School, Sydney

emerged at the end of 2013 as a

number of parents from the old school

decided to set up a new not-for-profit

organisation, the German Saturday

School Sydney. A parent committee

and board undertake the day-to-day

running and administration of the

school, including liaising with the

Department of Education and

Communities for grant applications

and hiring of facilities.

Today, there are four locations for the

German Saturday School, Sydney at

Naremburn, Grays Point, Miranda and

Chester Hill. The classes at each of

the locations cater for a range of

children, in age from five years through

to 16 years, some native speakers and

others learning German as a foreign

language. The teachers are native

German speakers with qualifications in

teaching.

The focus of each class depends on

the ability and interests of the children

in that location. There are games and

activities for the younger children to

engage their interest and encourage

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oral expression in German. The older

children are provided opportunities for

writing and to improve their grammar

and linguistic structures.

Recently, a student at Naremburn

undertook a survey amongst the

parents to gauge the reasons behind

their participation at the German

Saturday School Sydney. Here are

what some of the parents had to say

about:

1. Why their child is learning German

“Her father is German and she visits

her relatives in Germany occasionally.

Therefore, it is good for her to have a

grasp of the language so she can have

some basic communication with her

grandparents.” (child with one German

parent)

“After a trip to Germany she wanted to

learn it.” (non-native speaker)

2. the new structure as a non-profit

parent-run organisation

“at least with a parent committee if

someone leaves the committee there

are others to fill the gap and keep the

school running”

“We prefer the not-for-profit parent-run

organisation because we expect fees

will remain low”

As a parent-run organisation, we are

finding that more parents are willing to

devote time to the running of the

German Saturday School by

volunteering for particular tasks, such

as setting up and maintaining the

website, or adjusting start times on

particular days to accommodate the

teachers. Parents as members of the

organisation have a greater ownership

and willingness to see the school

succeed.

It is as a community that we flourish. It

is by engendering a love of the

German language and culture that the

school will continue to grow but, above

all, it is about bringing German alive

and making it relevant that it will

continue to be spoken in Sydney. For

enquiries, the president of the school

Markus Christman can be contacted at

Germansaturdayschoolsydney@hotma

il.com.

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*School development days occur at the beginning of Terms 1, 2 and 3 and the last

two days of the school year. Check with your school, as dates may vary with some schools.

USEFUL CONTACT

NUMBERS

NSWFCLS……………………….95586134 DEC Community Languages Schools Program……………….…….…...92445730 Jill Sherlock Memorial Assistance Library………………………..…..96308684 Henry Parkes Equity Resource Centre...……….……..88081177 Community Relations Commission Sydney Office………………..…9255 6767 Immigration Advice and Rights Centre……………………….…...92794300 State Library of NSW Multicultural Services Unit….…9273 1544 Interpreting and Translation Service………………….……..1300651500 Office of the Children’s Guardian……………………...…9273 1544 Ethnic Community Council of NSW…………..………………....9319 0288

The NSW Federation of Community Language Schools Committee 2014 -2016 EXECUTIVE

President: Albert Vella, Polish School of Sydney

Vice Presidents: Thiru Thirunanthakumar, Tamil Study Centre Homebush, and Ms Lúcia Tavares-Johns, ABCD – Brazilian Assoc.

Secretary: Badih Habib, Alhabib Arabic School

Assistant Secretary Ravindarajah Anandarajah, Tamil Study Centre Homebush

Treasurer: Katerina Vetsikas, Greek Orthodox Community of NSW

Assistant Treasurer: Jubaida Juthi Hossain, Lakemba Bangla School

Public Officer: Elizabeth Cesarski, Polish Educational Society in NSW

ORDINARY MEMBERS

Con Cofinas OAM, Canterbury Greek Sunday School

Zaklina Mihajlova, Macedonian School Council

Anagan Babu Ramia, Balar Malar Tamil Association

Lakshmi Sathyanarayana, Sydney Sanskrit School

Xue Feng Zhang, Sydney Datong Chinese School

Bobby Josifovski, Macedonian Ethnic School Rockdale

Yong Chai, Cheng Gong School

Ex-Oficio Member and Advisor: Michael Christodoulou AM

Honorary Member: Zofia K. Kingsley

Education Officer: Alex Di Prinzio Admin Officer: Eva Tzodouris

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The NSWFCLS is

located at 269A

Livingstone Road

inside

Marrickville West

Public School

Come visit the NSW Federation of Community Language School in Marrickville. Meet the team and why not take advantage of the teaching resources you can borrow. The Education Officer will be able to assist you in choosing teaching materials which can be used in any language and will help you save preparation time and get the students engaged in some great language activities.

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More memorable moments taken from this year’s NSWFCLS Annual Dinner