Curriculum: Learning, Teaching and Assessment > Key Learning Areas > Languages other than English (LOTE) > Curriculum Support >

Curriculum Documents and Syllabus Implementation

Education Queensland Curriculum Requirements

Policy and guidelines to inform curriculum requirements are available at the P-12 Curriculum Framework section of the Department website.

Syllabus Curriculum statements

The Queensland Studies Authority (QSA) is responsible for the development, revision and approval of the following syllabus documents for LOTE:

Years 4 to 9 QCAR Essential Learnings and Standards for Languages
These documents are available for Beginner, Elementary and Lower Intermediate levels.
LOTE Senior Syllabuses (2008)
These syllabuses are available in Chinese, French, French Extension, German, German Extension, Indonesian, Indonesian Extension, Italian, Japanese, Korean, Latin, Modern Greek, Polish, Russian, Spanish and Vietnamese.

Copies of these documents may be downloaded from the QSA website .

Years 1 to 9 QCAR Framework

Year 10 Guidelines (new window)

For Years 11 to 12

Work Programs

The Senior Languages Syllabus section of the QSA website provides model work programs and advice on the requirements when writing a Years 11 and 12 Languages (other than Latin and English) work program.

To access the document, in relation to any LOTE, click on your language then the 'Work program requirements' link or the 'Sample Work Program' link in the navigational menu for each Language.

LOTE and Literacy

QSE-2010 identifies as a central goal of schooling that:

[students] will be able to communicate confidently with other cultures at home and abroad.

This goal of effective intercultural communication cannot be achieved without the inclusion of LOTE.

By explicitly teaching language as a system and by exploring the cultural dimensions of language use, LOTE supports, and contributes to, the Literate Futures agenda.

Literacy - the Key to Learning Framework for Action 2006 - 2008 (new window) 318k states that "If all students are to learn effectively, they must become literate to learn in different areas of the curriculum across the phases of learning.

There is then a need for all teachers to take responsibility for the literacy learning of all their students. If these literacy demands are left implicit and not taught explicitly they provide barriers to learning."

See LOTE and Literacy section.

^ Top of page