• identify a teaching and learning model relevant to their school context
• recognise indicators of quality programs
• make the best use of available funding and expertise within their school community
• support the sustainability of language programs in their schools [Word KB]
  

The following models were developed in 2004

• 2004 Overview [Word 33KB]
  
• Model 1: Arthur District Indonesian Camp [Word 55KB]
• Model 2: Barrington LOTE Showcase [Word 43KB]
• Model 3: Language Maintenance Model for Teachers [Word 43KB]
• Model 4: Child and parent learner model [Word 58KB]
• Model 5: French part-immersion camp at Port Arthur [Word 48KB]
• Model 6: Establishment of a Centre of Excellence in International Studies [Word 55KB]
• Model 7: Connecting with school throughlines [Word 52KB]
• View/print all Languages (LOTE) Teaching and Learning Models 2004 [Word 244KB]

The following models were developed in 2003

• 2003 Overview [Word 29KB]
  
• Model 1: LOTE model with a reflective thinking focus [Word 34KB]
• Model 2: LOTE Literacy model focusing on metalinguistic awareness [Word 32KB]
• Model 3: LOTE model making global links with My Place Postcards Project within an Essential Learnings framework [Word 45KB]
• Model 4: LOTE model with learning strategies and thinking skills focus [Word 97KB]
• Model 5: LOTE model using ICT as classroom support [Word 67KB]
• Model 6: LOTE Literacy exemplar models [Word 58KB]
• Model 7: LOTE model with specialist LOTE teacher as classroom teacher [Word 191KB]
• Model 8: LOTE in an arts literate framework [Word 208KB]
  
• View/print all Languages (LOTE) Teaching and Learning Models 2003 [Word 665KB]

The following models were developed in 2002

• Model 1: LOTE Implementation Strategy [Word 28KB]
• Model 2: LOTE Specialist with classroom teaching/other responsibilities within the school [Word 25KB]
• Model 3: Use of different staffing salary scales to allocate more teaching time to LOTE programs: LOTE specialist on Staff [Word 25KB]
• Model 4: Use of different staffing salary scales to allocate more teaching time to LOTE programs: LOTE specialist as Itinerant [Word 25KB]
• Model 5: Reduction in LOTE specialist instruction time with regular planned classroom teacher follow-up [Word 26KB]
• Model 6: LOTE is a specialist subject providing release time for classroom teachers [Word 25KB]
• Model 7: LOTE is a specialist subject with instructional time provided through negotiation with other teachers and the sharing of teacher expertise. [Word 27KB]
• Model 8: Combining classes for LOTE instruction [Word 25KB]
• Model 9: Sharing time slots on a staggered basis [Word 26KB]
• Model 10: Online delivery of LOTE programs [Word 27KB]
• Model 11: Small number of senior students access course at neighbouring school [Word 25KB]
• Model 12: Combining classes for LOTE instruction: withdrawal, LOTE specialist on staff
  
• View/print all LOTE Teaching and Learning Models 2002 [Word 92KB]

Contacts

Contacts have been identified for each model included in this document. Senior Education Officers and the Principal Education Officer are also available to discuss the models and provide additional information.

Janine.Davison@education.tas.gov.au

Sue.Tolbert@education.tas.gov.au

Reference

The booklet Making Languages work: School models to consider published by the Department of Education Training and Employment, South Australia (2002) provides further models including across sector and across school / district approaches.

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