Why do LOTE standards begin at Level 4?
LOTE standards begin at Level 4 in order to promote flexibility in the organisation of school programs in Prep to Year 4. However, there is provision in the LOTE standards for assessment and reporting in Prep to Year 4 and schools are strongly encouraged to offer LOTE prior to Level 4. All schools are required to report on students’ achievement in a LOTE at Level 4 at the end of Year 6. Students gain most benefit from the study of a LOTE if they begin in the early years, but it is acknowledged that some schools introduce LOTE programs at different year levels. Three sets of progression measures have been devised for Prep to Year 4. These measures provide a typical sequence of second language development leading to completion of Level 4 at the end of Year 6. To support schools that provide LOTE programs prior to Level 4 and to assist them to report effectively on student achievement, the LOTE domain includes three sets of progression measures (Parts A, B and C).
LOTE standards begin at Level 4 in order to promote flexibility in the organisation of school programs in Prep to Year 4. However, there is provision in the LOTE standards for assessment and reporting in Prep to Year 4 and schools are strongly encouraged to offer LOTE prior to Level 4. All schools are required to report on students’ achievement in a LOTE at Level 4 at the end of Year 6. Students gain most benefit from the study of a LOTE if they begin in the early years, but it is acknowledged that some schools introduce LOTE programs at different year levels. Three sets of progression measures have been devised for Prep to Year 4. These measures provide a typical sequence of second language development leading to completion of Level 4 at the end of Year 6. To support schools that provide LOTE programs prior to Level 4 and to assist them to report effectively on student achievement, the LOTE domain includes three sets of progression measures (Parts A, B and C).
