Term 4 Workshops==

STEAM, Junior Reporting and other issues. Regional workshops:Wellington: Wednesday 16 November, 1.30pm-4.00pm, venue to be confirmedChristchurch: Tuesday 22 November, 1.30pm-4.00pm, UC Ed Plus, room to be confirmedTimaru: Thursday 24 November, 1.30pm-4.00pm, Timaru Girls' High School, Boardroom
Nelson: Tuesday 29 November, 1.30pm-4.00pm, UC Education Centre, FM classroom

Learning Languagesexternal image arrow-10x10.pngNational WorkshopsThe Learning Languages National Workshops for Central South and Southern regions are as follows:===Nelson: Tues 23 February===

Wellington: Fri 26 February

Palmerston North: Tues 1 March

New Plymouth: Thurs 3 March

Timaru: Tues 8 March

Christchurch: Thurs 10 March

Invercargill: Tues 15 March

Dunedin: Thurs 17 March

Please complete the enrolmentexternal image arrow-10x10.png form below and return it to: edplus@canterbury.ac.nz

If you have any queries, please contact jeni.lemberg@canterbury.ac.nz

Learning Languages National Workshops for Northern and Central North regions will be held in term 2.

The dates are as follows with links below to the enrolmentexternal image arrow-10x10.png forms for each workshop:

AUCKLAND – Tuesday 24 MAY 2016 – at Kohia

Thursday 26 May 2016 – WHANGAREI

Tuesday 31 May 2016 – HAMILTON

Wednesday 1 June 2016 – ROTORUA

Thursday 9 June 2016 – NAPIER

https://intranet.teamsolutions.ac.nz/forms/index.php/forms/workshop_enrolment/KVTS61 (AUCKLAND)
https://intranet.teamsolutions.ac.nz/forms/index.php/forms/workshop_enrolment/KVTS62 (WHANGAREI)
https://intranet.teamsolutions.ac.nz/forms/index.php/forms/workshop_enrolment/KVTS63 (HAMILTON)
https://intranet.teamsolutions.ac.nz/forms/index.php/forms/workshop_enrolment/KVTS64 (ROTORUA)
https://intranet.teamsolutions.ac.nz/forms/index.php/forms/workshop_enrolment/KVTS65 (NAPIER)

For any queries, contact b.sydenham@auckland.ac.nz

NZALT Conference Biennial Conference, Nelson College for Girls, 10-13 July, 2016


ILW logo
International Languages Week15 - 19 August 2016

Looking for ideas for International Languages Week this year? This resource has generic and language specific activities that might provide some inspiration. Click on this page and it will take you further resources. If you have other ideas you would be willing to share so that they can be added to this resource, please email them to jeni.lemberg@canterbury.ac.nz

Say Hello in 30 Different Languages! kindly shared by Amara Kevern, HOD Languages, Sancta Maria Collegeexternal image arrow-10x10.png http://www.youtube.com/watch?v=LDrBMpMdW0s&safe=active

Term 4 2016

Term 3 2016

Term 2 2016

Term 1 2016

Term 4 2015

Term 3 2015

Term 2 2015

Term 1 2015

Term 4 2014

Term 3 2014

Term 2 2014

Term 1 2014

Clusters and Workshops


Central North

Central South


If you would like to become part of a cluster in your region, please click on the link below to the chat forum:

Discussion Page - Cluster groups
Intercultural Competency and Language Learning
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This PLD opportunity was hosted by the School of Language and Culture at AUT University on February 28/01 March. Many teachers from Auckland and Northland were fortunate to hear Professor Tony Liddicoat, Professor of Applied Linguistics, University of South Australia talk about Teaching and Learning Languages from an Intercultural Perspective and Using Intercultural Language Teacdhing and Learning in the Classroom. Files, which include notes taken throughout the symposium and copies of the handouts are now available on the New Zealand Curriculum page of this wiki. The PowerPoint presentation from Professor Liddicoat's sessions will be made available shortly.

NZQA Assessment Matters

Following information and feedback from the secondary sector, those involved in moderation and examinations, NZQA, and professional learning and development there has been an interim review of three Learning Languagesexternal image arrow-10x10.png achievement standards in 2013. The changes to these standards are minor.

These reviewed standards are now registered and published and are available for use in 2014.

The table below lists the reviewed standards and summarises the changes in each.

Reviewed AS 2014 Version 2.png


NZQA Assessment Matters
Changes to New Zealand Scholarship in Learning Languages
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Please be aware that there have been changes to the assessment specifications for New Zealand Scholarshipexternal image arrow-10x10.png in Learning Languages for 2014. Notably, this involves changes to Question Two which will require students to respond in ENGLISH. The following links will facilitate access to the language-specific pages:

1. Chinese http://www.nzqa.govt.nz/qualifications-standards/awards/scholarship/scholarship-subjects/scholarship-chinese/

2. French http://www.nzqa.govt.nz/qualifications-standards/awards/scholarship/scholarship-subjects/scholarship-french/

3. German http://www.nzqa.govt.nz/qualifications-standards/awards/scholarship/scholarship-subjects/scholarship-german/

4. Japanese http://www.nzqa.govt.nz/qualifications-standards/awards/scholarship/scholarship-subjects/scholarship-japanese/

5. Samoan http://www.nzqa.govt.nz/qualifications-standards/awards/scholarship/scholarship-subjects/samoan/

6. Spanish http://www.nzqa.govt.nz/qualifications-standards/awards/scholarship/scholarship-subjects/scholarship-spanish/

Each of these language-specific pages have links to resources to help teachersexternal image arrow-10x10.png and students understand what is required for success in New Zealand Scholarship.
Information for Candidates: http://www.nzqa.govt.nz/assets/scholarship/ScholLanguagesInformationforCandidates.pdf

TPDL Teacher
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Professional Development Languages 2014

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“TPDL makes a valuable contribution to effective teaching” (Evaluation of TPDL and the Impact on Language Learning Opportunities and Outcomes for Students, A Report to the Ministry of Educationexternal image arrow-10x10.png, April 2010) and assists schools throughout New Zealand to cater effectively for the Government’s expectation that students learn additional languages.

I would like to remind everyone that this is a wonderful PLD opportunity available to you all in 2014 - TPDL is a Ministry of Education-funded programme aimed at developing teacher language proficiency and second language teaching capabilities in order to improve student language learningexternal image arrow-10x10.png outcomes. I have attached a copy of the TPDL brochure for you to read and would be happy to send you an application pack if you would like to take up this great opportunity – just send us an email d.ward@auckland.ac.nz or jeni.lemberg@canterbury.ac.nz.

This professional development programme enables all teachers of languages (Primary, Secondary, Specialist, Generalist) to improve their proficiency levels in Chinese, French, Japanese, German, Spanish, Samoan, Niuean, Cook Islands Maori, Tongan or Tokelauan deepen their understanding of second language teaching methodology
broaden their curriculum knowledge demonstrate and discuss their knowledge of strategies and resources that are effective in improving student achievement.

ILEP Ministry-funded PLD Initiative 2014

Introducing a new Learning Languages
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programme in your school?

New to teaching a language?

Already offering a Learning Languages programme and looking for new PLD opportunities?

Successfully completed TPDL and wondering What’s Next?
In 2014, an indepth cluster-based PLD opportunity will be offered to teachersexternal image arrow-10x10.png and schools involved in Learning Languagesexternal image arrow-10x10.png programmes.

The programme is targeted at two stages of the ILEP Professional Pathways for Schools and Teachers for Learning Languages.

The Initiation Stage for teachers who are new to or have recently introduced Learning Languages programmes in their classes.
The Consolidation Stage for teachers whose Learning Languages programmes are more progressed and who are seeking to further consolidate their capability in the teaching and learning of languages. Priority will be given to graduates of TPDL.
Teachersexternal image arrow-10x10.pngwho participate in this programme will be well placed to take advantage of immersion opportunities offered through the ILEP professional pathways.

Features of the programme include:

¨ Indepth professional support for Languages Learning in classrooms

¨ At theInitiationstage, teachersexternal image arrow-10x10.png will be supported to use MoE resources including the Language Learning Series, First Class!, and the TKI Learning Languagesexternal image arrow-10x10.png Community website.

¨ At the Consolidationstage, teachers will be supported to engage in a structured plan of on-going language and culture development to enhance their application of knowledge and skills and prepare them to apply for immersion opportunities.

¨ Opportunity for both formal and informal language learning

¨ Teaching-as-Inquiry with an e-Learning focus providing evidence to support the appraisal process and meet the Registeredexternal image arrow-10x10.png Teacher Criteria

¨ Funding for teacher release

¨ Cluster-based with networking opportunities with other Languages teachers and Languages associations

¨ Professional pathways – International languages Exchanges and Pathways, Teacher Professional Development Languages, Language Immersion Awards, Scholarshipsexternal image arrow-10x10.png

¨ Ministry of Education funded and supported

Principal Letter, PLD Flyer, Teacher Applicationexternal image arrow-10x10.png and School Agreement Forms are available below. For further information go to the ILEP website http://www.ilep.ac.nz/

Apply Now!
Completed application forms and signed school agreements should be submitted before 10 December 2013.

New Page - Careers
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, Pathways and Learning Languages
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Pathways Languages Oh the places youll go

The Careers, Pathways and Learning Languagesexternal image arrow-10x10.png Resources that featured on this page of the wiki are now on the

Why Learn a Language? Pathways and Careers page of the wiki. Click on the image. If you have other relevant resources especially those that are more locally relevant please feel welcome to contribute these to the wiki by emailing them to jeni.lemberg@canterbury.ac.nz

Top down marking
Top down marking was introduced with the aligned standards. At the same time the format of the assessment schedules changed to better reflect the intent of these standards.

Specifically, the format of the schedules for recent standards:
  • discontinued the use of bolds and underlines, and judgement statements that relied on counting up pieces of information ; this was done because the 'counting up' method did not support holistic marking when all aspects of a candidate's response are considered as a single entity.
  • included a descriptor of each level of achievement - as stated in the standard - at the top of the schedule, along with an 'unpacked' version, this is the same for every question.
  • a 'grade score descriptor' for N1 through to E8 was written for each question; they described what a candidate at each particular grade score actually did. The descriptors vary from question to question because the specifics of the questions vary.
  • for each question a list of the specific evidence that candidates commonly/most often wrote was included
  • for each question a brief example of a verbatim response at each level was included
The corollary of the above is that if you have an earlier schedule with bolds and underlines, it was likely written for the old standards, and hasn't been structured for the aligned standards. Which means it doesn't work very well for top down marking - most particularly the judgement statements. So where to from there?

The simplest thing to do is to rewrite the judgement statements so that they don't specify how many 'pieces of information' are needed, rather what they do is to describe what a student at that level is able to do. If you look at last year's Level 3 schedules (which were for the old standards) you will see this. The link below will take you to the French L3 schedules, the other 2012 L3 schedules are formatted the same way.


If you want to go further than that, look at the template for the L1 Listening standard below, and adapt it for the questions you are using. You will find the schedules for all L1 papers in 2011 are like that, as are schedules for all L1 and L2 2012 schedules.

NZQA Assessment Matters

NZQA SecQual Circulars are now known as Assessment Matters Circulars. All assessment, operational and logistical matters in relation to secondary qualifications are communicated through these online publications http://www.nzqa.govt.nz/about-us/publications/newsletters-and-circulars/assessment-matters/. All circulars published prior to 25 March 2013, can still be found in the SecQual folder.

Recent circulars of particular interest to Languages teachersexternal image arrow-10x10.png include:

29 May Use of Te Reo Māori in external assessment

01 July Facebook Subject Pages

Grade Score Marking
For those teachersexternal image arrow-10x10.png and language associations developing their own assessment resources for use in practice exams, a generic schedule template is now available. This version has been adapted from the one available on the NZQA site and has had the language and standard-specific references removed ready for use. With the correct standard title and number it will work for all practice versions of the languages externals. Further information and additional resources are available on the NCEA page of this wiki.


The NZQA Update Term 1 - April 2013 is now available online http://www.nzqa.govt.nz/about-us/publications/newsletters-and-circulars/ncea-update/issue-8-april-2013/. This issue provides a summary of the information that NZQA has issued over the last term. The NCEA Update will continue to be an online publication only.

You can subscribe to receive an email notification when the NCEA Updates become available online.

A key purpose of the NCEA Updates is to maintain and strengthen the credibility of NCEA by ensuring consistent and accurate sharing of information.

NCEA Update is produced at the end of each term and provides links to communications that NZQA and the Ministry of Educationexternal image arrow-10x10.png have issued over the past term.

Of particular interest to languages teachers in this latest update will be (these have been released since the last NCEA Update):

Vocational Pathways
Vocational Pathways website

and the following NZQA Assessment Matters, (previously called Secondary circulars):
05 Apr Cook Island Maori verification process A2013/004
21 Mar 2013 Assessment Specifications for NCEA and Scholarship External Assessment A2013/003

12 Mar National systems check for external moderation S2013/006
07 Mar Guidelines for the selection of student work for moderation S2013/005
26 Feb Online submission of moderation materials S2013/003
28 Jan2013 Reviews and Reconsiderations S2013/001

New Zealand Scholarshipexternal image arrow-10x10.png
08 Apr The format of the 2013 New Zealand Scholarship languages examinations SC2013/004
07 Mar Change to structure and procedures of Scholarship Te Reo Māori/ Scholarship Te Reo Rangatira examinations 2013 SC2013/003
07 Mar He pānui e whakamōhio ana i ngā whakahaerenga rerekē o ngā whakamātautau Te Hiranga Reo Māori / Reo Rangatira 2013 SC2013/002

Secqual NZQA banner

The latest Secqual circular outlines the format of the 2013 New Zealand Scholarshipexternal image arrow-10x10.png languages examinations http://www.nzqa.govt.nz/about-us/publications/newsletters-and-circulars/scholarship/the-format-of-the-2013-new-zealand-scholarship-languages-examinations/. The Information for Candidates document referred to in the circular is a crucial document for your students and can be accessed through the Scholarship link on the relevant subject page on NZQA.

Te Reo Maori NZQA Approved Assessment Resources

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The Ministry of Educationexternal image arrow-10x10.png is pleased to inform you that the NZQA Approved assessment resources for Level 3 Te Reo Maori are now available on TKI http://ncea.tki.org.nz/Resources-for-aligned-standards/Te-Reo-Maori/Level-3-Te-Reo-Maori

royal society

Languages in Aotearoa New ZealandNew Zealand is now more diverse than ever before, having seen unprecedented increases in the ethnic, cultural, social and linguistic diversity of the New Zealand population. There are now over 160 different languages spoken in New Zealand, and Auckland is one of the most culturally diverse cities in the world.

This paper presents a broad view of languages use in New Zealand using international and national research. The research outlined explores the case for a national languages policy in order to unify disparate policies and areas of practice.

The Royal Society media release can be found at the following link:

Kia Orana - Updated Level 3 Internal Assessment Resources Cook Islands Maori now online!

I am pleased to inform you that the Ministry of Educationexternal image arrow-10x10.png has advised that the updated Level 3 internal assessment resources for Cook Islands Maori have now been published on TKI http://ncea.tki.org.nz/Resources-for-aligned-standards/Learning-languages/Cook-Islands-Maori/Level-3-Cook-Islands-Maori. Meitaki Ma'ata.

The Key Competencies and Effective Pedagogy

There are reciprocal relationships between the learning areas and the key competencies. When these relationships are purposefully exploited both the learning areas and the key competencies are strengthened. Opportunities to develop key competencies can play out as opportunities to develop learning areas and vice versa.

  • How well are the key competencies integrated into Learning Languagesexternal image arrow-10x10.png ?
  • What opportunities are provided by Learning Languages to strengthen key competencies?
  • What impact is the integration between key competencies and Learning Languages having on students’ overall development? How do we know?
  • What aspects of key competency development might we need to do more work on?
The MoE has funded the development of a Key Competencies tool which has two main parts:

  • a self-audit framework of questions about effective pedagogy
  • a mosaic of 14 engaging examples of practice that show what this pedagogy might look like in different learning areas.
These materials support in-school professional learning conversations and can be accessed on TKI http://keycompetencies.tki.org.nz/Key-competencies-and-effective-pedagogy

NCEA Level 3 alignment with The New Zealand Curriculum Completed
NCEA Levels 1 to 3 in Learning Languages are now aligned with NZC Levels 6 to 8.

Completing this alignment positions the curriculum at the heart of teaching and learning programmes for all senior secondary students.

What you need to know

  • The Level 3 aligned achievement standards for Learning Languages are now registered and published with supporting assessment resources, and teaching and learning guides for all subjects.
Aligned achievement standards and support materials for Learning Languages can be viewed here:

The Secondary Education Portal on TKI provides information and guidance about curriculum and NCEA, and resources to support middle leaders:http://secondary.tki.org.nz

  • Level 3 non-aligned internally-assessed standards are valid for internal assessment only until December 2013.
  • All New Zealand schools need to transition to using the Level 3 aligned achievement standards fully by the start of 2014.
For more information contact: Geoff Gibbs, Lead Advisor, Senior Secondary Team

Level 3 NCEA Aligned Achievement Standards - Shared Resources

Resources that represent the brainstorming of teachers who attended the Level 3 NCEA Writing Reosurces Workshops are now available on the NCEA page of the wiki. At this stage, they are mostly ideas and draft versions but have been very kindly shared by your fellow Learning Languages colleagues to support you in your planning of aligned Level 3 programmes and task design. The resources will be updated with final versions as they are made available. While some resources appear to be language-specific, the contexts can often be as equally relevant in different linguistic and cultural contexts, and may prompt new and further thinking. It is hoped that teachers will continue to contribute the resources they developed from the work started at the workshops so that they can be made more widely available through the wiki. Email your contributions tojeni.lemberg@canterbury.ac.nz

Me Korero Let's Talk

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This booklet will:

• tell you a bit about Ka Hikitia
• provide you with a snapshot of the current picture for Māori learners in education
• highlight some of the Government’s key ideas for making a difference over the next five years and beyond
• tell you about the Government’s focus on targets and driving improvement based on the evidence of what works best

There are some questions for you at the back of this booklet or on the Ministry's website:

Your answers will help:
  • provide a picture of what you are doing to help Māori learners achieve their full potential
  • provide knowledge around what kinds of information or support will help us all raise achievement together.
  • to develop Ka Hikitia - Accelerating Success 2013 - 2017
but, more importantly,
  • ensure that it helps deliver real gains for Māori learners in education for the next five years and beyond.
Literacy logo wiki
Making Literacy Explicit in Learning Languages Programmes
The draft version of the Making Literacy Explicit in Learning Languages Programmes Tool is now available on the Literacy page. This resource has been developed to support middle leaders in Learning Languages to build on their use and interpretation of assessment data to develop relevant pedagogical knowledge to inform the literacy focus of their programmes. A range of explicit literacy strategies that will support reading and writing in the second language classroom have been identified that will support teachers to be responsive to student learning needs, and to increase the levels of achievement for students undertaking achievement standards with high literacy demands in this learning area. These include the aligned .5 writing portfolio, and the external comprehension standards.

These strategies should be integrated into Learning Languages programmes, using appropriate second language contexts, and can also form the basis for writing portfolio tasks. In some cases, difficult skills will need to be taught directly supported by opportunities for continuous practice and corrective feedback. Middle leaders in Learning Languages can use this resource to shift their programmes from an exclusively content focused approach where the focus is entirely on language knowledge and its assessment, to incorporate a literacy approach that supports the development of students' strategic competence where the focus is on both content and skills.


Secondary Middle Leader Professional Development Website
We have worked with the Ministry of Educationexternal image arrow-10x10.png to establish web pages within TKI that outline the professional development available to secondary middle leaders in English-medium schools. Here, middle leaders can find lists of regional workshops and clusters (updated regularly). Newsletters can be downloaded and middle leaders can also request to be put on mailing lists to receive futureexternal image arrow-10x10.png e-newsletters. The direct link is:


Alternatively, visit the secondary portal on TKI: and select Secondary middle leaders and Professional learning and development

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New Zealand Scholarshipexternal image arrow-10x10.png

The Scholarship Performance Standards are derived from the outcomes at Level 8 in the curriculum. These standards are being reviewed to ensure alignment with The New Zealand Curriculum (NZC) from 2013.
It is not expected that there will be significant changes to the parameters of the scholarshipexternal image arrow-10x10.png standards for most subjects, although they will look different. Therewill be some change to the coverage of the standards where there has been corresponding changes to the outcomes at curriculum Level 8. For example, there have been changes to some strands at CL 8 in the learning areas of Mathematics and Statistics, Science, and Technology.

It is important to note that there will be no change to either the level or the type of learning that is being assessed for scholarship. Students will still be expected todemonstrate high level:
analysis and critical thinking
integration, synthesis and applicationexternal image arrow-10x10.png of highly developed knowledge, skills and understanding to complex situations
logical development, precision and clarity of ideas.

The Ministry of Educationexternal image arrow-10x10.png carried out consultation on the draft Scholarshipexternal image arrow-10x10.png Performance Standards in March 2012. Feedback from this consultation has been considered and a few standards have been amended as a result. “School Planning” drafts of these Performance Standards, along with draft "Assessment Specifications” are available at http://ncea.tki.org.nz/New-Zealand-Scholarship

You may find it useful to bookmark this link as some teachers have reported difficulties in finding this information on TKI.


Level 3 NCEA Alignment Workshopsexternal image arrow-10x10.png
Dates for the Level 3 NCEA Alignment workshops that will be offered u
nder the Secondary Student Achievement contract have been added to the PLD calendar pages for Northland, Auckland, and Central North. Register early!

Task-based Learning Martin East Book

New! Highly Recommended Reading!
Task-based Language Teaching (TBLT)
is being encouraged as part of a major overhaul of the entire school languages curriculum in NZ. However, teachers often struggle with understanding what TBLT is, and how to make TBLT work in classrooms. Using the stories that emerged from a series of interviews with teachers (the curriculum implementers) and with advisors (the curriculum leaders), this book highlights the possibilities for TBLT innovation in schools. It also identifies the constraints, and proposes how these might be addressed. The result is a book that, whilst rooted in a particular local context, provides a valuable source book of teacher stories that have relevance for a wide range of people working in a diverse range of contexts. This book will be of genuine interest to all those who wish to understand more about TBLT innovation, and the opportunities and challenges it brings. This book can be ordered online from Kohia Education Centre or use this form.

Maori Patterns.jpg

Two resources have been added to support Languages teachers in developing their own cultural competencies in the NZ classroom. There are some notes on Ka Hikitia in the Learning Languages Classroom and also a list of useful Te reo phrases that should be used pragmatically in classrooms.


This resource contains a variety of Ideas for 1.3 Interaction Tasks which have been shared by Catherine Hannagan.

This resource is a very full list of Agreed Codes collated at workshops and cluster meetings in Auckland and Northland and is provided here as a guide only. It is intended that teachers would select the codes most appropriate to the task at hand and to their classes. The codes must only be used in the margin and the specific error is not to be underlined.

The updated context elaborations for the Learning Languages achievement objectives are now available on TKI http://seniorsecondary.tki.org.nz/Learning-languages/Achievement-objectives. The context elaborations provide examples of what is expected of students who are achieving at the specified level. Links to all languages at all levels are available on this wiki.


This presentation looks at the alignment process for aligning the Level 1 NCEA achievement standards in Learning Languages with particular emphasis on the writing and interaction standards. It is accompanied by a range of useful resources and templates.


Text Types and Different Situations - This resource was developed by Learning Languages teachers across Auckland and Northland and is a useful resource to provide ideas when planning writing and interaction tasks.


Literacy and Learning Languages This comprehensive presentation challenges some of the myths surrounding the teaching and learning of languages. It also discusses Literacy in the 21st Century, the Languages and Literacy Partnership, and what to consider when developing a Literacy approach to Learning Languages. A range of literacy and thinking strategies are identified in the presentation that can be used and differentiated across curriculum levels and languages.
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Term 4 2013

Term 3 2013

Term 2 2013

Term 1 2013

October 2012

August 2012 - International Languages Week

June/July 2012

April 2012