DCPS believes that building language proficiency through rich and engaging units of study provides students with a foundation of skills that are transferable and build a lifelong passion for language learning.
The DCPS World Language Curriculum is aligned with the American Council on The Teaching of Foreign Language (ACTFL) World Readiness Standards; these national standards seek to link culture and communication through language learning. DCPS has partnered with ACTFL to provide students and teachers with a world-class curriculum that reflects these standards and the three modes of language learning: interpersonal, interpretive and presentational. Our teacher-developed curriculum focuses on building student proficiency, and was backwards designed from the AP Themes and ACTFL Can-Do Statements.
The DCPS World Language Curriculum is built on a flexible framework and divided into the following grade bands: Elementary K-2, Elementary 3-5, Level 1A, Level 1B, Level 2, Level 3, and Level 4. Each grade band has the following components:
- Scope and Sequence, outlining the units, essential questions standards, objectives, integrated performance assessment (IPA), and key vocabulary for the course;
- Final Course IPA, the final integrated performance assessment for the end of the course;
- 5 Unit Overviews;
- Cornerstones/Integrated Performance Assessments for each unit;
- Exemplar Lesson Plans for each unit along with associated materials.
- Language Resource Guides, with sample target language-specific activities in addition to cultural and grammatical considerations. These documents exist for Arabic, Chinese, French, Italian, Latin, and Spanish.
- Image Library, a bank of visuals for teachers to use during instruction.
In addition to the curriculum documents, a host of guidance documents and resources exist on the resource page on Canvas.
The new DCPS World Languages curriculum is guided by a curriculum framework. The framework provides DCPS World Language teachers with a flexible, democratic guidance to district expectations of students’ World Language learning. The framework allows teachers to align existing World Language content to a unified vision for World Language curriculum, and provides a space within which teachers may adapt their practice and content to meet the needs of their students.