General Information

On this page, you will find information to assist with the teaching of courses in the Languages learning area.

Resources to support the implementation of courses, such as Sample Scope and SequenceCourse Implementation Guide or Common Assessment Tasks are shown in the dropdown menu below for each course (where available). Canvas resources can be found using the information on the Online Resources page of this site.

An online space has been established to provide an opportunity for teachers to collaborate across sectors, and share resources and ideas. Instructions on how to join can be found on the Communities of Practice page.

The Curriculum Leader for Languages can be contacted via email at

Course Development

Learning Area Overview - Languages

Teachers and the wider educational community are key partners in the course development process in the Years 9 to 12 Project. The Learning Area Overview includes the current course offerings and a staged process of replacing or creating new courses. For more information visit the Planned Course Provision section of this website.
NOTE: This Learning Area Overview is accurate to the end of 2022.  Due to the current pause in course development – these will be reviewed and replaced with updated an updated version.

Course Development Status

Course Development PhaseCourses
Course Concept
Course Development PlanningChinese 3 (paused)
French 3* (paused)
German 3 (paused)
Italian 3 (paused)
Japanese 3 (paused)
Initial Course Development
Public Consultation and Revision
TASC Formal Review and Feedback
Course Refinement
Public Consultation and Revision
Submission for Accreditation
Further Development
Newly AccreditedChinese 2 (for use from 2023)
French 2 (for use from 2023)
German 2 (for use from 2023)
Italian 2 (for use from 2023)
Japanese 2 (for use from 2023)

Updated course accreditation information can be found on the TASC website.

* Note: There is one course for Languages Level 3 (version in French) that is being used as a structural framework for all 5 of the language courses.  The framework proposal will be reviewed by The Office of TASC during Formal Review and Feedback and this advice, in combination with stakeholder feedback from the teaching communities of all languages, will enable us to resolve any issues before crafting the documents in all 5 languages. Once developed, teachers will be provided with an opportunity to provide feedback for each language prior to submission for accreditation

Update on Course Development for 2023

Years 9 – 12 Learning is pausing the 2025 Course development cycle due to the redeployment of staff to assist meeting the current class teacher shortage. Proposed professional learning, course resources and supports will be impacted. Planning is underway to re-prioritise current development of course resources and Professional Learning.


Information to support the delivery of courses currently accredited by TASC can be found below.

Chinese Level 2 (New for 2023)

French Level 2 (New for 2023)

German Level 2 (New for 2023)

Italian Level 2 (New for 2023)

Japanese Level 2 (New for 2023)

Learning Area Advisory Group (LAAG)

The purpose of Years 9-12 Learning Area Advisory Groups (LAAGs) are to provide strategic advice and feedback to the Learning Area Curriculum Leader in relation to the development and implementation of courses and qualifications that are accredited and recognised by the Office of Tasmanian Assessment Standards and Certification (TASC). The LAAGs form part of the advisory and consultation structure for Course Development Activity which also includes Critical Friends and Sponsor Schools.

Membership of Years 9-12 LAAGs

  • The Chair of each LAAG is the relevant learning area Curriculum Lead (CL)
  • Secretariat support for LAAGs is provided by Years 9-12 Learning
  • Core LAAG Membership (Strategic Expertise):
    • Leaders of Learning (9/10 Australian Curriculum expertise)
    • Leaders of Learning (11/12 Curriculum/Learning Area AST/AP expertise)
    • Leaders of Learning (Tertiary Providers)
    • Career Education Leader/Career Advisor/Transition or Enrolment team member (School-based)
  • Tranche-specific LAAG Membership:
    • Additional member/s for LAAGs will be appointed where expert subject matter input is required related to:
      • Subject matter expertise related to courses being developed in any given tranche
      • VET expertise (where relevant)

For more information about the LAAG view the Terms of Reference document or contact