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NSW Department of Education and Training

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In 2008, TAFE <strong>NSW</strong> – Sydney Institute also introduced a translation skills course in<br />

response to industry <strong>and</strong> community dem<strong>and</strong>.<br />

Strategies<br />

Schools<br />

<br />

<br />

<br />

<br />

The <strong>Department</strong> implemented a range <strong>of</strong> programs to support community language<br />

education for students who wished to learn <strong>and</strong> maintain their first language or gain<br />

access to a second language, including:<br />

Community Language Program K-6<br />

Saturday School <strong>of</strong> Community Languages.<br />

The Saturday School <strong>of</strong> Community Languages (SSCL) continued to investigate current<br />

<strong>and</strong> potential trends to plan community language provision, including appropriate<br />

language provision for new <strong>and</strong> emerging communities.<br />

The SSCL continued to <strong>of</strong>fer a range <strong>of</strong> Board Endorsed Courses (BEC) leading to<br />

School Certificate level (Years 7-10) for languages studied in which there is no Board <strong>of</strong><br />

Studies syllabus.<br />

Courses in languages other than English are provided through the Open High School to<br />

students who cannot attend school or where a school is unable to provide study in the<br />

language <strong>of</strong> choice.<br />

TAFE <strong>NSW</strong><br />

Institutes provide community language, interpreting <strong>and</strong> translating programs, as required.<br />

Future Directions<br />

Investigate ways to meet the increasing dem<strong>and</strong> from primary schools for instruction in<br />

community languages, including new languages.<br />

2.7 STUDENT SUPPORT SERVICES<br />

Achievements<br />

Schools<br />

<br />

<br />

Student Welfare Directorate implemented initiatives to assist teachers <strong>and</strong> departmental<br />

<strong>of</strong>ficers to better meet the needs <strong>of</strong> students from culturally <strong>and</strong> linguistically diverse<br />

backgrounds including:<br />

<br />

<br />

<br />

provision <strong>of</strong> culturally inclusive drug education materials<br />

activities to assist home school liaison <strong>of</strong>ficers to underst<strong>and</strong> the attendance needs <strong>of</strong><br />

students from culturally <strong>and</strong> linguistically diverse backgrounds, including newly<br />

arrived refugee students<br />

activities to enhance the skills <strong>of</strong> school counsellors in supporting students from<br />

culturally <strong>and</strong> linguistically diverse backgrounds.<br />

Networks with government <strong>and</strong> non-government agencies were maintained. The <strong>NSW</strong><br />

Service for the Treatment <strong>and</strong> Rehabilitation <strong>of</strong> Torture <strong>and</strong> Trauma Survivors<br />

(STARTTS) provided specialist torture <strong>and</strong> trauma counselling services for students in<br />

schools. Collaboration with <strong>NSW</strong> Refugee Health was extended to include services <strong>and</strong><br />

35

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