International Grammar School in Sydney has unveiled a ‘deeper learning’ timetable to help students get the most out of its curriculum, including its highly regarded language program.
Many students at International Grammar School (IGS) are poised to graduate fluent in a second language; it’s one of the top three reasons parents send their children to the inner-Sydney school.
Learning a second language at IGS begins in preschool and continues throughout primary and secondary, with most students electing to learn a language not spoken at home.
The school employs a partial immersion model, offering a choice of five languages in primary school. To support students in their transition from primary to secondary school, IGS is introducing a new timetable for languages that will combine explicit and immersive teaching to further help progress their language skills.
Overseeing the school’s comprehensive language program is Director of Languages Ms Regine Berghofer. She has an extensive background in language education and curriculum development. Prior to her current role at IGS, she worked at the NSW Education Standards Authority, where she served as a language advisor for New South Wales. In this capacity, she contributed to several national projects, including the renewal of the national curriculum for languages for the Australian Curriculum, Assessment and Reporting Authority.
Beyond her curriculum development experience, Ms Berghofer has also worked as a language teacher in various education systems. In her current role at IGS, Ms Berghofer is responsible for managing a team of 32 language teachers, half of whom work in the primary school, and ensuring the delivery of high-quality language instruction across all year levels. She says the language program at primary level is a key focus of the school’s curriculum.
“Students have the opportunity to learn one of five languages: Chinese, French, Italian, German, or Japanese. Interestingly, over 85 per cent of the students do not speak these languages at home,” Ms Berghofer says.
The primary school language program follows a partial immersion model, where the target language is spoken almost exclusively in the classroom. Additionally, the program incorporates a ‘soft’ content and language integrated learning (CLIL) approach, where content from various Key Learning Areas such as History and Personal Development, Health and Physical Education is integrated into language lessons.
Ms Berghofer says this allows students to engage with meaningful content while developing their language skills in an immersive and contextually rich environment.
“With the introduction of the new timetable, primary students receive 60 minutes of immersive language instruction per day, with an additional 30 minutes three times a week focused on explicit teaching of language concepts and skills,” she says.
“This approach is designed to maximise exposure while providing targeted instruction to address specific language needs, with a particular focus on developing strong productive skills in speaking and writing. While the immersive aspect of the program naturally strengthens receptive skills in listening and reading, the explicit sessions ensure students gain the confidence and ability to express themselves effectively in the target language.”
Overcoming challenges
Ms Berghofer notes that the transition from the primary immersion model to the high school curriculum at IGS can present some challenges. She explains that refining the transition process can ensure students are better prepared for the advanced language demands of high school.
“Strengthening the connection between what students learn in primary school and Year 7 can help minimise the need to revisit content in high school, creating a more seamless progression in their language learning journey,” she says.
To help address these challenges, Ms Berghofer outlines several solutions, backed by evidence-based research. Firstly, she emphasises the need for more explicit teaching.
“Some teachers do it more, some less, but it’s essential it is done consistently. This includes explicit teaching of meta-language, which means helping students learn the words to talk about how language works, along with focused instruction in areas like grammar and phonics,” she says.
Additionally, Ms Berghofer highlights the importance of translanguaging as a way to support explicit teaching.
Translanguaging allows students to switch fluidly between languages, using their home language to enhance their understanding of a new language. This approach helps students think in multiple languages at once, making it easier for them to grasp complex concepts and build connections between languages.
“If you exclusively teach a lesson speaking the target language, but the students don’t understand enough, then they’re not actually learning. Research suggests students need to understand at least 80 to 85 per cent of what is said for effective learning to occur. You need to adjust the lesson to the proficiency of the student, which means sometimes you need to use English,” Ms Berghofer says.
To implement these changes, International Grammar Schools has re-designed its primary school language timetable.
“The school is implementing changes to the language timetable and curriculum, including more explicit instruction in grammar, phonology, and writing,” Ms Berghofer says.
“These evidence-based adjustments aim to ensure a seamless progression and continued language proficiency as students move from primary to secondary education.”
Language teachers will be delivering a 60-minute immersive language lesson every day, plus an additional 30 minutes three times a week for explicit teaching.
“This approach of explicit teaching combined with immersion is particularly effective, based on the current research and evidence,” Ms Berghofer says.
“Long-standing studies in Canada’s French immersion programs have shown that combining structured, explicit instruction with immersive experiences significantly enhances both fluency and grammatical accuracy and reduces the time it takes to master a new language. Similarly, European bilingual education models highlight the importance of balancing immersion with targeted language instruction to build a strong foundation.”
Immersion in culture
Every year, the school hosts an International Day celebration, which is a full-day event focused on celebrating the diversity of languages and cultures represented at IGS.
“This event involves performances, workshops, and presentations with primary students enthusiastically participating in a variety of activities throughout the day,” Ms Berghofer says. “Through engaging in hands-on cultural experiences such as cooking, dancing, and art, children develop a deeper appreciation for different cultures, as well as curiosity and joy in exploring the rich diversity within their school community.”
Beyond school-wide events, primary school students also have opportunities to participate in language-focused camps or excursions within New South Wales.
“We hold a three-day camp for students in Years 4, 5, and 6. It is a full immersion experience, where students are surrounded by the language they are studying from morning until evening. Activities are carefully designed to integrate language learning into every aspect of the camp, including games, role-plays, cooking, and arts and crafts. Even mealtimes and transition periods become opportunities for students to practice and use the target language,” Ms Berghofer says.
Whether teaching in Kangaroo Valley, where IGS has a rural campus, or at the school’s two main campuses in Ultimo, Sydney, Ms Berghofer is deeply passionate about the value of language education.
“Language learning is so important on so many levels, beyond just acquiring another language. Learning a language can foster cognitive development and provide a different perspective on how life can be lived in different ways,” she says. “It allows students to think more creatively and opens up their options for future work opportunities.”
Ms Berghofer explains the school’s founder recognised this value 40 years ago when he established IGS.
“His mission was to create a school where languages and cultures were central to the curriculum. This founding vision continues to inspire the school’s programs and philosophy to this day,” she says.
Despite the challenges in the broader education system, Ms Berghofer is committed to ensuring IGS students have access to high-quality, evidence-based language instruction that will prepare them for success in an increasingly globalised world.
For more information visit www.igssyd.nsw.edu.au.
