australia-f10-foundation-languages-arabic	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with varying degrees of early literacy capability in Arabic and/or English. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people in settings outside the home, share with others, and participate in structured routines and activities at school. </p>        <p>          <b>Arabic language learning and use </b>        </p>        <p>Arabic is learnt in parallel with English language and literacy. While the learning of Arabic differs from the learning of English, each supports and enriches the other. Arabic is used at home and in familiar Arabic-speaking settings, and in classroom interactions, routines and activities, supported by the use of materials and resources, gestures and body language. At this stage, there is a focus on play, imaginative activities, games, music, dance and familiar routines, which provide scaffolding for language development. Repetition and consolidation help learners to identify familiar and new words and simple phrases, and to recognise the purpose of simple texts. Learners use Arabic for functions such as greeting (<span lang="ar">مرحبا؛ صباح الخير</span>), sharing information (<span lang="ar"> هذه أختي لينا؛ عمري ست سنوات </span>), responding to instructions ( <span lang="ar">نعم؛ أنا هنا؛ حاضر  </span>), and taking turns in games and simple shared tasks. The transition from spoken to written language is scaffolded via shared exploration of simple texts and language features. Learners use a variety of cues, including images, context and frequently used word patterns, to comprehend texts and communicate. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary contexts for interaction in Arabic are the immediate environment of home and the classroom. Learners use Arabic to interact with each other and the teacher within the learning environment at school and with immediate family members at home. The use of information and communications technologies (ICT) enriches the learning of Arabic language and culture by providing alternative experiences, a range of resources, and opportunities to access authentic language in different contexts.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a variety of spoken, written and visual texts, such as children’s songs and nursery rhymes, stories from Big Books and interactive resources. Writing skills progress from identifying the alphabet to tracing, labelling and copying letters, and then to constructing simple, short texts using familiar vocabulary<b>.</b></p>        <p>          <b>Features of Arabic language use</b>        </p>        <p>Learners become familiar with how the sounds of the Arabic language are represented in letters and words. They practise pronunciation and intonation through activities such as reciting rhymes and poems and singing songs, and experiment with sounds, short and long vowels, phonemes, words, simple phrases and sentences relating to pictures, objects and actions, for example, <b><span lang="ar">طاولة صغيرة</span></b> . They learn to recognise the letters of the Arabic alphabet, including new sounds, for example,<b><span lang="ar">خ</span></b><b><span lang="ar">؛</span></b><b><span lang="ar"> ع</span></b><b><span lang="ar">؛</span></b><b><span lang="ar">غ</span></b><b><span lang="ar">؛ </span></b><b><span lang="ar">ق</span></b><b><span lang="ar">؛ </span></b><b><span lang="ar">ص</span></b><b><span lang="ar">؛ </span></b><b><span lang="ar">ض</span></b><b><span lang="ar">؛ </span></b><b><span lang="ar">ط</span></b><b><span lang="ar">؛ </span></b><b><span lang="ar">ظ </span></b><b><span lang="ar">,</span></b> and the way letters are joined to make words, for example, <b><span lang="ar">طار</span></b><b><span lang="ar">؛</span></b><b><span lang="ar"> طير</span></b><b><span lang="ar">؛</span></b><b><span lang="ar"> ذهب</span></b>, and make comparisons with the English alphabet. They write letters, words and simple sentences using familiar vocabulary, prelearnt language features and structures, and formulaic expressions, for example, <b><span lang="ar">كان يا ما كان</span></b>. They begin to recognise how language use changes according to the speakers and context.</p>        <p>          <b>Level of support</b>        </p>        <p>The classroom is a new context of communication where learners rely on the teacher to assist their learning. Learning experiences are supported by the teacher through scaffolding, modelling, cueing, monitoring, feedback and encouragement. Multiple and varied sources of input and stimulus are used, including visual cues, such as the use of gestures, and resources, for example, bilingual Big Books and picture books, subtitled cartoons and video programs, and realia, objects, maps and charts. </p>        <p>          <b>The role of English</b>        </p>        <p>Arabic is used as the medium for class interaction and to demonstrate and model new language acquisition. English may be used to explain features of language and aspects of culture. Both English and Arabic may be used when learners are communicating about similarities and differences between Arabic and other languages and cultures and reflecting on how they talk and behave in Arabic-speaking and English-speaking contexts. </p>      	|	        <p>By the end of Year 2, students interact with the teacher and peers to exchange information about themselves, their family and friends, for example, <span lang="ar">إسمي هاني؛ أنا ليلى؛ عمري ست سنوات؛ أمي سميرة؛ أبي خالد؛ عندي أخ وأخت؛ صديقي رامي؛ صديقتي رنا </span>, and initiate interactions by asking and responding to questions. They use repetitive language when participating in shared activities and transactions and responding to classroom instructions. When speaking, they use the sounds of the Arabic language, for example, <span lang="ar">حروف مثل خ؛ ح؛ ط؛ ظ؛ ص؛ ض؛ ع؛ غ؛ ق </span>. They locate information about people, places and objects in simple texts, and share information in different formats, using illustrations and gestures to support meaning, for example, <span lang="ar">ما اسمك أين تسكن؛ كيف حالك؟ هل عندك أصدقاء؟ كم أخت عندك؟ ماذا يعمل أبوك؟ ما اسم مدرستك؟ من هي معلمتك؟ هل تحب المدرسة؟ </span>. They make simple statements about favourite elements in response to imaginative experiences, and create own representations of imagined characters and events, using illustrations, familiar language and non-verbal forms of expression. Students identify specific parts of speech, such as nouns, verbs and adjectives, in spoken and written texts, and use familiar words and phrases, for example, <span lang="ar">المدرسة؛ العائلة؛ الأم؛ الأب؛ الأصدقاء؛الصف؛ المعلمة؛ البيت  أسكن مع عائلتي؛ أحب؛ آكل؛ أذهب؛ ألعب؛ أغني؛ صغير/كبير؛ طويل/قصير؛ جميل؛ نظيف؛ المدرسة؛ بيتي؛ أختي؛ صديقي   يوم السبت؛ في الصباح؛ الأمس؛ كل يوم </span> and sentence patterns in simple texts, such as <span lang="ar">أحب أن آكل.../ لا أحب أن....؛ أذهب إلى؛ أذهب مع؛ </span> . They recognise questions and commands, for example, <span lang="ar"> ما أسمك؛ /اذا تحب أن تلعب؟ من صديقك في المدرسة؟ هل بيتك كبير؟ ما هي لعبتك المفضلة؟  أجلس هنا من فضلك؛ تكلم الآن؛ إرفع يدك؛ تعال إلى هنا  </span>, and use vocabulary and simple sentences to communicate information about themselves<i>, </i>their family and classroom, such as <span lang="ar"> ذهب سمير إلى المدرسة؛ ذهبت لينا  إلى البيت</span>, applying basic rules of word order and gender<i>. </i>Students translate frequently used words and simple phrases using visual cues, and create word lists, labels and captions in both Arabic and English for their immediate environment, for example,<span lang="ar">البيت؛ الغرفة؛ الحديقة؛ المدرسة؛ الصف؛ المعلمة؛ الدرس؛ المدير؛ الشارع؛ الباص؛ الملعب؛ الدكان هذا أبي؛ .إسمه عادل؛ هذه معلمتي؛ إسمها آنسة هالة؛ أحب صديقتي كثيراً؛</span>. They describe their roles as members of particular groups, and share their feelings and ways of behaving as they use Arabic at home and in the classroom, such as   .<i lang ="ar">أنا سعيد؛ أحب أن أتكلم مع أمي بالعربي لا أفهم العربي كثيرا؛</i> <span lang="ar">أنا في فريق كرة القدم؛</span></p>        <p>Students identify letters of the Arabic alphabet and join some letters to form simple words. They identify features of familiar texts. They distinguish between the language spoken by different Arabic speakers in different situations, such as at home with family or at school with the teacher, for example, <span lang="ar">من فضلك؛ هل يمكن أن...؛ هل أقدر أن...؛ لوسمحت....</span> Students name some of the many languages that are spoken in Australia, including Arabic, and provide examples of simple words in Arabic that have been borrowed from English and vice versa. They identify how the ways people use language reflect where and how they live and what is important to them.</p>      
australia-f10-year1-languages-arabic	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with varying degrees of early literacy capability in Arabic and/or English. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people in settings outside the home, share with others, and participate in structured routines and activities at school. </p>        <p>          <b>Arabic language learning and use </b>        </p>        <p>Arabic is learnt in parallel with English language and literacy. While the learning of Arabic differs from the learning of English, each supports and enriches the other. Arabic is used at home and in familiar Arabic-speaking settings, and in classroom interactions, routines and activities, supported by the use of materials and resources, gestures and body language. At this stage, there is a focus on play, imaginative activities, games, music, dance and familiar routines, which provide scaffolding for language development. Repetition and consolidation help learners to identify familiar and new words and simple phrases, and to recognise the purpose of simple texts. Learners use Arabic for functions such as greeting (<span lang="ar">مرحبا؛ صباح الخير</span>), sharing information (<span lang="ar"> هذه أختي لينا؛ عمري ست سنوات </span>), responding to instructions ( <span lang="ar">نعم؛ أنا هنا؛ حاضر  </span>), and taking turns in games and simple shared tasks. The transition from spoken to written language is scaffolded via shared exploration of simple texts and language features. Learners use a variety of cues, including images, context and frequently used word patterns, to comprehend texts and communicate. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary contexts for interaction in Arabic are the immediate environment of home and the classroom. Learners use Arabic to interact with each other and the teacher within the learning environment at school and with immediate family members at home. The use of information and communications technologies (ICT) enriches the learning of Arabic language and culture by providing alternative experiences, a range of resources, and opportunities to access authentic language in different contexts.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a variety of spoken, written and visual texts, such as children’s songs and nursery rhymes, stories from Big Books and interactive resources. Writing skills progress from identifying the alphabet to tracing, labelling and copying letters, and then to constructing simple, short texts using familiar vocabulary<b>.</b></p>        <p>          <b>Features of Arabic language use</b>        </p>        <p>Learners become familiar with how the sounds of the Arabic language are represented in letters and words. They practise pronunciation and intonation through activities such as reciting rhymes and poems and singing songs, and experiment with sounds, short and long vowels, phonemes, words, simple phrases and sentences relating to pictures, objects and actions, for example, <b><span lang="ar">طاولة صغيرة</span></b> . They learn to recognise the letters of the Arabic alphabet, including new sounds, for example,<b><span lang="ar">خ</span></b><b><span lang="ar">؛</span></b><b><span lang="ar"> ع</span></b><b><span lang="ar">؛</span></b><b><span lang="ar">غ</span></b><b><span lang="ar">؛ </span></b><b><span lang="ar">ق</span></b><b><span lang="ar">؛ </span></b><b><span lang="ar">ص</span></b><b><span lang="ar">؛ </span></b><b><span lang="ar">ض</span></b><b><span lang="ar">؛ </span></b><b><span lang="ar">ط</span></b><b><span lang="ar">؛ </span></b><b><span lang="ar">ظ </span></b><b><span lang="ar">,</span></b> and the way letters are joined to make words, for example, <b><span lang="ar">طار</span></b><b><span lang="ar">؛</span></b><b><span lang="ar"> طير</span></b><b><span lang="ar">؛</span></b><b><span lang="ar"> ذهب</span></b>, and make comparisons with the English alphabet. They write letters, words and simple sentences using familiar vocabulary, prelearnt language features and structures, and formulaic expressions, for example, <b><span lang="ar">كان يا ما كان</span></b>. They begin to recognise how language use changes according to the speakers and context.</p>        <p>          <b>Level of support</b>        </p>        <p>The classroom is a new context of communication where learners rely on the teacher to assist their learning. Learning experiences are supported by the teacher through scaffolding, modelling, cueing, monitoring, feedback and encouragement. Multiple and varied sources of input and stimulus are used, including visual cues, such as the use of gestures, and resources, for example, bilingual Big Books and picture books, subtitled cartoons and video programs, and realia, objects, maps and charts. </p>        <p>          <b>The role of English</b>        </p>        <p>Arabic is used as the medium for class interaction and to demonstrate and model new language acquisition. English may be used to explain features of language and aspects of culture. Both English and Arabic may be used when learners are communicating about similarities and differences between Arabic and other languages and cultures and reflecting on how they talk and behave in Arabic-speaking and English-speaking contexts. </p>      	|	        <p>By the end of Year 2, students interact with the teacher and peers to exchange information about themselves, their family and friends, for example, <span lang="ar">إسمي هاني؛ أنا ليلى؛ عمري ست سنوات؛ أمي سميرة؛ أبي خالد؛ عندي أخ وأخت؛ صديقي رامي؛ صديقتي رنا </span>, and initiate interactions by asking and responding to questions. They use repetitive language when participating in shared activities and transactions and responding to classroom instructions. When speaking, they use the sounds of the Arabic language, for example, <span lang="ar">حروف مثل خ؛ ح؛ ط؛ ظ؛ ص؛ ض؛ ع؛ غ؛ ق </span>. They locate information about people, places and objects in simple texts, and share information in different formats, using illustrations and gestures to support meaning, for example, <span lang="ar">ما اسمك أين تسكن؛ كيف حالك؟ هل عندك أصدقاء؟ كم أخت عندك؟ ماذا يعمل أبوك؟ ما اسم مدرستك؟ من هي معلمتك؟ هل تحب المدرسة؟ </span>. They make simple statements about favourite elements in response to imaginative experiences, and create own representations of imagined characters and events, using illustrations, familiar language and non-verbal forms of expression. Students identify specific parts of speech, such as nouns, verbs and adjectives, in spoken and written texts, and use familiar words and phrases, for example, <span lang="ar">المدرسة؛ العائلة؛ الأم؛ الأب؛ الأصدقاء؛الصف؛ المعلمة؛ البيت  أسكن مع عائلتي؛ أحب؛ آكل؛ أذهب؛ ألعب؛ أغني؛ صغير/كبير؛ طويل/قصير؛ جميل؛ نظيف؛ المدرسة؛ بيتي؛ أختي؛ صديقي   يوم السبت؛ في الصباح؛ الأمس؛ كل يوم </span> and sentence patterns in simple texts, such as <span lang="ar">أحب أن آكل.../ لا أحب أن....؛ أذهب إلى؛ أذهب مع؛ </span> . They recognise questions and commands, for example, <span lang="ar"> ما أسمك؛ /اذا تحب أن تلعب؟ من صديقك في المدرسة؟ هل بيتك كبير؟ ما هي لعبتك المفضلة؟  أجلس هنا من فضلك؛ تكلم الآن؛ إرفع يدك؛ تعال إلى هنا  </span>, and use vocabulary and simple sentences to communicate information about themselves<i>, </i>their family and classroom, such as <span lang="ar"> ذهب سمير إلى المدرسة؛ ذهبت لينا  إلى البيت</span>, applying basic rules of word order and gender<i>. </i>Students translate frequently used words and simple phrases using visual cues, and create word lists, labels and captions in both Arabic and English for their immediate environment, for example,<span lang="ar">البيت؛ الغرفة؛ الحديقة؛ المدرسة؛ الصف؛ المعلمة؛ الدرس؛ المدير؛ الشارع؛ الباص؛ الملعب؛ الدكان هذا أبي؛ .إسمه عادل؛ هذه معلمتي؛ إسمها آنسة هالة؛ أحب صديقتي كثيراً؛</span>. They describe their roles as members of particular groups, and share their feelings and ways of behaving as they use Arabic at home and in the classroom, such as   .<i lang ="ar">أنا سعيد؛ أحب أن أتكلم مع أمي بالعربي لا أفهم العربي كثيرا؛</i> <span lang="ar">أنا في فريق كرة القدم؛</span></p>        <p>Students identify letters of the Arabic alphabet and join some letters to form simple words. They identify features of familiar texts. They distinguish between the language spoken by different Arabic speakers in different situations, such as at home with family or at school with the teacher, for example, <span lang="ar">من فضلك؛ هل يمكن أن...؛ هل أقدر أن...؛ لوسمحت....</span> Students name some of the many languages that are spoken in Australia, including Arabic, and provide examples of simple words in Arabic that have been borrowed from English and vice versa. They identify how the ways people use language reflect where and how they live and what is important to them.</p>      
australia-f10-year2-languages-arabic	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with varying degrees of early literacy capability in Arabic and/or English. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people in settings outside the home, share with others, and participate in structured routines and activities at school. </p>        <p>          <b>Arabic language learning and use </b>        </p>        <p>Arabic is learnt in parallel with English language and literacy. While the learning of Arabic differs from the learning of English, each supports and enriches the other. Arabic is used at home and in familiar Arabic-speaking settings, and in classroom interactions, routines and activities, supported by the use of materials and resources, gestures and body language. At this stage, there is a focus on play, imaginative activities, games, music, dance and familiar routines, which provide scaffolding for language development. Repetition and consolidation help learners to identify familiar and new words and simple phrases, and to recognise the purpose of simple texts. Learners use Arabic for functions such as greeting (<span lang="ar">مرحبا؛ صباح الخير</span>), sharing information (<span lang="ar"> هذه أختي لينا؛ عمري ست سنوات </span>), responding to instructions ( <span lang="ar">نعم؛ أنا هنا؛ حاضر  </span>), and taking turns in games and simple shared tasks. The transition from spoken to written language is scaffolded via shared exploration of simple texts and language features. Learners use a variety of cues, including images, context and frequently used word patterns, to comprehend texts and communicate. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary contexts for interaction in Arabic are the immediate environment of home and the classroom. Learners use Arabic to interact with each other and the teacher within the learning environment at school and with immediate family members at home. The use of information and communications technologies (ICT) enriches the learning of Arabic language and culture by providing alternative experiences, a range of resources, and opportunities to access authentic language in different contexts.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a variety of spoken, written and visual texts, such as children’s songs and nursery rhymes, stories from Big Books and interactive resources. Writing skills progress from identifying the alphabet to tracing, labelling and copying letters, and then to constructing simple, short texts using familiar vocabulary<b>.</b></p>        <p>          <b>Features of Arabic language use</b>        </p>        <p>Learners become familiar with how the sounds of the Arabic language are represented in letters and words. They practise pronunciation and intonation through activities such as reciting rhymes and poems and singing songs, and experiment with sounds, short and long vowels, phonemes, words, simple phrases and sentences relating to pictures, objects and actions, for example, <b><span lang="ar">طاولة صغيرة</span></b> . They learn to recognise the letters of the Arabic alphabet, including new sounds, for example,<b><span lang="ar">خ</span></b><b><span lang="ar">؛</span></b><b><span lang="ar"> ع</span></b><b><span lang="ar">؛</span></b><b><span lang="ar">غ</span></b><b><span lang="ar">؛ </span></b><b><span lang="ar">ق</span></b><b><span lang="ar">؛ </span></b><b><span lang="ar">ص</span></b><b><span lang="ar">؛ </span></b><b><span lang="ar">ض</span></b><b><span lang="ar">؛ </span></b><b><span lang="ar">ط</span></b><b><span lang="ar">؛ </span></b><b><span lang="ar">ظ </span></b><b><span lang="ar">,</span></b> and the way letters are joined to make words, for example, <b><span lang="ar">طار</span></b><b><span lang="ar">؛</span></b><b><span lang="ar"> طير</span></b><b><span lang="ar">؛</span></b><b><span lang="ar"> ذهب</span></b>, and make comparisons with the English alphabet. They write letters, words and simple sentences using familiar vocabulary, prelearnt language features and structures, and formulaic expressions, for example, <b><span lang="ar">كان يا ما كان</span></b>. They begin to recognise how language use changes according to the speakers and context.</p>        <p>          <b>Level of support</b>        </p>        <p>The classroom is a new context of communication where learners rely on the teacher to assist their learning. Learning experiences are supported by the teacher through scaffolding, modelling, cueing, monitoring, feedback and encouragement. Multiple and varied sources of input and stimulus are used, including visual cues, such as the use of gestures, and resources, for example, bilingual Big Books and picture books, subtitled cartoons and video programs, and realia, objects, maps and charts. </p>        <p>          <b>The role of English</b>        </p>        <p>Arabic is used as the medium for class interaction and to demonstrate and model new language acquisition. English may be used to explain features of language and aspects of culture. Both English and Arabic may be used when learners are communicating about similarities and differences between Arabic and other languages and cultures and reflecting on how they talk and behave in Arabic-speaking and English-speaking contexts. </p>      	|	        <p>By the end of Year 2, students interact with the teacher and peers to exchange information about themselves, their family and friends, for example, <span lang="ar">إسمي هاني؛ أنا ليلى؛ عمري ست سنوات؛ أمي سميرة؛ أبي خالد؛ عندي أخ وأخت؛ صديقي رامي؛ صديقتي رنا </span>, and initiate interactions by asking and responding to questions. They use repetitive language when participating in shared activities and transactions and responding to classroom instructions. When speaking, they use the sounds of the Arabic language, for example, <span lang="ar">حروف مثل خ؛ ح؛ ط؛ ظ؛ ص؛ ض؛ ع؛ غ؛ ق </span>. They locate information about people, places and objects in simple texts, and share information in different formats, using illustrations and gestures to support meaning, for example, <span lang="ar">ما اسمك أين تسكن؛ كيف حالك؟ هل عندك أصدقاء؟ كم أخت عندك؟ ماذا يعمل أبوك؟ ما اسم مدرستك؟ من هي معلمتك؟ هل تحب المدرسة؟ </span>. They make simple statements about favourite elements in response to imaginative experiences, and create own representations of imagined characters and events, using illustrations, familiar language and non-verbal forms of expression. Students identify specific parts of speech, such as nouns, verbs and adjectives, in spoken and written texts, and use familiar words and phrases, for example, <span lang="ar">المدرسة؛ العائلة؛ الأم؛ الأب؛ الأصدقاء؛الصف؛ المعلمة؛ البيت  أسكن مع عائلتي؛ أحب؛ آكل؛ أذهب؛ ألعب؛ أغني؛ صغير/كبير؛ طويل/قصير؛ جميل؛ نظيف؛ المدرسة؛ بيتي؛ أختي؛ صديقي   يوم السبت؛ في الصباح؛ الأمس؛ كل يوم </span> and sentence patterns in simple texts, such as <span lang="ar">أحب أن آكل.../ لا أحب أن....؛ أذهب إلى؛ أذهب مع؛ </span> . They recognise questions and commands, for example, <span lang="ar"> ما أسمك؛ /اذا تحب أن تلعب؟ من صديقك في المدرسة؟ هل بيتك كبير؟ ما هي لعبتك المفضلة؟  أجلس هنا من فضلك؛ تكلم الآن؛ إرفع يدك؛ تعال إلى هنا  </span>, and use vocabulary and simple sentences to communicate information about themselves<i>, </i>their family and classroom, such as <span lang="ar"> ذهب سمير إلى المدرسة؛ ذهبت لينا  إلى البيت</span>, applying basic rules of word order and gender<i>. </i>Students translate frequently used words and simple phrases using visual cues, and create word lists, labels and captions in both Arabic and English for their immediate environment, for example,<span lang="ar">البيت؛ الغرفة؛ الحديقة؛ المدرسة؛ الصف؛ المعلمة؛ الدرس؛ المدير؛ الشارع؛ الباص؛ الملعب؛ الدكان هذا أبي؛ .إسمه عادل؛ هذه معلمتي؛ إسمها آنسة هالة؛ أحب صديقتي كثيراً؛</span>. They describe their roles as members of particular groups, and share their feelings and ways of behaving as they use Arabic at home and in the classroom, such as   .<i lang ="ar">أنا سعيد؛ أحب أن أتكلم مع أمي بالعربي لا أفهم العربي كثيرا؛</i> <span lang="ar">أنا في فريق كرة القدم؛</span></p>        <p>Students identify letters of the Arabic alphabet and join some letters to form simple words. They identify features of familiar texts. They distinguish between the language spoken by different Arabic speakers in different situations, such as at home with family or at school with the teacher, for example, <span lang="ar">من فضلك؛ هل يمكن أن...؛ هل أقدر أن...؛ لوسمحت....</span> Students name some of the many languages that are spoken in Australia, including Arabic, and provide examples of simple words in Arabic that have been borrowed from English and vice versa. They identify how the ways people use language reflect where and how they live and what is important to them.</p>      
australia-f10-year3-languages-arabic	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, children are developing awareness of their social worlds and their membership of various groups, including the Arabic class. They are further developing literacy capabilities in both Arabic and English, as well as biliteracy capabilities. They benefit from multimodal, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning.</p>        <p>          <b>Arabic language learning and use</b>        </p>        <p>Learners interact with family and the wider Arabic-speaking community, and at school they interact with their peers and the teacher in a variety of communicative activities. Specific language learning skills such as memory and communication strategies are developed. Learners primarily engage in a variety of listening and viewing activities, and understand familiar stories, songs and poems. They use Arabic in everyday interactions, such as giving and following instructions <span lang="ar">أرسم خطاً على الورقة؛ أكتب العنوان فوق</span>, attracting attention and seeking help <span lang="ar">عندي فكرة رائعة!؛ ممكن أن أتكلم؟</span>. They participate in collaborative activities such as sharing information about their routines, friendships and leisure activities. They listen to, view and read a range of print, digital and spoken texts, such as interactive stories and performances, and use their imagination to create simple texts such as dialogues, stories and cartoons. They locate and classify key points of information in spoken, written and multimodal texts, and convey information about their family, home and neighbourhood in simple texts such as diary entries, emails and short stories. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The contexts in which students interact in learning and using Arabic are primarily the classroom, school and home. They have access to the wider community of Arabic speakers and resources through out-of-classroom activities and the use of virtual and digital technology. They work both independently and cooperatively, further developing their sense of personal as well as group identity, and of the cultural significance of family relationships.</p>        <p>          <b>Texts and resources </b>        </p>        <p>Learners develop biliteracy skills through interacting with a range of spoken, written, visual and multimodal texts. Texts such as recipes, reports and family profiles show how language is used in different ways and for different purposes.</p>        <p>          <b>Features of Arabic language use</b>        </p>        <p>Learners explore Arabic sounds, intonation and writing conventions to further develop their speaking and writing skills and initial understanding of their developing biliteracy. They use key grammatical forms and structures, such as verbs, pronouns, singular/plural forms and prepositions, to provide information in simple sentences and short texts about places <span lang="ar">جاء وليد من مصر عندما كان عمره أربع سنوات</span>, people, actions, events and feelings, for example, <span lang="ar">عندما أعزف الموسيقى أشعر بالفرح</span>. They begin to develop a metalanguage for understanding and discussing language features, and make connections and comparisons between Arabic and English. Comparing the structures and patterns of Arabic with those of English helps learners understand both languages, assisting in the development of their biliteracy skills. </p>        <p>          <b>Level of support</b>        </p>        <p>In the classroom, this stage of learning involves extensive support through scaffolding. Teachers model what is expected, introduce language concepts and resources needed to manage and complete tasks, and make time for experimentation, drafting and redrafting, providing support for self-monitoring and reflection. Support includes a range of spoken, written, visual and interactive resources, such as poems, songs, video clips and digital games.</p>        <p>          <b>The role of English</b>        </p>        <p>Learners use Arabic in classroom routines, social interactions, learning tasks, and language experimentation and practice. Arabic and English are used for discussion, explanation and reflection. Learners explore connections between culture and language use in various Arabic-speaking communities and the wider Australian context, and reflect on their own sense of identity and their experiences as Arabic background speakers when communicating and interacting with others. </p>      	|	        <p>By the end of Year 4, students interact with the teacher and peers to share personal information about aspects of their lives, such as experiences, everyday routines and leisure activities, for example, <span lang="ar">عمري تسع سنوات؛ أنا مولود في أستراليا؛ أتيت إلى أستراليا وأنا صغير  في الصباح أستيقظ باكراً؛ أنام في الساعة...؛ بعد المدرسة... في المساء... أذهب مع عائلتي إلى المتحف؛ البحر؛ الحديقة العامة؛ السوق؛ ألعب الرياضة بعد المدرسة؛ أحب كرة القدم؛ آخذ دروساً في الباليه</span>. They use formulaic expressions when interacting, such as giving and following instructions, asking for repetition, planning shared activities and completing simple transactions, for example, <span lang="ar">من فضلك أريد المساعدة؛ أن أذهب إلى الحمام؟؛ هل أستطيع أن؛  من فضلك هل يمكن أن تعيد الكلمة؟ الجملة؟ ؛ </span>. They use features of Arabic pronunciation and intonation when speaking and reading aloud. Students locate and classify information relating to familiar contexts and present it in modelled spoken, written and visual texts. They describe characters, events and ideas and express opinions about favourite elements in imaginative texts, and use formulaic expressions, for example, <span lang="ar">في يوم من الأيام؛ كان هناك </span> , and modelled language to create short imaginative texts<i>. </i>They use vocabulary related to school, home and everyday routines, for example, <span lang="ar">الدراسة؛ التعليم؛ فروضي؛ مواد المدرسة؛ غرفة النوم؛ غرفتي/ غرفة أخي؛ المطبخ؛ الطابق العلوي  أستيقظ من النوم؛ أتناول الفطور؛ أستقل الباص؛ أكمل واجبات المدرسة؛ أشاهد التلفاز؛ أقرأ الكتاب</span>. Students use key grammatical forms and structures in simple spοken and written texts, such as word order, singular and plural forms of regular nouns and adjectives, personal and possessive pronouns, for example, <span lang="ar">كتاب/كتب؛ غرفة/غرف؛ صف/ صفوف؛ صديق/أصدقاء,أنتَ/أنتِ؛ هو/هي/هم؛ كتابي/ كتبي؛ غرفتي/غرفة أخي؛ مدرستي؛ مدرستنا </span> , and prepositions such as <span lang="ar">في البيت؛ إلى المدرسة؛ بين الملعب والسّاحة؛ أثناء الدرس؛ بعد العشاء؛ قبل النوم</span>. Students translate familiar and frequently used language relating to familiar environments and create simple bilingual texts for the classroom and school community. They describe how language involves behaviours as well as words and share their own experience as background speakers as they interact with others. </p>        <p>Students identify and use Arabic sound and writing patterns, for example <span lang="ar">أ؛ ئـ؛ ء؛ ؤ؛ والياء؛الألف المقصورة ى </span> , including combining letters to form words, vocalisation, and features of individual syllable blocks such as  <span lang="ar">التنوين: إشترى أبي بيتاً؛رأيت كلباً؛ في بيتي غرفٌ . آكل؛ آمل؛ آسف؛</span>  They identify the features and structure of different types of texts, for example, <span lang="ar">العنوان؛ الحبكة؛ النهاية  القافية؛ فعل الأمر؛ الجمل؛ القصيرة  أدوات الحوار؛ الأدوار في الحوار؛</span> . They identify similarities and differences between various Arabic dialects and explain how meaning can be influenced by gestures and tone<i>. </i>Students provide examples of how the Arabic language has changed over time and identify words and expressions in Arabic that have emerged from contact with other languages and vice versa. They compare language use and cultural practices in Arabic-speaking communities and in the wider Australian context, identifying culture-specific terms and expressions, particularly those related to special occasions, for example, <span lang="ar">كيفية الإحتفال في المناسبات؛ زيارة الأهل في الأعياد؛ الإحتفال بأعياد الميلاد </span></p>      
australia-f10-year4-languages-arabic	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, children are developing awareness of their social worlds and their membership of various groups, including the Arabic class. They are further developing literacy capabilities in both Arabic and English, as well as biliteracy capabilities. They benefit from multimodal, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning.</p>        <p>          <b>Arabic language learning and use</b>        </p>        <p>Learners interact with family and the wider Arabic-speaking community, and at school they interact with their peers and the teacher in a variety of communicative activities. Specific language learning skills such as memory and communication strategies are developed. Learners primarily engage in a variety of listening and viewing activities, and understand familiar stories, songs and poems. They use Arabic in everyday interactions, such as giving and following instructions <span lang="ar">أرسم خطاً على الورقة؛ أكتب العنوان فوق</span>, attracting attention and seeking help <span lang="ar">عندي فكرة رائعة!؛ ممكن أن أتكلم؟</span>. They participate in collaborative activities such as sharing information about their routines, friendships and leisure activities. They listen to, view and read a range of print, digital and spoken texts, such as interactive stories and performances, and use their imagination to create simple texts such as dialogues, stories and cartoons. They locate and classify key points of information in spoken, written and multimodal texts, and convey information about their family, home and neighbourhood in simple texts such as diary entries, emails and short stories. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The contexts in which students interact in learning and using Arabic are primarily the classroom, school and home. They have access to the wider community of Arabic speakers and resources through out-of-classroom activities and the use of virtual and digital technology. They work both independently and cooperatively, further developing their sense of personal as well as group identity, and of the cultural significance of family relationships.</p>        <p>          <b>Texts and resources </b>        </p>        <p>Learners develop biliteracy skills through interacting with a range of spoken, written, visual and multimodal texts. Texts such as recipes, reports and family profiles show how language is used in different ways and for different purposes.</p>        <p>          <b>Features of Arabic language use</b>        </p>        <p>Learners explore Arabic sounds, intonation and writing conventions to further develop their speaking and writing skills and initial understanding of their developing biliteracy. They use key grammatical forms and structures, such as verbs, pronouns, singular/plural forms and prepositions, to provide information in simple sentences and short texts about places <span lang="ar">جاء وليد من مصر عندما كان عمره أربع سنوات</span>, people, actions, events and feelings, for example, <span lang="ar">عندما أعزف الموسيقى أشعر بالفرح</span>. They begin to develop a metalanguage for understanding and discussing language features, and make connections and comparisons between Arabic and English. Comparing the structures and patterns of Arabic with those of English helps learners understand both languages, assisting in the development of their biliteracy skills. </p>        <p>          <b>Level of support</b>        </p>        <p>In the classroom, this stage of learning involves extensive support through scaffolding. Teachers model what is expected, introduce language concepts and resources needed to manage and complete tasks, and make time for experimentation, drafting and redrafting, providing support for self-monitoring and reflection. Support includes a range of spoken, written, visual and interactive resources, such as poems, songs, video clips and digital games.</p>        <p>          <b>The role of English</b>        </p>        <p>Learners use Arabic in classroom routines, social interactions, learning tasks, and language experimentation and practice. Arabic and English are used for discussion, explanation and reflection. Learners explore connections between culture and language use in various Arabic-speaking communities and the wider Australian context, and reflect on their own sense of identity and their experiences as Arabic background speakers when communicating and interacting with others. </p>      	|	        <p>By the end of Year 4, students interact with the teacher and peers to share personal information about aspects of their lives, such as experiences, everyday routines and leisure activities, for example, <span lang="ar">عمري تسع سنوات؛ أنا مولود في أستراليا؛ أتيت إلى أستراليا وأنا صغير  في الصباح أستيقظ باكراً؛ أنام في الساعة...؛ بعد المدرسة... في المساء... أذهب مع عائلتي إلى المتحف؛ البحر؛ الحديقة العامة؛ السوق؛ ألعب الرياضة بعد المدرسة؛ أحب كرة القدم؛ آخذ دروساً في الباليه</span>. They use formulaic expressions when interacting, such as giving and following instructions, asking for repetition, planning shared activities and completing simple transactions, for example, <span lang="ar">من فضلك أريد المساعدة؛ أن أذهب إلى الحمام؟؛ هل أستطيع أن؛  من فضلك هل يمكن أن تعيد الكلمة؟ الجملة؟ ؛ </span>. They use features of Arabic pronunciation and intonation when speaking and reading aloud. Students locate and classify information relating to familiar contexts and present it in modelled spoken, written and visual texts. They describe characters, events and ideas and express opinions about favourite elements in imaginative texts, and use formulaic expressions, for example, <span lang="ar">في يوم من الأيام؛ كان هناك </span> , and modelled language to create short imaginative texts<i>. </i>They use vocabulary related to school, home and everyday routines, for example, <span lang="ar">الدراسة؛ التعليم؛ فروضي؛ مواد المدرسة؛ غرفة النوم؛ غرفتي/ غرفة أخي؛ المطبخ؛ الطابق العلوي  أستيقظ من النوم؛ أتناول الفطور؛ أستقل الباص؛ أكمل واجبات المدرسة؛ أشاهد التلفاز؛ أقرأ الكتاب</span>. Students use key grammatical forms and structures in simple spοken and written texts, such as word order, singular and plural forms of regular nouns and adjectives, personal and possessive pronouns, for example, <span lang="ar">كتاب/كتب؛ غرفة/غرف؛ صف/ صفوف؛ صديق/أصدقاء,أنتَ/أنتِ؛ هو/هي/هم؛ كتابي/ كتبي؛ غرفتي/غرفة أخي؛ مدرستي؛ مدرستنا </span> , and prepositions such as <span lang="ar">في البيت؛ إلى المدرسة؛ بين الملعب والسّاحة؛ أثناء الدرس؛ بعد العشاء؛ قبل النوم</span>. Students translate familiar and frequently used language relating to familiar environments and create simple bilingual texts for the classroom and school community. They describe how language involves behaviours as well as words and share their own experience as background speakers as they interact with others. </p>        <p>Students identify and use Arabic sound and writing patterns, for example <span lang="ar">أ؛ ئـ؛ ء؛ ؤ؛ والياء؛الألف المقصورة ى </span> , including combining letters to form words, vocalisation, and features of individual syllable blocks such as  <span lang="ar">التنوين: إشترى أبي بيتاً؛رأيت كلباً؛ في بيتي غرفٌ . آكل؛ آمل؛ آسف؛</span>  They identify the features and structure of different types of texts, for example, <span lang="ar">العنوان؛ الحبكة؛ النهاية  القافية؛ فعل الأمر؛ الجمل؛ القصيرة  أدوات الحوار؛ الأدوار في الحوار؛</span> . They identify similarities and differences between various Arabic dialects and explain how meaning can be influenced by gestures and tone<i>. </i>Students provide examples of how the Arabic language has changed over time and identify words and expressions in Arabic that have emerged from contact with other languages and vice versa. They compare language use and cultural practices in Arabic-speaking communities and in the wider Australian context, identifying culture-specific terms and expressions, particularly those related to special occasions, for example, <span lang="ar">كيفية الإحتفال في المناسبات؛ زيارة الأهل في الأعياد؛ الإحتفال بأعياد الميلاد </span></p>      
australia-f10-year5-languages-arabic	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, learners have established communication and literacy skills in Arabic that enable them to explore aspects of Arabic language and culture as well as topical issues drawn from other key learning areas. They are widening their social networks, experiences and communication repertoires in both Arabic and English and developing some biliteracy capabilities. They participate in collaborative tasks that both recycle and extend language. They are gaining greater independence and becoming more conscious of their peers and social context, and increasingly aware of the world around them. </p>        <p>          <b>Arabic language learning and use</b>        </p>        <p>Purposeful language use in authentic contexts and shared activities in the classroom develop language skills and enhance communication and understanding. Learning how Arabic is structured reinforces learners’ oracy and literacy. Learners develop their speaking skills by interacting with teachers, peers, family and local Arabic speakers to share their own and enquire about others’ experiences <span lang="ar">أقرأ قصة قبل النوم؛ وأنتِ هل تقرأين قبل النوم؟</span>, social activities and opinions. They have access to a broader range of vocabulary, and use a growing range of strategies such as effective listening skills to support communication. They write more accurately and fluently for a range of purposes, contexts and audiences. They listen to, view and read Arabic folk tales, fables and films to engage with themes, characters and events, exploring embedded cultural beliefs, values and practices, and use their imagination to create and perform songs, poems, short plays and video clips. They obtain information from a range of sources about social, cultural and communicative aspects of lifestyles in Arabic-speaking communities, and present the information in different formats for particular audiences. Individual and group presentation and performance skills are developed through modelling, rehearsing and resourcing the content of presentations. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners use Arabic in the classroom and in their extended social space, such as family, neighbourhood and the community, for a growing range of purposes, for example, exchanging information, expressing ideas and feelings, and responding to experiences. They are able to work more independently, but also enjoy working collaboratively in pairs and in groups. They explore cultural aspects of communication, and use information and communications technologies (ICT) to support and enhance their learning. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners interact with an increasing range of informative, persuasive and imaginative texts about neighbourhoods, places, and Arabic-speaking communities and individuals. They refer to and use more established grammatical and lexical resources to understand and communicate in Arabic. The use of dictionaries is encouraged for accuracy and expansion of language acquisition<b>.</b></p>        <p>          <b>Features of Arabic language use</b>        </p>        <p>Learners’ pronunciation, intonation and phrasing are more confident, and they apply appropriate writing conventions, including spelling and punctuation, in a range of print, digital and multimodal texts. They use grammatical structures, such as verb conjugation, suffixes, linguistic elements such as conjunctions and a range of adjectives and adverbs to describe actions and events according to time and place <span lang="ar">هو كتبَ؛ هي ركضت </span>, share information about life at home and school <span lang="ar">أمي تطبخ طعاماً لذيذاً؛ أبي يغسل السيارة كل أسبوع</span>, elaborate on ideas and information and express opinions relating to their personal and social worlds. They understand how language use varies when interacting with different people and for different purposes. They explore cross-linguistic and intercultural influences of other languages on Arabic, such as Aramaic, Syriac and Assyrian, and regional languages such as Persian, Kurdish and Turkish. </p>        <p>          <b>Level of support</b>        </p>        <p>While learners work both independently and collaboratively at this level, ongoing support and feedback are incorporated into task activities such as the production of written texts. Support includes the provision of models, scaffolds, stimulus materials, and resources such as word charts, vocabulary lists and dictionaries.</p>        <p>          <b>The role of English</b>        </p>        <p>Classroom interactions are increasingly bilingual. Arabic is used primarily for communication, while English and Arabic are used for discussion of linguistic features and cultural practices, and for reflective tasks and explanations. Learners are given opportunities to think about personal and community identity. They explore the relationship between language and culture, and ask questions about cultural values and practices and how these relate to their own sense of identity as Arabic background speakers when interacting in different Arabic- and English-speaking contexts. </p>      	|	        <p>By the end of Year 6, students use spoken and written Arabic to exchange personal information and describe people, places and ideas related to their personal experiences and social activities such as celebrations for example, <span lang="ar">أذهب مع عائلتي لزيارة جدي وجدتي في الأعياد؛ في العطلة الأسبوعية</span>, sport (for example, <span lang="ar">أألعب رياضتي المفضلة مع أصدقائي بعد المدرسة في الحديقة العامة </span> and other interests such as  <span lang="ar">أشاهد أفلام الكارتون مع عائلتي في السينما؛ ألعب ألعاب إلكترونية</span>. They make shared decisions, for example,  <span lang="ar">أريد أن...</span> , provide suggestions such as <span lang="ar">يمكن أن... </span> , and complete transactions. When participating in classroom routines and activities, they follow shared rules and procedures, express opinions and ask for clarification, for example, <span lang="ar">حسنا؛ نعم ولكن؛ أعتقد أن...؛ ما معنى ... </span>. Students use patterns of Arabic pronunciation and intonation when interacting. They locate, classify and organise information from a range of spoken, written and visual texts related to aspects of culture and lifestyle. They present ideas and information on topics of interest and aspects of culture in different formats for particular audiences. They respond to a range of imaginative texts by expressing opinions on key elements for example, <span lang="ar">من القصة نتعلم ال...</span>, characters for example, <span lang="ar"> أحب علاء الدين لأنه...؛ لا أحب الملك في الفيلم لأنه </span> and actions for example, <span lang="ar">يجب على نيمو أن يسمع كلام أبيه</span>, and making connections with own experience, for example <span lang="ar">أنا أيضا يجب أن...؛ أنا مثل... </span>. They create and perform short imaginative texts based on a stimulus, concept or theme. They use a variety of tenses for example, <span lang="ar">الأفعال الماضية  والمضارعة </span> and apply verb conjugation for example,<span lang="ar">أكلتُ/أكلَ/أكلت</span>, suffixes for example,  <span lang="ar">أذهب/ يذهب/تذهب</span>, basic conjunctions for example,<span lang="ar">و؛ أو</span>   and a range of adjectives for example, <span lang="ar">الصفة للمذكر والصفة للمؤنث للأشياء والأشخاص</span>  and adverbs for example, <span lang="ar">سريعاً؛ ليلاً؛ صباحاً؛ يوميًّا </span> to construct sentences and to produce short texts. Students translate texts from Arabic into English and vice versa, identifying words that are not easily translated, such as <span lang="ar">أيفون؛ تلفاز؛ كومبيوتر </span>, and create bilingual texts for their own learning and for the school community. They identify ways in which their own biography for example, <span lang="ar">السيرة الذاتية؛ الخبرات الخاصة</span>, traditions for example, <span lang="ar">العادات العائلية والإجتماعية</span> and beliefs for example, <span lang="ar"> المعتقدات الخاصة </span> impact on their identity and influence the ways in which they communicate in Arabic and English. </p>        <p>Students identify the role of vowels in softening and extending sounds and apply writing conventions to own constructions. They distinguish between the structure and features of different types of spoken and written Arabic texts and identify ways in which audience, context and purpose influence language choices and the form of Arabic used. They provide examples of how language use and ways of communicating vary according to the relationship between participants and the purpose of the exchange, for example,  <span lang="ar">أنواع الجمل: الإسمية والفعلية؛ الترداد في بعض العبارات؛ طول الجمل والفواصل الشفهية فيها</span>. They identify how languages influence one another, including the influence of indigenous languages of the Arabic-speaking world and regional languages such as Aramaic, Syriac, Phoenician, Persian, Kurdish and Turkish on Arabic, for example <span lang="ar">الأبجدية؛ المفردات المستعارة؛ أصل الكلمات</span>. They give examples of how language use reflects particular value systems, attitudes and patterns of behaviour across cultures. <br /></p>      
australia-f10-year6-languages-arabic	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, learners have established communication and literacy skills in Arabic that enable them to explore aspects of Arabic language and culture as well as topical issues drawn from other key learning areas. They are widening their social networks, experiences and communication repertoires in both Arabic and English and developing some biliteracy capabilities. They participate in collaborative tasks that both recycle and extend language. They are gaining greater independence and becoming more conscious of their peers and social context, and increasingly aware of the world around them. </p>        <p>          <b>Arabic language learning and use</b>        </p>        <p>Purposeful language use in authentic contexts and shared activities in the classroom develop language skills and enhance communication and understanding. Learning how Arabic is structured reinforces learners’ oracy and literacy. Learners develop their speaking skills by interacting with teachers, peers, family and local Arabic speakers to share their own and enquire about others’ experiences <span lang="ar">أقرأ قصة قبل النوم؛ وأنتِ هل تقرأين قبل النوم؟</span>, social activities and opinions. They have access to a broader range of vocabulary, and use a growing range of strategies such as effective listening skills to support communication. They write more accurately and fluently for a range of purposes, contexts and audiences. They listen to, view and read Arabic folk tales, fables and films to engage with themes, characters and events, exploring embedded cultural beliefs, values and practices, and use their imagination to create and perform songs, poems, short plays and video clips. They obtain information from a range of sources about social, cultural and communicative aspects of lifestyles in Arabic-speaking communities, and present the information in different formats for particular audiences. Individual and group presentation and performance skills are developed through modelling, rehearsing and resourcing the content of presentations. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners use Arabic in the classroom and in their extended social space, such as family, neighbourhood and the community, for a growing range of purposes, for example, exchanging information, expressing ideas and feelings, and responding to experiences. They are able to work more independently, but also enjoy working collaboratively in pairs and in groups. They explore cultural aspects of communication, and use information and communications technologies (ICT) to support and enhance their learning. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners interact with an increasing range of informative, persuasive and imaginative texts about neighbourhoods, places, and Arabic-speaking communities and individuals. They refer to and use more established grammatical and lexical resources to understand and communicate in Arabic. The use of dictionaries is encouraged for accuracy and expansion of language acquisition<b>.</b></p>        <p>          <b>Features of Arabic language use</b>        </p>        <p>Learners’ pronunciation, intonation and phrasing are more confident, and they apply appropriate writing conventions, including spelling and punctuation, in a range of print, digital and multimodal texts. They use grammatical structures, such as verb conjugation, suffixes, linguistic elements such as conjunctions and a range of adjectives and adverbs to describe actions and events according to time and place <span lang="ar">هو كتبَ؛ هي ركضت </span>, share information about life at home and school <span lang="ar">أمي تطبخ طعاماً لذيذاً؛ أبي يغسل السيارة كل أسبوع</span>, elaborate on ideas and information and express opinions relating to their personal and social worlds. They understand how language use varies when interacting with different people and for different purposes. They explore cross-linguistic and intercultural influences of other languages on Arabic, such as Aramaic, Syriac and Assyrian, and regional languages such as Persian, Kurdish and Turkish. </p>        <p>          <b>Level of support</b>        </p>        <p>While learners work both independently and collaboratively at this level, ongoing support and feedback are incorporated into task activities such as the production of written texts. Support includes the provision of models, scaffolds, stimulus materials, and resources such as word charts, vocabulary lists and dictionaries.</p>        <p>          <b>The role of English</b>        </p>        <p>Classroom interactions are increasingly bilingual. Arabic is used primarily for communication, while English and Arabic are used for discussion of linguistic features and cultural practices, and for reflective tasks and explanations. Learners are given opportunities to think about personal and community identity. They explore the relationship between language and culture, and ask questions about cultural values and practices and how these relate to their own sense of identity as Arabic background speakers when interacting in different Arabic- and English-speaking contexts. </p>      	|	        <p>By the end of Year 6, students use spoken and written Arabic to exchange personal information and describe people, places and ideas related to their personal experiences and social activities such as celebrations for example, <span lang="ar">أذهب مع عائلتي لزيارة جدي وجدتي في الأعياد؛ في العطلة الأسبوعية</span>, sport (for example, <span lang="ar">أألعب رياضتي المفضلة مع أصدقائي بعد المدرسة في الحديقة العامة </span> and other interests such as  <span lang="ar">أشاهد أفلام الكارتون مع عائلتي في السينما؛ ألعب ألعاب إلكترونية</span>. They make shared decisions, for example,  <span lang="ar">أريد أن...</span> , provide suggestions such as <span lang="ar">يمكن أن... </span> , and complete transactions. When participating in classroom routines and activities, they follow shared rules and procedures, express opinions and ask for clarification, for example, <span lang="ar">حسنا؛ نعم ولكن؛ أعتقد أن...؛ ما معنى ... </span>. Students use patterns of Arabic pronunciation and intonation when interacting. They locate, classify and organise information from a range of spoken, written and visual texts related to aspects of culture and lifestyle. They present ideas and information on topics of interest and aspects of culture in different formats for particular audiences. They respond to a range of imaginative texts by expressing opinions on key elements for example, <span lang="ar">من القصة نتعلم ال...</span>, characters for example, <span lang="ar"> أحب علاء الدين لأنه...؛ لا أحب الملك في الفيلم لأنه </span> and actions for example, <span lang="ar">يجب على نيمو أن يسمع كلام أبيه</span>, and making connections with own experience, for example <span lang="ar">أنا أيضا يجب أن...؛ أنا مثل... </span>. They create and perform short imaginative texts based on a stimulus, concept or theme. They use a variety of tenses for example, <span lang="ar">الأفعال الماضية  والمضارعة </span> and apply verb conjugation for example,<span lang="ar">أكلتُ/أكلَ/أكلت</span>, suffixes for example,  <span lang="ar">أذهب/ يذهب/تذهب</span>, basic conjunctions for example,<span lang="ar">و؛ أو</span>   and a range of adjectives for example, <span lang="ar">الصفة للمذكر والصفة للمؤنث للأشياء والأشخاص</span>  and adverbs for example, <span lang="ar">سريعاً؛ ليلاً؛ صباحاً؛ يوميًّا </span> to construct sentences and to produce short texts. Students translate texts from Arabic into English and vice versa, identifying words that are not easily translated, such as <span lang="ar">أيفون؛ تلفاز؛ كومبيوتر </span>, and create bilingual texts for their own learning and for the school community. They identify ways in which their own biography for example, <span lang="ar">السيرة الذاتية؛ الخبرات الخاصة</span>, traditions for example, <span lang="ar">العادات العائلية والإجتماعية</span> and beliefs for example, <span lang="ar"> المعتقدات الخاصة </span> impact on their identity and influence the ways in which they communicate in Arabic and English. </p>        <p>Students identify the role of vowels in softening and extending sounds and apply writing conventions to own constructions. They distinguish between the structure and features of different types of spoken and written Arabic texts and identify ways in which audience, context and purpose influence language choices and the form of Arabic used. They provide examples of how language use and ways of communicating vary according to the relationship between participants and the purpose of the exchange, for example,  <span lang="ar">أنواع الجمل: الإسمية والفعلية؛ الترداد في بعض العبارات؛ طول الجمل والفواصل الشفهية فيها</span>. They identify how languages influence one another, including the influence of indigenous languages of the Arabic-speaking world and regional languages such as Aramaic, Syriac, Phoenician, Persian, Kurdish and Turkish on Arabic, for example <span lang="ar">الأبجدية؛ المفردات المستعارة؛ أصل الكلمات</span>. They give examples of how language use reflects particular value systems, attitudes and patterns of behaviour across cultures. <br /></p>      
australia-f10-year7-languages-arabic	|	        <p>          <b>The nature of the learners</b>        </p>        <p>These years represent a transition to secondary school. Students in this sequence are continuing to study Arabic, bringing with them an established capability to interact in different situations, to engage with a variety of texts and to communicate about their immediate world and that of Arabic-speaking countries and communities overseas. </p>        <p>          <b>Arabic language learning and use</b>        </p>        <p>The focus of learning shifts from the world of learners’ own experience and imagination to the wider world. Learners make cross-curricular connections and explore intercultural perspectives and experiences relating to teenage life and interests. They engage in a range of interactions with others, expressing their feelings <span lang="ar">أتمنى أن نسافر إلى كوينزلاند في عطلة المدرسة</span>, exchanging and clarifying their views <span lang="ar"> ما رأيك؛ سامي أعطنا رأيك</span>, describing and explaining their actions and responses <span lang="ar"> تأخرت في الصباح لأنني إستيقضت متأخراَ </span>, and negotiating and making arrangements <span lang="ar"> أن ساعدتني في البحث؛ سنحصل على درجة عالية</span>. They increasingly access information from local sources and the internet to explore perspectives and views on topics of interest to teenagers, such as leisure, entertainment and special occasions. Learners use different processing strategies and their knowledge of language, increasingly drawing on their understanding of text types, when conveying information in a range of texts. They produce personal, informative and persuasive texts, such as blogs, diary entries, emails, reports, articles and speeches, about their own social and cultural experiences at home, at school, and in Arabic-speaking communities in the Australian context. They examine a range of imaginative texts, such as Arabic legends, to analyse and give their opinions on themes, characters, events, messages and ideas <span lang="ar">الفيلم غير واقعي</span>, and discuss and compare how elements of Arabic culture are represented. They use their imagination to create and perform songs, short plays and stories to entertain different audiences. They use vocabulary and grammar with increasing accuracy, drafting and editing to improve structure and clarify expression and meaning.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners work both collaboratively and independently, exploring different modes and genres of communication with particular reference to their current social, cultural and communicative interests. They pool language knowledge and resources to plan, problem-solve, monitor and reflect. They use Arabic to interact with teachers, peers and local Arabic speakers, participating in authentic situations at home, at school and within the local community. The context of interactions extends beyond the home and classroom and involves participation in community events or celebrations. Additional opportunities for interaction are provided by purposeful and integrated use of information and communications technologies (ICT), for example, videoconferencing and e-learning. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners read, view and interact with a broad range of texts and resources specifically designed for learning Arabic in school contexts, such as textbooks, readers, videos and online materials, including those developed for computer-supported collaborative learning. They also access authentic materials created for Arabic-speaking communities, such as films, literature, websites and magazines. They use a range of dictionaries and translation methods to support comprehension<b>.</b></p>        <p>          <b>Features of Arabic language use</b>        </p>        <p>Learners use appropriate pronunciation, intonation, rhythm patterns and writing conventions to convey specific meaning in a range of texts. By building their vocabulary knowledge, learners are able to develop and express more complex concepts in Arabic. They use a range of grammatical forms and structures to convey relationships between people, places, events and ideas. They employ a variety of sentence structures, including grammatical elements such as adjective–noun agreement, dual forms of nouns and verbs, and irregular plural, imperative and auxiliary verbs to describe and compare people, actions and events, elaborate on ideas and opinions <i lang="ar">رياضة السباحة ممتعة ومفيدة خاصة هنا في أستراليا؛ بينما كرة القدم ليست مفيدة مع أنها شعبية</i> and enrich their understanding and use of language. They make connections between texts and cultural contexts, identifying how cultural values and perspectives are embedded in language, and how Arabic speakers use particular language and gestures to convey their feelings about and attitudes towards other people and ideas.</p>        <p>          <b>Level of support</b>        </p>        <p>The class will likely comprise background learners with a range of prior experience in studying Arabic. Learners are supported through multilevel and differentiated tasks. Consolidation of prior learning is balanced with the provision of new, engaging and challenging experiences. As they develop increasing autonomy as language learners and users, learners are supported to self-monitor and reflect on language use in response to their experiences in diverse contexts.</p>        <p>          <b>The role of English</b>        </p>        <p>The classroom is increasingly characterised by bilinguality, with Arabic being the principal language of communication. English may be used separately or in conjunction with Arabic to express ideas, personal views and experiences relating to communicating in Arabic and English in different contexts of interaction. Learners continue to develop a metalanguage for thinking and communicating about language, culture and their sense of identity from a bilingual perspective, and about the importance of maintaining their Arabic cultural heritage. </p>      	|	        <p>By the end of Year 8, students use written and spoken Arabic to initiate and sustain classroom interactions with others, to exchange views, for example, <span lang="ar">السباحة رياضة ممتعة؛ أعتقد أن السفر مفيد جدا </span> , and express feelings such as <span lang="ar">أشعر بالفرح؛ بالسعادة عندما ألعب رياضت   المفضلة؛ عندما أعزف الموسيقى </span>. They use language conventions, such as <span lang="ar">الترقيم/الوقف والإملاء والقواعد ال التعريف؛ الفواصل والنقط في نهاية الجمل</span>, vocabulary and sentence structures to apologise (for example, <span lang="ar">  أنا آسف؛ أعتذر عن...</span>, invite (for example, <span lang="ar">أدعوك لحفل عيد ميلادي...؛ أرجو أن تحضر ...</span>, and offer praise, for example, <span lang="ar">رأيي أن ...؛ أعتقد أن... </span>. They clarify meaning, explain actions and responses, and complete transactions by negotiating, making arrangements and solving problems, for example, <span lang="ar">ماذا لو أكملنا البحث مع؟؛ هل تريد أن أساعدك؟ , سوف أتصل بك بعد المدرسة؛ أراك غدا صباحا؛ سوف أرسل البحث بالإيميل </span>. They apply pronunciation and rhythm patterns in spoken Arabic to a range of sentence types. They locate, interpret and compare information and ideas on topics of interest from a range of written, spoken and multimodal texts, and convey information and ideas in a range of formats selected to suit audience and purpose. They express opinions on the ways in which characters and events are represented in imaginative texts, and explain ideas, themes and messages, for example, <span lang="ar">في القصة؛ هيام أذكى من عبير ؛ في النص الأول... بينما في النص الثاني ...</span> . Students create texts with imagined places, events, people and experiences in a range of forms to entertain different audiences<i>. </i>They use grammatical forms and features such as adjective–noun agreement for example, <span lang="ar">الشاب الوسيم/الشابة الجميلة</span>, adverbial phrases to indicate time, place and manner for example,  <span lang="ar">في الصباح الباكر؛ في منتصف الطريق</span>, and irregular, plural, imperative and auxiliary verbs for example, <span lang="ar">كان وأخواتها  ,فعل الأمر  جمع التكسير</span>,  to elaborate their oral and written communication. They translate texts from Arabic into English and vice versa, and compare own translations with others’, explaining differences and possible reasons and alternatives. They make language choices that best reflect meaning to create bilingual texts, identifying and using words and expressions that carry specific cultural meaning. Students explain how and why they adjust their language use according to different cultural contexts, and how being a speaker of Arabic contributes to their own sense of identity.</p>        <p>Students apply their knowledge of writing conventions, such as punctuation, to convey specific meaning in a range of texts, for example, <span lang="ar">الفواصل وعلامات الإستفهام والاستنكار والتعجب والجمل المبطنة  </span> . They analyse the structure and linguistic features of a range of personal, informative and imaginative texts and explain how these features are influenced by the context, audience and purpose. Students explain how and why changes to social settings affect verbal and non-verbal forms of communication. They explain the impact of social, cultural and intercultural changes such as globalisation and new technologies on the use of Arabic in different contexts. They explain how language choices they make reflect cultural ideas, assumptions and perspectives, for example, <span lang="ar"> العبارات الشعبية؛ مصطلحات ذات دلائل دينية؛ العناوين الذكورية مثل رئيس للمذكر والمؤنث</span><i>.</i></p>      
australia-f10-year8-languages-arabic	|	        <p>          <b>The nature of the learners</b>        </p>        <p>These years represent a transition to secondary school. Students in this sequence are continuing to study Arabic, bringing with them an established capability to interact in different situations, to engage with a variety of texts and to communicate about their immediate world and that of Arabic-speaking countries and communities overseas. </p>        <p>          <b>Arabic language learning and use</b>        </p>        <p>The focus of learning shifts from the world of learners’ own experience and imagination to the wider world. Learners make cross-curricular connections and explore intercultural perspectives and experiences relating to teenage life and interests. They engage in a range of interactions with others, expressing their feelings <span lang="ar">أتمنى أن نسافر إلى كوينزلاند في عطلة المدرسة</span>, exchanging and clarifying their views <span lang="ar"> ما رأيك؛ سامي أعطنا رأيك</span>, describing and explaining their actions and responses <span lang="ar"> تأخرت في الصباح لأنني إستيقضت متأخراَ </span>, and negotiating and making arrangements <span lang="ar"> أن ساعدتني في البحث؛ سنحصل على درجة عالية</span>. They increasingly access information from local sources and the internet to explore perspectives and views on topics of interest to teenagers, such as leisure, entertainment and special occasions. Learners use different processing strategies and their knowledge of language, increasingly drawing on their understanding of text types, when conveying information in a range of texts. They produce personal, informative and persuasive texts, such as blogs, diary entries, emails, reports, articles and speeches, about their own social and cultural experiences at home, at school, and in Arabic-speaking communities in the Australian context. They examine a range of imaginative texts, such as Arabic legends, to analyse and give their opinions on themes, characters, events, messages and ideas <span lang="ar">الفيلم غير واقعي</span>, and discuss and compare how elements of Arabic culture are represented. They use their imagination to create and perform songs, short plays and stories to entertain different audiences. They use vocabulary and grammar with increasing accuracy, drafting and editing to improve structure and clarify expression and meaning.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners work both collaboratively and independently, exploring different modes and genres of communication with particular reference to their current social, cultural and communicative interests. They pool language knowledge and resources to plan, problem-solve, monitor and reflect. They use Arabic to interact with teachers, peers and local Arabic speakers, participating in authentic situations at home, at school and within the local community. The context of interactions extends beyond the home and classroom and involves participation in community events or celebrations. Additional opportunities for interaction are provided by purposeful and integrated use of information and communications technologies (ICT), for example, videoconferencing and e-learning. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners read, view and interact with a broad range of texts and resources specifically designed for learning Arabic in school contexts, such as textbooks, readers, videos and online materials, including those developed for computer-supported collaborative learning. They also access authentic materials created for Arabic-speaking communities, such as films, literature, websites and magazines. They use a range of dictionaries and translation methods to support comprehension<b>.</b></p>        <p>          <b>Features of Arabic language use</b>        </p>        <p>Learners use appropriate pronunciation, intonation, rhythm patterns and writing conventions to convey specific meaning in a range of texts. By building their vocabulary knowledge, learners are able to develop and express more complex concepts in Arabic. They use a range of grammatical forms and structures to convey relationships between people, places, events and ideas. They employ a variety of sentence structures, including grammatical elements such as adjective–noun agreement, dual forms of nouns and verbs, and irregular plural, imperative and auxiliary verbs to describe and compare people, actions and events, elaborate on ideas and opinions <i lang="ar">رياضة السباحة ممتعة ومفيدة خاصة هنا في أستراليا؛ بينما كرة القدم ليست مفيدة مع أنها شعبية</i> and enrich their understanding and use of language. They make connections between texts and cultural contexts, identifying how cultural values and perspectives are embedded in language, and how Arabic speakers use particular language and gestures to convey their feelings about and attitudes towards other people and ideas.</p>        <p>          <b>Level of support</b>        </p>        <p>The class will likely comprise background learners with a range of prior experience in studying Arabic. Learners are supported through multilevel and differentiated tasks. Consolidation of prior learning is balanced with the provision of new, engaging and challenging experiences. As they develop increasing autonomy as language learners and users, learners are supported to self-monitor and reflect on language use in response to their experiences in diverse contexts.</p>        <p>          <b>The role of English</b>        </p>        <p>The classroom is increasingly characterised by bilinguality, with Arabic being the principal language of communication. English may be used separately or in conjunction with Arabic to express ideas, personal views and experiences relating to communicating in Arabic and English in different contexts of interaction. Learners continue to develop a metalanguage for thinking and communicating about language, culture and their sense of identity from a bilingual perspective, and about the importance of maintaining their Arabic cultural heritage. </p>      	|	        <p>By the end of Year 8, students use written and spoken Arabic to initiate and sustain classroom interactions with others, to exchange views, for example, <span lang="ar">السباحة رياضة ممتعة؛ أعتقد أن السفر مفيد جدا </span> , and express feelings such as <span lang="ar">أشعر بالفرح؛ بالسعادة عندما ألعب رياضت   المفضلة؛ عندما أعزف الموسيقى </span>. They use language conventions, such as <span lang="ar">الترقيم/الوقف والإملاء والقواعد ال التعريف؛ الفواصل والنقط في نهاية الجمل</span>, vocabulary and sentence structures to apologise (for example, <span lang="ar">  أنا آسف؛ أعتذر عن...</span>, invite (for example, <span lang="ar">أدعوك لحفل عيد ميلادي...؛ أرجو أن تحضر ...</span>, and offer praise, for example, <span lang="ar">رأيي أن ...؛ أعتقد أن... </span>. They clarify meaning, explain actions and responses, and complete transactions by negotiating, making arrangements and solving problems, for example, <span lang="ar">ماذا لو أكملنا البحث مع؟؛ هل تريد أن أساعدك؟ , سوف أتصل بك بعد المدرسة؛ أراك غدا صباحا؛ سوف أرسل البحث بالإيميل </span>. They apply pronunciation and rhythm patterns in spoken Arabic to a range of sentence types. They locate, interpret and compare information and ideas on topics of interest from a range of written, spoken and multimodal texts, and convey information and ideas in a range of formats selected to suit audience and purpose. They express opinions on the ways in which characters and events are represented in imaginative texts, and explain ideas, themes and messages, for example, <span lang="ar">في القصة؛ هيام أذكى من عبير ؛ في النص الأول... بينما في النص الثاني ...</span> . Students create texts with imagined places, events, people and experiences in a range of forms to entertain different audiences<i>. </i>They use grammatical forms and features such as adjective–noun agreement for example, <span lang="ar">الشاب الوسيم/الشابة الجميلة</span>, adverbial phrases to indicate time, place and manner for example,  <span lang="ar">في الصباح الباكر؛ في منتصف الطريق</span>, and irregular, plural, imperative and auxiliary verbs for example, <span lang="ar">كان وأخواتها  ,فعل الأمر  جمع التكسير</span>,  to elaborate their oral and written communication. They translate texts from Arabic into English and vice versa, and compare own translations with others’, explaining differences and possible reasons and alternatives. They make language choices that best reflect meaning to create bilingual texts, identifying and using words and expressions that carry specific cultural meaning. Students explain how and why they adjust their language use according to different cultural contexts, and how being a speaker of Arabic contributes to their own sense of identity.</p>        <p>Students apply their knowledge of writing conventions, such as punctuation, to convey specific meaning in a range of texts, for example, <span lang="ar">الفواصل وعلامات الإستفهام والاستنكار والتعجب والجمل المبطنة  </span> . They analyse the structure and linguistic features of a range of personal, informative and imaginative texts and explain how these features are influenced by the context, audience and purpose. Students explain how and why changes to social settings affect verbal and non-verbal forms of communication. They explain the impact of social, cultural and intercultural changes such as globalisation and new technologies on the use of Arabic in different contexts. They explain how language choices they make reflect cultural ideas, assumptions and perspectives, for example, <span lang="ar"> العبارات الشعبية؛ مصطلحات ذات دلائل دينية؛ العناوين الذكورية مثل رئيس للمذكر والمؤنث</span><i>.</i></p>      
australia-f10-year9-languages-arabic	|	        <p>          <b>The nature of the learners </b>        </p>        <p>At this level, students bring to their learning existing knowledge of Arabic language and culture and a range of strategies. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and sustainability issues. They require continued guidance and mentoring but work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences. They are considering future pathways and options, including the possible role of Arabic in these. </p>        <p>          <b>Arabic language learning and use</b>        </p>        <p>Learners are immersed in Arabic language, initiating and engaging in discussions and debates on topics of interest, and responding to enquiries. They reflect on the cultural and linguistic appropriateness of their language use in interactions and make necessary adjustments. They engage in an increasing range of interactions with others, seeking and giving advice <span lang="ar">لأنك تحب الرياضة؛ أنصحك بالسباحة لأنها مفيدة جدا</span>, discussing future plans and aspirations <span lang="ar">يزداد الفقر في المجتمع ويجب على الجميع أن يحاربه  </span>, and justifying their ideas and opinions  <span lang="ar">أنا أحترم رأيك كثيراَ؛ لا أتفق معك إطلاقاَ</span>. They access and evaluate information about places, events, people, experiences and cultures from diverse sources, and convey perspectives and views on topical issues such as friends, family and relationships, social issues, youth culture, community matters and the natural and built environments, making connections with their own ideas and experiences. Learners produce a range of texts, such as informative, narrative, descriptive, procedural or persuasive texts, for a variety of contexts, audiences and purposes. They use their imagination to create and present texts, such as stories, plays, poems and speeches, and to express ideas, attitudes and values through different characters, events, settings and techniques. They develop translating and interpreting techniques and intercultural awareness in order to mediate between languages and cultures. Through their engagement with diverse texts and resources, students explore how cultural practices, concepts, values and beliefs are embedded in texts and how language choices shape and reflect perspectives and meaning. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact with peers, the teacher and other Arabic speakers both locally and globally through a variety of means and modes of communication, including digital, online, collaborative performances and group discussions. The context of interaction extends beyond the classroom and involves investigating and reporting on issues in the local community and transacting with local Arabic speakers to negotiate services. These experiences provide learners with a sense of connectedness and purpose as Arabic and English speakers.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners use diverse resources such as Arabic newspapers, magazines, documentaries, films, stories, songs, television programs, entertainment performances and web pages as references to assist them with discussions and research projects on Arabic language and culture. They explore a variety of text types, such as poems, articles, formal letters, interviews and speeches, and engage with a range of informative, historical or literary perspectives, views and arguments. Learners use a range of dictionaries and translation methods to support comprehension, build vocabulary and elaborate on ideas.</p>        <p>          <b>Features of Arabic language use</b>        </p>        <p>Learners apply appropriate pronunciation, rhythm, stress and tone and a variety of language features and complex sentence structures to enhance their spoken and written communication. They apply complex grammatical structures, such as indirect object pronouns and passive voice, to express their ideas objectively in texts such as articles and speeches, for example, <span lang="ar">لا تهتم لقد دُفعت فاتورة الطعام </span>. They expand on their views and opinions by using persuasive language, such as the subjunctive and imperative moods (<span lang="ar">لا تنسوا؛ شاهدوا الفيلم الاسطوري</span>, and use cohesive devices to link and sequence ideas and information, for example, <span lang="ar">في البداية أود أن أحدثكم عن يوم النظافة</span>. They analyse and explain how and why language use varies according to cultural contexts, relationships and purposes, and develop the language of reflection in Arabic.</p>        <p>          <b>Level of support</b>        </p>        <p>Support at this level of learning includes rich and varied stimulus materials, continued scaffolding and modelling of language functions and communicative tasks, and explicit instruction and explanation of the grammatical system, with opportunities for learners to discuss, clarify, practise and apply their knowledge. Critical and constructive teacher feedback combines with peer support and self-review to monitor and evaluate learning outcomes, for example, through portfolios, peer review or e-journalling.</p>        <p>          <b>The role of English</b>        </p>        <p>Arabic is predominantly used as the medium for classroom interaction and content delivery. English is used only when necessary to allow for further reflection on and discussion or explanation of more demanding concepts, particularly when making connections between language and culture. Learners explore how language influences cultural experiences and ways of thinking and of viewing the world. They examine their own personal and cultural identity and reflect on the nature of intercultural exchanges in which they are involved. They question the assumptions that Arabic and English speakers bring to interactions, and discuss ways to increase mutual understanding. They view their bilingualism and biculturalism as an asset for themselves and for Australia.</p>      	|	        <p>By the end of Year 10, students use written and spoken Arabic to initiate, sustain and extend formal and informal interactions with the teacher, peers and others in a range of settings. They use language spontaneously to respond to others, seek and give advice for example, <span lang="ar">كيف أستطيع أن ...؛ أعتقد أ...</span>, describe relationships for example, <span lang="ar">عندي أصدقاء كثر؛ علاقتي بعائلتي وطيدة؛ أحب معلمتي كثيرا لأنها حنونة</span>, discuss aspirations for example, <span lang="ar"> أريد أن أعمل في مكدونالدز في العطلة؛ أريد أن اصبح طبيبا؛ أحلم أن أكون رائد فضاء </span>  and future plans (for example, <span lang="ar">في المستقبل؛ أريد أن أسافر إلى أوروبا؛ عندما أكبر؛ أريد أن أدخل الجامعة</span>, compare experiences for example, <span lang="ar">بيتي القديم كان أجمل من بيتي الحالي </span> , and justify opinions for example, <span lang="ar">لأن...؛ بسبب... </span>) on social issues of interest to them<i>.</i> They listen to different views and perspectives when interacting with others, and take action, solve problems and contribute ideas, opinions and suggestions. They apply pronunciation rules and rhythm to complex sentences to enhance spoken interactions. They analyse, interpret and evaluate information on topical issues of interest to young people, making connections with their own experiences and considering various perspectives. They convey information and perspectives using different text types and modes of presentation to suit different contexts and audiences and to achieve different purposes<i>.</i> They share their response to different imaginative texts by analysing themes for example, <span lang="ar">الفكرة الأساسية في النص؛ هدف النص؛ الموضوع  </span>, techniques for example, <span lang="ar">الكناية والاستعارة والتشبيه </span>  and values, and identify ways in which aspects of language and culture create particular effects, such as <span lang="ar"> المشاعر التي يؤججها النص</span>. Students create imaginative texts for a range of audiences, contexts and purposes, to express ideas, attitudes and values through characters, events and settings. When creating texts, they use a variety of grammatical elements to enhance meaning, such as indirect object, passive and active voice, negation for example, <span lang="ar"> ليس عندي وقت؛ لا يوجد وقت؛ لن أجد الوقت</span>, verb tense and word order for example, <span lang="ar">الجملة الاسمية والجملة الفعلية؛ ظرف الزمان أو المكان في بداية الجملة</span>, and time and place clauses such as <span lang="ar">في وقت من الأوقات؛ في المجتمع الأسترالي؛ في الشارع العام </span> . Students translate and interpret texts from Arabic into English and vice versa and explain how cultural values, attitudes and perspectives are represented. They create a range of bilingual texts for a variety of purposes and audiences. They explain the relationship between language, culture and identity, question perceptions, and modify language and behaviours in intercultural interactions as appropriate. </p>        <p>Students apply their understanding of complex pronunciation rules and writing conventions, such as stress patterns and rules of pause, to enhance meaning and aesthetic effect. They analyse a range of persuasive, argumentative and expository texts and explain the relationship between context, purpose, audience, linguistic features, and textual and cultural elements such as <span lang="ar">التحية والتوقيع في بداية الرسائل والتمني بالتوفيق والصحة</span>. They explain how and why variations in Arabic language use relate to roles, relationships and contexts of interaction. Students analyse the ways in which languages change in response to changing environments. They explain how language use reflects thoughts and world views and is shaped by cultural experiences.</p>      
australia-f10-year10-languages-arabic	|	        <p>          <b>The nature of the learners </b>        </p>        <p>At this level, students bring to their learning existing knowledge of Arabic language and culture and a range of strategies. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and sustainability issues. They require continued guidance and mentoring but work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences. They are considering future pathways and options, including the possible role of Arabic in these. </p>        <p>          <b>Arabic language learning and use</b>        </p>        <p>Learners are immersed in Arabic language, initiating and engaging in discussions and debates on topics of interest, and responding to enquiries. They reflect on the cultural and linguistic appropriateness of their language use in interactions and make necessary adjustments. They engage in an increasing range of interactions with others, seeking and giving advice <span lang="ar">لأنك تحب الرياضة؛ أنصحك بالسباحة لأنها مفيدة جدا</span>, discussing future plans and aspirations <span lang="ar">يزداد الفقر في المجتمع ويجب على الجميع أن يحاربه  </span>, and justifying their ideas and opinions  <span lang="ar">أنا أحترم رأيك كثيراَ؛ لا أتفق معك إطلاقاَ</span>. They access and evaluate information about places, events, people, experiences and cultures from diverse sources, and convey perspectives and views on topical issues such as friends, family and relationships, social issues, youth culture, community matters and the natural and built environments, making connections with their own ideas and experiences. Learners produce a range of texts, such as informative, narrative, descriptive, procedural or persuasive texts, for a variety of contexts, audiences and purposes. They use their imagination to create and present texts, such as stories, plays, poems and speeches, and to express ideas, attitudes and values through different characters, events, settings and techniques. They develop translating and interpreting techniques and intercultural awareness in order to mediate between languages and cultures. Through their engagement with diverse texts and resources, students explore how cultural practices, concepts, values and beliefs are embedded in texts and how language choices shape and reflect perspectives and meaning. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact with peers, the teacher and other Arabic speakers both locally and globally through a variety of means and modes of communication, including digital, online, collaborative performances and group discussions. The context of interaction extends beyond the classroom and involves investigating and reporting on issues in the local community and transacting with local Arabic speakers to negotiate services. These experiences provide learners with a sense of connectedness and purpose as Arabic and English speakers.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners use diverse resources such as Arabic newspapers, magazines, documentaries, films, stories, songs, television programs, entertainment performances and web pages as references to assist them with discussions and research projects on Arabic language and culture. They explore a variety of text types, such as poems, articles, formal letters, interviews and speeches, and engage with a range of informative, historical or literary perspectives, views and arguments. Learners use a range of dictionaries and translation methods to support comprehension, build vocabulary and elaborate on ideas.</p>        <p>          <b>Features of Arabic language use</b>        </p>        <p>Learners apply appropriate pronunciation, rhythm, stress and tone and a variety of language features and complex sentence structures to enhance their spoken and written communication. They apply complex grammatical structures, such as indirect object pronouns and passive voice, to express their ideas objectively in texts such as articles and speeches, for example, <span lang="ar">لا تهتم لقد دُفعت فاتورة الطعام </span>. They expand on their views and opinions by using persuasive language, such as the subjunctive and imperative moods (<span lang="ar">لا تنسوا؛ شاهدوا الفيلم الاسطوري</span>, and use cohesive devices to link and sequence ideas and information, for example, <span lang="ar">في البداية أود أن أحدثكم عن يوم النظافة</span>. They analyse and explain how and why language use varies according to cultural contexts, relationships and purposes, and develop the language of reflection in Arabic.</p>        <p>          <b>Level of support</b>        </p>        <p>Support at this level of learning includes rich and varied stimulus materials, continued scaffolding and modelling of language functions and communicative tasks, and explicit instruction and explanation of the grammatical system, with opportunities for learners to discuss, clarify, practise and apply their knowledge. Critical and constructive teacher feedback combines with peer support and self-review to monitor and evaluate learning outcomes, for example, through portfolios, peer review or e-journalling.</p>        <p>          <b>The role of English</b>        </p>        <p>Arabic is predominantly used as the medium for classroom interaction and content delivery. English is used only when necessary to allow for further reflection on and discussion or explanation of more demanding concepts, particularly when making connections between language and culture. Learners explore how language influences cultural experiences and ways of thinking and of viewing the world. They examine their own personal and cultural identity and reflect on the nature of intercultural exchanges in which they are involved. They question the assumptions that Arabic and English speakers bring to interactions, and discuss ways to increase mutual understanding. They view their bilingualism and biculturalism as an asset for themselves and for Australia.</p>      	|	        <p>By the end of Year 10, students use written and spoken Arabic to initiate, sustain and extend formal and informal interactions with the teacher, peers and others in a range of settings. They use language spontaneously to respond to others, seek and give advice for example, <span lang="ar">كيف أستطيع أن ...؛ أعتقد أ...</span>, describe relationships for example, <span lang="ar">عندي أصدقاء كثر؛ علاقتي بعائلتي وطيدة؛ أحب معلمتي كثيرا لأنها حنونة</span>, discuss aspirations for example, <span lang="ar"> أريد أن أعمل في مكدونالدز في العطلة؛ أريد أن اصبح طبيبا؛ أحلم أن أكون رائد فضاء </span>  and future plans (for example, <span lang="ar">في المستقبل؛ أريد أن أسافر إلى أوروبا؛ عندما أكبر؛ أريد أن أدخل الجامعة</span>, compare experiences for example, <span lang="ar">بيتي القديم كان أجمل من بيتي الحالي </span> , and justify opinions for example, <span lang="ar">لأن...؛ بسبب... </span>) on social issues of interest to them<i>.</i> They listen to different views and perspectives when interacting with others, and take action, solve problems and contribute ideas, opinions and suggestions. They apply pronunciation rules and rhythm to complex sentences to enhance spoken interactions. They analyse, interpret and evaluate information on topical issues of interest to young people, making connections with their own experiences and considering various perspectives. They convey information and perspectives using different text types and modes of presentation to suit different contexts and audiences and to achieve different purposes<i>.</i> They share their response to different imaginative texts by analysing themes for example, <span lang="ar">الفكرة الأساسية في النص؛ هدف النص؛ الموضوع  </span>, techniques for example, <span lang="ar">الكناية والاستعارة والتشبيه </span>  and values, and identify ways in which aspects of language and culture create particular effects, such as <span lang="ar"> المشاعر التي يؤججها النص</span>. Students create imaginative texts for a range of audiences, contexts and purposes, to express ideas, attitudes and values through characters, events and settings. When creating texts, they use a variety of grammatical elements to enhance meaning, such as indirect object, passive and active voice, negation for example, <span lang="ar"> ليس عندي وقت؛ لا يوجد وقت؛ لن أجد الوقت</span>, verb tense and word order for example, <span lang="ar">الجملة الاسمية والجملة الفعلية؛ ظرف الزمان أو المكان في بداية الجملة</span>, and time and place clauses such as <span lang="ar">في وقت من الأوقات؛ في المجتمع الأسترالي؛ في الشارع العام </span> . Students translate and interpret texts from Arabic into English and vice versa and explain how cultural values, attitudes and perspectives are represented. They create a range of bilingual texts for a variety of purposes and audiences. They explain the relationship between language, culture and identity, question perceptions, and modify language and behaviours in intercultural interactions as appropriate. </p>        <p>Students apply their understanding of complex pronunciation rules and writing conventions, such as stress patterns and rules of pause, to enhance meaning and aesthetic effect. They analyse a range of persuasive, argumentative and expository texts and explain the relationship between context, purpose, audience, linguistic features, and textual and cultural elements such as <span lang="ar">التحية والتوقيع في بداية الرسائل والتمني بالتوفيق والصحة</span>. They explain how and why variations in Arabic language use relate to roles, relationships and contexts of interaction. Students analyse the ways in which languages change in response to changing environments. They explain how language use reflects thoughts and world views and is shaped by cultural experiences.</p>      
australia-f10-foundation-languages-auslan	|	        <p>          <b>The nature of the learners</b></p>        <p>Children enter the early years of schooling with established communication in one or more languages and Auslan will be learnt as an additional language. Cognitive and social development at this stage is exploratory and egocentric; thus learning typically focuses on their immediate world of family, home, school and friends. Children at this level are learning how to socialise with new people, share with others and participate in structured routines and activities at school. Auslan will be learnt in parallel with English literacy, and the learning of each language assists with the learning of the other.</p>        <p>          <b>Auslan learning and use</b></p>        <p>Rich language input characterises the first stages of learning. The curriculum builds on children’s interests and sense of enjoyment and curiosity, with an emphasis on active, experiential learning and confidence building. In these years there is an emphasis on developing language to enable learners to participate in class activities such as storytelling and games. Creative play provides opportunities for using the language for purposeful interaction in a relaxed and informal context.</p>        <p>Children build vocabulary for thinking and talking about school topics, routines and processes. They build knowledge and understanding of Auslan by interacting with each other, the teacher and deaf children, and by participating in structured routines and activities. With support and modelling, they use Auslan for different functions such as greeting, thanking, apologising, asking and responding to questions, expressing wishes, likes or dislikes, following simple directions, and taking turns in games and simple shared learning activities. They learn to produce signed phrases independently using modelled language, for example by describing simple pictures.</p>        <p>          <b>Contexts of interaction</b></p>        <p>The primary context for interaction is the language classroom, with the Auslan teacher and classmates. Learners’ use of Auslan primarily relates to classroom routines and activities and to talking about their own life. Additional language enrichment may be gained through interactions with visitors from the Deaf community.</p>        <p>          <b>Texts and resources</b></p>        <p>Texts include filmed children’s stories and teacher-generated materials such as pictures or short descriptions. Learners watch live and filmed texts such as explanations. They respond to resources such as short video clips, or substitution or matching exercises, and produce texts such as conversations using formulaic language.</p>        <p>          <b>Features of Auslan use</b></p>        <p>Children in Foundation to Year 2 become familiar with all handshapes, movements and locations of single signs. They are learning to produce simple positive and negative statements with some time marking, and to use plain verbs or unmodified indicating verbs. They learn to describe familiar objects, animals or people using simple lexical adjectives and to depict the movement of people, animals and means of transport using an appropriate classifier handshape in an entity depicting sign. They are able to use simple handling and SASS depicting signs. They explore emotions through the use of NMFs, and begin to use NMFs for grammatical purposes in modelled language. They learn to use simple constructed action to represent the characteristics of a single animal or themselves or another. They learn the metalanguage of nouns, verbs and adjectives, and learn that signers can modify verbs to show the referents involved.</p>        <p>As children learn to adjust their language to suit different purposes and situations, they begin to understand how culture shapes language use. They compare how they feel when they use different languages and how they view different languages and people who use them. This introduction to the meta dimension of intercultural learning develops the ability to ‘decentre’, to consider different perspectives and ways of being, and to become aware of themselves as communicators and cultural participants.</p>        <p>          <b>Level of support</b></p>        <p>Support is provided through visual and tactile materials, such as pictures, objects and charts, and the use of gesture and modelling. The main source of support is the teacher’s talk, such as questions and statements, explanations, prompts, recycling of language, stories and feedback. Learners rely on modelled language and scaffolded tasks to create their own texts, for example, choosing signs to complete sentences or using pictures to sequence a story that has been told to them.</p>        <p>          <b>The role of English</b></p>        <p>Learners are encouraged to use Auslan whenever possible, with the teacher providing rich and supported language input. English is used as a medium of instruction and for explanation and discussion or in areas from the Understanding strand. This allows learners to talk about differences and similarities that they notice between Auslan and their first language(s) and culture(s), to ask questions about language and culture, to consider how they feel when they see or use Auslan.</p>      	|	<p>By the end of Year 2, students interact with teachers and each other to talk about themselves, their families, friends and immediate environment. They follow instructions to complete action-based activities such as signing games or transactional activities, using repeated constructions, gestures and affective non-manual features (NMFs). They interact in familiar classroom routines by responding to requests, such as <span class="asf" lang="asf">DS:line-up PLEASE, LOOK-AT-<sub>me</sub> PRO1</span>. Students ask and respond to simple questions and distinguish between statements and questions. They express likes, dislikes and feelings using lexical signs and affective NMFs. They recognise and produce fingerspelled names for roll call and games and produce modelled signs, phrases and sentence patterns in familiar contexts. They use culturally appropriate protocols, such as maintaining eye contact and responding to and gaining attention by waving or tapping a shoulder or table. They identify specific information in signed texts, such as the properties of colour, number, size or shape, and describe people and objects, for example, <span class="asf" lang="asf">PRO3 5-YEARS-OLD, PRO1 HAVE 2 BROTHER</span>, or <span class="asf" lang="asf">THAT BALL BIG</span>. Students demonstrate simple procedures using known signs, gestures, objects and list buoys. They recount and sequence shared events using familiar signs and visual prompts. They view short imaginative and expressive texts such as stories and nursery rhymes, demonstrating understanding through drawing, gesture, modelled signs or English. They use fixed handshapes in creative ways, for example to create amusing sequences of signs to enact movements, and portray characteristics through the use of constructed action. They identify similarities and differences in ways they interact when communicating in English and in Auslan.</p> <p>Students know that Auslan is a language in its own right, different from mime and gestures used in spoken languages. They know that eye contact is necessary for effective communication and that meaning is communicated visually through the use of whole signs, gestures or fingerspelling. They identify and categorise signs according to handshape and they recognise major types of path movements. They know that some signs link to the appearance of a referent, for example <span class="asf" lang="asf">PEN, HOUSE</span>, and that some words, such as proper nouns, are borrowed from English by fingerspelling and mouthing. They know that locations of signs can be modified to change meaning, for example when pointing to people. They recognise the importance of facial expression, eye gaze and other NMFs in a visual-gestural language and culture and know that sign order is flexible in Auslan.</p>
australia-f10-year1-languages-auslan	|	        <p>          <b>The nature of the learners</b></p>        <p>Children enter the early years of schooling with established communication in one or more languages and Auslan will be learnt as an additional language. Cognitive and social development at this stage is exploratory and egocentric; thus learning typically focuses on their immediate world of family, home, school and friends. Children at this level are learning how to socialise with new people, share with others and participate in structured routines and activities at school. Auslan will be learnt in parallel with English literacy, and the learning of each language assists with the learning of the other.</p>        <p>          <b>Auslan learning and use</b></p>        <p>Rich language input characterises the first stages of learning. The curriculum builds on children’s interests and sense of enjoyment and curiosity, with an emphasis on active, experiential learning and confidence building. In these years there is an emphasis on developing language to enable learners to participate in class activities such as storytelling and games. Creative play provides opportunities for using the language for purposeful interaction in a relaxed and informal context.</p>        <p>Children build vocabulary for thinking and talking about school topics, routines and processes. They build knowledge and understanding of Auslan by interacting with each other, the teacher and deaf children, and by participating in structured routines and activities. With support and modelling, they use Auslan for different functions such as greeting, thanking, apologising, asking and responding to questions, expressing wishes, likes or dislikes, following simple directions, and taking turns in games and simple shared learning activities. They learn to produce signed phrases independently using modelled language, for example by describing simple pictures.</p>        <p>          <b>Contexts of interaction</b></p>        <p>The primary context for interaction is the language classroom, with the Auslan teacher and classmates. Learners’ use of Auslan primarily relates to classroom routines and activities and to talking about their own life. Additional language enrichment may be gained through interactions with visitors from the Deaf community.</p>        <p>          <b>Texts and resources</b></p>        <p>Texts include filmed children’s stories and teacher-generated materials such as pictures or short descriptions. Learners watch live and filmed texts such as explanations. They respond to resources such as short video clips, or substitution or matching exercises, and produce texts such as conversations using formulaic language.</p>        <p>          <b>Features of Auslan use</b></p>        <p>Children in Foundation to Year 2 become familiar with all handshapes, movements and locations of single signs. They are learning to produce simple positive and negative statements with some time marking, and to use plain verbs or unmodified indicating verbs. They learn to describe familiar objects, animals or people using simple lexical adjectives and to depict the movement of people, animals and means of transport using an appropriate classifier handshape in an entity depicting sign. They are able to use simple handling and SASS depicting signs. They explore emotions through the use of NMFs, and begin to use NMFs for grammatical purposes in modelled language. They learn to use simple constructed action to represent the characteristics of a single animal or themselves or another. They learn the metalanguage of nouns, verbs and adjectives, and learn that signers can modify verbs to show the referents involved.</p>        <p>As children learn to adjust their language to suit different purposes and situations, they begin to understand how culture shapes language use. They compare how they feel when they use different languages and how they view different languages and people who use them. This introduction to the meta dimension of intercultural learning develops the ability to ‘decentre’, to consider different perspectives and ways of being, and to become aware of themselves as communicators and cultural participants.</p>        <p>          <b>Level of support</b></p>        <p>Support is provided through visual and tactile materials, such as pictures, objects and charts, and the use of gesture and modelling. The main source of support is the teacher’s talk, such as questions and statements, explanations, prompts, recycling of language, stories and feedback. Learners rely on modelled language and scaffolded tasks to create their own texts, for example, choosing signs to complete sentences or using pictures to sequence a story that has been told to them.</p>        <p>          <b>The role of English</b></p>        <p>Learners are encouraged to use Auslan whenever possible, with the teacher providing rich and supported language input. English is used as a medium of instruction and for explanation and discussion or in areas from the Understanding strand. This allows learners to talk about differences and similarities that they notice between Auslan and their first language(s) and culture(s), to ask questions about language and culture, to consider how they feel when they see or use Auslan.</p>      	|	<p>By the end of Year 2, students interact with teachers and each other to talk about themselves, their families, friends and immediate environment. They follow instructions to complete action-based activities such as signing games or transactional activities, using repeated constructions, gestures and affective non-manual features (NMFs). They interact in familiar classroom routines by responding to requests, such as <span class="asf" lang="asf">DS:line-up PLEASE, LOOK-AT-<sub>me</sub> PRO1</span>. Students ask and respond to simple questions and distinguish between statements and questions. They express likes, dislikes and feelings using lexical signs and affective NMFs. They recognise and produce fingerspelled names for roll call and games and produce modelled signs, phrases and sentence patterns in familiar contexts. They use culturally appropriate protocols, such as maintaining eye contact and responding to and gaining attention by waving or tapping a shoulder or table. They identify specific information in signed texts, such as the properties of colour, number, size or shape, and describe people and objects, for example, <span class="asf" lang="asf">PRO3 5-YEARS-OLD, PRO1 HAVE 2 BROTHER</span>, or <span class="asf" lang="asf">THAT BALL BIG</span>. Students demonstrate simple procedures using known signs, gestures, objects and list buoys. They recount and sequence shared events using familiar signs and visual prompts. They view short imaginative and expressive texts such as stories and nursery rhymes, demonstrating understanding through drawing, gesture, modelled signs or English. They use fixed handshapes in creative ways, for example to create amusing sequences of signs to enact movements, and portray characteristics through the use of constructed action. They identify similarities and differences in ways they interact when communicating in English and in Auslan.</p> <p>Students know that Auslan is a language in its own right, different from mime and gestures used in spoken languages. They know that eye contact is necessary for effective communication and that meaning is communicated visually through the use of whole signs, gestures or fingerspelling. They identify and categorise signs according to handshape and they recognise major types of path movements. They know that some signs link to the appearance of a referent, for example <span class="asf" lang="asf">PEN, HOUSE</span>, and that some words, such as proper nouns, are borrowed from English by fingerspelling and mouthing. They know that locations of signs can be modified to change meaning, for example when pointing to people. They recognise the importance of facial expression, eye gaze and other NMFs in a visual-gestural language and culture and know that sign order is flexible in Auslan.</p>
australia-f10-year2-languages-auslan	|	        <p>          <b>The nature of the learners</b></p>        <p>Children enter the early years of schooling with established communication in one or more languages and Auslan will be learnt as an additional language. Cognitive and social development at this stage is exploratory and egocentric; thus learning typically focuses on their immediate world of family, home, school and friends. Children at this level are learning how to socialise with new people, share with others and participate in structured routines and activities at school. Auslan will be learnt in parallel with English literacy, and the learning of each language assists with the learning of the other.</p>        <p>          <b>Auslan learning and use</b></p>        <p>Rich language input characterises the first stages of learning. The curriculum builds on children’s interests and sense of enjoyment and curiosity, with an emphasis on active, experiential learning and confidence building. In these years there is an emphasis on developing language to enable learners to participate in class activities such as storytelling and games. Creative play provides opportunities for using the language for purposeful interaction in a relaxed and informal context.</p>        <p>Children build vocabulary for thinking and talking about school topics, routines and processes. They build knowledge and understanding of Auslan by interacting with each other, the teacher and deaf children, and by participating in structured routines and activities. With support and modelling, they use Auslan for different functions such as greeting, thanking, apologising, asking and responding to questions, expressing wishes, likes or dislikes, following simple directions, and taking turns in games and simple shared learning activities. They learn to produce signed phrases independently using modelled language, for example by describing simple pictures.</p>        <p>          <b>Contexts of interaction</b></p>        <p>The primary context for interaction is the language classroom, with the Auslan teacher and classmates. Learners’ use of Auslan primarily relates to classroom routines and activities and to talking about their own life. Additional language enrichment may be gained through interactions with visitors from the Deaf community.</p>        <p>          <b>Texts and resources</b></p>        <p>Texts include filmed children’s stories and teacher-generated materials such as pictures or short descriptions. Learners watch live and filmed texts such as explanations. They respond to resources such as short video clips, or substitution or matching exercises, and produce texts such as conversations using formulaic language.</p>        <p>          <b>Features of Auslan use</b></p>        <p>Children in Foundation to Year 2 become familiar with all handshapes, movements and locations of single signs. They are learning to produce simple positive and negative statements with some time marking, and to use plain verbs or unmodified indicating verbs. They learn to describe familiar objects, animals or people using simple lexical adjectives and to depict the movement of people, animals and means of transport using an appropriate classifier handshape in an entity depicting sign. They are able to use simple handling and SASS depicting signs. They explore emotions through the use of NMFs, and begin to use NMFs for grammatical purposes in modelled language. They learn to use simple constructed action to represent the characteristics of a single animal or themselves or another. They learn the metalanguage of nouns, verbs and adjectives, and learn that signers can modify verbs to show the referents involved.</p>        <p>As children learn to adjust their language to suit different purposes and situations, they begin to understand how culture shapes language use. They compare how they feel when they use different languages and how they view different languages and people who use them. This introduction to the meta dimension of intercultural learning develops the ability to ‘decentre’, to consider different perspectives and ways of being, and to become aware of themselves as communicators and cultural participants.</p>        <p>          <b>Level of support</b></p>        <p>Support is provided through visual and tactile materials, such as pictures, objects and charts, and the use of gesture and modelling. The main source of support is the teacher’s talk, such as questions and statements, explanations, prompts, recycling of language, stories and feedback. Learners rely on modelled language and scaffolded tasks to create their own texts, for example, choosing signs to complete sentences or using pictures to sequence a story that has been told to them.</p>        <p>          <b>The role of English</b></p>        <p>Learners are encouraged to use Auslan whenever possible, with the teacher providing rich and supported language input. English is used as a medium of instruction and for explanation and discussion or in areas from the Understanding strand. This allows learners to talk about differences and similarities that they notice between Auslan and their first language(s) and culture(s), to ask questions about language and culture, to consider how they feel when they see or use Auslan.</p>      	|	<p>By the end of Year 2, students interact with teachers and each other to talk about themselves, their families, friends and immediate environment. They follow instructions to complete action-based activities such as signing games or transactional activities, using repeated constructions, gestures and affective non-manual features (NMFs). They interact in familiar classroom routines by responding to requests, such as <span class="asf" lang="asf">DS:line-up PLEASE, LOOK-AT-<sub>me</sub> PRO1</span>. Students ask and respond to simple questions and distinguish between statements and questions. They express likes, dislikes and feelings using lexical signs and affective NMFs. They recognise and produce fingerspelled names for roll call and games and produce modelled signs, phrases and sentence patterns in familiar contexts. They use culturally appropriate protocols, such as maintaining eye contact and responding to and gaining attention by waving or tapping a shoulder or table. They identify specific information in signed texts, such as the properties of colour, number, size or shape, and describe people and objects, for example, <span class="asf" lang="asf">PRO3 5-YEARS-OLD, PRO1 HAVE 2 BROTHER</span>, or <span class="asf" lang="asf">THAT BALL BIG</span>. Students demonstrate simple procedures using known signs, gestures, objects and list buoys. They recount and sequence shared events using familiar signs and visual prompts. They view short imaginative and expressive texts such as stories and nursery rhymes, demonstrating understanding through drawing, gesture, modelled signs or English. They use fixed handshapes in creative ways, for example to create amusing sequences of signs to enact movements, and portray characteristics through the use of constructed action. They identify similarities and differences in ways they interact when communicating in English and in Auslan.</p> <p>Students know that Auslan is a language in its own right, different from mime and gestures used in spoken languages. They know that eye contact is necessary for effective communication and that meaning is communicated visually through the use of whole signs, gestures or fingerspelling. They identify and categorise signs according to handshape and they recognise major types of path movements. They know that some signs link to the appearance of a referent, for example <span class="asf" lang="asf">PEN, HOUSE</span>, and that some words, such as proper nouns, are borrowed from English by fingerspelling and mouthing. They know that locations of signs can be modified to change meaning, for example when pointing to people. They recognise the importance of facial expression, eye gaze and other NMFs in a visual-gestural language and culture and know that sign order is flexible in Auslan.</p>
australia-f10-year3-languages-auslan	|	        <p>          <b>The nature of the learners</b></p>        <p>Learners at this level are developing their cognitive and social capabilities and their communicative repertoire in the language, as well as becoming increasingly aware of their social worlds and their membership of various groups, including their Auslan class. They are more independent and less egocentric, enjoying both competitive and cooperative activities. They are able to conceptualise and reason, and have better memory and focus. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning.</p>        <p>          <b>Auslan learning and use</b></p>        <p>Learners in this band engage in a range of activities in Auslan and share ideas about the language. They respond to teacher-generated questions about texts, participate in games and give brief presentations about topics such as family, pets, or a favourite game or object. They continue to build vocabulary for thinking and talking about school topics. The language used in routine activities is re-used and reinforced from lesson to lesson in different situations, making connections between what has been learnt and what is to be learnt. Learners follow instructions, watch stories and participate in creating short texts on topics relevant to their interests and enjoyment, such as family, pets, favourite activities or food. They recount experiences, interact with visitors, follow directions, negotiate roles in a group and retell important information.</p>        <p>          <b>Contexts of interaction</b></p>        <p>Learning occurs largely through interaction with peers and the teaching team in the language classroom and the broader school environment, with some sharing of their learning at home. They also have some access to the wider Deaf community and resources through virtual and digital technology. The familiarity and routine dimension of the classroom context provide scaffolding and opportunities for language practice and experimentation.</p>        <p>          <b>Texts and resources</b></p>        <p>Learners typically interact with teacher-generated materials, games and songs, and materials produced for learning Auslan, such as computer games or online videos. They may be exposed to texts developed for deaf children as a way of developing their cultural awareness.</p>        <p>          <b>Features of Auslan use</b></p>        <p>Learners at this stage are increasingly aware of differences between Auslan and English. They are developing a wide range of vocabulary and can use simple clause structures to generate their own ideas in structured tasks. They use depicting signs to talk about simple movements and shapes, and with support can represent the viewpoint of a single participant through constructed action. They begin modifying more indicating verbs for present referents and use specific time marking incorporating numerals in their recounts. They are learning to use NMFs to mark manner on verbs or to express negation. Students at this level explore cultural constructs and practices and the language associated with these. Metalinguistically, learners can describe differences between how to show or tell about an event, understand that adverbs modify verbs and that clauses contain what happened, who was involved and surrounding circumstances.</p>        <p>          <b>Level of support</b></p>        <p>The primary support for learners is the Auslan teacher, who provides instruction, explanation, examples, repetition, reinforcement and feedback. Learners create their own texts based on modelled language and teacher guidance. Form-focused activities, particularly those increasing metalinguistic awareness, build students’ grammatical knowledge and support the development of accuracy and control in Auslan. Tasks and activities are carefully scaffolded and resourced with supports such as pictures, flashcards, gestures, objects and multimedia. Discussion supports learning and develops learners’ conceptual frame for talking about systems of language and culture.</p>        <p>          <b>The role of English</b></p>        <p>Learners use Auslan for classroom routines and structured learning tasks, and for watching texts. They are supported by the teacher to notice and discuss aspects of Auslan and Deaf culture, and to compare Auslan to other known languages and cultures. English is used for class discussions when noticing, comparing and reflecting on both English and Auslan, as well as for accessing some printed material related to topics in the Understanding strand.</p>      	|	<p>By the end of Year 4, students participate in classroom routines and structured interactions with teachers and peers. They communicate about daily routines, interests and pastimes; recount personal experiences and classroom events; and describe people, experiences or activities using simple depicting signs, such as <span class="asf" lang="asf">DS:run-around-oval THEN DS:sit-in-circle</span>. They express preferences, follow directions and ask for clarification or help. They play games that involve making choices, exchanging information and negotiating turn-taking. They use non-manual features to indicate understanding, interest or lack of interest. They use culturally appropriate protocols, such as gaining attention by waving, tapping or pointing to alert third parties and maintain eye contact when communicating, for example <span class="asf" lang="asf">PRO2 MEAN</span> or <span class="asf" lang="asf">&hellip; RIGHT PRO1?</span> They identify, summarise/paraphrase and retell key points of information in signed texts such as announcements, directions for a game or presentations by visitors, for example <span class="asf" lang="asf">PRO1 FIRST YOUR-TURN</span>. They recount in correct sequence the main points of an event or favourite elements of a signed story, using modified indicating verbs, such as <span class="asf" lang="asf">POSS1 FAVOURITE PART PRO3 TAKE MONEY THEN RUN-</span><sub><span class="asf" lang="asf">that</span></sub> <sub><span class="asf" lang="asf">direction</span></sub>. They present routine class information, such as weather reports or daily schedules, using visual prompts and signed descriptions. They create their own simple imaginative texts and retell wordless animations using familiar signs, gestures, modelled language and visual supports. They translate high-frequency signs/words and expressions in simple texts. They reflect on their own cultural identity and ways of communicating in light of their experience of learning Auslan.</p> <p>Students compare fingerspelling with written English, noticing that it can be used for whole words or for parts of words. They recognise that there are signs that have no single English word equivalent, and know that signs can be displaced in space for different purposes, such as to show locations or different participants in a verb. They know that signing involves telling, depicting or enacting. They recognise variation in how Auslan is used, for example by recognising regional dialects and differences in signing space. They identify different ways Deaf community members communicate with each other and with members of the wider hearing community, for example, face to face, via technology, social media and interpreters. They know that culture is closely related to language and to identity and involves both visible and invisible elements.</p>
australia-f10-year4-languages-auslan	|	        <p>          <b>The nature of the learners</b></p>        <p>Learners at this level are developing their cognitive and social capabilities and their communicative repertoire in the language, as well as becoming increasingly aware of their social worlds and their membership of various groups, including their Auslan class. They are more independent and less egocentric, enjoying both competitive and cooperative activities. They are able to conceptualise and reason, and have better memory and focus. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning.</p>        <p>          <b>Auslan learning and use</b></p>        <p>Learners in this band engage in a range of activities in Auslan and share ideas about the language. They respond to teacher-generated questions about texts, participate in games and give brief presentations about topics such as family, pets, or a favourite game or object. They continue to build vocabulary for thinking and talking about school topics. The language used in routine activities is re-used and reinforced from lesson to lesson in different situations, making connections between what has been learnt and what is to be learnt. Learners follow instructions, watch stories and participate in creating short texts on topics relevant to their interests and enjoyment, such as family, pets, favourite activities or food. They recount experiences, interact with visitors, follow directions, negotiate roles in a group and retell important information.</p>        <p>          <b>Contexts of interaction</b></p>        <p>Learning occurs largely through interaction with peers and the teaching team in the language classroom and the broader school environment, with some sharing of their learning at home. They also have some access to the wider Deaf community and resources through virtual and digital technology. The familiarity and routine dimension of the classroom context provide scaffolding and opportunities for language practice and experimentation.</p>        <p>          <b>Texts and resources</b></p>        <p>Learners typically interact with teacher-generated materials, games and songs, and materials produced for learning Auslan, such as computer games or online videos. They may be exposed to texts developed for deaf children as a way of developing their cultural awareness.</p>        <p>          <b>Features of Auslan use</b></p>        <p>Learners at this stage are increasingly aware of differences between Auslan and English. They are developing a wide range of vocabulary and can use simple clause structures to generate their own ideas in structured tasks. They use depicting signs to talk about simple movements and shapes, and with support can represent the viewpoint of a single participant through constructed action. They begin modifying more indicating verbs for present referents and use specific time marking incorporating numerals in their recounts. They are learning to use NMFs to mark manner on verbs or to express negation. Students at this level explore cultural constructs and practices and the language associated with these. Metalinguistically, learners can describe differences between how to show or tell about an event, understand that adverbs modify verbs and that clauses contain what happened, who was involved and surrounding circumstances.</p>        <p>          <b>Level of support</b></p>        <p>The primary support for learners is the Auslan teacher, who provides instruction, explanation, examples, repetition, reinforcement and feedback. Learners create their own texts based on modelled language and teacher guidance. Form-focused activities, particularly those increasing metalinguistic awareness, build students’ grammatical knowledge and support the development of accuracy and control in Auslan. Tasks and activities are carefully scaffolded and resourced with supports such as pictures, flashcards, gestures, objects and multimedia. Discussion supports learning and develops learners’ conceptual frame for talking about systems of language and culture.</p>        <p>          <b>The role of English</b></p>        <p>Learners use Auslan for classroom routines and structured learning tasks, and for watching texts. They are supported by the teacher to notice and discuss aspects of Auslan and Deaf culture, and to compare Auslan to other known languages and cultures. English is used for class discussions when noticing, comparing and reflecting on both English and Auslan, as well as for accessing some printed material related to topics in the Understanding strand.</p>      	|	<p>By the end of Year 4, students participate in classroom routines and structured interactions with teachers and peers. They communicate about daily routines, interests and pastimes; recount personal experiences and classroom events; and describe people, experiences or activities using simple depicting signs, such as <span class="asf" lang="asf">DS:run-around-oval THEN DS:sit-in-circle</span>. They express preferences, follow directions and ask for clarification or help. They play games that involve making choices, exchanging information and negotiating turn-taking. They use non-manual features to indicate understanding, interest or lack of interest. They use culturally appropriate protocols, such as gaining attention by waving, tapping or pointing to alert third parties and maintain eye contact when communicating, for example <span class="asf" lang="asf">PRO2 MEAN</span> or <span class="asf" lang="asf">&hellip; RIGHT PRO1?</span> They identify, summarise/paraphrase and retell key points of information in signed texts such as announcements, directions for a game or presentations by visitors, for example <span class="asf" lang="asf">PRO1 FIRST YOUR-TURN</span>. They recount in correct sequence the main points of an event or favourite elements of a signed story, using modified indicating verbs, such as <span class="asf" lang="asf">POSS1 FAVOURITE PART PRO3 TAKE MONEY THEN RUN-</span><sub><span class="asf" lang="asf">that</span></sub> <sub><span class="asf" lang="asf">direction</span></sub>. They present routine class information, such as weather reports or daily schedules, using visual prompts and signed descriptions. They create their own simple imaginative texts and retell wordless animations using familiar signs, gestures, modelled language and visual supports. They translate high-frequency signs/words and expressions in simple texts. They reflect on their own cultural identity and ways of communicating in light of their experience of learning Auslan.</p> <p>Students compare fingerspelling with written English, noticing that it can be used for whole words or for parts of words. They recognise that there are signs that have no single English word equivalent, and know that signs can be displaced in space for different purposes, such as to show locations or different participants in a verb. They know that signing involves telling, depicting or enacting. They recognise variation in how Auslan is used, for example by recognising regional dialects and differences in signing space. They identify different ways Deaf community members communicate with each other and with members of the wider hearing community, for example, face to face, via technology, social media and interpreters. They know that culture is closely related to language and to identity and involves both visible and invisible elements.</p>
australia-f10-year5-languages-auslan	|	        <p>          <b>The nature of the learners</b></p>        <p>Learners at this level are expanding their social networks, experiences and communication repertoire in both their first language and Auslan. They continue to need guidance and participate in structured, collaborative tasks that both recycle and extend language. They are gaining greater independence and becoming more conscious of their peers and social context. They are gaining awareness of the world around them and of nature of the Deaf community in Australia. They notice similarities and differences between Auslan and Deaf culture and their own language(s) and culture(s).</p>        <p>          <b>Auslan learning and use</b></p>        <p>Learners use well-known phrases in Auslan to participate in classroom routines, presentations and structured conversations with the teacher and peers. They focus on aspects of their personal worlds and are introduced to content related to Auslan, the Deaf community and other learning areas. Learners develop their capability in Auslan through scaffolded tasks and texts such as descriptions and stories. They are learning to apply their knowledge of key signs and textual features to predict the meaning of unfamiliar language. They use modelled language to create texts such as narratives. They use Auslan to paraphrase; form questions to request information; interview others; plan, rehearse and deliver short presentations; and to compare interests and activities. They extend their language use by expressing ideas through expanding and connecting clauses.</p>        <p>          <b>Contexts of interaction</b></p>        <p>Learners use Auslan to interact with the teacher and their classmates, and may use technology to communicate with deaf peers in other contexts. Tasks are typically structured, collaborative and at times competitive, such as group performances, class displays or games. Language development and use are incorporated into collaborative and interactive learning experiences and activities. Learners may notice the use of Auslan in the community, such as in the media.</p>        <p>          <b>Texts and resources</b></p>        <p>Learners engage with a growing range of signers and videoed signed texts. They also engage with resources prepared by their teacher, including games, performances, presentations and language exercises. They may have additional access to Auslan and Deaf culture through resources created for the Australian Deaf community, such as children’s television programs, websites or video clips. In addition, they make use of texts from other signed languages that make extensive use of the ‘visual vernacular’.</p>        <p>          <b>Features of Auslan use</b></p>        <p>Learners are expanding their knowledge of vocabulary and sentence construction. With support, they use constructed action to show participants in a narrative, modify indicating verbs for non-present referents with increasing accuracy across a text, and use more complex entity depicting signs. Learners are developing a metalanguage for describing aspects of Auslan and how it is structured, such as how signers use different means to refer to things for cohesion in a text. They are increasingly aware of the connection between language and cultural practices and compare such connections to their own language and culture.</p>        <p>Discussion, reflection and explanation ensure the continued development of learners’ knowledge base and metalinguistic and intercultural capabilities. Understanding of the relationship between language, culture and identity is developed through guided investigation of how language features and expressions carry specific cultural meaning; through critical analysis of cultural stereotypes, attitudes and perspectives; and through exploration of issues related to personal and community identities. Students reflect on the relationship between language, culture and identity and how these affect communication and intercultural experience through the lens of their own bicultural experiences.</p>        <p>          <b>Level of support</b></p>        <p>Support provided by the teacher at this level includes explicit instruction, description, and comparison of Auslan and English; modelled language use and examples of texts; and feedback on and review of student work. Learning experiences incorporate implicit and explicit form-focused language learning activities and examples of texts and tasks. Learners need practice and guidance in using dictionaries, especially Signbank, and access to word charts, vocabulary lists and examples when translating and creating texts.</p>        <p>          <b>The role of English</b></p>        <p>Auslan is used for classroom routines and language learning tasks and may be used as the language of instruction for learning the content of other learning areas. The language of response varies according to task demands, with Auslan used primarily for communicating in structured and supported tasks and English for open-ended, comparative tasks that develop learners’ understanding of language and culture. English may also be used to research cultural issues where the source text is not available in Auslan.</p>      	|	<p>By the end of Year 6, students discuss aspects of their daily lives, social activities and school experience and respond to each other&rsquo;s comments. They describe relationships and characteristics of people and objects and express feelings and preferences, for example, <span class="asf" lang="asf">POSS1 FRIEND CHANGE OTHER SCHOOL PRO1 SAD</span>. They negotiate with each other to plan, organise and complete learning tasks and activities, using statements such as <span class="asf" lang="asf">PRO1 DON&rsquo;T-WANT DRAW, PRO1 WANT TAKE-PHOTO, THANKYOU PRO2 EXPLAIN CLEAR</span>, or <span class="asf" lang="asf">THAT FIRST IMPORTANT THAT SECOND</span>. They follow more complex instructions and directions involving several steps. They compare experiences, routines, interests and activities, using signs associated with time, sequence and location. They follow protocols when interacting with each other or with interpreters or visitors to the classroom, for example by interrupting conversations appropriately or providing context for a new participant joining a conversation. They paraphrase the content of selected signed texts, such as community announcements, and relay the information to others. They plan, rehearse and deliver short presentations, taking into account context, purpose and audience. They respond to creative and imaginative texts, for example by discussing ideas and characters, shadowing signed elements of theatrical or cinematographic texts that use handshapes, and by making connections with their own experiences. They create or reinterpret simple imaginative texts using elements of constructed action (CA), such as body shift, eye gaze and head orientation change. They modify non-manual features and lexical signs to indicate manner. They translate familiar texts from Auslan to English and vice versa, identifying which words or phrases require interpretation or explanation.</p> <p>Students discriminate between body-anchored and non-body-anchored signs, and recognise how non-body-anchored signs can modify their locations meaningfully. They know that the function of CA is to represent the words, thoughts or actions of a protagonist in a text, either themselves or others, and that spatial relationships between objects are typically expressed with depicting signs in Auslan. They understand different ways that English words are borrowed into Auslan and identify connections between Auslan and other signed languages, for example, BSL, ISL and ASL. They recognise the diversity of Auslan users in the community, including people who are deaf, hard of hearing, and hearing people such as CODAs or interpreters. Students recognise how Auslan has been transmitted across generations and describe different ways it has been documented and recorded, for example, by glossing and the use of technology such as ELAN. Students reflect on the ways culture is differently interpreted by others, for example by identifying how stereotypes about deaf and hearing people influence perceptions.</p>
australia-f10-year6-languages-auslan	|	        <p>          <b>The nature of the learners</b></p>        <p>Learners at this level are expanding their social networks, experiences and communication repertoire in both their first language and Auslan. They continue to need guidance and participate in structured, collaborative tasks that both recycle and extend language. They are gaining greater independence and becoming more conscious of their peers and social context. They are gaining awareness of the world around them and of nature of the Deaf community in Australia. They notice similarities and differences between Auslan and Deaf culture and their own language(s) and culture(s).</p>        <p>          <b>Auslan learning and use</b></p>        <p>Learners use well-known phrases in Auslan to participate in classroom routines, presentations and structured conversations with the teacher and peers. They focus on aspects of their personal worlds and are introduced to content related to Auslan, the Deaf community and other learning areas. Learners develop their capability in Auslan through scaffolded tasks and texts such as descriptions and stories. They are learning to apply their knowledge of key signs and textual features to predict the meaning of unfamiliar language. They use modelled language to create texts such as narratives. They use Auslan to paraphrase; form questions to request information; interview others; plan, rehearse and deliver short presentations; and to compare interests and activities. They extend their language use by expressing ideas through expanding and connecting clauses.</p>        <p>          <b>Contexts of interaction</b></p>        <p>Learners use Auslan to interact with the teacher and their classmates, and may use technology to communicate with deaf peers in other contexts. Tasks are typically structured, collaborative and at times competitive, such as group performances, class displays or games. Language development and use are incorporated into collaborative and interactive learning experiences and activities. Learners may notice the use of Auslan in the community, such as in the media.</p>        <p>          <b>Texts and resources</b></p>        <p>Learners engage with a growing range of signers and videoed signed texts. They also engage with resources prepared by their teacher, including games, performances, presentations and language exercises. They may have additional access to Auslan and Deaf culture through resources created for the Australian Deaf community, such as children’s television programs, websites or video clips. In addition, they make use of texts from other signed languages that make extensive use of the ‘visual vernacular’.</p>        <p>          <b>Features of Auslan use</b></p>        <p>Learners are expanding their knowledge of vocabulary and sentence construction. With support, they use constructed action to show participants in a narrative, modify indicating verbs for non-present referents with increasing accuracy across a text, and use more complex entity depicting signs. Learners are developing a metalanguage for describing aspects of Auslan and how it is structured, such as how signers use different means to refer to things for cohesion in a text. They are increasingly aware of the connection between language and cultural practices and compare such connections to their own language and culture.</p>        <p>Discussion, reflection and explanation ensure the continued development of learners’ knowledge base and metalinguistic and intercultural capabilities. Understanding of the relationship between language, culture and identity is developed through guided investigation of how language features and expressions carry specific cultural meaning; through critical analysis of cultural stereotypes, attitudes and perspectives; and through exploration of issues related to personal and community identities. Students reflect on the relationship between language, culture and identity and how these affect communication and intercultural experience through the lens of their own bicultural experiences.</p>        <p>          <b>Level of support</b></p>        <p>Support provided by the teacher at this level includes explicit instruction, description, and comparison of Auslan and English; modelled language use and examples of texts; and feedback on and review of student work. Learning experiences incorporate implicit and explicit form-focused language learning activities and examples of texts and tasks. Learners need practice and guidance in using dictionaries, especially Signbank, and access to word charts, vocabulary lists and examples when translating and creating texts.</p>        <p>          <b>The role of English</b></p>        <p>Auslan is used for classroom routines and language learning tasks and may be used as the language of instruction for learning the content of other learning areas. The language of response varies according to task demands, with Auslan used primarily for communicating in structured and supported tasks and English for open-ended, comparative tasks that develop learners’ understanding of language and culture. English may also be used to research cultural issues where the source text is not available in Auslan.</p>      	|	<p>By the end of Year 6, students discuss aspects of their daily lives, social activities and school experience and respond to each other&rsquo;s comments. They describe relationships and characteristics of people and objects and express feelings and preferences, for example, <span class="asf" lang="asf">POSS1 FRIEND CHANGE OTHER SCHOOL PRO1 SAD</span>. They negotiate with each other to plan, organise and complete learning tasks and activities, using statements such as <span class="asf" lang="asf">PRO1 DON&rsquo;T-WANT DRAW, PRO1 WANT TAKE-PHOTO, THANKYOU PRO2 EXPLAIN CLEAR</span>, or <span class="asf" lang="asf">THAT FIRST IMPORTANT THAT SECOND</span>. They follow more complex instructions and directions involving several steps. They compare experiences, routines, interests and activities, using signs associated with time, sequence and location. They follow protocols when interacting with each other or with interpreters or visitors to the classroom, for example by interrupting conversations appropriately or providing context for a new participant joining a conversation. They paraphrase the content of selected signed texts, such as community announcements, and relay the information to others. They plan, rehearse and deliver short presentations, taking into account context, purpose and audience. They respond to creative and imaginative texts, for example by discussing ideas and characters, shadowing signed elements of theatrical or cinematographic texts that use handshapes, and by making connections with their own experiences. They create or reinterpret simple imaginative texts using elements of constructed action (CA), such as body shift, eye gaze and head orientation change. They modify non-manual features and lexical signs to indicate manner. They translate familiar texts from Auslan to English and vice versa, identifying which words or phrases require interpretation or explanation.</p> <p>Students discriminate between body-anchored and non-body-anchored signs, and recognise how non-body-anchored signs can modify their locations meaningfully. They know that the function of CA is to represent the words, thoughts or actions of a protagonist in a text, either themselves or others, and that spatial relationships between objects are typically expressed with depicting signs in Auslan. They understand different ways that English words are borrowed into Auslan and identify connections between Auslan and other signed languages, for example, BSL, ISL and ASL. They recognise the diversity of Auslan users in the community, including people who are deaf, hard of hearing, and hearing people such as CODAs or interpreters. Students recognise how Auslan has been transmitted across generations and describe different ways it has been documented and recorded, for example, by glossing and the use of technology such as ELAN. Students reflect on the ways culture is differently interpreted by others, for example by identifying how stereotypes about deaf and hearing people influence perceptions.</p>
australia-f10-year7-languages-auslan	|	        <p>          <b>The nature of the learners</b></p>        <p>The transition to secondary schooling involves social and academic demands that coincide with a period of maturational and physical change. Learners are adjusting to a new school culture with sharper divisions between curriculum areas. There is a need for continuity through change in relation to their language learning. Students in this pathway are continuing to study Auslan, bringing with them a capability to communicate, with some assistance, about their immediate world and the Deaf community. They have experience in analysing the major features of the language system and in considering intercultural exchanges, including their role in these. However, learners at this level may find themselves in classes that include learners with a range of previous experience with Auslan and Deaf culture. A multilevel and differentiated approach to teaching and task design responds to this diversity of prior experience.</p>        <p>At this level, students bring a range of learning strategies to their language learning. They are increasingly aware of the world beyond their own and are engaging with broader issues of youth and society, land and environment, education and identity, while establishing a balance between increasing personal independence and social responsibilities. They are considering their future pathways and choices, including how Auslan might be part of these.</p>        <p>          <b>Auslan learning and use</b></p>        <p>Learners interact using Auslan in classroom routines and communicative tasks. They use Auslan to compare and contrast, sign instructions, problem-solve, make announcements, persuade, and recount experiences in increasing detail. They are able to express their feelings and emotions creatively in Auslan.</p>        <p>          <b>Contexts of interaction</b></p>        <p>The primary context for learning remains the Auslan class; however, there may be opportunities for interacting with deaf students from other schools and with other learners of Auslan, for example through technology and sister-school relationships. Learners may be exposed to Auslan signers from the Deaf community through visiting speakers, media and community events.</p>        <p>          <b>Texts and resources</b></p>        <p>Learners engage with a range of increasingly complex live and digital signed texts designed for learning Auslan in school. Authentic texts created for Deaf people, such as websites, provide extra opportunities to extend understanding of language and culture. Texts come from a range of domains or genres, such as community announcements, vlogs and stories, and serve a variety of purposes, such as informative, transactional, communicative, imaginative and expressive. The Deaf community is the most important resource for learning because it is the origin of most of the texts and communicative situations engaged with by learners.</p>        <p>          <b>Features of Auslan use</b></p>        <p>Learners are extending their grammatical knowledge, such as how language structures and features are used in texts. They are using more elaborate sentence structures, including conjoining clauses, and are increasingly making their texts cohesive by setting up and maintaining referents in signing space. Learners are exploring non-manual features (NMFs) and their relationship with clause types, and are beginning to use constructed action to represent multiple participants in a text. They are increasingly aware of connections between language and culture, comparing them to concepts in their own language and culture. They are learning to reflect on their own language and culture and on how identity impacts on intercultural experiences.</p>        <p>          <b>Level of support</b></p>        <p>Particular support is required at this stage of learning to manage the transition to secondary schooling and to encourage continued engagement with language learning. Opportunities to review and consolidate prior learning are balanced against provision of engaging and relevant new experiences and tasks that are more challenging. Learners require modelled language use and explicit instruction in grammatical knowledge, with comparison between English and Auslan. They need support in using dictionaries, particularly in determining base signs and choosing appropriate meanings for the context. Learners continue to access visual glossaries, charts and examples to support their receptive and productive language use. The teacher continues to provide implicit and explicit modelling and scaffolding in relation to meaningful language use in a range of contexts, and explicit instruction and explanation in relation to language structures, grammatical functions, vocabulary and abstract cultural concepts. Learners at this level are encouraged to self-monitor, for example, by keeping records of feedback and through peer support, and to self-review and adjust language in response to their experiences in different contexts.</p>        <p>          <b>The role of English</b></p>        <p>Auslan is used for classroom interaction, language learning tasks and experiences, and, with support, reflection on learning. Auslan may also be used for learning new content drawn from other learning areas. English is used for analysis, comparison and reflection in relation to abstract concepts and more substantive discussion. English may also be used to research cultural issues where a source text is not available in Auslan. Learners continue to develop a metalanguage for thinking and talking about language, culture, identity and about the experience of learning and using Auslan.</p>      	|	        <p>By the end of Year 8, students use Auslan to interact and to exchange information, experiences, interests and opinions with teachers, peers and others. They initiate and maintain conversations and use strategies such as fingerspelling to replace unknown signs to support continued interaction, such as <span lang="asf" class="asf">PRO2 MEAN [FINGERSPELL]?</span> They engage in different processes of collaborative learning, including planning, negotiating, and problem-solving, using familiar and some spontaneous language, for example <span lang="asf" class="asf">PRO1 AGREE-NOT, PRO1 THINK DIFFERENT</span>. Students participate in class discussions, explaining and clarifying positions, asking follow-up questions, using non-manual features (NMFs) for topicalisation or negation. They use appropriate protocols to join or leave conversations, for example, waiting for eye gaze or for the signer to finish, not asking for a full recount when arriving mid-conversation, and providing context for a new participant joining a conversation. Students locate, interpret and analyse information from a variety of texts, such as signed announcements, interviews or media reports, using context and familiar language to work out unfamiliar meaning. They demonstrate understanding of different types of signed texts by paraphrasing, summarising and explaining main ideas, key themes or sequences of events. They interpret different types of creative and imaginative texts, such as Deaf performances or expressive art forms, describing and comparing their responses. They plan, draft and present informative and imaginative texts, linking and sequencing ideas using connectives, such as <span lang="asf" class="asf">BUT, WHEN or WELL</span>, and strategies such as repetition, stress and pausing for emphasis. They create bilingual texts to use in the wider school community, for example by captioning short stories, poems or interviews with members of the Deaf community. Students reflect on how their own ways of communicating may be interpreted when interacting with deaf people; and they modify elements of their behaviour such as eye contact, facial expression or body language as appropriate.</p>        <p>Students identify and describe the different types of NMFs, and understand their function and how they interact with clause type. They identify iconic signs and discuss how these match their referents, such as <span lang="asf" class="asf">COMPUTER-MOUSE</span>. They understand how handshape and movement represent different things in each type of depicting sign (DS). They identify and categorise instances of signers using spatial modifications to signs and know that signs can be iconic in a number of ways. They analyse clauses to see where signers create composite utterances with elements of constructed action (CA), DSs, points and fully-lexical signs in the same utterance. They recognise that Auslan is constantly evolving and changing, for example, by identifying changes to Auslan that reflect changes in social relationships, community attitudes and changing technology. They understand that the most unifying factor of the Deaf community is the use of Auslan. Students reflect on how all ways of language use are influenced by communities’ world views and identities, for example by comparing the cultural concept of Deaf identity with the medical model of deafness.</p>      
australia-f10-year8-languages-auslan	|	        <p>          <b>The nature of the learners</b></p>        <p>The transition to secondary schooling involves social and academic demands that coincide with a period of maturational and physical change. Learners are adjusting to a new school culture with sharper divisions between curriculum areas. There is a need for continuity through change in relation to their language learning. Students in this pathway are continuing to study Auslan, bringing with them a capability to communicate, with some assistance, about their immediate world and the Deaf community. They have experience in analysing the major features of the language system and in considering intercultural exchanges, including their role in these. However, learners at this level may find themselves in classes that include learners with a range of previous experience with Auslan and Deaf culture. A multilevel and differentiated approach to teaching and task design responds to this diversity of prior experience.</p>        <p>At this level, students bring a range of learning strategies to their language learning. They are increasingly aware of the world beyond their own and are engaging with broader issues of youth and society, land and environment, education and identity, while establishing a balance between increasing personal independence and social responsibilities. They are considering their future pathways and choices, including how Auslan might be part of these.</p>        <p>          <b>Auslan learning and use</b></p>        <p>Learners interact using Auslan in classroom routines and communicative tasks. They use Auslan to compare and contrast, sign instructions, problem-solve, make announcements, persuade, and recount experiences in increasing detail. They are able to express their feelings and emotions creatively in Auslan.</p>        <p>          <b>Contexts of interaction</b></p>        <p>The primary context for learning remains the Auslan class; however, there may be opportunities for interacting with deaf students from other schools and with other learners of Auslan, for example through technology and sister-school relationships. Learners may be exposed to Auslan signers from the Deaf community through visiting speakers, media and community events.</p>        <p>          <b>Texts and resources</b></p>        <p>Learners engage with a range of increasingly complex live and digital signed texts designed for learning Auslan in school. Authentic texts created for Deaf people, such as websites, provide extra opportunities to extend understanding of language and culture. Texts come from a range of domains or genres, such as community announcements, vlogs and stories, and serve a variety of purposes, such as informative, transactional, communicative, imaginative and expressive. The Deaf community is the most important resource for learning because it is the origin of most of the texts and communicative situations engaged with by learners.</p>        <p>          <b>Features of Auslan use</b></p>        <p>Learners are extending their grammatical knowledge, such as how language structures and features are used in texts. They are using more elaborate sentence structures, including conjoining clauses, and are increasingly making their texts cohesive by setting up and maintaining referents in signing space. Learners are exploring non-manual features (NMFs) and their relationship with clause types, and are beginning to use constructed action to represent multiple participants in a text. They are increasingly aware of connections between language and culture, comparing them to concepts in their own language and culture. They are learning to reflect on their own language and culture and on how identity impacts on intercultural experiences.</p>        <p>          <b>Level of support</b></p>        <p>Particular support is required at this stage of learning to manage the transition to secondary schooling and to encourage continued engagement with language learning. Opportunities to review and consolidate prior learning are balanced against provision of engaging and relevant new experiences and tasks that are more challenging. Learners require modelled language use and explicit instruction in grammatical knowledge, with comparison between English and Auslan. They need support in using dictionaries, particularly in determining base signs and choosing appropriate meanings for the context. Learners continue to access visual glossaries, charts and examples to support their receptive and productive language use. The teacher continues to provide implicit and explicit modelling and scaffolding in relation to meaningful language use in a range of contexts, and explicit instruction and explanation in relation to language structures, grammatical functions, vocabulary and abstract cultural concepts. Learners at this level are encouraged to self-monitor, for example, by keeping records of feedback and through peer support, and to self-review and adjust language in response to their experiences in different contexts.</p>        <p>          <b>The role of English</b></p>        <p>Auslan is used for classroom interaction, language learning tasks and experiences, and, with support, reflection on learning. Auslan may also be used for learning new content drawn from other learning areas. English is used for analysis, comparison and reflection in relation to abstract concepts and more substantive discussion. English may also be used to research cultural issues where a source text is not available in Auslan. Learners continue to develop a metalanguage for thinking and talking about language, culture, identity and about the experience of learning and using Auslan.</p>      	|	        <p>By the end of Year 8, students use Auslan to interact and to exchange information, experiences, interests and opinions with teachers, peers and others. They initiate and maintain conversations and use strategies such as fingerspelling to replace unknown signs to support continued interaction, such as <span lang="asf" class="asf">PRO2 MEAN [FINGERSPELL]?</span> They engage in different processes of collaborative learning, including planning, negotiating, and problem-solving, using familiar and some spontaneous language, for example <span lang="asf" class="asf">PRO1 AGREE-NOT, PRO1 THINK DIFFERENT</span>. Students participate in class discussions, explaining and clarifying positions, asking follow-up questions, using non-manual features (NMFs) for topicalisation or negation. They use appropriate protocols to join or leave conversations, for example, waiting for eye gaze or for the signer to finish, not asking for a full recount when arriving mid-conversation, and providing context for a new participant joining a conversation. Students locate, interpret and analyse information from a variety of texts, such as signed announcements, interviews or media reports, using context and familiar language to work out unfamiliar meaning. They demonstrate understanding of different types of signed texts by paraphrasing, summarising and explaining main ideas, key themes or sequences of events. They interpret different types of creative and imaginative texts, such as Deaf performances or expressive art forms, describing and comparing their responses. They plan, draft and present informative and imaginative texts, linking and sequencing ideas using connectives, such as <span lang="asf" class="asf">BUT, WHEN or WELL</span>, and strategies such as repetition, stress and pausing for emphasis. They create bilingual texts to use in the wider school community, for example by captioning short stories, poems or interviews with members of the Deaf community. Students reflect on how their own ways of communicating may be interpreted when interacting with deaf people; and they modify elements of their behaviour such as eye contact, facial expression or body language as appropriate.</p>        <p>Students identify and describe the different types of NMFs, and understand their function and how they interact with clause type. They identify iconic signs and discuss how these match their referents, such as <span lang="asf" class="asf">COMPUTER-MOUSE</span>. They understand how handshape and movement represent different things in each type of depicting sign (DS). They identify and categorise instances of signers using spatial modifications to signs and know that signs can be iconic in a number of ways. They analyse clauses to see where signers create composite utterances with elements of constructed action (CA), DSs, points and fully-lexical signs in the same utterance. They recognise that Auslan is constantly evolving and changing, for example, by identifying changes to Auslan that reflect changes in social relationships, community attitudes and changing technology. They understand that the most unifying factor of the Deaf community is the use of Auslan. Students reflect on how all ways of language use are influenced by communities’ world views and identities, for example by comparing the cultural concept of Deaf identity with the medical model of deafness.</p>      
australia-f10-year9-languages-auslan	|	        <p>          <b>The nature of the learners</b></p>        <p>This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more deductively with language and culture systems, to apply more intentional learning strategies and to reflect productively on their learning. Motivation and engagement with language learning and use are influenced by peer-group dynamics, personal interests and values, and issues related to self-concept. The role of language is central to this process and is reflected in the degree to which learners define themselves as members of language communities, how they position themselves in relation to peer groups, and choices they make in relation to linguistic and social practices. These processes are fluid and context-responsive and impact on learners’ engagement with Auslan and English language learning. Learners at this level are increasingly aware of the world beyond their own and are engaging with youth, social and environmental issues. They are considering their future pathways and choices, including how Auslan could be part of these. They require guidance in their learning, but are increasingly autonomous and capable of independent reflection and analysis, including of their intercultural experience of learning Auslan.</p>        <p>          <b>Auslan learning and use</b></p>        <p>Learners engage with a range of texts in Auslan. They participate individually and in groups in tasks and learning experiences, such as explaining or justifying positions, elaborating opinions, and giving and receiving multistep instructions. They create signed narratives and summarise and critically examine viewed texts. They participate in presentations, conversations, narration and interviews, sometimes with preparation and sometimes spontaneously. Learners acquire skills in analysing and translating increasingly complex texts.</p>        <p>          <b>Contexts of interaction</b></p>        <p>Learners interact with teachers and peers and members of the Deaf community in real-life situations or via online technologies. They may also encounter Auslan in the wider community, such as in the media, at film festivals or community events, or via interactions with guest speakers.</p>        <p>          <b>Texts and resources</b></p>        <p>Learners use a wide range of texts designed for language learning, such as teacher-generated materials and online resources, and their learning is enriched by exposure to a range of authentic texts from the Deaf community, such as websites, films or stories.</p>        <p>          <b>Features of Auslan use</b></p>        <p>Learners extend their grammatical knowledge and metalanguage while beginning to explore more nuanced features of Auslan. They use strategies to initiate and sustain conversations, using more elaborate sentence structures such as embedding clauses. They can identify and describe some metaphorical iconicity. They can create more detailed narratives with appropriate use of non-manual features (NMFs) to express characters and perspectives, understanding and using both character and observer space. They consider connections between language and culture, and make comparisons with their own language and culture. They consider language variation, for example through exposure to other dialects in the BANZSL family.</p>        <p>          <b>Level of support</b></p>        <p>While learners are increasingly autonomous during communicative interactions, continued support such as provision of rich language input and modelled language is needed to consolidate and sustain language development. The teacher provides implicit and explicit modelling and scaffolding in relation to meaningful language use in a range of contexts, situations and learning experiences, and explicit instruction and explanation in relation to complex structures, grammatical functions and abstract concepts and vocabulary. Provision of opportunities to discuss, clarify, rehearse and apply their knowledge is critical in consolidating knowledge and skills and developing autonomy. Learners are encouraged to self-monitor, for example, by keeping records of feedback, through peer support and self-review. They are increasingly aware of and responsible for their own learning, working independently to address their needs, for example by accessing technologies to memorise, learn and expand their language repertoire. They continue to access Signbank and use graphic organisers, modelled texts, dictionaries and teacher feedback to interpret and create texts. They keep records of their learning, for example through creating video journals or folios, using these to record and reflect on their language learning and intercultural experiences.</p>        <p>          <b>The role of English</b></p>        <p>Learners and teachers use Auslan as the primary medium of interaction in language-oriented and an increasing amount of content-oriented learning experiences. English provides a basis for linguistic and cultural comparison. English is also the medium used for expressing experiences, abstract ideas and personal views at a level beyond learners’ Auslan capabilities, such as justifying a position on a social issue or exploring linguistic and cultural practices. English may be used with Auslan to conduct research projects, such as investigating social issues or cultural practices, when source materials in Auslan are unavailable. It is also used in translating, and in bilingual communication. Learners are supported to reflect on the different roles English and Auslan play in their academic work and in their conceptual development.</p>      	|	        <p>By the end of Year 10, students use Auslan to build relationships and to initiate, sustain and extend interactions with teachers, peers and contacts in the wider community. They engage in debate and discuss aspirations and social issues, explaining and justifying positions and elaborating opinions using expressions such as <span lang="asf" class="asf">NEVER THOUGHT YEAH-RIGHT</span>. Students use strategies to support discussion, such as self-correction, rephrasing or elaborating if not understood. They use smooth and fluent fingerspelling. They use spontaneous language to participate in activities and learning experiences that involve collaborating, planning, organising, negotiating and taking action. They use modal verbs and non-manual features (NMFs) to express possibility, obligation and ability, such as <span lang="asf" class="asf">PRO1 MAYBE SEE THAT MOVIE</span> or <span lang="asf" class="asf">PRETEND PRO2 DEAF….</span> Students use culturally appropriate norms, skills and protocols when engaging with and learning from Deaf people and the Deaf community, for example, waiting to be introduced to new people and knowing how to introduce themselves as second language Auslan learners. They analyse, synthesise and evaluate information from a range of signed sources, summarising key ideas and specified points of information. They predict the meaning of unfamiliar signs and expressions from context and their knowledge of depicting conventions. They compare responses to creative texts such as Deaf poetry, Deaf art and signed narratives. Students demonstrate understanding of Auslan and Deaf culture, for example by preparing and delivering presentations or signed narratives on social and cultural issues, community initiatives and lifestyles. They build cohesion and complexity in texts by using fully-lexical connectives such as IF, THEN and/or NMFs to link clauses. They use constructed action (CA) to show different points of view. Students demonstrate culturally appropriate and ethical behaviour when interpreting and translating texts and consider potential consequences of inaccurate interpreting. They describe how they feel and behave when communicating in a visual world, for example by discussing how the experience fits with their sense of self. They reflect on the role of Auslan in connecting and building Deaf identity.</p>        <p>Students recognise and explain different ways that signers represent signing space, such as character or observer space. They understand and use depicting signs and CA in complex ways to create composite utterances. They investigate variation in the use of Auslan, explaining influences such as geographical location, social groupings and history, educational experience, the age of learners, family background and degree of contact with Signed English or other languages. They make comparisons between the ecologies of Auslan and those of signed languages in other countries, taking account of issues such as languages policy and rights, advocacy, language reform and language vitality. They identify factors that help to maintain and strengthen the use of Auslan, such as intergenerational contact and bilingual school programs. Students know that Auslan plays an important role in the expression and maintenance of Deaf culture and in assuring the rights of every deaf person.</p>      
australia-f10-year10-languages-auslan	|	        <p>          <b>The nature of the learners</b></p>        <p>This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more deductively with language and culture systems, to apply more intentional learning strategies and to reflect productively on their learning. Motivation and engagement with language learning and use are influenced by peer-group dynamics, personal interests and values, and issues related to self-concept. The role of language is central to this process and is reflected in the degree to which learners define themselves as members of language communities, how they position themselves in relation to peer groups, and choices they make in relation to linguistic and social practices. These processes are fluid and context-responsive and impact on learners’ engagement with Auslan and English language learning. Learners at this level are increasingly aware of the world beyond their own and are engaging with youth, social and environmental issues. They are considering their future pathways and choices, including how Auslan could be part of these. They require guidance in their learning, but are increasingly autonomous and capable of independent reflection and analysis, including of their intercultural experience of learning Auslan.</p>        <p>          <b>Auslan learning and use</b></p>        <p>Learners engage with a range of texts in Auslan. They participate individually and in groups in tasks and learning experiences, such as explaining or justifying positions, elaborating opinions, and giving and receiving multistep instructions. They create signed narratives and summarise and critically examine viewed texts. They participate in presentations, conversations, narration and interviews, sometimes with preparation and sometimes spontaneously. Learners acquire skills in analysing and translating increasingly complex texts.</p>        <p>          <b>Contexts of interaction</b></p>        <p>Learners interact with teachers and peers and members of the Deaf community in real-life situations or via online technologies. They may also encounter Auslan in the wider community, such as in the media, at film festivals or community events, or via interactions with guest speakers.</p>        <p>          <b>Texts and resources</b></p>        <p>Learners use a wide range of texts designed for language learning, such as teacher-generated materials and online resources, and their learning is enriched by exposure to a range of authentic texts from the Deaf community, such as websites, films or stories.</p>        <p>          <b>Features of Auslan use</b></p>        <p>Learners extend their grammatical knowledge and metalanguage while beginning to explore more nuanced features of Auslan. They use strategies to initiate and sustain conversations, using more elaborate sentence structures such as embedding clauses. They can identify and describe some metaphorical iconicity. They can create more detailed narratives with appropriate use of non-manual features (NMFs) to express characters and perspectives, understanding and using both character and observer space. They consider connections between language and culture, and make comparisons with their own language and culture. They consider language variation, for example through exposure to other dialects in the BANZSL family.</p>        <p>          <b>Level of support</b></p>        <p>While learners are increasingly autonomous during communicative interactions, continued support such as provision of rich language input and modelled language is needed to consolidate and sustain language development. The teacher provides implicit and explicit modelling and scaffolding in relation to meaningful language use in a range of contexts, situations and learning experiences, and explicit instruction and explanation in relation to complex structures, grammatical functions and abstract concepts and vocabulary. Provision of opportunities to discuss, clarify, rehearse and apply their knowledge is critical in consolidating knowledge and skills and developing autonomy. Learners are encouraged to self-monitor, for example, by keeping records of feedback, through peer support and self-review. They are increasingly aware of and responsible for their own learning, working independently to address their needs, for example by accessing technologies to memorise, learn and expand their language repertoire. They continue to access Signbank and use graphic organisers, modelled texts, dictionaries and teacher feedback to interpret and create texts. They keep records of their learning, for example through creating video journals or folios, using these to record and reflect on their language learning and intercultural experiences.</p>        <p>          <b>The role of English</b></p>        <p>Learners and teachers use Auslan as the primary medium of interaction in language-oriented and an increasing amount of content-oriented learning experiences. English provides a basis for linguistic and cultural comparison. English is also the medium used for expressing experiences, abstract ideas and personal views at a level beyond learners’ Auslan capabilities, such as justifying a position on a social issue or exploring linguistic and cultural practices. English may be used with Auslan to conduct research projects, such as investigating social issues or cultural practices, when source materials in Auslan are unavailable. It is also used in translating, and in bilingual communication. Learners are supported to reflect on the different roles English and Auslan play in their academic work and in their conceptual development.</p>      	|	        <p>By the end of Year 10, students use Auslan to build relationships and to initiate, sustain and extend interactions with teachers, peers and contacts in the wider community. They engage in debate and discuss aspirations and social issues, explaining and justifying positions and elaborating opinions using expressions such as <span lang="asf" class="asf">NEVER THOUGHT YEAH-RIGHT</span>. Students use strategies to support discussion, such as self-correction, rephrasing or elaborating if not understood. They use smooth and fluent fingerspelling. They use spontaneous language to participate in activities and learning experiences that involve collaborating, planning, organising, negotiating and taking action. They use modal verbs and non-manual features (NMFs) to express possibility, obligation and ability, such as <span lang="asf" class="asf">PRO1 MAYBE SEE THAT MOVIE</span> or <span lang="asf" class="asf">PRETEND PRO2 DEAF….</span> Students use culturally appropriate norms, skills and protocols when engaging with and learning from Deaf people and the Deaf community, for example, waiting to be introduced to new people and knowing how to introduce themselves as second language Auslan learners. They analyse, synthesise and evaluate information from a range of signed sources, summarising key ideas and specified points of information. They predict the meaning of unfamiliar signs and expressions from context and their knowledge of depicting conventions. They compare responses to creative texts such as Deaf poetry, Deaf art and signed narratives. Students demonstrate understanding of Auslan and Deaf culture, for example by preparing and delivering presentations or signed narratives on social and cultural issues, community initiatives and lifestyles. They build cohesion and complexity in texts by using fully-lexical connectives such as IF, THEN and/or NMFs to link clauses. They use constructed action (CA) to show different points of view. Students demonstrate culturally appropriate and ethical behaviour when interpreting and translating texts and consider potential consequences of inaccurate interpreting. They describe how they feel and behave when communicating in a visual world, for example by discussing how the experience fits with their sense of self. They reflect on the role of Auslan in connecting and building Deaf identity.</p>        <p>Students recognise and explain different ways that signers represent signing space, such as character or observer space. They understand and use depicting signs and CA in complex ways to create composite utterances. They investigate variation in the use of Auslan, explaining influences such as geographical location, social groupings and history, educational experience, the age of learners, family background and degree of contact with Signed English or other languages. They make comparisons between the ecologies of Auslan and those of signed languages in other countries, taking account of issues such as languages policy and rights, advocacy, language reform and language vitality. They identify factors that help to maintain and strengthen the use of Auslan, such as intergenerational contact and bilingual school programs. Students know that Auslan plays an important role in the expression and maintenance of Deaf culture and in assuring the rights of every deaf person.</p>      
australia-f10-foundation-languages-chinese	|	<p><strong>The nature of the learners</strong></p>  <p>Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically, they have little to no experience of Chinese language and culture.</p>  <p><strong>Chinese language learning and use</strong></p>  <p>The systems of writing and speaking in Chinese are distinct. The sights and sounds of Chinese are also quite distinct from English. Students therefore are immersed as much as possible in the sounds and spoken words of Chinese, the meaning of which is made clear through participation in active listening and action-related talk, gestures, dramatisation and games. Students are introduced to common characters associated with routines and their immediate experience, and draw on explicit models to communicate.</p>  <p><strong>Contexts</strong> <strong> of interaction</strong></p>  <p>Students socialise in structured situations and activities in the classroom and at school, with a focus on topics such as self, home, family, and daily routines. They begin to explore Chinese language and culture by participating in experiences such as celebrations; where relevant, they identify similarities and differences between Chinese culture and their own and other cultures.</p>  <p><strong>Texts and resources</strong></p>  <p>Students engage with a variety of texts and text modes, including picture and caption books, songs, cartoons and movies. They hear the different sounds of Chinese in stimulus material such as stories read aloud, multimedia resources and internet sites.</p>  <p><strong>Features of Chinese language use</strong></p>  <p>Learners are immersed in listening to, viewing and reading Chinese. They become aware of Chinese as an alternative code to English and that other languages exist within their own classroom, their country and overseas. They begin to recognise the importance of tone in Chinese speech and observe that the sounds of Chinese can be encoded in Pinyin using familiar letters. Students view characters through appropriate text types that may be glossed in Pinyin. They learn to recognise characters that represent familiar objects and ideas and convey significant cultural meanings.</p>  <p><strong>Level of support </strong></p>  <p>Visual displays, gesture, and specific and concrete contextual clues are continuously used to support understanding. Teachers model correct language use, which provides the main source of students&rsquo; development in Chinese. Learners will experiment with various software and technologies as communication tools.</p>  <p><strong>The role of English</strong></p>  <p>English is used by teachers and learners as appropriate for clarification, reflection, questioning and explanation, to support learners to comprehend and acquire Chinese.</p>	|	        <p>By the end of Year 2, students use spoken and written Chinese to communicate with teachers and peers. They participate in structured and routine interactions, such as using <span lang="zh">谢谢， 再见， 请</span>, using learnt sounds, formulaic phrases, and verbal and non-verbal responses. They respond to and receive information, for example, <span lang="zh">你好， 你好吗？</span> They follow simple instructions, including <span lang="zh">排队， 请坐， 不要说话..</span> They use the four tones of Chinese but not always with accuracy. Students respond to short predictable imaginative and informative texts, expressing simple likes and dislikes (<span lang="zh">喜欢， 不喜欢</span>). They can match characters to the meanings and sounds of familiar words, including numbers (<span lang="zh">八…</span>), colours (<span lang="zh">红…</span>) and family members (<span lang="zh">爸爸， 妈妈</span>). Students use strategies such as imitation and basic contextual cues for comprehension. They create simple informative and imaginative texts by selecting and practising learnt characters and familiar words and phrases to describe, list, label and caption. </p>        <p>Students recognise that Chinese is a major language in Australia. They identify its distinctive systems of writing and speaking. They recognise the tonal nature of Chinese and know that characters are formed by strokes. Students differentiate between the Pinyin and characters associated with familiar objects in their immediate environment. They recognise the use of tone marks in Pinyin. They are aware of the word order of simple sentences. They recognise the conventions for using Chinese to communicate with family, friends and teachers. They recognise the similarities and differences between Chinese and Australian contexts, language and culture. They can identify themselves as learners of languages.</p>      
australia-f10-year1-languages-chinese	|	<p><strong>The nature of the learners</strong></p>  <p>Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically, they have little to no experience of Chinese language and culture.</p>  <p><strong>Chinese language learning and use</strong></p>  <p>The systems of writing and speaking in Chinese are distinct. The sights and sounds of Chinese are also quite distinct from English. Students therefore are immersed as much as possible in the sounds and spoken words of Chinese, the meaning of which is made clear through participation in active listening and action-related talk, gestures, dramatisation and games. Students are introduced to common characters associated with routines and their immediate experience, and draw on explicit models to communicate.</p>  <p><strong>Contexts</strong> <strong> of interaction</strong></p>  <p>Students socialise in structured situations and activities in the classroom and at school, with a focus on topics such as self, home, family, and daily routines. They begin to explore Chinese language and culture by participating in experiences such as celebrations; where relevant, they identify similarities and differences between Chinese culture and their own and other cultures.</p>  <p><strong>Texts and resources</strong></p>  <p>Students engage with a variety of texts and text modes, including picture and caption books, songs, cartoons and movies. They hear the different sounds of Chinese in stimulus material such as stories read aloud, multimedia resources and internet sites.</p>  <p><strong>Features of Chinese language use</strong></p>  <p>Learners are immersed in listening to, viewing and reading Chinese. They become aware of Chinese as an alternative code to English and that other languages exist within their own classroom, their country and overseas. They begin to recognise the importance of tone in Chinese speech and observe that the sounds of Chinese can be encoded in Pinyin using familiar letters. Students view characters through appropriate text types that may be glossed in Pinyin. They learn to recognise characters that represent familiar objects and ideas and convey significant cultural meanings.</p>  <p><strong>Level of support </strong></p>  <p>Visual displays, gesture, and specific and concrete contextual clues are continuously used to support understanding. Teachers model correct language use, which provides the main source of students&rsquo; development in Chinese. Learners will experiment with various software and technologies as communication tools.</p>  <p><strong>The role of English</strong></p>  <p>English is used by teachers and learners as appropriate for clarification, reflection, questioning and explanation, to support learners to comprehend and acquire Chinese.</p>	|	        <p>By the end of Year 2, students use spoken and written Chinese to communicate with teachers and peers. They participate in structured and routine interactions, such as using <span lang="zh">谢谢， 再见， 请</span>, using learnt sounds, formulaic phrases, and verbal and non-verbal responses. They respond to and receive information, for example, <span lang="zh">你好， 你好吗？</span> They follow simple instructions, including <span lang="zh">排队， 请坐， 不要说话..</span> They use the four tones of Chinese but not always with accuracy. Students respond to short predictable imaginative and informative texts, expressing simple likes and dislikes (<span lang="zh">喜欢， 不喜欢</span>). They can match characters to the meanings and sounds of familiar words, including numbers (<span lang="zh">八…</span>), colours (<span lang="zh">红…</span>) and family members (<span lang="zh">爸爸， 妈妈</span>). Students use strategies such as imitation and basic contextual cues for comprehension. They create simple informative and imaginative texts by selecting and practising learnt characters and familiar words and phrases to describe, list, label and caption. </p>        <p>Students recognise that Chinese is a major language in Australia. They identify its distinctive systems of writing and speaking. They recognise the tonal nature of Chinese and know that characters are formed by strokes. Students differentiate between the Pinyin and characters associated with familiar objects in their immediate environment. They recognise the use of tone marks in Pinyin. They are aware of the word order of simple sentences. They recognise the conventions for using Chinese to communicate with family, friends and teachers. They recognise the similarities and differences between Chinese and Australian contexts, language and culture. They can identify themselves as learners of languages.</p>      
australia-f10-year2-languages-chinese	|	<p><strong>The nature of the learners</strong></p>  <p>Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically, they have little to no experience of Chinese language and culture.</p>  <p><strong>Chinese language learning and use</strong></p>  <p>The systems of writing and speaking in Chinese are distinct. The sights and sounds of Chinese are also quite distinct from English. Students therefore are immersed as much as possible in the sounds and spoken words of Chinese, the meaning of which is made clear through participation in active listening and action-related talk, gestures, dramatisation and games. Students are introduced to common characters associated with routines and their immediate experience, and draw on explicit models to communicate.</p>  <p><strong>Contexts</strong> <strong> of interaction</strong></p>  <p>Students socialise in structured situations and activities in the classroom and at school, with a focus on topics such as self, home, family, and daily routines. They begin to explore Chinese language and culture by participating in experiences such as celebrations; where relevant, they identify similarities and differences between Chinese culture and their own and other cultures.</p>  <p><strong>Texts and resources</strong></p>  <p>Students engage with a variety of texts and text modes, including picture and caption books, songs, cartoons and movies. They hear the different sounds of Chinese in stimulus material such as stories read aloud, multimedia resources and internet sites.</p>  <p><strong>Features of Chinese language use</strong></p>  <p>Learners are immersed in listening to, viewing and reading Chinese. They become aware of Chinese as an alternative code to English and that other languages exist within their own classroom, their country and overseas. They begin to recognise the importance of tone in Chinese speech and observe that the sounds of Chinese can be encoded in Pinyin using familiar letters. Students view characters through appropriate text types that may be glossed in Pinyin. They learn to recognise characters that represent familiar objects and ideas and convey significant cultural meanings.</p>  <p><strong>Level of support </strong></p>  <p>Visual displays, gesture, and specific and concrete contextual clues are continuously used to support understanding. Teachers model correct language use, which provides the main source of students&rsquo; development in Chinese. Learners will experiment with various software and technologies as communication tools.</p>  <p><strong>The role of English</strong></p>  <p>English is used by teachers and learners as appropriate for clarification, reflection, questioning and explanation, to support learners to comprehend and acquire Chinese.</p>	|	        <p>By the end of Year 2, students use spoken and written Chinese to communicate with teachers and peers. They participate in structured and routine interactions, such as using <span lang="zh">谢谢， 再见， 请</span>, using learnt sounds, formulaic phrases, and verbal and non-verbal responses. They respond to and receive information, for example, <span lang="zh">你好， 你好吗？</span> They follow simple instructions, including <span lang="zh">排队， 请坐， 不要说话..</span> They use the four tones of Chinese but not always with accuracy. Students respond to short predictable imaginative and informative texts, expressing simple likes and dislikes (<span lang="zh">喜欢， 不喜欢</span>). They can match characters to the meanings and sounds of familiar words, including numbers (<span lang="zh">八…</span>), colours (<span lang="zh">红…</span>) and family members (<span lang="zh">爸爸， 妈妈</span>). Students use strategies such as imitation and basic contextual cues for comprehension. They create simple informative and imaginative texts by selecting and practising learnt characters and familiar words and phrases to describe, list, label and caption. </p>        <p>Students recognise that Chinese is a major language in Australia. They identify its distinctive systems of writing and speaking. They recognise the tonal nature of Chinese and know that characters are formed by strokes. Students differentiate between the Pinyin and characters associated with familiar objects in their immediate environment. They recognise the use of tone marks in Pinyin. They are aware of the word order of simple sentences. They recognise the conventions for using Chinese to communicate with family, friends and teachers. They recognise the similarities and differences between Chinese and Australian contexts, language and culture. They can identify themselves as learners of languages.</p>      
australia-f10-year3-languages-chinese	|	<p><strong>The nature of the learners</strong></p>  <p>At this level children are developing awareness of their social world and memberships of various groups, including of the Chinese class. They benefit from varied, activity-based learning which builds on their interests and capabilities and makes connections with other areas of learning.</p>  <p><strong>Chinese language learning and use</strong></p>  <p>The systems of writing and speaking in Chinese are distinct. Because of the role of character learning and its impact on reading and writing, learners can accomplish a higher active use of spoken language than written language. As a result, engagement with Chinese language is primarily through speaking and listening. Learners practise using Chinese through participating in action-related talk, and completing tasks while relying on teacher modelling, prompts and repetition. Students respond non-verbally to spoken Chinese in the classroom, and their understanding of Chinese is dependent on context, and on teacher intonation, gestures and facial expressions. They repeat speech and sounds from frequent and consistent teacher modelling and produce texts using familiar words or phrases.</p>  <p><strong>Contexts</strong> <strong> of interaction</strong></p>  <p>Likely contexts of interaction focus on everyday educational experiences and students&rsquo; personal, family and social environments. These familiar contexts are represented in the classroom in structured and scaffolded situations.</p>  <p><strong>Texts and resources</strong></p>  <p>Key text types and contexts include short predictable texts, photo biographies, correspondence, and structured and scaffolded situations. Students engage with a variety of Chinese language texts, including short audiovisual texts, plays, fables, rhymes, songs and dance, extending their use and comprehension of Chinese language and culture. Students also produce simple oral and written texts. They are exposed to a wide range of Chinese voices and settings through the use of multimedia texts, simulations and performances.</p>  <p><strong>Features of Chinese language use</strong></p>  <p>Students discover the distinctive features of the spoken language and begin to use Pinyin and tone marks to practise syllables and tones they encounter in new words. They recognise that letters in Pinyin and English produce different sounds using different spelling conventions. Printed texts used in the classroom are mainly presented in Pinyin but may be glossed with characters. Students use Pinyin to write, knowing that characters represent the real form of writing in Chinese. They use a variety of communication modes, including oral communication in English and Chinese as well as mime and gesture.</p>  <p><strong>Level of support </strong></p>  <p>Chinese language use is scaffolded and prompted by the teacher, and teacher modelling of correct language use is the main source of oral and written language acquisition.</p>  <p><strong>The role of English</strong></p>  <p>English is used where it supports comprehension of and participation in Chinese interactions, and when discussing issues of comparison and contrast between languages and cultures.</p>	|	        <p>By the end of Year 4, students use spoken and written Chinese in simple personal interactions with familiar participants about self, family, people, places, routine, school life, and their own interests and preferences, for example, <span lang="zh">你叫什么名字？ 你上几年级？ 你有狗吗？ 你喜欢什么运动？</span> They use appropriate pronunciation, tone, gesture and movement and some formulaic expressions. They use modelled questions to develop responses, for example, <span lang="zh">你的哥哥几岁？， 他是谁？， 你住在哪里？， 这是什么？</span> They respond to and create simple informative and imaginative texts for familiar audiences (for example, <span lang="zh">狼与小孩</span>) by selecting learnt words and characters. Sentences are short and follow the basic subject–verb–object structure with occasional use of adjective predicates, for example, <span lang="zh">这是红色的苹果..</span> Learners use familiar words in Pinyin, or presented in characters in texts. Numbers are used in relation to age and family members, and to quantify objects with measure words such as <span lang="zh">一个男生，两个姐姐，三只狗</span>. </p>        <p>Students explain why Chinese is a globally important language. They understand that Pinyin provides access to the sounds of the spoken language. They identify features of the Chinese writing system, including the range of strokes and their sequences in character writing, and explain how component knowledge can assist in learning characters. They are aware that each character is a meaningful unit (morpheme) that is used to make up words. They recognise familiar word order in Chinese sentences. They notice similarities and differences between the patterns of the Chinese language and those of English and other familiar languages. They recognise that languages change with time and due to influences such as globalisation and technology. Students recognise that diversity of context and participants influence how meaning is communicated, and apply this knowledge to their own communication. They notice how cultural differences may affect understanding between people.</p>      
australia-f10-year4-languages-chinese	|	<p><strong>The nature of the learners</strong></p>  <p>At this level children are developing awareness of their social world and memberships of various groups, including of the Chinese class. They benefit from varied, activity-based learning which builds on their interests and capabilities and makes connections with other areas of learning.</p>  <p><strong>Chinese language learning and use</strong></p>  <p>The systems of writing and speaking in Chinese are distinct. Because of the role of character learning and its impact on reading and writing, learners can accomplish a higher active use of spoken language than written language. As a result, engagement with Chinese language is primarily through speaking and listening. Learners practise using Chinese through participating in action-related talk, and completing tasks while relying on teacher modelling, prompts and repetition. Students respond non-verbally to spoken Chinese in the classroom, and their understanding of Chinese is dependent on context, and on teacher intonation, gestures and facial expressions. They repeat speech and sounds from frequent and consistent teacher modelling and produce texts using familiar words or phrases.</p>  <p><strong>Contexts</strong> <strong> of interaction</strong></p>  <p>Likely contexts of interaction focus on everyday educational experiences and students&rsquo; personal, family and social environments. These familiar contexts are represented in the classroom in structured and scaffolded situations.</p>  <p><strong>Texts and resources</strong></p>  <p>Key text types and contexts include short predictable texts, photo biographies, correspondence, and structured and scaffolded situations. Students engage with a variety of Chinese language texts, including short audiovisual texts, plays, fables, rhymes, songs and dance, extending their use and comprehension of Chinese language and culture. Students also produce simple oral and written texts. They are exposed to a wide range of Chinese voices and settings through the use of multimedia texts, simulations and performances.</p>  <p><strong>Features of Chinese language use</strong></p>  <p>Students discover the distinctive features of the spoken language and begin to use Pinyin and tone marks to practise syllables and tones they encounter in new words. They recognise that letters in Pinyin and English produce different sounds using different spelling conventions. Printed texts used in the classroom are mainly presented in Pinyin but may be glossed with characters. Students use Pinyin to write, knowing that characters represent the real form of writing in Chinese. They use a variety of communication modes, including oral communication in English and Chinese as well as mime and gesture.</p>  <p><strong>Level of support </strong></p>  <p>Chinese language use is scaffolded and prompted by the teacher, and teacher modelling of correct language use is the main source of oral and written language acquisition.</p>  <p><strong>The role of English</strong></p>  <p>English is used where it supports comprehension of and participation in Chinese interactions, and when discussing issues of comparison and contrast between languages and cultures.</p>	|	        <p>By the end of Year 4, students use spoken and written Chinese in simple personal interactions with familiar participants about self, family, people, places, routine, school life, and their own interests and preferences, for example, <span lang="zh">你叫什么名字？ 你上几年级？ 你有狗吗？ 你喜欢什么运动？</span> They use appropriate pronunciation, tone, gesture and movement and some formulaic expressions. They use modelled questions to develop responses, for example, <span lang="zh">你的哥哥几岁？， 他是谁？， 你住在哪里？， 这是什么？</span> They respond to and create simple informative and imaginative texts for familiar audiences (for example, <span lang="zh">狼与小孩</span>) by selecting learnt words and characters. Sentences are short and follow the basic subject–verb–object structure with occasional use of adjective predicates, for example, <span lang="zh">这是红色的苹果..</span> Learners use familiar words in Pinyin, or presented in characters in texts. Numbers are used in relation to age and family members, and to quantify objects with measure words such as <span lang="zh">一个男生，两个姐姐，三只狗</span>. </p>        <p>Students explain why Chinese is a globally important language. They understand that Pinyin provides access to the sounds of the spoken language. They identify features of the Chinese writing system, including the range of strokes and their sequences in character writing, and explain how component knowledge can assist in learning characters. They are aware that each character is a meaningful unit (morpheme) that is used to make up words. They recognise familiar word order in Chinese sentences. They notice similarities and differences between the patterns of the Chinese language and those of English and other familiar languages. They recognise that languages change with time and due to influences such as globalisation and technology. Students recognise that diversity of context and participants influence how meaning is communicated, and apply this knowledge to their own communication. They notice how cultural differences may affect understanding between people.</p>      
australia-f10-year5-languages-chinese	|	<p><strong>The nature of the learners</strong></p>  <p>At this level students are expanding their social networks, experiences and communication repertoire in both their first language and Chinese. They continue to need guidance and participate in structured, collaborative tasks that both recycle and extend language. Students are gaining greater independence and becoming more conscious of their peers and social context. They are gaining awareness of the world around them. Learners are noticing similarities and differences between Chinese language and culture and their own.</p>  <p><strong>Chinese language learning and use</strong></p>  <p>The systems of writing and speaking in Chinese are distinct. Because of the role of character learning and its impact on reading and writing, learners can accomplish a higher active use of spoken language than written language. As a result, engagement with Chinese language is primarily through speaking and listening. With teacher support, students begin to use Chinese to communicate their own ideas and participate in collaborative decision making. Learners engage in exploration of patterns and features of the language, talking about and making connections between known languages and cultures and comparing different ways of communicating in familiar contexts.</p>  <p><strong>Contexts</strong> <strong> of interaction</strong></p>  <p>Likely contexts for interaction are related to students&rsquo; personal, family and local environments, and their everyday educational experiences. They communicate with peers, teachers, known adults, and with other students in their class. The settings for interaction move to a more public context and include more participants. Students begin to move from socialising in the here and now to planning and organising future events.</p>  <p><strong>Texts and resources</strong></p>  <p>Text types include print and online news and media, blogs, advertisements, catalogues, popular music and drama. Texts presented in characters are generally glossed in Pinyin. Students write in characters to correspond with others in letters, and use Pinyin input systems to generate a variety of texts in digital format.</p>  <p><strong>Features of Chinese language use</strong></p>  <p>Engagement with oral language includes active listening; observing interactions between speakers in everyday contexts; and using the spoken language in songs, rhymes, stories read aloud, and games. Learners ask and answer questions, describe people and objects, and recount events. They speak with attention to the sounds and tones of words, using formulaic language and applying their knowledge of familiar language structures in new contexts. Students map character forms onto their familiar oral vocabulary, and recognise and name characters in context. They record and learn new vocabulary by using word lists in Pinyin, and use Pinyin to prepare drafts of spoken texts.</p>  <p><strong>Level of support </strong></p>  <p>Chinese language use continues to be scaffolded and prompted by the teacher. Teachers&rsquo; modelling of correct Chinese language use is the primary source of learners&rsquo; increasing Chinese oral and written language acquisition.</p>  <p><strong>The role of English</strong></p>  <p>The use of English is necessary for discussion, reflection and explanation, and for the continued development of learners&rsquo; knowledge base and intercultural capability.</p>	|	        <p>By the end of Year 6, students use spoken and written Chinese to initiate and maintain interactions. They describe and give information about themselves and their preferences, their environment, experiences and interests, for example, <span lang="zh">我很喜欢唱歌。我的学校很漂亮。我觉得澳大利亚是很好的国家</span>. They use simple questions (for example, <span lang="zh">请问… ? 你是哪国人？你会说汉语吗？</span>) and seek clarification, for example, <span lang="zh">… 对吗？</span> They access information from a range of print and digital resources (for example, <span lang="zh">课文，菜单，宣传单，图样，地图，课程表， 日历，行程表， 天气预报</span>) and summarise key points in order to inform others and organise activities, for example, <span lang="zh">我们这个星期六去打球, 好吗？</span> They engage with a range of imaginative texts. They use intonation and stress to engage audiences and participants. They translate everyday expressions (for example,<span lang="zh"> 好久不见</span> or <span lang="zh">不谢</span>) and use context to assist with interpretation. They produce short informative and imaginative texts. Sentences include details of time (for example, <span lang="zh">八点，十二月二日，星期五</span>), place (for example, <span lang="zh">在澳大利亚，在墨尔本，在家</span>) and participants, for example, <span lang="zh">我的朋友， 小明的哥哥</span>. They use prepositions and possessive clauses, including <span lang="zh">的</span>. They use a range of verbs, including verbs of identification and existence (<span lang="zh">是</span>), and some modal verbs (<span lang="zh">喜欢 、 会</span>) to express interest or ability; they negate with <span lang="zh">不</span> or <span lang="zh">没</span>. They use simple connectives such as <span lang="zh">和</span> and conjunctions to connect ideas. </p>        <p>Students explain the nature of tone-syllables, for example the role of tones in meaning making.  They recognise the features of the Chinese writing system and apply their knowledge of the formation of characters in their own writing. They use Pinyin to transcribe spoken language. They identify how the relationships of participants and context affect interactions. They identify the features of familiar text types in Chinese and use these features to assist in interpreting meaning. They recognise that variations exist within the Chinese spoken and written language, and identify examples of this, particularly within their own community. They recognise and describe features of Chinese culture reflected in communication practices, and apply this knowledge to their own interactions with Chinese people.</p>      
australia-f10-year6-languages-chinese	|	<p><strong>The nature of the learners</strong></p>  <p>At this level students are expanding their social networks, experiences and communication repertoire in both their first language and Chinese. They continue to need guidance and participate in structured, collaborative tasks that both recycle and extend language. Students are gaining greater independence and becoming more conscious of their peers and social context. They are gaining awareness of the world around them. Learners are noticing similarities and differences between Chinese language and culture and their own.</p>  <p><strong>Chinese language learning and use</strong></p>  <p>The systems of writing and speaking in Chinese are distinct. Because of the role of character learning and its impact on reading and writing, learners can accomplish a higher active use of spoken language than written language. As a result, engagement with Chinese language is primarily through speaking and listening. With teacher support, students begin to use Chinese to communicate their own ideas and participate in collaborative decision making. Learners engage in exploration of patterns and features of the language, talking about and making connections between known languages and cultures and comparing different ways of communicating in familiar contexts.</p>  <p><strong>Contexts</strong> <strong> of interaction</strong></p>  <p>Likely contexts for interaction are related to students&rsquo; personal, family and local environments, and their everyday educational experiences. They communicate with peers, teachers, known adults, and with other students in their class. The settings for interaction move to a more public context and include more participants. Students begin to move from socialising in the here and now to planning and organising future events.</p>  <p><strong>Texts and resources</strong></p>  <p>Text types include print and online news and media, blogs, advertisements, catalogues, popular music and drama. Texts presented in characters are generally glossed in Pinyin. Students write in characters to correspond with others in letters, and use Pinyin input systems to generate a variety of texts in digital format.</p>  <p><strong>Features of Chinese language use</strong></p>  <p>Engagement with oral language includes active listening; observing interactions between speakers in everyday contexts; and using the spoken language in songs, rhymes, stories read aloud, and games. Learners ask and answer questions, describe people and objects, and recount events. They speak with attention to the sounds and tones of words, using formulaic language and applying their knowledge of familiar language structures in new contexts. Students map character forms onto their familiar oral vocabulary, and recognise and name characters in context. They record and learn new vocabulary by using word lists in Pinyin, and use Pinyin to prepare drafts of spoken texts.</p>  <p><strong>Level of support </strong></p>  <p>Chinese language use continues to be scaffolded and prompted by the teacher. Teachers&rsquo; modelling of correct Chinese language use is the primary source of learners&rsquo; increasing Chinese oral and written language acquisition.</p>  <p><strong>The role of English</strong></p>  <p>The use of English is necessary for discussion, reflection and explanation, and for the continued development of learners&rsquo; knowledge base and intercultural capability.</p>	|	        <p>By the end of Year 6, students use spoken and written Chinese to initiate and maintain interactions. They describe and give information about themselves and their preferences, their environment, experiences and interests, for example, <span lang="zh">我很喜欢唱歌。我的学校很漂亮。我觉得澳大利亚是很好的国家</span>. They use simple questions (for example, <span lang="zh">请问… ? 你是哪国人？你会说汉语吗？</span>) and seek clarification, for example, <span lang="zh">… 对吗？</span> They access information from a range of print and digital resources (for example, <span lang="zh">课文，菜单，宣传单，图样，地图，课程表， 日历，行程表， 天气预报</span>) and summarise key points in order to inform others and organise activities, for example, <span lang="zh">我们这个星期六去打球, 好吗？</span> They engage with a range of imaginative texts. They use intonation and stress to engage audiences and participants. They translate everyday expressions (for example,<span lang="zh"> 好久不见</span> or <span lang="zh">不谢</span>) and use context to assist with interpretation. They produce short informative and imaginative texts. Sentences include details of time (for example, <span lang="zh">八点，十二月二日，星期五</span>), place (for example, <span lang="zh">在澳大利亚，在墨尔本，在家</span>) and participants, for example, <span lang="zh">我的朋友， 小明的哥哥</span>. They use prepositions and possessive clauses, including <span lang="zh">的</span>. They use a range of verbs, including verbs of identification and existence (<span lang="zh">是</span>), and some modal verbs (<span lang="zh">喜欢 、 会</span>) to express interest or ability; they negate with <span lang="zh">不</span> or <span lang="zh">没</span>. They use simple connectives such as <span lang="zh">和</span> and conjunctions to connect ideas. </p>        <p>Students explain the nature of tone-syllables, for example the role of tones in meaning making.  They recognise the features of the Chinese writing system and apply their knowledge of the formation of characters in their own writing. They use Pinyin to transcribe spoken language. They identify how the relationships of participants and context affect interactions. They identify the features of familiar text types in Chinese and use these features to assist in interpreting meaning. They recognise that variations exist within the Chinese spoken and written language, and identify examples of this, particularly within their own community. They recognise and describe features of Chinese culture reflected in communication practices, and apply this knowledge to their own interactions with Chinese people.</p>      
australia-f10-year7-languages-chinese	|	<p><strong>The nature of the learners</strong></p>  <p>These years represent a transition to secondary school and students in this pathway are continuing to study Chinese bringing with them a capability to communicate, with some assistance, about their immediate world and China.</p>  <p><strong>Chinese language learning and use</strong></p>  <p>The systems of writing and speaking in Chinese are distinct. Because of the role of character learning and its impact on reading and writing, learners can accomplish a higher active use of spoken language than written language. As a result, engagement with Chinese language is primarily through speaking and listening. Students use Chinese for self-expression, to access new information and to share their knowledge and experiences with others. Pinyin remains an important tool for learning the sound of new words, associating sounds with characters, and creating digital texts in characters.</p>  <p><strong>Contexts of interaction</strong></p>  <p>Students actively use Chinese in a range of everyday contexts for purposes such as socialising with peers, transacting and getting things done, sharing information and engaging in performance with a range of known participants, including native speakers and peers.</p>  <p><strong>Texts and resources</strong></p>  <p>Students explore a range of written texts, developing strategies to interpret meaning where not all characters are known. They read, respond to and create digital texts, including blogs, biographies and opinion pieces, using a variety of technologies and software.</p>  <p><strong>Features of Chinese language use</strong></p>  <p>Chinese is the language of instruction and interaction, and is used in more elaborate ways as students extend their knowledge of the grammatical system and its use through spoken and written communication. Students experiment with language, exploring how cultural meanings are expressed. They analyse how messages are conveyed across languages, and apply their skills in mediating between Chinese and English in different contexts and situations. Classroom discussions focus on exploring and extending their range of contexts and audiences as they develop their personal communication skills.</p>  <p><strong>Level of support </strong></p>  <p>Students are supported to develop increasing autonomy as language learners and users, to self-monitor, and to adjust language in response to their experience in diverse contexts.</p>  <p><strong>The role of English</strong></p>  <p>English is used as appropriate to allow for explanation and discussion on issues associated with analysis of language, reflection on experiences, and comparisons across languages and cultures.</p>	|	        <p>By the end of Year 8, students use spoken and written Chinese to sustain interactions in a range of social and personal contexts. They exchange ideas and opinions, for example, <span lang="zh">你要去看电影吗？；我们可以六月份一起去</span>. They summarise the main points of information about known content from a range of spoken and print sources (for example, <span lang="zh">电视节目</span>，podcast, <span lang="zh">电话留言</span>，<span lang="zh">广告</span>， <span lang="zh">老师推荐的网站</span>，<span lang="zh">书籍</span>，<span lang="zh">图书馆目录</span>，<span lang="zh">游记</span>), and convey the relevant information in a range of texts. Students respond to and create simple imaginative and informative texts. Sentences generally contain two or more ideas connected by cohesive devices (for example, <span lang="zh">不但…而且…； 因为… 所以…</span>), as well as time expressions (for example, <span lang="zh">先…再…</span>), and tense markers such as <span lang="zh">了、完</span> to sequence events and ideas. Students make comparisons (for example, <span lang="zh">比; 跟…一样</span>), and provide explanations or reasons for opinions or decisions, using phrases that order and link their ideas. They use reported speech to refer to the ideas of others, for example, <span lang="zh">他们认为</span>. They speak with attention to pronunciation, tone and phrasing, using intonation and pitch to add emotion or emphasis to their message. They demonstrate intercultural understanding by varying their language use for different audiences and purposes. </p>        <p>Students describe the distinctive spoken and written language systems of Chinese using metalanguage. They know that character components can contribute to both sound and meaning of words and they understand how they can be combined to make different words, for example, <span lang="zh">中国， 城， 中国城</span>. They identify features of text types such as letters, emails, descriptions and narratives. Students identify how information is structured in Chinese texts, and understand the importance of cultural and contextual cues to correct interpretation of meaning. They explain how features of Chinese culture impact on communication practices, and reflect on their own interactions with Chinese-speaking people. </p>      
australia-f10-year8-languages-chinese	|	<p><strong>The nature of the learners</strong></p>  <p>These years represent a transition to secondary school and students in this pathway are continuing to study Chinese bringing with them a capability to communicate, with some assistance, about their immediate world and China.</p>  <p><strong>Chinese language learning and use</strong></p>  <p>The systems of writing and speaking in Chinese are distinct. Because of the role of character learning and its impact on reading and writing, learners can accomplish a higher active use of spoken language than written language. As a result, engagement with Chinese language is primarily through speaking and listening. Students use Chinese for self-expression, to access new information and to share their knowledge and experiences with others. Pinyin remains an important tool for learning the sound of new words, associating sounds with characters, and creating digital texts in characters.</p>  <p><strong>Contexts of interaction</strong></p>  <p>Students actively use Chinese in a range of everyday contexts for purposes such as socialising with peers, transacting and getting things done, sharing information and engaging in performance with a range of known participants, including native speakers and peers.</p>  <p><strong>Texts and resources</strong></p>  <p>Students explore a range of written texts, developing strategies to interpret meaning where not all characters are known. They read, respond to and create digital texts, including blogs, biographies and opinion pieces, using a variety of technologies and software.</p>  <p><strong>Features of Chinese language use</strong></p>  <p>Chinese is the language of instruction and interaction, and is used in more elaborate ways as students extend their knowledge of the grammatical system and its use through spoken and written communication. Students experiment with language, exploring how cultural meanings are expressed. They analyse how messages are conveyed across languages, and apply their skills in mediating between Chinese and English in different contexts and situations. Classroom discussions focus on exploring and extending their range of contexts and audiences as they develop their personal communication skills.</p>  <p><strong>Level of support </strong></p>  <p>Students are supported to develop increasing autonomy as language learners and users, to self-monitor, and to adjust language in response to their experience in diverse contexts.</p>  <p><strong>The role of English</strong></p>  <p>English is used as appropriate to allow for explanation and discussion on issues associated with analysis of language, reflection on experiences, and comparisons across languages and cultures.</p>	|	        <p>By the end of Year 8, students use spoken and written Chinese to sustain interactions in a range of social and personal contexts. They exchange ideas and opinions, for example, <span lang="zh">你要去看电影吗？；我们可以六月份一起去</span>. They summarise the main points of information about known content from a range of spoken and print sources (for example, <span lang="zh">电视节目</span>，podcast, <span lang="zh">电话留言</span>，<span lang="zh">广告</span>， <span lang="zh">老师推荐的网站</span>，<span lang="zh">书籍</span>，<span lang="zh">图书馆目录</span>，<span lang="zh">游记</span>), and convey the relevant information in a range of texts. Students respond to and create simple imaginative and informative texts. Sentences generally contain two or more ideas connected by cohesive devices (for example, <span lang="zh">不但…而且…； 因为… 所以…</span>), as well as time expressions (for example, <span lang="zh">先…再…</span>), and tense markers such as <span lang="zh">了、完</span> to sequence events and ideas. Students make comparisons (for example, <span lang="zh">比; 跟…一样</span>), and provide explanations or reasons for opinions or decisions, using phrases that order and link their ideas. They use reported speech to refer to the ideas of others, for example, <span lang="zh">他们认为</span>. They speak with attention to pronunciation, tone and phrasing, using intonation and pitch to add emotion or emphasis to their message. They demonstrate intercultural understanding by varying their language use for different audiences and purposes. </p>        <p>Students describe the distinctive spoken and written language systems of Chinese using metalanguage. They know that character components can contribute to both sound and meaning of words and they understand how they can be combined to make different words, for example, <span lang="zh">中国， 城， 中国城</span>. They identify features of text types such as letters, emails, descriptions and narratives. Students identify how information is structured in Chinese texts, and understand the importance of cultural and contextual cues to correct interpretation of meaning. They explain how features of Chinese culture impact on communication practices, and reflect on their own interactions with Chinese-speaking people. </p>      
australia-f10-year9-languages-chinese	|	<p><strong>The nature of the learners</strong></p>  <p>At this level, students bring prior knowledge of Chinese language and culture, and a range of language learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with youth, social and environmental issues. They are considering their future pathways and choices, including how Indonesian could be part of these.</p>  <p><strong>Chinese language learning and use</strong></p>  <p>Students use Chinese for self-expression, to obtain information and present a point of view to others, identifying subtle differences in word use and manipulating language for different purposes and audiences. Pinyin remains an important tool for learning the sound of new words, associating sounds with characters, and creating digital texts in characters.</p>  <p><strong>Contexts of interaction</strong></p>  <p>The likely contexts for interaction are extended to encompass the exchange of information and opinions on topics that will assist students to develop a deeper appreciation of cultural practices and traditions in diverse Chinese-speaking communities'. Learners interact with a broader range of Chinese speakers, using the spoken language to participate in discussions and other interactions.</p>  <p><strong>Texts and resources</strong></p>  <p>Text types include short informative texts from various websites, opinion pieces from personal blogs, and online chat forums conducted in Chinese with users in diverse locations. Students access information and explore texts written in Chinese, developing strategies to interpret meanings where not all characters are known.</p>  <p><strong>Features of Chinese language use</strong></p>  <p>Learners engage in cross-cultural communication and reflect on their own experiences in Chinese. Classmates work collaboratively to exchange information and ideas relating to contemporary issues or events and to share their life experiences. They use creative and expressive language in narratives to express their imagination.</p>  <p><strong>Level of support</strong></p>  <p>Learners are supported to develop autonomy as language learners and users, to self-monitor, and to adjust language in response to their experience in increasingly diverse contexts. They access characters and vocabulary from a range of print and digital resources and online and print dictionaries.</p>  <p><strong>The role of English</strong></p>  <p>Chinese is the language of instruction and interaction. Some discussion and reflection are necessarily carried out in English, but learners at this level are beginning to express</p>	|	        <p>By the end of Year 10, students use spoken and written Chinese to sustain extended interactions with familiar and unfamiliar participants in a range of contexts (for example, interacting with Chinese-speaking students online; using Chinese to ask about items in a local Chinese grocery). Students use pinyin to transcribe spoken texts and use characters to create written texts. They identify key ideas and compare information from multiple sources (such as <span lang="zh">新闻，访谈</span>，podcast, <span lang="zh">纪录片</span>) to develop and substantiate their own position on topics of personal interest or issues of broader significance. They exchange ideas and opinions, for example, <span lang="zh">为什么学中文很重要？； 澳大利亚的语言；好用的手机</span>app, <span lang="zh">我不太同意你的说法，因为…你觉得呢？； 虽然你说得有道理，但是… 所以我觉得…</span> They speak with attention to pronunciation and tone. Students respond to and create a range of short informative and imaginative texts for a variety of audiences and purposes, for example, <span lang="zh">什么是最健康的食物？ 如果我…的话</span> . They use a range of sentence structures and grammatical features to develop cohesion and coherence in these texts, including prepositional phrases to describe participants (for example, <span lang="zh">我和 / 跟妈妈去买东西</span>), and adverbs to express time, tense and frequency of events, for example, <span lang="zh">总是，还没有</span>. They use conjunctions (for example, <span lang="zh">虽然如此…，尽管这样…但是…</span>) and apply a range of stylistic devices such as rhetorical questions, quotes and <span lang="zh">成语</span>. They translate texts and produce bilingual texts, recognising that not all concepts can be readily translated Chinese and English. They engage with a range of imaginative texts, for example, <span lang="zh">娱乐节目-小品，合唱，音乐录影，流行歌曲比赛，电视片，电影</span>. </p>        <p>Students recognise how writers and speakers, including themselves, make deliberate choices when using language features and text structures. They recognise that language is dynamic and is influenced by time, place, setting, participants and contexts. When interacting with a range of texts they identify how audience and purpose shape their own and others’ language choices and interpretation of these texts. They explain how features of Chinese culture and language shape their own and others’ communication practices. Students reflect on how their own cultural experience impacts on interactions with Chinese speakers.</p>      
australia-f10-year10-languages-chinese	|	<p><strong>The nature of the learners</strong></p>  <p>At this level, students bring prior knowledge of Chinese language and culture, and a range of language learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with youth, social and environmental issues. They are considering their future pathways and choices, including how Indonesian could be part of these.</p>  <p><strong>Chinese language learning and use</strong></p>  <p>Students use Chinese for self-expression, to obtain information and present a point of view to others, identifying subtle differences in word use and manipulating language for different purposes and audiences. Pinyin remains an important tool for learning the sound of new words, associating sounds with characters, and creating digital texts in characters.</p>  <p><strong>Contexts of interaction</strong></p>  <p>The likely contexts for interaction are extended to encompass the exchange of information and opinions on topics that will assist students to develop a deeper appreciation of cultural practices and traditions in diverse Chinese-speaking communities'. Learners interact with a broader range of Chinese speakers, using the spoken language to participate in discussions and other interactions.</p>  <p><strong>Texts and resources</strong></p>  <p>Text types include short informative texts from various websites, opinion pieces from personal blogs, and online chat forums conducted in Chinese with users in diverse locations. Students access information and explore texts written in Chinese, developing strategies to interpret meanings where not all characters are known.</p>  <p><strong>Features of Chinese language use</strong></p>  <p>Learners engage in cross-cultural communication and reflect on their own experiences in Chinese. Classmates work collaboratively to exchange information and ideas relating to contemporary issues or events and to share their life experiences. They use creative and expressive language in narratives to express their imagination.</p>  <p><strong>Level of support</strong></p>  <p>Learners are supported to develop autonomy as language learners and users, to self-monitor, and to adjust language in response to their experience in increasingly diverse contexts. They access characters and vocabulary from a range of print and digital resources and online and print dictionaries.</p>  <p><strong>The role of English</strong></p>  <p>Chinese is the language of instruction and interaction. Some discussion and reflection are necessarily carried out in English, but learners at this level are beginning to express</p>	|	        <p>By the end of Year 10, students use spoken and written Chinese to sustain extended interactions with familiar and unfamiliar participants in a range of contexts (for example, interacting with Chinese-speaking students online; using Chinese to ask about items in a local Chinese grocery). Students use pinyin to transcribe spoken texts and use characters to create written texts. They identify key ideas and compare information from multiple sources (such as <span lang="zh">新闻，访谈</span>，podcast, <span lang="zh">纪录片</span>) to develop and substantiate their own position on topics of personal interest or issues of broader significance. They exchange ideas and opinions, for example, <span lang="zh">为什么学中文很重要？； 澳大利亚的语言；好用的手机</span>app, <span lang="zh">我不太同意你的说法，因为…你觉得呢？； 虽然你说得有道理，但是… 所以我觉得…</span> They speak with attention to pronunciation and tone. Students respond to and create a range of short informative and imaginative texts for a variety of audiences and purposes, for example, <span lang="zh">什么是最健康的食物？ 如果我…的话</span> . They use a range of sentence structures and grammatical features to develop cohesion and coherence in these texts, including prepositional phrases to describe participants (for example, <span lang="zh">我和 / 跟妈妈去买东西</span>), and adverbs to express time, tense and frequency of events, for example, <span lang="zh">总是，还没有</span>. They use conjunctions (for example, <span lang="zh">虽然如此…，尽管这样…但是…</span>) and apply a range of stylistic devices such as rhetorical questions, quotes and <span lang="zh">成语</span>. They translate texts and produce bilingual texts, recognising that not all concepts can be readily translated Chinese and English. They engage with a range of imaginative texts, for example, <span lang="zh">娱乐节目-小品，合唱，音乐录影，流行歌曲比赛，电视片，电影</span>. </p>        <p>Students recognise how writers and speakers, including themselves, make deliberate choices when using language features and text structures. They recognise that language is dynamic and is influenced by time, place, setting, participants and contexts. When interacting with a range of texts they identify how audience and purpose shape their own and others’ language choices and interpretation of these texts. They explain how features of Chinese culture and language shape their own and others’ communication practices. Students reflect on how their own cultural experience impacts on interactions with Chinese speakers.</p>      
australia-f10-year7-humanities-social-sciences-civics-citizenship	|	<p>The Year 7 curriculum provides a study of the key features of Australia&rsquo;s system of government and explores how this system aims to protect all Australians. Students examine the Australian Constitution and how its features, principles and values shape Australia&rsquo;s democracy. They look at how the rights of individuals are protected through the justice system. Students also explore how Australia&rsquo;s secular system of government supports a diverse society with shared values.</p> <p>The civics and citizenship content at this year level involves two strands: civics and citizenship knowledge and understanding, and civics and citizenship skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.</p> <p><strong>Key inquiry questions </strong></p> <p>A framework for developing students&rsquo; civics and citizenship knowledge, understanding and skills at this year level is provided by the followingkey questions:</p> <ul> <li>How is Australia&rsquo;s system of democratic government shaped by the Constitution?</li> <li>What principles of justice help to protect the individual&rsquo;s rights to justice in Australia&rsquo;s system of law?</li> <li>How is Australia a diverse society and what factors contribute to a cohesive society?</li> </ul>	|	<p>By the end of Year 7, students explain features of Australia&rsquo;s Constitution, including the process for constitutional change. They explain how Australia&rsquo;s legal system is based on the principle of justice. Students explain the diverse nature of Australian society and identify the importance of shared values in promoting a cohesive society.</p> <p>When researching, students develop a range of questions and gather and analyse information from different sources to investigate Australia&rsquo;s political and legal systems. They consider different points of view on civics and citizenship issues. When planning for action, students take into account multiple perspectives to develop solutions to an issue. Students develop and present arguments on civics and citizenship issues using appropriate texts, terms and concepts. They identify ways they can be active and informed citizens.</p>
australia-f10-year8-humanities-social-sciences-civics-citizenship	|	<p>The Year 8 curriculum provides a study of the responsibilities and freedoms of citizens and how Australians can actively participate in their democracy. Students consider how laws are made and the types of laws used in Australia. Students also examine what it means to be Australian by identifying the reasons for and influences that shape national identity.</p> <p>The civics and citizenship content at this year level involves two strands: civics and citizenship knowledge and understanding, and civics and citizenship skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.</p> <p><strong>Key inquiry questions </strong></p> <p>A framework for developing students&rsquo; civics and citizenship knowledge, understanding and skills at this year level is provided by the following key questions:</p> <ul> <li>What are the freedoms and responsibilities of citizens in Australia&rsquo;s democracy?</li> <li>How are laws made and applied in Australia?</li> <li>What different perspectives are there about national identity?</li> </ul>	|	<p>By the end of Year 8, students analyse features of Australian democracy, and explain features of Australia&rsquo;s democracy that enable active participation. They recognise different types of law in Australia and explain how laws are made. They identify the diverse belief systems in Australia and analyse issues about national identity and the factors that contribute to people&rsquo;s sense of belonging.</p> <p>When researching, students develop a range of questions to investigate Australia&rsquo;s political and legal systems and critically analyse information gathered from different sources for relevance. They explain different points of view on civics and citizenship issues. When planning for action, students take into account multiple perspectives, use democratic processes, and develop solutions to an issue. Students develop and present reasoned arguments on civics and citizenship issues using appropriate texts, subject-specific language and concepts. They identify ways they can be active and informed citizens in different contexts.</p>
australia-f10-year9-humanities-social-sciences-civics-citizenship	|	<p>The Year 9 curriculum builds students&rsquo; understanding of Australia&rsquo;s political system and how it enables change. Students examine the ways political parties, interest groups, media and individuals influence government and decision making processes. They investigate the features and principles of Australia&rsquo;s court system, including its role in applying and interpreting Australian law. Students also examine global connectedness and how this is shaping contemporary Australian society.</p> <p>The civics and citizenship content at this year level involves two strands: civics and citizenship knowledge and understanding, and civics and citizenship skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.</p> <p><strong>Key inquiry questions </strong></p> <p>A framework for developing students&rsquo; civics and citizenship knowledge, understanding and skills at this year level is provided by the following key questions:</p> <ul> <li>What influences shape the operation of Australia's political system?</li> <li>How does Australia's court system work in support of a democratic and just society?</li> <li>How do citizens participate in an interconnected world?</li> </ul>	|	<p>By the end of Year 9, students evaluate features of Australia&rsquo;s political system, and identify and analyse the influences on people&rsquo;s political choices. They explain the key principles of Australia&rsquo;s system of justice and analyse the role of Australia&rsquo;s court system. They analyse a range of factors that influence identities and attitudes to diversity. They reflect on how groups participate and contribute to civic life.</p> <p>When researching, students analyse a range of questions to investigate Australia&rsquo;s political and legal systems and critically analyse information gathered from different sources for relevance and reliability. They compare and account for different interpretations and points of view on civics and citizenship issues. When planning for action, students take into account multiple perspectives, use democratic processes, and negotiate solutions to an issue. Students develop and present evidence-based arguments on civics and citizenship issues using appropriate texts, subject-specific language and concepts. They analyse ways they can be active and informed citizens in different contexts.</p>
australia-f10-year10-humanities-social-sciences-civics-citizenship	|	<p>The Year 10 curriculum develops student understanding of Australia&rsquo;s system of government through comparison with another system of government in the Asian region. Students examine Australia&rsquo;s roles and responsibilities within the international context, such as its involvement with the United Nations. Students also study the purpose and work of the High Court. They investigate the values and practices that enable a democratic society to be sustained.</p> <p>The civics and citizenship content at this year level involves two strands: civics and citizenship knowledge and understanding, and civics and citizenship skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.</p> <p><strong>Key inquiry questions </strong></p> <p>A framework for developing students&rsquo; civics and citizenship knowledge, understanding and skills at this year level is provided by the following key questions:</p> <ul> <li>How is Australia&rsquo;s democracy defined and shaped by the global context?</li> <li>How are government policies shaped by Australia&rsquo;s international legal obligations?</li> <li>What are the features of a resilient democracy?</li> </ul>	|	<p>By the end of Year 10, students compare and evaluate the key features and values of systems of government, and analyse the Australian Government&rsquo;s global roles and responsibilities. They analyse the role of the High Court and explain how Australia&rsquo;s international legal obligations influence law and government policy. Students evaluate a range of factors that sustain democratic societies.</p> <p>When researching, students evaluate a range of questions to investigate Australia&rsquo;s political and legal systems and critically analyse information gathered from different sources for relevance, reliability and omission. They account for and evaluate different interpretations and points of view on civics and citizenship issues. When planning for action, students take account of multiple perspectives and ambiguities, use democratic processes, and negotiate solutions to an issue. Students develop and present evidenced-based arguments incorporating different points of view on civics and citizenship issues. They use appropriate texts, subject-specific language and concepts. They evaluate ways they can be active and informed citizens in different contexts.</p>
australia-f10-foundation-the-arts-dance	|	<p>In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.</p> <p>In the Foundation Year, students undertake The Arts appropriate for their level of development.</p> <p>They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others&rsquo; art making.</p> <p>As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.</p> <p>Students learn about safe practices in the arts through making and responding safely in the different arts subjects.</p> <p>They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.</p> <p>In Dance, students:</p> <ul> <li>become aware of their bodies and learn about the body bases, parts and zones used in dance</li> <li>explore space, time, dynamics and relationships as they make and observe dances</li> <li>explore locomotor and non-locomotor movements and use these fundamental movement skills in their own dance</li> <li>experiment with simple technical and expressive skills and begin to learn about choreographic devices through selecting and organising movements in their own dances.</li> </ul>	|	<p>By the end of Year 2, students describe the effect of the elements in dance they make, perform and view and where and why people dance.</p> <p>Students use the elements of dance to make and perform dance sequences that demonstrate fundamental movement skills to represent ideas. Students demonstrate safe practice.</p>
australia-f10-year1-the-arts-dance	|	<p>In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.</p> <p>In the Foundation Year, students undertake The Arts appropriate for their level of development.</p> <p>They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others&rsquo; art making.</p> <p>As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.</p> <p>Students learn about safe practices in the arts through making and responding safely in the different arts subjects.</p> <p>They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.</p> <p>In Dance, students:</p> <ul> <li>become aware of their bodies and learn about the body bases, parts and zones used in dance</li> <li>explore space, time, dynamics and relationships as they make and observe dances</li> <li>explore locomotor and non-locomotor movements and use these fundamental movement skills in their own dance</li> <li>experiment with simple technical and expressive skills and begin to learn about choreographic devices through selecting and organising movements in their own dances.</li> </ul>	|	<p>By the end of Year 2, students describe the effect of the elements in dance they make, perform and view and where and why people dance.</p> <p>Students use the elements of dance to make and perform dance sequences that demonstrate fundamental movement skills to represent ideas. Students demonstrate safe practice.</p>
australia-f10-year2-the-arts-dance	|	<p>In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.</p> <p>In the Foundation Year, students undertake The Arts appropriate for their level of development.</p> <p>They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others&rsquo; art making.</p> <p>As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.</p> <p>Students learn about safe practices in the arts through making and responding safely in the different arts subjects.</p> <p>They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.</p> <p>In Dance, students:</p> <ul> <li>become aware of their bodies and learn about the body bases, parts and zones used in dance</li> <li>explore space, time, dynamics and relationships as they make and observe dances</li> <li>explore locomotor and non-locomotor movements and use these fundamental movement skills in their own dance</li> <li>experiment with simple technical and expressive skills and begin to learn about choreographic devices through selecting and organising movements in their own dances.</li> </ul>	|	<p>By the end of Year 2, students describe the effect of the elements in dance they make, perform and view and where and why people dance.</p> <p>Students use the elements of dance to make and perform dance sequences that demonstrate fundamental movement skills to represent ideas. Students demonstrate safe practice.</p>
australia-f10-year3-the-arts-dance	|	<p>In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers.</p> <p>As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and cultural contexts of the arts. They make personal evaluations of their own and others&rsquo; artworks, making connections between their own artistic intentions and those of other artists.</p> <p>Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their attention on the artwork and respond to it. They consider why and how audiences respond to artworks.</p> <p>In Years 3 and 4, students&rsquo; awareness of themselves and others as audiences is extended beyond the classroom to the broader school context.</p> <p>In Dance, students:</p> <ul> <li>extend their awareness of the body as they incorporate actions using different body parts, body zones and bases</li> <li>explore and experiment with directions, time, dynamics and relationships using groupings, objects and props</li> <li>extend their fundamental movement skills by adding and combining more complex movements</li> <li>use technical skills including accuracy and awareness of body alignment</li> <li>explore meaning and interpretation, elements and forms including shapes and sequences of dances as they make and respond to dance</li> <li>use expressive skills including projection and focus when performing dance for themselves and others.</li> </ul>	|	<p>By the end of Year 4, students describe and discuss similarities and differences between dances they make, perform and view. They discuss how they and others organise the elements of dance in dances depending on the purpose.</p> <p>Students structure movements into dance sequences and use the elements of dance and choreographic devices to represent a story or mood. They collaborate to make dances and perform with control, accuracy, projection and focus.</p>
australia-f10-year4-the-arts-dance	|	<p>In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers.</p> <p>As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and cultural contexts of the arts. They make personal evaluations of their own and others&rsquo; artworks, making connections between their own artistic intentions and those of other artists.</p> <p>Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their attention on the artwork and respond to it. They consider why and how audiences respond to artworks.</p> <p>In Years 3 and 4, students&rsquo; awareness of themselves and others as audiences is extended beyond the classroom to the broader school context.</p> <p>In Dance, students:</p> <ul> <li>extend their awareness of the body as they incorporate actions using different body parts, body zones and bases</li> <li>explore and experiment with directions, time, dynamics and relationships using groupings, objects and props</li> <li>extend their fundamental movement skills by adding and combining more complex movements</li> <li>use technical skills including accuracy and awareness of body alignment</li> <li>explore meaning and interpretation, elements and forms including shapes and sequences of dances as they make and respond to dance</li> <li>use expressive skills including projection and focus when performing dance for themselves and others.</li> </ul>	|	<p>By the end of Year 4, students describe and discuss similarities and differences between dances they make, perform and view. They discuss how they and others organise the elements of dance in dances depending on the purpose.</p> <p>Students structure movements into dance sequences and use the elements of dance and choreographic devices to represent a story or mood. They collaborate to make dances and perform with control, accuracy, projection and focus.</p>
australia-f10-year5-the-arts-dance	|	<p>In Years 5 and 6, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.&nbsp;</p> <p>As they make and respond to the arts, students explore meaning and interpretation, and social and cultural contexts of the arts. They evaluate the use of forms and elements in artworks they make and observe.</p> <p>Students extend their understanding of safety in the arts. In Years 5 and 6, their understanding of the roles of artists and audiences builds on previous bands. They develop their understanding and use of performance or technical skills to communicate intention for different audiences. They identify a variety of audiences for different arts experiences as they engage with more diverse artworks as artists and audiences.</p> <p>In Dance, students:</p> <ul> <li>extend their awareness of the body as they combine movements that use body parts and actions with those involving body zones and bases</li> <li>extend their understanding and use of space, time, dynamics and relationships including performing in groups of varying sizes</li> <li>extend their use of various combinations of fundamental movement skills and technical skills, developing competence, body control and accuracy</li> <li>explore meaning and interpretation, forms and elements of dance, including the use of space and energy in dances as they make and respond to dance.</li> </ul>	|	<p>By the end of Year 6, students explain how the elements of dance, choreographic devices and production elements communicate meaning in dances they make, perform and view. They describe characteristics of dances from different social, historical and cultural contexts that influence their dance making.</p> <p>Students structure movements in dance sequences and use the elements of dance and choreographic devices to make dances that communicate meaning. They work collaboratively to perform dances for audiences, demonstrating technical and expressive skills.</p>
australia-f10-year6-the-arts-dance	|	<p>In Years 5 and 6, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.&nbsp;</p> <p>As they make and respond to the arts, students explore meaning and interpretation, and social and cultural contexts of the arts. They evaluate the use of forms and elements in artworks they make and observe.</p> <p>Students extend their understanding of safety in the arts. In Years 5 and 6, their understanding of the roles of artists and audiences builds on previous bands. They develop their understanding and use of performance or technical skills to communicate intention for different audiences. They identify a variety of audiences for different arts experiences as they engage with more diverse artworks as artists and audiences.</p> <p>In Dance, students:</p> <ul> <li>extend their awareness of the body as they combine movements that use body parts and actions with those involving body zones and bases</li> <li>extend their understanding and use of space, time, dynamics and relationships including performing in groups of varying sizes</li> <li>extend their use of various combinations of fundamental movement skills and technical skills, developing competence, body control and accuracy</li> <li>explore meaning and interpretation, forms and elements of dance, including the use of space and energy in dances as they make and respond to dance.</li> </ul>	|	<p>By the end of Year 6, students explain how the elements of dance, choreographic devices and production elements communicate meaning in dances they make, perform and view. They describe characteristics of dances from different social, historical and cultural contexts that influence their dance making.</p> <p>Students structure movements in dance sequences and use the elements of dance and choreographic devices to make dances that communicate meaning. They work collaboratively to perform dances for audiences, demonstrating technical and expressive skills.</p>
australia-f10-year7-the-arts-dance	|	<p>In Dance, students:</p> <ul> <li>make and respond to dance independently and with their classmates, teachers and communities</li> <li>explore dance as an art form through choreography, performance and appreciation</li> <li>build on their awareness of the body through body part articulation</li> <li>extend their understanding and use of space, time, dynamics and relationships including performing in groups, spatial relationships and using interaction to communicate their choreographic intention</li> <li>extend the combinations of fundamental movement skills to explore dance styles</li> <li>extend technical skills from the previous band, increasing their confidence, accuracy, clarity of movement and projection</li> <li>draw on dances from a range of cultures, times and locations as they experience dance</li> <li>explore the dance and influences of Aboriginal and Torres Strait Islander Peoples and of the Asia region</li> <li>learn about style and choreographic intent in Aboriginal and Torres Strait Islander dances, and how these dances communicate social contexts and relationships</li> <li>learn about sustainability through the arts and sustainability of practices in the arts</li> <li>explore meaning and interpretation, forms and elements, and social, cultural and historical contexts of dance as they make and respond to dance</li> <li>evaluate choreographers&rsquo; intentions and expressive skills in dances they view and perform</li> <li>understand that safe dance practices underlie all experiences in the study of dance</li> <li>perform within their own body capabilities and work safely in groups.</li> </ul>	|	<p>By the end of Year 8, students identify and analyse the elements of dance, choreographic devices and production elements in dances in different styles and apply this knowledge in dances they make and perform. They evaluate how they and others from different cultures, times and places communicate meaning and intent through dance.</p> <p>Students choreograph dances, demonstrating selection and organisation of the elements of dance, choreographic devices and form to communicate choreographic intent. They choreograph and learn dances, and perform them with confidence and clarity, and with technical and expressive skills appropriate to the dance style.</p>
australia-f10-year8-the-arts-dance	|	<p>In Dance, students:</p> <ul> <li>make and respond to dance independently and with their classmates, teachers and communities</li> <li>explore dance as an art form through choreography, performance and appreciation</li> <li>build on their awareness of the body through body part articulation</li> <li>extend their understanding and use of space, time, dynamics and relationships including performing in groups, spatial relationships and using interaction to communicate their choreographic intention</li> <li>extend the combinations of fundamental movement skills to explore dance styles</li> <li>extend technical skills from the previous band, increasing their confidence, accuracy, clarity of movement and projection</li> <li>draw on dances from a range of cultures, times and locations as they experience dance</li> <li>explore the dance and influences of Aboriginal and Torres Strait Islander Peoples and of the Asia region</li> <li>learn about style and choreographic intent in Aboriginal and Torres Strait Islander dances, and how these dances communicate social contexts and relationships</li> <li>learn about sustainability through the arts and sustainability of practices in the arts</li> <li>explore meaning and interpretation, forms and elements, and social, cultural and historical contexts of dance as they make and respond to dance</li> <li>evaluate choreographers&rsquo; intentions and expressive skills in dances they view and perform</li> <li>understand that safe dance practices underlie all experiences in the study of dance</li> <li>perform within their own body capabilities and work safely in groups.</li> </ul>	|	<p>By the end of Year 8, students identify and analyse the elements of dance, choreographic devices and production elements in dances in different styles and apply this knowledge in dances they make and perform. They evaluate how they and others from different cultures, times and places communicate meaning and intent through dance.</p> <p>Students choreograph dances, demonstrating selection and organisation of the elements of dance, choreographic devices and form to communicate choreographic intent. They choreograph and learn dances, and perform them with confidence and clarity, and with technical and expressive skills appropriate to the dance style.</p>
australia-f10-year9-the-arts-dance	|	<p>In Dance, students:</p> <ul> <li>build on their awareness of the body and how it is used in particular dance styles</li> <li>extend their understanding and use space, time, dynamics and relationships to expand their choreographic intentions</li> <li>extend the combinations of fundamental movement skills to include dance style-specific movement skills</li> <li>extend technical skills from the previous band, increasing their confidence, accuracy, clarity of movement and projection</li> <li>draw on dances from a range of cultures, times and locations as they experience dance</li> <li>explore the dance and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region</li> <li>reflect on the development of traditional and contemporary styles of dance and how choreographers can be identified through the style of their choreography</li> <li>learn about sustainability through the arts and sustainability of practices in the arts</li> <li>explore meaning and interpretation, forms and elements, and social, cultural and historical contexts of dance as they make and respond to dance</li> <li>evaluate dancers&rsquo; success in expressing the choreographers&rsquo; intentions and the use of expressive skills in dances they view and perform</li> <li>understand that safe dance practices underlie all experiences in the study of dance</li> <li>perform within their own body capabilities and work safely in groups.</li> </ul>	|	<p>By the end of Year 10, students analyse the choreographer&rsquo;s use of the elements of dance, choreographic devices, form and production elements to communicate choreographic intent in dances they make, perform and view. They evaluate the impact of dance from different cultures, places and times on Australian dance.</p> <p>Students choreograph dances by manipulating and combining the elements of dance, choreographic devices, form and production elements to communicate their choreographic intent. They choreograph, rehearse and perform dances, demonstrating technical and expressive skills appropriate to the genre and style.</p>
australia-f10-year10-the-arts-dance	|	<p>In Dance, students:</p> <ul> <li>build on their awareness of the body and how it is used in particular dance styles</li> <li>extend their understanding and use space, time, dynamics and relationships to expand their choreographic intentions</li> <li>extend the combinations of fundamental movement skills to include dance style-specific movement skills</li> <li>extend technical skills from the previous band, increasing their confidence, accuracy, clarity of movement and projection</li> <li>draw on dances from a range of cultures, times and locations as they experience dance</li> <li>explore the dance and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region</li> <li>reflect on the development of traditional and contemporary styles of dance and how choreographers can be identified through the style of their choreography</li> <li>learn about sustainability through the arts and sustainability of practices in the arts</li> <li>explore meaning and interpretation, forms and elements, and social, cultural and historical contexts of dance as they make and respond to dance</li> <li>evaluate dancers&rsquo; success in expressing the choreographers&rsquo; intentions and the use of expressive skills in dances they view and perform</li> <li>understand that safe dance practices underlie all experiences in the study of dance</li> <li>perform within their own body capabilities and work safely in groups.</li> </ul>	|	<p>By the end of Year 10, students analyse the choreographer&rsquo;s use of the elements of dance, choreographic devices, form and production elements to communicate choreographic intent in dances they make, perform and view. They evaluate the impact of dance from different cultures, places and times on Australian dance.</p> <p>Students choreograph dances by manipulating and combining the elements of dance, choreographic devices, form and production elements to communicate their choreographic intent. They choreograph, rehearse and perform dances, demonstrating technical and expressive skills appropriate to the genre and style.</p>
australia-f10-foundation-technologies-design-technologies	|	        <p>Learning in Design and Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework, revisiting, strengthening and extending these as needed.</p>        <p>By the end of Year 2 students will have had the opportunity to create designed solutions at least once in each of the following technologies contexts: Engineering principles and systems<i>; </i>Food and fibre production and Food specialisations; and Materials and technologies specialisations. Students should have opportunities to experience designing and producing products, services and environments. This may occur through integrated learning.</p>        <p>In Foundation to Year 2 students explore and investigate technologies − materials, systems, components, tools and equipment − including their purpose and how they meet personal and social needs within local settings. Students develop an understanding of how society and environmental sustainability factors influence design and technologies decisions. Students evaluate designed solutions using questions such as ‘How does it work?’, ‘What purpose does it meet?’, ‘Who will use it?’, ‘What do I like about it?’ or ‘How can it be improved?’ They begin to consider the impact of their decisions and of technologies on others and the environment including in relation to preferred futures. They reflect on their participation in a design process. This involves students developing new perspectives, and engaging in different forms of evaluating and critiquing products, services and environments based on personal preferences. </p>        <p>Using a range of technologies including a variety of graphical representation techniques to communicate, students draw, model and explain design ideas; label drawings; draw objects as two-dimensional images from different views; draw products and simple environments and verbalise design ideas.</p>        <p>They plan (with teacher support) simple steps and follow directions to complete their own or group design ideas or projects, and manage their own role within team projects. Students are aware of others around them and the need to work safely and collaboratively when making designed solutions</p>      	|	<p>By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments. They identify the features and uses of technologies for each of the prescribed technologies contexts.</p> <p>With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services and environments using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions.</p>
australia-f10-year1-technologies-design-technologies	|	        <p>Learning in Design and Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework, revisiting, strengthening and extending these as needed.</p>        <p>By the end of Year 2 students will have had the opportunity to create designed solutions at least once in each of the following technologies contexts: Engineering principles and systems<i>; </i>Food and fibre production and Food specialisations; and Materials and technologies specialisations. Students should have opportunities to experience designing and producing products, services and environments. This may occur through integrated learning.</p>        <p>In Foundation to Year 2 students explore and investigate technologies − materials, systems, components, tools and equipment − including their purpose and how they meet personal and social needs within local settings. Students develop an understanding of how society and environmental sustainability factors influence design and technologies decisions. Students evaluate designed solutions using questions such as ‘How does it work?’, ‘What purpose does it meet?’, ‘Who will use it?’, ‘What do I like about it?’ or ‘How can it be improved?’ They begin to consider the impact of their decisions and of technologies on others and the environment including in relation to preferred futures. They reflect on their participation in a design process. This involves students developing new perspectives, and engaging in different forms of evaluating and critiquing products, services and environments based on personal preferences. </p>        <p>Using a range of technologies including a variety of graphical representation techniques to communicate, students draw, model and explain design ideas; label drawings; draw objects as two-dimensional images from different views; draw products and simple environments and verbalise design ideas.</p>        <p>They plan (with teacher support) simple steps and follow directions to complete their own or group design ideas or projects, and manage their own role within team projects. Students are aware of others around them and the need to work safely and collaboratively when making designed solutions</p>      	|	<p>By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments. They identify the features and uses of technologies for each of the prescribed technologies contexts.</p> <p>With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services and environments using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions.</p>
australia-f10-year2-technologies-design-technologies	|	        <p>Learning in Design and Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework, revisiting, strengthening and extending these as needed.</p>        <p>By the end of Year 2 students will have had the opportunity to create designed solutions at least once in each of the following technologies contexts: Engineering principles and systems<i>; </i>Food and fibre production and Food specialisations; and Materials and technologies specialisations. Students should have opportunities to experience designing and producing products, services and environments. This may occur through integrated learning.</p>        <p>In Foundation to Year 2 students explore and investigate technologies − materials, systems, components, tools and equipment − including their purpose and how they meet personal and social needs within local settings. Students develop an understanding of how society and environmental sustainability factors influence design and technologies decisions. Students evaluate designed solutions using questions such as ‘How does it work?’, ‘What purpose does it meet?’, ‘Who will use it?’, ‘What do I like about it?’ or ‘How can it be improved?’ They begin to consider the impact of their decisions and of technologies on others and the environment including in relation to preferred futures. They reflect on their participation in a design process. This involves students developing new perspectives, and engaging in different forms of evaluating and critiquing products, services and environments based on personal preferences. </p>        <p>Using a range of technologies including a variety of graphical representation techniques to communicate, students draw, model and explain design ideas; label drawings; draw objects as two-dimensional images from different views; draw products and simple environments and verbalise design ideas.</p>        <p>They plan (with teacher support) simple steps and follow directions to complete their own or group design ideas or projects, and manage their own role within team projects. Students are aware of others around them and the need to work safely and collaboratively when making designed solutions</p>      	|	<p>By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments. They identify the features and uses of technologies for each of the prescribed technologies contexts.</p> <p>With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services and environments using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions.</p>
australia-f10-year3-technologies-design-technologies	|	<p>Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.</p>  <p>By the end of Year 4 students will have had the opportunity to create designed solutions at least once in the following technologies contexts: Engineering principles and systems; Food and fibre production and Food specialisations; and Materials and technologies specialisations. Students should have opportunities to experience designing and producing products, services and environments.</p>  <p>In Year 3 and 4 students develop a sense of self and ownership of their ideas and thinking about their peers and communities and as consumers. Students explore and learn to harness their creative, innovative and imaginative ideas and approaches to achieve designed products, services and environments. They do this through planning and awareness of the characteristics and properties of materials and the use of tools and equipment. They learn to reflect on their actions to refine their working and develop their decision-making skills. Students examine social and environmental sustainability implications of existing products and processes to raise awareness of their place in the world. They compare their predicted implications with real-world case studies including those from the Asia region, and recognise that designs and technologies can affect people and their environments. They become aware of the role of those working in design and technologies occupations and how they think about the way a product might change in the future.</p>  <p>Using a range of technologies including a variety of graphical representation techniques to communicate, students clarify and present ideas, for example by drawing annotated diagrams; modelling objects as three-dimensional images from different views by visualising rotating images and using materials. Students recognise techniques for documenting design and production ideas such as basic drawing symbols, and use simple flow diagrams.</p>  <p>Students become aware of the appropriate ways to manage their time and focus. With teacher guidance, they identify and list criteria for success including in relation to preferred futures and the major steps needed to complete a design task. They show an understanding of the importance of planning when designing solutions, in particular when collaborating. Students identify safety issues and learn to follow simple safety rules when producing designed solutions.</p>	|	<p>By the end of Year 4, students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts.</p> <p>Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when producing designed solutions.</p>
australia-f10-year4-technologies-design-technologies	|	<p>Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.</p>  <p>By the end of Year 4 students will have had the opportunity to create designed solutions at least once in the following technologies contexts: Engineering principles and systems; Food and fibre production and Food specialisations; and Materials and technologies specialisations. Students should have opportunities to experience designing and producing products, services and environments.</p>  <p>In Year 3 and 4 students develop a sense of self and ownership of their ideas and thinking about their peers and communities and as consumers. Students explore and learn to harness their creative, innovative and imaginative ideas and approaches to achieve designed products, services and environments. They do this through planning and awareness of the characteristics and properties of materials and the use of tools and equipment. They learn to reflect on their actions to refine their working and develop their decision-making skills. Students examine social and environmental sustainability implications of existing products and processes to raise awareness of their place in the world. They compare their predicted implications with real-world case studies including those from the Asia region, and recognise that designs and technologies can affect people and their environments. They become aware of the role of those working in design and technologies occupations and how they think about the way a product might change in the future.</p>  <p>Using a range of technologies including a variety of graphical representation techniques to communicate, students clarify and present ideas, for example by drawing annotated diagrams; modelling objects as three-dimensional images from different views by visualising rotating images and using materials. Students recognise techniques for documenting design and production ideas such as basic drawing symbols, and use simple flow diagrams.</p>  <p>Students become aware of the appropriate ways to manage their time and focus. With teacher guidance, they identify and list criteria for success including in relation to preferred futures and the major steps needed to complete a design task. They show an understanding of the importance of planning when designing solutions, in particular when collaborating. Students identify safety issues and learn to follow simple safety rules when producing designed solutions.</p>	|	<p>By the end of Year 4, students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts.</p> <p>Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when producing designed solutions.</p>
australia-f10-year5-technologies-design-technologies	|	<p>Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.</p> <p>By the end of Year 6, students will have had the opportunity to create designed solutions at least once in three technologies contexts: engineering principles and systems, food and fibre production and food specialisations; and materials and technologies specialisations. Students should have opportunities to experience designing and producing products, services and environments.</p> <p>In Years 5 and 6, students critically examine technologies &minus; materials, systems, components, tools and equipment &minus; that are used regularly in the home and in local, national, regional or global communities, with consideration of society, ethics and social and environmental sustainability factors. Students consider why and for whom technologies were developed.</p> <p>Students engage with ideas beyond the familiar, exploring how design and technologies and the people working in a range of technologies contexts contribute to society. They seek to explore innovation and establish their own design capabilities. Students are given new opportunities for clarifying their thinking, creativity, analysis, problem-solving and decision-making. They explore trends and data to imagine what the future will be like and suggest design decisions that contribute positively to preferred futures.</p> <p>Using a range of technologies including a variety of graphical representation techniques to communicate, students represent objects and ideas in a variety of forms such as thumbnail sketches, models, drawings, diagrams and storyboards to illustrate the development of designed solutions. They use a range of techniques such as labelling and annotating sequenced sketches and diagrams to illustrate how products function; and recognise and use a range of drawing symbols in context to give meaning and direction.</p> <p>Students work individually and collaboratively to identify and sequence steps needed for a design task. They negotiate and develop plans to complete design tasks, and follow plans to complete design tasks safely, making adjustments to plans when necessary. Students identify, plan and maintain safety standards and practices when making designed solutions.</p>	|	<p>By the end of Year 6, students describe competing considerations in the design of products, services and environments, taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs. Students explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts.</p> <p>Students create designed solutions for each of the prescribed technologies contexts suitable for identified needs or opportunities. They suggest criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions. They combine design ideas and communicate these to audiences using graphical representation techniques and technical terms. Students record project plans including production processes. They select and use appropriate technologies and techniques correctly and safely to produce designed solutions.</p>
australia-f10-year6-technologies-design-technologies	|	<p>Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.</p> <p>By the end of Year 6, students will have had the opportunity to create designed solutions at least once in three technologies contexts: engineering principles and systems, food and fibre production and food specialisations; and materials and technologies specialisations. Students should have opportunities to experience designing and producing products, services and environments.</p> <p>In Years 5 and 6, students critically examine technologies &minus; materials, systems, components, tools and equipment &minus; that are used regularly in the home and in local, national, regional or global communities, with consideration of society, ethics and social and environmental sustainability factors. Students consider why and for whom technologies were developed.</p> <p>Students engage with ideas beyond the familiar, exploring how design and technologies and the people working in a range of technologies contexts contribute to society. They seek to explore innovation and establish their own design capabilities. Students are given new opportunities for clarifying their thinking, creativity, analysis, problem-solving and decision-making. They explore trends and data to imagine what the future will be like and suggest design decisions that contribute positively to preferred futures.</p> <p>Using a range of technologies including a variety of graphical representation techniques to communicate, students represent objects and ideas in a variety of forms such as thumbnail sketches, models, drawings, diagrams and storyboards to illustrate the development of designed solutions. They use a range of techniques such as labelling and annotating sequenced sketches and diagrams to illustrate how products function; and recognise and use a range of drawing symbols in context to give meaning and direction.</p> <p>Students work individually and collaboratively to identify and sequence steps needed for a design task. They negotiate and develop plans to complete design tasks, and follow plans to complete design tasks safely, making adjustments to plans when necessary. Students identify, plan and maintain safety standards and practices when making designed solutions.</p>	|	<p>By the end of Year 6, students describe competing considerations in the design of products, services and environments, taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs. Students explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts.</p> <p>Students create designed solutions for each of the prescribed technologies contexts suitable for identified needs or opportunities. They suggest criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions. They combine design ideas and communicate these to audiences using graphical representation techniques and technical terms. Students record project plans including production processes. They select and use appropriate technologies and techniques correctly and safely to produce designed solutions.</p>
australia-f10-year7-technologies-design-technologies	|	<p>Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.</p>  <p>By the end of Year 8 students will have had the opportunity to create designed solutions at least once in the following four technologies contexts: Engineering principles and systems, Food and fibre production, Food specialisations and Materials and technologies specialisations. Students should have opportunities to design and produce products, services and environments.</p>  <p>In Year 7 and 8 students investigate and select from a range of technologies &minus; materials, systems, components, tools and equipment. They consider the ways characteristics and properties of technologies can be combined to design and produce sustainable designed solutions to problems for individuals and the community, considering society and ethics, and economic, environmental and social sustainability factors. Students use creativity, innovation and enterprise skills with increasing independence and collaboration.</p>  <p>Students respond to feedback from others and evaluate design processes used and designed solutions for preferred futures. They investigate design and technology professions and the contributions that each makes to society locally, regionally and globally through creativity, innovation and enterprise. Students evaluate the advantages and disadvantages of design ideas and technologies.</p>  <p>Using a range of technologies including a variety of graphical representation techniques to communicate, students generate and clarify ideas through sketching, modelling, perspective and orthogonal drawings. They use a range of symbols and technical terms in a range of contexts to produce patterns, annotated concept sketches and drawings, using scale, pictorial and aerial views to draw environments.</p>  <p>With greater autonomy, students identify the sequences and steps involved in design tasks. They develop plans to manage design tasks, including safe and responsible use of materials and tools, and apply management plans to successfully complete design tasks. Students establish safety procedures that minimise risk and manage a project with safety and efficiency in mind when making designed solutions.</p>	|	<p>By the end of Year 8, students explain factors that influence the design of products, services and environments to meet present and future needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts.</p> <p>Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions and processes. They create and adapt design ideas, make considered decisions and communicate to different audiences using appropriate technical terms and a range of technologies and graphical representation techniques. Students apply project management skills to document and use project plans to manage production processes. They independently and safely produce effective designed solutions for the intended purpose.</p>
australia-f10-year8-technologies-design-technologies	|	<p>Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.</p>  <p>By the end of Year 8 students will have had the opportunity to create designed solutions at least once in the following four technologies contexts: Engineering principles and systems, Food and fibre production, Food specialisations and Materials and technologies specialisations. Students should have opportunities to design and produce products, services and environments.</p>  <p>In Year 7 and 8 students investigate and select from a range of technologies &minus; materials, systems, components, tools and equipment. They consider the ways characteristics and properties of technologies can be combined to design and produce sustainable designed solutions to problems for individuals and the community, considering society and ethics, and economic, environmental and social sustainability factors. Students use creativity, innovation and enterprise skills with increasing independence and collaboration.</p>  <p>Students respond to feedback from others and evaluate design processes used and designed solutions for preferred futures. They investigate design and technology professions and the contributions that each makes to society locally, regionally and globally through creativity, innovation and enterprise. Students evaluate the advantages and disadvantages of design ideas and technologies.</p>  <p>Using a range of technologies including a variety of graphical representation techniques to communicate, students generate and clarify ideas through sketching, modelling, perspective and orthogonal drawings. They use a range of symbols and technical terms in a range of contexts to produce patterns, annotated concept sketches and drawings, using scale, pictorial and aerial views to draw environments.</p>  <p>With greater autonomy, students identify the sequences and steps involved in design tasks. They develop plans to manage design tasks, including safe and responsible use of materials and tools, and apply management plans to successfully complete design tasks. Students establish safety procedures that minimise risk and manage a project with safety and efficiency in mind when making designed solutions.</p>	|	<p>By the end of Year 8, students explain factors that influence the design of products, services and environments to meet present and future needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts.</p> <p>Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions and processes. They create and adapt design ideas, make considered decisions and communicate to different audiences using appropriate technical terms and a range of technologies and graphical representation techniques. Students apply project management skills to document and use project plans to manage production processes. They independently and safely produce effective designed solutions for the intended purpose.</p>
australia-f10-year9-technologies-design-technologies	|	<p>Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.</p>  <p>By the end of Year 10 students will have had the opportunity to design and produce at least four designed solutions focused on one or more of the five technologies contexts content descriptions. There is one optional content description for each of the following: Engineering principles and systems, Food and fibre production, Food specialisations and Materials and technologies specialisations. There is an additional open content description to provide flexibility and choice. Students should have opportunities to experience creating designed solutions for products, services and environments.</p>  <p>In Year 9 and 10 students use design and technologies knowledge and understanding, processes and production skills and design thinking to produce designed solutions to identified needs or opportunities of relevance to individuals and regional and global communities. Students work independently and collaboratively. Problem-solving activities acknowledge the complexities of contemporary life and make connections to related specialised occupations and further study. Increasingly, study has a global perspective, with opportunities to understand the complex interdependencies involved in the development of technologies and enterprises. Students specifically focus on preferred futures, taking into account ethics; legal issues; social values; economic, environmental and social sustainability factors and using strategies such as life cycle thinking. Students use creativity, innovation and enterprise skills with increasing confidence, independence and collaboration.</p>  <p>Using a range of technologies including a variety of graphical representation techniques to communicate, students generate and represent original ideas and production plans in two and three-dimensional representations using a range of technical drawings including perspective, scale, orthogonal and production drawings with sectional and exploded views. They produce rendered, illustrated views for marketing and use graphic visualisation software to produce dynamic views of virtual products.</p>  <p>Students identify the steps involved in planning the production of designed solutions. They develop detailed project management plans incorporating elements such as sequenced time, cost and action plans to manage a range of design tasks safely. They apply management plans, changing direction when necessary, to successfully complete design tasks. Students identify and establish safety procedures that minimise risk and manage projects with safety and efficiency in mind, maintaining safety standards and management procedures to ensure success. They learn to transfer theoretical knowledge to practical activities across a range of projects.</p>	|	<p>By the end of Year 10, students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to produce products, services and environments. They identify the changes necessary to designed solutions to realise preferred futures they have described. When producing designed solutions for identified needs or opportunities, students evaluate the features of technologies and their appropriateness for purpose for one or more of the technologies contexts.</p> <p>Students create designed solutions for one or more of the technologies contexts based on a critical evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and processes. They create and connect design ideas and processes of increasing complexity and justify decisions. Students communicate and document projects, including marketing for a range of audiences. They independently and collaboratively apply sequenced production and management plans when producing designed solutions, making adjustments to plans when necessary. They select and use appropriate technologies skilfully and safely to produce high-quality designed solutions suitable for the intended purpose.</p>
australia-f10-year10-technologies-design-technologies	|	<p>Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.</p>  <p>By the end of Year 10 students will have had the opportunity to design and produce at least four designed solutions focused on one or more of the five technologies contexts content descriptions. There is one optional content description for each of the following: Engineering principles and systems, Food and fibre production, Food specialisations and Materials and technologies specialisations. There is an additional open content description to provide flexibility and choice. Students should have opportunities to experience creating designed solutions for products, services and environments.</p>  <p>In Year 9 and 10 students use design and technologies knowledge and understanding, processes and production skills and design thinking to produce designed solutions to identified needs or opportunities of relevance to individuals and regional and global communities. Students work independently and collaboratively. Problem-solving activities acknowledge the complexities of contemporary life and make connections to related specialised occupations and further study. Increasingly, study has a global perspective, with opportunities to understand the complex interdependencies involved in the development of technologies and enterprises. Students specifically focus on preferred futures, taking into account ethics; legal issues; social values; economic, environmental and social sustainability factors and using strategies such as life cycle thinking. Students use creativity, innovation and enterprise skills with increasing confidence, independence and collaboration.</p>  <p>Using a range of technologies including a variety of graphical representation techniques to communicate, students generate and represent original ideas and production plans in two and three-dimensional representations using a range of technical drawings including perspective, scale, orthogonal and production drawings with sectional and exploded views. They produce rendered, illustrated views for marketing and use graphic visualisation software to produce dynamic views of virtual products.</p>  <p>Students identify the steps involved in planning the production of designed solutions. They develop detailed project management plans incorporating elements such as sequenced time, cost and action plans to manage a range of design tasks safely. They apply management plans, changing direction when necessary, to successfully complete design tasks. Students identify and establish safety procedures that minimise risk and manage projects with safety and efficiency in mind, maintaining safety standards and management procedures to ensure success. They learn to transfer theoretical knowledge to practical activities across a range of projects.</p>	|	<p>By the end of Year 10, students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to produce products, services and environments. They identify the changes necessary to designed solutions to realise preferred futures they have described. When producing designed solutions for identified needs or opportunities, students evaluate the features of technologies and their appropriateness for purpose for one or more of the technologies contexts.</p> <p>Students create designed solutions for one or more of the technologies contexts based on a critical evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and processes. They create and connect design ideas and processes of increasing complexity and justify decisions. Students communicate and document projects, including marketing for a range of audiences. They independently and collaboratively apply sequenced production and management plans when producing designed solutions, making adjustments to plans when necessary. They select and use appropriate technologies skilfully and safely to produce high-quality designed solutions suitable for the intended purpose.</p>
australia-f10-foundation-technologies-digital-technologies	|	        <p>Learning in Digital Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework. It focuses on developing foundational skills in computational thinking and an awareness of personal experiences using digital systems. </p>        <p>By the end of Year 2, students will have had opportunities to create a range of digital solutions through guided play and integrated learning, such as using robotic toys to navigate a map or recording science data with software applications.</p>        <p>In Foundation – Year 2, students begin to learn about common digital systems and patterns that exist within data they collect. Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning. </p>        <p>Students use the concept of abstraction when defining problems, to identify the most important information, such as the significant steps involved in making a sandwich. They begin to develop their design skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process or controlling robotic devices.</p>        <p>Students describe how information systems meet information, communication and/or recreational needs.</p>        <p>Through discussion with teachers, students learn to apply safe and ethical practices to protect themselves and others as they interact online for learning and communicating.</p>      	|	<p>By the end of Year 2, students identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data in different ways.</p> <p>Students design solutions to simple problems using a sequence of steps and decisions. They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems, and share information in safe online environments.</p>
australia-f10-year1-technologies-digital-technologies	|	        <p>Learning in Digital Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework. It focuses on developing foundational skills in computational thinking and an awareness of personal experiences using digital systems. </p>        <p>By the end of Year 2, students will have had opportunities to create a range of digital solutions through guided play and integrated learning, such as using robotic toys to navigate a map or recording science data with software applications.</p>        <p>In Foundation – Year 2, students begin to learn about common digital systems and patterns that exist within data they collect. Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning. </p>        <p>Students use the concept of abstraction when defining problems, to identify the most important information, such as the significant steps involved in making a sandwich. They begin to develop their design skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process or controlling robotic devices.</p>        <p>Students describe how information systems meet information, communication and/or recreational needs.</p>        <p>Through discussion with teachers, students learn to apply safe and ethical practices to protect themselves and others as they interact online for learning and communicating.</p>      	|	<p>By the end of Year 2, students identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data in different ways.</p> <p>Students design solutions to simple problems using a sequence of steps and decisions. They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems, and share information in safe online environments.</p>
australia-f10-year2-technologies-digital-technologies	|	        <p>Learning in Digital Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework. It focuses on developing foundational skills in computational thinking and an awareness of personal experiences using digital systems. </p>        <p>By the end of Year 2, students will have had opportunities to create a range of digital solutions through guided play and integrated learning, such as using robotic toys to navigate a map or recording science data with software applications.</p>        <p>In Foundation – Year 2, students begin to learn about common digital systems and patterns that exist within data they collect. Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning. </p>        <p>Students use the concept of abstraction when defining problems, to identify the most important information, such as the significant steps involved in making a sandwich. They begin to develop their design skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process or controlling robotic devices.</p>        <p>Students describe how information systems meet information, communication and/or recreational needs.</p>        <p>Through discussion with teachers, students learn to apply safe and ethical practices to protect themselves and others as they interact online for learning and communicating.</p>      	|	<p>By the end of Year 2, students identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data in different ways.</p> <p>Students design solutions to simple problems using a sequence of steps and decisions. They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems, and share information in safe online environments.</p>
australia-f10-year3-technologies-digital-technologies	|	        <p>Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as categorising and outlining procedures; and developing an increasing awareness of how digital systems are used and could be used at home, in school and the local community.</p>        <p>By the end of Year 4, students will have had opportunities to create a range of digital solutions, such as interactive adventures that involve user choice, modelling simplified real world systems and simple guessing games.</p>        <p>In Year 3 and 4, students explore digital systems in terms of their components, and peripheral devices such as digital microscopes, cameras and interactive whiteboards. They collect, manipulate and interpret data, developing an understanding of the characteristics of data and their representation. </p>        <p>Using the concept of abstraction, students define simple problems using techniques such as summarising facts to deduce conclusions. They record simple solutions to problems through text and diagrams and develop their designing skills from initially following prepared algorithms to describing their own that support branching (choice of options) and user input. Their solutions are implemented using appropriate software including visual programming languages that use graphical elements rather than text instructions. They explain, in general terms, how their solutions meet specific needs and consider how society may use digital systems to meet needs in environmentally sustainable ways.</p>        <p>With teacher guidance, students identify and list the major steps needed to complete a task or project. When sharing ideas and communicating in online environments they develop an understanding of why it is important to consider the feelings of their audiences and apply safe practices and social protocols agreed by the class that demonstrate respectful behaviour.</p>      	|	<p>By the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways.</p> <p>Students define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input. They explain how the solutions meet their purposes. They collect and manipulate different data when creating information and digital solutions. They safely use and manage information systems for identified needs using agreed protocols and describe how information systems are used.</p>
australia-f10-year4-technologies-digital-technologies	|	        <p>Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as categorising and outlining procedures; and developing an increasing awareness of how digital systems are used and could be used at home, in school and the local community.</p>        <p>By the end of Year 4, students will have had opportunities to create a range of digital solutions, such as interactive adventures that involve user choice, modelling simplified real world systems and simple guessing games.</p>        <p>In Year 3 and 4, students explore digital systems in terms of their components, and peripheral devices such as digital microscopes, cameras and interactive whiteboards. They collect, manipulate and interpret data, developing an understanding of the characteristics of data and their representation. </p>        <p>Using the concept of abstraction, students define simple problems using techniques such as summarising facts to deduce conclusions. They record simple solutions to problems through text and diagrams and develop their designing skills from initially following prepared algorithms to describing their own that support branching (choice of options) and user input. Their solutions are implemented using appropriate software including visual programming languages that use graphical elements rather than text instructions. They explain, in general terms, how their solutions meet specific needs and consider how society may use digital systems to meet needs in environmentally sustainable ways.</p>        <p>With teacher guidance, students identify and list the major steps needed to complete a task or project. When sharing ideas and communicating in online environments they develop an understanding of why it is important to consider the feelings of their audiences and apply safe practices and social protocols agreed by the class that demonstrate respectful behaviour.</p>      	|	<p>By the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways.</p> <p>Students define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input. They explain how the solutions meet their purposes. They collect and manipulate different data when creating information and digital solutions. They safely use and manage information systems for identified needs using agreed protocols and describe how information systems are used.</p>
australia-f10-year5-technologies-digital-technologies	|	        <p>Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as identifying similarities in different problems and describing smaller components of complex systems.  It also focuses on the sustainability of information systems for current and future uses.</p>        <p>By the end of Year 6, students will have had opportunities to create a range of digital solutions, such as games or quizzes and interactive stories and animations.</p>        <p>In Year 5 and 6, students develop an understanding of the role individual components of digital systems play in the processing and representation of data. They acquire, validate, interpret, track and manage various types of data and are introduced to the concept of data states in digital systems and how data are transferred between systems. </p>        <p>They learn to further develop abstractions by identifying common elements across similar problems and systems and develop an understanding of the relationship between models and the real-world systems they represent. </p>        <p>When creating solutions, students define problems clearly by identifying appropriate data and requirements. When designing, they consider how users will interact with the solutions, and check and validate their designs to increase the likelihood of creating working solutions. Students increase the sophistication of their algorithms by identifying repetition and incorporate repeat instructions or structures when implementing their solutions through visual programming, such as reading user input until an answer is guessed correctly in a quiz. They evaluate their solutions and examine the sustainability of their own and existing information systems.</p>        <p>Students progress from managing the creation of their own ideas and information for sharing to working collaboratively. In doing so, they learn to negotiate and develop plans to complete tasks. When engaging with others, they take personal and physical safety into account, applying social and ethical protocols that acknowledge factors such as social differences and privacy of personal information. They also develop their skills in applying technical protocols such as devising file naming conventions that are meaningful and determining safe storage locations to protect data and information. </p>      	|	<p>By the end of Year 6, students explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks. They explain how digital systems use whole numbers as a basis for representing a variety of data types.</p> <p>Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision-making, repetition and user interface design into their designs and implement their digital solutions, including a visual program. They explain how information systems and their solutions meet needs and consider sustainability. Students manage the creation and communication of ideas and information in collaborative digital projects using validated data and agreed protocols.</p>
australia-f10-year6-technologies-digital-technologies	|	        <p>Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as identifying similarities in different problems and describing smaller components of complex systems.  It also focuses on the sustainability of information systems for current and future uses.</p>        <p>By the end of Year 6, students will have had opportunities to create a range of digital solutions, such as games or quizzes and interactive stories and animations.</p>        <p>In Year 5 and 6, students develop an understanding of the role individual components of digital systems play in the processing and representation of data. They acquire, validate, interpret, track and manage various types of data and are introduced to the concept of data states in digital systems and how data are transferred between systems. </p>        <p>They learn to further develop abstractions by identifying common elements across similar problems and systems and develop an understanding of the relationship between models and the real-world systems they represent. </p>        <p>When creating solutions, students define problems clearly by identifying appropriate data and requirements. When designing, they consider how users will interact with the solutions, and check and validate their designs to increase the likelihood of creating working solutions. Students increase the sophistication of their algorithms by identifying repetition and incorporate repeat instructions or structures when implementing their solutions through visual programming, such as reading user input until an answer is guessed correctly in a quiz. They evaluate their solutions and examine the sustainability of their own and existing information systems.</p>        <p>Students progress from managing the creation of their own ideas and information for sharing to working collaboratively. In doing so, they learn to negotiate and develop plans to complete tasks. When engaging with others, they take personal and physical safety into account, applying social and ethical protocols that acknowledge factors such as social differences and privacy of personal information. They also develop their skills in applying technical protocols such as devising file naming conventions that are meaningful and determining safe storage locations to protect data and information. </p>      	|	<p>By the end of Year 6, students explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks. They explain how digital systems use whole numbers as a basis for representing a variety of data types.</p> <p>Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision-making, repetition and user interface design into their designs and implement their digital solutions, including a visual program. They explain how information systems and their solutions meet needs and consider sustainability. Students manage the creation and communication of ideas and information in collaborative digital projects using validated data and agreed protocols.</p>
australia-f10-year7-technologies-digital-technologies	|	        <p>Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as decomposing problems and prototyping; and engaging students with a wider range of information systems as they broaden their experiences and involvement in national, regional and global activities.</p>        <p>By the end of Year 8, students will have had opportunities to create a range of digital solutions, such as interactive web applications or programmable multimedia assets or simulations of relationships between objects in the real world.</p>        <p>In Year 7 and 8, students analyse the properties of networked systems and their suitability and use for the transmission of data types. They acquire, analyse, validate and evaluate various types of data, and appreciate the complexities of storing and transmitting that data in digital systems. Students use structured data to model objects and events that shape the communities they actively engage with. They further develop their understanding of the vital role that data plays in their lives, and how the data and related systems define and are limited by technical, environmental, economic and social constraints. </p>        <p>They further develop abstractions by identifying common elements while decomposing apparently different problems and systems to define requirements, and recognise that abstractions hide irrelevant details for particular purposes. When defining problems, students identify the key elements of the problems and the factors and constraints at play. They design increasingly complex algorithms that allow data to be manipulated automatically, and explore different ways of showing the relationship between data elements to help computation, such as using pivot tables, graphs and clearly defined mark-up or rules. They progress from designing the user interface to considering user experience factors such as user expertise, accessibility and usability requirements.</p>        <p>They broaden their programming experiences to include general-purpose programming languages, and incorporate subprograms into their solutions. They predict and evaluate their developed and existing solutions, considering time, tasks, data and the safe and sustainable use of information systems, and anticipate any risks associated with the use or adoption of such systems.</p>        <p>Students plan and manage individual and team projects with some autonomy. They consider ways of managing the exchange of ideas, tasks and files, and techniques for monitoring progress and feedback. When communicating and collaborating online, students develop an understanding of different social contexts, for example acknowledging cultural practices and meeting legal obligations.  </p>      	|	<p>By the end of Year 8, students distinguish between different types of networks and defined purposes. They explain how text, image and audio data can be represented, secured and presented in digital systems.</p> <p>Students plan and manage digital projects to create interactive information. They define and decompose problems in terms of functional requirements and constraints.&nbsp;Students design user experiences and algorithms incorporating branching and iterations, and test, modify and implement digital solutions. They evaluate information systems and their solutions in terms of meeting needs, innovation and sustainability. They analyse and evaluate data from a range of sources to model and create solutions. They use appropriate protocols when communicating and collaborating online.</p>
australia-f10-year8-technologies-digital-technologies	|	        <p>Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as decomposing problems and prototyping; and engaging students with a wider range of information systems as they broaden their experiences and involvement in national, regional and global activities.</p>        <p>By the end of Year 8, students will have had opportunities to create a range of digital solutions, such as interactive web applications or programmable multimedia assets or simulations of relationships between objects in the real world.</p>        <p>In Year 7 and 8, students analyse the properties of networked systems and their suitability and use for the transmission of data types. They acquire, analyse, validate and evaluate various types of data, and appreciate the complexities of storing and transmitting that data in digital systems. Students use structured data to model objects and events that shape the communities they actively engage with. They further develop their understanding of the vital role that data plays in their lives, and how the data and related systems define and are limited by technical, environmental, economic and social constraints. </p>        <p>They further develop abstractions by identifying common elements while decomposing apparently different problems and systems to define requirements, and recognise that abstractions hide irrelevant details for particular purposes. When defining problems, students identify the key elements of the problems and the factors and constraints at play. They design increasingly complex algorithms that allow data to be manipulated automatically, and explore different ways of showing the relationship between data elements to help computation, such as using pivot tables, graphs and clearly defined mark-up or rules. They progress from designing the user interface to considering user experience factors such as user expertise, accessibility and usability requirements.</p>        <p>They broaden their programming experiences to include general-purpose programming languages, and incorporate subprograms into their solutions. They predict and evaluate their developed and existing solutions, considering time, tasks, data and the safe and sustainable use of information systems, and anticipate any risks associated with the use or adoption of such systems.</p>        <p>Students plan and manage individual and team projects with some autonomy. They consider ways of managing the exchange of ideas, tasks and files, and techniques for monitoring progress and feedback. When communicating and collaborating online, students develop an understanding of different social contexts, for example acknowledging cultural practices and meeting legal obligations.  </p>      	|	<p>By the end of Year 8, students distinguish between different types of networks and defined purposes. They explain how text, image and audio data can be represented, secured and presented in digital systems.</p> <p>Students plan and manage digital projects to create interactive information. They define and decompose problems in terms of functional requirements and constraints.&nbsp;Students design user experiences and algorithms incorporating branching and iterations, and test, modify and implement digital solutions. They evaluate information systems and their solutions in terms of meeting needs, innovation and sustainability. They analyse and evaluate data from a range of sources to model and create solutions. They use appropriate protocols when communicating and collaborating online.</p>
australia-f10-year9-technologies-digital-technologies	|	<p>Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as precisely and accurately describing problems and the use of modular approaches to solutions. It also focuses on engaging students with specialised learning in preparation for vocational training or learning in the senior secondary years.</p>  <p>By the end of Year 10, students will have had opportunities to analyse problems and design, implement and evaluate a range of digital solutions, such as database-driven websites and artificial intelligence engines and simulations.</p>  <p>In Year 9 and 10, students consider how human interaction with networked systems introduces complexities surrounding access to, and the security and privacy of, data of various types. They interrogate security practices and techniques used to compress data, and learn about the importance of separating content, presentation and behavioural elements for data integrity and maintenance purposes.</p>  <p>Students explore how bias can impact the results and value of data collection methods and they use structured data to analyse, visualise, model and evaluate objects and events.</p>  <p>They learn how to develop multilevel abstractions, identify standard elements such as searching and sorting in algorithms, and explore the trade-offs between the simplicity of a model and the faithfulness of its representation.</p>  <p>When defining problems students consider the functional and non-functional requirements of a solution through interacting with clients and regularly reviewing processes. They consolidate their algorithmic design skills to incorporate testing and review, and further develop their understanding of the user experience to incorporate a wider variety of user needs. Students develop modular solutions to complex problems using an object-oriented programming language where appropriate, and evaluate their solutions and existing information systems based on a broad set of criteria including connections to existing policies and their enterprise potential. They consider the privacy and security implications of how data are used and controlled, and suggest how policies and practices can be improved to ensure the sustainability and safety of information systems.</p>  <p>Students progressively become more skilled at identifying the steps involved in planning solutions and developing detailed plans that are mindful of risks and sustainability requirements. When creating solutions, both individually and collaboratively, students comply with legal obligations, particularly with respect to the ownership of information, and when creating interactive solutions for sharing in online environments.</p>	|	<p>By the end of Year 10, students explain the control and management of networked digital systems and the security implications of the interaction between hardware, software and users. They explain simple data compression, and why content data are separated from presentation.</p> <p>Students plan and manage digital projects using an iterative approach. They define and decompose complex problems in terms of functional and non-functional requirements.&nbsp;Students design and evaluate user experiences and algorithms. They design and implement modular programs, including an object-oriented program, using algorithms and data structures involving modular functions that reflect the relationships of real-world data and data entities. They take account of privacy and security requirements when selecting and validating data. Students test and predict results and implement digital solutions. They evaluate information systems and their solutions in terms of risk, sustainability and potential for innovation and enterprise. They share and collaborate online, establishing protocols for the use, transmission and maintenance of data and projects.</p>
australia-f10-year10-technologies-digital-technologies	|	<p>Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as precisely and accurately describing problems and the use of modular approaches to solutions. It also focuses on engaging students with specialised learning in preparation for vocational training or learning in the senior secondary years.</p>  <p>By the end of Year 10, students will have had opportunities to analyse problems and design, implement and evaluate a range of digital solutions, such as database-driven websites and artificial intelligence engines and simulations.</p>  <p>In Year 9 and 10, students consider how human interaction with networked systems introduces complexities surrounding access to, and the security and privacy of, data of various types. They interrogate security practices and techniques used to compress data, and learn about the importance of separating content, presentation and behavioural elements for data integrity and maintenance purposes.</p>  <p>Students explore how bias can impact the results and value of data collection methods and they use structured data to analyse, visualise, model and evaluate objects and events.</p>  <p>They learn how to develop multilevel abstractions, identify standard elements such as searching and sorting in algorithms, and explore the trade-offs between the simplicity of a model and the faithfulness of its representation.</p>  <p>When defining problems students consider the functional and non-functional requirements of a solution through interacting with clients and regularly reviewing processes. They consolidate their algorithmic design skills to incorporate testing and review, and further develop their understanding of the user experience to incorporate a wider variety of user needs. Students develop modular solutions to complex problems using an object-oriented programming language where appropriate, and evaluate their solutions and existing information systems based on a broad set of criteria including connections to existing policies and their enterprise potential. They consider the privacy and security implications of how data are used and controlled, and suggest how policies and practices can be improved to ensure the sustainability and safety of information systems.</p>  <p>Students progressively become more skilled at identifying the steps involved in planning solutions and developing detailed plans that are mindful of risks and sustainability requirements. When creating solutions, both individually and collaboratively, students comply with legal obligations, particularly with respect to the ownership of information, and when creating interactive solutions for sharing in online environments.</p>	|	<p>By the end of Year 10, students explain the control and management of networked digital systems and the security implications of the interaction between hardware, software and users. They explain simple data compression, and why content data are separated from presentation.</p> <p>Students plan and manage digital projects using an iterative approach. They define and decompose complex problems in terms of functional and non-functional requirements.&nbsp;Students design and evaluate user experiences and algorithms. They design and implement modular programs, including an object-oriented program, using algorithms and data structures involving modular functions that reflect the relationships of real-world data and data entities. They take account of privacy and security requirements when selecting and validating data. Students test and predict results and implement digital solutions. They evaluate information systems and their solutions in terms of risk, sustainability and potential for innovation and enterprise. They share and collaborate online, establishing protocols for the use, transmission and maintenance of data and projects.</p>
australia-f10-foundation-the-arts-drama	|	<p>In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.</p> <p>In the Foundation Year, students undertake The Arts appropriate for their level of development.</p> <p>They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others&rsquo; art making.</p> <p>As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.</p> <p>Students learn about safe practices in the arts through making and responding safely in the different arts subjects.</p> <p>They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.</p> <p>In Drama, students:</p> <ul> <li>become aware of role and situation as they listen and respond as fictional characters</li> <li>explore voice and movement to create role</li> <li>learn about focus and identifying the main idea of the drama</li> <li>learn how their ideas can be expressed through role and story.</li> </ul>	|	<p>By the end of Year 2, students describe what happens in drama they make, perform and view. They identify some elements in drama and describe where and why there is drama.</p> <p>Students make and present drama using the elements of role, situation and focus in dramatic play and improvisation.</p>
australia-f10-year1-the-arts-drama	|	<p>In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.</p> <p>In the Foundation Year, students undertake The Arts appropriate for their level of development.</p> <p>They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others&rsquo; art making.</p> <p>As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.</p> <p>Students learn about safe practices in the arts through making and responding safely in the different arts subjects.</p> <p>They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.</p> <p>In Drama, students:</p> <ul> <li>become aware of role and situation as they listen and respond as fictional characters</li> <li>explore voice and movement to create role</li> <li>learn about focus and identifying the main idea of the drama</li> <li>learn how their ideas can be expressed through role and story.</li> </ul>	|	<p>By the end of Year 2, students describe what happens in drama they make, perform and view. They identify some elements in drama and describe where and why there is drama.</p> <p>Students make and present drama using the elements of role, situation and focus in dramatic play and improvisation.</p>
australia-f10-year2-the-arts-drama	|	<p>In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.</p> <p>In the Foundation Year, students undertake The Arts appropriate for their level of development.</p> <p>They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others&rsquo; art making.</p> <p>As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.</p> <p>Students learn about safe practices in the arts through making and responding safely in the different arts subjects.</p> <p>They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.</p> <p>In Drama, students:</p> <ul> <li>become aware of role and situation as they listen and respond as fictional characters</li> <li>explore voice and movement to create role</li> <li>learn about focus and identifying the main idea of the drama</li> <li>learn how their ideas can be expressed through role and story.</li> </ul>	|	<p>By the end of Year 2, students describe what happens in drama they make, perform and view. They identify some elements in drama and describe where and why there is drama.</p> <p>Students make and present drama using the elements of role, situation and focus in dramatic play and improvisation.</p>
australia-f10-year3-the-arts-drama	|	<p>In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers.</p> <p>As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and cultural contexts of the arts. They make personal evaluations of their own and others&rsquo; artworks, making connections between their own artistic intentions and those of other artists.</p> <p>Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their attention on the artwork and respond to it. They consider why and how audiences respond to artworks.</p> <p>In Years 3 and 4, students&rsquo; awareness of themselves and others as audiences is extended beyond the classroom to the broader school context.</p> <p>In Drama, students:</p> <ul> <li>extend their understanding of role and situation as they offer, accept and extend their ideas in improvisation</li> <li>vary voice and movement to create role when devising drama</li> <li>learn about focus, tension, space and time in their own and others&rsquo; drama</li> <li>explore meaning and interpretation, forms and elements including voice, movement, situation, time and place, and tension as they make and respond to drama</li> <li>use language and ideas to shape dramatic action</li> <li>use story structures to shape drama for audiences.</li> </ul>	|	<p>By the end of Year 4, students describe and discuss similarities and differences between drama they make, perform and view. They discuss how they and others organise the elements of drama in their drama.</p> <p>Students use relationships, tension, time and place and narrative structure when improvising and performing devised and scripted drama. They collaborate to plan, make and perform drama that communicates ideas.</p>
australia-f10-year4-the-arts-drama	|	<p>In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers.</p> <p>As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and cultural contexts of the arts. They make personal evaluations of their own and others&rsquo; artworks, making connections between their own artistic intentions and those of other artists.</p> <p>Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their attention on the artwork and respond to it. They consider why and how audiences respond to artworks.</p> <p>In Years 3 and 4, students&rsquo; awareness of themselves and others as audiences is extended beyond the classroom to the broader school context.</p> <p>In Drama, students:</p> <ul> <li>extend their understanding of role and situation as they offer, accept and extend their ideas in improvisation</li> <li>vary voice and movement to create role when devising drama</li> <li>learn about focus, tension, space and time in their own and others&rsquo; drama</li> <li>explore meaning and interpretation, forms and elements including voice, movement, situation, time and place, and tension as they make and respond to drama</li> <li>use language and ideas to shape dramatic action</li> <li>use story structures to shape drama for audiences.</li> </ul>	|	<p>By the end of Year 4, students describe and discuss similarities and differences between drama they make, perform and view. They discuss how they and others organise the elements of drama in their drama.</p> <p>Students use relationships, tension, time and place and narrative structure when improvising and performing devised and scripted drama. They collaborate to plan, make and perform drama that communicates ideas.</p>
australia-f10-year5-the-arts-drama	|	<p>In Years 5 and 6, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.&nbsp;</p> <p>As they make and respond to the arts, students explore meaning and interpretation, and social and cultural contexts of the arts. They evaluate the use of forms and elements in artworks they make and observe.</p> <p>Students extend their understanding of safety in the arts. In Years 5 and 6, their understanding of the roles of artists and audiences builds on previous bands. They develop their understanding and use of performance or technical skills to communicate intention for different audiences. They identify a variety of audiences for different arts experiences as they engage with more diverse artworks as artists and audiences.</p> <p>In Drama, students:</p> <ul> <li>develop understanding of character through voice and movement and extend their understanding and use of situation, focus, tension, space and time</li> <li>extend their understanding and use language and ideas to create dramatic action and consider mood and atmosphere in performance</li> <li>use conventions of story and other devices such as dramatic symbol to communicate meaning and shape and sustain drama for audiences</li> <li>explore meaning and interpretation, forms and elements including voice, movement, situation, space and time, and tension as they make and respond to drama.</li> </ul>	|	<p>By the end of Year 6, students explain how dramatic action and meaning is communicated in drama they make, perform and view. They explain how drama from different cultures, times and places influences their own drama making.</p> <p>Students work collaboratively as they use the elements of drama to shape character, voice and movement in improvisation, playbuilding and performances of devised and scripted drama for audiences.</p>
australia-f10-year6-the-arts-drama	|	<p>In Years 5 and 6, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.&nbsp;</p> <p>As they make and respond to the arts, students explore meaning and interpretation, and social and cultural contexts of the arts. They evaluate the use of forms and elements in artworks they make and observe.</p> <p>Students extend their understanding of safety in the arts. In Years 5 and 6, their understanding of the roles of artists and audiences builds on previous bands. They develop their understanding and use of performance or technical skills to communicate intention for different audiences. They identify a variety of audiences for different arts experiences as they engage with more diverse artworks as artists and audiences.</p> <p>In Drama, students:</p> <ul> <li>develop understanding of character through voice and movement and extend their understanding and use of situation, focus, tension, space and time</li> <li>extend their understanding and use language and ideas to create dramatic action and consider mood and atmosphere in performance</li> <li>use conventions of story and other devices such as dramatic symbol to communicate meaning and shape and sustain drama for audiences</li> <li>explore meaning and interpretation, forms and elements including voice, movement, situation, space and time, and tension as they make and respond to drama.</li> </ul>	|	<p>By the end of Year 6, students explain how dramatic action and meaning is communicated in drama they make, perform and view. They explain how drama from different cultures, times and places influences their own drama making.</p> <p>Students work collaboratively as they use the elements of drama to shape character, voice and movement in improvisation, playbuilding and performances of devised and scripted drama for audiences.</p>
australia-f10-year7-the-arts-drama	|	<p>In Drama, students:</p> <ul> <li>build on their understanding of role, character and relationships</li> <li>use voice and movement to sustain character and situation</li> <li>use focus, tension, space and time to enhance drama</li> <li>incorporate language and ideas and use devices such as dramatic symbol to create dramatic action and extend mood and atmosphere in performance</li> <li>shape drama for audiences using narrative and non-narrative dramatic forms and production elements</li> <li>draw on drama from a range of cultures, times and locations as they experience drama</li> <li>explore the drama and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region</li> <li>learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies</li> <li>learn that over time there has been further development of different traditional and contemporary styles of drama, including contemporary styles developed by Aboriginal and Torres Strait Islander dramatists, as they explore drama forms</li> <li>explore meaning and interpretation, forms and elements including voice, movement, situation, space and time, and tension as they make and respond to drama</li> <li>consider social, cultural and historical influences of drama</li> <li>evaluate the directors&rsquo; intentions and expressive skills used by actors in drama they view and perform</li> <li>maintain safety in dramatic play and in interaction with other actors</li> <li>build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse performances.</li> </ul>	|	<p>By the end of Year 8, students identify and analyse how the elements of drama are used, combined and manipulated in different styles. They apply this knowledge in drama they make and perform. They evaluate how they and others from different cultures, times and places communicate meaning and intent through drama.</p> <p>Students collaborate to devise, interpret and perform drama. They manipulate the elements of drama, narrative and structure to control and communicate meaning. They apply different performance styles and conventions to convey status, relationships and intentions. They use performance skills and design elements to shape and focus theatrical effect for an audience.</p>
australia-f10-year8-the-arts-drama	|	<p>In Drama, students:</p> <ul> <li>build on their understanding of role, character and relationships</li> <li>use voice and movement to sustain character and situation</li> <li>use focus, tension, space and time to enhance drama</li> <li>incorporate language and ideas and use devices such as dramatic symbol to create dramatic action and extend mood and atmosphere in performance</li> <li>shape drama for audiences using narrative and non-narrative dramatic forms and production elements</li> <li>draw on drama from a range of cultures, times and locations as they experience drama</li> <li>explore the drama and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region</li> <li>learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies</li> <li>learn that over time there has been further development of different traditional and contemporary styles of drama, including contemporary styles developed by Aboriginal and Torres Strait Islander dramatists, as they explore drama forms</li> <li>explore meaning and interpretation, forms and elements including voice, movement, situation, space and time, and tension as they make and respond to drama</li> <li>consider social, cultural and historical influences of drama</li> <li>evaluate the directors&rsquo; intentions and expressive skills used by actors in drama they view and perform</li> <li>maintain safety in dramatic play and in interaction with other actors</li> <li>build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse performances.</li> </ul>	|	<p>By the end of Year 8, students identify and analyse how the elements of drama are used, combined and manipulated in different styles. They apply this knowledge in drama they make and perform. They evaluate how they and others from different cultures, times and places communicate meaning and intent through drama.</p> <p>Students collaborate to devise, interpret and perform drama. They manipulate the elements of drama, narrative and structure to control and communicate meaning. They apply different performance styles and conventions to convey status, relationships and intentions. They use performance skills and design elements to shape and focus theatrical effect for an audience.</p>
australia-f10-year9-the-arts-drama	|	<p>In Drama, students:</p> <ul> <li>refine and extend their understanding and use of role, character, relationships and situation</li> <li>extend the use of voice and movement to sustain belief in character</li> <li>maintain focus and manipulate space and time, language, ideas and dramatic action</li> <li>experiment with mood and atmosphere, use devices such as contrast, juxtaposition and dramatic symbol and modify production elements to suit different audiences</li> <li>draw on drama from a range of cultures, times and locations as they experience drama</li> <li>explore the drama and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region</li> <li>learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies</li> <li>learn that over time there has been further development of different traditional and contemporary styles of drama and that dramatists can be identified through the style of their work, as they explore drama forms</li> <li>explore meaning and interpretation, forms and elements, and social, cultural and historical influences of drama as they make and respond to drama</li> <li>evaluate actors&rsquo; success in expressing the directors&rsquo; intentions and the use of expressive skills in drama they view and perform</li> <li>maintain safety in drama and in interaction with other actors</li> <li>build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse performances.</li> </ul>	|	<p>By the end of Year 10, students analyse the elements of drama, forms and performance styles and evaluate meaning and aesthetic effect in drama they devise, interpret, perform and view. They use their experiences of drama practices from different cultures, places and times to evaluate drama from different viewpoints.</p> <p>Students develop and sustain different roles and characters for given circumstances and intentions. They perform devised and scripted drama in different forms, styles and performance spaces. They collaborate with others to plan, direct, produce, rehearse and refine performances. They select and use the elements of drama, narrative and structure in directing and acting to engage audiences. They refine performance and expressive skills in voice and movement to convey dramatic action.</p>
australia-f10-year10-the-arts-drama	|	<p>In Drama, students:</p> <ul> <li>refine and extend their understanding and use of role, character, relationships and situation</li> <li>extend the use of voice and movement to sustain belief in character</li> <li>maintain focus and manipulate space and time, language, ideas and dramatic action</li> <li>experiment with mood and atmosphere, use devices such as contrast, juxtaposition and dramatic symbol and modify production elements to suit different audiences</li> <li>draw on drama from a range of cultures, times and locations as they experience drama</li> <li>explore the drama and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region</li> <li>learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies</li> <li>learn that over time there has been further development of different traditional and contemporary styles of drama and that dramatists can be identified through the style of their work, as they explore drama forms</li> <li>explore meaning and interpretation, forms and elements, and social, cultural and historical influences of drama as they make and respond to drama</li> <li>evaluate actors&rsquo; success in expressing the directors&rsquo; intentions and the use of expressive skills in drama they view and perform</li> <li>maintain safety in drama and in interaction with other actors</li> <li>build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse performances.</li> </ul>	|	<p>By the end of Year 10, students analyse the elements of drama, forms and performance styles and evaluate meaning and aesthetic effect in drama they devise, interpret, perform and view. They use their experiences of drama practices from different cultures, places and times to evaluate drama from different viewpoints.</p> <p>Students develop and sustain different roles and characters for given circumstances and intentions. They perform devised and scripted drama in different forms, styles and performance spaces. They collaborate with others to plan, direct, produce, rehearse and refine performances. They select and use the elements of drama, narrative and structure in directing and acting to engage audiences. They refine performance and expressive skills in voice and movement to convey dramatic action.</p>
australia-f10-year7-humanities-social-sciences-economics-business	|	<p>The Year 7 curriculum gives students the opportunity to further develop their understanding of economics and business concepts by exploring what it means to be a consumer, a worker and a producer in the market, and the relationships between these groups. Students explore the characteristics of successful businesses and consider how entrepreneurial behaviour contributes to business success. Setting goals and planning to achieve these goals are vital for individual and business success, and students consider approaches to planning in different contexts, while also considering different ways to derive an income. The emphasis in Year 7 is on personal, community, national or regional issues or events, with opportunities for concepts to also be considered in the global context where appropriate.</p> <p>The economics and business content at this year level involves two strands: economics and business knowledge and understanding, and economics and business skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.</p> <p>Students are expected to be taught the content through contemporary issues, events and/or case studies. Teachers will design programs that cover appropriate contexts and meet the needs of their students.</p> <p><strong>Key inquiry questions </strong></p> <p>A framework for developing students&rsquo; economics and business knowledge, understanding and skills at this year level is provided by the following key questions:</p> <ul> <li>Why is there a relationship between consumers and producers in the market?</li> <li>Why is personal, organisational and financial planning for the future important for consumers and businesses?</li> <li>How does entrepreneurial behaviour contribute to a successful business?</li> <li>What types of work exist and in what other ways can people derive an income?</li> </ul>	|	<p>By the end of Year 7, students describe the interdependence of consumers and producers in the market. They explain the importance of short- and long-term planning to individual and business success and identify different strategies that may be used. They describe the characteristics of successful businesses and explain how entrepreneurial capabilities contribute to this success. Students identify the reasons individuals choose to work and describe the various sources of income that exist.</p> <p>When researching, students develop questions and gather data and information from different sources to investigate an economic or business issue. They interpret data to identify trends. They propose alternative responses to an issue and assess the costs and benefits of each alternative. They apply economics and business knowledge, skills and concepts to familiar problems. Students develop and present conclusions using appropriate texts, terms and concepts. They identify the effects of their decisions and the possible effects of alternative actions.</p>
australia-f10-year8-humanities-social-sciences-economics-business	|	<p>The Year 8 curriculum gives students the opportunity to further develop their understanding of economics and business concepts by exploring the ways markets &ndash; including traditional Aboriginal and Torres Strait Islander markets &ndash; work within Australia, the participants in the market system and the ways they may influence the market&rsquo;s operation. The rights, responsibilities and opportunities that arise for businesses, consumers and governments are considered along with the influences on the ways individuals work now and into the future. The emphasis in Year 8 is on national and regional issues, with opportunities for the concepts to also be considered in relation to local community or global issues where appropriate.</p> <p>The economics and business content at this year level involves two strands: economics and business knowledge and understanding, and economics and business skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.</p> <p>Students are expected to be taught the content through contemporary issues, events and/or case studies. Teachers will design programs that cover appropriate contexts and meet the needs of their students.</p> <p><strong>Key inquiry questions </strong></p> <p>A framework for developing students&rsquo; economics and business knowledge, understanding and skills at this year level is provided by the following key questions:</p> <ul> <li>Why are markets needed, and why are governments involved?</li> <li>Why do consumers and businesses have both rights and responsibilities?</li> <li>What may affect the ways people work now and in the future?</li> <li>How do different businesses respond to opportunities in the market?</li> </ul>	|	<p>By the end of Year 8, students explain how markets operate and recognise why governments may influence the market&rsquo;s operation. They explain the rights and responsibilities of consumers and businesses in terms of financial and economic decision-making. They explain why different types of businesses exist and describe the different ways businesses can respond to opportunities in the market. Students describe influences on the way people work and factors that may affect work in the future.</p> <p>When researching, students develop questions and gather relevant data and information from different sources to investigate an economic or business issue. They interpret data to identify trends and relationships. They propose a range of alternative responses to an issue and evaluate the costs and benefits of each alternative. They apply economics and business knowledge, skills and concepts to familiar and unfamiliar problems. Students develop and present evidence-based conclusions using appropriate texts, subject-specific language and concepts. They identify the effects of an economic or business decision and the potential consequences of alternative actions.</p>
australia-f10-year9-humanities-social-sciences-economics-business	|	<p>The Year 9 curriculum gives students the opportunity to further develop their understanding of economics and business concepts by exploring the interactions within the global economy. Students are introduced to the concept of an &lsquo;economy&rsquo; and explore what it means for Australia to be part of the Asia region and the global economy. They consider the interdependence of participants in the global economy, including the implications of decisions made by individuals, businesses and governments. The responsibilities of participants operating in a global workplace are also considered.</p> <p>The economics and business content at this year level involves two strands: economics and business knowledge and understanding, and economics and business skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.</p> <p>Students are expected to be taught the content through contemporary issues, events and/or case studies. Teachers will design programs that cover different contexts (personal, local, national, regional, global) and meet the needs of their students.</p> <p><strong>Key inquiry questions </strong></p> <p>A framework for developing students&rsquo; economics and business knowledge, understanding and skills at this year level is provided by the following key questions:</p> <ul> <li>How do participants in the global economy interact?</li> <li>What strategies can be used to manage financial risks and rewards?</li> <li>How does creating a competitive advantage benefit business?</li> <li>What are the responsibilities of participants in the workplace and why are these important?</li> </ul>	|	<p>By the end of Year 9, students explain the role of the Australian economy in allocating and distributing resources, and analyse the interdependence of participants in the global economy. They explain the importance of managing financial risks and rewards and analyse the different strategies that may be used. They explain why businesses seek to create a competitive advantage, including through innovation, and evaluate the strategies that may be used. Students analyse the roles and responsibilities of participants in the workplace.</p> <p>When researching, students develop questions and simple hypotheses to frame an investigation of an economic or business issue. They gather and analyse relevant data and information from different sources to answer questions, identify trends and explain relationships. Students generate alternative responses to an issue and use cost-benefit analysis and appropriate criteria to propose a course of action. They apply economics and business knowledge, skills and concepts to familiar, unfamiliar and hypothetical problems. Students develop and present evidence-based conclusions and reasoned arguments using appropriate texts, subject-specific language and concepts. They analyse the effects of economic and business decisions and the potential consequences of alternative actions.</p>
australia-f10-year10-humanities-social-sciences-economics-business	|	<p>The Year 10 curriculum gives students the opportunity to further develop their understanding of economics and business concepts by considering Australia&rsquo;s economic performance and standard of living. The ways governments manage economic performance to improve living standards is explored, along with the reasons why economic performance and living standards differ within and between economies. Students explore the nature of externalities and why the government intervenes to ensure that prices reflect the depletion of resources or costs to society. Students examine the consequences of decisions and the responses of business to changing economic conditions, including the way they manage their workforce.</p> <p>The economics and business content at this year level involves two strands: economics and business knowledge and understanding, and economics and business skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.</p> <p>Students are expected to be taught the content through contemporary issues, events and/or case studies. Teachers will design programs that cover different contexts (personal, local, national, regional, global) and meet the needs of their students.</p> <p><strong>Key inquiry questions</strong></p> <p>A framework for developing students&rsquo; economics and business knowledge, understanding and skills at this year level is provided by the following key questions:</p> <ul> <li>How is the performance of an economy measured?</li> <li>Why do variations in economic performance in different economies exist?</li> <li>What strategies do governments use to manage economic performance?</li> <li>How do governments, businesses and individuals respond to changing economic conditions?</li> </ul>	|	<p>By the end of Year 10, students explain why and how governments manage economic performance to improve living standards. They give explanations for variations in economic performance and standards of living within and between economies. They analyse factors that influence major consumer and financial decisions and explain the short- and long-term effects of these decisions. They explain how businesses respond to changing economic conditions and improve productivity. Students evaluate the effect of organisational and workforce management on business performance.</p> <p>When researching, students develop questions and formulate hypotheses to frame an investigation of an economic or business issue or event. They gather and analyse reliable data and information from different sources to identify trends, explain relationships and make predictions. Students generate alternative responses to an issue, taking into account multiple perspectives. They use cost-benefit analysis and appropriate criteria to propose and justify a course of action. They apply economics and business knowledge, skills and concepts to familiar, unfamiliar and complex hypothetical problems. Students develop and present evidence-based conclusions and reasoned arguments incorporating different points of view. They use appropriate texts, subject-specific language, conventions and concepts. They analyse the intended and unintended effects of economic and business decisions and the potential consequences of alternative actions.</p>
australia-f10-foundation-english	|	<p>The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the three strands focus on developing students&rsquo; knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will develop and strengthen these as needed.</p> <p>In the Foundation year, students communicate with peers, teachers, known adults and students from other classes.</p> <p>Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some texts designed to inform. These include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They participate in shared reading, viewing and storytelling using a range of literary texts, and recognise the entertaining nature of literature.</p> <p>The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia. Literary texts that support and extend Foundation students as beginner readers include decodable and predictable texts that range from caption books to books with one or more sentences per page. These texts involve straightforward sequences of events and everyday happenings with recognisable, realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest; a small range of language features, including simple and compound sentences; mostly familiar vocabulary, known, high-frequency words and single-syllable words that can be decoded phonically, and illustrations that strongly support the printed text.</p> <p>Students create a range of imaginative, informative and persuasive texts including pictorial representations, short statements, performances, recounts and poetry.</p>	|	<h1>Receptive modes (listening, reading and viewing)</h1> <p>By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.</p> <p>They read short, decodable and predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts of print, sounds and letters and decoding and self-monitoring strategies. They recognise the letters of the English alphabet, in upper and lower case and know and use the most common sounds represented by most letters. They read high-frequency words and blend sounds orally to read consonant-vowel-consonant words. They use appropriate interaction skills to listen and respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.</p> <h1>Productive modes (speaking, writing and creating)</h1> <p>Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.</p> <p>In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, and orally blend and segment sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of letter and sound knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.</p>
australia-f10-year1-english	|	<p>The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students&rsquo; knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.</p> <p>In Year 1, students communicate with peers, teachers, known adults and students from other classes.</p> <p>Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts designed to entertain and inform. These encompass traditional oral texts including Aboriginal stories, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, dramatic performances and texts used by students as models for constructing their own texts.</p> <p>The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia. Literary texts that support and extend Year 1 students as independent readers involve straightforward sequences of events and everyday happenings with recognisably realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest and topics being studied in other areas of the curriculum. These include decodable and predictable texts which present a small range of language features, including simple and compound sentences, some unfamiliar vocabulary, a small number of high-frequency words and words that need to be decoded phonically, as well as illustrations and diagrams that support the printed text.</p> <p>Students create a variety of imaginative, informative and persuasive texts including recounts, procedures, performances, literary retellings and poetry.</p>	|	<h1>Receptive modes (listening, reading and viewing)</h1> <p>By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify that texts serve different purposes and that this affects how they are organised. They describe characters, settings and events in different types of literature.</p> <p>Students read aloud, with developing fluency. They read short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of the relationship between sounds and letters, high-frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features and interaction skills.</p> <h1>Productive modes (speaking, writing and creating)</h1> <p>Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images.</p> <p>They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations on familiar topics. When writing, students provide details about ideas or events, and details about the participants in those events. They accurately spell high-frequency words and words with regular spelling patterns. They use capital letters and full stops and form all upper- and lower-case letters correctly.</p>
australia-f10-year2-english	|	<p>The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students&rsquo; knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.</p> <p>In Year 2, students communicate with peers, teachers, students from other classes and community members.</p> <p>Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts, picture books, various types of print and digital stories, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances and texts used by students as models for constructing their own work.</p> <p>The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.</p> <p>Literary texts that support and extend Year 2 students as independent readers involve sequences of events that span several pages and present unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts include language features such as varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that support and extend the printed text.</p> <p>Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions.</p>	|	<h1>Receptive modes (listening, reading and viewing)</h1> <p>By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information.</p> <p>They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter-sound relationships to read words of one or more syllables with fluency. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.</p> <h1>Productive modes (speaking, writing and creating)</h1> <p>When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text.</p> <p>Students create texts, drawing on their own experiences, their imagination and information they have learnt. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words and sentences legibly using unjoined upper- and lower-case letters.</p>
australia-f10-year3-english	|	<p>The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students&rsquo; knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.</p> <p>In Years 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.</p> <p>Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These encompass traditional oral texts including Aboriginal stories, picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances and texts used by students as models for constructing their own work.</p> <p>The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.</p> <p>Literary texts that support and extend students in Years 3 and 4 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts include content of increasing complexity and technicality about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a variety of punctuation conventions, as well as illustrations and diagrams that support and extend the printed text.</p> <p>Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions.</p>	|	<h1>Receptive modes (listening, reading and viewing)</h1> <p>By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects.</p> <p>They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others&rsquo; views and respond appropriately using interaction skills.</p> <h1>Productive modes (speaking, writing and creating)</h1> <p>Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics.&nbsp;Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.<br /> <br />Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size.</p>
australia-f10-year4-english	|	<p>The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students&rsquo; knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.</p> <p>In Years 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.</p> <p>Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These encompass traditional oral texts including Aboriginal stories, picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances and texts used by students as models for constructing their own work.</p> <p>The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.</p> <p>Literary texts that support and extend students in Years 3 and 4 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts include content of increasing complexity and technicality about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a variety of punctuation conventions, as well as illustrations and diagrams that support and extend the printed text.</p> <p>Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions.</p>	|	<h1>Receptive modes (listening, reading and viewing)</h1> <p>By the end of Year 4, students understand that texts have different text structures depending on purpose and context.&nbsp;They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts&nbsp;</p> <p>They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words. They express preferences for particular types of texts, and respond to others&rsquo; viewpoints. They listen for and share key points in discussions.</p> <h1>Productive modes (speaking, writing and creating)</h1> <p>Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.</p> <p>Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.</p>
australia-f10-year5-english	|	<p>The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students&rsquo; knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.</p> <p>In Years 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.</p> <p>Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, film and digital texts, junior and early adolescent novels, poetry, non-fiction and dramatic performances.</p> <p>The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.</p> <p>Literary texts that support and extend students in Years 5 and 6 as independent readers describe complex sequences, a range of non-stereotypical characters and elaborated events including flashbacks and shifts in time. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fantasy settings. Informative texts supply technical and content information about a wide range of topics of interest as well as topics being studied in other areas of the curriculum. Text structures include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include complex sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types of graphics.</p> <p>Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, explanations and discussions.</p>	|	<h1>Receptive modes (listening, reading and viewing)</h1> <p>By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events.</p> <p>When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual knowledge. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content.</p> <h1>Productive modes (speaking, writing and creating)</h1> <p>Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.</p> <p>Students create imaginative, informative and persuasive texts for different purposes and audiences. They make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar using a variety of sentence types. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.</p>
australia-f10-year6-english	|	<p>The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students&rsquo; knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.</p> <p>In Years 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.</p> <p>Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, film and digital texts, junior and early adolescent novels, poetry, non-fiction and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.</p> <p>The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.</p> <p>Literary texts that support and extend students in Years 5 and 6 as independent readers describe complex sequences, a range of non-stereotypical characters and elaborated events including flashbacks and shifts in time. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fantasy settings. Informative texts supply technical and content information about a wide range of topics of interest as well as topics being studied in other areas of the curriculum. Text structures include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include complex sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types of graphics.</p> <p>Students create a range of imaginative, informative and persuasive types of texts such as narratives, procedures, performances, reports, reviews, explanations and discussions.</p>	|	<h1>Receptive modes (listening, reading and viewing)</h1> <p>By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.</p> <p>Students compare and analyse information in different and complex texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others&rsquo; ideas.</p> <h1>Productive modes (speaking, writing and creating)</h1> <p>Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used.</p> <p>Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria.</p>
australia-f10-year7-english	|	<p>The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students&rsquo; knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.</p> <p>In Years 7 and 8, students communicate with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts that relate to the school curriculum, local community, regional and global contexts.</p> <p>Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.</p> <p>The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.</p> <p>Literary texts that support and extend students in Years 7 and 8 as independent readers are drawn from a range of realistic, fantasy, speculative fiction and historical genres and involve some challenging and unpredictable plot sequences and a range of non-stereotypical characters. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts present technical and content information from various sources about specialised topics. Text structures are more complex including chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, unfamiliar technical vocabulary, figurative and rhetorical language, and information supported by various types of graphics.</p> <p>Students create a range of imaginative, informative and persuasive types of texts, for example narratives, procedures, performances, reports and discussions, and are beginning to create literary analyses and transformations of texts.</p>	|	<h1>Receptive modes (listening, reading and viewing)</h1> <p>By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning.</p> <p>Students explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints. They listen for and explain different perspectives in texts.</p> <h1>Productive modes (speaking, writing and creating)</h1> <p>Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect.</p> <p>Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience.&nbsp;When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary and accurate spelling and punctuation.</p>
australia-f10-year8-english	|	<p>The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students&rsquo; knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.</p> <p>In Years 7 and 8, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional and global contexts.</p> <p>Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.</p> <p>The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.</p> <p>Literary texts that support and extend students in Years 7 and 8 as independent readers are drawn from a range of realistic, fantasy, speculative fiction and historical genres and involve some challenging and unpredictable plot sequences and a range of non-stereotypical characters. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts present technical and content information from various sources about specialised topics. Text structures are more complex including chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, unfamiliar technical vocabulary, figurative and rhetorical language, and information supported by various types of graphics.</p> <p>Students create a range of imaginative, informative and persuasive types of texts, for example narratives, procedures, performances, reports and discussions, and continue to create literary analyses and transformations of texts.</p>	|	<h1>Receptive modes (listening, reading and viewing)</h1> <p>By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts.</p> <p>Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints. They listen for and identify different emphases in texts, using that understanding to elaborate on discussions.</p> <h1>Productive modes (speaking, writing and creating)</h1> <p>Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they make to influence the audience.&nbsp;Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways.</p> <p>Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.</p>
australia-f10-year9-english	|	<p>The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students&rsquo; knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.</p> <p>In Years 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts.</p> <p>Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, non-fiction, poetry, dramatic performances and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop a critical understanding of the contemporary media and the differences between media texts.</p> <p>The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.</p> <p>Literary texts that support and extend students in Years 9 and 10 as independent readers are drawn from a range of genres and involve complex, challenging and unpredictable plot sequences and hybrid structures that may serve multiple purposes. These texts explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts represent a synthesis of technical and abstract information (from credible/verifiable sources) about a wide range of specialised topics. Text structures are more complex and include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, a high proportion of unfamiliar and technical vocabulary, figurative and rhetorical language, and dense information supported by various types of graphics presented in visual form.</p> <p>Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, discussions, literary analyses, transformations of texts and reviews.</p>	|	<h1>Receptive modes (listening, reading and viewing)</h1> <p>By the end of Year 9, students analyse the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features distinguish the work of individual authors.</p> <p>They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from texts to analyse and explain how language choices and conventions are used to influence an audience.&nbsp;They listen for ways texts position an audience.</p> <h1>Productive modes (speaking, writing and creating)</h1> <p>Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate how manipulating language features and images can create innovative texts.</p> <p>Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation.</p>
australia-f10-year10-english	|	<p>The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students&rsquo; knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.</p> <p>In Years 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts.</p> <p>Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, non-fiction, poetry, dramatic performances and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop critical understanding of the contemporary media and the differences between media texts.</p> <p>The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.</p> <p>Literary texts that support and extend students in Years 9 and 10 as independent readers are drawn from a range of genres and involve complex, challenging and unpredictable plot sequences and hybrid structures that may serve multiple purposes. These texts explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts represent a synthesis of technical and abstract information (from credible/verifiable sources) about a wide range of specialised topics. Text structures are more complex and include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, a high proportion of unfamiliar and technical vocabulary, figurative and rhetorical language, and dense information supported by various types of graphics and images.</p> <p>Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, discussions, literary analyses, transformations of texts and reviews.</p>	|	<h1>Receptive modes (listening, reading and viewing)</h1> <p>By the end of Year 10, students evaluate how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary contributes to the development of individual style.</p> <p>They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them. They listen for ways features within texts can be manipulated to achieve particular effects.</p> <h1>Productive modes (speaking, writing and creating)</h1> <p>Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images.</p> <p>Students create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions, building on others' ideas, solving problems, justifying opinions and developing and expanding arguments. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.</p>
australia-f10-foundation-languages-aboriginal-torres-strait-islander	|	<h4><strong>The nature of the learner, the pathway and particular language</strong></h4> <p>Languages studied in the Second Language Learner Pathway (L2) are typically languages used in spoken form as the language of everyday communication by whole communities across all generations.</p> <p>The second language learner pathway has been written on the assumption that learning will occur off-Country involving students who are typically not from the language community and have little or no experience of the language and culture. They are introduced to learning the language at school as an additional, new language.</p> <p>The language chosen for curriculum development should have a sizeable set of resources in a variety of media, such as local documentaries, bilingual narrative and descriptive texts, and educational materials in print and digital form. Learning is enriched and authenticated by interaction with visiting Elders and community speakers, and where possible visits to Country/Place. Information and communications technologies provide additional resources to support a range of language and culture experiences.</p> <p>The curriculum content and achievement standards in the Second Language Learner Pathway are generalised in order to cater for the range of Aboriginal or Torres Strait Islander languages that may be learnt as a second language. The content descriptions, content elaborations and achievement standards for the Second Language Learner pathway will need to be adapted for use with the particular language being taught and will need to be modified if the program occurs on-Country or if the learners are from the language community.</p> <p>Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy acquisition. For young students at this level, learning typically focuses on the immediate world of their family, home, school, friends and local environment. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school.</p> <p><strong>Language learning and use</strong></p> <p>The language is learnt in parallel with English language and literacy development. Learning in the two languages progresses at very different levels but each supports and enriches the other.</p> <p>The language is used in classroom interactions, routines and activities and is supported by the use of visual and concrete materials, gestures and body language. At this stage, there is a focus on play and imaginative activities, games, music, movement and familiar routines, which provide scaffolding and context for language development.</p> <p>Oral language is developed through listening to the sounds, shapes and patterns of the language, through activities such as rhymes, songs, clapping and action games and through imitating and repeating sounds in aural texts as modelled by the teaching team, visiting Elders and community speakers.</p> <p>Learners experiment with simple formulaic expressions and with one- or two-word responses and single-idea phrases to prompts and cues. As they progress to using language for interactions such as greetings, asking for help, talking about self, friends and family, or asking and answering questions, they notice that the language behaves differently in different situations and that speakers communicate in some ways that are different from their own. Creative play provides opportunities for exploring these differences and for using language for purposeful interaction.</p> <p>Students learn about Country/Place and community by interacting with visiting Elders and community speakers when possible, and by engaging with stories and songs and other texts such as videos, maps and pictures. They learn about the concepts of kin and social groupings, and how these are symbolised in the natural environment.</p> <p>Students learn to use appropriate respect terms and to demonstrate respectful and appropriate behaviour when interacting with Elders, community speakers and community texts.</p> <p>Learners will recognise the same alphabet they are learning for writing English. They write by tracing and copying, forming letters legibly. They learn to read and write words and sentences independently using modelled language, for example, matching pictures with single words, labels and captions. The use of repetition and recycling in instruction helps children to identify high-frequency words and simple phrases and to recognise the purpose and intention of simple texts.</p> <p>They begin to understand how the language works, to compare it with English and to understand its place in relation to regional and national language diversity.</p> <p><strong>Contexts of interaction</strong></p> <p>Across Foundation to Year 2, learning occurs largely through interaction with peers and the teaching team, supplemented by some access to visiting Elders and community speakers. Information and communications technologies (ICT) resources provide additional access to language and culture experience.</p> <p><strong>Texts and resources</strong></p> <p>Children engage with a variety of spoken, visual, written and digital texts, which are short, clearly structured and supported by visuals and paralinguistic devices, for example, tone of voice, facial expression, gesture, with much repetition and recycling of structures and vocabulary. They listen and respond to teacher talk, share ideas and join in with song, dance, story and rap, and various forms of play, performance, conversational exchanges and activities mediated by language. Print and digital texts include stories, shared Big Books, songs, visual designs, photos, videos, environmental maps and wall charts and teacher-generated materials such as games, flashcards and items from both the local community and the target language community.</p> <p><strong>Level of support</strong></p> <p>Learning is supported through the provision of experiences that are challenging but achievable with appropriate scaffolding and support. This involves modelling, monitoring and moderating by the teacher; provision of multiple and varied sources of input; opportunities for revisiting, recycling and reviewing learned language, and continuous cueing, feedback, response and encouragement.</p> <p><strong>The role of languages</strong></p> <p>Learners are encouraged to use the language being learnt whenever possible in class interactions and daily routines with the teaching team, visiting Elders and community speakers. Using English for explanation and discussion allows learners to talk about differences and similarities they notice between the language and their first language(s) and culture(s), to ask questions about language and culture, to consider how they feel when they hear or use the language and to talk about how they view different languages and the people who speak them. This introduction to the &lsquo;meta&rsquo; dimension of intercultural learning develops the ability to consider different perspectives and ways of being as mediated by language.</p>	|	        <p>The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages Second Language Learner Pathway are generalised in order to cater for the range of languages that may be learnt as an L2 in the school context. The achievement standards will need to be adapted for specific Aboriginal and Torres Strait Islander languages.</p>        <p>By the end of Year 2, students interact with the teaching team, visiting Elders and community members to talk about themselves, family, friends and immediate environment using familiar language supported by gestures. When interacting with Elders and community speakers, they use appropriate forms of address and terms of respect. They use movement, gestures and rehearsed language to participate in guided group activities, such as adapting and performing action songs. They interact in familiar classroom routines by responding to requests, following instructions and using routine classroom language, for example, to request classroom objects. Students listen to, read, view and comprehend texts that are short, clearly structured and supported by visuals and paralinguistic elements, for example, tone of voice, facial expression, gesture and repetition and recycling of structures and vocabulary. They demonstrate their understanding of the target language region, for example, by making simple statements and giving descriptions of animals, food and artefacts, labelling and sorting these into categories, or by pointing to key topographical features on a map or at pictures of food sources, plants and animals in response to questions. They respond to texts such as stories, songs, dance and visual art through singing, miming, play-acting, drawing, action and movement. They demonstrate understanding by naming key characters, significant places, landscapes or topographical features and by identifying key messages. Students use familiar words, patterns and support materials to create and present shared stories, songs and performances. They translate and explain in English the meaning of target language words, simple phrases and gestures used in everyday contexts and situations. They create simple bilingual texts for the classroom environment, such as captions, labels and wall charts. They identify markers of their own identity, such as family, school/class and language/s, and compare these to the importance of language, place and family in the formation of identity in Aboriginal and Torres Strait Islander communities. Students identify similarities and differences in the ways they interact when communicating in English and the target language. </p>        <p>Students distinguish between the sounds of the target language and English and link sounds to written symbols and conventions. They use simple metalanguage to describe elemental structures of the target language, such as word order and word types. They identify how messages in Aboriginal and Torres Strait Islander languages can be communicated in a number of ways, such as Elders’ story-telling or through song, dance and visual design. Students identify kinship terms used for immediate family members and recognise that Aboriginal and Torres Strait Islander peoples have their own personal relationships with place, natural species and phenomena. They identify which stories belong to which natural features, including animals and natural species. They know that different forms of address and kinship terms are used and depend on relationship and context. They identify some words in the language that have been borrowed from other languages. They identify regions, places and communities where the target language is spoken and recognise that there are many different languages spoken in their class, their local community and in Australia. They recognise that language speakers are the most important primary source of language knowledge and that language use reflects where and how people live and what is important to them.</p>      
australia-f10-year1-languages-aboriginal-torres-strait-islander	|	<h4><strong>The nature of the learner, the pathway and particular language</strong></h4> <p>Languages studied in the Second Language Learner Pathway (L2) are typically languages used in spoken form as the language of everyday communication by whole communities across all generations.</p> <p>The second language learner pathway has been written on the assumption that learning will occur off-Country involving students who are typically not from the language community and have little or no experience of the language and culture. They are introduced to learning the language at school as an additional, new language.</p> <p>The language chosen for curriculum development should have a sizeable set of resources in a variety of media, such as local documentaries, bilingual narrative and descriptive texts, and educational materials in print and digital form. Learning is enriched and authenticated by interaction with visiting Elders and community speakers, and where possible visits to Country/Place. Information and communications technologies provide additional resources to support a range of language and culture experiences.</p> <p>The curriculum content and achievement standards in the Second Language Learner Pathway are generalised in order to cater for the range of Aboriginal or Torres Strait Islander languages that may be learnt as a second language. The content descriptions, content elaborations and achievement standards for the Second Language Learner pathway will need to be adapted for use with the particular language being taught and will need to be modified if the program occurs on-Country or if the learners are from the language community.</p> <p>Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy acquisition. For young students at this level, learning typically focuses on the immediate world of their family, home, school, friends and local environment. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school.</p> <p><strong>Language learning and use</strong></p> <p>The language is learnt in parallel with English language and literacy development. Learning in the two languages progresses at very different levels but each supports and enriches the other.</p> <p>The language is used in classroom interactions, routines and activities and is supported by the use of visual and concrete materials, gestures and body language. At this stage, there is a focus on play and imaginative activities, games, music, movement and familiar routines, which provide scaffolding and context for language development.</p> <p>Oral language is developed through listening to the sounds, shapes and patterns of the language, through activities such as rhymes, songs, clapping and action games and through imitating and repeating sounds in aural texts as modelled by the teaching team, visiting Elders and community speakers.</p> <p>Learners experiment with simple formulaic expressions and with one- or two-word responses and single-idea phrases to prompts and cues. As they progress to using language for interactions such as greetings, asking for help, talking about self, friends and family, or asking and answering questions, they notice that the language behaves differently in different situations and that speakers communicate in some ways that are different from their own. Creative play provides opportunities for exploring these differences and for using language for purposeful interaction.</p> <p>Students learn about Country/Place and community by interacting with visiting Elders and community speakers when possible, and by engaging with stories and songs and other texts such as videos, maps and pictures. They learn about the concepts of kin and social groupings, and how these are symbolised in the natural environment.</p> <p>Students learn to use appropriate respect terms and to demonstrate respectful and appropriate behaviour when interacting with Elders, community speakers and community texts.</p> <p>Learners will recognise the same alphabet they are learning for writing English. They write by tracing and copying, forming letters legibly. They learn to read and write words and sentences independently using modelled language, for example, matching pictures with single words, labels and captions. The use of repetition and recycling in instruction helps children to identify high-frequency words and simple phrases and to recognise the purpose and intention of simple texts.</p> <p>They begin to understand how the language works, to compare it with English and to understand its place in relation to regional and national language diversity.</p> <p><strong>Contexts of interaction</strong></p> <p>Across Foundation to Year 2, learning occurs largely through interaction with peers and the teaching team, supplemented by some access to visiting Elders and community speakers. Information and communications technologies (ICT) resources provide additional access to language and culture experience.</p> <p><strong>Texts and resources</strong></p> <p>Children engage with a variety of spoken, visual, written and digital texts, which are short, clearly structured and supported by visuals and paralinguistic devices, for example, tone of voice, facial expression, gesture, with much repetition and recycling of structures and vocabulary. They listen and respond to teacher talk, share ideas and join in with song, dance, story and rap, and various forms of play, performance, conversational exchanges and activities mediated by language. Print and digital texts include stories, shared Big Books, songs, visual designs, photos, videos, environmental maps and wall charts and teacher-generated materials such as games, flashcards and items from both the local community and the target language community.</p> <p><strong>Level of support</strong></p> <p>Learning is supported through the provision of experiences that are challenging but achievable with appropriate scaffolding and support. This involves modelling, monitoring and moderating by the teacher; provision of multiple and varied sources of input; opportunities for revisiting, recycling and reviewing learned language, and continuous cueing, feedback, response and encouragement.</p> <p><strong>The role of languages</strong></p> <p>Learners are encouraged to use the language being learnt whenever possible in class interactions and daily routines with the teaching team, visiting Elders and community speakers. Using English for explanation and discussion allows learners to talk about differences and similarities they notice between the language and their first language(s) and culture(s), to ask questions about language and culture, to consider how they feel when they hear or use the language and to talk about how they view different languages and the people who speak them. This introduction to the &lsquo;meta&rsquo; dimension of intercultural learning develops the ability to consider different perspectives and ways of being as mediated by language.</p>	|	        <p>The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages Second Language Learner Pathway are generalised in order to cater for the range of languages that may be learnt as an L2 in the school context. The achievement standards will need to be adapted for specific Aboriginal and Torres Strait Islander languages.</p>        <p>By the end of Year 2, students interact with the teaching team, visiting Elders and community members to talk about themselves, family, friends and immediate environment using familiar language supported by gestures. When interacting with Elders and community speakers, they use appropriate forms of address and terms of respect. They use movement, gestures and rehearsed language to participate in guided group activities, such as adapting and performing action songs. They interact in familiar classroom routines by responding to requests, following instructions and using routine classroom language, for example, to request classroom objects. Students listen to, read, view and comprehend texts that are short, clearly structured and supported by visuals and paralinguistic elements, for example, tone of voice, facial expression, gesture and repetition and recycling of structures and vocabulary. They demonstrate their understanding of the target language region, for example, by making simple statements and giving descriptions of animals, food and artefacts, labelling and sorting these into categories, or by pointing to key topographical features on a map or at pictures of food sources, plants and animals in response to questions. They respond to texts such as stories, songs, dance and visual art through singing, miming, play-acting, drawing, action and movement. They demonstrate understanding by naming key characters, significant places, landscapes or topographical features and by identifying key messages. Students use familiar words, patterns and support materials to create and present shared stories, songs and performances. They translate and explain in English the meaning of target language words, simple phrases and gestures used in everyday contexts and situations. They create simple bilingual texts for the classroom environment, such as captions, labels and wall charts. They identify markers of their own identity, such as family, school/class and language/s, and compare these to the importance of language, place and family in the formation of identity in Aboriginal and Torres Strait Islander communities. Students identify similarities and differences in the ways they interact when communicating in English and the target language. </p>        <p>Students distinguish between the sounds of the target language and English and link sounds to written symbols and conventions. They use simple metalanguage to describe elemental structures of the target language, such as word order and word types. They identify how messages in Aboriginal and Torres Strait Islander languages can be communicated in a number of ways, such as Elders’ story-telling or through song, dance and visual design. Students identify kinship terms used for immediate family members and recognise that Aboriginal and Torres Strait Islander peoples have their own personal relationships with place, natural species and phenomena. They identify which stories belong to which natural features, including animals and natural species. They know that different forms of address and kinship terms are used and depend on relationship and context. They identify some words in the language that have been borrowed from other languages. They identify regions, places and communities where the target language is spoken and recognise that there are many different languages spoken in their class, their local community and in Australia. They recognise that language speakers are the most important primary source of language knowledge and that language use reflects where and how people live and what is important to them.</p>      
australia-f10-year2-languages-aboriginal-torres-strait-islander	|	<h4><strong>The nature of the learner, the pathway and particular language</strong></h4> <p>Languages studied in the Second Language Learner Pathway (L2) are typically languages used in spoken form as the language of everyday communication by whole communities across all generations.</p> <p>The second language learner pathway has been written on the assumption that learning will occur off-Country involving students who are typically not from the language community and have little or no experience of the language and culture. They are introduced to learning the language at school as an additional, new language.</p> <p>The language chosen for curriculum development should have a sizeable set of resources in a variety of media, such as local documentaries, bilingual narrative and descriptive texts, and educational materials in print and digital form. Learning is enriched and authenticated by interaction with visiting Elders and community speakers, and where possible visits to Country/Place. Information and communications technologies provide additional resources to support a range of language and culture experiences.</p> <p>The curriculum content and achievement standards in the Second Language Learner Pathway are generalised in order to cater for the range of Aboriginal or Torres Strait Islander languages that may be learnt as a second language. The content descriptions, content elaborations and achievement standards for the Second Language Learner pathway will need to be adapted for use with the particular language being taught and will need to be modified if the program occurs on-Country or if the learners are from the language community.</p> <p>Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy acquisition. For young students at this level, learning typically focuses on the immediate world of their family, home, school, friends and local environment. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school.</p> <p><strong>Language learning and use</strong></p> <p>The language is learnt in parallel with English language and literacy development. Learning in the two languages progresses at very different levels but each supports and enriches the other.</p> <p>The language is used in classroom interactions, routines and activities and is supported by the use of visual and concrete materials, gestures and body language. At this stage, there is a focus on play and imaginative activities, games, music, movement and familiar routines, which provide scaffolding and context for language development.</p> <p>Oral language is developed through listening to the sounds, shapes and patterns of the language, through activities such as rhymes, songs, clapping and action games and through imitating and repeating sounds in aural texts as modelled by the teaching team, visiting Elders and community speakers.</p> <p>Learners experiment with simple formulaic expressions and with one- or two-word responses and single-idea phrases to prompts and cues. As they progress to using language for interactions such as greetings, asking for help, talking about self, friends and family, or asking and answering questions, they notice that the language behaves differently in different situations and that speakers communicate in some ways that are different from their own. Creative play provides opportunities for exploring these differences and for using language for purposeful interaction.</p> <p>Students learn about Country/Place and community by interacting with visiting Elders and community speakers when possible, and by engaging with stories and songs and other texts such as videos, maps and pictures. They learn about the concepts of kin and social groupings, and how these are symbolised in the natural environment.</p> <p>Students learn to use appropriate respect terms and to demonstrate respectful and appropriate behaviour when interacting with Elders, community speakers and community texts.</p> <p>Learners will recognise the same alphabet they are learning for writing English. They write by tracing and copying, forming letters legibly. They learn to read and write words and sentences independently using modelled language, for example, matching pictures with single words, labels and captions. The use of repetition and recycling in instruction helps children to identify high-frequency words and simple phrases and to recognise the purpose and intention of simple texts.</p> <p>They begin to understand how the language works, to compare it with English and to understand its place in relation to regional and national language diversity.</p> <p><strong>Contexts of interaction</strong></p> <p>Across Foundation to Year 2, learning occurs largely through interaction with peers and the teaching team, supplemented by some access to visiting Elders and community speakers. Information and communications technologies (ICT) resources provide additional access to language and culture experience.</p> <p><strong>Texts and resources</strong></p> <p>Children engage with a variety of spoken, visual, written and digital texts, which are short, clearly structured and supported by visuals and paralinguistic devices, for example, tone of voice, facial expression, gesture, with much repetition and recycling of structures and vocabulary. They listen and respond to teacher talk, share ideas and join in with song, dance, story and rap, and various forms of play, performance, conversational exchanges and activities mediated by language. Print and digital texts include stories, shared Big Books, songs, visual designs, photos, videos, environmental maps and wall charts and teacher-generated materials such as games, flashcards and items from both the local community and the target language community.</p> <p><strong>Level of support</strong></p> <p>Learning is supported through the provision of experiences that are challenging but achievable with appropriate scaffolding and support. This involves modelling, monitoring and moderating by the teacher; provision of multiple and varied sources of input; opportunities for revisiting, recycling and reviewing learned language, and continuous cueing, feedback, response and encouragement.</p> <p><strong>The role of languages</strong></p> <p>Learners are encouraged to use the language being learnt whenever possible in class interactions and daily routines with the teaching team, visiting Elders and community speakers. Using English for explanation and discussion allows learners to talk about differences and similarities they notice between the language and their first language(s) and culture(s), to ask questions about language and culture, to consider how they feel when they hear or use the language and to talk about how they view different languages and the people who speak them. This introduction to the &lsquo;meta&rsquo; dimension of intercultural learning develops the ability to consider different perspectives and ways of being as mediated by language.</p>	|	        <p>The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages Second Language Learner Pathway are generalised in order to cater for the range of languages that may be learnt as an L2 in the school context. The achievement standards will need to be adapted for specific Aboriginal and Torres Strait Islander languages.</p>        <p>By the end of Year 2, students interact with the teaching team, visiting Elders and community members to talk about themselves, family, friends and immediate environment using familiar language supported by gestures. When interacting with Elders and community speakers, they use appropriate forms of address and terms of respect. They use movement, gestures and rehearsed language to participate in guided group activities, such as adapting and performing action songs. They interact in familiar classroom routines by responding to requests, following instructions and using routine classroom language, for example, to request classroom objects. Students listen to, read, view and comprehend texts that are short, clearly structured and supported by visuals and paralinguistic elements, for example, tone of voice, facial expression, gesture and repetition and recycling of structures and vocabulary. They demonstrate their understanding of the target language region, for example, by making simple statements and giving descriptions of animals, food and artefacts, labelling and sorting these into categories, or by pointing to key topographical features on a map or at pictures of food sources, plants and animals in response to questions. They respond to texts such as stories, songs, dance and visual art through singing, miming, play-acting, drawing, action and movement. They demonstrate understanding by naming key characters, significant places, landscapes or topographical features and by identifying key messages. Students use familiar words, patterns and support materials to create and present shared stories, songs and performances. They translate and explain in English the meaning of target language words, simple phrases and gestures used in everyday contexts and situations. They create simple bilingual texts for the classroom environment, such as captions, labels and wall charts. They identify markers of their own identity, such as family, school/class and language/s, and compare these to the importance of language, place and family in the formation of identity in Aboriginal and Torres Strait Islander communities. Students identify similarities and differences in the ways they interact when communicating in English and the target language. </p>        <p>Students distinguish between the sounds of the target language and English and link sounds to written symbols and conventions. They use simple metalanguage to describe elemental structures of the target language, such as word order and word types. They identify how messages in Aboriginal and Torres Strait Islander languages can be communicated in a number of ways, such as Elders’ story-telling or through song, dance and visual design. Students identify kinship terms used for immediate family members and recognise that Aboriginal and Torres Strait Islander peoples have their own personal relationships with place, natural species and phenomena. They identify which stories belong to which natural features, including animals and natural species. They know that different forms of address and kinship terms are used and depend on relationship and context. They identify some words in the language that have been borrowed from other languages. They identify regions, places and communities where the target language is spoken and recognise that there are many different languages spoken in their class, their local community and in Australia. They recognise that language speakers are the most important primary source of language knowledge and that language use reflects where and how people live and what is important to them.</p>      
australia-f10-year3-languages-aboriginal-torres-strait-islander	|	<h4><strong>The nature of the learner, the pathway and particular language</strong></h4> <p>Languages studied in the Second Language Learner Pathway (L2) are typically languages used in spoken form as the language of everyday communication by whole communities across all generations.</p> <p>The second language learner pathway has been written on the assumption that learning will occur off-Country involving students who are typically not from the language community and have little or no experience of the language and culture. They are introduced to learning the language at school as an additional, new language.</p> <p>The language chosen for curriculum development should have a sizeable set of resources in a variety of media, such as local documentaries, bilingual narrative and descriptive texts, and educational materials in print and digital form. Learning is enriched and authenticated by interaction with visiting Elders and community speakers, and where possible visits to Country/Place. Information and communications technologies provide additional resources to support a range of language and culture experiences.</p> <p>The curriculum content and achievement standards in the Second Language Learner Pathway are generalised in order to cater for the range of Aboriginal or Torres Strait Islander languages that may be learnt as a second language. The content descriptions, content elaborations and achievement standards for the Second Language Learner pathway will need to be adapted for use with the particular language being taught and will need to be modified if the program occurs on-Country or if the learners are from the language community.</p> <p>At this level, children are developing awareness of their social worlds and of their membership of various groups. They are widening their social networks, experiences and communicative repertoires. They are gaining greater awareness of the world around them. They benefit from various forms of activity-based learning that build on their interests and capabilities, and make connections with other learning areas.</p> <p><strong>Language learning and use</strong></p> <p>Learners use formulaic phrases in the target language to participate in classroom routines, presentations and structured conversations with the teaching team, peers, visiting Elders and community speakers. They respond to teacher-generated questions about texts, participate in games, and follow instructions and procedures.</p> <p>They focus on aspects of their personal worlds and are introduced to content related to the target language Country/Place and the communities where it is spoken.</p> <p>The development of oral proficiency relies on rich language input. Learners engage in different types of listening and develop active-listening and comprehension skills using contextual, grammatical, phonic and non-verbal cues. They extend their oral fluency by focusing on sentence-level intonation and stress.</p> <p>They participate in shared and guided reading and learn to apply their knowledge of key words and textual features to predict the meaning of unfamiliar language. Learners use modelled language to create new texts and to extend their language use through expanding and connecting sentences to express more complex ideas and situations. To support their developing knowledge of vocabulary and sentence construction, learners continue to build metalanguage for describing aspects of the target language and how it works.</p> <p><strong>Contexts of interaction</strong></p> <p>Learning occurs largely through interaction with peers and the teaching team. Learners may have some access to visiting Elders and community speakers, opportunities to communicate with peers in the target language region using technology, perhaps visit the target language region themselves, or view touring performances or art displays from there.</p> <p><strong>Texts and resources</strong></p> <p>Learners engage with a growing range of visual, spoken, written and digital texts, such as photographs, maps, bush calendars, seasonal charts, posters, songs, raps, dances, stories, paintings and visual design accompanying performance, video clips and films.</p> <p><strong>Level of support</strong></p> <p>The primary support for learners is the teaching team, which provides instruction, explanation, examples of modelled language use, repetition, reinforcement and feedback on student work. Learning experiences and activities are carefully scaffolded and resourced, with sufficient time allowed for experimentation, drafting and redrafting. Learners need practice and guidance in using resources such as dictionaries, word charts, vocabulary lists and exemplars when translating and creating texts.</p> <p><strong>The role of languages</strong></p> <p>Learners use the target language for classroom routines and language learning tasks, for listening to, reading and viewing texts and in interactions with the teaching team, visiting Elders and other community speakers.</p> <p>The language of response varies according to the nature and demands of the learning experience, with the target language used primarily for communicating in structured and supported tasks and English and other known languages used for open-ended, comparative tasks that develop learners&rsquo; understanding of language and culture.</p>	|	        <p>The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages Second Language Learner Pathway are generalised in order to cater for the range of languages that may be learnt as an L2 in the school context. The achievement standards will need to be adapted for use for specific Aboriginal and Torres Strait Islander languages.</p>        <p>By the end of Year 6, students share information about aspects of their personal worlds, such as their family and friends, interests, everyday routines and experiences, using familiar language and modelled sentence patterns. They interact appropriately with Elders and community speakers, and apply principles and protocols of cultural safety when engaging with cultural material such as artefacts, works of art, texts and performances. When interacting in the classroom, they ask and respond to questions, request help, repetition or clarification, and respond to requests and instructions. Students locate key points of information and messages in a range of spoken, written, visual and multi-modal sources associated with the target language region, community and culture. They demonstrate their understanding of the language region, community and culture, for example, by labelling, organising and classifying natural objects, plants and animals from the environment, identifying and describing key features and landforms, seasonal characteristics, and aspects of traditional and contemporary ways of life. Students view, read and listen to stories, songs, dances and artistic traditions, and demonstrate understanding, for example, by describing characters and events, creating timelines, explaining iconographies and identifying key messages, comparing these to messages conveyed by stories in their own cultures. They recognise that ownership of songs, stories, dances and designs is determined by kinship and other social groupings. They know that song and story carry Indigenous knowledge in the context of Country/Place and family. Students use simple and formulaic language, with the support of structured models, to create short informative and imaginative connected texts in various modes and formats. They translate a range of community texts, such as signs, notices, health charts, posters, relying on key words, and they identify and describe culture-specific concepts and expressions. They create bilingual texts for the classroom and school community that explain target language words and related cultural ideas. They identify markers of identity across cultures and recognise the importance of language, Country/Place and culture to the identity and future aspirations of Aboriginal and Torres Strait Islander peoples. Students reflect on their own cultural identity in light of their experience of learning the language, explaining how their ideas and ways of communicating are influenced by their own cultural backgrounds. </p>        <p>Students know that the target language has its own pronunciation, spelling and grammar, and they apply this knowledge to predict the sound, spelling and meaning of new words and expressions. They use metalanguage for language explanation, for making comparisons with English forms, and for reflecting on the experience of learning the target language and culture. They identify the distinct purpose, language features and conventions of texts such as stories, paintings, songs and dances. Students demonstrate understanding of core elements of the kinship system and its role in social behaviour, by identifying and explaining kin terms, recognising that everyone belongs to certain types of sub-groups and recognising that interactions are patterned by these structures. Students know that language use must be adjusted to suit different contexts, situations and relationships. They provide examples of how languages change over time by identifying words and phrases borrowed from English and other languages, including words that are similar to or borrowed from neighbouring Indigenous languages. Students recognise that Aboriginal and Torres Strait Islander languages are in various states of maintenance, development and revival and can give some historical reasons for this. They identify connections between identity and cultural values and beliefs, and explain the importance of maintaining and strengthening Aboriginal and Torres Strait Islander languages for the particular community involved and for the broader Australian community. They make connections with their own experience when talking about languages and cultures.</p>      
australia-f10-year4-languages-aboriginal-torres-strait-islander	|	<h4><strong>The nature of the learner, the pathway and particular language</strong></h4> <p>Languages studied in the Second Language Learner Pathway (L2) are typically languages used in spoken form as the language of everyday communication by whole communities across all generations.</p> <p>The second language learner pathway has been written on the assumption that learning will occur off-Country involving students who are typically not from the language community and have little or no experience of the language and culture. They are introduced to learning the language at school as an additional, new language.</p> <p>The language chosen for curriculum development should have a sizeable set of resources in a variety of media, such as local documentaries, bilingual narrative and descriptive texts, and educational materials in print and digital form. Learning is enriched and authenticated by interaction with visiting Elders and community speakers, and where possible visits to Country/Place. Information and communications technologies provide additional resources to support a range of language and culture experiences.</p> <p>The curriculum content and achievement standards in the Second Language Learner Pathway are generalised in order to cater for the range of Aboriginal or Torres Strait Islander languages that may be learnt as a second language. The content descriptions, content elaborations and achievement standards for the Second Language Learner pathway will need to be adapted for use with the particular language being taught and will need to be modified if the program occurs on-Country or if the learners are from the language community.</p> <p>At this level, children are developing awareness of their social worlds and of their membership of various groups. They are widening their social networks, experiences and communicative repertoires. They are gaining greater awareness of the world around them. They benefit from various forms of activity-based learning that build on their interests and capabilities, and make connections with other learning areas.</p> <p><strong>Language learning and use</strong></p> <p>Learners use formulaic phrases in the target language to participate in classroom routines, presentations and structured conversations with the teaching team, peers, visiting Elders and community speakers. They respond to teacher-generated questions about texts, participate in games, and follow instructions and procedures.</p> <p>They focus on aspects of their personal worlds and are introduced to content related to the target language Country/Place and the communities where it is spoken.</p> <p>The development of oral proficiency relies on rich language input. Learners engage in different types of listening and develop active-listening and comprehension skills using contextual, grammatical, phonic and non-verbal cues. They extend their oral fluency by focusing on sentence-level intonation and stress.</p> <p>They participate in shared and guided reading and learn to apply their knowledge of key words and textual features to predict the meaning of unfamiliar language. Learners use modelled language to create new texts and to extend their language use through expanding and connecting sentences to express more complex ideas and situations. To support their developing knowledge of vocabulary and sentence construction, learners continue to build metalanguage for describing aspects of the target language and how it works.</p> <p><strong>Contexts of interaction</strong></p> <p>Learning occurs largely through interaction with peers and the teaching team. Learners may have some access to visiting Elders and community speakers, opportunities to communicate with peers in the target language region using technology, perhaps visit the target language region themselves, or view touring performances or art displays from there.</p> <p><strong>Texts and resources</strong></p> <p>Learners engage with a growing range of visual, spoken, written and digital texts, such as photographs, maps, bush calendars, seasonal charts, posters, songs, raps, dances, stories, paintings and visual design accompanying performance, video clips and films.</p> <p><strong>Level of support</strong></p> <p>The primary support for learners is the teaching team, which provides instruction, explanation, examples of modelled language use, repetition, reinforcement and feedback on student work. Learning experiences and activities are carefully scaffolded and resourced, with sufficient time allowed for experimentation, drafting and redrafting. Learners need practice and guidance in using resources such as dictionaries, word charts, vocabulary lists and exemplars when translating and creating texts.</p> <p><strong>The role of languages</strong></p> <p>Learners use the target language for classroom routines and language learning tasks, for listening to, reading and viewing texts and in interactions with the teaching team, visiting Elders and other community speakers.</p> <p>The language of response varies according to the nature and demands of the learning experience, with the target language used primarily for communicating in structured and supported tasks and English and other known languages used for open-ended, comparative tasks that develop learners&rsquo; understanding of language and culture.</p>	|	        <p>The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages Second Language Learner Pathway are generalised in order to cater for the range of languages that may be learnt as an L2 in the school context. The achievement standards will need to be adapted for use for specific Aboriginal and Torres Strait Islander languages.</p>        <p>By the end of Year 6, students share information about aspects of their personal worlds, such as their family and friends, interests, everyday routines and experiences, using familiar language and modelled sentence patterns. They interact appropriately with Elders and community speakers, and apply principles and protocols of cultural safety when engaging with cultural material such as artefacts, works of art, texts and performances. When interacting in the classroom, they ask and respond to questions, request help, repetition or clarification, and respond to requests and instructions. Students locate key points of information and messages in a range of spoken, written, visual and multi-modal sources associated with the target language region, community and culture. They demonstrate their understanding of the language region, community and culture, for example, by labelling, organising and classifying natural objects, plants and animals from the environment, identifying and describing key features and landforms, seasonal characteristics, and aspects of traditional and contemporary ways of life. Students view, read and listen to stories, songs, dances and artistic traditions, and demonstrate understanding, for example, by describing characters and events, creating timelines, explaining iconographies and identifying key messages, comparing these to messages conveyed by stories in their own cultures. They recognise that ownership of songs, stories, dances and designs is determined by kinship and other social groupings. They know that song and story carry Indigenous knowledge in the context of Country/Place and family. Students use simple and formulaic language, with the support of structured models, to create short informative and imaginative connected texts in various modes and formats. They translate a range of community texts, such as signs, notices, health charts, posters, relying on key words, and they identify and describe culture-specific concepts and expressions. They create bilingual texts for the classroom and school community that explain target language words and related cultural ideas. They identify markers of identity across cultures and recognise the importance of language, Country/Place and culture to the identity and future aspirations of Aboriginal and Torres Strait Islander peoples. Students reflect on their own cultural identity in light of their experience of learning the language, explaining how their ideas and ways of communicating are influenced by their own cultural backgrounds. </p>        <p>Students know that the target language has its own pronunciation, spelling and grammar, and they apply this knowledge to predict the sound, spelling and meaning of new words and expressions. They use metalanguage for language explanation, for making comparisons with English forms, and for reflecting on the experience of learning the target language and culture. They identify the distinct purpose, language features and conventions of texts such as stories, paintings, songs and dances. Students demonstrate understanding of core elements of the kinship system and its role in social behaviour, by identifying and explaining kin terms, recognising that everyone belongs to certain types of sub-groups and recognising that interactions are patterned by these structures. Students know that language use must be adjusted to suit different contexts, situations and relationships. They provide examples of how languages change over time by identifying words and phrases borrowed from English and other languages, including words that are similar to or borrowed from neighbouring Indigenous languages. Students recognise that Aboriginal and Torres Strait Islander languages are in various states of maintenance, development and revival and can give some historical reasons for this. They identify connections between identity and cultural values and beliefs, and explain the importance of maintaining and strengthening Aboriginal and Torres Strait Islander languages for the particular community involved and for the broader Australian community. They make connections with their own experience when talking about languages and cultures.</p>      
australia-f10-year5-languages-aboriginal-torres-strait-islander	|	<h4><strong>The nature of the learner, the pathway and particular language</strong></h4> <p>Languages studied in the Second Language Learner Pathway (L2) are typically languages used in spoken form as the language of everyday communication by whole communities across all generations.</p> <p>The second language learner pathway has been written on the assumption that learning will occur off-Country involving students who are typically not from the language community and have little or no experience of the language and culture. They are introduced to learning the language at school as an additional, new language.</p> <p>The language chosen for curriculum development should have a sizeable set of resources in a variety of media, such as local documentaries, bilingual narrative and descriptive texts, and educational materials in print and digital form. Learning is enriched and authenticated by interaction with visiting Elders and community speakers, and where possible visits to Country/Place. Information and communications technologies provide additional resources to support a range of language and culture experiences.</p> <p>The curriculum content and achievement standards in the Second Language Learner Pathway are generalised in order to cater for the range of Aboriginal or Torres Strait Islander languages that may be learnt as a second language. The content descriptions, content elaborations and achievement standards for the Second Language Learner pathway will need to be adapted for use with the particular language being taught and will need to be modified if the program occurs on-Country or if the learners are from the language community.</p> <p>At this level, children are developing awareness of their social worlds and of their membership of various groups. They are widening their social networks, experiences and communicative repertoires. They are gaining greater awareness of the world around them. They benefit from various forms of activity-based learning that build on their interests and capabilities, and make connections with other learning areas.</p> <p><strong>Language learning and use</strong></p> <p>Learners use formulaic phrases in the target language to participate in classroom routines, presentations and structured conversations with the teaching team, peers, visiting Elders and community speakers. They respond to teacher-generated questions about texts, participate in games, and follow instructions and procedures.</p> <p>They focus on aspects of their personal worlds and are introduced to content related to the target language Country/Place and the communities where it is spoken.</p> <p>The development of oral proficiency relies on rich language input. Learners engage in different types of listening and develop active-listening and comprehension skills using contextual, grammatical, phonic and non-verbal cues. They extend their oral fluency by focusing on sentence-level intonation and stress.</p> <p>They participate in shared and guided reading and learn to apply their knowledge of key words and textual features to predict the meaning of unfamiliar language. Learners use modelled language to create new texts and to extend their language use through expanding and connecting sentences to express more complex ideas and situations. To support their developing knowledge of vocabulary and sentence construction, learners continue to build metalanguage for describing aspects of the target language and how it works.</p> <p><strong>Contexts of interaction</strong></p> <p>Learning occurs largely through interaction with peers and the teaching team. Learners may have some access to visiting Elders and community speakers, opportunities to communicate with peers in the target language region using technology, perhaps visit the target language region themselves, or view touring performances or art displays from there.</p> <p><strong>Texts and resources</strong></p> <p>Learners engage with a growing range of visual, spoken, written and digital texts, such as photographs, maps, bush calendars, seasonal charts, posters, songs, raps, dances, stories, paintings and visual design accompanying performance, video clips and films.</p> <p><strong>Level of support</strong></p> <p>The primary support for learners is the teaching team, which provides instruction, explanation, examples of modelled language use, repetition, reinforcement and feedback on student work. Learning experiences and activities are carefully scaffolded and resourced, with sufficient time allowed for experimentation, drafting and redrafting. Learners need practice and guidance in using resources such as dictionaries, word charts, vocabulary lists and exemplars when translating and creating texts.</p> <p><strong>The role of languages</strong></p> <p>Learners use the target language for classroom routines and language learning tasks, for listening to, reading and viewing texts and in interactions with the teaching team, visiting Elders and other community speakers.</p> <p>The language of response varies according to the nature and demands of the learning experience, with the target language used primarily for communicating in structured and supported tasks and English and other known languages used for open-ended, comparative tasks that develop learners&rsquo; understanding of language and culture.</p>	|	        <p>The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages Second Language Learner Pathway are generalised in order to cater for the range of languages that may be learnt as an L2 in the school context. The achievement standards will need to be adapted for use for specific Aboriginal and Torres Strait Islander languages.</p>        <p>By the end of Year 6, students share information about aspects of their personal worlds, such as their family and friends, interests, everyday routines and experiences, using familiar language and modelled sentence patterns. They interact appropriately with Elders and community speakers, and apply principles and protocols of cultural safety when engaging with cultural material such as artefacts, works of art, texts and performances. When interacting in the classroom, they ask and respond to questions, request help, repetition or clarification, and respond to requests and instructions. Students locate key points of information and messages in a range of spoken, written, visual and multi-modal sources associated with the target language region, community and culture. They demonstrate their understanding of the language region, community and culture, for example, by labelling, organising and classifying natural objects, plants and animals from the environment, identifying and describing key features and landforms, seasonal characteristics, and aspects of traditional and contemporary ways of life. Students view, read and listen to stories, songs, dances and artistic traditions, and demonstrate understanding, for example, by describing characters and events, creating timelines, explaining iconographies and identifying key messages, comparing these to messages conveyed by stories in their own cultures. They recognise that ownership of songs, stories, dances and designs is determined by kinship and other social groupings. They know that song and story carry Indigenous knowledge in the context of Country/Place and family. Students use simple and formulaic language, with the support of structured models, to create short informative and imaginative connected texts in various modes and formats. They translate a range of community texts, such as signs, notices, health charts, posters, relying on key words, and they identify and describe culture-specific concepts and expressions. They create bilingual texts for the classroom and school community that explain target language words and related cultural ideas. They identify markers of identity across cultures and recognise the importance of language, Country/Place and culture to the identity and future aspirations of Aboriginal and Torres Strait Islander peoples. Students reflect on their own cultural identity in light of their experience of learning the language, explaining how their ideas and ways of communicating are influenced by their own cultural backgrounds. </p>        <p>Students know that the target language has its own pronunciation, spelling and grammar, and they apply this knowledge to predict the sound, spelling and meaning of new words and expressions. They use metalanguage for language explanation, for making comparisons with English forms, and for reflecting on the experience of learning the target language and culture. They identify the distinct purpose, language features and conventions of texts such as stories, paintings, songs and dances. Students demonstrate understanding of core elements of the kinship system and its role in social behaviour, by identifying and explaining kin terms, recognising that everyone belongs to certain types of sub-groups and recognising that interactions are patterned by these structures. Students know that language use must be adjusted to suit different contexts, situations and relationships. They provide examples of how languages change over time by identifying words and phrases borrowed from English and other languages, including words that are similar to or borrowed from neighbouring Indigenous languages. Students recognise that Aboriginal and Torres Strait Islander languages are in various states of maintenance, development and revival and can give some historical reasons for this. They identify connections between identity and cultural values and beliefs, and explain the importance of maintaining and strengthening Aboriginal and Torres Strait Islander languages for the particular community involved and for the broader Australian community. They make connections with their own experience when talking about languages and cultures.</p>      
australia-f10-year6-languages-aboriginal-torres-strait-islander	|	<h4><strong>The nature of the learner, the pathway and particular language</strong></h4> <p>Languages studied in the Second Language Learner Pathway (L2) are typically languages used in spoken form as the language of everyday communication by whole communities across all generations.</p> <p>The second language learner pathway has been written on the assumption that learning will occur off-Country involving students who are typically not from the language community and have little or no experience of the language and culture. They are introduced to learning the language at school as an additional, new language.</p> <p>The language chosen for curriculum development should have a sizeable set of resources in a variety of media, such as local documentaries, bilingual narrative and descriptive texts, and educational materials in print and digital form. Learning is enriched and authenticated by interaction with visiting Elders and community speakers, and where possible visits to Country/Place. Information and communications technologies provide additional resources to support a range of language and culture experiences.</p> <p>The curriculum content and achievement standards in the Second Language Learner Pathway are generalised in order to cater for the range of Aboriginal or Torres Strait Islander languages that may be learnt as a second language. The content descriptions, content elaborations and achievement standards for the Second Language Learner pathway will need to be adapted for use with the particular language being taught and will need to be modified if the program occurs on-Country or if the learners are from the language community.</p> <p>At this level, children are developing awareness of their social worlds and of their membership of various groups. They are widening their social networks, experiences and communicative repertoires. They are gaining greater awareness of the world around them. They benefit from various forms of activity-based learning that build on their interests and capabilities, and make connections with other learning areas.</p> <p><strong>Language learning and use</strong></p> <p>Learners use formulaic phrases in the target language to participate in classroom routines, presentations and structured conversations with the teaching team, peers, visiting Elders and community speakers. They respond to teacher-generated questions about texts, participate in games, and follow instructions and procedures.</p> <p>They focus on aspects of their personal worlds and are introduced to content related to the target language Country/Place and the communities where it is spoken.</p> <p>The development of oral proficiency relies on rich language input. Learners engage in different types of listening and develop active-listening and comprehension skills using contextual, grammatical, phonic and non-verbal cues. They extend their oral fluency by focusing on sentence-level intonation and stress.</p> <p>They participate in shared and guided reading and learn to apply their knowledge of key words and textual features to predict the meaning of unfamiliar language. Learners use modelled language to create new texts and to extend their language use through expanding and connecting sentences to express more complex ideas and situations. To support their developing knowledge of vocabulary and sentence construction, learners continue to build metalanguage for describing aspects of the target language and how it works.</p> <p><strong>Contexts of interaction</strong></p> <p>Learning occurs largely through interaction with peers and the teaching team. Learners may have some access to visiting Elders and community speakers, opportunities to communicate with peers in the target language region using technology, perhaps visit the target language region themselves, or view touring performances or art displays from there.</p> <p><strong>Texts and resources</strong></p> <p>Learners engage with a growing range of visual, spoken, written and digital texts, such as photographs, maps, bush calendars, seasonal charts, posters, songs, raps, dances, stories, paintings and visual design accompanying performance, video clips and films.</p> <p><strong>Level of support</strong></p> <p>The primary support for learners is the teaching team, which provides instruction, explanation, examples of modelled language use, repetition, reinforcement and feedback on student work. Learning experiences and activities are carefully scaffolded and resourced, with sufficient time allowed for experimentation, drafting and redrafting. Learners need practice and guidance in using resources such as dictionaries, word charts, vocabulary lists and exemplars when translating and creating texts.</p> <p><strong>The role of languages</strong></p> <p>Learners use the target language for classroom routines and language learning tasks, for listening to, reading and viewing texts and in interactions with the teaching team, visiting Elders and other community speakers.</p> <p>The language of response varies according to the nature and demands of the learning experience, with the target language used primarily for communicating in structured and supported tasks and English and other known languages used for open-ended, comparative tasks that develop learners&rsquo; understanding of language and culture.</p>	|	        <p>The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages Second Language Learner Pathway are generalised in order to cater for the range of languages that may be learnt as an L2 in the school context. The achievement standards will need to be adapted for use for specific Aboriginal and Torres Strait Islander languages.</p>        <p>By the end of Year 6, students share information about aspects of their personal worlds, such as their family and friends, interests, everyday routines and experiences, using familiar language and modelled sentence patterns. They interact appropriately with Elders and community speakers, and apply principles and protocols of cultural safety when engaging with cultural material such as artefacts, works of art, texts and performances. When interacting in the classroom, they ask and respond to questions, request help, repetition or clarification, and respond to requests and instructions. Students locate key points of information and messages in a range of spoken, written, visual and multi-modal sources associated with the target language region, community and culture. They demonstrate their understanding of the language region, community and culture, for example, by labelling, organising and classifying natural objects, plants and animals from the environment, identifying and describing key features and landforms, seasonal characteristics, and aspects of traditional and contemporary ways of life. Students view, read and listen to stories, songs, dances and artistic traditions, and demonstrate understanding, for example, by describing characters and events, creating timelines, explaining iconographies and identifying key messages, comparing these to messages conveyed by stories in their own cultures. They recognise that ownership of songs, stories, dances and designs is determined by kinship and other social groupings. They know that song and story carry Indigenous knowledge in the context of Country/Place and family. Students use simple and formulaic language, with the support of structured models, to create short informative and imaginative connected texts in various modes and formats. They translate a range of community texts, such as signs, notices, health charts, posters, relying on key words, and they identify and describe culture-specific concepts and expressions. They create bilingual texts for the classroom and school community that explain target language words and related cultural ideas. They identify markers of identity across cultures and recognise the importance of language, Country/Place and culture to the identity and future aspirations of Aboriginal and Torres Strait Islander peoples. Students reflect on their own cultural identity in light of their experience of learning the language, explaining how their ideas and ways of communicating are influenced by their own cultural backgrounds. </p>        <p>Students know that the target language has its own pronunciation, spelling and grammar, and they apply this knowledge to predict the sound, spelling and meaning of new words and expressions. They use metalanguage for language explanation, for making comparisons with English forms, and for reflecting on the experience of learning the target language and culture. They identify the distinct purpose, language features and conventions of texts such as stories, paintings, songs and dances. Students demonstrate understanding of core elements of the kinship system and its role in social behaviour, by identifying and explaining kin terms, recognising that everyone belongs to certain types of sub-groups and recognising that interactions are patterned by these structures. Students know that language use must be adjusted to suit different contexts, situations and relationships. They provide examples of how languages change over time by identifying words and phrases borrowed from English and other languages, including words that are similar to or borrowed from neighbouring Indigenous languages. Students recognise that Aboriginal and Torres Strait Islander languages are in various states of maintenance, development and revival and can give some historical reasons for this. They identify connections between identity and cultural values and beliefs, and explain the importance of maintaining and strengthening Aboriginal and Torres Strait Islander languages for the particular community involved and for the broader Australian community. They make connections with their own experience when talking about languages and cultures.</p>      
australia-f10-year7-languages-aboriginal-torres-strait-islander	|	<h4><strong>The nature of the learner, the pathway and particular language</strong></h4> <p>Languages studied in the Second Language Learner Pathway (L2) are typically languages used in spoken form as the language of everyday communication by whole communities across all generations.</p> <p>The second language learner pathway has been written on the assumption that learning will occur off-Country involving students who are typically not from the language community and have little or no experience of the language and culture. They are introduced to learning the language at school as an additional, new language.</p> <p>The language chosen for curriculum development should have a sizeable set of resources in a variety of media, such as local documentaries, bilingual narrative and descriptive texts, and educational materials in print and digital form. Learning is enriched and authenticated by interaction with visiting Elders and community speakers, and where possible visits to Country/Place. Information and communications technologies provide additional resources to support a range of language and culture experiences.</p> <p>The curriculum content and achievement standards in the Second Language Learner Pathway are generalised in order to cater for the range of Aboriginal or Torres Strait Islander languages that may be learnt as a second language. The content descriptions, content elaborations and achievement standards for the Second Language Learner pathway will need to be adapted for use with the particular language being taught and will need to be modified if the program occurs on-Country or if the learners are from the language community.</p> <p>At this level, students bring a range of language learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with issues of youth, society and environment. They are increasingly independent and capable of analysis and reflection. They are considering their future pathways and choices, including how the language could be part of these.</p> <p><strong>Language learning and use</strong></p> <p>Learners interact using the target language in classroom routines and communicative tasks. They give presentations and participate in conversations, with some preparation and support, such as cue cards. They use the language more fluently, with a greater degree of self-correction and revision. They acquire skills in analysing and translating increasingly complex texts.</p> <p>Learners are extending the range and quality of their writing through increased vocabulary and grammar knowledge, and by drafting and editing their own work and that of their peers. They use models to create a range of texts, including descriptions, recounts and reflections.</p> <p>They are increasingly aware of connections between language and culture, noticing, for example, different language use according to kin relationships. They are learning to reflect on their own language and culture, and how identity impacts on intercultural experiences.</p> <p><strong>Contexts of interaction</strong></p> <p>Learning occurs largely through interaction with peers and the teaching team. Students may have some access to visiting Elders and community speakers, and may use technology to communicate with peers in the target language region, such as through a sister-school partnership. Some students may have opportunities to visit the target language region themselves or to view touring performances and art displays.</p> <p><strong>Texts and resources</strong></p> <p>Learners engage with a range of visual, spoken, written and digital texts, such as photographs, maps, bush calendars, seasonal charts, posters, songs, raps, dances, stories, paintings and visual design, video clips, and films.</p> <p><strong>Level of support</strong></p> <p>Learners are increasingly aware of and responsible for their own learning. They continue to access and use resources such as word lists, modelled texts and dictionaries. Teacher feedback continues to support their receptive and productive language use.</p> <p>Learners require explicit instruction in the grammatical system of the target language, supported by comparisons with English and other known languages. They also require opportunities to discuss, practise and use their knowledge. They monitor their learning progress, for example by keeping records of their learning, such as journals, folios or blogs, and use these resources to reflect on their language learning and intercultural experiences.</p> <p><strong>The role of languages</strong></p> <p>The target language is used for classroom interaction, language learning activities and experiences, and reflection on learning. English is used to support analysis, comparison and reflection; it is also the medium for expressing personal views at a level beyond learners&rsquo; range in the target language, such as justifying a position on a social issue or exploring and comparing linguistic and cultural practices and learning experiences.</p>	|	<p>The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages Second Language Learner Pathway are generalised in order to cater for the range of languages that may be learnt as an L2 in the school context. The achievement standards will need to be adapted for use for specific Aboriginal and Torres Strait Islander languages.</p> <p>By the end of Year 10, students use the target language to initiate, sustain and extend interactions and to express feelings and opinions. They share interests, experiences and aspirations and exchange information about teenage life. They use spontaneous language to participate in activities that involve taking action, collaborating, planning, organising and negotiating. They use culturally appropriate norms, skills and protocols when engaging with and learning from Aboriginal and Torres Strait Islander peoples and communities. When interacting in the classroom, they make requests, make suggestions and seek clarification. They locate, analyse and summarise factual information from a range of sources on topics and issues related to the target language region. They demonstrate understanding of the target language region, community, culture, way of life and History by presenting information on social and environmental issues, past and present community initiatives, projects and lifestyles. Students listen to, view and share personal responses to a range of texts such as stories, songs, visual and creative arts, films and procedural texts. They demonstrate understanding by identifying and explaining main ideas, key themes, sequences of events, and by comparing the role and representation of animals, people and landscapes. They link and sequence ideas and use expressive language, gestures, artistic and iconographic elements and conventions to create spoken, written and multimodal texts that involve real or imagined contexts and characters. They apply culturally appropriate and ethical behaviour to translate and interpret a range of texts from the target language to English and vice versa, and explain culture-specific concepts, practices and expressions. They create bilingual texts to inform the wider community about aspects of the target language region and culture. Students share experiences and ways of expressing identity, and they reflect on how the target language links the local, regional and national identity of its speakers with the land. They describe how they feel and behave when interacting with target language speakers and resources, and they reflect on how their reactions may reflect their own languages, cultures and perspectives.</p> <p>Students know the sounds, stress, intonation patterns, writing systems and grammatical elements of the target language and apply this knowledge to construct extended spoken, written and multimodal texts. They use metalanguage to explain sound, writing and grammatical systems, including inflectional and derivational processes. They analyse the form and structure of a range of spoken, written and visual texts and explain their function, form and relationship to social processes, such as declaring identity, acknowledging ancestors and traditional belief systems, and passing on knowledge and information. Students demonstrate their understanding of kinship as a system by explaining its importance in maintaining and regulating social relationships in Aboriginal and Torres Strait Islander communities and links with Country/Place. They explain how and why language use is adjusted to suit different social and cultural contexts, purposes and relationships. They explain the dynamic nature of language and cultures, and identify factors that influence change, such as contact with other languages or response to new ideas and technologies. Students make comparisons between the ecologies of Aboriginal and Torres Strait Islander languages and indigenous languages in other countries, in areas such as language policy and rights, language loss, advocacy and reform, and language revival. They identify the role of language in passing on knowledge, and explain how communities&rsquo; worldviews and ways of thinking and behaving shape how language is used. They identify factors that serve to maintain and strengthen language use, such as intergenerational collaboration and transmission, programs and initiatives, and explain challenges associated with such practices and initiatives.</p>
australia-f10-year8-languages-aboriginal-torres-strait-islander	|	<h4><strong>The nature of the learner, the pathway and particular language</strong></h4> <p>Languages studied in the Second Language Learner Pathway (L2) are typically languages used in spoken form as the language of everyday communication by whole communities across all generations.</p> <p>The second language learner pathway has been written on the assumption that learning will occur off-Country involving students who are typically not from the language community and have little or no experience of the language and culture. They are introduced to learning the language at school as an additional, new language.</p> <p>The language chosen for curriculum development should have a sizeable set of resources in a variety of media, such as local documentaries, bilingual narrative and descriptive texts, and educational materials in print and digital form. Learning is enriched and authenticated by interaction with visiting Elders and community speakers, and where possible visits to Country/Place. Information and communications technologies provide additional resources to support a range of language and culture experiences.</p> <p>The curriculum content and achievement standards in the Second Language Learner Pathway are generalised in order to cater for the range of Aboriginal or Torres Strait Islander languages that may be learnt as a second language. The content descriptions, content elaborations and achievement standards for the Second Language Learner pathway will need to be adapted for use with the particular language being taught and will need to be modified if the program occurs on-Country or if the learners are from the language community.</p> <p>At this level, students bring a range of language learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with issues of youth, society and environment. They are increasingly independent and capable of analysis and reflection. They are considering their future pathways and choices, including how the language could be part of these.</p> <p><strong>Language learning and use</strong></p> <p>Learners interact using the target language in classroom routines and communicative tasks. They give presentations and participate in conversations, with some preparation and support, such as cue cards. They use the language more fluently, with a greater degree of self-correction and revision. They acquire skills in analysing and translating increasingly complex texts.</p> <p>Learners are extending the range and quality of their writing through increased vocabulary and grammar knowledge, and by drafting and editing their own work and that of their peers. They use models to create a range of texts, including descriptions, recounts and reflections.</p> <p>They are increasingly aware of connections between language and culture, noticing, for example, different language use according to kin relationships. They are learning to reflect on their own language and culture, and how identity impacts on intercultural experiences.</p> <p><strong>Contexts of interaction</strong></p> <p>Learning occurs largely through interaction with peers and the teaching team. Students may have some access to visiting Elders and community speakers, and may use technology to communicate with peers in the target language region, such as through a sister-school partnership. Some students may have opportunities to visit the target language region themselves or to view touring performances and art displays.</p> <p><strong>Texts and resources</strong></p> <p>Learners engage with a range of visual, spoken, written and digital texts, such as photographs, maps, bush calendars, seasonal charts, posters, songs, raps, dances, stories, paintings and visual design, video clips, and films.</p> <p><strong>Level of support</strong></p> <p>Learners are increasingly aware of and responsible for their own learning. They continue to access and use resources such as word lists, modelled texts and dictionaries. Teacher feedback continues to support their receptive and productive language use.</p> <p>Learners require explicit instruction in the grammatical system of the target language, supported by comparisons with English and other known languages. They also require opportunities to discuss, practise and use their knowledge. They monitor their learning progress, for example by keeping records of their learning, such as journals, folios or blogs, and use these resources to reflect on their language learning and intercultural experiences.</p> <p><strong>The role of languages</strong></p> <p>The target language is used for classroom interaction, language learning activities and experiences, and reflection on learning. English is used to support analysis, comparison and reflection; it is also the medium for expressing personal views at a level beyond learners&rsquo; range in the target language, such as justifying a position on a social issue or exploring and comparing linguistic and cultural practices and learning experiences.</p>	|	<p>The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages Second Language Learner Pathway are generalised in order to cater for the range of languages that may be learnt as an L2 in the school context. The achievement standards will need to be adapted for use for specific Aboriginal and Torres Strait Islander languages.</p> <p>By the end of Year 10, students use the target language to initiate, sustain and extend interactions and to express feelings and opinions. They share interests, experiences and aspirations and exchange information about teenage life. They use spontaneous language to participate in activities that involve taking action, collaborating, planning, organising and negotiating. They use culturally appropriate norms, skills and protocols when engaging with and learning from Aboriginal and Torres Strait Islander peoples and communities. When interacting in the classroom, they make requests, make suggestions and seek clarification. They locate, analyse and summarise factual information from a range of sources on topics and issues related to the target language region. They demonstrate understanding of the target language region, community, culture, way of life and History by presenting information on social and environmental issues, past and present community initiatives, projects and lifestyles. Students listen to, view and share personal responses to a range of texts such as stories, songs, visual and creative arts, films and procedural texts. They demonstrate understanding by identifying and explaining main ideas, key themes, sequences of events, and by comparing the role and representation of animals, people and landscapes. They link and sequence ideas and use expressive language, gestures, artistic and iconographic elements and conventions to create spoken, written and multimodal texts that involve real or imagined contexts and characters. They apply culturally appropriate and ethical behaviour to translate and interpret a range of texts from the target language to English and vice versa, and explain culture-specific concepts, practices and expressions. They create bilingual texts to inform the wider community about aspects of the target language region and culture. Students share experiences and ways of expressing identity, and they reflect on how the target language links the local, regional and national identity of its speakers with the land. They describe how they feel and behave when interacting with target language speakers and resources, and they reflect on how their reactions may reflect their own languages, cultures and perspectives.</p> <p>Students know the sounds, stress, intonation patterns, writing systems and grammatical elements of the target language and apply this knowledge to construct extended spoken, written and multimodal texts. They use metalanguage to explain sound, writing and grammatical systems, including inflectional and derivational processes. They analyse the form and structure of a range of spoken, written and visual texts and explain their function, form and relationship to social processes, such as declaring identity, acknowledging ancestors and traditional belief systems, and passing on knowledge and information. Students demonstrate their understanding of kinship as a system by explaining its importance in maintaining and regulating social relationships in Aboriginal and Torres Strait Islander communities and links with Country/Place. They explain how and why language use is adjusted to suit different social and cultural contexts, purposes and relationships. They explain the dynamic nature of language and cultures, and identify factors that influence change, such as contact with other languages or response to new ideas and technologies. Students make comparisons between the ecologies of Aboriginal and Torres Strait Islander languages and indigenous languages in other countries, in areas such as language policy and rights, language loss, advocacy and reform, and language revival. They identify the role of language in passing on knowledge, and explain how communities&rsquo; worldviews and ways of thinking and behaving shape how language is used. They identify factors that serve to maintain and strengthen language use, such as intergenerational collaboration and transmission, programs and initiatives, and explain challenges associated with such practices and initiatives.</p>
australia-f10-year9-languages-aboriginal-torres-strait-islander	|	<h4><strong>The nature of the learner, the pathway and particular language</strong></h4> <p>Languages studied in the Second Language Learner Pathway (L2) are typically languages used in spoken form as the language of everyday communication by whole communities across all generations.</p> <p>The second language learner pathway has been written on the assumption that learning will occur off-Country involving students who are typically not from the language community and have little or no experience of the language and culture. They are introduced to learning the language at school as an additional, new language.</p> <p>The language chosen for curriculum development should have a sizeable set of resources in a variety of media, such as local documentaries, bilingual narrative and descriptive texts, and educational materials in print and digital form. Learning is enriched and authenticated by interaction with visiting Elders and community speakers, and where possible visits to Country/Place. Information and communications technologies provide additional resources to support a range of language and culture experiences.</p> <p>The curriculum content and achievement standards in the Second Language Learner Pathway are generalised in order to cater for the range of Aboriginal or Torres Strait Islander languages that may be learnt as a second language. The content descriptions, content elaborations and achievement standards for the Second Language Learner pathway will need to be adapted for use with the particular language being taught and will need to be modified if the program occurs on-Country or if the learners are from the language community.</p> <p>At this level, students bring a range of language learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with issues of youth, society and environment. They are increasingly independent and capable of analysis and reflection. They are considering their future pathways and choices, including how the language could be part of these.</p> <p><strong>Language learning and use</strong></p> <p>Learners interact using the target language in classroom routines and communicative tasks. They give presentations and participate in conversations, with some preparation and support, such as cue cards. They use the language more fluently, with a greater degree of self-correction and revision. They acquire skills in analysing and translating increasingly complex texts.</p> <p>Learners are extending the range and quality of their writing through increased vocabulary and grammar knowledge, and by drafting and editing their own work and that of their peers. They use models to create a range of texts, including descriptions, recounts and reflections.</p> <p>They are increasingly aware of connections between language and culture, noticing, for example, different language use according to kin relationships. They are learning to reflect on their own language and culture, and how identity impacts on intercultural experiences.</p> <p><strong>Contexts of interaction</strong></p> <p>Learning occurs largely through interaction with peers and the teaching team. Students may have some access to visiting Elders and community speakers, and may use technology to communicate with peers in the target language region, such as through a sister-school partnership. Some students may have opportunities to visit the target language region themselves or to view touring performances and art displays.</p> <p><strong>Texts and resources</strong></p> <p>Learners engage with a range of visual, spoken, written and digital texts, such as photographs, maps, bush calendars, seasonal charts, posters, songs, raps, dances, stories, paintings and visual design, video clips, and films.</p> <p><strong>Level of support</strong></p> <p>Learners are increasingly aware of and responsible for their own learning. They continue to access and use resources such as word lists, modelled texts and dictionaries. Teacher feedback continues to support their receptive and productive language use.</p> <p>Learners require explicit instruction in the grammatical system of the target language, supported by comparisons with English and other known languages. They also require opportunities to discuss, practise and use their knowledge. They monitor their learning progress, for example by keeping records of their learning, such as journals, folios or blogs, and use these resources to reflect on their language learning and intercultural experiences.</p> <p><strong>The role of languages</strong></p> <p>The target language is used for classroom interaction, language learning activities and experiences, and reflection on learning. English is used to support analysis, comparison and reflection; it is also the medium for expressing personal views at a level beyond learners&rsquo; range in the target language, such as justifying a position on a social issue or exploring and comparing linguistic and cultural practices and learning experiences.</p>	|	<p>The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages Second Language Learner Pathway are generalised in order to cater for the range of languages that may be learnt as an L2 in the school context. The achievement standards will need to be adapted for use for specific Aboriginal and Torres Strait Islander languages.</p> <p>By the end of Year 10, students use the target language to initiate, sustain and extend interactions and to express feelings and opinions. They share interests, experiences and aspirations and exchange information about teenage life. They use spontaneous language to participate in activities that involve taking action, collaborating, planning, organising and negotiating. They use culturally appropriate norms, skills and protocols when engaging with and learning from Aboriginal and Torres Strait Islander peoples and communities. When interacting in the classroom, they make requests, make suggestions and seek clarification. They locate, analyse and summarise factual information from a range of sources on topics and issues related to the target language region. They demonstrate understanding of the target language region, community, culture, way of life and History by presenting information on social and environmental issues, past and present community initiatives, projects and lifestyles. Students listen to, view and share personal responses to a range of texts such as stories, songs, visual and creative arts, films and procedural texts. They demonstrate understanding by identifying and explaining main ideas, key themes, sequences of events, and by comparing the role and representation of animals, people and landscapes. They link and sequence ideas and use expressive language, gestures, artistic and iconographic elements and conventions to create spoken, written and multimodal texts that involve real or imagined contexts and characters. They apply culturally appropriate and ethical behaviour to translate and interpret a range of texts from the target language to English and vice versa, and explain culture-specific concepts, practices and expressions. They create bilingual texts to inform the wider community about aspects of the target language region and culture. Students share experiences and ways of expressing identity, and they reflect on how the target language links the local, regional and national identity of its speakers with the land. They describe how they feel and behave when interacting with target language speakers and resources, and they reflect on how their reactions may reflect their own languages, cultures and perspectives.</p> <p>Students know the sounds, stress, intonation patterns, writing systems and grammatical elements of the target language and apply this knowledge to construct extended spoken, written and multimodal texts. They use metalanguage to explain sound, writing and grammatical systems, including inflectional and derivational processes. They analyse the form and structure of a range of spoken, written and visual texts and explain their function, form and relationship to social processes, such as declaring identity, acknowledging ancestors and traditional belief systems, and passing on knowledge and information. Students demonstrate their understanding of kinship as a system by explaining its importance in maintaining and regulating social relationships in Aboriginal and Torres Strait Islander communities and links with Country/Place. They explain how and why language use is adjusted to suit different social and cultural contexts, purposes and relationships. They explain the dynamic nature of language and cultures, and identify factors that influence change, such as contact with other languages or response to new ideas and technologies. Students make comparisons between the ecologies of Aboriginal and Torres Strait Islander languages and indigenous languages in other countries, in areas such as language policy and rights, language loss, advocacy and reform, and language revival. They identify the role of language in passing on knowledge, and explain how communities&rsquo; worldviews and ways of thinking and behaving shape how language is used. They identify factors that serve to maintain and strengthen language use, such as intergenerational collaboration and transmission, programs and initiatives, and explain challenges associated with such practices and initiatives.</p>
australia-f10-year10-languages-aboriginal-torres-strait-islander	|	<h4><strong>The nature of the learner, the pathway and particular language</strong></h4> <p>Languages studied in the Second Language Learner Pathway (L2) are typically languages used in spoken form as the language of everyday communication by whole communities across all generations.</p> <p>The second language learner pathway has been written on the assumption that learning will occur off-Country involving students who are typically not from the language community and have little or no experience of the language and culture. They are introduced to learning the language at school as an additional, new language.</p> <p>The language chosen for curriculum development should have a sizeable set of resources in a variety of media, such as local documentaries, bilingual narrative and descriptive texts, and educational materials in print and digital form. Learning is enriched and authenticated by interaction with visiting Elders and community speakers, and where possible visits to Country/Place. Information and communications technologies provide additional resources to support a range of language and culture experiences.</p> <p>The curriculum content and achievement standards in the Second Language Learner Pathway are generalised in order to cater for the range of Aboriginal or Torres Strait Islander languages that may be learnt as a second language. The content descriptions, content elaborations and achievement standards for the Second Language Learner pathway will need to be adapted for use with the particular language being taught and will need to be modified if the program occurs on-Country or if the learners are from the language community.</p> <p>At this level, students bring a range of language learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with issues of youth, society and environment. They are increasingly independent and capable of analysis and reflection. They are considering their future pathways and choices, including how the language could be part of these.</p> <p><strong>Language learning and use</strong></p> <p>Learners interact using the target language in classroom routines and communicative tasks. They give presentations and participate in conversations, with some preparation and support, such as cue cards. They use the language more fluently, with a greater degree of self-correction and revision. They acquire skills in analysing and translating increasingly complex texts.</p> <p>Learners are extending the range and quality of their writing through increased vocabulary and grammar knowledge, and by drafting and editing their own work and that of their peers. They use models to create a range of texts, including descriptions, recounts and reflections.</p> <p>They are increasingly aware of connections between language and culture, noticing, for example, different language use according to kin relationships. They are learning to reflect on their own language and culture, and how identity impacts on intercultural experiences.</p> <p><strong>Contexts of interaction</strong></p> <p>Learning occurs largely through interaction with peers and the teaching team. Students may have some access to visiting Elders and community speakers, and may use technology to communicate with peers in the target language region, such as through a sister-school partnership. Some students may have opportunities to visit the target language region themselves or to view touring performances and art displays.</p> <p><strong>Texts and resources</strong></p> <p>Learners engage with a range of visual, spoken, written and digital texts, such as photographs, maps, bush calendars, seasonal charts, posters, songs, raps, dances, stories, paintings and visual design, video clips, and films.</p> <p><strong>Level of support</strong></p> <p>Learners are increasingly aware of and responsible for their own learning. They continue to access and use resources such as word lists, modelled texts and dictionaries. Teacher feedback continues to support their receptive and productive language use.</p> <p>Learners require explicit instruction in the grammatical system of the target language, supported by comparisons with English and other known languages. They also require opportunities to discuss, practise and use their knowledge. They monitor their learning progress, for example by keeping records of their learning, such as journals, folios or blogs, and use these resources to reflect on their language learning and intercultural experiences.</p> <p><strong>The role of languages</strong></p> <p>The target language is used for classroom interaction, language learning activities and experiences, and reflection on learning. English is used to support analysis, comparison and reflection; it is also the medium for expressing personal views at a level beyond learners&rsquo; range in the target language, such as justifying a position on a social issue or exploring and comparing linguistic and cultural practices and learning experiences.</p>	|	<p>The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages Second Language Learner Pathway are generalised in order to cater for the range of languages that may be learnt as an L2 in the school context. The achievement standards will need to be adapted for use for specific Aboriginal and Torres Strait Islander languages.</p> <p>By the end of Year 10, students use the target language to initiate, sustain and extend interactions and to express feelings and opinions. They share interests, experiences and aspirations and exchange information about teenage life. They use spontaneous language to participate in activities that involve taking action, collaborating, planning, organising and negotiating. They use culturally appropriate norms, skills and protocols when engaging with and learning from Aboriginal and Torres Strait Islander peoples and communities. When interacting in the classroom, they make requests, make suggestions and seek clarification. They locate, analyse and summarise factual information from a range of sources on topics and issues related to the target language region. They demonstrate understanding of the target language region, community, culture, way of life and History by presenting information on social and environmental issues, past and present community initiatives, projects and lifestyles. Students listen to, view and share personal responses to a range of texts such as stories, songs, visual and creative arts, films and procedural texts. They demonstrate understanding by identifying and explaining main ideas, key themes, sequences of events, and by comparing the role and representation of animals, people and landscapes. They link and sequence ideas and use expressive language, gestures, artistic and iconographic elements and conventions to create spoken, written and multimodal texts that involve real or imagined contexts and characters. They apply culturally appropriate and ethical behaviour to translate and interpret a range of texts from the target language to English and vice versa, and explain culture-specific concepts, practices and expressions. They create bilingual texts to inform the wider community about aspects of the target language region and culture. Students share experiences and ways of expressing identity, and they reflect on how the target language links the local, regional and national identity of its speakers with the land. They describe how they feel and behave when interacting with target language speakers and resources, and they reflect on how their reactions may reflect their own languages, cultures and perspectives.</p> <p>Students know the sounds, stress, intonation patterns, writing systems and grammatical elements of the target language and apply this knowledge to construct extended spoken, written and multimodal texts. They use metalanguage to explain sound, writing and grammatical systems, including inflectional and derivational processes. They analyse the form and structure of a range of spoken, written and visual texts and explain their function, form and relationship to social processes, such as declaring identity, acknowledging ancestors and traditional belief systems, and passing on knowledge and information. Students demonstrate their understanding of kinship as a system by explaining its importance in maintaining and regulating social relationships in Aboriginal and Torres Strait Islander communities and links with Country/Place. They explain how and why language use is adjusted to suit different social and cultural contexts, purposes and relationships. They explain the dynamic nature of language and cultures, and identify factors that influence change, such as contact with other languages or response to new ideas and technologies. Students make comparisons between the ecologies of Aboriginal and Torres Strait Islander languages and indigenous languages in other countries, in areas such as language policy and rights, language loss, advocacy and reform, and language revival. They identify the role of language in passing on knowledge, and explain how communities&rsquo; worldviews and ways of thinking and behaving shape how language is used. They identify factors that serve to maintain and strengthen language use, such as intergenerational collaboration and transmission, programs and initiatives, and explain challenges associated with such practices and initiatives.</p>
australia-f10-foundation-languages-french	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically they have little to no experience of French language and culture.</p>        <p>          <b>French language learning and use</b>        </p>        <p>French is learnt in parallel with English language and literacy. Learning in the two areas progresses at very different levels but each supports and enriches the other. French is used in classroom interactions, routines and activities, supported by the use of visual and concrete materials, gestures and body language. At this stage, there is a focus on play and imaginative activities, games, music, movement and familiar routines, which provide scaffolding and context for language development. Oral language is developed through listening to the sounds, shapes and patterns of French through activities such as rhymes, songs, clapping and action games, and through imitating and repeating sounds modelled by the teacher and aural texts. Learners experiment with simple formulaic expressions and one- or two-word responses to prompts and cues. As they progress to using French for interactions such as greetings or asking and answering questions, they notice that language behaves differently in different situations and that French speakers communicate in some ways that are different to their own. Creative play provides opportunities for exploring these differences and for using French for purposeful interaction, for example, asking for help, sharing ideas, challenging each other or expressing surprise.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact with each other and the teacher, with some access to wider school and community members. Information and communications technologies (ICT) resources provide additional access to French language and culture experience, connecting learners’ social worlds with those of French-speaking children in different contexts. Students may also encounter ideas about France and the French language outside the classroom, through travel, the media or popular culture. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a variety of spoken, visual and written texts. They listen and respond to teacher talk, share ideas and join in stories, songs, play and simple conversations. Written and digital texts include stories, wall charts and Big Books, and teacher-generated materials such as games, labels, captions and flashcards. Writing skills progress from tracing and copying high-frequency words to writing modelled words and sentences independently (for example, greeting cards, captions or labels) and co-creating shared resources such as word walls or storybooks. </p>        <p>          <b>Features of French language use</b>        </p>        <p>Students become familiar with the sound systems of the French language, including pronunciation, rhythm, pitch and stress. They learn to pronounce individual letters and letter combinations, including unfamiliar sounds such as <i lang="fr">-eau</i>,<i lang="fr"> -u</i>,<i lang="fr"> è</i>,<i lang="fr"> é</i>,<i lang="fr"> ou</i>,<i lang="fr"> r</i> and <i lang="fr">g. </i>They recognise and use the intonation patterns that distinguish between statements, questions and exclamations. They use simple basic sentence structure and learn to write single words and simple phrases, noticing the use of accents and how these change the sound of letters. They become familiar with the idea of grammatical gender and know how to use singular and plural forms. They notice similarities and differences between French and English and begin to develop curiosity around the idea of difference and culture. </p>        <p>          <b>Level of support</b>        </p>        <p>Rich language input characterises the first stages of learning. Learners are supported via the provision of experiences that are challenging but achievable, with high levels of scaffolding and support. This includes modelling, monitoring and moderating by the teacher, providing multiple and varied sources of input and stimulus, regular opportunities for revisiting, recycling and reviewing, and continuous cueing, feedback, response and encouragement. </p>        <p>          <b>The role of English</b>        </p>        <p>Learners are encouraged to use French whenever possible, with the teacher providing rich and supported language input. English is used as a medium of instruction and for explanation and discussion. This allows learners to talk about differences and similarities they notice between French and their first language(s) and culture(s), to ask questions about language and culture, and to consider how they feel when they hear or use French and about how they view different languages and the people who speak them. This introduction to the ‘meta’ dimension of intercultural learning develops the ability to consider different perspectives and ways of being. </p>      	|	<p>By the end of Year 2, students interact with teachers and each other through action-related talk and play. They exchange greetings such as <i lang="fr">Bonjour! Comment &ccedil;a va? Tr&egrave;s bien, merci</i> and respond to question cues with single words or set phrases such as <i lang="fr">Qu&rsquo;est-ce que c&rsquo;est? Un &eacute;l&eacute;phant. Tu veux un croissant? Non, merci.</i> They choose between options when responding to questions such as <i lang="fr">Tu veux le rouge ou le bleu?</i> They make meaning using visual, non-verbal and contextual cues such as intonation, gestures and facial expressions. They mimic French pronunciation, approximating vowel sounds and consonant combinations with some accuracy. They identify key words in spoken texts, such as names of people, places or objects. They use modelled examples and formulaic language to convey factual information at word and simple sentence level, such as making statements about themselves, their class and home environment, the weather or date. They write simple texts such as lists, labels, captions and descriptions. Students use some pronouns, prepositions and simple present tense forms of regular verbs.</p> <p>Students identify ways in which spoken French sounds different to English and know that it uses the same alphabet when written. They identify words that are written the same in both languages but pronounced differently. They know that French is the language used in France and also in many other regions of the world. They know that language is used differently in different situations and between different people. They identify differences and similarities between their own and other&rsquo;s languages and cultures.</p>
australia-f10-year1-languages-french	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically they have little to no experience of French language and culture.</p>        <p>          <b>French language learning and use</b>        </p>        <p>French is learnt in parallel with English language and literacy. Learning in the two areas progresses at very different levels but each supports and enriches the other. French is used in classroom interactions, routines and activities, supported by the use of visual and concrete materials, gestures and body language. At this stage, there is a focus on play and imaginative activities, games, music, movement and familiar routines, which provide scaffolding and context for language development. Oral language is developed through listening to the sounds, shapes and patterns of French through activities such as rhymes, songs, clapping and action games, and through imitating and repeating sounds modelled by the teacher and aural texts. Learners experiment with simple formulaic expressions and one- or two-word responses to prompts and cues. As they progress to using French for interactions such as greetings or asking and answering questions, they notice that language behaves differently in different situations and that French speakers communicate in some ways that are different to their own. Creative play provides opportunities for exploring these differences and for using French for purposeful interaction, for example, asking for help, sharing ideas, challenging each other or expressing surprise.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact with each other and the teacher, with some access to wider school and community members. Information and communications technologies (ICT) resources provide additional access to French language and culture experience, connecting learners’ social worlds with those of French-speaking children in different contexts. Students may also encounter ideas about France and the French language outside the classroom, through travel, the media or popular culture. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a variety of spoken, visual and written texts. They listen and respond to teacher talk, share ideas and join in stories, songs, play and simple conversations. Written and digital texts include stories, wall charts and Big Books, and teacher-generated materials such as games, labels, captions and flashcards. Writing skills progress from tracing and copying high-frequency words to writing modelled words and sentences independently (for example, greeting cards, captions or labels) and co-creating shared resources such as word walls or storybooks. </p>        <p>          <b>Features of French language use</b>        </p>        <p>Students become familiar with the sound systems of the French language, including pronunciation, rhythm, pitch and stress. They learn to pronounce individual letters and letter combinations, including unfamiliar sounds such as <i lang="fr">-eau</i>,<i lang="fr"> -u</i>,<i lang="fr"> è</i>,<i lang="fr"> é</i>,<i lang="fr"> ou</i>,<i lang="fr"> r</i> and <i lang="fr">g. </i>They recognise and use the intonation patterns that distinguish between statements, questions and exclamations. They use simple basic sentence structure and learn to write single words and simple phrases, noticing the use of accents and how these change the sound of letters. They become familiar with the idea of grammatical gender and know how to use singular and plural forms. They notice similarities and differences between French and English and begin to develop curiosity around the idea of difference and culture. </p>        <p>          <b>Level of support</b>        </p>        <p>Rich language input characterises the first stages of learning. Learners are supported via the provision of experiences that are challenging but achievable, with high levels of scaffolding and support. This includes modelling, monitoring and moderating by the teacher, providing multiple and varied sources of input and stimulus, regular opportunities for revisiting, recycling and reviewing, and continuous cueing, feedback, response and encouragement. </p>        <p>          <b>The role of English</b>        </p>        <p>Learners are encouraged to use French whenever possible, with the teacher providing rich and supported language input. English is used as a medium of instruction and for explanation and discussion. This allows learners to talk about differences and similarities they notice between French and their first language(s) and culture(s), to ask questions about language and culture, and to consider how they feel when they hear or use French and about how they view different languages and the people who speak them. This introduction to the ‘meta’ dimension of intercultural learning develops the ability to consider different perspectives and ways of being. </p>      	|	<p>By the end of Year 2, students interact with teachers and each other through action-related talk and play. They exchange greetings such as <i lang="fr">Bonjour! Comment &ccedil;a va? Tr&egrave;s bien, merci</i> and respond to question cues with single words or set phrases such as <i lang="fr">Qu&rsquo;est-ce que c&rsquo;est? Un &eacute;l&eacute;phant. Tu veux un croissant? Non, merci.</i> They choose between options when responding to questions such as <i lang="fr">Tu veux le rouge ou le bleu?</i> They make meaning using visual, non-verbal and contextual cues such as intonation, gestures and facial expressions. They mimic French pronunciation, approximating vowel sounds and consonant combinations with some accuracy. They identify key words in spoken texts, such as names of people, places or objects. They use modelled examples and formulaic language to convey factual information at word and simple sentence level, such as making statements about themselves, their class and home environment, the weather or date. They write simple texts such as lists, labels, captions and descriptions. Students use some pronouns, prepositions and simple present tense forms of regular verbs.</p> <p>Students identify ways in which spoken French sounds different to English and know that it uses the same alphabet when written. They identify words that are written the same in both languages but pronounced differently. They know that French is the language used in France and also in many other regions of the world. They know that language is used differently in different situations and between different people. They identify differences and similarities between their own and other&rsquo;s languages and cultures.</p>
australia-f10-year2-languages-french	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically they have little to no experience of French language and culture.</p>        <p>          <b>French language learning and use</b>        </p>        <p>French is learnt in parallel with English language and literacy. Learning in the two areas progresses at very different levels but each supports and enriches the other. French is used in classroom interactions, routines and activities, supported by the use of visual and concrete materials, gestures and body language. At this stage, there is a focus on play and imaginative activities, games, music, movement and familiar routines, which provide scaffolding and context for language development. Oral language is developed through listening to the sounds, shapes and patterns of French through activities such as rhymes, songs, clapping and action games, and through imitating and repeating sounds modelled by the teacher and aural texts. Learners experiment with simple formulaic expressions and one- or two-word responses to prompts and cues. As they progress to using French for interactions such as greetings or asking and answering questions, they notice that language behaves differently in different situations and that French speakers communicate in some ways that are different to their own. Creative play provides opportunities for exploring these differences and for using French for purposeful interaction, for example, asking for help, sharing ideas, challenging each other or expressing surprise.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact with each other and the teacher, with some access to wider school and community members. Information and communications technologies (ICT) resources provide additional access to French language and culture experience, connecting learners’ social worlds with those of French-speaking children in different contexts. Students may also encounter ideas about France and the French language outside the classroom, through travel, the media or popular culture. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a variety of spoken, visual and written texts. They listen and respond to teacher talk, share ideas and join in stories, songs, play and simple conversations. Written and digital texts include stories, wall charts and Big Books, and teacher-generated materials such as games, labels, captions and flashcards. Writing skills progress from tracing and copying high-frequency words to writing modelled words and sentences independently (for example, greeting cards, captions or labels) and co-creating shared resources such as word walls or storybooks. </p>        <p>          <b>Features of French language use</b>        </p>        <p>Students become familiar with the sound systems of the French language, including pronunciation, rhythm, pitch and stress. They learn to pronounce individual letters and letter combinations, including unfamiliar sounds such as <i lang="fr">-eau</i>,<i lang="fr"> -u</i>,<i lang="fr"> è</i>,<i lang="fr"> é</i>,<i lang="fr"> ou</i>,<i lang="fr"> r</i> and <i lang="fr">g. </i>They recognise and use the intonation patterns that distinguish between statements, questions and exclamations. They use simple basic sentence structure and learn to write single words and simple phrases, noticing the use of accents and how these change the sound of letters. They become familiar with the idea of grammatical gender and know how to use singular and plural forms. They notice similarities and differences between French and English and begin to develop curiosity around the idea of difference and culture. </p>        <p>          <b>Level of support</b>        </p>        <p>Rich language input characterises the first stages of learning. Learners are supported via the provision of experiences that are challenging but achievable, with high levels of scaffolding and support. This includes modelling, monitoring and moderating by the teacher, providing multiple and varied sources of input and stimulus, regular opportunities for revisiting, recycling and reviewing, and continuous cueing, feedback, response and encouragement. </p>        <p>          <b>The role of English</b>        </p>        <p>Learners are encouraged to use French whenever possible, with the teacher providing rich and supported language input. English is used as a medium of instruction and for explanation and discussion. This allows learners to talk about differences and similarities they notice between French and their first language(s) and culture(s), to ask questions about language and culture, and to consider how they feel when they hear or use French and about how they view different languages and the people who speak them. This introduction to the ‘meta’ dimension of intercultural learning develops the ability to consider different perspectives and ways of being. </p>      	|	<p>By the end of Year 2, students interact with teachers and each other through action-related talk and play. They exchange greetings such as <i lang="fr">Bonjour! Comment &ccedil;a va? Tr&egrave;s bien, merci</i> and respond to question cues with single words or set phrases such as <i lang="fr">Qu&rsquo;est-ce que c&rsquo;est? Un &eacute;l&eacute;phant. Tu veux un croissant? Non, merci.</i> They choose between options when responding to questions such as <i lang="fr">Tu veux le rouge ou le bleu?</i> They make meaning using visual, non-verbal and contextual cues such as intonation, gestures and facial expressions. They mimic French pronunciation, approximating vowel sounds and consonant combinations with some accuracy. They identify key words in spoken texts, such as names of people, places or objects. They use modelled examples and formulaic language to convey factual information at word and simple sentence level, such as making statements about themselves, their class and home environment, the weather or date. They write simple texts such as lists, labels, captions and descriptions. Students use some pronouns, prepositions and simple present tense forms of regular verbs.</p> <p>Students identify ways in which spoken French sounds different to English and know that it uses the same alphabet when written. They identify words that are written the same in both languages but pronounced differently. They know that French is the language used in France and also in many other regions of the world. They know that language is used differently in different situations and between different people. They identify differences and similarities between their own and other&rsquo;s languages and cultures.</p>
australia-f10-year3-languages-french	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, children are developing awareness of their social worlds and of their memberships of various groups including of the French class. They are developing literacy capabilities in English, such as writing in the Roman alphabet, and this assists to some degree in learning French. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning. </p>        <p>          <b>French language learning and use</b>        </p>        <p>A balance between language <b>knowledge</b> and language <b>use</b> is established. Activities that focus on grammar, vocabulary and pronunciation are integrated with purposeful, varied communicative activities. The development of oral proficiency at this stage continues to rely on rich language input. Learners engage in a lot of listening, developing active-listening and comprehension skills, using contextual, grammatical, phonic and non-verbal cues. The language they hear is authentic with modification, involving familiar vocabulary and simple structures. The balance between listening and speaking gradually shifts as learners are supported to use the language themselves in familiar contexts and situations. They exchange simple ideas and information, negotiate predictable activities and interactions, and participate in shared tasks, performance and play. They continue to build vocabulary that can be adapted for different purposes. They control simple grammatical forms with some accuracy to communicate in familiar contexts. </p>        <p>          <b>Contexts of interaction </b>        </p>        <p>The context in which students interact is primarily the language classroom and the school environment, with some sharing of their learning at home. They also have some access to wider communities of French speakers and resources through virtual and digital technology. The familiarity and routine dimension of the classroom context provide scaffolding and opportunities for language practice and experimentation.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners develop literacy skills through interacting with a range of spoken, written, visual and multimodal texts. Imaginative and interactive texts such as picture books, stories, puppet play, songs and computer games introduce them to the expressive and cultural dimensions of French. Procedural, informative and descriptive texts, such as timetables, tuckshop orders or class profiles, show how language is used to organise, to describe and to ‘get things done’. Learners may have access to resources developed for children in France, such as television programs, advertisements or web pages, as a way of developing cultural knowledge. </p>        <p>          <b>Features of French language use</b>        </p>        <p>Learning French contributes to the process of making sense of the children’s worlds that characterises this stage of development. As they encounter French language and culture they understand that French and English have many similarities and also some interesting differences. They notice features of French communication such as the use of gestures, facial expressions, intonation patterns and polite forms of address. They make comparisons with their own ways of communicating. This leads them to think about <b>identity</b> and <b>difference </b>and about what it means to speak more than one language. </p>        <p>          <b>Level of support</b>        </p>        <p>This stage of learning involves extensive support. This is primarily provided by the teacher, who provides instruction, explanations, examples, repetition, reinforcement and feedback. Tasks and activities are carefully scaffolded and resourced. Time is allowed for experimentation, drafting and redrafting. Learners are supported to self-monitor and reflect on their learning. </p>        <p>          <b>The role of English</b>        </p>        <p>Learners are supported to use French as much as possible for classroom routines, social interactions, structured learning tasks, and language experimentation and practice. English is used for discussion, explanation and reflection, enabling learners to develop a language for sharing ideas about language and culture systems. It enables them to ask questions to support their learning and to reflect on the experience of moving between languages and cultures. Using both French and English in the classroom develops a sense of what it means to be bilingual.</p>      	|	<p>By the end of Year 4, students interact with teachers and each other through classroom routines, action-related talk and play. They exchange greetings and wishes, respond to familiar instructions and to questions such as <i lang="fr">Qu&rsquo;est-ce que c&rsquo;est?</i> and <i lang="fr">Qu&rsquo;est-ce que tu fais?</i> They share simple ideas and information, express positive and negative feelings (for example, <i lang="fr">Je suis tr&egrave;s contente; Je n&rsquo;aime pas la pluie</i>) and ask for help, clarification and permission. They interpret visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning. They make statements using the present tense and present + infinitive form about self, family and interests (for example, <i lang="fr">Je suis australien et italien; J&rsquo;habite &agrave; Brisbane; Je vais partir demain</i>). They approximate the sounds, rhythms and pitch of spoken French. They comprehend simple, spoken, written, visual and multimodal texts, using cues such as context, graphics, familiar vocabulary and language features. They use modelled sentence structures to compose short original texts such as descriptions, captions or simple narratives, using conjunctions such as <i lang="fr">et</i> and <i lang="fr">mais</i>, and prepositions such as <i lang="fr">sous, sur</i> and <i lang="fr">devant</i>. They use vocabulary related to familiar contexts and their personal worlds, and apply gender and number agreements in simple constructions (for example, <i lang="fr">une petite maison, les grands chiens</i>).</p> <p>Students know that French is a significant language spoken in many parts of the world, including Australia; that it is similar to English in some ways (for example, it has the same alphabet and basic sentence structure and many shared words) and different in other ways (such as in the use of titles, gestures, some new sounds such as <i lang="fr">r</i> and <i lang="fr">u</i> and gender forms). They know that languages change over time and influence each other. They identify French words used in English (such as <i lang="fr">menu, mousse</i>) and English words used in French (such as <i lang="fr">le weekend, stop!</i>). They demonstrate understanding of the fact that language may need to be adjusted to suit different situations and relationships (for example, formal and informal language, different text types). They explain how French has its own rules for pronunciation, non-verbal communication and grammar. They use terms such as verb, adjective and gender for talking about language and learning. Students identify ways in which languages are connected with cultures, and how the French language, like their own, reflects ways of behaving and thinking as well as ways of using language.</p>
australia-f10-year4-languages-french	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, children are developing awareness of their social worlds and of their memberships of various groups including of the French class. They are developing literacy capabilities in English, such as writing in the Roman alphabet, and this assists to some degree in learning French. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning. </p>        <p>          <b>French language learning and use</b>        </p>        <p>A balance between language <b>knowledge</b> and language <b>use</b> is established. Activities that focus on grammar, vocabulary and pronunciation are integrated with purposeful, varied communicative activities. The development of oral proficiency at this stage continues to rely on rich language input. Learners engage in a lot of listening, developing active-listening and comprehension skills, using contextual, grammatical, phonic and non-verbal cues. The language they hear is authentic with modification, involving familiar vocabulary and simple structures. The balance between listening and speaking gradually shifts as learners are supported to use the language themselves in familiar contexts and situations. They exchange simple ideas and information, negotiate predictable activities and interactions, and participate in shared tasks, performance and play. They continue to build vocabulary that can be adapted for different purposes. They control simple grammatical forms with some accuracy to communicate in familiar contexts. </p>        <p>          <b>Contexts of interaction </b>        </p>        <p>The context in which students interact is primarily the language classroom and the school environment, with some sharing of their learning at home. They also have some access to wider communities of French speakers and resources through virtual and digital technology. The familiarity and routine dimension of the classroom context provide scaffolding and opportunities for language practice and experimentation.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners develop literacy skills through interacting with a range of spoken, written, visual and multimodal texts. Imaginative and interactive texts such as picture books, stories, puppet play, songs and computer games introduce them to the expressive and cultural dimensions of French. Procedural, informative and descriptive texts, such as timetables, tuckshop orders or class profiles, show how language is used to organise, to describe and to ‘get things done’. Learners may have access to resources developed for children in France, such as television programs, advertisements or web pages, as a way of developing cultural knowledge. </p>        <p>          <b>Features of French language use</b>        </p>        <p>Learning French contributes to the process of making sense of the children’s worlds that characterises this stage of development. As they encounter French language and culture they understand that French and English have many similarities and also some interesting differences. They notice features of French communication such as the use of gestures, facial expressions, intonation patterns and polite forms of address. They make comparisons with their own ways of communicating. This leads them to think about <b>identity</b> and <b>difference </b>and about what it means to speak more than one language. </p>        <p>          <b>Level of support</b>        </p>        <p>This stage of learning involves extensive support. This is primarily provided by the teacher, who provides instruction, explanations, examples, repetition, reinforcement and feedback. Tasks and activities are carefully scaffolded and resourced. Time is allowed for experimentation, drafting and redrafting. Learners are supported to self-monitor and reflect on their learning. </p>        <p>          <b>The role of English</b>        </p>        <p>Learners are supported to use French as much as possible for classroom routines, social interactions, structured learning tasks, and language experimentation and practice. English is used for discussion, explanation and reflection, enabling learners to develop a language for sharing ideas about language and culture systems. It enables them to ask questions to support their learning and to reflect on the experience of moving between languages and cultures. Using both French and English in the classroom develops a sense of what it means to be bilingual.</p>      	|	<p>By the end of Year 4, students interact with teachers and each other through classroom routines, action-related talk and play. They exchange greetings and wishes, respond to familiar instructions and to questions such as <i lang="fr">Qu&rsquo;est-ce que c&rsquo;est?</i> and <i lang="fr">Qu&rsquo;est-ce que tu fais?</i> They share simple ideas and information, express positive and negative feelings (for example, <i lang="fr">Je suis tr&egrave;s contente; Je n&rsquo;aime pas la pluie</i>) and ask for help, clarification and permission. They interpret visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning. They make statements using the present tense and present + infinitive form about self, family and interests (for example, <i lang="fr">Je suis australien et italien; J&rsquo;habite &agrave; Brisbane; Je vais partir demain</i>). They approximate the sounds, rhythms and pitch of spoken French. They comprehend simple, spoken, written, visual and multimodal texts, using cues such as context, graphics, familiar vocabulary and language features. They use modelled sentence structures to compose short original texts such as descriptions, captions or simple narratives, using conjunctions such as <i lang="fr">et</i> and <i lang="fr">mais</i>, and prepositions such as <i lang="fr">sous, sur</i> and <i lang="fr">devant</i>. They use vocabulary related to familiar contexts and their personal worlds, and apply gender and number agreements in simple constructions (for example, <i lang="fr">une petite maison, les grands chiens</i>).</p> <p>Students know that French is a significant language spoken in many parts of the world, including Australia; that it is similar to English in some ways (for example, it has the same alphabet and basic sentence structure and many shared words) and different in other ways (such as in the use of titles, gestures, some new sounds such as <i lang="fr">r</i> and <i lang="fr">u</i> and gender forms). They know that languages change over time and influence each other. They identify French words used in English (such as <i lang="fr">menu, mousse</i>) and English words used in French (such as <i lang="fr">le weekend, stop!</i>). They demonstrate understanding of the fact that language may need to be adjusted to suit different situations and relationships (for example, formal and informal language, different text types). They explain how French has its own rules for pronunciation, non-verbal communication and grammar. They use terms such as verb, adjective and gender for talking about language and learning. Students identify ways in which languages are connected with cultures, and how the French language, like their own, reflects ways of behaving and thinking as well as ways of using language.</p>
australia-f10-year5-languages-french	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students are widening their social networks, experiences and communication repertoires in both their first language and French. They continue to need guidance and participate in structured, collaborative tasks that both recycle and extend language. Students are gaining greater independence and becoming more conscious of their peers and social context. They are gaining greater awareness of the world around them. Learners are noticing additional similarities and differences between French language and culture and their own.</p>        <p>          <b>French language learning and use </b>        </p>        <p>Learners’ communicative capabilities are stronger, and their pronunciation, intonation and phrasing are more confident and accurate. They control and access wider vocabulary resources and use a range of non-verbal strategies to support communication. Shared tasks develop social, cognitive and language skills and provide a context for purposeful language use. Focused attention to grammar, literacy skills development and exploration of cultural elements of communication are conducted at least in part in French. Learners use ICT to support their learning in increasingly independent and intentional ways, exchanging resources and information with each other and with young people in French-speaking communities, accessing music and media resources, and maintaining blogs and web pages. Oracy development at this level includes active listening to a range of input from different sources. Learners develop conversational and interactional skills such as initiating and sustaining conversation, using turn-taking protocols, and ‘reading’ language for cultural and contextual meaning. Individual and group oral presentation and performance skills are developed through researching and organising information, rehearsing and resourcing presentations, and selecting language appropriate for particular audiences. French is used increasingly for classroom interactions, routines and exchanges, for demonstrating understanding and for communicating simple information. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners use French with each other and the teacher for an increasing range of purposes. They have some access to French speakers and cultural resources in wider contexts and communities through the use of ICT. Language development and use are typically incorporated into collaborative and interactive tasks, games and activities, and learners are supported to use French spontaneously when interacting with each other.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a growing range of oral and written texts. They use cues and decoding strategies to assist comprehension and to make connections between contexts, ideas and language within and between texts. They create their own texts for a range of purposes and audiences, such as emails, dialogues, notes and letters, presentations and performances. With support they build cohesion into their spoken and written texts in terms of both content and expression. They write more accurately and fluently, extending their writing from simple phrases to more elaborated sentences and different types of text. They use modelled language and co-produce shared texts such as class stories, journals or captions for storyboards. They have some access to texts created for young French speakers, such as stories, cartoons, magazines, websites, music clips and television programs. </p>        <p>          <b>Features of French language use</b>        </p>        <p>Learners increase their range of French vocabulary, pronunciation, grammar and textual knowledge. They are aware of the role of liaisons and accents and are familiar with frequent vowel–consonant combinations (<i lang="fr">-ille, -ette, -tion</i>). They use present tense forms of regular <i lang="fr">-er</i>, <i lang="fr">-ir </i>and<i lang="fr"> -re</i> verbs, a small number of irregular verbs (<i lang="fr">être, avoir, aller, faire</i>), and some reflexive verbs (<i lang="fr">se lever, s’habiller</i>). They use plural forms of nouns and adjectives and some possessive adjectives. They move between statement and question forms and use simple negative constructions. They develop a metalanguage to describe patterns, rules and variations in language structures. Learners are building awareness of the relationship between language and culture, and exploring ideas relating to identity and communication. They question stereotypes, explore how attitudes are shaped by cultural perspectives, and consider their own cultural and communicative behaviours. </p>        <p>          <b>Level of support</b>        </p>        <p>While learners work more independently at this level, ongoing support, including modelling and scaffolding, is incorporated into task activity and focused language learning. Support includes provision of models, stimulus materials, and resources such as word charts, vocabulary lists, dictionaries and electronic reference resources. </p>        <p>          <b>The role of English</b>        </p>        <p>While the use of French in the classroom increases at this level, the use of English for discussion, reflection and explanation ensures the continued development of learners’ knowledge base and intercultural capability. The language of response around learning tasks depends on the nature of task demands. French is used for communicating in structured and supported tasks, and English for open-ended tasks that involve discussion and reflection and develop understanding of language and culture. </p>      	|	<p>By the end of Year 6, students use written and spoken French for classroom interactions and transactions, and to exchange personal ideas, experiences and feelings. They ask and answer questions in complete sentences in familiar contexts (For example, <i lang="fr">Est-ce que je peux &hellip; ? Tu peux..&hellip; ?</i>), using appropriate pronunciation, intonation and non-verbal communication strategies. They use appropriate forms of address for different audiences, such as <i lang="fr">tu</i> forms with friends and family members, and <i lang="fr">vous</i> for teachers and other adults or when more than one person is involved. They gather and compare information from a range of texts. They identify key points and supporting details when reading and listening, and interpret and translate short community texts such as signs or notices. They create connected texts such as descriptions, conversations and picture books, using structured models and processes of drafting and re-drafting. They convey information in different formats to suit specific audiences and contexts. Students use present tense verb forms, conjunctions and connectives (such as <i lang="fr">et, mais, parce que, plus tard, maintenant</i>), positive and negative statements (such as <i lang="fr">j&rsquo;ai trois amis, je n&rsquo;ai plus d&rsquo;amis</i>), and adverbs such as <i lang="fr">tr&egrave;s, aussi, beaucoup, un peu</i> and <i lang="fr">lentement</i>. They recognise and use with support verb forms such as <i lang="fr">le futur proche</i> (<i lang="fr">je vais</i> + <i lang="fr">l&rsquo;infinitif</i>) and <i lang="fr">le pass&eacute; compos&eacute;</i> (<i lang="fr">j&rsquo;ai</i> + regular forms of past participle) as set phrases. They identify <i lang="fr">l&rsquo;imparfait</i> when reading (for example, <i lang="fr">c&rsquo;&eacute;tait, il &eacute;tait</i>). They use possessive pronouns and adjectives with modelling and support, and prepositions to mark time and place (such as <i lang="fr">avant, apr&egrave;s, devant, derri&egrave;re</i>).</p> <p>Students identify differences between spoken and written forms of French, comparing them with English and other known languages. They identify differences in commonly-used text types (for example, greetings, instructions and menus), commenting on differences in language features and text structures. They use metalanguage for language explanation (for example, formal and informal language, body language) and for reflecting on the experience of French language and culture learning. They identify relationships between parts of words (such as suffixes, prefixes) and stems of words (for example, <i lang="fr">pr&eacute;parer, pr&eacute;paration; le march&eacute;, le supermarch&eacute;, l&rsquo;hypermarch&eacute;</i>). Students make comparisons between French and their own language and culture, drawing from texts which relate to familiar routines and daily life (such as <i lang="fr">la vie scolaire, la famille, les courses, les loisirs, la cuisine</i>). They explain to others French terms and expressions that reflect cultural practices (for example, <i lang="fr">bon app&eacute;tit, bonne f&ecirc;te</i>). They reflect on their own cultural identity in light of their experience of learning French, explaining how their ideas and ways of communicating are influenced by their membership of cultural groups.</p>
australia-f10-year6-languages-french	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students are widening their social networks, experiences and communication repertoires in both their first language and French. They continue to need guidance and participate in structured, collaborative tasks that both recycle and extend language. Students are gaining greater independence and becoming more conscious of their peers and social context. They are gaining greater awareness of the world around them. Learners are noticing additional similarities and differences between French language and culture and their own.</p>        <p>          <b>French language learning and use </b>        </p>        <p>Learners’ communicative capabilities are stronger, and their pronunciation, intonation and phrasing are more confident and accurate. They control and access wider vocabulary resources and use a range of non-verbal strategies to support communication. Shared tasks develop social, cognitive and language skills and provide a context for purposeful language use. Focused attention to grammar, literacy skills development and exploration of cultural elements of communication are conducted at least in part in French. Learners use ICT to support their learning in increasingly independent and intentional ways, exchanging resources and information with each other and with young people in French-speaking communities, accessing music and media resources, and maintaining blogs and web pages. Oracy development at this level includes active listening to a range of input from different sources. Learners develop conversational and interactional skills such as initiating and sustaining conversation, using turn-taking protocols, and ‘reading’ language for cultural and contextual meaning. Individual and group oral presentation and performance skills are developed through researching and organising information, rehearsing and resourcing presentations, and selecting language appropriate for particular audiences. French is used increasingly for classroom interactions, routines and exchanges, for demonstrating understanding and for communicating simple information. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners use French with each other and the teacher for an increasing range of purposes. They have some access to French speakers and cultural resources in wider contexts and communities through the use of ICT. Language development and use are typically incorporated into collaborative and interactive tasks, games and activities, and learners are supported to use French spontaneously when interacting with each other.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a growing range of oral and written texts. They use cues and decoding strategies to assist comprehension and to make connections between contexts, ideas and language within and between texts. They create their own texts for a range of purposes and audiences, such as emails, dialogues, notes and letters, presentations and performances. With support they build cohesion into their spoken and written texts in terms of both content and expression. They write more accurately and fluently, extending their writing from simple phrases to more elaborated sentences and different types of text. They use modelled language and co-produce shared texts such as class stories, journals or captions for storyboards. They have some access to texts created for young French speakers, such as stories, cartoons, magazines, websites, music clips and television programs. </p>        <p>          <b>Features of French language use</b>        </p>        <p>Learners increase their range of French vocabulary, pronunciation, grammar and textual knowledge. They are aware of the role of liaisons and accents and are familiar with frequent vowel–consonant combinations (<i lang="fr">-ille, -ette, -tion</i>). They use present tense forms of regular <i lang="fr">-er</i>, <i lang="fr">-ir </i>and<i lang="fr"> -re</i> verbs, a small number of irregular verbs (<i lang="fr">être, avoir, aller, faire</i>), and some reflexive verbs (<i lang="fr">se lever, s’habiller</i>). They use plural forms of nouns and adjectives and some possessive adjectives. They move between statement and question forms and use simple negative constructions. They develop a metalanguage to describe patterns, rules and variations in language structures. Learners are building awareness of the relationship between language and culture, and exploring ideas relating to identity and communication. They question stereotypes, explore how attitudes are shaped by cultural perspectives, and consider their own cultural and communicative behaviours. </p>        <p>          <b>Level of support</b>        </p>        <p>While learners work more independently at this level, ongoing support, including modelling and scaffolding, is incorporated into task activity and focused language learning. Support includes provision of models, stimulus materials, and resources such as word charts, vocabulary lists, dictionaries and electronic reference resources. </p>        <p>          <b>The role of English</b>        </p>        <p>While the use of French in the classroom increases at this level, the use of English for discussion, reflection and explanation ensures the continued development of learners’ knowledge base and intercultural capability. The language of response around learning tasks depends on the nature of task demands. French is used for communicating in structured and supported tasks, and English for open-ended tasks that involve discussion and reflection and develop understanding of language and culture. </p>      	|	<p>By the end of Year 6, students use written and spoken French for classroom interactions and transactions, and to exchange personal ideas, experiences and feelings. They ask and answer questions in complete sentences in familiar contexts (For example, <i lang="fr">Est-ce que je peux &hellip; ? Tu peux..&hellip; ?</i>), using appropriate pronunciation, intonation and non-verbal communication strategies. They use appropriate forms of address for different audiences, such as <i lang="fr">tu</i> forms with friends and family members, and <i lang="fr">vous</i> for teachers and other adults or when more than one person is involved. They gather and compare information from a range of texts. They identify key points and supporting details when reading and listening, and interpret and translate short community texts such as signs or notices. They create connected texts such as descriptions, conversations and picture books, using structured models and processes of drafting and re-drafting. They convey information in different formats to suit specific audiences and contexts. Students use present tense verb forms, conjunctions and connectives (such as <i lang="fr">et, mais, parce que, plus tard, maintenant</i>), positive and negative statements (such as <i lang="fr">j&rsquo;ai trois amis, je n&rsquo;ai plus d&rsquo;amis</i>), and adverbs such as <i lang="fr">tr&egrave;s, aussi, beaucoup, un peu</i> and <i lang="fr">lentement</i>. They recognise and use with support verb forms such as <i lang="fr">le futur proche</i> (<i lang="fr">je vais</i> + <i lang="fr">l&rsquo;infinitif</i>) and <i lang="fr">le pass&eacute; compos&eacute;</i> (<i lang="fr">j&rsquo;ai</i> + regular forms of past participle) as set phrases. They identify <i lang="fr">l&rsquo;imparfait</i> when reading (for example, <i lang="fr">c&rsquo;&eacute;tait, il &eacute;tait</i>). They use possessive pronouns and adjectives with modelling and support, and prepositions to mark time and place (such as <i lang="fr">avant, apr&egrave;s, devant, derri&egrave;re</i>).</p> <p>Students identify differences between spoken and written forms of French, comparing them with English and other known languages. They identify differences in commonly-used text types (for example, greetings, instructions and menus), commenting on differences in language features and text structures. They use metalanguage for language explanation (for example, formal and informal language, body language) and for reflecting on the experience of French language and culture learning. They identify relationships between parts of words (such as suffixes, prefixes) and stems of words (for example, <i lang="fr">pr&eacute;parer, pr&eacute;paration; le march&eacute;, le supermarch&eacute;, l&rsquo;hypermarch&eacute;</i>). Students make comparisons between French and their own language and culture, drawing from texts which relate to familiar routines and daily life (such as <i lang="fr">la vie scolaire, la famille, les courses, les loisirs, la cuisine</i>). They explain to others French terms and expressions that reflect cultural practices (for example, <i lang="fr">bon app&eacute;tit, bonne f&ecirc;te</i>). They reflect on their own cultural identity in light of their experience of learning French, explaining how their ideas and ways of communicating are influenced by their membership of cultural groups.</p>
australia-f10-year7-languages-french	|	        <p>          <b>The nature of the learners</b>        </p>        <p>These years represent a transition to secondary school. Students in this pathway are continuing to study French, bringing with them an established capability to interact in different situations, to engage with a variety of texts and to communicate with some assistance about their immediate world and that of France and other French-speaking communities. They have experience in analysing the major features of the language system and in reflecting on the nature of intercultural exchanges in which they are involved. </p>        <p>          <b>French language learning and use</b>        </p>        <p>French is used for classroom interactions and transactions, for explaining and practising language forms and for developing cultural understanding. Additional opportunities for interaction in the target language are provided by purposeful and integrated use of ICT. Learners work both collaboratively and independently, exploring different modes and genres of communication, with particular reference to their own current interests. They pool language knowledge and resources to plan, problem-solve, monitor and reflect. They use modelled and rehearsed language in familiar and unfamiliar contexts and increasingly generate original and personal language. They make cross-curricular connections and explore intercultural perspectives and experience.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary context for learning remains the French language class; however, there may be increasing opportunities for interaction with peers in France and other French-speaking communities through technology, partner-school arrangements or community connections. Learners have access to additional French resources through websites, social media and radio streaming.</p>        <p>          <b>Features of French language use</b>        </p>        <p>Learners expand their range of vocabulary beyond their immediate world. They make clearer distinctions between sounds and intonation patterns. They develop more detailed grammatical knowledge, using additional tenses (<i lang="fr">le passé composé, le futur proche</i>), some reflexive verb forms and additional irregular verbs. They become more familiar with features of different types of text (for example, informative, transactional, expressive), using this understanding to guide their own text production. They create and present more varied texts (such as poems, web pages and brochures), plan events and join in competitions and debates. They use French with increasing accuracy and fluency, drafting and editing texts to improve structure and effect. They make connections more confidently between texts and cultural contexts. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners work with a range of texts specifically designed for learning French in schools, such as textbooks, videos, readers and online resources. They also access materials created for French-speaking communities, such as films (with subtitles), websites, advertisements and magazines. Authentic French-community resources provide access to additional cultural expression and experience.</p>        <p>          <b>Level of support</b>        </p>        <p>This is a period of review and consolidation and of engaging with new and challenging learning experiences. Continued scaffolding, modelling and material support are required to manage this transitional phase. Learners require modelled language use, particularly at the paragraph and whole text level for written language and for developing fluency and accuracy in spoken French. Focused attention on grammatical and textual features supports learners’ development as text producers. Learners are encouraged to become more autonomous, to self-monitor and to reflect on their learning. </p>        <p>          <b>The role of English</b>        </p>        <p>French is increasingly used at this level for classroom interactions and routines, for task participation and structured discussions. English continues to be used for more complex elements of instruction, and more substantive discussion, analysis and reflection in relation to abstract concepts. Learners continue to develop a metalanguage for thinking and talking about language, culture, identity and the experience of learning and using French. </p>      	|	<p>By the end of Year 8, students use written and spoken French to interact with teachers, peers and others and to exchange experiences, opinions and views. They use descriptive and expressive language to talk and write about immediate environments, personal interests and feelings and technical language to discuss issues of wider interest (for example, <i lang="fr">les nouvelles t&eacute;chnologies, les rapports entre les g&eacute;n&eacute;rations, le travail, la musique</i>). They ask, give and follow directions and instructions, using phrases such as <i lang="fr">prenez la deuxi&egrave;me rue &agrave; gauche ..., suivez le boulevard jusqu&rsquo;&agrave; ... and choisissez la photo</i>. They locate and analyse information from different sources presenting it in modes and formats suitable for the intended audience. They use strategies such as emphasis, repetition and summary to support fluency and expression in shared reading, performances, discussions and debate. They plan, draft and present imaginative, informative and persuasive texts, using simple and compound sentences to structure arguments and to explain or justify a position. Students use regular verbs in the <i lang="fr">pass&eacute; compos&eacute;</i> form independently as well as high-frequency irregular verbs such as <i lang="fr">faire, &ecirc;tre and avoir</i>. They use declarative, imperative and interrogative verbs in affirmative and negative forms. They interpret and translate language which has colloquial or cultural associations in either French or Australian English, providing alternative expressions when equivalence is not possible (for example, <i lang="fr">&agrave; tout &agrave; l&rsquo;heure</i>, good on ya!). They make appropriate language choices when communicating in French in different contexts and situations.</p> <p>Students use metalanguage to explain language features and elements, using appropriate grammatical terms (such as tenses, genres, agreement). They identify how language features such as vocabulary, tenor and register serve different purposes in different modes. They make connections between texts and contexts, comparing expression and representation in similar texts from different cultural contexts (for example, invitations to celebrations or ceremonies, postcards or letters between friends). Students identify the relationship between language and culture, understanding that personal and community identity are expressed through cultural expression and language use. They reflect on their own ways of communicating, discussing how these might be interpreted by others.</p>
australia-f10-year8-languages-french	|	        <p>          <b>The nature of the learners</b>        </p>        <p>These years represent a transition to secondary school. Students in this pathway are continuing to study French, bringing with them an established capability to interact in different situations, to engage with a variety of texts and to communicate with some assistance about their immediate world and that of France and other French-speaking communities. They have experience in analysing the major features of the language system and in reflecting on the nature of intercultural exchanges in which they are involved. </p>        <p>          <b>French language learning and use</b>        </p>        <p>French is used for classroom interactions and transactions, for explaining and practising language forms and for developing cultural understanding. Additional opportunities for interaction in the target language are provided by purposeful and integrated use of ICT. Learners work both collaboratively and independently, exploring different modes and genres of communication, with particular reference to their own current interests. They pool language knowledge and resources to plan, problem-solve, monitor and reflect. They use modelled and rehearsed language in familiar and unfamiliar contexts and increasingly generate original and personal language. They make cross-curricular connections and explore intercultural perspectives and experience.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary context for learning remains the French language class; however, there may be increasing opportunities for interaction with peers in France and other French-speaking communities through technology, partner-school arrangements or community connections. Learners have access to additional French resources through websites, social media and radio streaming.</p>        <p>          <b>Features of French language use</b>        </p>        <p>Learners expand their range of vocabulary beyond their immediate world. They make clearer distinctions between sounds and intonation patterns. They develop more detailed grammatical knowledge, using additional tenses (<i lang="fr">le passé composé, le futur proche</i>), some reflexive verb forms and additional irregular verbs. They become more familiar with features of different types of text (for example, informative, transactional, expressive), using this understanding to guide their own text production. They create and present more varied texts (such as poems, web pages and brochures), plan events and join in competitions and debates. They use French with increasing accuracy and fluency, drafting and editing texts to improve structure and effect. They make connections more confidently between texts and cultural contexts. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners work with a range of texts specifically designed for learning French in schools, such as textbooks, videos, readers and online resources. They also access materials created for French-speaking communities, such as films (with subtitles), websites, advertisements and magazines. Authentic French-community resources provide access to additional cultural expression and experience.</p>        <p>          <b>Level of support</b>        </p>        <p>This is a period of review and consolidation and of engaging with new and challenging learning experiences. Continued scaffolding, modelling and material support are required to manage this transitional phase. Learners require modelled language use, particularly at the paragraph and whole text level for written language and for developing fluency and accuracy in spoken French. Focused attention on grammatical and textual features supports learners’ development as text producers. Learners are encouraged to become more autonomous, to self-monitor and to reflect on their learning. </p>        <p>          <b>The role of English</b>        </p>        <p>French is increasingly used at this level for classroom interactions and routines, for task participation and structured discussions. English continues to be used for more complex elements of instruction, and more substantive discussion, analysis and reflection in relation to abstract concepts. Learners continue to develop a metalanguage for thinking and talking about language, culture, identity and the experience of learning and using French. </p>      	|	<p>By the end of Year 8, students use written and spoken French to interact with teachers, peers and others and to exchange experiences, opinions and views. They use descriptive and expressive language to talk and write about immediate environments, personal interests and feelings and technical language to discuss issues of wider interest (for example, <i lang="fr">les nouvelles t&eacute;chnologies, les rapports entre les g&eacute;n&eacute;rations, le travail, la musique</i>). They ask, give and follow directions and instructions, using phrases such as <i lang="fr">prenez la deuxi&egrave;me rue &agrave; gauche ..., suivez le boulevard jusqu&rsquo;&agrave; ... and choisissez la photo</i>. They locate and analyse information from different sources presenting it in modes and formats suitable for the intended audience. They use strategies such as emphasis, repetition and summary to support fluency and expression in shared reading, performances, discussions and debate. They plan, draft and present imaginative, informative and persuasive texts, using simple and compound sentences to structure arguments and to explain or justify a position. Students use regular verbs in the <i lang="fr">pass&eacute; compos&eacute;</i> form independently as well as high-frequency irregular verbs such as <i lang="fr">faire, &ecirc;tre and avoir</i>. They use declarative, imperative and interrogative verbs in affirmative and negative forms. They interpret and translate language which has colloquial or cultural associations in either French or Australian English, providing alternative expressions when equivalence is not possible (for example, <i lang="fr">&agrave; tout &agrave; l&rsquo;heure</i>, good on ya!). They make appropriate language choices when communicating in French in different contexts and situations.</p> <p>Students use metalanguage to explain language features and elements, using appropriate grammatical terms (such as tenses, genres, agreement). They identify how language features such as vocabulary, tenor and register serve different purposes in different modes. They make connections between texts and contexts, comparing expression and representation in similar texts from different cultural contexts (for example, invitations to celebrations or ceremonies, postcards or letters between friends). Students identify the relationship between language and culture, understanding that personal and community identity are expressed through cultural expression and language use. They reflect on their own ways of communicating, discussing how these might be interpreted by others.</p>
australia-f10-year9-languages-french	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students bring existing knowledge of French language and culture and a range of learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and environmental issues. They require continued guidance and mentoring, but are increasingly independent in terms of analysis, reflection and monitoring of their language learning and intercultural experiences. They are considering future pathways and options, including the possible role of French in these. </p>        <p>          <b>French language learning and use</b>        </p>        <p>This is a period of language exploration, vocabulary expansion and experimentation with different modes of communication (for example, digital and hypermedia, collaborative performance and group discussions). Learners become more confident in communicating in a wider range of contexts through greater control of language structures and increased understanding of the variability of language use. They use French to communicate and interact; to access and exchange information; to express feelings and opinions; to participate in imaginative and creative experiences; and to create, interpret and analyse a wider range of texts and experiences. They use French more fluently, with a greater degree of self-correction and repair. They reference the accuracy of their language use against a stronger frame of grammatical knowledge. They demonstrate understanding of language variation and change and of how intercultural experience, technology, media and globalisation influence communication. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact with peers, teachers and other French speakers in immediate and local contexts, and with wider communities and cultural resources via virtual and online environments. They may access additional French experience through community events such as film festivals, interschool events or cultural performances.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners use texts designed for language learning such as textbooks, teacher-generated materials and online resources. Learning is enriched by exposure to a range of authentic materials designed for or generated by young French speakers in France and other francophone regions, such as video clips, magazine features, television programs or advertisements. Students take some responsibility for sourcing additional materials to support their own learning. </p>        <p>          <b>Features of French language use</b>        </p>        <p>Learners expand their knowledge and control of grammatical elements such as verb tenses (<i lang="fr">l’imparfait, le futur simple, le conditionnel</i>) and emphatic, direct and indirect object pronouns. They extend their knowledge of text types and language functions by maintaining a balance between form-focused activities and communicative tasks and performance. Task characteristics and conditions involve collaborative as well as independent language planning and performance, and strategic use of language and cultural resources. Tasks involve interpreting, creating, evaluating and performing. Learners engage in critical analysis of texts such as posters, advertisements or news reports, identifying how language choices reflect perspectives and shape meaning. </p>        <p>Learners examine the processes involved in learning and using a different language, recognising them as cognitive, cultural and personal as well as linguistic. They explore the reciprocal nature of intercultural communication: how moving between different languages and cultural systems impacts on ways of thinking and behaving; and how successful communication requires flexibility, awareness and openness to alternative ways. They develop the capacity to ‘decentre’ from normative ways of thinking and communicating, to consider themselves through the eyes of others, and to communicate in interculturally appropriate ways. </p>        <p>          <b>Level of support</b>        </p>        <p>Support at this level of learning includes provision of rich and varied stimulus materials, continued scaffolding and modelling of language functions and communicative tasks, and explicit instruction and explanation of the grammatical system, with opportunities for learners to discuss, clarify, practise and apply their knowledge. Critical and constructive teacher feedback combines with peer support and self-review to monitor and evaluate learning outcomes (for example, portfolios, peer review, e–journalling).</p>        <p>          <b>The role of English</b>        </p>        <p>English continues to be used for substantive discussion, explanation and analysis. This allows learners to talk in depth and detail about their experience of learning French, and about their thoughts on culture, identity and intercultural experience. English is the  language of analysis and critique, supporting discussion of concepts such as ‘stereotypes’, ‘difference’, ‘diversity’ and ‘values’. It allows for a degree of expression and debate that is beyond learners’ communicative capabilities in French.</p>      	|	<p>By the end of Year 10, students use written and spoken French to communicate with teachers, peers and others in a range of settings and for a range of purposes They use language to access and exchange information on a broad range of social, cultural and youth-related issues (for example, student politics and priorities, the environment, virtual worlds). They socialise, express feelings and opinions, and use expressive and descriptive language to participate in different modes of imaginative and creative expression. They initiate conversations and discussion (such as <i lang="fr">Qu&rsquo;est-ce que vous pensez au sujet de ... ? A mon avis ...</i>), change or elaborate on topics (for example, <i lang="fr">Oui, mais &hellip; d&rsquo;autre part ...</i>), and provide feedback and encouragement (for example, <i lang="fr">En effet - c&rsquo;est int&eacute;ressant; et toi, qu&rsquo;est-ce que tu en dis?</i>). They employ self-correction and repair strategies, and use non-verbal elements such as gestures, pacing and pitch to maintain momentum and engage interest. They locate and evaluate information on local and global issues from a range of perspectives and sources. They produce informative, persuasive and imaginative texts, incorporating relative clauses and adverbial phrases, using some specialised vocabulary and cohesive devices. Students use <i lang="fr">pr&eacute;sent, pass&eacute; compos&eacute;, imparfait</i> and <i lang="fr">futur proche</i> tenses in their own texts, and the conditional tense to express intention or preference (for example, <i lang="fr">Je voudrais aller au cin&eacute;ma ce soir</i>). They use with support <i lang="fr">futur</i> and <i lang="fr">plus-que-parfait</i> tenses. Students translate and interpret a range of French and English texts, comparing versions and analysing processes.</p> <p>Students explain differences between spoken and written French, and identify the contribution of non-verbal elements of spoken communication and the crafted nature of written text (for example, grammatical elaboration, cohesion). They provide examples of the blurring of these differences in modes of communication such as text messages, emails or conversation transcripts. They describe how languages change, borrow from, build upon and blend with each other (for example, <i lang="fr">le franglais</i>). They demonstrate understanding of the power of language to shape relationships, to include and exclude. They use appropriate terminology to explain some irregularities of grammatical patterns and rules (such as irregular verb forms, different word order of some adjective-noun combinations), and textual conventions associated with familiar genres such as invitations, apologies or music reviews. They reflect on their own cultural perspectives and discuss how these are impacted by French language and culture learning.</p>
australia-f10-year10-languages-french	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students bring existing knowledge of French language and culture and a range of learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and environmental issues. They require continued guidance and mentoring, but are increasingly independent in terms of analysis, reflection and monitoring of their language learning and intercultural experiences. They are considering future pathways and options, including the possible role of French in these. </p>        <p>          <b>French language learning and use</b>        </p>        <p>This is a period of language exploration, vocabulary expansion and experimentation with different modes of communication (for example, digital and hypermedia, collaborative performance and group discussions). Learners become more confident in communicating in a wider range of contexts through greater control of language structures and increased understanding of the variability of language use. They use French to communicate and interact; to access and exchange information; to express feelings and opinions; to participate in imaginative and creative experiences; and to create, interpret and analyse a wider range of texts and experiences. They use French more fluently, with a greater degree of self-correction and repair. They reference the accuracy of their language use against a stronger frame of grammatical knowledge. They demonstrate understanding of language variation and change and of how intercultural experience, technology, media and globalisation influence communication. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact with peers, teachers and other French speakers in immediate and local contexts, and with wider communities and cultural resources via virtual and online environments. They may access additional French experience through community events such as film festivals, interschool events or cultural performances.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners use texts designed for language learning such as textbooks, teacher-generated materials and online resources. Learning is enriched by exposure to a range of authentic materials designed for or generated by young French speakers in France and other francophone regions, such as video clips, magazine features, television programs or advertisements. Students take some responsibility for sourcing additional materials to support their own learning. </p>        <p>          <b>Features of French language use</b>        </p>        <p>Learners expand their knowledge and control of grammatical elements such as verb tenses (<i lang="fr">l’imparfait, le futur simple, le conditionnel</i>) and emphatic, direct and indirect object pronouns. They extend their knowledge of text types and language functions by maintaining a balance between form-focused activities and communicative tasks and performance. Task characteristics and conditions involve collaborative as well as independent language planning and performance, and strategic use of language and cultural resources. Tasks involve interpreting, creating, evaluating and performing. Learners engage in critical analysis of texts such as posters, advertisements or news reports, identifying how language choices reflect perspectives and shape meaning. </p>        <p>Learners examine the processes involved in learning and using a different language, recognising them as cognitive, cultural and personal as well as linguistic. They explore the reciprocal nature of intercultural communication: how moving between different languages and cultural systems impacts on ways of thinking and behaving; and how successful communication requires flexibility, awareness and openness to alternative ways. They develop the capacity to ‘decentre’ from normative ways of thinking and communicating, to consider themselves through the eyes of others, and to communicate in interculturally appropriate ways. </p>        <p>          <b>Level of support</b>        </p>        <p>Support at this level of learning includes provision of rich and varied stimulus materials, continued scaffolding and modelling of language functions and communicative tasks, and explicit instruction and explanation of the grammatical system, with opportunities for learners to discuss, clarify, practise and apply their knowledge. Critical and constructive teacher feedback combines with peer support and self-review to monitor and evaluate learning outcomes (for example, portfolios, peer review, e–journalling).</p>        <p>          <b>The role of English</b>        </p>        <p>English continues to be used for substantive discussion, explanation and analysis. This allows learners to talk in depth and detail about their experience of learning French, and about their thoughts on culture, identity and intercultural experience. English is the  language of analysis and critique, supporting discussion of concepts such as ‘stereotypes’, ‘difference’, ‘diversity’ and ‘values’. It allows for a degree of expression and debate that is beyond learners’ communicative capabilities in French.</p>      	|	<p>By the end of Year 10, students use written and spoken French to communicate with teachers, peers and others in a range of settings and for a range of purposes They use language to access and exchange information on a broad range of social, cultural and youth-related issues (for example, student politics and priorities, the environment, virtual worlds). They socialise, express feelings and opinions, and use expressive and descriptive language to participate in different modes of imaginative and creative expression. They initiate conversations and discussion (such as <i lang="fr">Qu&rsquo;est-ce que vous pensez au sujet de ... ? A mon avis ...</i>), change or elaborate on topics (for example, <i lang="fr">Oui, mais &hellip; d&rsquo;autre part ...</i>), and provide feedback and encouragement (for example, <i lang="fr">En effet - c&rsquo;est int&eacute;ressant; et toi, qu&rsquo;est-ce que tu en dis?</i>). They employ self-correction and repair strategies, and use non-verbal elements such as gestures, pacing and pitch to maintain momentum and engage interest. They locate and evaluate information on local and global issues from a range of perspectives and sources. They produce informative, persuasive and imaginative texts, incorporating relative clauses and adverbial phrases, using some specialised vocabulary and cohesive devices. Students use <i lang="fr">pr&eacute;sent, pass&eacute; compos&eacute;, imparfait</i> and <i lang="fr">futur proche</i> tenses in their own texts, and the conditional tense to express intention or preference (for example, <i lang="fr">Je voudrais aller au cin&eacute;ma ce soir</i>). They use with support <i lang="fr">futur</i> and <i lang="fr">plus-que-parfait</i> tenses. Students translate and interpret a range of French and English texts, comparing versions and analysing processes.</p> <p>Students explain differences between spoken and written French, and identify the contribution of non-verbal elements of spoken communication and the crafted nature of written text (for example, grammatical elaboration, cohesion). They provide examples of the blurring of these differences in modes of communication such as text messages, emails or conversation transcripts. They describe how languages change, borrow from, build upon and blend with each other (for example, <i lang="fr">le franglais</i>). They demonstrate understanding of the power of language to shape relationships, to include and exclude. They use appropriate terminology to explain some irregularities of grammatical patterns and rules (such as irregular verb forms, different word order of some adjective-noun combinations), and textual conventions associated with familiar genres such as invitations, apologies or music reviews. They reflect on their own cultural perspectives and discuss how these are impacted by French language and culture learning.</p>
australia-f10-year7-humanities-social-sciences-geography	|	<p>There are two units of study in the Year 7 curriculum for Geography: &lsquo;Water in the world&rsquo; and &lsquo;Place and liveability&rsquo;.</p> <p>&lsquo;Water in the world&rsquo; focuses on water as an example of a renewable environmental resource. This unit examines the many uses of water, the ways it is perceived and valued, its different forms as a resource, the ways it connects places as it moves through the environment, its varying availability in time and across space, and its scarcity. &lsquo;Water in the world&rsquo; develops students&rsquo; understanding of the concept of environment, including the ideas that the environment is the product of a variety of processes, that it supports and enriches human and other life, that people value the environment in different ways and that the environment has its specific hazards. Water is investigated using studies drawn from Australia, countries of the Asia region, and countries from West Asia and/or North Africa.</p> <p>&lsquo;Place and liveability&rsquo; focuses on the concept of place through an investigation of liveability. This unit examines factors that influence liveability and how it is perceived, the idea that places provide us with the services and facilities needed to support and enhance our lives, and that spaces are planned and managed by people. It develops students&rsquo; ability to evaluate the liveability of their own place and to investigate whether it can be improved through planning. The liveability of places is investigated using studies drawn from Australia and Europe.</p> <p>The content of this year level is organised into two strands: geographical knowledge and understanding, and geographical inquiry and skills. These strands are interrelated and have been developed to be taught in an integrated manner, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.</p> <p><strong>Key inquiry questions </strong></p> <p>A framework for developing students&rsquo; geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data.</p> <p>The key inquiry questions for Year 7 are:</p> <ul> <li>How do people&rsquo;s reliance on places and environments influence their perception of them?</li> <li>What effect does the uneven distribution of resources and services have on the lives of people?</li> <li>What approaches can be used to improve the availability of resources and access to services?</li> </ul>	|	<p>By the end of Year 7, students describe geographical processes that influence the characteristics of places and how the characteristics of places are perceived and valued differently. They explain interconnections between people and places and environments and describe how these interconnections change places and environments. They describe alternative strategies to a geographical challenge referring to environmental, economic and social factors.</p> <p>Students identify geographically significant questions to frame an inquiry. They evaluate a range of primary and secondary sources to locate useful information and data. They record and represent data and the location and distribution of geographical phenomena in a range of forms, including large-scale and small-scale maps that conform to cartographic conventions. They interpret and analyse geographical maps, data and other information to propose simple explanations for spatial distributions, patterns, trends and relationships, and draw conclusions. Students present findings and arguments using relevant geographical terminology and digital technologies in a range of communication forms. They propose action in response to a geographical challenge, taking account of environmental, economic and social factors, and describe the expected effects of their proposal.</p>
australia-f10-year8-humanities-social-sciences-geography	|	<p>There are two units of study in the Year 8 curriculum for Geography: &lsquo;Landforms and landscapes&rsquo; and &lsquo;Changing nations&rsquo;<em>. </em></p> <p>&lsquo;Landforms and landscapes&rsquo; focuses on investigating geomorphology through a study of landscapes and their landforms. This unit examines the processes that shape individual landforms, the values and meanings placed on landforms and landscapes by diverse cultures, hazards associated with landscapes, and management of landscapes. &lsquo;Landforms and landscapes&rsquo; develops students&rsquo; understanding of the concept of environment and enables them to explore the significance of landscapes to people, including Aboriginal and Torres Strait Islander Peoples. These distinctive aspects of landforms and landscapes are investigated using studies drawn from Australia and throughout the world.</p> <p>&lsquo;Changing nations&rsquo; investigates the changing human geography of countries, as revealed by shifts in population distribution. The spatial distribution of population is a sensitive indicator of economic and social change, and has significant environmental, economic and social effects, both negative and positive. The unit explores the process of urbanisation and draws on a study of a country of the Asia region to show how urbanisation changes the economies and societies of low- and middle-income countries. It investigates the reasons for the high level of urban concentration in Australia, one of the distinctive features of Australia&rsquo;s human geography, and compares Australia with the United States of America. The redistribution of population resulting from internal migration is examined through case studies of Australia and China, and is contrasted with the way international migration reinforces urban concentration in Australia. The unit then examines issues related to the management and future of Australia&rsquo;s urban areas.</p> <p>The content of this year level is organised into two strands: geographical knowledge and understanding, and geographical inquiry and skills. These strands are interrelated and have been developed to be taught in an integrated manner, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.</p> <p><strong>Key inquiry questions </strong></p> <p>A framework for developing students&rsquo; geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data.</p> <p>The key inquiry questions for Year 8 are:</p> <ul> <li>How do environmental and human processes affect the characteristics of places and environments?</li> <li>How do the interconnections between places, people and environments affect the lives of people?</li> <li>What are the consequences of changes to places and environments and how can these changes be managed?</li> </ul>	|	<p>By the end of Year 8, students explain geographical processes that influence the characteristics of places and explain how places are perceived and valued differently. They explain interconnections within environments and between people and places and explain how they change places and environments. They compare alternative strategies to a geographical challenge, taking into account environmental, economic and social factors.</p> <p>Students identify geographically significant questions from observations to frame an inquiry. They evaluate a range of primary and secondary sources to locate useful and reliable information and data. They select, record and represent data and the location and distribution of geographical phenomena in a range of appropriate digital and non-digital forms, including maps at different scales that conform to cartographic conventions. They analyse geographical maps, data and other information to propose explanations for spatial distributions, patterns, trends and relationships, and draw reasoned conclusions. Students present findings, arguments and ideas using relevant geographical terminology and digital technologies in a range of appropriate communication forms. They propose action in response to a geographical challenge, taking account of environmental, economic and social factors, and predict the outcomes of their proposal.</p>
australia-f10-year9-humanities-social-sciences-geography	|	<p>There are two units of study in the Year 9 curriculum for Geography: &lsquo;Biomes and food security&rsquo; and &lsquo;Geographies of interconnections&rsquo;.</p> <p>&lsquo;Biomes and food security&rsquo; focuses on investigating the role of the biotic environment and its role in food and fibre production. This unit examines the biomes of the world, their alteration and significance as a source of food and fibre, and the environmental challenges of and constraints on expanding food production in the future. These distinctive aspects of biomes, food production and food security are investigated using studies drawn from Australia and across the world.</p> <p>&lsquo;Geographies of interconnections&rsquo; focuses on investigating how people, through their choices and actions, are connected to places throughout the world in a wide variety of ways, and how these connections help to make and change places and their environments. This unit examines the interconnections between people and places through the products people buy and the effects of their production on the places that make them. Students examine the ways that transport and information and communication technologies have made it possible for an increasing range of services to be provided internationally, and for people in isolated rural areas to connect to information, services and people in other places. These distinctive aspects of interconnection are investigated using studies drawn from Australia and across the world.</p> <p>The content of this year level is organised into two strands: geographical knowledge and understanding, and geographical inquiry and skills. These strands are interrelated and have been developed to be taught in an integrated manner, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.</p> <p><strong>Key inquiry questions </strong></p> <p>A framework for developing students&rsquo; geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data.</p> <p>The key inquiry questions for Year 9 are:</p> <ul> <li>What are the causes and consequences of change in places and environments and how can this change be managed?</li> <li>What are the future implications of changes to places and environments?</li> <li>Why are interconnections and interdependencies important for the future of places and environments?</li> </ul>	|	<p>By the end of Year 9, students explain how geographical processes change the characteristics of places. They analyse interconnections between people, places and environments and explain how these interconnections influence people, and change places and environments. They predict changes in the characteristics of places over time and identify the possible implications of change for the future. Students analyse alternative strategies to a geographical challenge using environmental, social and economic criteria.</p> <p>Students use initial research to identify geographically significant questions to frame an inquiry. They evaluate a range of primary and secondary sources to select and collect relevant and reliable geographical information and data. They record and represent multi-variable data in a range of appropriate digital and non-digital forms, including a range of maps that comply with cartographic conventions. They use a range of methods and digital technologies to interpret and analyse maps, data and other information to propose explanations for patterns, trends, relationships and anomalies across time and space, and to predict outcomes. Students synthesise data and information to draw reasoned conclusions. They present findings, arguments and explanations using relevant geographical terminology and digital representations in a range of appropriate communication forms. Students propose action in response to a geographical challenge, taking account of environmental, economic and social factors, and predict the outcomes and consequences of their proposal.</p>
australia-f10-year10-humanities-social-sciences-geography	|	<p>There are two units of study in the Year 10 curriculum for Geography: &lsquo;Environmental change and management&rsquo; and &lsquo;Geographies of human wellbeing&rsquo;.</p> <p>&lsquo;Environmental change and management&rsquo; focuses on investigating environmental geography through an in-depth study of a specific environment. The unit begins with an overview of the environmental functions that support all life, the major challenges to their sustainability, and the environmental world views &ndash; including those of Aboriginal and Torres Strait Islander Peoples &ndash; that influence how people perceive and respond to these challenges. Students investigate a specific type of environment and environmental change in Australia and one other country. They apply human&ndash;environment systems thinking to understand the causes and consequences of the change and geographical concepts and methods to evaluate and select strategies to manage the change.&nbsp;</p> <p><em>&lsquo;</em>Geographies of human wellbeing&rsquo; focuses on investigating global, national and local differences in human wellbeing between places. This unit examines the different concepts and measures of human wellbeing, and the causes of global differences in these measures between countries. Students explore spatial differences in wellbeing within and between countries, and evaluate the differences from a variety of perspectives. They explore programs designed to reduce the gap between differences in wellbeing. These distinctive aspects of human wellbeing are investigated using studies drawn from Australia, India and across the world as appropriate.</p> <p>The content of this year level is organised into two strands: geographical knowledge and understanding, and geographical inquiry and skills. These strands are interrelated and have been developed to be taught in an integrated manner, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.</p> <p><strong>Key inquiry questions </strong></p> <p>A framework for developing students&rsquo; geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data.</p> <p>The key inquiry questions for Year 10 are:</p> <ul> <li>How can the spatial variation between places and changes in environments be explained?</li> <li>What management options exist for sustaining human and natural systems into the future?</li> <li>How do world views influence decisions on how to manage environmental and social change?</li> </ul>	|	<p>By the end of Year 10, students explain how interactions between geographical processes at different scales change the characteristics of places. Students identify, analyse and explain significant interconnections between people, places and environments and explain changes that result from these interconnections and their consequences. They predict changes in the characteristics of places and environments over time, across space and at different scales and explain the predicted consequences of change. They evaluate alternative views on a geographical challenge and alternative strategies to address this challenge using environmental, economic, political and social criteria and draw a reasoned conclusion.</p> <p>Students use initial research to develop and modify geographically significant questions to frame an inquiry. They critically evaluate a range of primary and secondary sources to select and collect relevant, reliable and unbiased geographical information and data. Students record and represent multi-variable data in of the most appropriate digital and non-digital forms, including a range of graphs and maps that use suitable scales and comply with cartographic conventions. They use a range of methods and digital technologies to interpret and analyse maps, data and other information to make generalisations and inferences, propose explanations for significant patterns, trends, relationships and anomalies across time and space and at different scales, and predict outcomes. They analyse and synthesise data and other information to draw reasoned conclusions, taking into account alternative perspectives. Students present findings, arguments and explanations using relevant geographical terminology and graphic representations and digital technologies in a range of selected and appropriate communication forms. They evaluate their findings and propose action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations. They explain the predicted outcomes and consequences of their proposal.</p>
australia-f10-foundation-languages-german	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others and participate in structured routines and activities at school. Typically they have little to no experience of German language and culture. </p>        <p>          <b>German language learning and use</b>        </p>        <p>At this stage, games, music, movement, familiar routines, and imaginative activities such as role-plays provide essential scaffolding and relevant contexts for language development. Learners engage with the sounds, shapes and patterns of German through activities such as rhymes, songs, clapping and action games. They identify and use simple formulaic expressions, one- or two-word responses to prompts and cues, and non-verbal German communication strategies. They learn to write by tracing and copying, forming letters legibly. They learn to write words and simple sentences independently using modelled language, for example, by matching pictures with single words, labels or captions. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary context of interaction is the language classroom, as learners interact with the teacher and with one another. Their use of German relates primarily to classroom routines and activities, draws on curiosity about the world around them, and engages their interest in play, movement and games.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a variety of spoken, written and digital texts. They listen and respond to teacher talk, share ideas, and join in stories, songs, play and simple conversations. Physical, virtual and digital resources provide access to additional German language and cultural interactions, connecting learners’ social worlds with those of their peers in other German-speaking contexts.</p>        <p>          <b>Features of German language use</b>        </p>        <p>Learners become familiar with the sounds and rhythms of German, approximating the pronunciation and phrasing of single words and short phrases, including distinctive sounds such as <i lang="de">ch</i>, <i lang="de">r</i>, <i lang="de">th</i>, <i lang="de">u</i> and <i lang="de">z</i>, and diphthongs such as <i lang="de">au</i>, <i lang="de">ei</i>, <i lang="de">eu</i> and <i lang="de">ie</i>. They use simple basic sentence structures and familiar vocabulary for everyday functions such as greetings, asking and answering questions, responding to instructions, and participating in games, performances and simple shared tasks. They learn to write single words and simple phrases, noticing the use of the <i lang="de">Eszett</i> and how an <i lang="de">Umlaut</i> changes the sound of vowels. They notice similarities and differences between German and English. They use modelled language to produce their own short texts and to interact. They begin to notice that language behaves differently in different situations and that German speakers communicate in some ways that are different from their own. As they communicate about differences and similarities, they begin to understand that they are part of a connected world. This introduction to the reflective dimension of intercultural language learning begins to develop an understanding of culture. </p>        <p>          <b>Level of support</b>        </p>        <p>Support is provided through visual and tactile materials such as pictures, realia, objects and charts, and through the use of gesture and movement. The teacher provides prompts, cues, and opportunities for repetition and recycling to help learners identify and remember frequently used words and simple phrases. Learners rely on modelled language, scaffolded tasks, feedback and encouragement to build their language capability. </p>        <p>          <b>The role of English</b>        </p>        <p>Learners are encouraged to use German whenever possible, particularly when engaging in classroom interactions and routines. The teacher uses German as much as possible for instruction. English is used for explanation and discussion, allowing learners to communicate about differences and similarities they notice between German and their own language(s), to ask questions about language and culture, and to consider their experience of learning German. </p>      	|	        <p>By the end of Year 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, exchange greetings and farewells, for example, <i lang="de">Ich heiße</i> <i lang="de">… Auf Wiedersehen!</i> and express likes and dislikes. When interacting, they use short formulaic expressions, for example, <i lang="de">Morgen! Danke! Alles Gute zum Geburtstag! Frohe Weihnachten! Guten Appetit! </i>and make simple statements, such as <i lang="de">Das ist …</i> <i lang="de">Ich wohne in …</i> <i lang="de">Ich mag …</i> They use repetitive language and respond to simple instructions when participating in games, shared activities and classroom routines. They use visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning, and reproduce some distinctive sounds and rhythms of spoken German, including <i lang="de">ch, u, r </i>and <i lang="de">z</i>. Students identify specific words and information, such as names of people, places or objects, in simple shared texts related to personal worlds. They convey factual information about self, family and possessions at word and simple sentence level. They respond to and create simple spoken and written texts, using modelled examples and formulaic language. They use short phrases and simple sentences to identify and describe people and objects in the family and school domains such as <i lang="de">der Lehrer, eine Freundin, Das ist mein Stift</i>, including some pronouns, for example, <i lang="de">ich, du, er, sie, es, wir</i> and possessive adjectives, <i lang="de">mein/e, dein/e</i>. They use <i lang="de">nein</i> and <i lang="de">nicht</i> for negation, and verb forms <i lang="de">bin, bist </i>and<i lang="de"> ist,</i> with an adjective. Students explain the meaning and use of different German words and expressions, and create texts in German and English for their immediate learning environment. They identify similarities and differences between German and their own language(s) and culture(s), noticing that using a language involves behaviours as well as words. </p>        <p>Students identify ways that German sounds different to English but recognise that it uses the same alphabet. They identify some words that are written the same in both German and English but pronounced differently. They identify features of different types of texts. They give examples of words that German and English borrow from each other and from other languages, and identify different ways of greeting and interacting with people. They make connections between the languages people use and who they are and where they live. </p>      
australia-f10-year1-languages-german	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others and participate in structured routines and activities at school. Typically they have little to no experience of German language and culture. </p>        <p>          <b>German language learning and use</b>        </p>        <p>At this stage, games, music, movement, familiar routines, and imaginative activities such as role-plays provide essential scaffolding and relevant contexts for language development. Learners engage with the sounds, shapes and patterns of German through activities such as rhymes, songs, clapping and action games. They identify and use simple formulaic expressions, one- or two-word responses to prompts and cues, and non-verbal German communication strategies. They learn to write by tracing and copying, forming letters legibly. They learn to write words and simple sentences independently using modelled language, for example, by matching pictures with single words, labels or captions. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary context of interaction is the language classroom, as learners interact with the teacher and with one another. Their use of German relates primarily to classroom routines and activities, draws on curiosity about the world around them, and engages their interest in play, movement and games.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a variety of spoken, written and digital texts. They listen and respond to teacher talk, share ideas, and join in stories, songs, play and simple conversations. Physical, virtual and digital resources provide access to additional German language and cultural interactions, connecting learners’ social worlds with those of their peers in other German-speaking contexts.</p>        <p>          <b>Features of German language use</b>        </p>        <p>Learners become familiar with the sounds and rhythms of German, approximating the pronunciation and phrasing of single words and short phrases, including distinctive sounds such as <i lang="de">ch</i>, <i lang="de">r</i>, <i lang="de">th</i>, <i lang="de">u</i> and <i lang="de">z</i>, and diphthongs such as <i lang="de">au</i>, <i lang="de">ei</i>, <i lang="de">eu</i> and <i lang="de">ie</i>. They use simple basic sentence structures and familiar vocabulary for everyday functions such as greetings, asking and answering questions, responding to instructions, and participating in games, performances and simple shared tasks. They learn to write single words and simple phrases, noticing the use of the <i lang="de">Eszett</i> and how an <i lang="de">Umlaut</i> changes the sound of vowels. They notice similarities and differences between German and English. They use modelled language to produce their own short texts and to interact. They begin to notice that language behaves differently in different situations and that German speakers communicate in some ways that are different from their own. As they communicate about differences and similarities, they begin to understand that they are part of a connected world. This introduction to the reflective dimension of intercultural language learning begins to develop an understanding of culture. </p>        <p>          <b>Level of support</b>        </p>        <p>Support is provided through visual and tactile materials such as pictures, realia, objects and charts, and through the use of gesture and movement. The teacher provides prompts, cues, and opportunities for repetition and recycling to help learners identify and remember frequently used words and simple phrases. Learners rely on modelled language, scaffolded tasks, feedback and encouragement to build their language capability. </p>        <p>          <b>The role of English</b>        </p>        <p>Learners are encouraged to use German whenever possible, particularly when engaging in classroom interactions and routines. The teacher uses German as much as possible for instruction. English is used for explanation and discussion, allowing learners to communicate about differences and similarities they notice between German and their own language(s), to ask questions about language and culture, and to consider their experience of learning German. </p>      	|	        <p>By the end of Year 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, exchange greetings and farewells, for example, <i lang="de">Ich heiße</i> <i lang="de">… Auf Wiedersehen!</i> and express likes and dislikes. When interacting, they use short formulaic expressions, for example, <i lang="de">Morgen! Danke! Alles Gute zum Geburtstag! Frohe Weihnachten! Guten Appetit! </i>and make simple statements, such as <i lang="de">Das ist …</i> <i lang="de">Ich wohne in …</i> <i lang="de">Ich mag …</i> They use repetitive language and respond to simple instructions when participating in games, shared activities and classroom routines. They use visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning, and reproduce some distinctive sounds and rhythms of spoken German, including <i lang="de">ch, u, r </i>and <i lang="de">z</i>. Students identify specific words and information, such as names of people, places or objects, in simple shared texts related to personal worlds. They convey factual information about self, family and possessions at word and simple sentence level. They respond to and create simple spoken and written texts, using modelled examples and formulaic language. They use short phrases and simple sentences to identify and describe people and objects in the family and school domains such as <i lang="de">der Lehrer, eine Freundin, Das ist mein Stift</i>, including some pronouns, for example, <i lang="de">ich, du, er, sie, es, wir</i> and possessive adjectives, <i lang="de">mein/e, dein/e</i>. They use <i lang="de">nein</i> and <i lang="de">nicht</i> for negation, and verb forms <i lang="de">bin, bist </i>and<i lang="de"> ist,</i> with an adjective. Students explain the meaning and use of different German words and expressions, and create texts in German and English for their immediate learning environment. They identify similarities and differences between German and their own language(s) and culture(s), noticing that using a language involves behaviours as well as words. </p>        <p>Students identify ways that German sounds different to English but recognise that it uses the same alphabet. They identify some words that are written the same in both German and English but pronounced differently. They identify features of different types of texts. They give examples of words that German and English borrow from each other and from other languages, and identify different ways of greeting and interacting with people. They make connections between the languages people use and who they are and where they live. </p>      
australia-f10-year2-languages-german	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others and participate in structured routines and activities at school. Typically they have little to no experience of German language and culture. </p>        <p>          <b>German language learning and use</b>        </p>        <p>At this stage, games, music, movement, familiar routines, and imaginative activities such as role-plays provide essential scaffolding and relevant contexts for language development. Learners engage with the sounds, shapes and patterns of German through activities such as rhymes, songs, clapping and action games. They identify and use simple formulaic expressions, one- or two-word responses to prompts and cues, and non-verbal German communication strategies. They learn to write by tracing and copying, forming letters legibly. They learn to write words and simple sentences independently using modelled language, for example, by matching pictures with single words, labels or captions. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary context of interaction is the language classroom, as learners interact with the teacher and with one another. Their use of German relates primarily to classroom routines and activities, draws on curiosity about the world around them, and engages their interest in play, movement and games.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a variety of spoken, written and digital texts. They listen and respond to teacher talk, share ideas, and join in stories, songs, play and simple conversations. Physical, virtual and digital resources provide access to additional German language and cultural interactions, connecting learners’ social worlds with those of their peers in other German-speaking contexts.</p>        <p>          <b>Features of German language use</b>        </p>        <p>Learners become familiar with the sounds and rhythms of German, approximating the pronunciation and phrasing of single words and short phrases, including distinctive sounds such as <i lang="de">ch</i>, <i lang="de">r</i>, <i lang="de">th</i>, <i lang="de">u</i> and <i lang="de">z</i>, and diphthongs such as <i lang="de">au</i>, <i lang="de">ei</i>, <i lang="de">eu</i> and <i lang="de">ie</i>. They use simple basic sentence structures and familiar vocabulary for everyday functions such as greetings, asking and answering questions, responding to instructions, and participating in games, performances and simple shared tasks. They learn to write single words and simple phrases, noticing the use of the <i lang="de">Eszett</i> and how an <i lang="de">Umlaut</i> changes the sound of vowels. They notice similarities and differences between German and English. They use modelled language to produce their own short texts and to interact. They begin to notice that language behaves differently in different situations and that German speakers communicate in some ways that are different from their own. As they communicate about differences and similarities, they begin to understand that they are part of a connected world. This introduction to the reflective dimension of intercultural language learning begins to develop an understanding of culture. </p>        <p>          <b>Level of support</b>        </p>        <p>Support is provided through visual and tactile materials such as pictures, realia, objects and charts, and through the use of gesture and movement. The teacher provides prompts, cues, and opportunities for repetition and recycling to help learners identify and remember frequently used words and simple phrases. Learners rely on modelled language, scaffolded tasks, feedback and encouragement to build their language capability. </p>        <p>          <b>The role of English</b>        </p>        <p>Learners are encouraged to use German whenever possible, particularly when engaging in classroom interactions and routines. The teacher uses German as much as possible for instruction. English is used for explanation and discussion, allowing learners to communicate about differences and similarities they notice between German and their own language(s), to ask questions about language and culture, and to consider their experience of learning German. </p>      	|	        <p>By the end of Year 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, exchange greetings and farewells, for example, <i lang="de">Ich heiße</i> <i lang="de">… Auf Wiedersehen!</i> and express likes and dislikes. When interacting, they use short formulaic expressions, for example, <i lang="de">Morgen! Danke! Alles Gute zum Geburtstag! Frohe Weihnachten! Guten Appetit! </i>and make simple statements, such as <i lang="de">Das ist …</i> <i lang="de">Ich wohne in …</i> <i lang="de">Ich mag …</i> They use repetitive language and respond to simple instructions when participating in games, shared activities and classroom routines. They use visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning, and reproduce some distinctive sounds and rhythms of spoken German, including <i lang="de">ch, u, r </i>and <i lang="de">z</i>. Students identify specific words and information, such as names of people, places or objects, in simple shared texts related to personal worlds. They convey factual information about self, family and possessions at word and simple sentence level. They respond to and create simple spoken and written texts, using modelled examples and formulaic language. They use short phrases and simple sentences to identify and describe people and objects in the family and school domains such as <i lang="de">der Lehrer, eine Freundin, Das ist mein Stift</i>, including some pronouns, for example, <i lang="de">ich, du, er, sie, es, wir</i> and possessive adjectives, <i lang="de">mein/e, dein/e</i>. They use <i lang="de">nein</i> and <i lang="de">nicht</i> for negation, and verb forms <i lang="de">bin, bist </i>and<i lang="de"> ist,</i> with an adjective. Students explain the meaning and use of different German words and expressions, and create texts in German and English for their immediate learning environment. They identify similarities and differences between German and their own language(s) and culture(s), noticing that using a language involves behaviours as well as words. </p>        <p>Students identify ways that German sounds different to English but recognise that it uses the same alphabet. They identify some words that are written the same in both German and English but pronounced differently. They identify features of different types of texts. They give examples of words that German and English borrow from each other and from other languages, and identify different ways of greeting and interacting with people. They make connections between the languages people use and who they are and where they live. </p>      
australia-f10-year3-languages-german	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, children are developing awareness of their social world and membership of various groups, including that of the German class. They have developed initial literacy in English, and this assists to some degree in learning German, such as writing in the Roman alphabet. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning. </p>        <p>          <b>German language learning and use</b>        </p>        <p>The development of oral proficiency at this stage continues to rely on rich language input in different modes and from different sources. Learners build active listening and comprehension skills, using contextual, grammatical, phonic and non-verbal cues. Language is authentic with some modification, involving familiar vocabulary and simple structures. The balance between listening and speaking gradually shifts as learners are supported to use the language themselves in familiar contexts and situations, exchanging simple ideas and information, and participating in predictable activities and interactions, shared tasks, performance and play. They continue to build vocabulary that can be adapted for different purposes, and to use simple grammatical forms with some accuracy to communicate in familiar contexts.</p>        <p>A balance between language knowledge and language use is established by integrating focused attention to grammar, vocabulary building, pronunciation, and non-verbal and cultural dimensions of language use with opportunities for purposeful communication.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The contexts in which learners interact in learning and using German are primarily local – the classroom, school, home and community – with some access to wider communities of German speakers through audiovisual and digital technologies. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners develop literacy skills and textual knowledge through supported engagement with a range of spoken, written, visual and multimodal texts. Imaginative texts (such as picture books, fairy tales, puppet plays, songs and digital games) involve the expressive and cultural dimensions of language. Procedural, informative and descriptive texts (such as recipes, annotated posters, and family and class profiles) show how language is used for a variety of purposes.</p>        <p>          <b>Features of German language use</b>        </p>        <p>Learners notice features of German communication such as the use of gestures, facial expressions and intonation patterns. They become familiar with the idea of grammatical gender and become familiar with how to use singular and plural forms. Learning German contributes to the process of making sense of their personal/social worlds that characterises this stage of learners’ development. As they encounter German language and culture they make comparisons with their own language(s) and culture(s) and consider their own ways of communicating. This leads to exploring concepts of identity, commonality and difference, and to becoming aware of themselves as communicators in particular cultural contexts and communities. </p>        <p>          <b>Level of support</b>        </p>        <p>This stage of learning involves extensive support. Form-focused activities build learners’ grammatical knowledge and understanding, developing accuracy and control in spoken and written German. Teachers provide models and examples; introduce language, concepts and resources needed to manage and complete the task; make time for experimentation, drafting and redrafting; and provide support for self-monitoring and reflection. </p>        <p>          <b>The role of English</b>        </p>        <p>Learners use German for classroom routines and structured learning tasks, and for listening to and viewing German texts. English is used for class discussions, such as noticing and discussing aspects of German language and culture; for comparing English and German languages and cultures; and for reflecting on the process of learning another language. </p>      	|	        <p>By the end of Year 4, students interact with teachers and peers in classroom routines, action-related talk and play. They respond to instructions and use formulaic expressions to interact, ask questions, seek assistance, and make statements related to their personal worlds, for example, <i lang="de">bitte schön</i>; <i lang="de">Ich bin dran;</i> <i lang="de">Welche Farbe? Wie viele Geschwister hast du?</i> <i lang="de">Mein Lieblingsspiel ist Lotto</i>. They reproduce German short and long single vowel and diphthong sounds, including <i lang="de">Umlaute</i>, and <i lang="de">Eszett,</i> and initial consonants and blends, for example, <i lang="de">Post/los</i>, <i lang="de">mein</i>, <i lang="de">die,</i> <i lang="de">Bruder/Brüder</i>,<i lang="de"> heißen,</i> <i lang="de">ja</i>, <i lang="de">rot</i>, <i lang="de">singen</i>, <i lang="de">Sport</i>, <i lang="de">Winter</i>, <i lang="de">zwei</i>. They answer questions related to their personal worlds with factual information, and respond to imaginative texts by identifying favourite elements, sequencing main events and producing short scaffolded summaries. They create short, simple sentences from modelled language and use coordinating conjunctions, for example, <i lang="de">und</i>, <i lang="de">aber</i>, <i lang="de">oder</i>, to compose short original texts. They use some forms of common regular verbs in the present tense, (for example, <i lang="de">heißen</i>, <i lang="de">kosten</i>, <i lang="de">spielen</i>, <i lang="de">wohnen)</i>, some irregular verb forms, (for example<i lang="de">,</i> <i lang="de">bin</i>, <i lang="de">bist</i>, <i lang="de">ist</i>, <i lang="de">sind</i>, <i lang="de">hast</i>, <i lang="de">hat</i>), and limited forms of modal verbs, (for example, <i lang="de">kann</i>, <i lang="de">mag</i>, <i lang="de">möchte</i>, <i lang="de">muss)</i>, simple past tense verbs, (for example<i lang="de">,</i> <i lang="de">hatte</i>, <i lang="de">ging</i>, <i lang="de">war</i>) and the accusative case, (for example<i lang="de">,</i> <i lang="de">Ich habe einen Hund.)</i>. They respond to and use interrogatives, such as <i lang="de">was</i>, <i lang="de">wann</i>, <i lang="de">wer</i>, <i lang="de">wie</i>, <i lang="de">wie viele</i>, <i lang="de">wo</i> and some <i lang="de">ja/nein</i> questions. They refer to time, manner and place using familiar words and phrases, for example, <i lang="de">morgen</i>, <i lang="de">sehr gut</i>, <i lang="de">im Wald</i>. They compare aspects of German and English language and culture that are reflected in texts they have viewed, listened to or read and they create texts in German and English for the classroom and school community. They identify ways in which culture influences aspects of communication in routine exchanges such as greetings, and describe their own sense of identity, including elements such as family, cultural heritage and friends.</p>        <p>Students identify German as an important European and global language and give examples showing how it is related to English. They differentiate statements, questions, imperatives and exclamations according to intonation, sentence structure and punctuation. They identify the purpose of the <i lang="de">Eszett</i> and show how the <i lang="de">Umlaut</i> alters the pronunciation of particular vowels (<i lang="de">ä, ö, ü</i>). They identify single letters, some consonant clusters (<i lang="de">sch</i>) and vowel combinations (<i lang="de">au, ei, eu, ie</i>). They identify the audience and purpose of familiar personal, informative and imaginative texts. They give examples of how language use varies according to the participants, purpose and context of an exchange. They give examples of how language and culture are intrinsically linked, and identify cultural values, traditions or practices that are conveyed in words and expressions they and others use.</p>      
australia-f10-year4-languages-german	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, children are developing awareness of their social world and membership of various groups, including that of the German class. They have developed initial literacy in English, and this assists to some degree in learning German, such as writing in the Roman alphabet. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning. </p>        <p>          <b>German language learning and use</b>        </p>        <p>The development of oral proficiency at this stage continues to rely on rich language input in different modes and from different sources. Learners build active listening and comprehension skills, using contextual, grammatical, phonic and non-verbal cues. Language is authentic with some modification, involving familiar vocabulary and simple structures. The balance between listening and speaking gradually shifts as learners are supported to use the language themselves in familiar contexts and situations, exchanging simple ideas and information, and participating in predictable activities and interactions, shared tasks, performance and play. They continue to build vocabulary that can be adapted for different purposes, and to use simple grammatical forms with some accuracy to communicate in familiar contexts.</p>        <p>A balance between language knowledge and language use is established by integrating focused attention to grammar, vocabulary building, pronunciation, and non-verbal and cultural dimensions of language use with opportunities for purposeful communication.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The contexts in which learners interact in learning and using German are primarily local – the classroom, school, home and community – with some access to wider communities of German speakers through audiovisual and digital technologies. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners develop literacy skills and textual knowledge through supported engagement with a range of spoken, written, visual and multimodal texts. Imaginative texts (such as picture books, fairy tales, puppet plays, songs and digital games) involve the expressive and cultural dimensions of language. Procedural, informative and descriptive texts (such as recipes, annotated posters, and family and class profiles) show how language is used for a variety of purposes.</p>        <p>          <b>Features of German language use</b>        </p>        <p>Learners notice features of German communication such as the use of gestures, facial expressions and intonation patterns. They become familiar with the idea of grammatical gender and become familiar with how to use singular and plural forms. Learning German contributes to the process of making sense of their personal/social worlds that characterises this stage of learners’ development. As they encounter German language and culture they make comparisons with their own language(s) and culture(s) and consider their own ways of communicating. This leads to exploring concepts of identity, commonality and difference, and to becoming aware of themselves as communicators in particular cultural contexts and communities. </p>        <p>          <b>Level of support</b>        </p>        <p>This stage of learning involves extensive support. Form-focused activities build learners’ grammatical knowledge and understanding, developing accuracy and control in spoken and written German. Teachers provide models and examples; introduce language, concepts and resources needed to manage and complete the task; make time for experimentation, drafting and redrafting; and provide support for self-monitoring and reflection. </p>        <p>          <b>The role of English</b>        </p>        <p>Learners use German for classroom routines and structured learning tasks, and for listening to and viewing German texts. English is used for class discussions, such as noticing and discussing aspects of German language and culture; for comparing English and German languages and cultures; and for reflecting on the process of learning another language. </p>      	|	        <p>By the end of Year 4, students interact with teachers and peers in classroom routines, action-related talk and play. They respond to instructions and use formulaic expressions to interact, ask questions, seek assistance, and make statements related to their personal worlds, for example, <i lang="de">bitte schön</i>; <i lang="de">Ich bin dran;</i> <i lang="de">Welche Farbe? Wie viele Geschwister hast du?</i> <i lang="de">Mein Lieblingsspiel ist Lotto</i>. They reproduce German short and long single vowel and diphthong sounds, including <i lang="de">Umlaute</i>, and <i lang="de">Eszett,</i> and initial consonants and blends, for example, <i lang="de">Post/los</i>, <i lang="de">mein</i>, <i lang="de">die,</i> <i lang="de">Bruder/Brüder</i>,<i lang="de"> heißen,</i> <i lang="de">ja</i>, <i lang="de">rot</i>, <i lang="de">singen</i>, <i lang="de">Sport</i>, <i lang="de">Winter</i>, <i lang="de">zwei</i>. They answer questions related to their personal worlds with factual information, and respond to imaginative texts by identifying favourite elements, sequencing main events and producing short scaffolded summaries. They create short, simple sentences from modelled language and use coordinating conjunctions, for example, <i lang="de">und</i>, <i lang="de">aber</i>, <i lang="de">oder</i>, to compose short original texts. They use some forms of common regular verbs in the present tense, (for example, <i lang="de">heißen</i>, <i lang="de">kosten</i>, <i lang="de">spielen</i>, <i lang="de">wohnen)</i>, some irregular verb forms, (for example<i lang="de">,</i> <i lang="de">bin</i>, <i lang="de">bist</i>, <i lang="de">ist</i>, <i lang="de">sind</i>, <i lang="de">hast</i>, <i lang="de">hat</i>), and limited forms of modal verbs, (for example, <i lang="de">kann</i>, <i lang="de">mag</i>, <i lang="de">möchte</i>, <i lang="de">muss)</i>, simple past tense verbs, (for example<i lang="de">,</i> <i lang="de">hatte</i>, <i lang="de">ging</i>, <i lang="de">war</i>) and the accusative case, (for example<i lang="de">,</i> <i lang="de">Ich habe einen Hund.)</i>. They respond to and use interrogatives, such as <i lang="de">was</i>, <i lang="de">wann</i>, <i lang="de">wer</i>, <i lang="de">wie</i>, <i lang="de">wie viele</i>, <i lang="de">wo</i> and some <i lang="de">ja/nein</i> questions. They refer to time, manner and place using familiar words and phrases, for example, <i lang="de">morgen</i>, <i lang="de">sehr gut</i>, <i lang="de">im Wald</i>. They compare aspects of German and English language and culture that are reflected in texts they have viewed, listened to or read and they create texts in German and English for the classroom and school community. They identify ways in which culture influences aspects of communication in routine exchanges such as greetings, and describe their own sense of identity, including elements such as family, cultural heritage and friends.</p>        <p>Students identify German as an important European and global language and give examples showing how it is related to English. They differentiate statements, questions, imperatives and exclamations according to intonation, sentence structure and punctuation. They identify the purpose of the <i lang="de">Eszett</i> and show how the <i lang="de">Umlaut</i> alters the pronunciation of particular vowels (<i lang="de">ä, ö, ü</i>). They identify single letters, some consonant clusters (<i lang="de">sch</i>) and vowel combinations (<i lang="de">au, ei, eu, ie</i>). They identify the audience and purpose of familiar personal, informative and imaginative texts. They give examples of how language use varies according to the participants, purpose and context of an exchange. They give examples of how language and culture are intrinsically linked, and identify cultural values, traditions or practices that are conveyed in words and expressions they and others use.</p>      
australia-f10-year5-languages-german	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students are expanding their social networks, experiences and communication repertoire in both their first language and German. They continue to need guidance and participate in structured, collaborative tasks that both recycle and extend language. They are gaining greater independence and becoming more conscious of their peers and social context, and of the world around them. They are noticing additional similarities and differences between German language and culture and their own.</p>        <p>          <b>German language learning and use</b>        </p>        <p>Learners use German with one another and the teacher for an increasing range of purposes: exchanging information, expressing ideas and feelings, and functioning within a German learning environment. They are able to work increasingly independently, but enjoy working collaboratively as well as competing with one another. Learners’ ability to communicate within familiar contexts is developing in terms of fluency and accuracy. Their pronunciation, intonation and phrasing are more confident, and they control and access wider vocabulary resources and use an increasing range of strategies to negotiate meaning. Shared tasks develop social, cognitive and language skills, and provide a context for purposeful language experience and experimentation. Focused attention to language structures and systems, literacy skills development, and exploration of cultural elements of communication are conducted at least in part in German. Learners use digital technologies to support their learning in increasingly independent and intentional ways, such as exchanging resources and information with one another and with young people of the same age in German-speaking communities, accessing music and media resources, maintaining blogs and other web pages, creating presentations, and participating in social networks.</p>        <p>Oracy development at this level includes active listening to a range of input from different sources and building more elaborated conversational and interactional skills. This involves turn-taking, ‘reading’ language for cultural and contextual meaning, building on others’ contributions, and making appropriate responses and adjustments. Learners begin to engage in debate and discussion. Individual and group oral presentation and performance skills are developed through researching and organising information; structuring, rehearsing and resourcing the content of presentations; and selecting appropriate language to engage particular audiences.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The contexts in which learners interact in learning and using German are sometimes extended beyond the classroom, school, home and community as they have some access to German speakers and cultural resources in wider contexts and communities such as through the use of digital technologies. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Literacy development involves increasingly independent engagement with a wider range of texts. Learners use a range of cues and decoding strategies to assist comprehension. They make connections between ideas, contexts and language within and between texts. Learners are able to provide simple summaries of and responses to texts. They begin to produce clearly structured original texts for different audiences and purposes. With support they are able to edit their own written work for common grammatical and orthographic errors.</p>        <p>          <b>Features of German language use</b>        </p>        <p>Learners increase their range of German vocabulary, pronunciation, and grammar and textual knowledge. They use present tense forms of regular <br />and irregular verbs, including some modal verbs and common separable verbs, and use plural forms of nouns and possessive adjectives. They add detail and expand simple sentences by using adverbs, phrases and some conjunctions. They move between statement, question and imperative forms and use simple negative constructions. They develop metalanguage to comment on grammar and vocabulary. As they use German to interact in different situations and to engage with different resources, learners develop an understanding of how language and culture influence each other. They learn to recognise how language features and expressions reflect cultural values and experiences, for example, language variation relating to age, gender, and relationship between participants, and how grammatical forms or vocabulary choices can affect the ‘meaning’ that is made, for example, using informal or formal forms of address, or using adjectives expressing approval or disapproval. This leads to considering their own ways of communicating and using language, and to thinking about the construction of personal identity and the notion of multiple identities.</p>        <p>          <b>Level of support</b>        </p>        <p>While learners work more independently at this level, ongoing and systematic scaffolding, feedback and review support the interactive process of learning. Modelling and scaffolding are incorporated into task activity. Support materials include models, stimulus materials, and resources such as word charts, vocabulary lists, dictionaries and electronic reference resources. </p>        <p>          <b>The role of English</b>        </p>        <p>While the use of German in the classroom increases at this level, the use of English for discussion, reflection and explanation ensures the continued development of learners’ awareness of the nature and function of language generally as well as of their own emerging intercultural capability. Using both German and English in the classroom develops a sense of what it means to be bilingual.</p>      	|	        <p>By the end of Year 6, students use written and spoken German for classroom interactions, to carry out transactions, and to share ideas and opinions, relate experiences and express feelings. They use complete sentences in familiar contexts to ask questions such as, <i lang="de">Bist du fertig? Was machst du jetzt? Verstehst du das?</i> respond to requests and share experiences of learning, for example, <i lang="de">Ich kann gut sprechen, aber ich finde das Lesen und Schreiben schwierig</i>. They use descriptive and expressive vocabulary, including adjectives such as <i lang="de">aufgeregt, glücklich, nervös, sauer</i> and <i lang="de">traurig</i>, to express feelings and make statements such as <i lang="de">Ich nehme ein Käsebrötchen</i>. They use appropriate intonation for simple statements, questions and exclamations, and correct pronunciation, for example, for the two different pronunciations of <i lang="de">ch</i>. They gather and compare information from different sources about social and natural worlds, and convey information and opinions in different formats to suit specific audiences and purposes. They describe characters, events and ideas encountered in texts, and re-create imaginative texts to reflect their imaginative experience. When creating texts, they manipulate modelled language to describe current, recurring and future actions, for example, <i lang="de">Wir gehen morgen schwimmen. Kommst du mit?</i> <i lang="de">Es geht mir nicht gut.</i> and produce original sentences with common regular and irregular verbs in the present tense, including limited forms of the modal verbs <i lang="de">dürfen</i> and <i lang="de">müssen</i> and some common separable verbs such as <i lang="de">mitbringen</i> and <i lang="de">fernsehen</i>. They use adjectives, adverbs and adverbial phrases to qualify meaning, for example, <i lang="de">viel Wasser, neue Schuhe;</i> <i lang="de">lieber, oft, jeden Tag</i>. They explain aspects of German language and culture, recognising that there are not always equivalent expressions in English, and create a range of bilingual texts to support their own language learning and the school community. They describe aspects of their intercultural interactions that are unfamiliar or uncomfortable, and discuss their own reactions and adjustments.</p>        <p>Students give examples of how German language and culture are continuously changing and are influenced by other languages and cultures. They identify and apply some of the systematic sentence structure and word order rules of German. They identify rules for pronunciation and apply phonic and grammatical knowledge to spell and write unfamiliar words, for example, words containing <i lang="de">ch, j, w and z</i>, and diphthongs such as <i lang="de">au, ei, eu </i>and<i lang="de"> ie</i>. They apply the conventions of commonly used text types, and identify differences in language features and text structures. They give examples of the variety of ways German is used by different people in different contexts. They make connections between culture and language use, and identify ways that language use is shaped by and reflects the values, ideas and norms of a community. </p>      
australia-f10-year6-languages-german	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students are expanding their social networks, experiences and communication repertoire in both their first language and German. They continue to need guidance and participate in structured, collaborative tasks that both recycle and extend language. They are gaining greater independence and becoming more conscious of their peers and social context, and of the world around them. They are noticing additional similarities and differences between German language and culture and their own.</p>        <p>          <b>German language learning and use</b>        </p>        <p>Learners use German with one another and the teacher for an increasing range of purposes: exchanging information, expressing ideas and feelings, and functioning within a German learning environment. They are able to work increasingly independently, but enjoy working collaboratively as well as competing with one another. Learners’ ability to communicate within familiar contexts is developing in terms of fluency and accuracy. Their pronunciation, intonation and phrasing are more confident, and they control and access wider vocabulary resources and use an increasing range of strategies to negotiate meaning. Shared tasks develop social, cognitive and language skills, and provide a context for purposeful language experience and experimentation. Focused attention to language structures and systems, literacy skills development, and exploration of cultural elements of communication are conducted at least in part in German. Learners use digital technologies to support their learning in increasingly independent and intentional ways, such as exchanging resources and information with one another and with young people of the same age in German-speaking communities, accessing music and media resources, maintaining blogs and other web pages, creating presentations, and participating in social networks.</p>        <p>Oracy development at this level includes active listening to a range of input from different sources and building more elaborated conversational and interactional skills. This involves turn-taking, ‘reading’ language for cultural and contextual meaning, building on others’ contributions, and making appropriate responses and adjustments. Learners begin to engage in debate and discussion. Individual and group oral presentation and performance skills are developed through researching and organising information; structuring, rehearsing and resourcing the content of presentations; and selecting appropriate language to engage particular audiences.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The contexts in which learners interact in learning and using German are sometimes extended beyond the classroom, school, home and community as they have some access to German speakers and cultural resources in wider contexts and communities such as through the use of digital technologies. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Literacy development involves increasingly independent engagement with a wider range of texts. Learners use a range of cues and decoding strategies to assist comprehension. They make connections between ideas, contexts and language within and between texts. Learners are able to provide simple summaries of and responses to texts. They begin to produce clearly structured original texts for different audiences and purposes. With support they are able to edit their own written work for common grammatical and orthographic errors.</p>        <p>          <b>Features of German language use</b>        </p>        <p>Learners increase their range of German vocabulary, pronunciation, and grammar and textual knowledge. They use present tense forms of regular <br />and irregular verbs, including some modal verbs and common separable verbs, and use plural forms of nouns and possessive adjectives. They add detail and expand simple sentences by using adverbs, phrases and some conjunctions. They move between statement, question and imperative forms and use simple negative constructions. They develop metalanguage to comment on grammar and vocabulary. As they use German to interact in different situations and to engage with different resources, learners develop an understanding of how language and culture influence each other. They learn to recognise how language features and expressions reflect cultural values and experiences, for example, language variation relating to age, gender, and relationship between participants, and how grammatical forms or vocabulary choices can affect the ‘meaning’ that is made, for example, using informal or formal forms of address, or using adjectives expressing approval or disapproval. This leads to considering their own ways of communicating and using language, and to thinking about the construction of personal identity and the notion of multiple identities.</p>        <p>          <b>Level of support</b>        </p>        <p>While learners work more independently at this level, ongoing and systematic scaffolding, feedback and review support the interactive process of learning. Modelling and scaffolding are incorporated into task activity. Support materials include models, stimulus materials, and resources such as word charts, vocabulary lists, dictionaries and electronic reference resources. </p>        <p>          <b>The role of English</b>        </p>        <p>While the use of German in the classroom increases at this level, the use of English for discussion, reflection and explanation ensures the continued development of learners’ awareness of the nature and function of language generally as well as of their own emerging intercultural capability. Using both German and English in the classroom develops a sense of what it means to be bilingual.</p>      	|	        <p>By the end of Year 6, students use written and spoken German for classroom interactions, to carry out transactions, and to share ideas and opinions, relate experiences and express feelings. They use complete sentences in familiar contexts to ask questions such as, <i lang="de">Bist du fertig? Was machst du jetzt? Verstehst du das?</i> respond to requests and share experiences of learning, for example, <i lang="de">Ich kann gut sprechen, aber ich finde das Lesen und Schreiben schwierig</i>. They use descriptive and expressive vocabulary, including adjectives such as <i lang="de">aufgeregt, glücklich, nervös, sauer</i> and <i lang="de">traurig</i>, to express feelings and make statements such as <i lang="de">Ich nehme ein Käsebrötchen</i>. They use appropriate intonation for simple statements, questions and exclamations, and correct pronunciation, for example, for the two different pronunciations of <i lang="de">ch</i>. They gather and compare information from different sources about social and natural worlds, and convey information and opinions in different formats to suit specific audiences and purposes. They describe characters, events and ideas encountered in texts, and re-create imaginative texts to reflect their imaginative experience. When creating texts, they manipulate modelled language to describe current, recurring and future actions, for example, <i lang="de">Wir gehen morgen schwimmen. Kommst du mit?</i> <i lang="de">Es geht mir nicht gut.</i> and produce original sentences with common regular and irregular verbs in the present tense, including limited forms of the modal verbs <i lang="de">dürfen</i> and <i lang="de">müssen</i> and some common separable verbs such as <i lang="de">mitbringen</i> and <i lang="de">fernsehen</i>. They use adjectives, adverbs and adverbial phrases to qualify meaning, for example, <i lang="de">viel Wasser, neue Schuhe;</i> <i lang="de">lieber, oft, jeden Tag</i>. They explain aspects of German language and culture, recognising that there are not always equivalent expressions in English, and create a range of bilingual texts to support their own language learning and the school community. They describe aspects of their intercultural interactions that are unfamiliar or uncomfortable, and discuss their own reactions and adjustments.</p>        <p>Students give examples of how German language and culture are continuously changing and are influenced by other languages and cultures. They identify and apply some of the systematic sentence structure and word order rules of German. They identify rules for pronunciation and apply phonic and grammatical knowledge to spell and write unfamiliar words, for example, words containing <i lang="de">ch, j, w and z</i>, and diphthongs such as <i lang="de">au, ei, eu </i>and<i lang="de"> ie</i>. They apply the conventions of commonly used text types, and identify differences in language features and text structures. They give examples of the variety of ways German is used by different people in different contexts. They make connections between culture and language use, and identify ways that language use is shaped by and reflects the values, ideas and norms of a community. </p>      
australia-f10-year7-languages-german	|	        <p>          <b>The nature of the learners</b>        </p>        <p>These years represent a transition to secondary school. Students in this sequence bring with them an established capability to interact in different situations, to engage with a variety of texts and to communicate with some assistance about their immediate world and that of German-speaking communities. They have experience in analysing the major features of the language system and in reflecting on the nature of intercultural exchanges in which they are involved. </p>        <p>          <b>German language learning and use</b>        </p>        <p>German is used for a range of classroom interactions and transactions, and for creating and maintaining a new class dynamic, explaining and practising language forms, reflecting on ways of thinking and learning, and developing cultural understanding. Learners are encouraged to socialise and interact with users of German beyond the classroom. Additional opportunities for interaction in the target language are provided by purposeful and integrated use of digital technologies, including social media and a range of applications. Learners work collaboratively and independently in the target language, exploring different modes and genres of communication with particular reference to their current social, cultural and communicative interests and needs. They pool information, language knowledge and resources to plan, problem-solve, monitor and reflect. They use and adapt modelled and rehearsed language in familiar and unfamiliar contexts, increasingly generating original language. They make cross-curricular connections and explore intercultural experiences and perspectives, such as the notion of a shared understanding.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>While the primary context for learning is usually the German language classroom, there may be opportunities for interacting with peers in German-speaking contexts and with other learners of German, such as through the use of technology or relationships with partner schools. Learners may also have some contact with German speakers and cultural events in the local community.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners listen to, read, view and interact with a widening range of texts for a variety of purposes (informative, transactional, imaginative, expressive). They apply learnt processing strategies and language knowledge, drawing on their grammatical and vocabulary knowledge and their understanding of text conventions and patterns to obtain meaning from texts. They make connections between texts and cultural frames, and reflect on aspects of the variability of language, identifying how cultural values and perspectives are embedded in language and how language choices determine how people, issues and circumstances are represented. They plan, create and present more complex and varied imaginative, informative and persuasive texts (shared stories, poetry, songs/raps, blogs, advertisements, reports, journal entries), applying appropriate conventions of text types. They design interactive events and collaborative tasks, and participate in discussions, games and competitions. </p>        <p>          <b>Features of German language use</b>        </p>        <p>Learners gain more control of grammatical and textual elements such as the case system, prepositions and tenses, using the present perfect (<i lang="de">Perfekt</i>) tense of verbs conjugated with <i lang="de">haben</i> and <i lang="de">sein</i> and the simple past (<i lang="de">Imperfekt</i>) tenses. They use German with increasing accuracy and fluency, drafting and editing texts to improve structure and effect and to clarify meaning. Learners build on their cumulative experience of learning languages to analyse the relationship between language and culture more critically. They identify cultural references in texts and consider how language frames and communicates perspectives and values. They make comparisons between their own language(s) and German, and reflect on the complexities involved in moving between languages and cultural systems. They monitor and reflect on their own intercultural experience and capability as second language learners, and identify their own personal and community practices and identities that reflect cultural influence.</p>        <p>          <b>Level of support</b>        </p>        <p>Particular support is required at this stage of second language learning to manage the transition to post-primary schooling and to encourage continued engagement. Opportunities to review and consolidate prior learning are balanced with provision of engaging and relevant new experiences and connections. Students are supported to develop increasing autonomy as language learners and users, to self-monitor, and to reflect on and adjust language in response to their experience in diverse contexts. </p>        <p>          <b>The role of English</b>        </p>        <p>While German is used in more extended and elaborated ways at this level, English is used when appropriate to allow for explanation, analysis and reflection in relation to abstract concepts. </p>      	|	        <p>By the end of Year 8, students use written and spoken German to interact with teachers, peers and others; to make decisions, solve problems and negotiate transactions; and to exchange and justify ideas, opinions and views. When interacting, they use both rehearsed and spontaneous language to ask and respond to open-ended questions and express, compare and justify opinions, for example,<i lang="de"> Sie glaubt, dass … Ich bin dafür, weil …</i> They apply rules of pronunciation, rhythm, stress and intonation to a range of sentence types and words, including loan words from English. They obtain, summarise and evaluate information from a range of sources. They express opinions and feelings in response to imaginative texts, and make connections with their own experiences and other texts. They plan, draft and present original imaginative and informative texts, following models to link and sequence events and ideas using both adverbs such as <i lang="de">danach, dann, früher, vorher</i> and common subordinating conjunctions, for example, <i lang="de">als, wenn, weil, dass</i>. They use some modal verbs and imperative forms, for example, <i lang="de">Was soll ich machen? Du kannst …</i> <i lang="de">Kauf die neue App!</i> They refer to a person, object or place using definite and indefinite articles, personal pronouns, and some demonstrative and interrogative adjectives such as <i lang="de">dieser, jeder</i> and <i lang="de">welcher</i>. They produce original present tense sentences and use familiar examples of the <i lang="de">Perfekt</i> and <i lang="de">Imperfekt</i> tenses. They use a range of everyday and topic-based prepositions, adverbs and adverbial phrases, for example, <i lang="de">nach der Schule, zu Hause, in der Stadt, gegen die Wand</i>, <i lang="de">links, hier, oben, im Süden</i>. They interpret and/or translate terms associated with the culture of German-speaking communities or their own culture, and explain specific values and traditions reflected in the language. They create a range of bilingual resources for the wide community and to assist their own and others’ language learning. They explain the importance of shared understanding, discussing adjustments made as a result of reactions and responses to intercultural experience.</p>        <p>Students explain how language changes over time and identify reasons for change. They identify and apply the German case system (nominative, accusative and dative) and name some grammatical terms and their functions. They describe the similarities and differences between German and English punctuation, including capitalisation, numbers (ordinals, decimals) and quotation marks. They explain reasons for differences in a range of text types, for example, personal, informative and persuasive texts, including differences in text structure and language features. They give examples of how language use varies according to audience, context and purpose. They identify different aspects of the cultural dimension of learning and using German, and explain how language use reflects cultural ideas, assumptions and perspectives.</p>      
australia-f10-year8-languages-german	|	        <p>          <b>The nature of the learners</b>        </p>        <p>These years represent a transition to secondary school. Students in this sequence bring with them an established capability to interact in different situations, to engage with a variety of texts and to communicate with some assistance about their immediate world and that of German-speaking communities. They have experience in analysing the major features of the language system and in reflecting on the nature of intercultural exchanges in which they are involved. </p>        <p>          <b>German language learning and use</b>        </p>        <p>German is used for a range of classroom interactions and transactions, and for creating and maintaining a new class dynamic, explaining and practising language forms, reflecting on ways of thinking and learning, and developing cultural understanding. Learners are encouraged to socialise and interact with users of German beyond the classroom. Additional opportunities for interaction in the target language are provided by purposeful and integrated use of digital technologies, including social media and a range of applications. Learners work collaboratively and independently in the target language, exploring different modes and genres of communication with particular reference to their current social, cultural and communicative interests and needs. They pool information, language knowledge and resources to plan, problem-solve, monitor and reflect. They use and adapt modelled and rehearsed language in familiar and unfamiliar contexts, increasingly generating original language. They make cross-curricular connections and explore intercultural experiences and perspectives, such as the notion of a shared understanding.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>While the primary context for learning is usually the German language classroom, there may be opportunities for interacting with peers in German-speaking contexts and with other learners of German, such as through the use of technology or relationships with partner schools. Learners may also have some contact with German speakers and cultural events in the local community.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners listen to, read, view and interact with a widening range of texts for a variety of purposes (informative, transactional, imaginative, expressive). They apply learnt processing strategies and language knowledge, drawing on their grammatical and vocabulary knowledge and their understanding of text conventions and patterns to obtain meaning from texts. They make connections between texts and cultural frames, and reflect on aspects of the variability of language, identifying how cultural values and perspectives are embedded in language and how language choices determine how people, issues and circumstances are represented. They plan, create and present more complex and varied imaginative, informative and persuasive texts (shared stories, poetry, songs/raps, blogs, advertisements, reports, journal entries), applying appropriate conventions of text types. They design interactive events and collaborative tasks, and participate in discussions, games and competitions. </p>        <p>          <b>Features of German language use</b>        </p>        <p>Learners gain more control of grammatical and textual elements such as the case system, prepositions and tenses, using the present perfect (<i lang="de">Perfekt</i>) tense of verbs conjugated with <i lang="de">haben</i> and <i lang="de">sein</i> and the simple past (<i lang="de">Imperfekt</i>) tenses. They use German with increasing accuracy and fluency, drafting and editing texts to improve structure and effect and to clarify meaning. Learners build on their cumulative experience of learning languages to analyse the relationship between language and culture more critically. They identify cultural references in texts and consider how language frames and communicates perspectives and values. They make comparisons between their own language(s) and German, and reflect on the complexities involved in moving between languages and cultural systems. They monitor and reflect on their own intercultural experience and capability as second language learners, and identify their own personal and community practices and identities that reflect cultural influence.</p>        <p>          <b>Level of support</b>        </p>        <p>Particular support is required at this stage of second language learning to manage the transition to post-primary schooling and to encourage continued engagement. Opportunities to review and consolidate prior learning are balanced with provision of engaging and relevant new experiences and connections. Students are supported to develop increasing autonomy as language learners and users, to self-monitor, and to reflect on and adjust language in response to their experience in diverse contexts. </p>        <p>          <b>The role of English</b>        </p>        <p>While German is used in more extended and elaborated ways at this level, English is used when appropriate to allow for explanation, analysis and reflection in relation to abstract concepts. </p>      	|	        <p>By the end of Year 8, students use written and spoken German to interact with teachers, peers and others; to make decisions, solve problems and negotiate transactions; and to exchange and justify ideas, opinions and views. When interacting, they use both rehearsed and spontaneous language to ask and respond to open-ended questions and express, compare and justify opinions, for example,<i lang="de"> Sie glaubt, dass … Ich bin dafür, weil …</i> They apply rules of pronunciation, rhythm, stress and intonation to a range of sentence types and words, including loan words from English. They obtain, summarise and evaluate information from a range of sources. They express opinions and feelings in response to imaginative texts, and make connections with their own experiences and other texts. They plan, draft and present original imaginative and informative texts, following models to link and sequence events and ideas using both adverbs such as <i lang="de">danach, dann, früher, vorher</i> and common subordinating conjunctions, for example, <i lang="de">als, wenn, weil, dass</i>. They use some modal verbs and imperative forms, for example, <i lang="de">Was soll ich machen? Du kannst …</i> <i lang="de">Kauf die neue App!</i> They refer to a person, object or place using definite and indefinite articles, personal pronouns, and some demonstrative and interrogative adjectives such as <i lang="de">dieser, jeder</i> and <i lang="de">welcher</i>. They produce original present tense sentences and use familiar examples of the <i lang="de">Perfekt</i> and <i lang="de">Imperfekt</i> tenses. They use a range of everyday and topic-based prepositions, adverbs and adverbial phrases, for example, <i lang="de">nach der Schule, zu Hause, in der Stadt, gegen die Wand</i>, <i lang="de">links, hier, oben, im Süden</i>. They interpret and/or translate terms associated with the culture of German-speaking communities or their own culture, and explain specific values and traditions reflected in the language. They create a range of bilingual resources for the wide community and to assist their own and others’ language learning. They explain the importance of shared understanding, discussing adjustments made as a result of reactions and responses to intercultural experience.</p>        <p>Students explain how language changes over time and identify reasons for change. They identify and apply the German case system (nominative, accusative and dative) and name some grammatical terms and their functions. They describe the similarities and differences between German and English punctuation, including capitalisation, numbers (ordinals, decimals) and quotation marks. They explain reasons for differences in a range of text types, for example, personal, informative and persuasive texts, including differences in text structure and language features. They give examples of how language use varies according to audience, context and purpose. They identify different aspects of the cultural dimension of learning and using German, and explain how language use reflects cultural ideas, assumptions and perspectives.</p>      
australia-f10-year9-languages-german	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students bring to their learning existing knowledge of German language and culture and a range of learning strategies and experiences. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and environmental issues. They require continued guidance and mentoring but work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences. They are considering future pathways and options, including how German could be part of these. </p>        <p>          <b>German language learning and use</b>        </p>        <p>Learners interact with peers, teachers and other German speakers in immediate and local contexts relating to their social and learning worlds, and with unfamiliar German-speaking communities and cultural resources through a range of physical, virtual and online environments. This is a period of language exploration and vocabulary expansion, and of experimentation with a wider range of modes of communication, for example, digital, collaborative performance and group discussions. Greater control of language structures and systems, and understanding of the variability of language use increase confidence and interest in communicating in a growing range of contexts. Learners use German to initiate, sustain and extend interactions in situations such as negotiating a resolution to a disagreement; to access and exchange information; to express feelings and opinions; to participate in imaginative and creative experiences; to develop, analyse, interpret and translate a wider range of texts and experiences; and to reflect on and evaluate learning experiences. They use German more fluently, with a greater degree of self-correction and repair, and reference the accuracy of their target language use against a stronger frame of knowledge of grammar. They demonstrate understanding of language variation and change; of how intercultural experience, technology, media and globalisation influence language use and forms of communication. Task characteristics and conditions are more complex and challenging. They provide opportunities for collaborative language planning and performance, the development of translating and interpreting tools, and strategic use of language and cultural resources.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The contexts for learning and using German are regularly extended beyond the classroom. Learners interact with teachers, peers and members of German-speaking communities face-to-face and via online technologies. They have opportunities to engage with German speakers and cultural events in the wider community, such as in the media, guest speakers, exchange assistants/students, film festivals, community events or in-country travel. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners build on and extend their knowledge of different types of text and language functions through balancing focused attention to language forms and structures with text creation and performance. They work with a wider range of fiction and nonfiction texts, which allows for exploration of themes of personal and societal relevance, for example, global issues, identity and relationships, diversity and inclusivity. They develop additional analytical tools, including consideration of literary form and devices, and ways in which language choices empower, build identity and are influenced by audience, context and purpose. They identify how texts shape perspectives and meaning.  </p>        <p>          <b>Features of German language use</b>        </p>        <p>Learners expand their knowledge and control of grammatical elements such as register, future tense, reflexive verbs and subordinate clauses. In-depth investigation of the links between German, English and other languages they know strengthens learners’ intercultural capability. They examine the processes involved in learning and using a different language, recognising them as cognitive, cultural and personal as well as linguistic. They explore the reciprocal nature of intercultural communication: how moving between different languages and cultural systems impacts on ways of thinking and behaving; and how successful communication requires flexibility, awareness and openness to alternative ways. They develop the capacity to ‘decentre’ from normative ways of thinking and communicating, to consider themselves through the eyes of others, and to communicate in interculturally appropriate ways. </p>        <p>          <b>Level of support</b>        </p>        <p>Learners are increasingly aware of and responsible for their own learning, working independently and collaboratively to address their learning needs. Resources are required to support this process, such as technological support for vocabulary expansion, graphic organisers, modelled texts, dictionaries and teacher feedback. Students require continued explicit instruction on the grammatical system and opportunities to discuss, practise and apply their knowledge. They monitor their own progress and learning, such as through the use of e-journals or folios, using these to reflect on their language learning and intercultural experience. </p>        <p>          <b>The role of English</b>        </p>        <p>While sustained use of German is expected at this level, English continues to be used when necessary for substantive discussion, explanation and analysis. This allows learners to communicate in depth and detail about their experience of learning German and to express ideas, views and experiences at a level beyond their current level of proficiency in German. English may be used in conjunction with German to conduct research, to translate or to communicate bilingually. </p>      	|	        <p>By the end of Year 10, students use written and spoken German to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously in the classroom environment to seek clarification and advice, assist others, initiate conversations and discussions, debate a course of action, share learning strategies and comment on the contribution of others, for example, <i lang="de">Meinen Sie, dass …? Was würdest du an meiner Stelle tun?</i> <i lang="de">Simon hat Unrecht.</i> <i lang="de">Meiner Meinung nach ist Kims Geschichte am lustigsten.</i> <i lang="de">Ich sehe deutsche Filme, um meine Aussprache zu verbessern.</i> They describe plans and aspirations using future tense, for example, <i lang="de">Wir werden bald in Deutschland sein.</i> <i lang="de">Ich werde sicher die 12. Klasse zu Ende machen, und dann werde ich hoffentlich studieren</i>. They state facts and relate experiences, such as, <i lang="de">Wir haben fast alle unsere Lernziele für das Halbjahr erreicht. Mit 5 Jahren spielte ich mit Puppen und konnte lesen.</i>, using past tense forms, <i lang="de">Perfekt </i>and <i lang="de">Imperfekt</i>, of regular and irregular verbs. When speaking, they use appropriate pronunciation, intonation and stress in a range of sentence types, including variations such as contractions. They locate, synthesise and evaluate information on local and global issues from a range of perspectives and sources. They present ideas, information and views in a range of texts selected to suit audience, purpose and context. They analyse the main ideas and themes in imaginative texts and use evidence to support their views. They plan, draft and present imaginative texts using literary devices (imagery, similes, onomatopoeia) to engage a range of audiences. When creating informative, persuasive and imaginative texts, students use a variety of conjunctions, relative clauses and other cohesive devices to build cohesion, for example, <i lang="de">Ich skype oft mit den Austauschschülern, die letztes Jahr bei uns waren</i>. They specify and describe people, places and objects by applying knowledge of the case system to articles, common demonstratives and possessives followed by adjectives, for example, <i lang="de">Ich habe mit meinem neuen Computer große Probleme</i>. They interpret and/or translate excerpts from German texts, identifying and explaining culture-specific aspects, and create texts that reflect and explain aspects of culture and language for different German-speaking and Australian audiences. They identify and challenge their own assumptions and take responsibility for modifying language and behaviours in relation to different cultural perspectives. </p>        <p>Students identify ways that language influences people’s actions, values and beliefs, and appreciate the scale and importance of linguistic diversity. They explain the roles of different German cases (nominative, accusative, dative and genitive) and tenses, and variations in spoken and written German in relation to pronunciation, spelling and punctuation. They explain the relationship between text type, audience and purpose. They identify the role culture plays in the creation and interpretation of texts, and explain how language and text features (layout, structure and formal/informal register) are used differently in a range of texts. They explain ways in which language and culture are interrelated and influence each other.</p>      
australia-f10-year10-languages-german	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students bring to their learning existing knowledge of German language and culture and a range of learning strategies and experiences. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and environmental issues. They require continued guidance and mentoring but work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences. They are considering future pathways and options, including how German could be part of these. </p>        <p>          <b>German language learning and use</b>        </p>        <p>Learners interact with peers, teachers and other German speakers in immediate and local contexts relating to their social and learning worlds, and with unfamiliar German-speaking communities and cultural resources through a range of physical, virtual and online environments. This is a period of language exploration and vocabulary expansion, and of experimentation with a wider range of modes of communication, for example, digital, collaborative performance and group discussions. Greater control of language structures and systems, and understanding of the variability of language use increase confidence and interest in communicating in a growing range of contexts. Learners use German to initiate, sustain and extend interactions in situations such as negotiating a resolution to a disagreement; to access and exchange information; to express feelings and opinions; to participate in imaginative and creative experiences; to develop, analyse, interpret and translate a wider range of texts and experiences; and to reflect on and evaluate learning experiences. They use German more fluently, with a greater degree of self-correction and repair, and reference the accuracy of their target language use against a stronger frame of knowledge of grammar. They demonstrate understanding of language variation and change; of how intercultural experience, technology, media and globalisation influence language use and forms of communication. Task characteristics and conditions are more complex and challenging. They provide opportunities for collaborative language planning and performance, the development of translating and interpreting tools, and strategic use of language and cultural resources.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The contexts for learning and using German are regularly extended beyond the classroom. Learners interact with teachers, peers and members of German-speaking communities face-to-face and via online technologies. They have opportunities to engage with German speakers and cultural events in the wider community, such as in the media, guest speakers, exchange assistants/students, film festivals, community events or in-country travel. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners build on and extend their knowledge of different types of text and language functions through balancing focused attention to language forms and structures with text creation and performance. They work with a wider range of fiction and nonfiction texts, which allows for exploration of themes of personal and societal relevance, for example, global issues, identity and relationships, diversity and inclusivity. They develop additional analytical tools, including consideration of literary form and devices, and ways in which language choices empower, build identity and are influenced by audience, context and purpose. They identify how texts shape perspectives and meaning.  </p>        <p>          <b>Features of German language use</b>        </p>        <p>Learners expand their knowledge and control of grammatical elements such as register, future tense, reflexive verbs and subordinate clauses. In-depth investigation of the links between German, English and other languages they know strengthens learners’ intercultural capability. They examine the processes involved in learning and using a different language, recognising them as cognitive, cultural and personal as well as linguistic. They explore the reciprocal nature of intercultural communication: how moving between different languages and cultural systems impacts on ways of thinking and behaving; and how successful communication requires flexibility, awareness and openness to alternative ways. They develop the capacity to ‘decentre’ from normative ways of thinking and communicating, to consider themselves through the eyes of others, and to communicate in interculturally appropriate ways. </p>        <p>          <b>Level of support</b>        </p>        <p>Learners are increasingly aware of and responsible for their own learning, working independently and collaboratively to address their learning needs. Resources are required to support this process, such as technological support for vocabulary expansion, graphic organisers, modelled texts, dictionaries and teacher feedback. Students require continued explicit instruction on the grammatical system and opportunities to discuss, practise and apply their knowledge. They monitor their own progress and learning, such as through the use of e-journals or folios, using these to reflect on their language learning and intercultural experience. </p>        <p>          <b>The role of English</b>        </p>        <p>While sustained use of German is expected at this level, English continues to be used when necessary for substantive discussion, explanation and analysis. This allows learners to communicate in depth and detail about their experience of learning German and to express ideas, views and experiences at a level beyond their current level of proficiency in German. English may be used in conjunction with German to conduct research, to translate or to communicate bilingually. </p>      	|	        <p>By the end of Year 10, students use written and spoken German to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously in the classroom environment to seek clarification and advice, assist others, initiate conversations and discussions, debate a course of action, share learning strategies and comment on the contribution of others, for example, <i lang="de">Meinen Sie, dass …? Was würdest du an meiner Stelle tun?</i> <i lang="de">Simon hat Unrecht.</i> <i lang="de">Meiner Meinung nach ist Kims Geschichte am lustigsten.</i> <i lang="de">Ich sehe deutsche Filme, um meine Aussprache zu verbessern.</i> They describe plans and aspirations using future tense, for example, <i lang="de">Wir werden bald in Deutschland sein.</i> <i lang="de">Ich werde sicher die 12. Klasse zu Ende machen, und dann werde ich hoffentlich studieren</i>. They state facts and relate experiences, such as, <i lang="de">Wir haben fast alle unsere Lernziele für das Halbjahr erreicht. Mit 5 Jahren spielte ich mit Puppen und konnte lesen.</i>, using past tense forms, <i lang="de">Perfekt </i>and <i lang="de">Imperfekt</i>, of regular and irregular verbs. When speaking, they use appropriate pronunciation, intonation and stress in a range of sentence types, including variations such as contractions. They locate, synthesise and evaluate information on local and global issues from a range of perspectives and sources. They present ideas, information and views in a range of texts selected to suit audience, purpose and context. They analyse the main ideas and themes in imaginative texts and use evidence to support their views. They plan, draft and present imaginative texts using literary devices (imagery, similes, onomatopoeia) to engage a range of audiences. When creating informative, persuasive and imaginative texts, students use a variety of conjunctions, relative clauses and other cohesive devices to build cohesion, for example, <i lang="de">Ich skype oft mit den Austauschschülern, die letztes Jahr bei uns waren</i>. They specify and describe people, places and objects by applying knowledge of the case system to articles, common demonstratives and possessives followed by adjectives, for example, <i lang="de">Ich habe mit meinem neuen Computer große Probleme</i>. They interpret and/or translate excerpts from German texts, identifying and explaining culture-specific aspects, and create texts that reflect and explain aspects of culture and language for different German-speaking and Australian audiences. They identify and challenge their own assumptions and take responsibility for modifying language and behaviours in relation to different cultural perspectives. </p>        <p>Students identify ways that language influences people’s actions, values and beliefs, and appreciate the scale and importance of linguistic diversity. They explain the roles of different German cases (nominative, accusative, dative and genitive) and tenses, and variations in spoken and written German in relation to pronunciation, spelling and punctuation. They explain the relationship between text type, audience and purpose. They identify the role culture plays in the creation and interpretation of texts, and explain how language and text features (layout, structure and formal/informal register) are used differently in a range of texts. They explain ways in which language and culture are interrelated and influence each other.</p>      
australia-f10-foundation-humanities-social-sciences	|	<p><strong>My personal world</strong></p> <p>The Foundation curriculum focuses on developing students&rsquo; understanding of their personal worlds, including their personal and family histories and the places they and their families live in and belong to. The emphasis is on the student&rsquo;s own history and their own place. They explore why places are special to them and others. As students explore the people and features of their social and physical worlds, they examine representations of place and sources, which may include stories from family members and from different cultures. They may also study places of similar size that are familiar to them or that they are curious about, coming to see how people feel about and look after places. Learning about their own heritage and their own place contributes to students&rsquo; sense of identity and belonging, beginning the idea of active citizenship.</p> <p>The content provides opportunities for students to begin to develop humanities and social sciences understanding through key concepts including <strong>significance, continuity and change, place and space </strong>and<strong> perspectives.</strong> These concepts may provide a focus for inquiries and be investigated across sub-strands or within a particular sub-strand context.</p> <p>The content at this year level is organised into two strands<em>: </em>knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from two sub-strands: history and geography. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.</p> <p><strong>Inquiry Questions</strong></p> <p>A framework for developing students&rsquo; knowledge, understanding and skills is provided by <strong>inquiry questions</strong>. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas.</p> <ul> <li>Who am I, where do I live and who came before me?</li> <li>Why are some places and events special and how do we know?</li> </ul>	|	        <p>By the end of Foundation Year, students identify important events in their own lives and recognise why some places are special to people. They describe the features of familiar places and recognise that places can be represented on maps and models. They identify how they, their families and friends know about their past and commemorate events that are important to them.</p>        <p>Students respond to questions about their own past and places they belong to. They sequence familiar events in order. They observe the familiar features of places and represent these features and their location on pictorial maps and models. They reflect on their learning to suggest ways they can care for a familiar place. Students relate stories about their past and share and compare observations about familiar places.</p>      
australia-f10-year1-humanities-social-sciences	|	<p><strong>How my world is different from the past and can change in the future</strong></p> <p>The Year 1 curriculum provides a study of the recent past, the present and the near future within the context of the student&rsquo;s own world. Students are given opportunities to explore how changes occur over time in relation to themselves, their own families, and the places they and others belong to. They examine their daily family life and how it is the same as and different to previous generations. They investigate their place and other places, their natural, managed and constructed features, and the activities located in them. They explore daily and seasonal weather patterns and how different groups describe them. They anticipate near future events such as personal milestones and seasons. The idea of active citizenship is introduced as students explore family roles and responsibilities and ways people care for places.</p> <p>The content provides opportunities for students to develop humanities and social sciences understanding through key concepts including <strong>significance</strong><strong>;</strong><strong> continuity and change</strong><strong>;</strong><strong> place and space</strong><strong>;</strong><strong> roles, rights and responsibilities</strong><strong>;</strong> and<strong> perspectives and action.</strong> These concepts may provide a focus for inquiries and be investigated across sub-strands or within a particular sub-strand context.</p> <p>The content at this year level is organised into two strands<em>: </em>knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from two sub-strands: history and geography. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.</p> <p><strong>Inquiry Questions</strong></p> <p>A framework for developing students&rsquo; knowledge, understanding and skills is provided by <strong>inquiry questions</strong>. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas.</p> <ul> <li>How has family life and the place we live in changed over time?</li> <li>What events, activities and places do I care about? Why?</li> </ul>	|	        <p>By the end of Year 1, students identify and describe important dates and changes in their own lives. They explain how some aspects of daily life have changed over recent time while others have remained the same. They identify and describe the features of places and their location at a local scale and identify changes to the features of places. They recognise that people describe the features of places differently and describe how places can be cared for.</p>        <p>Students respond to questions about the recent past and familiar and unfamiliar places by collecting and interpreting information and data from observations and from sources provided. They sequence personal and family events in order and represent the location of different places and their features on labelled maps. They reflect on their learning to suggest ways they can care for places. They share stories about the past, and present observations and findings using everyday terms to denote the passing of time and to describe direction and location.</p>      
australia-f10-year2-humanities-social-sciences	|	<p><strong>Our past and present connections to people and places</strong></p> <p>The Year 2 curriculum extends contexts for study beyond the personal to the community and to near and distant places that students are familiar with or aware of, exploring connections between the past and present and between people and places. Students examine remains of the past in their local area, coming to understand how connections have changed the lives of people over time and space and how their community values and preserves connections to the past. They study where they are located in the world and how the world is represented on maps and through place names that reveal the history and value of these places. Students explore other cultures&rsquo; connections to their local place and their own connections to distant places. Through a study of technological change, students see how they are both similar and different to people in the past and how they are connected to places near and far. The idea of citizenship is introduced as students think about how people are connected.</p> <p>The content provides opportunities for students to develop humanities and social sciences understanding through key concepts including <strong>significance, continuity and change, cause and effect, place and space, </strong><strong>interconnections</strong> and<strong> perspectives and action.</strong> These concepts may provide a focus for inquiries and be investigated across sub-strands or within a particular sub-strand context.</p> <p>The content at this year level is organised into two strands<em>: </em>knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from two sub-strands: history and geography. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.</p> <p><strong>Inquiry Questions</strong></p> <p>A framework for developing students&rsquo; knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas.</p> <ul> <li>What does my place tell me about the past and present?</li> <li>How are people connected to their place and other places, past or present?</li> <li>How has technology affected daily life over time and the connections between people in different places?</li> </ul>	|	        <p>By the end of Year 2, students describe a person, site and/or event of significance in the local community and explain why places are important to people. They identify how and why the lives of people have changed over time while others have remained the same. They recognise that the world is divided into geographic divisions and that places can be described at different scales. Students describe how people in different places are connected to each other and identify factors that influence these connections. They recognise that places have different meaning for different people and why the significant features of places should be preserved.</p>        <p>Students pose questions about the past and familiar and unfamiliar objects and places. They locate information from observations and from sources provided. They compare objects from the past and present and interpret information and data to identify a point of view and draw simple conclusions. They sequence familiar objects and events in order and sort and record data in tables, plans and on labelled maps. They reflect on their learning to suggest ways to care for places and sites of significance. Students develop narratives about the past and communicate findings in a range of texts using language to describe direction, location and the passing of time.</p>      
australia-f10-year3-humanities-social-sciences	|	<p><strong>Diverse communities and places and the contribution people make</strong></p> <p>The Year 3 curriculum focuses on the diversity of people and places in their local community and beyond, and how people participate in their communities. Students study how places are represented geographically and how communities express themselves culturally and through civic participation. Opportunities are provided to learn about diversity within their community, including the Country/Place of Aboriginal and Torres Strait Islander Peoples, and about other communities in Australia and neighbouring countries. Students compare the climates, settlement patterns and population characteristics of places, and how these affect communities, past and present. Students examine how individuals and groups celebrate and contribute to communities in the past and present, through establishing and following rules, decision-making, participation and commemoration.</p> <p>The content provides opportunities for students to develop humanities and social sciences understanding through key concepts including <strong>significance; continuity and change; cause and effect; place and space; </strong><strong>interconnections</strong><strong>; roles, rights and responsibilities; </strong>and<strong> perspectives and action.</strong> These concepts may provide a focus for inquiries and be investigated across sub-strands or within a particular sub-strand context.</p> <p>The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from three sub-strands: history, geography and civics and citizenship. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.</p> <p><strong>Inquiry Questions</strong></p> <p>A framework for developing students&rsquo; knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas.</p> <ul> <li>How do symbols, events, individuals and places in my community make it unique?</li> <li>How do people contribute to their communities, past and present?</li> <li>What events do different people and groups celebrate and commemorate and what does this tell us about our communities?</li> </ul>	|	        <p>By the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They describe the diverse characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. They identify connections between people and the characteristics of places. Students explain the role of rules in their community and the importance of making decisions democratically. They identify the importance of different celebrations and commemorations for different groups. They explain how and why people participate in and contribute to their communities.</p>        <p>Students pose questions and locate and collect information from sources, including observations, to answer these questions. They examine information to identify a point of view and interpret data to identify and describe simple distributions. They draw simple conclusions and share their views on an issue. They sequence information about events and the lives of individuals in chronological order. They record and represent data in different formats, including labelled maps using basic cartographic conventions. They reflect on their learning to suggest individual action in response to an issue or challenge. Students communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.</p>      
australia-f10-year4-humanities-social-sciences	|	<p><strong>How people, places and environments interact, past and present</strong></p> <p>The Year 4 curriculum focuses on interactions between people, places and environments over time and space and the effects of these interactions. Students gain opportunities to expand their world knowledge and learn about the significance of environments, examining how people&rsquo;s need and want of resources over time has affected peoples, societies and environments. Specifically, students study European exploration and colonisation in Australia and elsewhere up to the early 1800s and life for Indigenous Australians pre- and post-contact. They examine the concept of sustainability, and its application to resource use and waste management, past and present, by different groups. The curriculum introduces the role of local government, laws and rules, and group belonging and how they meet people&rsquo;s needs. Themes of law and citizenship extend into their studies of diverse groups, the colonisation of Australia and other places, and how environmental sustainability is enacted.</p> <p>The content provides opportunities for students to develop humanities and social sciences understanding through key concepts including <strong>significance; continuity and change; cause and effect; place and space; </strong><strong>interconnections</strong><strong>; roles, rights and responsibilities; </strong>and<strong> perspectives and action.</strong> These concepts may provide a focus for inquiries and be investigated across sub-strands or within a particular sub-strand context.</p> <p>The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from three sub-strands: history, geography and civics and citizenship. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.</p> <p><strong>Inquiry Questions</strong></p> <p>A framework for developing students&rsquo; knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas.</p> <ul> <li>How have laws affected the lives of people, past and present?</li> <li>What were the short- and long-term effects of European settlement on the local environment and Indigenous land and water management practices?</li> <li>What is the significance of the environment and what are different views on how it can be used and sustained, past and present?</li> </ul>	|	        <p>By the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past. They describe and compare the diverse characteristics of different places at local to national scales. Students identify the interconnections between components of the environment and between people and the environment. They identify structures that support their local community and recognise the importance of laws in society. They describe factors that shape a person’s identity and sense of belonging. They identify different views on how to respond to an issue or challenge.</p>        <p>Students develop questions to investigate. They locate and collect information and data from different sources, including observations to answer these questions. When examining information, they distinguish between facts and opinions and detect points of view. They interpret data and information to identify and describe distributions and simple patterns and draw conclusions. They share their points of view, respecting the views of others. Students sequence information about events and the lives of individuals in chronological order with reference to key dates. They sort, record and represent data in different formats, including large-scale maps using basic cartographic conventions. They reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action. Students present ideas, findings and conclusions using discipline-specific terms in a range of communication forms.</p>      
australia-f10-year5-humanities-social-sciences	|	<p><strong>Australian communities &ndash; their past, present and possible futures</strong></p> <p>The Year 5 curriculum focuses on colonial Australia in the 1800s and the social, economic, political and environmental causes and effects of Australia&rsquo;s development, and on the relationship between humans and their environment. Students&rsquo; geographical knowledge of Australia and the the world is expanded as they explore the continents of Europe and North America, and study Australia&rsquo;s colonisation, migration and democracy in the 1800s. Students investigate how the characteristics of environments are influenced by humans in different times and places, as they seek resources, settle in new places and manage the spaces within them. They also investigate how environments influence the characteristics of places where humans live and human activity in those places. Students explore how communities, past and present, have worked together based on shared beliefs and values. The curriculum introduces studies about Australia&rsquo;s democratic values, its electoral system and law enforcement. In studying human desire and need for resources, students make connections to economics and business concepts around decisions and choices, gaining opportunities to consider their own and others&rsquo; financial, economic, environmental and social responsibilities and decision-making, past, present and future.</p> <p>The content provides opportunities for students to develop humanities and social sciences understanding through key concepts including <strong>significance; continuity and change; cause and ef</strong><strong>fect; place and space; interconnection</strong><strong>s; roles, rights and responsibilities; </strong>and<strong> perspectives and action.</strong> These concepts may provide a focus for inquiries and be investigated across sub-strands or within a particular sub-strand context.</p> <p>The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from four sub-strands: history, geography, civics and citizenship and economics and business. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.</p> <p><strong>Inquiry Questions</strong></p> <p>A framework for developing students&rsquo; knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas.</p> <ul> <li>How have individuals and groups in the past and present contributed to the development of Australia?</li> <li>What is the relationship between environments and my roles as a consumer and citizen?</li> <li>How have people enacted their values and perceptions about their community, other people and places, past and present?</li> </ul>	|	        <p>By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia’s democracy and describe the roles of different people in Australia’s legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.</p>        <p>Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.</p>      
australia-f10-year6-humanities-social-sciences	|	<p><strong>Australia in the past and present and its connections with a diverse world</strong></p> <p>The Year 6 curriculum focuses on the social, economic and political development of Australia as a nation, particularly after 1900, and Australia&rsquo;s role within a diverse and interconnected world today. Students explore the events and developments that shaped Australia as a democratic nation and stable economy, and the experiences of the diverse groups who have contributed to and are/were affected by these events and developments, past and present. Students investigate the importance of rights and responsibilities and informed decision-making, at the personal level of consumption and civic participation, and at the national level through studies of economic, ecological and government processes and systems. In particular, students examine Asia&rsquo;s natural, demographic and cultural diversity, with opportunities to understand their connections to Asian environments. These studies enable students to understand how they are interconnected with diverse people and places across the globe.</p> <p>The content provides opportunities for students to develop humanities and social sciences understanding through key concepts including <strong>significance; continuity and change; cause and effect; place and space; </strong><strong>interconnections</strong><strong>; roles, rights and responsibilities;</strong> and <strong>perspectives and action.</strong> These concepts may provide a focus for inquiries and be investigated across sub-strands or within a particular sub-strand context.</p> <p>The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from four sub-strands: history, geography, civics and citizenship and economics and business. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.</p> <p><strong>Inquiry Questions</strong></p> <p>A framework for developing students&rsquo; knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas.</p> <ul> <li>How have key figures, events and values shaped Australian society, its system of government and citizenship?</li> <li>How have experiences of democracy and citizenship differed between groups over time and place, including those from and in Asia?</li> <li>How has Australia developed as a society with global connections, and what is my role as a global citizen?</li> </ul>	|	<p>By the end of Year 6, students explain the significance of an event/development, an individual and/or group. They identify and describe continuities and changes for different groups in the past and present. They describe the causes and effects of change on society. They compare the experiences of different people in the past. Students describe, compare and explain the diverse characteristics of different places in different locations from local to global scales. They describe how people, places, communities and environments are diverse and globally interconnected and identify the effects of these interconnections over time. Students explain the importance of people, institutions and processes to Australia&rsquo;s democracy and legal system. They describe the rights and responsibilities of Australian citizens and the obligations they may have as global citizens. Students recognise why choices about the allocation of resources involve trade-offs. They explain why it is important to be informed when making consumer and financial decisions. They identify the purpose of business and recognise the different ways that businesses choose to provide goods and services. They explain different views on how to respond to an issue or challenge.</p> <p>Students develop appropriate questions to frame an investigation. They locate and collect useful data and information from primary and secondary sources. They examine sources to determine their origin and purpose and to identify different perspectives in the past and present. They interpret data to identify, describe and compare distributions, patterns and trends, and to infer relationships, and evaluate evidence to draw conclusions. Students sequence information about events, the lives of individuals and selected phenomena in chronological order and represent time by creating timelines. They organise and represent data in a range of formats, including large- and small-scale maps, using appropriate conventions. They collaboratively generate alternative responses to an issue, use criteria to make decisions and identify the advantages and disadvantages of preferring one decision over others. They reflect on their learning to propose action in response to an issue or challenge and describe the probable effects of their proposal. They present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, mapping, graphing, communication conventions and discipline-specific terms.</p>
australia-f10-year7-humanities-social-sciences	|	<p><strong>Sustainable pasts, present, futures</strong></p> <p>The Year 7 curriculum deepens discipline-specific knowledge, understandings and skills with opportunities for integration across the sub-strands. Students study ancient societies of the East and West, how they are investigated, and what investigations show of their contribution to modern social, political and economic systems. Students investigate the nature of water as a natural resource in different global places and times, and the effects, issues and solutions of its use, management and value by different people, past and present. They also explore the liveability of places in relation to diverse people and places, familiar and global, past and present. Students examine work, consumers, producers and markets and their role in economic sustainability, across time and place. They investigate Australia&rsquo;s commercial, social, legal and political institutions, processes and values and their role in enabling a stable, secular, multi-faith society, whereby organisations and individuals may operate effectively and individuals and groups may express their diverse identities.</p> <p>The content provides opportunities for students to develop humanities and social sciences understanding through key concepts including <strong>significance; continuity and change; cause and effect; place and space; </strong><strong>interconnections</strong><strong>; roles, rights and responsibilities</strong>; and <strong>perspectives and action.</strong> These concepts may provide a focus for inquiries and be investigated across sub-strands or within a particular sub-strand context.</p> <p>The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from four sub-strands: history, geography, civics and citizenship and economics and business. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.</p> <p><strong>Inquiry Questions</strong></p> <p>A framework for developing students&rsquo; knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas.</p> <ul> <li>How is the ancient world investigated and why are investigations of ancient key people, events, ideas and developments significant in the modern world?</li> <li>How has the use, management and value of finite natural resources affected how people have lived and societies have evolved in the past and present, and what does this mean for future planning?</li> <li>What principles and processes underpin Australia&rsquo;s cohesive society and stable economy and what is the role of political, economic and social institutions in developing and maintaining this?</li> </ul>	|	<p>By the end of Year 7, students explain the role of groups and the significance of particular individuals in past societies. They suggest reasons for continuity and change over time. They describe the effects of change on societies, individuals and groups and describe events and developments from the perspective of people who lived at the time. They identify past events and developments that have been interpreted in different ways. Students describe geographical processes that influence the characteristics of places. They explain interconnections between people and places and people and environments, describing how these interconnections change places and environments. Students identify the ideas, values and principles that underpin the institutions and processes in Australia&rsquo;s political and legal systems. They explain the diverse nature of Australian society, and identify the importance of shared values in contemporary Australian society. Students describe the interdependence of consumers and producers in the market and identify factors and strategies that contribute to the financial success of businesses and individuals. They identify why individuals choose to work and the various sources of income that exist. Students recognise that people have different perceptions of places, events and issues and explain how this and other factors influence views on how to respond to an issue or challenge.</p> <p>Students formulate significant questions and propositions to guide investigations. They locate and collect useful data, information and evidence from a range of primary and secondary sources. They examine sources to determine their origin, purpose and reliability and to identify past and present values and perspectives. They interpret and analyse data to propose simple explanations for distributions, patterns, trends and relationships, and evaluate and synthesise evidence to draw conclusions. Students sequence events and developments within a chronological framework, using dating conventions to represent and measure time. They organise, categorise and represent data in a range of appropriate formats using discipline-specific conventions. They make informed decisions by collaborating with others to generate alternatives, comparing the potential costs and benefits of each and developing and using criteria to make a reasoned judgement. Students reflect on their learning to propose individual and collective action in response to an issue or challenge, taking account of different factors and multiple perspectives, and predict the probable effects of their proposal. They present ideas, findings, viewpoints, explanations and conclusions in a range of communication forms that incorporate source materials, citations, discipline-specific terms, conventions and concepts.</p>
australia-f10-foundation-health-physical-education	|	<p>The Foundation Year curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. The content gives students opportunities to learn about their strengths and simple actions they can take to keep themselves and their classmates healthy and safe.</p> <p>The content explores the people who are important to students and develops students&rsquo; capacity to initiate and maintain respectful relationships in different contexts, including at school, at home, in the classroom and when participating in physical activities.</p> <p>The Foundation curriculum provides opportunities for students to learn through movement. The content enables students to develop and practise fundamental movement skills through active play and structured movement activities. This improves competence and confidence in their movement abilities. The content also provides opportunities for students to learn about movement as they participate in physical activity in a range of different settings.</p> <p>Focus areas to be addressed in Foundation include:</p> <ul> <li>safe use of medicines (AD)</li> <li>food and nutrition (FN)</li> <li>health benefits of physical activity (HBPA)</li> <li>mental health and wellbeing (MH)</li> <li>relationships (RS)</li> <li>safety (S)</li> <li>active play and minor games (AP)</li> <li>fundamental movement skills (FMS)</li> <li>rhythmic and expressive movement activities (RE).</li> </ul>	|	<p>By the end of Foundation Year, students recognise how they are growing and changing. They identify and describe the different emotions people experience. They identify actions that help them be healthy, safe and physically active. They identify different settings where they can be active and demonstrate how to move and play safely. They describe how their body responds to movement.</p> <p>Students use personal and social skills when working with others in a range of activities. They demonstrate, with guidance, practices and protective behaviours to keep themselves safe and healthy in different activities. They perform fundamental movement skills and solve movement challenges.</p>
australia-f10-year1-health-physical-education	|	<p>The curriculum for Years 1 and 2 builds on the learning from Foundation and supports students to make decisions to enhance their health, safety and participation in physical activity. The content enables students to explore their own sense of self and the factors that contribute to and influence their identities. Students learn about emotions, how to enhance their interactions with others, and the physical and social changes they go through as they grow older.</p> <p>The content explores health messages and how they relate to health decisions and behaviours, and examines strategies students can use when they need help. The content also provides opportunities for students to learn through movement. It supports them in broadening the range and complexity of fundamental movement skills they are able to perform. They learn how to select, transfer and apply simple movement skills and sequences individually, in groups and in teams.</p> <p>Students also further develop their knowledge, understanding and skills in relation to movement by exploring simple rule systems and safe use of equipment in a variety of physical activities and games. Through active participation, they investigate the body&rsquo;s response to different types of physical activities. In addition, students develop personal and social skills such as cooperation, decision-making, problem-solving and persistence through movement settings.</p> <p>Focus areas to be addressed in Years 1 and 2 include:</p> <ul> <li>safe use of medicines (AD)</li> <li>food and nutrition (FN)</li> <li>health benefits of physical activity (HBPA)</li> <li>mental health and wellbeing (MH)</li> <li>relationships (RS)</li> <li>safety (S)</li> <li>active play and minor games (AP)</li> <li>fundamental movement skills (FMS)</li> <li>rhythmic and expressive movement activities (RE).</li> </ul>	|	<p>By the end of Year 2, students describe changes that occur as they grow older. They recognise how strengths and achievements contribute to identities. They identify how emotional responses impact on others&rsquo; feelings. They examine messages related to health decisions and describe how to keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities.</p> <p>Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in a variety of movement sequences and situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement.</p>
australia-f10-year2-health-physical-education	|	<p>The curriculum for Years 1 and 2 builds on the learning from Foundation and supports students to make decisions to enhance their health, safety and participation in physical activity. The content enables students to explore their own sense of self and the factors that contribute to and influence their identities. Students learn about emotions, how to enhance their interactions with others, and the physical and social changes they go through as they grow older.</p> <p>The content explores health messages and how they relate to health decisions and behaviours, and examines strategies students can use when they need help. The content also provides opportunities for students to learn through movement. It supports them in broadening the range and complexity of fundamental movement skills they are able to perform. They learn how to select, transfer and apply simple movement skills and sequences individually, in groups and in teams.</p> <p>Students also further develop their knowledge, understanding and skills in relation to movement by exploring simple rule systems and safe use of equipment in a variety of physical activities and games. Through active participation, they investigate the body&rsquo;s response to different types of physical activities. In addition, students develop personal and social skills such as cooperation, decision-making, problem-solving and persistence through movement settings.</p> <p>Focus areas to be addressed in Years 1 and 2 include:</p> <ul> <li>safe use of medicines (AD)</li> <li>food and nutrition (FN)</li> <li>health benefits of physical activity (HBPA)</li> <li>mental health and wellbeing (MH)</li> <li>relationships (RS)</li> <li>safety (S)</li> <li>active play and minor games (AP)</li> <li>fundamental movement skills (FMS)</li> <li>rhythmic and expressive movement activities (RE).</li> </ul>	|	<p>By the end of Year 2, students describe changes that occur as they grow older. They recognise how strengths and achievements contribute to identities. They identify how emotional responses impact on others&rsquo; feelings. They examine messages related to health decisions and describe how to keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities.</p> <p>Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in a variety of movement sequences and situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement.</p>
australia-f10-year3-health-physical-education	|	<p>The Year 3 and 4 curriculum further develops students&rsquo; knowledge, understanding and skills in relation to their health, wellbeing, safety and participation in physical activity. In these years, students begin to explore personal and social factors that support and contribute to their identities and emotional responses in varying situations. They also develop a further understanding of how their bodies grow and change as they get older.</p> <p>The content explores knowledge, understanding and skills that supports students to build and maintain respectful relationships, make health-enhancing and safe decisions, and interpret health messages from different sources to take action to enhance their own health and wellbeing.</p> <p>The curriculum in Years 3 and 4 builds on previous learning in movement to help students develop greater proficiency across the range of fundamental movement skills. Students combine movements to create more complicated movement patterns and sequences. Through participation in a variety of physical activities, students further develop their knowledge about movement and how the body moves. They do this as they explore the features of activities that meet their needs and interests and learn about the benefits of regular physical activity.</p> <p>The Year 3 and 4 curriculum also gives students opportunities to develop through movement personal and social skills such as leadership, communication, collaboration, problem-solving, persistence and decision-making.</p> <p>Focus areas to be addressed in Years 3 and 4 include:</p> <ul> <li>alcohol and other drugs (AD)</li> <li>food and nutrition (FN)</li> <li>health benefits of physical activity (HBPA)</li> <li>mental health and wellbeing (MH)</li> <li>relationships and sexuality (RS)</li> <li>safety (S)</li> <li>active play and minor games (AP)</li> <li>challenge and adventure activities (CA)</li> <li>fundamental movement skills (FMS)</li> <li>games and sports (GS)</li> <li>lifelong physical activities (LLPA)</li> <li>rhythmic and expressive movement activities (RE).</li> </ul>	|	<p>By the end of Year 4, students recognise strategies for managing change. They identify influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in a variety of situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being healthy and physically active. They describe the connections they have to their community and identify local resources to support their health, wellbeing, safety and physical activity.</p> <p>Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and apply movement concepts and strategies in a variety of physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.</p>
australia-f10-year4-health-physical-education	|	<p>The Year 3 and 4 curriculum further develops students&rsquo; knowledge, understanding and skills in relation to their health, wellbeing, safety and participation in physical activity. In these years, students begin to explore personal and social factors that support and contribute to their identities and emotional responses in varying situations. They also develop a further understanding of how their bodies grow and change as they get older.</p> <p>The content explores knowledge, understanding and skills that supports students to build and maintain respectful relationships, make health-enhancing and safe decisions, and interpret health messages from different sources to take action to enhance their own health and wellbeing.</p> <p>The curriculum in Years 3 and 4 builds on previous learning in movement to help students develop greater proficiency across the range of fundamental movement skills. Students combine movements to create more complicated movement patterns and sequences. Through participation in a variety of physical activities, students further develop their knowledge about movement and how the body moves. They do this as they explore the features of activities that meet their needs and interests and learn about the benefits of regular physical activity.</p> <p>The Year 3 and 4 curriculum also gives students opportunities to develop through movement personal and social skills such as leadership, communication, collaboration, problem-solving, persistence and decision-making.</p> <p>Focus areas to be addressed in Years 3 and 4 include:</p> <ul> <li>alcohol and other drugs (AD)</li> <li>food and nutrition (FN)</li> <li>health benefits of physical activity (HBPA)</li> <li>mental health and wellbeing (MH)</li> <li>relationships and sexuality (RS)</li> <li>safety (S)</li> <li>active play and minor games (AP)</li> <li>challenge and adventure activities (CA)</li> <li>fundamental movement skills (FMS)</li> <li>games and sports (GS)</li> <li>lifelong physical activities (LLPA)</li> <li>rhythmic and expressive movement activities (RE).</li> </ul>	|	<p>By the end of Year 4, students recognise strategies for managing change. They identify influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in a variety of situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being healthy and physically active. They describe the connections they have to their community and identify local resources to support their health, wellbeing, safety and physical activity.</p> <p>Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and apply movement concepts and strategies in a variety of physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.</p>
australia-f10-year5-health-physical-education	|	<p>The Year 5 and 6 curriculum supports students to develop knowledge, understanding and skills to create opportunities and take action to enhance their own and others' health, wellbeing, safety and physical activity participation. Students develop skills to manage their emotions, understand the physical and social changes that are occurring for them and examine how the nature of their relationships changes over time.</p> <p>The content provides opportunities for students to contribute to building a positive school environment that supports healthy, safe and active choices for everyone. Students also explore a range of factors and behaviours that can influence health, safety and wellbeing.</p> <p>Students refine and further develop a wide range of fundamental movement skills in more complex movement patterns and situations. They also apply their understanding of movement strategies and concepts when composing and creating movement sequences and participating in games and sport. Students in Years 5 and 6 further develop their understanding about movement as they learn to monitor how their body responds to different types of physical activity. In addition, they continue to learn to apply rules fairly and behave ethically when participating in different physical activities. Students also learn to effectively communicate and problem-solve in teams or groups in movement settings.</p> <p>Focus areas to be addressed in Years 5 and 6 include:</p> <ul> <li>alcohol and other drugs (AD)</li> <li>food and nutrition (FN)</li> <li>health benefits of physical activity (HBPA)</li> <li>mental health and wellbeing (MH)</li> <li>relationships and sexuality (RS)</li> <li>safety (S)</li> <li>challenge and adventure activities (CA)</li> <li>fundamental movement skills (FMS)</li> <li>games and sports (GS)</li> <li>lifelong physical activities (LLPA)</li> <li>rhythmic and expressive movement activities (RE).</li> </ul>	|	<p>By the end of Year 6, students investigate developmental changes and transitions. They explain the influence of people and places on identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others&rsquo; contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity, celebrating diversity and connecting to the environment support community wellbeing and cultural understanding.</p> <p>Students demonstrate fair play and skills to work collaboratively. They access and interpret health information and apply decision-making and problem-solving skills to enhance their own and others&rsquo; health, safety and wellbeing. They perform specialised movement skills and sequences and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and performing movement sequences.</p>
australia-f10-year6-health-physical-education	|	<p>The Year 5 and 6 curriculum supports students to develop knowledge, understanding and skills to create opportunities and take action to enhance their own and others' health, wellbeing, safety and physical activity participation. Students develop skills to manage their emotions, understand the physical and social changes that are occurring for them and examine how the nature of their relationships changes over time.</p> <p>The content provides opportunities for students to contribute to building a positive school environment that supports healthy, safe and active choices for everyone. Students also explore a range of factors and behaviours that can influence health, safety and wellbeing.</p> <p>Students refine and further develop a wide range of fundamental movement skills in more complex movement patterns and situations. They also apply their understanding of movement strategies and concepts when composing and creating movement sequences and participating in games and sport. Students in Years 5 and 6 further develop their understanding about movement as they learn to monitor how their body responds to different types of physical activity. In addition, they continue to learn to apply rules fairly and behave ethically when participating in different physical activities. Students also learn to effectively communicate and problem-solve in teams or groups in movement settings.</p> <p>Focus areas to be addressed in Years 5 and 6 include:</p> <ul> <li>alcohol and other drugs (AD)</li> <li>food and nutrition (FN)</li> <li>health benefits of physical activity (HBPA)</li> <li>mental health and wellbeing (MH)</li> <li>relationships and sexuality (RS)</li> <li>safety (S)</li> <li>challenge and adventure activities (CA)</li> <li>fundamental movement skills (FMS)</li> <li>games and sports (GS)</li> <li>lifelong physical activities (LLPA)</li> <li>rhythmic and expressive movement activities (RE).</li> </ul>	|	<p>By the end of Year 6, students investigate developmental changes and transitions. They explain the influence of people and places on identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others&rsquo; contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity, celebrating diversity and connecting to the environment support community wellbeing and cultural understanding.</p> <p>Students demonstrate fair play and skills to work collaboratively. They access and interpret health information and apply decision-making and problem-solving skills to enhance their own and others&rsquo; health, safety and wellbeing. They perform specialised movement skills and sequences and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and performing movement sequences.</p>
australia-f10-year7-health-physical-education	|	<p>The Year 7 and 8 curriculum expands students&rsquo; knowledge, understanding and skills to help them achieve successful outcomes in classroom, leisure, social, movement and online situations. Students learn how to take positive action to enhance their own and others&rsquo; health, safety and wellbeing. They do this as they examine the nature of their relationships and other factors that influence people&rsquo;s beliefs, attitudes, opportunities, decisions, behaviours and actions. Students demonstrate a range of help-seeking strategies that support them to access and evaluate health and physical activity information and services.</p> <p>The curriculum for Years 7 and 8 supports students to refine a range of specialised knowledge, understanding and skills in relation to their health, safety, wellbeing, and movement competence and confidence. Students develop specialised movement skills and understanding in a range of physical activity settings. They analyse how body control and coordination influence movement composition and performance and learn to transfer movement skills and concepts to a variety of physical activities. Students explore the role that games and sports, outdoor recreation, lifelong physical activities, and rhythmic and expressive movement activities play in shaping cultures and identities. They reflect on and refine personal and social skills as they participate in a range of physical activities.</p> <p>Focus areas to be addressed in Years 7 and 8 include:</p> <ul> <li>alcohol and other drugs (AD)</li> <li>food and nutrition (FN)</li> <li>health benefits of physical activity (HBPA)</li> <li>mental health and wellbeing (MH)</li> <li>relationships and sexuality (RS)</li> <li>safety (S)</li> <li>challenge and adventure activities (CA)</li> <li>games and sports (GS)</li> <li>lifelong physical activities (LLPA)</li> <li>rhythmic and expressive movement activities (RE).</li> </ul>	|	<p>By the end of Year 8, students evaluate strategies and resources to manage changes and transitions and investigate their impact on identities. Students evaluate the impact on wellbeing of relationships and valuing diversity. They analyse factors that influence emotional responses. They investigate strategies and practices that enhance their own, others&rsquo; and community health, safety and wellbeing. They investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes. They examine the cultural and historical significance of physical activities and examine how connecting to the environment can enhance health and wellbeing.</p> <p>Students apply personal and social skills to establish and maintain respectful relationships and promote safety, fair play and inclusivity. They demonstrate skills to make informed decisions, and propose and implement actions that promote their own and others&rsquo; health, safety and wellbeing. Students demonstrate control and accuracy when performing specialised movement sequences and skills. They apply movement concepts and refine strategies to suit different movement situations. They apply the elements of movement to compose and perform movement sequences.</p>
australia-f10-year8-health-physical-education	|	<p>The Year 7 and 8 curriculum expands students&rsquo; knowledge, understanding and skills to help them achieve successful outcomes in classroom, leisure, social, movement and online situations. Students learn how to take positive action to enhance their own and others&rsquo; health, safety and wellbeing. They do this as they examine the nature of their relationships and other factors that influence people&rsquo;s beliefs, attitudes, opportunities, decisions, behaviours and actions. Students demonstrate a range of help-seeking strategies that support them to access and evaluate health and physical activity information and services.</p> <p>The curriculum for Years 7 and 8 supports students to refine a range of specialised knowledge, understanding and skills in relation to their health, safety, wellbeing, and movement competence and confidence. Students develop specialised movement skills and understanding in a range of physical activity settings. They analyse how body control and coordination influence movement composition and performance and learn to transfer movement skills and concepts to a variety of physical activities. Students explore the role that games and sports, outdoor recreation, lifelong physical activities, and rhythmic and expressive movement activities play in shaping cultures and identities. They reflect on and refine personal and social skills as they participate in a range of physical activities.</p> <p>Focus areas to be addressed in Years 7 and 8 include:</p> <ul> <li>alcohol and other drugs (AD)</li> <li>food and nutrition (FN)</li> <li>health benefits of physical activity (HBPA)</li> <li>mental health and wellbeing (MH)</li> <li>relationships and sexuality (RS)</li> <li>safety (S)</li> <li>challenge and adventure activities (CA)</li> <li>games and sports (GS)</li> <li>lifelong physical activities (LLPA)</li> <li>rhythmic and expressive movement activities (RE).</li> </ul>	|	<p>By the end of Year 8, students evaluate strategies and resources to manage changes and transitions and investigate their impact on identities. Students evaluate the impact on wellbeing of relationships and valuing diversity. They analyse factors that influence emotional responses. They investigate strategies and practices that enhance their own, others&rsquo; and community health, safety and wellbeing. They investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes. They examine the cultural and historical significance of physical activities and examine how connecting to the environment can enhance health and wellbeing.</p> <p>Students apply personal and social skills to establish and maintain respectful relationships and promote safety, fair play and inclusivity. They demonstrate skills to make informed decisions, and propose and implement actions that promote their own and others&rsquo; health, safety and wellbeing. Students demonstrate control and accuracy when performing specialised movement sequences and skills. They apply movement concepts and refine strategies to suit different movement situations. They apply the elements of movement to compose and perform movement sequences.</p>
australia-f10-year9-health-physical-education	|	<p>The Year 9 and 10 curriculum supports students to refine and apply strategies for maintaining a positive outlook and evaluating behavioural expectations in different leisure, social, movement and online situations. Students learn to critically analyse and apply health and physical activity information to devise and implement personalised plans for maintaining healthy and active habits. They also experience different roles that contribute to successful participation in physical activity, and propose strategies to support the development of preventive health practices that build and optimise community health and wellbeing.</p> <p>In Years 9 and 10, students learn to apply more specialised movement skills and complex movement strategies and concepts in different movement environments. They also explore movement concepts and strategies to evaluate and refine their own and others&rsquo; movement performances. Students analyse how participation in physical activity and sport influence an individual&rsquo;s identities, and explore the role participation plays in shaping cultures. The curriculum also provides opportunities for students to refine and consolidate personal and social skills in demonstrating leadership, teamwork and collaboration in a range of physical activities.</p> <p>Focus areas to be addressed in Years 9 and 10 include:</p> <ul> <li>alcohol and other drugs (AD)</li> <li>food and nutrition (FN)</li> <li>health benefits of physical activity (HBPA)</li> <li>mental health and wellbeing (MH)</li> <li>relationships and sexuality (RS)</li> <li>safety (S)</li> <li>challenge and adventure activities (CA)</li> <li>games and sports (GS)</li> <li>lifelong physical activities (LLPA)</li> <li>rhythmic and expressive movement activities (RE).</li> </ul>	|	<p>By the end of Year 10, students critically analyse contextual factors that influence identities, relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities.</p> <p><br />Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem-solving skills when taking action to enhance their own and others&rsquo; health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgements about and refine their own and others&rsquo; specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges.</p>
australia-f10-year10-health-physical-education	|	<p>The Year 9 and 10 curriculum supports students to refine and apply strategies for maintaining a positive outlook and evaluating behavioural expectations in different leisure, social, movement and online situations. Students learn to critically analyse and apply health and physical activity information to devise and implement personalised plans for maintaining healthy and active habits. They also experience different roles that contribute to successful participation in physical activity, and propose strategies to support the development of preventive health practices that build and optimise community health and wellbeing.</p> <p>In Years 9 and 10, students learn to apply more specialised movement skills and complex movement strategies and concepts in different movement environments. They also explore movement concepts and strategies to evaluate and refine their own and others&rsquo; movement performances. Students analyse how participation in physical activity and sport influence an individual&rsquo;s identities, and explore the role participation plays in shaping cultures. The curriculum also provides opportunities for students to refine and consolidate personal and social skills in demonstrating leadership, teamwork and collaboration in a range of physical activities.</p> <p>Focus areas to be addressed in Years 9 and 10 include:</p> <ul> <li>alcohol and other drugs (AD)</li> <li>food and nutrition (FN)</li> <li>health benefits of physical activity (HBPA)</li> <li>mental health and wellbeing (MH)</li> <li>relationships and sexuality (RS)</li> <li>safety (S)</li> <li>challenge and adventure activities (CA)</li> <li>games and sports (GS)</li> <li>lifelong physical activities (LLPA)</li> <li>rhythmic and expressive movement activities (RE).</li> </ul>	|	<p>By the end of Year 10, students critically analyse contextual factors that influence identities, relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities.</p> <p><br />Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem-solving skills when taking action to enhance their own and others&rsquo; health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgements about and refine their own and others&rsquo; specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges.</p>
australia-f10-foundation-languages-hindi	|	<p><strong>The nature of learners</strong></p> <p>Children in this pathway enter the early years of schooling with established oracy skills in Hindi, English and sometimes other languages or dialects. There will be variation in terms of proficiency in Hindi, depending on variables such as home language environment, generational language shift and parental cultural and linguistic background. Children will have varying degrees of literacy capability in both/either Hindi and/or English, and share the experience of belonging to worlds in which languages play a key role. Cognitive and social development at this stage is exploratory and egocentric. The curriculum builds on children&rsquo;s interests, sense of enjoyment and curiosity, with an emphasis on active learning and confidence building. Hindi is learnt in parallel with English language and literacy, which for some children will be being learnt as a second or additional language. Learning in the two areas differs significantly but each supports and enriches the other.</p> <p><strong>Hindi language learning and use</strong></p> <p>Rich language input characterises the first stages of learning. Children are familiar with the sounds and patterns of Hindi, and their fluency and accuracy are further developed through activities such as rhymes, songs, clapping and action games. Children identify and use high-frequency expressions and phrases, and recognise the purpose and intention of simple texts. They use culturally appropriate non-verbal strategies, and produce statements and expressions in response to prompts and cues. They are supported to use Hindi for different language functions, such as asking and responding to questions, expressing wishes, responding to directions, and taking turns in games and simple shared learning activities. They notice that the languages that they know are used differently in different situations and that they themselves communicate differently in some situations when using Hindi, English or other languages. Creative play provides opportunities for exploring these differences and for using Hindi for purposeful interaction in some less familiar contexts.</p> <p><strong>Contexts of interaction</strong></p> <p>Children interact with each other and the teacher, with some access to wider school and community members. Information and communications technology (ICT) resources provide additional access to Hindi language and associated cultural experience, connecting children&rsquo;s social worlds with those of Hindi-speaking children in communities other than their own. Hindi is the dominant language used in classroom interactions, routines and activities, supported by the use of English when required. The early stage of language and literacy development is supported by use of concrete materials and resources, gestures and body language. Play and imaginative activities, games, music, movement and familiar routines provide essential scaffolding and context for language development.</p> <p><strong>Texts and resources</strong></p> <p>Children engage with a variety of spoken, visual, written and digital texts. They listen and respond to teacher talk, share ideas and join in songs, rhymes, stories and chants, and various forms of play and simple conversational exchanges. Written and digital texts include stories, shared Big Books, wall charts and teacher-generated materials, such as games, labels, captions and flashcards.</p> <p><strong>Features of Hindi language use</strong></p> <p>Children&rsquo;s familiarity with the spoken form of Hindi supports their introduction to the written form of the language. They make connections between speech and writing, and are introduced to the Devanagari script, recognising and reproducing written forms of the 13 sounds classified as vowels and the 33 consonant sounds. They become familiar with the syllabic structure of the script and the use of matra and conjunct forms of consonants. They recognise basic elements of grammar, such as the subject-object-verb order of sentences, the placing of adjectives before nouns, सुंदर लड़की, छोटा बच्चा, रंग-बिरंगी तितली, agreements for number and gender, मैं, हम, मेरा, तुम्हारा, variable use of pronouns and postpositions and the use of simple verbs to describe actions, गाना, खाना, खेलना, दौड़ना. Writing skills progress from labelling and copying familiar words and phrases to co-constructing simple texts using familiar vocabulary, language features and sentence structures. As children learn to adjust language to suit different purposes and situations, they begin to understand how culture shapes language use. They compare how they feel when they use different languages and how they view different languages and people who use them. This introduction to the meta-dimension of intercultural learning develops the ability to &lsquo;decentre&rsquo;, to consider different perspectives and ways of being, and to become aware of themselves as communicators and cultural participants.</p> <p><strong>Level of support</strong></p> <p>Learning is supported via the provision of experiences that are challenging but achievable with appropriate scaffolding and support. This involves modelling, monitoring and moderating by the teacher; provision of multiple and varied sources of input; opportunities for revisiting, recycling and reviewing; and continuous cueing, feedback, response and encouragement.</p> <p><strong>The role of English</strong></p> <p>While learners are encouraged to use Hindi whenever possible, English is used when appropriate for discussion, comparison, reflection and explanations. Mixing the two languages is common at this level; it reflects children&rsquo;s experience in their home communities.</p>	|	        <p>By the end of Year 2, students interact with the teacher and peers to exchange greetings and talk about themselves and their families, for example, नमस्ते, आप कैसे हैं?, मेरा नाम गीता है, आप का क्या नाम है? मेरे घर में चार लोग हैं। मेरा एक भाई है। मेरी एक बहन है। ये मेरे पिताजी हैं। ये बहुत अच्छे हैं। ये मेरी माता जी हैं। ये बहुत सुन्दर हैं। ये मेरे बड़े भाई हैं। यह मेरी छोटी बहन है। इसका नाम सुधा है। यह पाँच साल की है. They express thanks, likes and dislikes, feelings and wishes, for example, मुझे आइस क्रीम अच्छी लगती है। आप को क्या अच्छा लगता है? मैं आप से नाराज़ हूँ। मुझे खेलना पसंद है। मुझे किताबें पढ़ना पसंद नहीं है। मैं उदास हूँ । मैं बहुत ख़ुश हूँ. They use repetitive language when participating in guided activities and responding to classroom routines, for example, नमस्ते, बच्चो बैठ जाओ, किताब खोलो। जी अच्छा, ठीक है। अपनी किताबें निकालो। पाठ ख़त्म हुआ। अब तुम सब जा सकते हो। कल मिलेंगें। नमस्ते। धन्यवाद. When speaking, they use the sounds and patterns of the Hindi language, for example, त ,थ ,ग ,घ ,ट,ठ ,द ,ध.They identify words and phrases in simple texts and locate and share specific points of information about their immediate environment using illustrations and gestures to support meaning, for example, मेरे पास एक लाल गाड़ी है। मैंने एक पीला फूल देखा। मेरी किताब बहुत भारी है। मैंने अपने परिवार के साथ खाना खाया। मेरे घर के सामने एक बस स्टॉप है। मैं प्रार्थना करने मंदिर/ मस्जिद / गुरुद्वारे / गिरजाघर जाता हूँ. They respond to imaginative texts that have listened to, viewed or participated in through singing, drawing, movement and action, and use illustrations, familiar language and non-verbal forms of expression to interpret and adapt Hindi stories, poems and songs. Students use familiar words and phrases, for example, बैठ जाओ। यहाँ आओ। वहाँ जाओ। इधर बैठो। उधर जाकर खड़े हो। इस जगह पर मत कूदो। चलो उधर चलें. They use basic rules of word order, and gender and number agreement in simple sentences, for example, लड़का खड़ा है। लड़की खड़ी है। लड़के जा रहे हैं। लड़कियाँ जा रही हैं। बेटा खाना खा रहा है। बेटे खाना खा रहे हैं, बेटियाँ खाना खा रही हैं. They translate and interpret frequently used words and simple phrases, and create word lists, labels and captions in Hindi and English for the classroom environment. Students identify themselves as members of different groups and describe different words and behaviours they use when communicating in Hindi and English.</p>        <p>Students make connections between spoken Hindi, including vowels, consonants and conjuncts, and the use of Devanagari script, and join characters to form simple words. They distinguish between question, answer and statement forms, for example, आप कहाँ जा रहे हैं? तुम कैसे हो? क्या आप मेरे साथ चलेंगे? वहाँ कौन है? आप वहाँ क्यों जा रहे हैं? They identify the use of pronouns, postpositions and verbs in relation to actions and commands. They identify features of familiar texts. They distinguish between the language spoken by different Hindi speakers in different contexts and situations, such as at home with family or at school with the teacher.Students name some of the many languages that are spoken in Australia, including Hindi, and give examples of simple words in English that have been borrowed from Hindi, such as पायजामा, योग, साड़ी, ख़ाकी. They identify how language usage reflects where and how people live and what is important to them.</p>      
australia-f10-year1-languages-hindi	|	<p><strong>The nature of learners</strong></p> <p>Children in this pathway enter the early years of schooling with established oracy skills in Hindi, English and sometimes other languages or dialects. There will be variation in terms of proficiency in Hindi, depending on variables such as home language environment, generational language shift and parental cultural and linguistic background. Children will have varying degrees of literacy capability in both/either Hindi and/or English, and share the experience of belonging to worlds in which languages play a key role. Cognitive and social development at this stage is exploratory and egocentric. The curriculum builds on children&rsquo;s interests, sense of enjoyment and curiosity, with an emphasis on active learning and confidence building. Hindi is learnt in parallel with English language and literacy, which for some children will be being learnt as a second or additional language. Learning in the two areas differs significantly but each supports and enriches the other.</p> <p><strong>Hindi language learning and use</strong></p> <p>Rich language input characterises the first stages of learning. Children are familiar with the sounds and patterns of Hindi, and their fluency and accuracy are further developed through activities such as rhymes, songs, clapping and action games. Children identify and use high-frequency expressions and phrases, and recognise the purpose and intention of simple texts. They use culturally appropriate non-verbal strategies, and produce statements and expressions in response to prompts and cues. They are supported to use Hindi for different language functions, such as asking and responding to questions, expressing wishes, responding to directions, and taking turns in games and simple shared learning activities. They notice that the languages that they know are used differently in different situations and that they themselves communicate differently in some situations when using Hindi, English or other languages. Creative play provides opportunities for exploring these differences and for using Hindi for purposeful interaction in some less familiar contexts.</p> <p><strong>Contexts of interaction</strong></p> <p>Children interact with each other and the teacher, with some access to wider school and community members. Information and communications technology (ICT) resources provide additional access to Hindi language and associated cultural experience, connecting children&rsquo;s social worlds with those of Hindi-speaking children in communities other than their own. Hindi is the dominant language used in classroom interactions, routines and activities, supported by the use of English when required. The early stage of language and literacy development is supported by use of concrete materials and resources, gestures and body language. Play and imaginative activities, games, music, movement and familiar routines provide essential scaffolding and context for language development.</p> <p><strong>Texts and resources</strong></p> <p>Children engage with a variety of spoken, visual, written and digital texts. They listen and respond to teacher talk, share ideas and join in songs, rhymes, stories and chants, and various forms of play and simple conversational exchanges. Written and digital texts include stories, shared Big Books, wall charts and teacher-generated materials, such as games, labels, captions and flashcards.</p> <p><strong>Features of Hindi language use</strong></p> <p>Children&rsquo;s familiarity with the spoken form of Hindi supports their introduction to the written form of the language. They make connections between speech and writing, and are introduced to the Devanagari script, recognising and reproducing written forms of the 13 sounds classified as vowels and the 33 consonant sounds. They become familiar with the syllabic structure of the script and the use of matra and conjunct forms of consonants. They recognise basic elements of grammar, such as the subject-object-verb order of sentences, the placing of adjectives before nouns, सुंदर लड़की, छोटा बच्चा, रंग-बिरंगी तितली, agreements for number and gender, मैं, हम, मेरा, तुम्हारा, variable use of pronouns and postpositions and the use of simple verbs to describe actions, गाना, खाना, खेलना, दौड़ना. Writing skills progress from labelling and copying familiar words and phrases to co-constructing simple texts using familiar vocabulary, language features and sentence structures. As children learn to adjust language to suit different purposes and situations, they begin to understand how culture shapes language use. They compare how they feel when they use different languages and how they view different languages and people who use them. This introduction to the meta-dimension of intercultural learning develops the ability to &lsquo;decentre&rsquo;, to consider different perspectives and ways of being, and to become aware of themselves as communicators and cultural participants.</p> <p><strong>Level of support</strong></p> <p>Learning is supported via the provision of experiences that are challenging but achievable with appropriate scaffolding and support. This involves modelling, monitoring and moderating by the teacher; provision of multiple and varied sources of input; opportunities for revisiting, recycling and reviewing; and continuous cueing, feedback, response and encouragement.</p> <p><strong>The role of English</strong></p> <p>While learners are encouraged to use Hindi whenever possible, English is used when appropriate for discussion, comparison, reflection and explanations. Mixing the two languages is common at this level; it reflects children&rsquo;s experience in their home communities.</p>	|	        <p>By the end of Year 2, students interact with the teacher and peers to exchange greetings and talk about themselves and their families, for example, नमस्ते, आप कैसे हैं?, मेरा नाम गीता है, आप का क्या नाम है? मेरे घर में चार लोग हैं। मेरा एक भाई है। मेरी एक बहन है। ये मेरे पिताजी हैं। ये बहुत अच्छे हैं। ये मेरी माता जी हैं। ये बहुत सुन्दर हैं। ये मेरे बड़े भाई हैं। यह मेरी छोटी बहन है। इसका नाम सुधा है। यह पाँच साल की है. They express thanks, likes and dislikes, feelings and wishes, for example, मुझे आइस क्रीम अच्छी लगती है। आप को क्या अच्छा लगता है? मैं आप से नाराज़ हूँ। मुझे खेलना पसंद है। मुझे किताबें पढ़ना पसंद नहीं है। मैं उदास हूँ । मैं बहुत ख़ुश हूँ. They use repetitive language when participating in guided activities and responding to classroom routines, for example, नमस्ते, बच्चो बैठ जाओ, किताब खोलो। जी अच्छा, ठीक है। अपनी किताबें निकालो। पाठ ख़त्म हुआ। अब तुम सब जा सकते हो। कल मिलेंगें। नमस्ते। धन्यवाद. When speaking, they use the sounds and patterns of the Hindi language, for example, त ,थ ,ग ,घ ,ट,ठ ,द ,ध.They identify words and phrases in simple texts and locate and share specific points of information about their immediate environment using illustrations and gestures to support meaning, for example, मेरे पास एक लाल गाड़ी है। मैंने एक पीला फूल देखा। मेरी किताब बहुत भारी है। मैंने अपने परिवार के साथ खाना खाया। मेरे घर के सामने एक बस स्टॉप है। मैं प्रार्थना करने मंदिर/ मस्जिद / गुरुद्वारे / गिरजाघर जाता हूँ. They respond to imaginative texts that have listened to, viewed or participated in through singing, drawing, movement and action, and use illustrations, familiar language and non-verbal forms of expression to interpret and adapt Hindi stories, poems and songs. Students use familiar words and phrases, for example, बैठ जाओ। यहाँ आओ। वहाँ जाओ। इधर बैठो। उधर जाकर खड़े हो। इस जगह पर मत कूदो। चलो उधर चलें. They use basic rules of word order, and gender and number agreement in simple sentences, for example, लड़का खड़ा है। लड़की खड़ी है। लड़के जा रहे हैं। लड़कियाँ जा रही हैं। बेटा खाना खा रहा है। बेटे खाना खा रहे हैं, बेटियाँ खाना खा रही हैं. They translate and interpret frequently used words and simple phrases, and create word lists, labels and captions in Hindi and English for the classroom environment. Students identify themselves as members of different groups and describe different words and behaviours they use when communicating in Hindi and English.</p>        <p>Students make connections between spoken Hindi, including vowels, consonants and conjuncts, and the use of Devanagari script, and join characters to form simple words. They distinguish between question, answer and statement forms, for example, आप कहाँ जा रहे हैं? तुम कैसे हो? क्या आप मेरे साथ चलेंगे? वहाँ कौन है? आप वहाँ क्यों जा रहे हैं? They identify the use of pronouns, postpositions and verbs in relation to actions and commands. They identify features of familiar texts. They distinguish between the language spoken by different Hindi speakers in different contexts and situations, such as at home with family or at school with the teacher.Students name some of the many languages that are spoken in Australia, including Hindi, and give examples of simple words in English that have been borrowed from Hindi, such as पायजामा, योग, साड़ी, ख़ाकी. They identify how language usage reflects where and how people live and what is important to them.</p>      
australia-f10-year2-languages-hindi	|	<p><strong>The nature of learners</strong></p> <p>Children in this pathway enter the early years of schooling with established oracy skills in Hindi, English and sometimes other languages or dialects. There will be variation in terms of proficiency in Hindi, depending on variables such as home language environment, generational language shift and parental cultural and linguistic background. Children will have varying degrees of literacy capability in both/either Hindi and/or English, and share the experience of belonging to worlds in which languages play a key role. Cognitive and social development at this stage is exploratory and egocentric. The curriculum builds on children&rsquo;s interests, sense of enjoyment and curiosity, with an emphasis on active learning and confidence building. Hindi is learnt in parallel with English language and literacy, which for some children will be being learnt as a second or additional language. Learning in the two areas differs significantly but each supports and enriches the other.</p> <p><strong>Hindi language learning and use</strong></p> <p>Rich language input characterises the first stages of learning. Children are familiar with the sounds and patterns of Hindi, and their fluency and accuracy are further developed through activities such as rhymes, songs, clapping and action games. Children identify and use high-frequency expressions and phrases, and recognise the purpose and intention of simple texts. They use culturally appropriate non-verbal strategies, and produce statements and expressions in response to prompts and cues. They are supported to use Hindi for different language functions, such as asking and responding to questions, expressing wishes, responding to directions, and taking turns in games and simple shared learning activities. They notice that the languages that they know are used differently in different situations and that they themselves communicate differently in some situations when using Hindi, English or other languages. Creative play provides opportunities for exploring these differences and for using Hindi for purposeful interaction in some less familiar contexts.</p> <p><strong>Contexts of interaction</strong></p> <p>Children interact with each other and the teacher, with some access to wider school and community members. Information and communications technology (ICT) resources provide additional access to Hindi language and associated cultural experience, connecting children&rsquo;s social worlds with those of Hindi-speaking children in communities other than their own. Hindi is the dominant language used in classroom interactions, routines and activities, supported by the use of English when required. The early stage of language and literacy development is supported by use of concrete materials and resources, gestures and body language. Play and imaginative activities, games, music, movement and familiar routines provide essential scaffolding and context for language development.</p> <p><strong>Texts and resources</strong></p> <p>Children engage with a variety of spoken, visual, written and digital texts. They listen and respond to teacher talk, share ideas and join in songs, rhymes, stories and chants, and various forms of play and simple conversational exchanges. Written and digital texts include stories, shared Big Books, wall charts and teacher-generated materials, such as games, labels, captions and flashcards.</p> <p><strong>Features of Hindi language use</strong></p> <p>Children&rsquo;s familiarity with the spoken form of Hindi supports their introduction to the written form of the language. They make connections between speech and writing, and are introduced to the Devanagari script, recognising and reproducing written forms of the 13 sounds classified as vowels and the 33 consonant sounds. They become familiar with the syllabic structure of the script and the use of matra and conjunct forms of consonants. They recognise basic elements of grammar, such as the subject-object-verb order of sentences, the placing of adjectives before nouns, सुंदर लड़की, छोटा बच्चा, रंग-बिरंगी तितली, agreements for number and gender, मैं, हम, मेरा, तुम्हारा, variable use of pronouns and postpositions and the use of simple verbs to describe actions, गाना, खाना, खेलना, दौड़ना. Writing skills progress from labelling and copying familiar words and phrases to co-constructing simple texts using familiar vocabulary, language features and sentence structures. As children learn to adjust language to suit different purposes and situations, they begin to understand how culture shapes language use. They compare how they feel when they use different languages and how they view different languages and people who use them. This introduction to the meta-dimension of intercultural learning develops the ability to &lsquo;decentre&rsquo;, to consider different perspectives and ways of being, and to become aware of themselves as communicators and cultural participants.</p> <p><strong>Level of support</strong></p> <p>Learning is supported via the provision of experiences that are challenging but achievable with appropriate scaffolding and support. This involves modelling, monitoring and moderating by the teacher; provision of multiple and varied sources of input; opportunities for revisiting, recycling and reviewing; and continuous cueing, feedback, response and encouragement.</p> <p><strong>The role of English</strong></p> <p>While learners are encouraged to use Hindi whenever possible, English is used when appropriate for discussion, comparison, reflection and explanations. Mixing the two languages is common at this level; it reflects children&rsquo;s experience in their home communities.</p>	|	        <p>By the end of Year 2, students interact with the teacher and peers to exchange greetings and talk about themselves and their families, for example, नमस्ते, आप कैसे हैं?, मेरा नाम गीता है, आप का क्या नाम है? मेरे घर में चार लोग हैं। मेरा एक भाई है। मेरी एक बहन है। ये मेरे पिताजी हैं। ये बहुत अच्छे हैं। ये मेरी माता जी हैं। ये बहुत सुन्दर हैं। ये मेरे बड़े भाई हैं। यह मेरी छोटी बहन है। इसका नाम सुधा है। यह पाँच साल की है. They express thanks, likes and dislikes, feelings and wishes, for example, मुझे आइस क्रीम अच्छी लगती है। आप को क्या अच्छा लगता है? मैं आप से नाराज़ हूँ। मुझे खेलना पसंद है। मुझे किताबें पढ़ना पसंद नहीं है। मैं उदास हूँ । मैं बहुत ख़ुश हूँ. They use repetitive language when participating in guided activities and responding to classroom routines, for example, नमस्ते, बच्चो बैठ जाओ, किताब खोलो। जी अच्छा, ठीक है। अपनी किताबें निकालो। पाठ ख़त्म हुआ। अब तुम सब जा सकते हो। कल मिलेंगें। नमस्ते। धन्यवाद. When speaking, they use the sounds and patterns of the Hindi language, for example, त ,थ ,ग ,घ ,ट,ठ ,द ,ध.They identify words and phrases in simple texts and locate and share specific points of information about their immediate environment using illustrations and gestures to support meaning, for example, मेरे पास एक लाल गाड़ी है। मैंने एक पीला फूल देखा। मेरी किताब बहुत भारी है। मैंने अपने परिवार के साथ खाना खाया। मेरे घर के सामने एक बस स्टॉप है। मैं प्रार्थना करने मंदिर/ मस्जिद / गुरुद्वारे / गिरजाघर जाता हूँ. They respond to imaginative texts that have listened to, viewed or participated in through singing, drawing, movement and action, and use illustrations, familiar language and non-verbal forms of expression to interpret and adapt Hindi stories, poems and songs. Students use familiar words and phrases, for example, बैठ जाओ। यहाँ आओ। वहाँ जाओ। इधर बैठो। उधर जाकर खड़े हो। इस जगह पर मत कूदो। चलो उधर चलें. They use basic rules of word order, and gender and number agreement in simple sentences, for example, लड़का खड़ा है। लड़की खड़ी है। लड़के जा रहे हैं। लड़कियाँ जा रही हैं। बेटा खाना खा रहा है। बेटे खाना खा रहे हैं, बेटियाँ खाना खा रही हैं. They translate and interpret frequently used words and simple phrases, and create word lists, labels and captions in Hindi and English for the classroom environment. Students identify themselves as members of different groups and describe different words and behaviours they use when communicating in Hindi and English.</p>        <p>Students make connections between spoken Hindi, including vowels, consonants and conjuncts, and the use of Devanagari script, and join characters to form simple words. They distinguish between question, answer and statement forms, for example, आप कहाँ जा रहे हैं? तुम कैसे हो? क्या आप मेरे साथ चलेंगे? वहाँ कौन है? आप वहाँ क्यों जा रहे हैं? They identify the use of pronouns, postpositions and verbs in relation to actions and commands. They identify features of familiar texts. They distinguish between the language spoken by different Hindi speakers in different contexts and situations, such as at home with family or at school with the teacher.Students name some of the many languages that are spoken in Australia, including Hindi, and give examples of simple words in English that have been borrowed from Hindi, such as पायजामा, योग, साड़ी, ख़ाकी. They identify how language usage reflects where and how people live and what is important to them.</p>      
australia-f10-year3-languages-hindi	|	<p><strong>The nature of learners</strong></p> <p>At this stage, children are developing cognitive and social capabilities that allow for increased control of their own learning. They are able to conceptualise and reason, and have better memory and focus. This is a stage of social experimentation, with children referencing themselves against their peers. They are more independent and less egocentric, enjoying both competitive and cooperative activities. They benefit from varied, activity-based learning, which builds on their interests and capabilities and makes connections with other areas of learning.</p> <p><strong>Hindi language learning and use</strong></p> <p>Children interact with peers and the teacher in classroom routines and a variety of learning experiences and activities. They engage in a lot of listening, and build oral proficiency through the provision of rich language input and opportunities to engage in communicative activities where grammatical forms and language features are purposefully integrated. The language they use and hear is authentic with some modification. Vocabulary is familiar and and structures are simple. Children follow instructions, exchange simple information and express ideas and feelings related to their personal worlds. They negotiate interactions and activities and participate in shared tasks, performance and play. They read and create short texts on topics relevant to their interests and enjoyment, such as family, pets, favourite activities or food. They continue to build vocabulary that relates to a wider range of domains, such as areas of the curriculum that involve some specialised language use. The language used in routine activities is re-used and reinforced from lesson to lesson in different situations, making connections between what has been learnt and what is to be learnt.</p> <p><strong>Contexts of interaction</strong></p> <p>The contexts in which students interact in learning and using Hindi are primarily local: the classroom, school, home and community, with some access to wider communities of Hindi speakers and resources through virtual and digital technology. The development of oral proficiency is similar in many ways to their parallel development of English language and literacy and continues to rely on rich language input in different modes and from different sources.</p> <p><strong>Texts and resources</strong></p> <p>Learners engage primarily with a variety of teacher-generated materials, stories, songs, puppet shows and games, and with materials produced for young Hindi learners such as computer language games, cards and readers. They may also have access to materials developed for children in India and other Hindi-speaking regions of the world, such as television programs, advertisements or web pages, as a means of broadening cultural knowledge and awareness of diversity of language experience.</p> <p><strong>Features of Hindi language use</strong></p> <p>Children recognise and apply elements of Hindi grammar, such as the use of tenses, गया था, जाऊँगा, जा रहा हूँ, खाया था, खा रहा हूँ, खाऊँगा, possessive adjectives to express ownership, मेरी पुस्तक, तुम्हारा बस्ता, and pronouns for places and objects, यहाँ, वहाँ, यह, वह. They understand the use of constructions related to compulsion, conditional sentences and compound verbs to indicate capabilities or completion of actions. Children&rsquo;s development of literacy skills progresses from supported comprehension and use of familiar and personally significant sight words to working with more elaborated texts that take account of context, purpose and audience. The development of reading skills and textual knowledge is supported through interaction with a range of spoken, written, visual and multimodal texts. Imaginative and interactive texts, such as picture books, rhymes, stories, puppet play, songs and games, engage the expressive and cultural dimensions of language. Procedural, informative and descriptive texts, such as negotiated classroom rules, tuckshop orders or family and class profiles, show how language is used to &lsquo;get things done&rsquo;. A balance between language knowledge and language use is established by integrating focused attention to grammar, vocabulary building, pronunciation, and non-verbal and cultural dimensions of language use with communicative and purposeful learning activity.</p> <p>Children talk about differences and similarities they notice between Hindi, English and other languages they know, and also between cultural behaviours and ways of communicating.</p> <p>Learning Hindi in school contributes to the process of making sense of the children&rsquo;s worlds which characterises this stage of development. Children are increasingly aware that the Hindi language is used not only in their own community in Australia and in India, but also in many other places around the world. As they engage consciously with differences between languages and cultures, they make comparisons and consider differences and possibilities in ways of communicating in different languages. This leads them to explore concepts of identity and difference, to think about cultural and linguistic diversity, and about what it means to speak more than one language in the contemporary world.</p> <p><strong>Level of support</strong></p> <p>This stage of learning involves continued extensive support. Form-focused activities build children&rsquo;s grammatical knowledge and develop accuracy and control in spoken and written Hindi; opportunities to apply this knowledge in meaningful learning experiences build communicative skills, confidence and fluency. Tasks are carefully scaffolded: teachers provide models and examples; introduce language, concepts and resources needed to manage and complete the activity; make time for experimentation, drafting and redrafting; and provide support for self-monitoring and reflection.</p> <p><strong>The role of English</strong></p> <p>The teacher and learners use Hindi wherever possible in classroom interactions and learning activities. English is used for discussion, reflection and explanation when appropriate, for example, when considering the nature and relationship of language and culture, or in tasks which involve bilingual work that includes comparison and analysis of Hindi and English. Discussion in Hindi and English supports learning, develops children&rsquo;s conceptual frames and builds <em>metalanguage</em> for talking about language and culture systems. The process of moving between languages consolidates their already established sense of what it means to be bilingual or multilingual and provides opportunities for reflection on the experience of living interculturally in intersecting language communities.</p>	|	        <p>By the end of Year 4, students interact with the teacher and peers to share information about their interests, activities and personal worlds, for example, नमस्ते, मुझे अपने दोस्तों के साथ खेलना अच्छा लगता है, मुझे क्रिकेट खेलना अच्छा लगता है क्योंकि …, गृह कार्य करने के बाद मैं टीवी देखता हूँ, नहा कर मैं पूजा करता हूँ,हर रविवार मैं मंदिर जाता हूँ ,हम सब मिल कर काम करते हैं। मेरे परिवार में पाँच लोग रहते हैं। मैं रोज़ अपने भाई के साथ खेलता हूँ। आपकी सहायता के लिये धन्यवाद ।They use formulaic expressions to participate in simple transactional exchanges and shared activities, for example, मेरे साथ आओ, हम मिल कर काम करेंग।मैं लिखता हूँ, यह यहाँ रखो, थोड़ा मैं लिखता हूँ बाकी तुम लिखो। मैं काटता हूँ ,तुम चिपकाओ। वाह! यह अच्छी बात है। क्या तुम कम्प्यूटर पर काम करना चाहते हो? They use simple questions and statements to follow instructions, respond to questions, ask for help and permission and seek clarification in everyday classroom routines, for example, यह क्या है? मुझे समझ नहीं आया। क्या आप मेरी मदद करेगें? यहाँ आओ, फिर से कहो। धन्यवाद, सब आराम से बैठो।स्कूल कब शुरू हो रहे हैं? स्कूल का खेल-दिवस कब है? When speaking and reading aloud, they use features of Hindi pronunciation and intonation. Students locate and organise information relating to their personal, social and natural worlds from different types of texts and present information about home, school and community in simple texts, using visual support, such as photos, maps or charts. They respond to imaginative texts by acting out key events or interactions and identifying favourite elements, and create simple imaginative texts, such as dialogues, puppet shows and songs. They use vocabulary related to school, home and the local environment, for example, चावल, रोटी, दाल, घर, कमरा, दरवाज़ा, घडी, कुर्सी, मेज़, किताबे, छात्र, पेंसिल, बोर्ड, पढ़ाई, लिखना, बोलना, पौधा, पेड़, फूल, घास, झूला, मोटरकार, रेलगाड़ी. Students use key grammatical forms and structures, such as verb tenses, nouns and adjectives, gender and number markers and conjunctions, for example, गया था, गयी, आऊँगी, आये, लड़का, लड़की, छोटा लड़का, छोटी लड़की, और, या, लेकिन, इसलिये, क्योंकि in simple spoken and written texts. They translate simple texts, such as captions and songs, identify words and phrases that are difficult to translate, and create simple bilingual texts for the classroom and school community. Students describe how the way they communicate reflects ways of behaving and thinking. They share their experiences of communicating in Hindi and English-speaking contexts and describe how their individual and group sense of identity is expressed in the languages they use. </p>        <p>Students identify and use Hindi sound and writing patterns, such as under-dot characters and punctuation conventions, for example, क़, ख़, ग़, ज़, फ़. They identify levels of compulsion implied in statements such as मुझे जाना चाहिए। मुझे जाना है। मुझे जाना पड़ता है. They identify ways that texts differ according to mode and context and compare Hindi texts with similar texts in English. They identify similarities and differences between various Hindi dialects and explain how age, gender and social position influence language use. Students provide examples of how the Hindi language has been influenced by and has influenced other languages. They investigate the use of Hindi and the nature of Hindi speakers in the international context. They compare Hindi and English language use and cultural practices, identifying culture-specific terms and expressions.</p>      
australia-f10-year4-languages-hindi	|	<p><strong>The nature of learners</strong></p> <p>At this stage, children are developing cognitive and social capabilities that allow for increased control of their own learning. They are able to conceptualise and reason, and have better memory and focus. This is a stage of social experimentation, with children referencing themselves against their peers. They are more independent and less egocentric, enjoying both competitive and cooperative activities. They benefit from varied, activity-based learning, which builds on their interests and capabilities and makes connections with other areas of learning.</p> <p><strong>Hindi language learning and use</strong></p> <p>Children interact with peers and the teacher in classroom routines and a variety of learning experiences and activities. They engage in a lot of listening, and build oral proficiency through the provision of rich language input and opportunities to engage in communicative activities where grammatical forms and language features are purposefully integrated. The language they use and hear is authentic with some modification. Vocabulary is familiar and and structures are simple. Children follow instructions, exchange simple information and express ideas and feelings related to their personal worlds. They negotiate interactions and activities and participate in shared tasks, performance and play. They read and create short texts on topics relevant to their interests and enjoyment, such as family, pets, favourite activities or food. They continue to build vocabulary that relates to a wider range of domains, such as areas of the curriculum that involve some specialised language use. The language used in routine activities is re-used and reinforced from lesson to lesson in different situations, making connections between what has been learnt and what is to be learnt.</p> <p><strong>Contexts of interaction</strong></p> <p>The contexts in which students interact in learning and using Hindi are primarily local: the classroom, school, home and community, with some access to wider communities of Hindi speakers and resources through virtual and digital technology. The development of oral proficiency is similar in many ways to their parallel development of English language and literacy and continues to rely on rich language input in different modes and from different sources.</p> <p><strong>Texts and resources</strong></p> <p>Learners engage primarily with a variety of teacher-generated materials, stories, songs, puppet shows and games, and with materials produced for young Hindi learners such as computer language games, cards and readers. They may also have access to materials developed for children in India and other Hindi-speaking regions of the world, such as television programs, advertisements or web pages, as a means of broadening cultural knowledge and awareness of diversity of language experience.</p> <p><strong>Features of Hindi language use</strong></p> <p>Children recognise and apply elements of Hindi grammar, such as the use of tenses, गया था, जाऊँगा, जा रहा हूँ, खाया था, खा रहा हूँ, खाऊँगा, possessive adjectives to express ownership, मेरी पुस्तक, तुम्हारा बस्ता, and pronouns for places and objects, यहाँ, वहाँ, यह, वह. They understand the use of constructions related to compulsion, conditional sentences and compound verbs to indicate capabilities or completion of actions. Children&rsquo;s development of literacy skills progresses from supported comprehension and use of familiar and personally significant sight words to working with more elaborated texts that take account of context, purpose and audience. The development of reading skills and textual knowledge is supported through interaction with a range of spoken, written, visual and multimodal texts. Imaginative and interactive texts, such as picture books, rhymes, stories, puppet play, songs and games, engage the expressive and cultural dimensions of language. Procedural, informative and descriptive texts, such as negotiated classroom rules, tuckshop orders or family and class profiles, show how language is used to &lsquo;get things done&rsquo;. A balance between language knowledge and language use is established by integrating focused attention to grammar, vocabulary building, pronunciation, and non-verbal and cultural dimensions of language use with communicative and purposeful learning activity.</p> <p>Children talk about differences and similarities they notice between Hindi, English and other languages they know, and also between cultural behaviours and ways of communicating.</p> <p>Learning Hindi in school contributes to the process of making sense of the children&rsquo;s worlds which characterises this stage of development. Children are increasingly aware that the Hindi language is used not only in their own community in Australia and in India, but also in many other places around the world. As they engage consciously with differences between languages and cultures, they make comparisons and consider differences and possibilities in ways of communicating in different languages. This leads them to explore concepts of identity and difference, to think about cultural and linguistic diversity, and about what it means to speak more than one language in the contemporary world.</p> <p><strong>Level of support</strong></p> <p>This stage of learning involves continued extensive support. Form-focused activities build children&rsquo;s grammatical knowledge and develop accuracy and control in spoken and written Hindi; opportunities to apply this knowledge in meaningful learning experiences build communicative skills, confidence and fluency. Tasks are carefully scaffolded: teachers provide models and examples; introduce language, concepts and resources needed to manage and complete the activity; make time for experimentation, drafting and redrafting; and provide support for self-monitoring and reflection.</p> <p><strong>The role of English</strong></p> <p>The teacher and learners use Hindi wherever possible in classroom interactions and learning activities. English is used for discussion, reflection and explanation when appropriate, for example, when considering the nature and relationship of language and culture, or in tasks which involve bilingual work that includes comparison and analysis of Hindi and English. Discussion in Hindi and English supports learning, develops children&rsquo;s conceptual frames and builds <em>metalanguage</em> for talking about language and culture systems. The process of moving between languages consolidates their already established sense of what it means to be bilingual or multilingual and provides opportunities for reflection on the experience of living interculturally in intersecting language communities.</p>	|	        <p>By the end of Year 4, students interact with the teacher and peers to share information about their interests, activities and personal worlds, for example, नमस्ते, मुझे अपने दोस्तों के साथ खेलना अच्छा लगता है, मुझे क्रिकेट खेलना अच्छा लगता है क्योंकि …, गृह कार्य करने के बाद मैं टीवी देखता हूँ, नहा कर मैं पूजा करता हूँ,हर रविवार मैं मंदिर जाता हूँ ,हम सब मिल कर काम करते हैं। मेरे परिवार में पाँच लोग रहते हैं। मैं रोज़ अपने भाई के साथ खेलता हूँ। आपकी सहायता के लिये धन्यवाद ।They use formulaic expressions to participate in simple transactional exchanges and shared activities, for example, मेरे साथ आओ, हम मिल कर काम करेंग।मैं लिखता हूँ, यह यहाँ रखो, थोड़ा मैं लिखता हूँ बाकी तुम लिखो। मैं काटता हूँ ,तुम चिपकाओ। वाह! यह अच्छी बात है। क्या तुम कम्प्यूटर पर काम करना चाहते हो? They use simple questions and statements to follow instructions, respond to questions, ask for help and permission and seek clarification in everyday classroom routines, for example, यह क्या है? मुझे समझ नहीं आया। क्या आप मेरी मदद करेगें? यहाँ आओ, फिर से कहो। धन्यवाद, सब आराम से बैठो।स्कूल कब शुरू हो रहे हैं? स्कूल का खेल-दिवस कब है? When speaking and reading aloud, they use features of Hindi pronunciation and intonation. Students locate and organise information relating to their personal, social and natural worlds from different types of texts and present information about home, school and community in simple texts, using visual support, such as photos, maps or charts. They respond to imaginative texts by acting out key events or interactions and identifying favourite elements, and create simple imaginative texts, such as dialogues, puppet shows and songs. They use vocabulary related to school, home and the local environment, for example, चावल, रोटी, दाल, घर, कमरा, दरवाज़ा, घडी, कुर्सी, मेज़, किताबे, छात्र, पेंसिल, बोर्ड, पढ़ाई, लिखना, बोलना, पौधा, पेड़, फूल, घास, झूला, मोटरकार, रेलगाड़ी. Students use key grammatical forms and structures, such as verb tenses, nouns and adjectives, gender and number markers and conjunctions, for example, गया था, गयी, आऊँगी, आये, लड़का, लड़की, छोटा लड़का, छोटी लड़की, और, या, लेकिन, इसलिये, क्योंकि in simple spoken and written texts. They translate simple texts, such as captions and songs, identify words and phrases that are difficult to translate, and create simple bilingual texts for the classroom and school community. Students describe how the way they communicate reflects ways of behaving and thinking. They share their experiences of communicating in Hindi and English-speaking contexts and describe how their individual and group sense of identity is expressed in the languages they use. </p>        <p>Students identify and use Hindi sound and writing patterns, such as under-dot characters and punctuation conventions, for example, क़, ख़, ग़, ज़, फ़. They identify levels of compulsion implied in statements such as मुझे जाना चाहिए। मुझे जाना है। मुझे जाना पड़ता है. They identify ways that texts differ according to mode and context and compare Hindi texts with similar texts in English. They identify similarities and differences between various Hindi dialects and explain how age, gender and social position influence language use. Students provide examples of how the Hindi language has been influenced by and has influenced other languages. They investigate the use of Hindi and the nature of Hindi speakers in the international context. They compare Hindi and English language use and cultural practices, identifying culture-specific terms and expressions.</p>      
australia-f10-year5-languages-hindi	|	<p><strong>The nature of learners</strong></p> <p>This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to experience is more analytical and critical, allowing for a reflective dimension to language learning and to referencing cultural frameworks. Language and literacy capabilities in Hindi and English are developing in parallel trajectories within the curriculum. For some learners there will be greater discrepancy between proficiency in the two languages than for others. The curriculum ensures that learning experiences and activities are flexible enough to cater for learner variables, while being appropriate for learners' general cognitive and social levels.</p> <p><strong>Hindi language learning and use</strong></p> <p>Learners use Hindi in the classroom for a widening range of purposes: exchanging information, expressing ideas and feelings, competing and cooperating, performing, and responding to resources and experiences. Their communicative capabilities are stronger and more elaborated. They control and access wider vocabulary resources and use an increasingly sophisticated range of non-verbal strategies to support communication. Shared activities develop social, cognitive and language skills and provide a context for purposeful language experience and experimentation. At this level, focused attention to language structures and systems, literacy skills development and exploration of cultural elements of communication are conducted primarily in Hindi. Learners use ICT to support their learning in increasingly independent and intentional ways, exchanging resources and information with each other and with young people of the same age in other Hindi-speaking communities, accessing music and media resources, maintaining blogs and other web pages, and participating in social networks.</p> <p>Oracy development at this level includes listening to a range of varied input from different sources and building more elaborated conversational and interactional skills. This includes initiating and sustaining conversations, using turn-taking protocols, &lsquo;reading&rsquo; language for cultural and contextual meaning, reflecting on and responding to others&rsquo; contributions, making appropriate responses and adjustments, and engaging in debate and discussion. Individual and group oral presentation and performance skills are developed through researching and organising information; structuring, rehearsing and resourcing the content of the presentation; and selecting appropriate language to engage a particular audience.</p> <p><strong>Contexts of interaction</strong></p> <p>Learners interact in Hindi with each other and the teacher, and with members of their families and communities. They have some access to Hindi speakers and cultural resources in wider contexts and communities through the use of ICT and through the media. Language development and use are incorporated into collaborative and interactive learning experiences, games and activities.</p> <p><strong>Texts and resources</strong></p> <p>Learners engage with a growing range of published texts in print and digital forms, such as stories, videos, readers, songs and computer-generated learning materials. They also engage with resources prepared by their teacher, including games, performances, presentations and language exercises. They may have additional access to Hindi language and cultural resources created for Hindi-speaking communities, such as children&rsquo;s television programs, websites, music or video clips.</p> <p><strong>Features of Hindi language use</strong></p> <p>Learners expand their understanding of Hindi grammatical forms and features, including the function of tenses to express actions or events in the past, present or future, जाता था, जाता हूँ, जाऊँगा, and of the passive voice to convey the distinction between actions happening and being caused to happen, बनना, बनाना, बनवाना. They use nouns and pronouns in singular and plural forms, मैं, हम, यह, ये and conjunctions to connect elements, phrases or sentences, राम ने खाना खाया और सो गया।. Literacy development involves increasingly independent interaction with a wider range of texts. Learners draw on more established grammatical and lexical resources to compose and comprehend more complex language. They use a range of cues and decoding strategies to help comprehension and to make connections between ideas, contexts and language within and between texts. They write more accurately and fluently for a wider range of purposes and audiences. With support, they build increasing cohesion and complexity into their written language production in terms of both content and expression. While learners work more independently at this level, ongoing support is incorporated into task activity, and systematic feedback and review support the interactive process of learning. The use of Hindi and English for discussion, reflection and explanation ensures the continued development of learners&rsquo; knowledge base and metalinguistic and intercultural capabilities.</p> <p>Understanding of the relationship between language, culture and identity is developed through guided investigation of how language features and expressions carry specific cultural meaning; through critical analysis of cultural stereotypes, attitudes and perspectives; and through exploration of issues related to personal and community identities. Learners take account of the variability of language use and textual practice in relation to factors such as gender, generation and status; and geographical, cultural and ethnic diversity. They reference themselves in relation to similar variables, and reflect on the relationship between language, culture and identity and how these affect communication and intercultural experience through the lens of their own bicultural experiences.</p> <p><strong>Level of support</strong></p> <p>While learners become more autonomous and independent, ongoing support is still needed, including explicit instruction, structured modelling and scaffolding, provision of appropriate stimulus materials and timely feedback. Learning experiences incorporate implicit form-focused language learning activities and examples of texts and tasks. Learners are supported to use electronic and print reference resources, such as word banks, dictionaries and translating tools, and are encouraged to adopt a critical approach to resource selection.</p> <p><strong>The role of English</strong></p> <p>Hindi is the primary language for classroom routines, interactions and language learning tasks with English used in a supporting role. While the use of Hindi for discussion, reflection and explanation of content drawn from other learning areas is encouraged as much as possible, the use of some English for these aspects of learning supports the continued development of learners&rsquo; knowledge base, metalanguage and intercultural capability. The language of response varies according to task demands, with Hindi used primarily for communicating in structured and supported tasks and familiar interactions, and both Hindi and English for more open-ended and comparative discussions that develop understanding of language and culture.</p>	|	        <p>By the end of Year 6, students use spoken and written Hindi to exchange personal information and experiences, to give opinions and express feelings. When interacting with others, they use expressive and descriptive language, for example, नमस्ते आप कैसे हैं, मैं ठीक हूँ। मेरी माँ मुझे बहुत प्यार करती है, मैं उनकी आँखों का तारा हूँ। मेरे परिवार में हम सब साथ साथ रहतेहैं।, मुझेलगता है आप ठीक कह रहे हैं। Students show interest in and respect for others, for example, मुझे माफ़ कीजिये, यह बहुत अच्छा है। बहुत खूब, मजा आ गया, यह बहुत अच्छा है। रमा मुझे माफ़ करना लेकिन मुझे लगता है कि...। सच पूछो तो मेरे विचार से…। मैं इस बात से सहमत हूँ कि….। They use action-oriented language to plan and conduct shared activities, for example, हम यह कहना चाहते हैं कि...। मैं आज आप को कुछ जानकारी देने जा रहा हूँ। हमारे समूह का विचार है कि..., हम आप के सामने आप एक नाटक पेश करने जा रहे हैं, आज हम आप के सामने प्रस्तुत करने जा रहे हैं... and complete transactions, for example, इसका क्या दाम है? , मुझे एक किलो दाल दीजिये। यह पोशाक कितने की है ये आम कितने के हैं? आपकी दुकान में सब से अच्छी फोटो कौन सी है , मुझे ठंडा शरबत चाहिये। क्या आप के यहाँ शाकाहारी भोजन मिलता हैं? आप के भोजनालय में सबसे स्वादिष्ट व्यंजन कौन सा है? मुझे दो रोटी के साथ एक दाल मक्खनी दे दीजिए.. When participating in classroom routines and activities, they ask and respond to questions, express opinions and ask for clarification, for example, है न?, नही, हाँ, यह क्या है?, मुझे समझ नहीं आया फिर से समझाइये, ठीक है, यह कैसे करनाहै, मेरे हिसाब से वहाँ जाना ठीक नहींहै, यह खाना बहुत स्वादिष्ट है, हमे वहाँ से खाना लेना चाहिये. Students use patterns of Hindi pronunciation and intonation when interacting, identifying regional variations. They gather, classify and compare information related to social and cultural worlds from a range of spoken, written and visual texts. They present information about aspects of language and culture in different formats selected to suit audience and context. They respond to a range of imaginative texts by identifying and discussing key elements such as storylines, characters and themes, for example, अमर चित्र कथा, पँचतंत्र की कहानियाँ, दादी की कहानियाँ, अल्लाद्दीन का चिराग, चाचा चौधरी और साबू, विक्रम और बैताल, पिंकी और बबलू, अकबर -बीरबल के क़िस्से. They create and perform short imaginative texts based on a stimulus, concept or theme, for example, दोस्ती, प्रेम, अहिंसा, अतिथि-सत्कार, अनेकता में एकता. When constructing texts, students use a variety of tenses, for example, खा रहा था, खा रही थी, खा रहा हूँ, खाऊँगा, खायेगा, खायेगी, जा रहा था, जाऊँगा, जा रहा हूँ adverbs, for example, साथ-साथ, अगर-मगर, कभी-कभी, धीरे-धीरे, जल्दी में, दौड़ते हुए and verb forms expressing actions happening, being made to happen or caused to happen, for example, बनना, बनाना, बन जाना। They connect their ideas using conjunctions, for example, मैंने स्वेटर पहना क्योंकि मुझे ठण्ड लग रही थी, तुम यहाँ बैठो या वहाँ जा कर खड़े हो जाओ, उसने दवाई खाई पर असर नहीं हुआ, राम ने खाना खाया और सो गया। They use number and gender distinctions such as एक आदमी, कई आदमी, एक लड़का, तीन लड़के, बेटी, बेटियाँ, नदी, नदियाँ. Students translate texts from Hindi into English and vice versa, identifying words and phrases that need interpretation, for example, उँगली पर नचाना, नाक में दम करना, अपने घर में कुत्ता भी शेर होता है, अंगूर खट्टे हैं. They create bilingual texts for their own and others’ learning. They identify how being bilingual and bicultural contributes to their own identity and influences their ways of communicating.</p>        <p>Students identify the relationship between word formation and pronunciation and apply the conventions of written script to their own constructions. They distinguish between active and passive voice and the intonation patterns of statements, questions and exclamations, for example, वह पास हो गया! क्या आप वहाँ जाएँगे? तुम अच्छे बच्चे हो।. They identify negative constructions, including negative forms of verbs and adjectives and the form and function of tenses, for example, सोहन ने फिल्म नहीं देखी। झूठ कभी मत बोलो. They distinguish between the structure and features of different forms of spoken and written texts and identify ways that texts create effects to suit different audiences. They give examples of how language use and ways of communicating vary according to the degree of formality and context, purpose and audience. They explain factors that have affected Hindi language over time, including the impact of other languages and cultures such as Sanskrit, Persian, English and Arabic. They give examples of how their language use varies according to social context and purpose and identify how ways of using languages are shaped by values and belief systems.</p>      
australia-f10-year6-languages-hindi	|	<p><strong>The nature of learners</strong></p> <p>This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to experience is more analytical and critical, allowing for a reflective dimension to language learning and to referencing cultural frameworks. Language and literacy capabilities in Hindi and English are developing in parallel trajectories within the curriculum. For some learners there will be greater discrepancy between proficiency in the two languages than for others. The curriculum ensures that learning experiences and activities are flexible enough to cater for learner variables, while being appropriate for learners' general cognitive and social levels.</p> <p><strong>Hindi language learning and use</strong></p> <p>Learners use Hindi in the classroom for a widening range of purposes: exchanging information, expressing ideas and feelings, competing and cooperating, performing, and responding to resources and experiences. Their communicative capabilities are stronger and more elaborated. They control and access wider vocabulary resources and use an increasingly sophisticated range of non-verbal strategies to support communication. Shared activities develop social, cognitive and language skills and provide a context for purposeful language experience and experimentation. At this level, focused attention to language structures and systems, literacy skills development and exploration of cultural elements of communication are conducted primarily in Hindi. Learners use ICT to support their learning in increasingly independent and intentional ways, exchanging resources and information with each other and with young people of the same age in other Hindi-speaking communities, accessing music and media resources, maintaining blogs and other web pages, and participating in social networks.</p> <p>Oracy development at this level includes listening to a range of varied input from different sources and building more elaborated conversational and interactional skills. This includes initiating and sustaining conversations, using turn-taking protocols, &lsquo;reading&rsquo; language for cultural and contextual meaning, reflecting on and responding to others&rsquo; contributions, making appropriate responses and adjustments, and engaging in debate and discussion. Individual and group oral presentation and performance skills are developed through researching and organising information; structuring, rehearsing and resourcing the content of the presentation; and selecting appropriate language to engage a particular audience.</p> <p><strong>Contexts of interaction</strong></p> <p>Learners interact in Hindi with each other and the teacher, and with members of their families and communities. They have some access to Hindi speakers and cultural resources in wider contexts and communities through the use of ICT and through the media. Language development and use are incorporated into collaborative and interactive learning experiences, games and activities.</p> <p><strong>Texts and resources</strong></p> <p>Learners engage with a growing range of published texts in print and digital forms, such as stories, videos, readers, songs and computer-generated learning materials. They also engage with resources prepared by their teacher, including games, performances, presentations and language exercises. They may have additional access to Hindi language and cultural resources created for Hindi-speaking communities, such as children&rsquo;s television programs, websites, music or video clips.</p> <p><strong>Features of Hindi language use</strong></p> <p>Learners expand their understanding of Hindi grammatical forms and features, including the function of tenses to express actions or events in the past, present or future, जाता था, जाता हूँ, जाऊँगा, and of the passive voice to convey the distinction between actions happening and being caused to happen, बनना, बनाना, बनवाना. They use nouns and pronouns in singular and plural forms, मैं, हम, यह, ये and conjunctions to connect elements, phrases or sentences, राम ने खाना खाया और सो गया।. Literacy development involves increasingly independent interaction with a wider range of texts. Learners draw on more established grammatical and lexical resources to compose and comprehend more complex language. They use a range of cues and decoding strategies to help comprehension and to make connections between ideas, contexts and language within and between texts. They write more accurately and fluently for a wider range of purposes and audiences. With support, they build increasing cohesion and complexity into their written language production in terms of both content and expression. While learners work more independently at this level, ongoing support is incorporated into task activity, and systematic feedback and review support the interactive process of learning. The use of Hindi and English for discussion, reflection and explanation ensures the continued development of learners&rsquo; knowledge base and metalinguistic and intercultural capabilities.</p> <p>Understanding of the relationship between language, culture and identity is developed through guided investigation of how language features and expressions carry specific cultural meaning; through critical analysis of cultural stereotypes, attitudes and perspectives; and through exploration of issues related to personal and community identities. Learners take account of the variability of language use and textual practice in relation to factors such as gender, generation and status; and geographical, cultural and ethnic diversity. They reference themselves in relation to similar variables, and reflect on the relationship between language, culture and identity and how these affect communication and intercultural experience through the lens of their own bicultural experiences.</p> <p><strong>Level of support</strong></p> <p>While learners become more autonomous and independent, ongoing support is still needed, including explicit instruction, structured modelling and scaffolding, provision of appropriate stimulus materials and timely feedback. Learning experiences incorporate implicit form-focused language learning activities and examples of texts and tasks. Learners are supported to use electronic and print reference resources, such as word banks, dictionaries and translating tools, and are encouraged to adopt a critical approach to resource selection.</p> <p><strong>The role of English</strong></p> <p>Hindi is the primary language for classroom routines, interactions and language learning tasks with English used in a supporting role. While the use of Hindi for discussion, reflection and explanation of content drawn from other learning areas is encouraged as much as possible, the use of some English for these aspects of learning supports the continued development of learners&rsquo; knowledge base, metalanguage and intercultural capability. The language of response varies according to task demands, with Hindi used primarily for communicating in structured and supported tasks and familiar interactions, and both Hindi and English for more open-ended and comparative discussions that develop understanding of language and culture.</p>	|	        <p>By the end of Year 6, students use spoken and written Hindi to exchange personal information and experiences, to give opinions and express feelings. When interacting with others, they use expressive and descriptive language, for example, नमस्ते आप कैसे हैं, मैं ठीक हूँ। मेरी माँ मुझे बहुत प्यार करती है, मैं उनकी आँखों का तारा हूँ। मेरे परिवार में हम सब साथ साथ रहतेहैं।, मुझेलगता है आप ठीक कह रहे हैं। Students show interest in and respect for others, for example, मुझे माफ़ कीजिये, यह बहुत अच्छा है। बहुत खूब, मजा आ गया, यह बहुत अच्छा है। रमा मुझे माफ़ करना लेकिन मुझे लगता है कि...। सच पूछो तो मेरे विचार से…। मैं इस बात से सहमत हूँ कि….। They use action-oriented language to plan and conduct shared activities, for example, हम यह कहना चाहते हैं कि...। मैं आज आप को कुछ जानकारी देने जा रहा हूँ। हमारे समूह का विचार है कि..., हम आप के सामने आप एक नाटक पेश करने जा रहे हैं, आज हम आप के सामने प्रस्तुत करने जा रहे हैं... and complete transactions, for example, इसका क्या दाम है? , मुझे एक किलो दाल दीजिये। यह पोशाक कितने की है ये आम कितने के हैं? आपकी दुकान में सब से अच्छी फोटो कौन सी है , मुझे ठंडा शरबत चाहिये। क्या आप के यहाँ शाकाहारी भोजन मिलता हैं? आप के भोजनालय में सबसे स्वादिष्ट व्यंजन कौन सा है? मुझे दो रोटी के साथ एक दाल मक्खनी दे दीजिए.. When participating in classroom routines and activities, they ask and respond to questions, express opinions and ask for clarification, for example, है न?, नही, हाँ, यह क्या है?, मुझे समझ नहीं आया फिर से समझाइये, ठीक है, यह कैसे करनाहै, मेरे हिसाब से वहाँ जाना ठीक नहींहै, यह खाना बहुत स्वादिष्ट है, हमे वहाँ से खाना लेना चाहिये. Students use patterns of Hindi pronunciation and intonation when interacting, identifying regional variations. They gather, classify and compare information related to social and cultural worlds from a range of spoken, written and visual texts. They present information about aspects of language and culture in different formats selected to suit audience and context. They respond to a range of imaginative texts by identifying and discussing key elements such as storylines, characters and themes, for example, अमर चित्र कथा, पँचतंत्र की कहानियाँ, दादी की कहानियाँ, अल्लाद्दीन का चिराग, चाचा चौधरी और साबू, विक्रम और बैताल, पिंकी और बबलू, अकबर -बीरबल के क़िस्से. They create and perform short imaginative texts based on a stimulus, concept or theme, for example, दोस्ती, प्रेम, अहिंसा, अतिथि-सत्कार, अनेकता में एकता. When constructing texts, students use a variety of tenses, for example, खा रहा था, खा रही थी, खा रहा हूँ, खाऊँगा, खायेगा, खायेगी, जा रहा था, जाऊँगा, जा रहा हूँ adverbs, for example, साथ-साथ, अगर-मगर, कभी-कभी, धीरे-धीरे, जल्दी में, दौड़ते हुए and verb forms expressing actions happening, being made to happen or caused to happen, for example, बनना, बनाना, बन जाना। They connect their ideas using conjunctions, for example, मैंने स्वेटर पहना क्योंकि मुझे ठण्ड लग रही थी, तुम यहाँ बैठो या वहाँ जा कर खड़े हो जाओ, उसने दवाई खाई पर असर नहीं हुआ, राम ने खाना खाया और सो गया। They use number and gender distinctions such as एक आदमी, कई आदमी, एक लड़का, तीन लड़के, बेटी, बेटियाँ, नदी, नदियाँ. Students translate texts from Hindi into English and vice versa, identifying words and phrases that need interpretation, for example, उँगली पर नचाना, नाक में दम करना, अपने घर में कुत्ता भी शेर होता है, अंगूर खट्टे हैं. They create bilingual texts for their own and others’ learning. They identify how being bilingual and bicultural contributes to their own identity and influences their ways of communicating.</p>        <p>Students identify the relationship between word formation and pronunciation and apply the conventions of written script to their own constructions. They distinguish between active and passive voice and the intonation patterns of statements, questions and exclamations, for example, वह पास हो गया! क्या आप वहाँ जाएँगे? तुम अच्छे बच्चे हो।. They identify negative constructions, including negative forms of verbs and adjectives and the form and function of tenses, for example, सोहन ने फिल्म नहीं देखी। झूठ कभी मत बोलो. They distinguish between the structure and features of different forms of spoken and written texts and identify ways that texts create effects to suit different audiences. They give examples of how language use and ways of communicating vary according to the degree of formality and context, purpose and audience. They explain factors that have affected Hindi language over time, including the impact of other languages and cultures such as Sanskrit, Persian, English and Arabic. They give examples of how their language use varies according to social context and purpose and identify how ways of using languages are shaped by values and belief systems.</p>      
australia-f10-year7-languages-hindi	|	<p><strong>The nature of the learners</strong></p> <p>The transition to secondary schooling involves social and academic demands that coincide with a period of maturational and physical change. Learners are adjusting to a new school culture with sharper divisions between curriculum areas. There is a need for continuity through change in relation to their language learning. Learners at this level may find themselves in classes involving a range of previous experience with Hindi language-culture. A multilevel and differentiated approach to teaching and task design responds to this diversity of prior experience.</p> <p><strong>Hindi language learning and use</strong></p> <p>Hindi is used for classroom interactions and transactions, for creating and maintaining classroom relationships, for explaining and practising language forms, and for developing cultural understanding. Additional opportunities for interaction in the target language are provided by purposeful and integrated use of ICT. Learners work collaboratively and independently, exploring different modes and genres of communication with particular reference to their current social, cultural and communicative interests. They pool language knowledge and resources to plan, problem-solve, monitor and reflect. They use modelled and rehearsed language in familiar and unfamiliar contexts, and increasingly generate original and personal language. They compose and present more complex and varied texts (for example, media and hypermedia texts, shared stories, poetry, songs/raps, blogs, advertisements, reports and journal entries), and plan, draft and present imaginative and informative texts They design interactive events and collaborative learning experiences and participate in discussions and activities. They use vocabulary and grammar with increasing accuracy, drafting and editing written work to improve structure and clarify meaning. They make cross-curricular connections and explore intercultural perspectives and experience.</p> <p><strong>Contexts of interaction</strong></p> <p>While the primary context of interaction remains the Hindi language classroom, learners are encouraged to engage in interactions with peers in India and other Hindi-speaking regions of the world, including Australia, through electronic means of communication. Learners have additional access to Hindi speakers through media and community events, websites, social media and radio streaming.</p> <p><strong>Texts and resources</strong></p> <p>Learners work with a range of texts specifically designed for learning Hindi in school, such as textbooks, literary texts, videos, readers and online media resources. They also access materials created for Hindi-speaking communities, such as songs, films, magazines, advertisements and websites. They read, view and interact with a growing range of texts for a wider range of purposes (for example, informational, transactional, communicative, imaginative and expressive).</p> <p><strong>Features of Hindi language use</strong></p> <p>Learners expand their range of vocabulary to domains beyond their personal experience and interests, applying phonic and grammatical knowledge to spell and write unfamiliar words. They use a range of grammatical forms and language structures to convey more complex relationships between ideas and experiences, creating compound and complex sentences by using postpositions such as मैं अभी लिखूँगा ताकि समय पूरा होने से पहले लेख खत्म कर लूँ।. They recognise the function and form of commonly used suffixes and prefixes and relationships between words with a shared base, such as बुद्धि, सुबुद्धि, बुद्धिमान, बुद्धिमती. They distinguish between active and passive voice according to context, मैंने आपको बुलाया है। आपको बुलाया गया है। and use a range of tenses to describe routines and actions, मैं दिल्ली जा रहा हूँ। मैं दिल्ली गया था।मैं दिल्ली जाऊँगा. They develop awareness of how language structures shape textual features, and they adopt a wider range of processing strategies, drawing increasingly on their understanding of text conventions when encountering unfamiliar texts. They continue to build metalanguage to describe grammatical and textual features. They recognise and use idiomatic expressions such as आँख का तारा, and employ descriptive and expressive language, including onomatopoeic and mimetic words, to create particular effects and engage interest.</p> <p>Learners make connections between texts and cultural contexts, identifying how cultural values and perspectives are embedded in language and how language choices determine how people, issues and circumstances are represented. They are increasingly aware of the relationship between languages and cultures, noticing, for example, values such as family commitment and respect expressed in cultural practices as well as embedded in Hindi grammatical and vocabulary systems. They reflect on the nature of bicultural and intercultural experience, on how languages change in response to social and cultural change, and on their individual identities as users of two or more languages in a multicultural social context.</p> <p><strong>Level of support</strong></p> <p>Particular support is required at this stage of learning to manage the transition to secondary schooling and to encourage continued engagement with language learning. Opportunities to review and consolidate prior learning are balanced against provision of engaging and relevant new experiences and more challenging tasks. Learners require continued scaffolding, modelling and material support at paragraph and whole-text level for written language and for developing fluency and accuracy in spoken language. They are supported to develop increasing autonomy as language learners and users, and to self-monitor and adjust language in response to their experience in various contexts. They are encouraged to engage more critically with resources such as websites, dictionaries, translating tools and other language resources designed to enrich their receptive and productive language use.</p> <p><strong>The role of English</strong></p> <p>Hindi is used in more extended and elaborated ways and English is used when appropriate for comparison or reflection. Using Hindi to express ideas and feelings, exchange opinions and manage shared activities increasingly involves &lsquo;cultural&rsquo; as well as &lsquo;linguistic&rsquo; choices, personal and social elements as well as grammatical ones, such as making decisions about the use of titles and polite prefixes. At this stage, learners draw from both languages as they move from the <em>what</em> considerations to the <em>why </em>and <em>how </em>questions: from noticing that language and communication are culturally shaped to thinking about the values, experiences and perspectives that lie inside cultural differences, and about how these impact on their own experience as they move between languages and cultural systems.</p>	|	        <p>By the end of Year 8, students initiate and sustain a range of spoken and written interactions on topics of mutual interest, for example, आपका क्या हाल है? आप कब वापस आये? परिवार में सब कैसे हैं? आप कहना क्या चाहते हैं? रमा मुझे माफ़ करना लेकिन मुझे लगता है कि ..., सच पूछो तो मेरे विचार से; मैं इस बात से सहमत हूँ कि ... They exchange views or experiences and offer opinions using language to encourage feedback and to express empathy or indicate agreement, for example, सुन कर बहुत ख़ुशी हुई, बधाई हो!, मुबारक हो। जन्मदिन की हार्दिक शुभकामनायें। बड़े दुःख की बात है; मुझे आप से सहानुभूति हैl आप बिलकुल सही कह रहे हैं। मैं आप से सौ प्रतिशत सहमत हूँ. Student complete transactions by negotiating, planning and solving problems, for example, यह लहंगा कितने का है? यह और कौन कौन से रंगों में उपलब्ध है? खाने में मिर्ची थोड़ी ज़्यादा डालना। चाय गरमा गरम होनी चाहिए। हम यह सामान वापिस नहीं ले सकते क्योंकि आपने रसीद खो दी है. They use reflective and evaluative language to support their own and others’ learning and to manage discussion and debate, for example, ध्यान देने की बात है क...., यह एक और दिलचस्प पहलू है…; जो आप कह रहे हैं वह ठीक है मगर यदि दूसरे दृषटिकोण से देखा जाए तो यह कहना ग़लत नहीं होगा कि.... यह विषय विवादास्पद है. When speaking Hindi, they apply pronunciation and rhythm patterns, including consonant clusters and English words used in Hindi, to a range of sentence types. They locate, collate and analyse information from a range of written, spoken and multimodal texts to provide an overview or to develop a position on selected issues or interests. They use different modes of communication to report on perspectives, views and experiences or to invite action and debate. They interpret ways in which values, characters and events are represented in a range of traditional and contemporary imaginative texts. Students create texts with imaginary characters and contexts in a range of forms to entertain different audiences. They use grammatical forms and features such as prefixes, for example, ज्ञान-अज्ञान-,समान-असमान and suffixes, for example, कृपालु, दयालु, लड़ाई, चढ़ाई), and create compound and complex sentences by using postpositions such as तुम अगर समय पर काम करोगे तो खेल सकोगे। हम सब को अपना कार्य मेहनत और सच्ची लगन से करना चाहिये जिस से हमे सफलता मिले। मैं अभी लिखूँगा ताकि समय पूरा होने से पहले लेख खत्म कर लूँ, comparative adjectives, for example, गीता अपनी बहन से सुन्दर है। मोहन अपनी कक्षा में सब से होशियार है। राम थोड़ा लम्बा है। हेमा से अधिक चतुर है। and basic joining rules such as इ+आ = ए to achieve cohesion.They translate texts from Hindi into English and vice versa, and compare their own translations with others’, interpreting cultural elements. They produce texts in Hindi and English that reflect a bilingual and bicultural perspective. Students identify differences and similarities in the way they interact in Hindi and English, and describe the nature of identity and cultural experience and identify the relationship between the two. </p>        <p>Students identify the relationship between individual and combined elements of spoken and written Hindi and apply writing conventions, including spelling, to convey specific meaning in a range of texts. They use metalanguage to explain aspects of language and apply grammatical and lexical knowledge to determine the meaning of unfamiliar words and to form and spell new ones. They use their knowledge of text structure and organisation to interpret the unfamiliar texts and create new ones. Students explain how and why language use varies according to context, purpose, audience, mode of delivery and the relationship between participants. They explain how and why their own use of Hindi has changed over time and depends on context. They identify the intercultural and multilingual nature of language use across global communities and in social media and popular culture and explain how this influences their own lives. Students explain how language forms and usage reflect cultural ideas, values and perspectives. </p>      
australia-f10-year8-languages-hindi	|	<p><strong>The nature of the learners</strong></p> <p>The transition to secondary schooling involves social and academic demands that coincide with a period of maturational and physical change. Learners are adjusting to a new school culture with sharper divisions between curriculum areas. There is a need for continuity through change in relation to their language learning. Learners at this level may find themselves in classes involving a range of previous experience with Hindi language-culture. A multilevel and differentiated approach to teaching and task design responds to this diversity of prior experience.</p> <p><strong>Hindi language learning and use</strong></p> <p>Hindi is used for classroom interactions and transactions, for creating and maintaining classroom relationships, for explaining and practising language forms, and for developing cultural understanding. Additional opportunities for interaction in the target language are provided by purposeful and integrated use of ICT. Learners work collaboratively and independently, exploring different modes and genres of communication with particular reference to their current social, cultural and communicative interests. They pool language knowledge and resources to plan, problem-solve, monitor and reflect. They use modelled and rehearsed language in familiar and unfamiliar contexts, and increasingly generate original and personal language. They compose and present more complex and varied texts (for example, media and hypermedia texts, shared stories, poetry, songs/raps, blogs, advertisements, reports and journal entries), and plan, draft and present imaginative and informative texts They design interactive events and collaborative learning experiences and participate in discussions and activities. They use vocabulary and grammar with increasing accuracy, drafting and editing written work to improve structure and clarify meaning. They make cross-curricular connections and explore intercultural perspectives and experience.</p> <p><strong>Contexts of interaction</strong></p> <p>While the primary context of interaction remains the Hindi language classroom, learners are encouraged to engage in interactions with peers in India and other Hindi-speaking regions of the world, including Australia, through electronic means of communication. Learners have additional access to Hindi speakers through media and community events, websites, social media and radio streaming.</p> <p><strong>Texts and resources</strong></p> <p>Learners work with a range of texts specifically designed for learning Hindi in school, such as textbooks, literary texts, videos, readers and online media resources. They also access materials created for Hindi-speaking communities, such as songs, films, magazines, advertisements and websites. They read, view and interact with a growing range of texts for a wider range of purposes (for example, informational, transactional, communicative, imaginative and expressive).</p> <p><strong>Features of Hindi language use</strong></p> <p>Learners expand their range of vocabulary to domains beyond their personal experience and interests, applying phonic and grammatical knowledge to spell and write unfamiliar words. They use a range of grammatical forms and language structures to convey more complex relationships between ideas and experiences, creating compound and complex sentences by using postpositions such as मैं अभी लिखूँगा ताकि समय पूरा होने से पहले लेख खत्म कर लूँ।. They recognise the function and form of commonly used suffixes and prefixes and relationships between words with a shared base, such as बुद्धि, सुबुद्धि, बुद्धिमान, बुद्धिमती. They distinguish between active and passive voice according to context, मैंने आपको बुलाया है। आपको बुलाया गया है। and use a range of tenses to describe routines and actions, मैं दिल्ली जा रहा हूँ। मैं दिल्ली गया था।मैं दिल्ली जाऊँगा. They develop awareness of how language structures shape textual features, and they adopt a wider range of processing strategies, drawing increasingly on their understanding of text conventions when encountering unfamiliar texts. They continue to build metalanguage to describe grammatical and textual features. They recognise and use idiomatic expressions such as आँख का तारा, and employ descriptive and expressive language, including onomatopoeic and mimetic words, to create particular effects and engage interest.</p> <p>Learners make connections between texts and cultural contexts, identifying how cultural values and perspectives are embedded in language and how language choices determine how people, issues and circumstances are represented. They are increasingly aware of the relationship between languages and cultures, noticing, for example, values such as family commitment and respect expressed in cultural practices as well as embedded in Hindi grammatical and vocabulary systems. They reflect on the nature of bicultural and intercultural experience, on how languages change in response to social and cultural change, and on their individual identities as users of two or more languages in a multicultural social context.</p> <p><strong>Level of support</strong></p> <p>Particular support is required at this stage of learning to manage the transition to secondary schooling and to encourage continued engagement with language learning. Opportunities to review and consolidate prior learning are balanced against provision of engaging and relevant new experiences and more challenging tasks. Learners require continued scaffolding, modelling and material support at paragraph and whole-text level for written language and for developing fluency and accuracy in spoken language. They are supported to develop increasing autonomy as language learners and users, and to self-monitor and adjust language in response to their experience in various contexts. They are encouraged to engage more critically with resources such as websites, dictionaries, translating tools and other language resources designed to enrich their receptive and productive language use.</p> <p><strong>The role of English</strong></p> <p>Hindi is used in more extended and elaborated ways and English is used when appropriate for comparison or reflection. Using Hindi to express ideas and feelings, exchange opinions and manage shared activities increasingly involves &lsquo;cultural&rsquo; as well as &lsquo;linguistic&rsquo; choices, personal and social elements as well as grammatical ones, such as making decisions about the use of titles and polite prefixes. At this stage, learners draw from both languages as they move from the <em>what</em> considerations to the <em>why </em>and <em>how </em>questions: from noticing that language and communication are culturally shaped to thinking about the values, experiences and perspectives that lie inside cultural differences, and about how these impact on their own experience as they move between languages and cultural systems.</p>	|	        <p>By the end of Year 8, students initiate and sustain a range of spoken and written interactions on topics of mutual interest, for example, आपका क्या हाल है? आप कब वापस आये? परिवार में सब कैसे हैं? आप कहना क्या चाहते हैं? रमा मुझे माफ़ करना लेकिन मुझे लगता है कि ..., सच पूछो तो मेरे विचार से; मैं इस बात से सहमत हूँ कि ... They exchange views or experiences and offer opinions using language to encourage feedback and to express empathy or indicate agreement, for example, सुन कर बहुत ख़ुशी हुई, बधाई हो!, मुबारक हो। जन्मदिन की हार्दिक शुभकामनायें। बड़े दुःख की बात है; मुझे आप से सहानुभूति हैl आप बिलकुल सही कह रहे हैं। मैं आप से सौ प्रतिशत सहमत हूँ. Student complete transactions by negotiating, planning and solving problems, for example, यह लहंगा कितने का है? यह और कौन कौन से रंगों में उपलब्ध है? खाने में मिर्ची थोड़ी ज़्यादा डालना। चाय गरमा गरम होनी चाहिए। हम यह सामान वापिस नहीं ले सकते क्योंकि आपने रसीद खो दी है. They use reflective and evaluative language to support their own and others’ learning and to manage discussion and debate, for example, ध्यान देने की बात है क...., यह एक और दिलचस्प पहलू है…; जो आप कह रहे हैं वह ठीक है मगर यदि दूसरे दृषटिकोण से देखा जाए तो यह कहना ग़लत नहीं होगा कि.... यह विषय विवादास्पद है. When speaking Hindi, they apply pronunciation and rhythm patterns, including consonant clusters and English words used in Hindi, to a range of sentence types. They locate, collate and analyse information from a range of written, spoken and multimodal texts to provide an overview or to develop a position on selected issues or interests. They use different modes of communication to report on perspectives, views and experiences or to invite action and debate. They interpret ways in which values, characters and events are represented in a range of traditional and contemporary imaginative texts. Students create texts with imaginary characters and contexts in a range of forms to entertain different audiences. They use grammatical forms and features such as prefixes, for example, ज्ञान-अज्ञान-,समान-असमान and suffixes, for example, कृपालु, दयालु, लड़ाई, चढ़ाई), and create compound and complex sentences by using postpositions such as तुम अगर समय पर काम करोगे तो खेल सकोगे। हम सब को अपना कार्य मेहनत और सच्ची लगन से करना चाहिये जिस से हमे सफलता मिले। मैं अभी लिखूँगा ताकि समय पूरा होने से पहले लेख खत्म कर लूँ, comparative adjectives, for example, गीता अपनी बहन से सुन्दर है। मोहन अपनी कक्षा में सब से होशियार है। राम थोड़ा लम्बा है। हेमा से अधिक चतुर है। and basic joining rules such as इ+आ = ए to achieve cohesion.They translate texts from Hindi into English and vice versa, and compare their own translations with others’, interpreting cultural elements. They produce texts in Hindi and English that reflect a bilingual and bicultural perspective. Students identify differences and similarities in the way they interact in Hindi and English, and describe the nature of identity and cultural experience and identify the relationship between the two. </p>        <p>Students identify the relationship between individual and combined elements of spoken and written Hindi and apply writing conventions, including spelling, to convey specific meaning in a range of texts. They use metalanguage to explain aspects of language and apply grammatical and lexical knowledge to determine the meaning of unfamiliar words and to form and spell new ones. They use their knowledge of text structure and organisation to interpret the unfamiliar texts and create new ones. Students explain how and why language use varies according to context, purpose, audience, mode of delivery and the relationship between participants. They explain how and why their own use of Hindi has changed over time and depends on context. They identify the intercultural and multilingual nature of language use across global communities and in social media and popular culture and explain how this influences their own lives. Students explain how language forms and usage reflect cultural ideas, values and perspectives. </p>      
australia-f10-year9-languages-hindi	|	<p><strong>The nature of the learners</strong></p> <p>This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more deductively with language and culture systems, to apply more intentional learning strategies and to reflect productively on their learning. Motivation and engagement with language learning and use are influenced by peer group dynamics, personal interests and values and issues related to self-concept. This is particularly the case for bilingual learners for whom the duality of living between languages and cultural frames impacts continually on the process of identity construction. The role of language is central to this process and is reflected in the degree to which learners define themselves as members of language communities, how they position themselves in relation to peer groups, the choices they make in relation to linguistic and social practices. These processes are fluid and context-responsive and impact on learners&rsquo; engagement with both Hindi and English language learning.</p> <p><strong>Hindi language learning and use</strong></p> <p>This is a period of language exploration, vocabulary expansion and experimentation with different modes of communication (for example, digital and hypermedia, collaborative performance and group discussions). Greater control of language structures and systems increases confidence and interest in communicating in a wider range of contexts. Learners use Hindi to communicate and interact; to access and exchange information; to express feelings and opinions; to participate in imaginative and creative experiences; and to design, interpret and analyse a wider range of texts and experiences. They use language in different contexts more fluently, with a greater degree of self-correction and repair. They reference the accuracy of their written language against a stronger frame of grammatical and systems knowledge. They demonstrate understanding of language variation and change, and of how intercultural experience, technology, media and globalisation influence language use and forms of communication.</p> <p><strong>Contexts of interaction</strong></p> <p>Learners interact with peers, teachers and other Hindi speakers in immediate and local contexts, and with wider Hindi-speaking communities and cultural resources via virtual and online environments. They may participate in community events such as film or cultural festivals, intercultural forums or exchange travel opportunities.</p> <p><strong>Texts and resources</strong></p> <p>Learners use an extensive range of texts and materials designed for in-class learning of Hindi, such as textbooks, literary texts, teacher-generated materials and online resources. Learning is enriched by exposure to authentic materials designed for or generated by young Hindi speakers, such as blogs, video clips, discussion forums, television programs or newspaper features. Learners are encouraged to source additional materials to support their own learning and to pursue personal interests in aspects of Hindi language and associated cultures.</p> <p><strong>Features of Hindi language use</strong></p> <p>Learners extend and consolidate grammatical knowledge, including the use of compound sentences by using postpositions मैं पहले दिल्ली जाऊँगा और अपना काम पूरा करने के बाद कोलकता पहुँचूँगा। and of a range of tenses to describe events and personal experiences, पिछले वर्ष जैसे हमने होली का त्योहार मनाया था उसी प्रकार इस वर्ष भी हम होली का त्योहार धूमधाम से मनाएंगे।. They make passive and active voice distinctions, राम उर्दू लिख रहा ह, उर्दू लिखी जा रही है, understand the appropriate use of participles and the function and use of case, ने, को, से, के लिए, में, पर. Their vocabulary knowledge expands to include more abstract words and specialised vocabulary drawn from other learning areas or areas of wider personal interest. Textual knowledge and capability are strengthened through maintaining a balance between activities that focus on language forms and structures and communicative tasks and performance. Learners recognise, analyse and construct different types of texts for different purposes and audiences. Task characteristics and conditions at this level are more complex and challenging, involving collaborative as well as independent language planning and performance, and development and strategic use of language and cultural resources. Elements of tasks involve interpreting, creating, evaluating and performing. Working with media resources, fiction and non-fiction texts, performances and research projects allows for exploration of themes of personal and contemporary relevance (for example, global and environmental issues, identity and relationship issues, questions of diversity and inclusivity). Learners investigate texts through more critical analysis, identifying how language choices reflect perspectives and shape meaning, and how they in turn are shaped by context and intention.</p> <p>Learners at this level understand the relationship between language, culture and identity. They explore in more depth and detail the processes involved in learning and using different languages, recognising the role of cognitive, cultural and personal as well as linguistic resources. They identify how meaning-making and representation in different languages involve interpretation and personal response as well as literal translation and factual reporting. They explore the reciprocal nature of intercultural communication: how moving between different languages and cultural systems impacts on their ways of thinking and behaving; and how successful communication requires flexibility, awareness and openness to alternative ways. They develop the capacity to &lsquo;decentre&rsquo; from normative ways of thinking and communicating, to consider their own cultural ways through the eyes of others, and to communicate in interculturally appropriate ways.</p> <p><strong>Level of support</strong></p> <p>While learners are increasingly less reliant on the teacher for support during communicative interactions, continued support, provision of rich language input and modelled language is needed to consolidate and sustain the learning of Hindi. The teacher provides both implicit and explicit modelling and scaffolding in relation to meaningful language use in a range of contexts, situations and learning experiences, and explicit instruction and explanation in relation to complex structures, grammatical functions and abstract concepts and vocabulary. Provision of opportunities to discuss, clarify, rehearse and apply their knowledge is critical in consolidating knowledge and skills and developing autonomy. Learners are encouraged to self-monitor, for example, by keeping records of feedback and through peer support and self-review.</p> <p><strong>The role of English</strong></p> <p>Learners and teachers use Hindi as the primary medium of interaction in language-oriented and most content-oriented learning experiences. English is used for comparative analysis and for elements of discussion or conceptual analysis which may be better responded to in English than in Hindi. Learners are supported to reflect on the different roles English and Hindi play in their academic work.</p>	|	        <p>By the end of Year 10, students initiate, sustain and extend a range of spoken and written formal and informal interactions about young people’s interests, behaviours and values, for example, आप कब वापस आये?, आप के जीवन में सुखी जीवन को व्यतीत करने के क्या उपाय हैं?तुम्हारे विचार में संयुक्त और एकल परिवार में से कौन सी पारिवारिक सरंचना आज के युग में ज़्यादा उपयुक्त है? आप के विचार में आज की युवा पीढ़ी पर किस का प्रभाव पड़ रहा है? तुम अपने दोस्तों के बारे में कुछ बताओ. They participate in activities that involve interactions, transactions, negotiations and managing different opinions and social/cultural behaviours, for example, यह ठीक है, हम सब मिल कर करेंगे, हमें इस में कुछ चित्र भी सम्मिलित करने चाहिये?, क्यों न हम सब ..., यही उचित रहेगा। आपको इसमें से एक चुनना है. When interacting, they use culturally appropriate expressions and protocols, for example, धन्यवाद, आप का बहुत बधाई हो ।अपनी पुत्री के शुभ विवाह पर मैं आपको आमंत्रित करना चाहता हूँ । मैं नेहा बेटी को आशीर्वाद देने ज़रूर आऊँगा। यह मेरा सौभाग्य है कि आप ने मुझे इतने महत्त्वपूर्ण अवसर में <a href="http://www.shabdkosh.com/translate/%E0%A4%B8%E0%A4%AE%E0%A5%8D%E0%A4%AE%E0%A4%BF%E0%A4%B2%E0%A4%BF%E0%A4%A4/%E0%A4%B8%E0%A4%AE%E0%A5%8D%E0%A4%AE%E0%A4%BF%E0%A4%B2%E0%A4%BF%E0%A4%A4-meaning-in-Hindi-English" target="_blank" title="Opens in a new window">सम्मिलित</a> होने का अवसर दिया, किन्तु मैं किसी कारणवश नहीं आ पाऊँगा।. They extend discussions and justify their views by asking open-ended questions and providing elaborated responses, for example, इस विषय पर आपके क्या विचार हैं, आप क्या सोचते हैं?, इसका क्या प्रभाव पड़ेगा मुझे विस्तार से बताओ। मेरे कहने का तात्पर्य है कि …, तुम यह कहना चाहते हो कि…, मुझे लगता है कि …. When speaking, they apply pronunciation rules and rhythm, including social and regional variations, to complex sentences. They research, interpret and evaluate information and perspectives on social issues or issues of interest to young people, and identify how culture and context influence the way information is presented. They convey information and perspectives using different text types and modes of presentation. They respond to different expressive and imaginative texts by analysing techniques and cultural influences used for aesthetic, humorous or emotional effects. Students create imaginative texts to express ideas, attitudes and emotions through characters, events and settings relating to bilingual and bicultural experiences. When creating texts, they use a variety of grammatical elements, such as joining rules, for example, आ+ओ=औ, क्+अ+ल= कल, कारक ; case, for example, ने, को, से, के लिए, में, पर; and a range of tenses and participles, for example, आ, ई, ऐ, जाना, वाला, रहा, सकना, पहुँचना, दिल्ली जाने वाले लोग, साइकिल पर लड़की चल रही है to produce complex sentences such as मैं पहले दिल्ली जाऊँगा फिर वहाँ से बम्बई जाऊँगा; कल मैं काम खत्म कर के आपने साथियो के साथ खेलने जाऊँगा. Students compare translations and interpretations of literary, community and social media texts, including those that use both Hindi and English. They create a range of bilingual texts that reflect the nature of their own and each other’s intercultural experience. They describe their experience of being bilingual or multilingual and explain the relationship between language, culture and identity.</p>        <p>Students apply their understanding of complex pronunciation rules and writing conventions, such as variations between spoken and written Hindi and between Sanskrit and Perso-Arabic script. They explain how elements of grammar and word formation allow for the expression of ideas and meaning. They analyse and construct a range of texts for different purpose and audiences and identify cultural, textual and contextual features. They explain how and why variations in Hindi language use relate to roles, relationships and contexts of interaction. Students identify and categorise changes to Hindi and to other languages in different domains of use such as education and popular culture. They explain how being bilingual or multilingual affects the ways they and their peers think, behave and communicate. </p>      
australia-f10-year10-languages-hindi	|	<p><strong>The nature of the learners</strong></p> <p>This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more deductively with language and culture systems, to apply more intentional learning strategies and to reflect productively on their learning. Motivation and engagement with language learning and use are influenced by peer group dynamics, personal interests and values and issues related to self-concept. This is particularly the case for bilingual learners for whom the duality of living between languages and cultural frames impacts continually on the process of identity construction. The role of language is central to this process and is reflected in the degree to which learners define themselves as members of language communities, how they position themselves in relation to peer groups, the choices they make in relation to linguistic and social practices. These processes are fluid and context-responsive and impact on learners&rsquo; engagement with both Hindi and English language learning.</p> <p><strong>Hindi language learning and use</strong></p> <p>This is a period of language exploration, vocabulary expansion and experimentation with different modes of communication (for example, digital and hypermedia, collaborative performance and group discussions). Greater control of language structures and systems increases confidence and interest in communicating in a wider range of contexts. Learners use Hindi to communicate and interact; to access and exchange information; to express feelings and opinions; to participate in imaginative and creative experiences; and to design, interpret and analyse a wider range of texts and experiences. They use language in different contexts more fluently, with a greater degree of self-correction and repair. They reference the accuracy of their written language against a stronger frame of grammatical and systems knowledge. They demonstrate understanding of language variation and change, and of how intercultural experience, technology, media and globalisation influence language use and forms of communication.</p> <p><strong>Contexts of interaction</strong></p> <p>Learners interact with peers, teachers and other Hindi speakers in immediate and local contexts, and with wider Hindi-speaking communities and cultural resources via virtual and online environments. They may participate in community events such as film or cultural festivals, intercultural forums or exchange travel opportunities.</p> <p><strong>Texts and resources</strong></p> <p>Learners use an extensive range of texts and materials designed for in-class learning of Hindi, such as textbooks, literary texts, teacher-generated materials and online resources. Learning is enriched by exposure to authentic materials designed for or generated by young Hindi speakers, such as blogs, video clips, discussion forums, television programs or newspaper features. Learners are encouraged to source additional materials to support their own learning and to pursue personal interests in aspects of Hindi language and associated cultures.</p> <p><strong>Features of Hindi language use</strong></p> <p>Learners extend and consolidate grammatical knowledge, including the use of compound sentences by using postpositions मैं पहले दिल्ली जाऊँगा और अपना काम पूरा करने के बाद कोलकता पहुँचूँगा। and of a range of tenses to describe events and personal experiences, पिछले वर्ष जैसे हमने होली का त्योहार मनाया था उसी प्रकार इस वर्ष भी हम होली का त्योहार धूमधाम से मनाएंगे।. They make passive and active voice distinctions, राम उर्दू लिख रहा ह, उर्दू लिखी जा रही है, understand the appropriate use of participles and the function and use of case, ने, को, से, के लिए, में, पर. Their vocabulary knowledge expands to include more abstract words and specialised vocabulary drawn from other learning areas or areas of wider personal interest. Textual knowledge and capability are strengthened through maintaining a balance between activities that focus on language forms and structures and communicative tasks and performance. Learners recognise, analyse and construct different types of texts for different purposes and audiences. Task characteristics and conditions at this level are more complex and challenging, involving collaborative as well as independent language planning and performance, and development and strategic use of language and cultural resources. Elements of tasks involve interpreting, creating, evaluating and performing. Working with media resources, fiction and non-fiction texts, performances and research projects allows for exploration of themes of personal and contemporary relevance (for example, global and environmental issues, identity and relationship issues, questions of diversity and inclusivity). Learners investigate texts through more critical analysis, identifying how language choices reflect perspectives and shape meaning, and how they in turn are shaped by context and intention.</p> <p>Learners at this level understand the relationship between language, culture and identity. They explore in more depth and detail the processes involved in learning and using different languages, recognising the role of cognitive, cultural and personal as well as linguistic resources. They identify how meaning-making and representation in different languages involve interpretation and personal response as well as literal translation and factual reporting. They explore the reciprocal nature of intercultural communication: how moving between different languages and cultural systems impacts on their ways of thinking and behaving; and how successful communication requires flexibility, awareness and openness to alternative ways. They develop the capacity to &lsquo;decentre&rsquo; from normative ways of thinking and communicating, to consider their own cultural ways through the eyes of others, and to communicate in interculturally appropriate ways.</p> <p><strong>Level of support</strong></p> <p>While learners are increasingly less reliant on the teacher for support during communicative interactions, continued support, provision of rich language input and modelled language is needed to consolidate and sustain the learning of Hindi. The teacher provides both implicit and explicit modelling and scaffolding in relation to meaningful language use in a range of contexts, situations and learning experiences, and explicit instruction and explanation in relation to complex structures, grammatical functions and abstract concepts and vocabulary. Provision of opportunities to discuss, clarify, rehearse and apply their knowledge is critical in consolidating knowledge and skills and developing autonomy. Learners are encouraged to self-monitor, for example, by keeping records of feedback and through peer support and self-review.</p> <p><strong>The role of English</strong></p> <p>Learners and teachers use Hindi as the primary medium of interaction in language-oriented and most content-oriented learning experiences. English is used for comparative analysis and for elements of discussion or conceptual analysis which may be better responded to in English than in Hindi. Learners are supported to reflect on the different roles English and Hindi play in their academic work.</p>	|	        <p>By the end of Year 10, students initiate, sustain and extend a range of spoken and written formal and informal interactions about young people’s interests, behaviours and values, for example, आप कब वापस आये?, आप के जीवन में सुखी जीवन को व्यतीत करने के क्या उपाय हैं?तुम्हारे विचार में संयुक्त और एकल परिवार में से कौन सी पारिवारिक सरंचना आज के युग में ज़्यादा उपयुक्त है? आप के विचार में आज की युवा पीढ़ी पर किस का प्रभाव पड़ रहा है? तुम अपने दोस्तों के बारे में कुछ बताओ. They participate in activities that involve interactions, transactions, negotiations and managing different opinions and social/cultural behaviours, for example, यह ठीक है, हम सब मिल कर करेंगे, हमें इस में कुछ चित्र भी सम्मिलित करने चाहिये?, क्यों न हम सब ..., यही उचित रहेगा। आपको इसमें से एक चुनना है. When interacting, they use culturally appropriate expressions and protocols, for example, धन्यवाद, आप का बहुत बधाई हो ।अपनी पुत्री के शुभ विवाह पर मैं आपको आमंत्रित करना चाहता हूँ । मैं नेहा बेटी को आशीर्वाद देने ज़रूर आऊँगा। यह मेरा सौभाग्य है कि आप ने मुझे इतने महत्त्वपूर्ण अवसर में <a href="http://www.shabdkosh.com/translate/%E0%A4%B8%E0%A4%AE%E0%A5%8D%E0%A4%AE%E0%A4%BF%E0%A4%B2%E0%A4%BF%E0%A4%A4/%E0%A4%B8%E0%A4%AE%E0%A5%8D%E0%A4%AE%E0%A4%BF%E0%A4%B2%E0%A4%BF%E0%A4%A4-meaning-in-Hindi-English" target="_blank" title="Opens in a new window">सम्मिलित</a> होने का अवसर दिया, किन्तु मैं किसी कारणवश नहीं आ पाऊँगा।. They extend discussions and justify their views by asking open-ended questions and providing elaborated responses, for example, इस विषय पर आपके क्या विचार हैं, आप क्या सोचते हैं?, इसका क्या प्रभाव पड़ेगा मुझे विस्तार से बताओ। मेरे कहने का तात्पर्य है कि …, तुम यह कहना चाहते हो कि…, मुझे लगता है कि …. When speaking, they apply pronunciation rules and rhythm, including social and regional variations, to complex sentences. They research, interpret and evaluate information and perspectives on social issues or issues of interest to young people, and identify how culture and context influence the way information is presented. They convey information and perspectives using different text types and modes of presentation. They respond to different expressive and imaginative texts by analysing techniques and cultural influences used for aesthetic, humorous or emotional effects. Students create imaginative texts to express ideas, attitudes and emotions through characters, events and settings relating to bilingual and bicultural experiences. When creating texts, they use a variety of grammatical elements, such as joining rules, for example, आ+ओ=औ, क्+अ+ल= कल, कारक ; case, for example, ने, को, से, के लिए, में, पर; and a range of tenses and participles, for example, आ, ई, ऐ, जाना, वाला, रहा, सकना, पहुँचना, दिल्ली जाने वाले लोग, साइकिल पर लड़की चल रही है to produce complex sentences such as मैं पहले दिल्ली जाऊँगा फिर वहाँ से बम्बई जाऊँगा; कल मैं काम खत्म कर के आपने साथियो के साथ खेलने जाऊँगा. Students compare translations and interpretations of literary, community and social media texts, including those that use both Hindi and English. They create a range of bilingual texts that reflect the nature of their own and each other’s intercultural experience. They describe their experience of being bilingual or multilingual and explain the relationship between language, culture and identity.</p>        <p>Students apply their understanding of complex pronunciation rules and writing conventions, such as variations between spoken and written Hindi and between Sanskrit and Perso-Arabic script. They explain how elements of grammar and word formation allow for the expression of ideas and meaning. They analyse and construct a range of texts for different purpose and audiences and identify cultural, textual and contextual features. They explain how and why variations in Hindi language use relate to roles, relationships and contexts of interaction. Students identify and categorise changes to Hindi and to other languages in different domains of use such as education and popular culture. They explain how being bilingual or multilingual affects the ways they and their peers think, behave and communicate. </p>      
australia-f10-year7-humanities-social-sciences-history	|	<h4>The ancient world</h4> <p>The Year 7 curriculum provides a study of history from the time of the earliest human communities to the end of the ancient period, approximately 60&nbsp;000 BC (BCE) &ndash; c.650 AD (CE). It was a period defined by the development of cultural practices and organised societies. The study of the ancient world includes the discoveries (the remains of the past and what we know) and the mysteries (what we do not know) about this period of history, in a range of societies in places including Australia, Egypt, Greece, Rome, India and China.</p> <p>The content provides opportunities to develop historical understanding through key concepts, including <strong>evidence</strong><strong>, continuity and change, cause and effect, perspectives, empathy, significance </strong>and<strong> contestability.</strong> These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.</p> <p>The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.</p> <p><strong>Key inquiry questions</strong></p> <p>A framework for developing students&rsquo; historical knowledge, understanding and skills is provided by<strong> inquiry questions</strong> through the use and interpretation of sources. The key inquiry questions for Year 7 are:</p> <ul> <li>How do we know about the ancient past?</li> <li>Why and where did the earliest societies develop?</li> <li>What emerged as the defining characteristics of ancient societies?</li> <li>What have been the legacies of ancient societies?</li> </ul>	|	<p>By the end of Year 7, students suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups. They describe events and developments from the perspective of different people who lived at the time. Students explain the role of groups and the significance of particular individuals in society. They identify past events and developments that have been interpreted in different ways.</p> <p>Students sequence events and developments within a chronological framework, using dating conventions to represent and measure time. When researching, students develop questions to frame a historical inquiry. They identify and select a range of sources and locate, compare and use information to answer inquiry questions. They examine sources to explain points of view. When interpreting sources, they identify their origin and purpose. Students develop texts, particularly descriptions and explanations. In developing these texts and organising and presenting their findings, they use historical terms and concepts, incorporate relevant sources, and acknowledge their sources of information.</p>
australia-f10-year8-humanities-social-sciences-history	|	<h4>The ancient to the modern world</h4> <p>The Year 8 curriculum provides a study of history from the end of the ancient period to the beginning of the modern period, c.650&ndash; 1750 AD (CE). This was when major civilisations around the world came into contact with each other. Social, economic, religious and political beliefs were often challenged and significantly changed. It was the period when the modern world began to take shape.</p> <p>The content provides opportunities to develop historical understanding through key concepts, including <strong>evidence, continuity and change, cause and effect, perspectives, empathy, significance </strong>and<strong> contestability.</strong> These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.</p> <p>The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.</p> <p><strong>Key inquiry questions</strong></p> <p>A framework for developing students&rsquo; historical knowledge, understanding and skills is provided by<strong> inquiry questions</strong> through the use and interpretation of sources. The key inquiry questions for Year 8 are:</p> <ul> <li>How did societies change from the end of the ancient period to the beginning of the modern age?</li> <li>What key beliefs and values emerged and how did they influence societies?</li> <li>What were the causes and effects of contact between societies in this period?</li> <li>Which significant people, groups and ideas from this period have influenced the world today?</li> </ul>	|	<p>By the end of Year 8, students recognise and explain patterns of change and continuity over time. They explain the causes and effects of events and developments. They identify the motives and actions of people at the time. Students explain the significance of individuals and groups and how they were influenced by the beliefs and values of their society. They describe different interpretations of the past.</p> <p>Students sequence events and developments within a chronological framework with reference to periods of time. When researching, students develop questions to frame a historical inquiry. They analyse, select and organise information from primary and secondary sources and use it as evidence to answer inquiry questions. Students identify and explain different points of view in sources. When interpreting sources, they identify their origin and purpose, and distinguish between fact and opinion. Students develop texts, particularly descriptions and explanations, incorporating analysis. In developing these texts, and organising and presenting their findings, they use historical terms and concepts, evidence identified in sources, and acknowledge their sources of information.</p>
australia-f10-year9-humanities-social-sciences-history	|	<h4>The making of the modern world</h4> <p>The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in World War I, 1914&ndash;1918, the &lsquo;war to end all wars&rsquo;.</p> <p>The content provides opportunities to develop historical understanding through key concepts, including <strong>evidence, continuity and change, cause and effect, perspectives, empathy, significance </strong>and<strong> contestability.</strong> These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.</p> <p>The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.</p> <p><strong>Key inquiry questions</strong></p> <p>A framework for developing students&rsquo; historical knowledge, understanding and skills is provided by<strong> inquiry questions</strong> through the use and interpretation of sources. The key inquiry questions for Year 9 are:</p> <ul> <li>What were the changing features of the movements of people from 1750 to 1918?</li> <li>How did new ideas and technological developments contribute to change in this period?</li> <li>What was the origin, development, significance and long-term impact of imperialism in this period?</li> <li>What was the significance of World War I?</li> </ul>	|	<p>By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and make judgments about their importance. They explain the motives and actions of people at the time. Students explain the significance of these events and developments over the short and long term. They explain different interpretations of the past.</p> <p>Students sequence events and developments within a chronological framework, with reference to periods of time and their duration. When researching, students develop different kinds of questions to frame a historical inquiry. They interpret, process, analyse and organise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students examine sources to compare different points of view. When evaluating these sources, they analyse origin and purpose, and draw conclusions about their usefulness. They develop their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical interpretations. In developing these texts and organising and presenting their conclusions, they use historical terms and concepts, evidence identified in sources, and they reference these sources.</p>
australia-f10-year10-humanities-social-sciences-history	|	<h4>The modern world and Australia</h4> <p>The Year 10 curriculum provides a study of the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. The twentieth century became a critical period in Australia&rsquo;s social, cultural, economic and political development. The transformation of the modern world during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia&rsquo;s development, its place within the Asia-Pacific region and its global standing.</p> <p>The content provides opportunities to develop historical understanding through key concepts, including <strong>evidence, continuity and change, cause and effect, perspectives, empathy, significance </strong>and<strong> contestability.</strong> These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.</p> <p>The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.</p> <p><strong>Key inquiry questions</strong></p> <p>A framework for developing students&rsquo; historical knowledge, understanding and skills is provided by<strong> inquiry questions</strong> through the use and interpretation of sources. The key inquiry questions for Year 10 are:</p> <ul> <li>How did the nature of global conflict change during the twentieth century?</li> <li>What were the consequences of World War II? How did these consequences shape the modern world?</li> <li>How was Australian society affected by other significant global events and changes in this period?</li> </ul>	|	<p>By the end of Year 10, students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their relative importance. They explain the context for people&rsquo;s actions in the past. Students explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations.</p> <p>Students sequence events and developments within a chronological framework, and identify relationships between events across different places and periods of time. When researching, students develop, evaluate and modify questions to frame a historical inquiry. They process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students analyse sources to identify motivations, values and attitudes. When evaluating these sources, they analyse and draw conclusions about their usefulness, taking into account their origin, purpose and context. They develop and justify their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical argument. In developing these texts and organising and presenting their arguments, they use historical terms and concepts, evidence identified in sources, and they reference these sources.</p>
australia-f10-foundation-languages-Indonesian	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically they have little to no experience of Indonesian language and culture.</p>        <p>          <b>Indonesian language learning and use</b>        </p>        <p>In these years there is an emphasis on developing learners’ oral language to enable them to participate in class activities such as shared reading, chants, rhymes, songs and games. They repeat sounds, particularly of vowels, the letter <i lang="id">c (ch)</i> and <i lang="id">r</i> (trilled), as modelled by the teacher and aural texts. Learners use formulaic language and single-idea phrases. They will recognise the same alphabet as they are learning for writing English and need to observe that some letters have different sounds (for example, c = ch). Learners write by tracing and copying, forming letters legibly. They learn to write words and sentences independently using modelled language, for example, matching pictures with single words, labels and captions. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary context for interaction is the language classroom, with the teacher of Indonesian, and peers or buddy classmates. Learners’ use of Indonesian primarily relates to classroom routines and activities, drawing on their curiosity about the world around them and their interest in play, movement and games.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Written texts include children’s stories and big books, and teacher-generated materials such as pictures with labels and descriptions. Learners listen to, read and view texts, including digital forms such as videos, songs and children’s programs. They respond to teacher generated resources such as cloze, substitution or matching exercises, and produce texts such as captions and recounts using formulaic language, for example, <i lang="id">Pada hari…, saya</i>…</p>        <p>          <b>Features of Indonesian language use</b>        </p>        <p>Students are learning the sounds and written form of Indonesian. They are noticing similarities and differences between Indonesian and English, such as similar vocabulary and word order and differences in the position of adjectives and possessive pronouns Learners ask questions in English about Indonesia and Indonesians. With teacher support, they discuss language and culture in terms of what is the same or different and compare with ‘what is said and done’ in their own language and culture.</p>        <p>          <b>Level of support</b>        </p>        <p>Support is provided through visual and tactile materials, such as pictures, realia, objects and charts, and the use of gesture and movement. The main source of support is the teacher’s talk, such as questions and statements, explanations, prompts, recycling of language, stories and feedback. Learners rely on modelled language and scaffolded tasks to create their own texts, for example, choosing words to complete sentences or using pictures to sequence captions.</p>        <p>          <b>The role of English</b>        </p>        <p>Indonesian is used in class interactions and daily routines such as opening and closing of lessons. Indonesian is used by the teacher to model new language, process texts and guide interaction, for example<i lang="id">, Ini siapa?,</i> <i lang="id">Di mana Hasan?</i> English is used when describing aspects of language and culture such as word order and cultural practices. </p>      	|	<p>By the end of Year 2, students interact with teachers and peers through play- and action-related language. They use greetings such as <i lang="id">Selamat pagi/siang</i> and respond to instructions such as <i lang="id">Berdirilah, Masuklah</i> through actions. Students pronounce the vowel sounds, and c (ch). They respond to questions (for example <i lang="id">Apa? Siapa? Berapa?</i>) with responses that include <i lang="id">ya/tidak</i>, verbs such as <i lang="id">ada/mau/suka/bisa/boleh</i>, and/or names and numbers (up to ten). They identify specific words or items in oral and written texts such as names of objects and people, and respond by using actions or drawing or labelling a picture. They present factual information at word and simple sentence level, such as lists, labels, descriptions and sharing/news reports, relying on formulaic language and modelled examples. They show comprehension and create simple texts such as a description, story or comic by matching pictures and captions. They use vocabulary related to their class and home environments. Students use simple verbs such as <i lang="id">lari, main, makan</i> and use the pronouns<i lang="id"> saya, kamu</i> and <i lang="id">Pak/Bu</i> to address others. Students comment on similarities and differences in meanings of words, noticing that some cannot be readily translated, for example, <i lang="id">takraw</i>. They comment on aspects of using Indonesian and express feelings about learning Indonesian.</p> <p>Students know that Indonesian is written using the same alphabet as English but that some sounds are different. They know that they communicate in English (and possibly other languages) and that Indonesian is spoken in a country called Indonesia. They identify Indonesian words that are similar to English, for example, <i lang="id">buku, komputer</i> and <i lang="id">es krim</i>. Students identify some distinctive Indonesian words such as <i lang="id">komodo, durian</i> and <i lang="id">kancil</i>. They know that language and culture are related.</p>
australia-f10-year1-languages-Indonesian	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically they have little to no experience of Indonesian language and culture.</p>        <p>          <b>Indonesian language learning and use</b>        </p>        <p>In these years there is an emphasis on developing learners’ oral language to enable them to participate in class activities such as shared reading, chants, rhymes, songs and games. They repeat sounds, particularly of vowels, the letter <i lang="id">c (ch)</i> and <i lang="id">r</i> (trilled), as modelled by the teacher and aural texts. Learners use formulaic language and single-idea phrases. They will recognise the same alphabet as they are learning for writing English and need to observe that some letters have different sounds (for example, c = ch). Learners write by tracing and copying, forming letters legibly. They learn to write words and sentences independently using modelled language, for example, matching pictures with single words, labels and captions. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary context for interaction is the language classroom, with the teacher of Indonesian, and peers or buddy classmates. Learners’ use of Indonesian primarily relates to classroom routines and activities, drawing on their curiosity about the world around them and their interest in play, movement and games.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Written texts include children’s stories and big books, and teacher-generated materials such as pictures with labels and descriptions. Learners listen to, read and view texts, including digital forms such as videos, songs and children’s programs. They respond to teacher generated resources such as cloze, substitution or matching exercises, and produce texts such as captions and recounts using formulaic language, for example, <i lang="id">Pada hari…, saya</i>…</p>        <p>          <b>Features of Indonesian language use</b>        </p>        <p>Students are learning the sounds and written form of Indonesian. They are noticing similarities and differences between Indonesian and English, such as similar vocabulary and word order and differences in the position of adjectives and possessive pronouns Learners ask questions in English about Indonesia and Indonesians. With teacher support, they discuss language and culture in terms of what is the same or different and compare with ‘what is said and done’ in their own language and culture.</p>        <p>          <b>Level of support</b>        </p>        <p>Support is provided through visual and tactile materials, such as pictures, realia, objects and charts, and the use of gesture and movement. The main source of support is the teacher’s talk, such as questions and statements, explanations, prompts, recycling of language, stories and feedback. Learners rely on modelled language and scaffolded tasks to create their own texts, for example, choosing words to complete sentences or using pictures to sequence captions.</p>        <p>          <b>The role of English</b>        </p>        <p>Indonesian is used in class interactions and daily routines such as opening and closing of lessons. Indonesian is used by the teacher to model new language, process texts and guide interaction, for example<i lang="id">, Ini siapa?,</i> <i lang="id">Di mana Hasan?</i> English is used when describing aspects of language and culture such as word order and cultural practices. </p>      	|	<p>By the end of Year 2, students interact with teachers and peers through play- and action-related language. They use greetings such as <i lang="id">Selamat pagi/siang</i> and respond to instructions such as <i lang="id">Berdirilah, Masuklah</i> through actions. Students pronounce the vowel sounds, and c (ch). They respond to questions (for example <i lang="id">Apa? Siapa? Berapa?</i>) with responses that include <i lang="id">ya/tidak</i>, verbs such as <i lang="id">ada/mau/suka/bisa/boleh</i>, and/or names and numbers (up to ten). They identify specific words or items in oral and written texts such as names of objects and people, and respond by using actions or drawing or labelling a picture. They present factual information at word and simple sentence level, such as lists, labels, descriptions and sharing/news reports, relying on formulaic language and modelled examples. They show comprehension and create simple texts such as a description, story or comic by matching pictures and captions. They use vocabulary related to their class and home environments. Students use simple verbs such as <i lang="id">lari, main, makan</i> and use the pronouns<i lang="id"> saya, kamu</i> and <i lang="id">Pak/Bu</i> to address others. Students comment on similarities and differences in meanings of words, noticing that some cannot be readily translated, for example, <i lang="id">takraw</i>. They comment on aspects of using Indonesian and express feelings about learning Indonesian.</p> <p>Students know that Indonesian is written using the same alphabet as English but that some sounds are different. They know that they communicate in English (and possibly other languages) and that Indonesian is spoken in a country called Indonesia. They identify Indonesian words that are similar to English, for example, <i lang="id">buku, komputer</i> and <i lang="id">es krim</i>. Students identify some distinctive Indonesian words such as <i lang="id">komodo, durian</i> and <i lang="id">kancil</i>. They know that language and culture are related.</p>
australia-f10-year2-languages-Indonesian	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically they have little to no experience of Indonesian language and culture.</p>        <p>          <b>Indonesian language learning and use</b>        </p>        <p>In these years there is an emphasis on developing learners’ oral language to enable them to participate in class activities such as shared reading, chants, rhymes, songs and games. They repeat sounds, particularly of vowels, the letter <i lang="id">c (ch)</i> and <i lang="id">r</i> (trilled), as modelled by the teacher and aural texts. Learners use formulaic language and single-idea phrases. They will recognise the same alphabet as they are learning for writing English and need to observe that some letters have different sounds (for example, c = ch). Learners write by tracing and copying, forming letters legibly. They learn to write words and sentences independently using modelled language, for example, matching pictures with single words, labels and captions. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary context for interaction is the language classroom, with the teacher of Indonesian, and peers or buddy classmates. Learners’ use of Indonesian primarily relates to classroom routines and activities, drawing on their curiosity about the world around them and their interest in play, movement and games.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Written texts include children’s stories and big books, and teacher-generated materials such as pictures with labels and descriptions. Learners listen to, read and view texts, including digital forms such as videos, songs and children’s programs. They respond to teacher generated resources such as cloze, substitution or matching exercises, and produce texts such as captions and recounts using formulaic language, for example, <i lang="id">Pada hari…, saya</i>…</p>        <p>          <b>Features of Indonesian language use</b>        </p>        <p>Students are learning the sounds and written form of Indonesian. They are noticing similarities and differences between Indonesian and English, such as similar vocabulary and word order and differences in the position of adjectives and possessive pronouns Learners ask questions in English about Indonesia and Indonesians. With teacher support, they discuss language and culture in terms of what is the same or different and compare with ‘what is said and done’ in their own language and culture.</p>        <p>          <b>Level of support</b>        </p>        <p>Support is provided through visual and tactile materials, such as pictures, realia, objects and charts, and the use of gesture and movement. The main source of support is the teacher’s talk, such as questions and statements, explanations, prompts, recycling of language, stories and feedback. Learners rely on modelled language and scaffolded tasks to create their own texts, for example, choosing words to complete sentences or using pictures to sequence captions.</p>        <p>          <b>The role of English</b>        </p>        <p>Indonesian is used in class interactions and daily routines such as opening and closing of lessons. Indonesian is used by the teacher to model new language, process texts and guide interaction, for example<i lang="id">, Ini siapa?,</i> <i lang="id">Di mana Hasan?</i> English is used when describing aspects of language and culture such as word order and cultural practices. </p>      	|	<p>By the end of Year 2, students interact with teachers and peers through play- and action-related language. They use greetings such as <i lang="id">Selamat pagi/siang</i> and respond to instructions such as <i lang="id">Berdirilah, Masuklah</i> through actions. Students pronounce the vowel sounds, and c (ch). They respond to questions (for example <i lang="id">Apa? Siapa? Berapa?</i>) with responses that include <i lang="id">ya/tidak</i>, verbs such as <i lang="id">ada/mau/suka/bisa/boleh</i>, and/or names and numbers (up to ten). They identify specific words or items in oral and written texts such as names of objects and people, and respond by using actions or drawing or labelling a picture. They present factual information at word and simple sentence level, such as lists, labels, descriptions and sharing/news reports, relying on formulaic language and modelled examples. They show comprehension and create simple texts such as a description, story or comic by matching pictures and captions. They use vocabulary related to their class and home environments. Students use simple verbs such as <i lang="id">lari, main, makan</i> and use the pronouns<i lang="id"> saya, kamu</i> and <i lang="id">Pak/Bu</i> to address others. Students comment on similarities and differences in meanings of words, noticing that some cannot be readily translated, for example, <i lang="id">takraw</i>. They comment on aspects of using Indonesian and express feelings about learning Indonesian.</p> <p>Students know that Indonesian is written using the same alphabet as English but that some sounds are different. They know that they communicate in English (and possibly other languages) and that Indonesian is spoken in a country called Indonesia. They identify Indonesian words that are similar to English, for example, <i lang="id">buku, komputer</i> and <i lang="id">es krim</i>. Students identify some distinctive Indonesian words such as <i lang="id">komodo, durian</i> and <i lang="id">kancil</i>. They know that language and culture are related.</p>
australia-f10-year3-languages-Indonesian	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, children are developing awareness of their social world and memberships of various groups, including of the Indonesian class. They have developed initial literacy in English, and this assists to some degree in learning Indonesian, such as writing in the Roman alphabet. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning. </p>        <p>          <b>Indonesian language learning and use</b>        </p>        <p>Learners participate orally in classroom routines and tasks, and share ideas about how Indonesian works. They respond to teacher-generated questions about texts, participate in games and give brief presentations about topics such as family, pets, or a favourite game or object. Learners follow instructions, read stories and captions, and use computer games for word building and language exercises. They participate in shared reading and create texts such as descriptions, captions and simple reports using modelled language. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The context in which learners use Indonesian is primarily the language classroom and the school environment, with some sharing of their language learning at home. They may also have some access to Indonesian speakers and resources through audiovisual and digital technologies.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners typically interact with teacher-generated materials, games and songs, and materials produced for learning Indonesian, such as computer games, cards and readers. They may be exposed to texts developed for children in Indonesia, such as television programs, advertisements or web pages, as a way of developing their cultural awareness.</p>        <p>          <b>Features of Indonesian language use</b>        </p>        <p>Learners are increasingly aware that Indonesian is used by millions of speakers who do not have English as their first language. They notice and question aspects of Indonesian language and culture such as sounds, gestures and word order. They are developing a wide range of vocabulary and simple conjunctions to generate their own ideas in structured tasks. They explore cultural traditions and practices and the language associated with these. </p>        <p>          <b>Level of support</b>        </p>        <p>The primary support for learners is the teacher of Indonesian, who provides instruction, explanation, examples, repetition, reinforcement and feedback. Learners create their own texts based on modelled language and teacher guidance. Supports also include word lists, pictures, body language, realia and multimedia equipment. </p>        <p>          <b>The role of English</b>        </p>        <p>Learners use Indonesian for classroom routines and structured learning tasks, and listening to and viewing Indonesian texts. They are supported by the teacher to notice and discuss aspects of Indonesian language and culture, and compare Indonesian to other known languages and cultures. English is used for class discussions when noticing, comparing and reflecting on both English and Indonesian languages and cultures. </p>      	|	<p>By the end of Year 4, students interact in classroom routines and structured interactions with teachers and peers. They reproduce the sounds of <i lang="id">au</i> (for example, mau) and <i lang="id">g</i> (for example, <i lang="id">gemuk</i>) and the final sound <i lang="id">k</i> (for example, <i lang="id">tidak</i>). Students follow instructions (such as <i lang="id">Duduklah</i> or <i lang="id">Bukalah</i> <i lang="id">bukumu</i>), make requests and respond with actions. They respond to questions such as <i lang="id">Di mana? Kapan? Apakah?</i>, by using simple phrases. They engage with texts, relying on graphics, key words and examples to support understanding, and respond using formulaic language. Students present factual information in texts through, for example, describing, listing and using tables. They work with modelled language to create their own texts, such as sequencing pictures and statements to create a comic and using word lists to complete a paragraph or simple story. Students use vocabulary related to school (such as <i lang="id">buku, pensil, kursi</i>), home (such as <i lang="id">rumah, kamar, mobil</i>) and some interests (such as <i lang="id">suka main komputer, berenang, naik sepeda</i>) to create simple informative and descriptive texts. They describe amounts using cardinal numbers with <i lang="id">belas</i> and <i lang="id">puluh</i>, and create plurals by doubling nouns. Students state preferences using<i lang="id"> Saya [tidak] suka&hellip;</i>, and use adjectives, including adjectives of size and colour (for example, <i lang="id">besar, merah, tinggi, lucu</i>), following the noun. They create subject-focus sentences, and use simple possessive word order such as <i lang="id">teman</i> <i lang="id">saya</i> or <i lang="id">rumahnya</i>, the prepositions <i lang="id">di</i> and <i lang="id">ke</i>, and the conjunction <i lang="id">dan</i>. Students translate texts using word lists and dictionaries, identifying words and expressions that do not have word-to-word equivalence, such as &lsquo;footy&rsquo; or <i lang="id">becak</i>. They observe how language use, including their own, is influenced by culture and notice how it can influence intercultural experiences.</p> <p>Students differentiate statements from questions according to intonation. They state that possessive word order in Indonesian differs from English. Students know that language use varies according to who is using it and with whom such as <i lang="id">kamu</i> for friends and <i lang="id">Bu/Pak</i> for teachers, and that some terms have specific cultural meanings, such as pronouns derived from family terms (for example, <i lang="id">Bapak/Pak, Ibu/Bu</i>). They make comparisons between Indonesian and English, particularly identifying similarities and differences in cultural practices related to daily routines and special occasions.</p>
australia-f10-year4-languages-Indonesian	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, children are developing awareness of their social world and memberships of various groups, including of the Indonesian class. They have developed initial literacy in English, and this assists to some degree in learning Indonesian, such as writing in the Roman alphabet. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning. </p>        <p>          <b>Indonesian language learning and use</b>        </p>        <p>Learners participate orally in classroom routines and tasks, and share ideas about how Indonesian works. They respond to teacher-generated questions about texts, participate in games and give brief presentations about topics such as family, pets, or a favourite game or object. Learners follow instructions, read stories and captions, and use computer games for word building and language exercises. They participate in shared reading and create texts such as descriptions, captions and simple reports using modelled language. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The context in which learners use Indonesian is primarily the language classroom and the school environment, with some sharing of their language learning at home. They may also have some access to Indonesian speakers and resources through audiovisual and digital technologies.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners typically interact with teacher-generated materials, games and songs, and materials produced for learning Indonesian, such as computer games, cards and readers. They may be exposed to texts developed for children in Indonesia, such as television programs, advertisements or web pages, as a way of developing their cultural awareness.</p>        <p>          <b>Features of Indonesian language use</b>        </p>        <p>Learners are increasingly aware that Indonesian is used by millions of speakers who do not have English as their first language. They notice and question aspects of Indonesian language and culture such as sounds, gestures and word order. They are developing a wide range of vocabulary and simple conjunctions to generate their own ideas in structured tasks. They explore cultural traditions and practices and the language associated with these. </p>        <p>          <b>Level of support</b>        </p>        <p>The primary support for learners is the teacher of Indonesian, who provides instruction, explanation, examples, repetition, reinforcement and feedback. Learners create their own texts based on modelled language and teacher guidance. Supports also include word lists, pictures, body language, realia and multimedia equipment. </p>        <p>          <b>The role of English</b>        </p>        <p>Learners use Indonesian for classroom routines and structured learning tasks, and listening to and viewing Indonesian texts. They are supported by the teacher to notice and discuss aspects of Indonesian language and culture, and compare Indonesian to other known languages and cultures. English is used for class discussions when noticing, comparing and reflecting on both English and Indonesian languages and cultures. </p>      	|	<p>By the end of Year 4, students interact in classroom routines and structured interactions with teachers and peers. They reproduce the sounds of <i lang="id">au</i> (for example, mau) and <i lang="id">g</i> (for example, <i lang="id">gemuk</i>) and the final sound <i lang="id">k</i> (for example, <i lang="id">tidak</i>). Students follow instructions (such as <i lang="id">Duduklah</i> or <i lang="id">Bukalah</i> <i lang="id">bukumu</i>), make requests and respond with actions. They respond to questions such as <i lang="id">Di mana? Kapan? Apakah?</i>, by using simple phrases. They engage with texts, relying on graphics, key words and examples to support understanding, and respond using formulaic language. Students present factual information in texts through, for example, describing, listing and using tables. They work with modelled language to create their own texts, such as sequencing pictures and statements to create a comic and using word lists to complete a paragraph or simple story. Students use vocabulary related to school (such as <i lang="id">buku, pensil, kursi</i>), home (such as <i lang="id">rumah, kamar, mobil</i>) and some interests (such as <i lang="id">suka main komputer, berenang, naik sepeda</i>) to create simple informative and descriptive texts. They describe amounts using cardinal numbers with <i lang="id">belas</i> and <i lang="id">puluh</i>, and create plurals by doubling nouns. Students state preferences using<i lang="id"> Saya [tidak] suka&hellip;</i>, and use adjectives, including adjectives of size and colour (for example, <i lang="id">besar, merah, tinggi, lucu</i>), following the noun. They create subject-focus sentences, and use simple possessive word order such as <i lang="id">teman</i> <i lang="id">saya</i> or <i lang="id">rumahnya</i>, the prepositions <i lang="id">di</i> and <i lang="id">ke</i>, and the conjunction <i lang="id">dan</i>. Students translate texts using word lists and dictionaries, identifying words and expressions that do not have word-to-word equivalence, such as &lsquo;footy&rsquo; or <i lang="id">becak</i>. They observe how language use, including their own, is influenced by culture and notice how it can influence intercultural experiences.</p> <p>Students differentiate statements from questions according to intonation. They state that possessive word order in Indonesian differs from English. Students know that language use varies according to who is using it and with whom such as <i lang="id">kamu</i> for friends and <i lang="id">Bu/Pak</i> for teachers, and that some terms have specific cultural meanings, such as pronouns derived from family terms (for example, <i lang="id">Bapak/Pak, Ibu/Bu</i>). They make comparisons between Indonesian and English, particularly identifying similarities and differences in cultural practices related to daily routines and special occasions.</p>
australia-f10-year5-languages-Indonesian	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Students are expanding their social networks, experiences and communication repertoire in both their first language and Indonesian. They continue to need guidance and participate in structured, collaborative tasks that both recycle and extend language. Students are gaining greater independence and becoming more conscious of their peers and social context. They are gaining awareness of the world around them and the proximity of Indonesia to Australia. Learners are noticing similarities and differences between Indonesian language and culture and their own. </p>        <p>          <b>Indonesian language learning and use</b>        </p>        <p>Learners use formulaic phrases in Indonesian to participate in classroom routines, presentations and structured conversations with the teacher and peers. They focus on aspects of their personal world and are introduced to content related to Indonesia and other learning areas. Learners develop oral language through scaffolded tasks and texts such as songs, descriptions and stories. They extend their oral fluency by focusing on sentence-level intonation and stress. </p>        <p>In pairs and as a class, learners read texts such as signs, posters, scripts, lyrics and instructions (for example, for recipes or games). They are learning to apply their knowledge of key words and textual features to predict the meaning of unfamiliar language. Learners use modelled language to create texts such as a class story, script or contribution to a wiki space. They require opportunities to extend their language use by expressing ideas through expanding and connecting sentences. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners use Indonesian to interact with the teacher and classmates, and may use technology to communicate with peers in Indonesia. Tasks are typically structured, collaborative and at times competitive, such as a group performance, class display or games. Learners may notice use of Indonesian in the community, such as in the media. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a range of published texts such as readers, songs and computer games, as well as those prepared by the teacher of Indonesian, including language exercises, games and presentations. In addition, learners gain exposure to Indonesian language and culture through texts created for the Indonesian community, such as websites, music clips and television programs.</p>        <p>          <b>Features of Indonesian language use</b>        </p>        <p>Learners are expanding their knowledge of vocabulary and sentence construction. They develop a range of <i lang="id">ber</i>- verbs, simple conjunctions and prepositions, noticing that sentences follow a similar word order to English, apart from possessive pronouns and adjectives. They need to develop a metalanguage for describing aspects of Indonesian language and how it works. They are increasingly aware of the connection between language and cultural practices (for example, <i lang="id">tawar-menawar</i>,<i lang="id"> selamatan</i>) and compare such connections to their own language and culture. </p>        <p>          <b>Level of support </b>        </p>        <p>Supports provided by the teacher at this level include explicit instruction, description, and comparison of Indonesian and English, modelled language use and examples of texts, and feedback on student work. Learners need practice and guidance in using dictionaries and access to word charts, vocabulary lists and examples when translating and creating texts. </p>        <p>          <b>The role of English</b>        </p>        <p>Indonesian is used for classroom routines and language learning tasks and may be used as the language of instruction for learning the content of other learning areas. The language of response varies according to task demands, with Indonesian used primarily for communicating in structured and supported tasks, and English (and other known languages) used for open-ended, comparative tasks that develop learners’ understanding of language and culture. </p>      	|	<p>By the end of Year 6, students use Indonesian to convey information about themselves, their family and friends, and daily routines and activities. They locate specific details and use familiar words and phrases to predict meanings in texts. They respond to and create texts to describe and share factual and imaginative ideas and experiences, using formulaic phrases and modelled language. Students produce <i lang="id">ng/ny/ngg</i> sounds, and apply knowledge of pronunciation and spelling to predict the sound, spelling and meaning of new words. They ask and respond to questions using <i lang="id">Apa?, Siapa? Berapa?</i> and <i lang="id">Di mana?</i>, and interact spontaneously with peers in discussions on familiar topics. Students use subject-focus construction with a range of <i lang="id">ber-</i> verbs (such as <i lang="id">bermain, berjalan, bercakap-cakap, berenang</i>) and formulaic <i lang="id">me-</i> verbs (such as <i lang="id">membaca, mendengarkan, menonton</i>). They express numbers using <i lang="id">ratus</i> and <i lang="id">ribu</i>, and describe character and appearance using noun + adjective word order, (for example, <i lang="id">Rumah Budi besar; Dia tinggi dan lucu</i>). Students use possessive word order (for example, <i lang="id">Nama teman saya&hellip;</i>) and describe events in time using <i lang="id">pada</i> with whole numbers and days of the week. They use prepositions (such as <i lang="id">di atas/dalam/belakang</i>), and conjunctions (such as <i lang="id">karena</i> and <i lang="id">tetapi</i>). They translate texts, relying on key words and formulaic expressions, describing how meanings may vary across languages and cultures. Students identify aspects of language use that relate to people&rsquo;s (including their own) cultural perspectives and experiences.</p> <p>Students know that Indonesian is a language system that has rules, and that word order in (subject-focus) sentences is similar to English. They identify features of texts such as adjectives in descriptions, superlatives in advertisements and imperatives in signs. Students know that language use varies according to age, relationships and situation, particularly in relation to terms of address and the nature of what is discussed. They identify loan words from English and their Indonesian spelling (<i lang="id">televisi</i>) and pronunciation (<i lang="id">kriket</i>). They describe similarities and differences between aspects of language and culture, such as celebrations (for example <i lang="id">Idul Fitri</i> and <i lang="id">Hari Ulang Tahun</i>), leisure (for example, <i lang="id">takraw, bulu tangkis</i>) and the environment (for example, <i lang="id">desa, hutan</i>). Students know that in both Indonesian and English some terms and expressions reflect culture-specific items and practices (for example, <i lang="id">Selamat siang, mandi, guling</i>) that cannot be directly translated.</p>
australia-f10-year6-languages-Indonesian	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Students are expanding their social networks, experiences and communication repertoire in both their first language and Indonesian. They continue to need guidance and participate in structured, collaborative tasks that both recycle and extend language. Students are gaining greater independence and becoming more conscious of their peers and social context. They are gaining awareness of the world around them and the proximity of Indonesia to Australia. Learners are noticing similarities and differences between Indonesian language and culture and their own. </p>        <p>          <b>Indonesian language learning and use</b>        </p>        <p>Learners use formulaic phrases in Indonesian to participate in classroom routines, presentations and structured conversations with the teacher and peers. They focus on aspects of their personal world and are introduced to content related to Indonesia and other learning areas. Learners develop oral language through scaffolded tasks and texts such as songs, descriptions and stories. They extend their oral fluency by focusing on sentence-level intonation and stress. </p>        <p>In pairs and as a class, learners read texts such as signs, posters, scripts, lyrics and instructions (for example, for recipes or games). They are learning to apply their knowledge of key words and textual features to predict the meaning of unfamiliar language. Learners use modelled language to create texts such as a class story, script or contribution to a wiki space. They require opportunities to extend their language use by expressing ideas through expanding and connecting sentences. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners use Indonesian to interact with the teacher and classmates, and may use technology to communicate with peers in Indonesia. Tasks are typically structured, collaborative and at times competitive, such as a group performance, class display or games. Learners may notice use of Indonesian in the community, such as in the media. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a range of published texts such as readers, songs and computer games, as well as those prepared by the teacher of Indonesian, including language exercises, games and presentations. In addition, learners gain exposure to Indonesian language and culture through texts created for the Indonesian community, such as websites, music clips and television programs.</p>        <p>          <b>Features of Indonesian language use</b>        </p>        <p>Learners are expanding their knowledge of vocabulary and sentence construction. They develop a range of <i lang="id">ber</i>- verbs, simple conjunctions and prepositions, noticing that sentences follow a similar word order to English, apart from possessive pronouns and adjectives. They need to develop a metalanguage for describing aspects of Indonesian language and how it works. They are increasingly aware of the connection between language and cultural practices (for example, <i lang="id">tawar-menawar</i>,<i lang="id"> selamatan</i>) and compare such connections to their own language and culture. </p>        <p>          <b>Level of support </b>        </p>        <p>Supports provided by the teacher at this level include explicit instruction, description, and comparison of Indonesian and English, modelled language use and examples of texts, and feedback on student work. Learners need practice and guidance in using dictionaries and access to word charts, vocabulary lists and examples when translating and creating texts. </p>        <p>          <b>The role of English</b>        </p>        <p>Indonesian is used for classroom routines and language learning tasks and may be used as the language of instruction for learning the content of other learning areas. The language of response varies according to task demands, with Indonesian used primarily for communicating in structured and supported tasks, and English (and other known languages) used for open-ended, comparative tasks that develop learners’ understanding of language and culture. </p>      	|	<p>By the end of Year 6, students use Indonesian to convey information about themselves, their family and friends, and daily routines and activities. They locate specific details and use familiar words and phrases to predict meanings in texts. They respond to and create texts to describe and share factual and imaginative ideas and experiences, using formulaic phrases and modelled language. Students produce <i lang="id">ng/ny/ngg</i> sounds, and apply knowledge of pronunciation and spelling to predict the sound, spelling and meaning of new words. They ask and respond to questions using <i lang="id">Apa?, Siapa? Berapa?</i> and <i lang="id">Di mana?</i>, and interact spontaneously with peers in discussions on familiar topics. Students use subject-focus construction with a range of <i lang="id">ber-</i> verbs (such as <i lang="id">bermain, berjalan, bercakap-cakap, berenang</i>) and formulaic <i lang="id">me-</i> verbs (such as <i lang="id">membaca, mendengarkan, menonton</i>). They express numbers using <i lang="id">ratus</i> and <i lang="id">ribu</i>, and describe character and appearance using noun + adjective word order, (for example, <i lang="id">Rumah Budi besar; Dia tinggi dan lucu</i>). Students use possessive word order (for example, <i lang="id">Nama teman saya&hellip;</i>) and describe events in time using <i lang="id">pada</i> with whole numbers and days of the week. They use prepositions (such as <i lang="id">di atas/dalam/belakang</i>), and conjunctions (such as <i lang="id">karena</i> and <i lang="id">tetapi</i>). They translate texts, relying on key words and formulaic expressions, describing how meanings may vary across languages and cultures. Students identify aspects of language use that relate to people&rsquo;s (including their own) cultural perspectives and experiences.</p> <p>Students know that Indonesian is a language system that has rules, and that word order in (subject-focus) sentences is similar to English. They identify features of texts such as adjectives in descriptions, superlatives in advertisements and imperatives in signs. Students know that language use varies according to age, relationships and situation, particularly in relation to terms of address and the nature of what is discussed. They identify loan words from English and their Indonesian spelling (<i lang="id">televisi</i>) and pronunciation (<i lang="id">kriket</i>). They describe similarities and differences between aspects of language and culture, such as celebrations (for example <i lang="id">Idul Fitri</i> and <i lang="id">Hari Ulang Tahun</i>), leisure (for example, <i lang="id">takraw, bulu tangkis</i>) and the environment (for example, <i lang="id">desa, hutan</i>). Students know that in both Indonesian and English some terms and expressions reflect culture-specific items and practices (for example, <i lang="id">Selamat siang, mandi, guling</i>) that cannot be directly translated.</p>
australia-f10-year7-languages-Indonesian	|	        <p>          <b>The nature of the learners</b>        </p>        <p>These years represent a transition to secondary school, and students in this pathway are continuing to study Indonesian, bringing with them a capability to communicate, with some assistance, about their immediate world and Indonesia. They have experience in analysing the major features of the language system and in considering intercultural exchanges, including their role in these.</p>        <p>          <b>Indonesian language learning and use</b>        </p>        <p>Learners interact using Indonesian in classroom routines and communicative tasks. They give presentations and participate in dialogues, with some preparation and support, such as cue cards. They respond to short texts in Indonesian, locating specific details and gist. Learners are extending the range and quality of their writing through increased vocabulary and grammar knowledge, and by drafting and editing their own work and that of their peers. They recognise text-type features and use models to create a range of texts, including descriptions, recounts and reflections. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary context for learning remains the Indonesian language class; however, there may be opportunities for interacting with peers in Indonesia and with other learners of Indonesian, such as through technology and sister school relationships. Learners may be exposed to Indonesian speakers, media and community events.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a range of increasingly complex texts specifically designed for learning Indonesian in schools, such as textbooks, videos, stories and online resources. Use of authentic texts created for the Indonesian-speaking community, such as songs, films (with subtitles), websites, advertisements, and excerpts from stories, provides opportunities to extend learners’ understanding of language and culture.</p>        <p>          <b>Features of Indonesian language use </b>        </p>        <p>Learners are extending their grammatical knowledge, such as how language structures and features are used in texts. They are increasingly aware of connections between language and culture, noticing, for example, degrees of formality in language use according to social relationships. Learners are exploring cultural concepts evident in Indonesian, such as <i lang="id">gotong-royong, jam karet and selamatan</i>, and comparing them to concepts in their own language and culture. They are learning to reflect on their own language and culture and how identity impacts on intercultural experiences.</p>        <p>          <b>Level of support </b>        </p>        <p>Learners require modelled language use, particularly at the paragraph and whole-text levels, and explicit instruction in grammatical knowledge, with comparison between English and Indonesian. They need support in using dictionaries, particularly in determining base words and choosing appropriate meanings for the context. Learners continue to access word lists, charts and examples to support their receptive and productive language use.</p>        <p>          <b>The role of English</b>        </p>        <p>Indonesian is used for classroom interaction, language learning tasks and experiences, and, with support, reflection on learning. Indonesian may be used for learning new content drawn from other learning areas. English is used for analysis, comparison and reflection in relation to abstract concepts. </p>      	|	<p>By the end of Year 8, students use Indonesian to interact and exchange ideas, experiences and interests with teachers, peers and others. They pronounce familiar polysyllabic words such as <i lang="id">mendengarkan, pekerjaan</i> and <i lang="id">mengerjakan</i>, stressing the penultimate syllable. When interacting, they ask questions using for example <i lang="id">Apakah?, Di mana?, Kapan?, Berapa?</i>, and respond to questions using, for example, <i lang="id">Setuju tidak? Benar/Salah</i>, and asking follow up questions using, for example, <i lang="id">Kapan? Bagaimana? Mengapa?</i> They explain and clarify their answers using, for example, <i lang="id">karena</i>, or <i lang="id">supaya</i>. Students give opinions using for example<i lang="id"> Pada pendapat saya&hellip;, saya kira&hellip;, setuju/tidak setuju</i>, make comparisons using <i lang="id">lebih&hellip; daripada&hellip;</i>, and state preferences using <i lang="id">saya lebih suka&hellip;, yang paling baik&hellip;</i> They locate and evaluate factual information in texts, and use models to create their own informative and imaginative texts in order to narrate, correspond with and report to others. . They vary their sentence construction (for example, <i lang="id">rambut saya hitam/Ibu berambut cokelat/Bapak mempunyai rambut pirang</i>) to create interest for the audience. Students use cohesive devices such as time markers (for example, <i lang="id">Besok, sebelum</i>), adverbs of frequency (for example, <i lang="id">biasanya, jarang, belum pernah</i>) and conjunctions (for example, <i lang="id">lalu, untuk</i>). They use a range of personal pronouns such as<i lang="id"> dia, mereka, kami, kita, ber-</i> verbs such as <i lang="id">bersekolah, berselancar</i> and simple <i lang="id">me-</i> verbs such as <i lang="id">memasak, memakai, menjadi, mengunjungi</i>. Students use prepositions of time using <i lang="id">pada</i> and place, using <i lang="id">di</i> (including with, for example, <i lang="id">belakang, samping, antara</i>). They describe qualities using colours (for example, <i lang="id">biru tua, merah muda</i>) and adjectives (for example, <i lang="id">sombong, murah hati</i>). They translate across languages, identifying where equivalence is not possible, for example, <i lang="id">gotong royong, jam karet</i> or &lsquo;daylight saving&rsquo;. They describe their reactions to intercultural experiences, describing aspects that do or do not fit with their own identity and considering why.</p> <p>Students know that Indonesian has a base word system that works with prefixes and suffixes to create verbs and nouns, such as <i lang="id">-an, ber-</i> and <i lang="id">me-</i> words. They differentiate between similar-sounding words and how they are written (such as <i lang="id">suka/sukar</i>, <i lang="id">muda/mudah</i>), and apply spelling conventions such as <i lang="id">ngg</i> (<i lang="id">tinggal</i>) and final <i lang="id">h</i> (<i lang="id">terima</i> <i lang="id">kasih</i>). They describe how possessive word order differs from English and have a metalanguage to identify common features such as nouns, verbs, adjectives, and subject-verb-object construction. Students identify and reproduce features of familiar text types such as salutations, narrative sequence and cohesive devices. They know that languages and cultures influence and borrow from each other. Students know that cultural values and ideas are embedded in language use, including their own, and consider where these may have come from and how they may be seen from another cultural perspective.</p>
australia-f10-year8-languages-Indonesian	|	        <p>          <b>The nature of the learners</b>        </p>        <p>These years represent a transition to secondary school, and students in this pathway are continuing to study Indonesian, bringing with them a capability to communicate, with some assistance, about their immediate world and Indonesia. They have experience in analysing the major features of the language system and in considering intercultural exchanges, including their role in these.</p>        <p>          <b>Indonesian language learning and use</b>        </p>        <p>Learners interact using Indonesian in classroom routines and communicative tasks. They give presentations and participate in dialogues, with some preparation and support, such as cue cards. They respond to short texts in Indonesian, locating specific details and gist. Learners are extending the range and quality of their writing through increased vocabulary and grammar knowledge, and by drafting and editing their own work and that of their peers. They recognise text-type features and use models to create a range of texts, including descriptions, recounts and reflections. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary context for learning remains the Indonesian language class; however, there may be opportunities for interacting with peers in Indonesia and with other learners of Indonesian, such as through technology and sister school relationships. Learners may be exposed to Indonesian speakers, media and community events.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a range of increasingly complex texts specifically designed for learning Indonesian in schools, such as textbooks, videos, stories and online resources. Use of authentic texts created for the Indonesian-speaking community, such as songs, films (with subtitles), websites, advertisements, and excerpts from stories, provides opportunities to extend learners’ understanding of language and culture.</p>        <p>          <b>Features of Indonesian language use </b>        </p>        <p>Learners are extending their grammatical knowledge, such as how language structures and features are used in texts. They are increasingly aware of connections between language and culture, noticing, for example, degrees of formality in language use according to social relationships. Learners are exploring cultural concepts evident in Indonesian, such as <i lang="id">gotong-royong, jam karet and selamatan</i>, and comparing them to concepts in their own language and culture. They are learning to reflect on their own language and culture and how identity impacts on intercultural experiences.</p>        <p>          <b>Level of support </b>        </p>        <p>Learners require modelled language use, particularly at the paragraph and whole-text levels, and explicit instruction in grammatical knowledge, with comparison between English and Indonesian. They need support in using dictionaries, particularly in determining base words and choosing appropriate meanings for the context. Learners continue to access word lists, charts and examples to support their receptive and productive language use.</p>        <p>          <b>The role of English</b>        </p>        <p>Indonesian is used for classroom interaction, language learning tasks and experiences, and, with support, reflection on learning. Indonesian may be used for learning new content drawn from other learning areas. English is used for analysis, comparison and reflection in relation to abstract concepts. </p>      	|	<p>By the end of Year 8, students use Indonesian to interact and exchange ideas, experiences and interests with teachers, peers and others. They pronounce familiar polysyllabic words such as <i lang="id">mendengarkan, pekerjaan</i> and <i lang="id">mengerjakan</i>, stressing the penultimate syllable. When interacting, they ask questions using for example <i lang="id">Apakah?, Di mana?, Kapan?, Berapa?</i>, and respond to questions using, for example, <i lang="id">Setuju tidak? Benar/Salah</i>, and asking follow up questions using, for example, <i lang="id">Kapan? Bagaimana? Mengapa?</i> They explain and clarify their answers using, for example, <i lang="id">karena</i>, or <i lang="id">supaya</i>. Students give opinions using for example<i lang="id"> Pada pendapat saya&hellip;, saya kira&hellip;, setuju/tidak setuju</i>, make comparisons using <i lang="id">lebih&hellip; daripada&hellip;</i>, and state preferences using <i lang="id">saya lebih suka&hellip;, yang paling baik&hellip;</i> They locate and evaluate factual information in texts, and use models to create their own informative and imaginative texts in order to narrate, correspond with and report to others. . They vary their sentence construction (for example, <i lang="id">rambut saya hitam/Ibu berambut cokelat/Bapak mempunyai rambut pirang</i>) to create interest for the audience. Students use cohesive devices such as time markers (for example, <i lang="id">Besok, sebelum</i>), adverbs of frequency (for example, <i lang="id">biasanya, jarang, belum pernah</i>) and conjunctions (for example, <i lang="id">lalu, untuk</i>). They use a range of personal pronouns such as<i lang="id"> dia, mereka, kami, kita, ber-</i> verbs such as <i lang="id">bersekolah, berselancar</i> and simple <i lang="id">me-</i> verbs such as <i lang="id">memasak, memakai, menjadi, mengunjungi</i>. Students use prepositions of time using <i lang="id">pada</i> and place, using <i lang="id">di</i> (including with, for example, <i lang="id">belakang, samping, antara</i>). They describe qualities using colours (for example, <i lang="id">biru tua, merah muda</i>) and adjectives (for example, <i lang="id">sombong, murah hati</i>). They translate across languages, identifying where equivalence is not possible, for example, <i lang="id">gotong royong, jam karet</i> or &lsquo;daylight saving&rsquo;. They describe their reactions to intercultural experiences, describing aspects that do or do not fit with their own identity and considering why.</p> <p>Students know that Indonesian has a base word system that works with prefixes and suffixes to create verbs and nouns, such as <i lang="id">-an, ber-</i> and <i lang="id">me-</i> words. They differentiate between similar-sounding words and how they are written (such as <i lang="id">suka/sukar</i>, <i lang="id">muda/mudah</i>), and apply spelling conventions such as <i lang="id">ngg</i> (<i lang="id">tinggal</i>) and final <i lang="id">h</i> (<i lang="id">terima</i> <i lang="id">kasih</i>). They describe how possessive word order differs from English and have a metalanguage to identify common features such as nouns, verbs, adjectives, and subject-verb-object construction. Students identify and reproduce features of familiar text types such as salutations, narrative sequence and cohesive devices. They know that languages and cultures influence and borrow from each other. Students know that cultural values and ideas are embedded in language use, including their own, and consider where these may have come from and how they may be seen from another cultural perspective.</p>
australia-f10-year9-languages-Indonesian	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students bring to their learning prior knowledge of Indonesian language and culture, and a range of language learning strategies. They are increasingly aware of the world beyond their own and are engaging with youth, social and environmental issues. They require guidance in learning Indonesian; however, they are increasingly independent and capable of analysis and reflection, including in relation to intercultural experiences. They are considering their future pathways and choices, including how Indonesian could be part of these.</p>        <p>          <b>Indonesian language learning and use</b>        </p>        <p>Learners engage with a range of texts in Indonesian. They participate individually and in groups in tasks and experiences, such as corresponding with Indonesian peers, reviewing a video clip or planning an excursion. They participate in presentations, conversations, narration and interviews, sometimes with preparation and sometimes spontaneously. Learners acquire skills in analysing and translating increasingly complex texts, such as emails, recipes, poems, articles and songs. They use modelled language to write for personal and public purposes, such as journal entries, emails, blogs, scripts, and notes for a speech or debate. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact with teachers and peers and may have access to members of the Indonesian-speaking community via online technologies. They may also encounter Indonesian in the wider community, such as in the media, film festivals, community events, guest speakers, exchange teachers/assistants or in-country travel. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners use a wide range of texts designed for language learning, such as textbooks, teacher-generated materials and online resources. Their learning is enriched by exposure to a range of authentic texts from the Indonesian-speaking community, such as websites, films, stories, songs, television programs, advertisements and magazines.</p>        <p>          <b>Features of Indonesian language use</b>        </p>        <p>Learners extend their grammatical knowledge and metalanguage while beginning to explore important features of Indonesian such as register and object-focus construction. They consider connections between language and culture such as <i lang="id">jamu, mudik, kewajiban</i> and expressions such as <i lang="id">Bhinneka Tunggal Ika,</i> and make comparisons with their own language and culture. They consider language variation, including through exposure to colloquial language such as in teenage magazines and social networking sites. </p>        <p>          <b>Level of support</b>        </p>        <p>Learners are increasingly aware of and responsible for their own learning, working independently to address their needs such as by accessing technologies to memorise, learn, and expand their language repertoire. They continue to access word lists, graphic organisers, modelled texts, dictionaries and teacher feedback to interpret and create texts. They require explicit instruction of the grammatical system and opportunities to discuss, practise and apply their knowledge. They may keep records of their learning, such as through an e-journal or folio, and use these to reflect on their language learning and intercultural experiences. </p>        <p>          <b>The role of English</b>        </p>        <p>English provides a basis for linguistic and cultural comparison in learning Indonesian. English is also the medium for expressing experiences, abstract ideas and personal views at a level beyond learners’ range in Indonesian, such as justifying a position on a social issue or exploring linguistic and cultural practices. English may be used in conjunction with Indonesian to conduct research (such as investigating a social issue or cultural practice), in translating, and in communicating bilingually.</p>      	|	<p>By the end of Year 10, students use Indonesian to communicate with teachers, peers and others in a range of settings and for a range of purposes. They pronounce the sounds <i lang="id">ngg</i> and <i lang="id">ng</i>, as well as <i lang="id">sy</i> (for example, <i lang="id">masyarakat</i>) and <i lang="id">kh</i> (for example, <i lang="id">akhir</i>), and use stress to create fluency in sentences. Students use and respond to open-ended questions such as <i lang="id">Berapa lama? Dulu, apakah&hellip;, Kapan Anda&hellip;? Yang mana? Sudah pernah?</i> and use strategies for initiating, sustaining and concluding oral and written exchanges. They locate, synthesise and evaluate specific details and gist from a range of texts. Students create a range of personal, informative and imaginative texts with some evidence of self-correction strategies. They include time markers such as <i lang="id">Pada suatu hari, Keesokan harinya, Kemudian,</i> and conjunctions such as <i lang="id">namun, supaya, karena itu,</i> to extend meanings such as in stories, comics, and written and oral reports. Students use <i lang="id">yang</i> to expand descriptions and ideas, and incorporate some object-focus construction to vary expression. They express opinions such as using <i lang="id">Dari pihak saya</i>, make comparisons such as using <i lang="id">dibandingkan dengan</i>, and incorporate emotions and humour. Students describe possibilities using terms such as <i lang="id">kalau-kalau</i> and <i lang="id">andaikata</i>, and express aspirations such as using <i lang="id">Pada masa depan, mudah-mudahan, saya berharap.</i> They translate texts and create bilingual texts, relying on textual features, patterns and grammatical knowledge, and comment on how meaning can vary across languages and cultures, such as the use of idioms and culture-specific terms. Students state reactions to intercultural experiences, and discuss their assumptions, interpretations, and any adjustments to their language use.</p> <p>Students know that spoken and written Indonesian vary, identifying informal usage such as <i lang="id">nggak</i> and <i lang="id">aja</i>, exclamations such as <i lang="id">kok</i> and <i lang="id">dong</i>, and the dropping of prefixes, for example, <i lang="id">Dia (mem) beli mobil baru.</i> They show awareness of contractions (for example, <i lang="id">ortu, angkot</i>), acronyms such as <i lang="id">SMU</i> and <i lang="id">hp</i>, and abbreviations such as texting language (for example,<i lang="id"> jln, skolah</i> and <i lang="id">mkn</i>). Students use metalanguage to discuss possessive and noun&ndash;adjective word order, and use knowledge of the base word and affixation system to predict meaning and decode new words using dictionaries. They know that language is used to create particular effects and influence others, such as through the use of imperatives and rhetorical devices. Students know that Indonesian is a national language that, for the majority of Indonesians, may be one of a number of known languages. They explain aspects of Indonesian language and culture, including concepts of diversity and <i lang="id">nasib</i>, and the importance of language, religion and ethnicity as identity markers. Students make connections between language use and cultural practices, values and assumptions, both in Indonesian and in their own language use.</p>
australia-f10-year10-languages-Indonesian	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students bring to their learning prior knowledge of Indonesian language and culture, and a range of language learning strategies. They are increasingly aware of the world beyond their own and are engaging with youth, social and environmental issues. They require guidance in learning Indonesian; however, they are increasingly independent and capable of analysis and reflection, including in relation to intercultural experiences. They are considering their future pathways and choices, including how Indonesian could be part of these.</p>        <p>          <b>Indonesian language learning and use</b>        </p>        <p>Learners engage with a range of texts in Indonesian. They participate individually and in groups in tasks and experiences, such as corresponding with Indonesian peers, reviewing a video clip or planning an excursion. They participate in presentations, conversations, narration and interviews, sometimes with preparation and sometimes spontaneously. Learners acquire skills in analysing and translating increasingly complex texts, such as emails, recipes, poems, articles and songs. They use modelled language to write for personal and public purposes, such as journal entries, emails, blogs, scripts, and notes for a speech or debate. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact with teachers and peers and may have access to members of the Indonesian-speaking community via online technologies. They may also encounter Indonesian in the wider community, such as in the media, film festivals, community events, guest speakers, exchange teachers/assistants or in-country travel. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners use a wide range of texts designed for language learning, such as textbooks, teacher-generated materials and online resources. Their learning is enriched by exposure to a range of authentic texts from the Indonesian-speaking community, such as websites, films, stories, songs, television programs, advertisements and magazines.</p>        <p>          <b>Features of Indonesian language use</b>        </p>        <p>Learners extend their grammatical knowledge and metalanguage while beginning to explore important features of Indonesian such as register and object-focus construction. They consider connections between language and culture such as <i lang="id">jamu, mudik, kewajiban</i> and expressions such as <i lang="id">Bhinneka Tunggal Ika,</i> and make comparisons with their own language and culture. They consider language variation, including through exposure to colloquial language such as in teenage magazines and social networking sites. </p>        <p>          <b>Level of support</b>        </p>        <p>Learners are increasingly aware of and responsible for their own learning, working independently to address their needs such as by accessing technologies to memorise, learn, and expand their language repertoire. They continue to access word lists, graphic organisers, modelled texts, dictionaries and teacher feedback to interpret and create texts. They require explicit instruction of the grammatical system and opportunities to discuss, practise and apply their knowledge. They may keep records of their learning, such as through an e-journal or folio, and use these to reflect on their language learning and intercultural experiences. </p>        <p>          <b>The role of English</b>        </p>        <p>English provides a basis for linguistic and cultural comparison in learning Indonesian. English is also the medium for expressing experiences, abstract ideas and personal views at a level beyond learners’ range in Indonesian, such as justifying a position on a social issue or exploring linguistic and cultural practices. English may be used in conjunction with Indonesian to conduct research (such as investigating a social issue or cultural practice), in translating, and in communicating bilingually.</p>      	|	<p>By the end of Year 10, students use Indonesian to communicate with teachers, peers and others in a range of settings and for a range of purposes. They pronounce the sounds <i lang="id">ngg</i> and <i lang="id">ng</i>, as well as <i lang="id">sy</i> (for example, <i lang="id">masyarakat</i>) and <i lang="id">kh</i> (for example, <i lang="id">akhir</i>), and use stress to create fluency in sentences. Students use and respond to open-ended questions such as <i lang="id">Berapa lama? Dulu, apakah&hellip;, Kapan Anda&hellip;? Yang mana? Sudah pernah?</i> and use strategies for initiating, sustaining and concluding oral and written exchanges. They locate, synthesise and evaluate specific details and gist from a range of texts. Students create a range of personal, informative and imaginative texts with some evidence of self-correction strategies. They include time markers such as <i lang="id">Pada suatu hari, Keesokan harinya, Kemudian,</i> and conjunctions such as <i lang="id">namun, supaya, karena itu,</i> to extend meanings such as in stories, comics, and written and oral reports. Students use <i lang="id">yang</i> to expand descriptions and ideas, and incorporate some object-focus construction to vary expression. They express opinions such as using <i lang="id">Dari pihak saya</i>, make comparisons such as using <i lang="id">dibandingkan dengan</i>, and incorporate emotions and humour. Students describe possibilities using terms such as <i lang="id">kalau-kalau</i> and <i lang="id">andaikata</i>, and express aspirations such as using <i lang="id">Pada masa depan, mudah-mudahan, saya berharap.</i> They translate texts and create bilingual texts, relying on textual features, patterns and grammatical knowledge, and comment on how meaning can vary across languages and cultures, such as the use of idioms and culture-specific terms. Students state reactions to intercultural experiences, and discuss their assumptions, interpretations, and any adjustments to their language use.</p> <p>Students know that spoken and written Indonesian vary, identifying informal usage such as <i lang="id">nggak</i> and <i lang="id">aja</i>, exclamations such as <i lang="id">kok</i> and <i lang="id">dong</i>, and the dropping of prefixes, for example, <i lang="id">Dia (mem) beli mobil baru.</i> They show awareness of contractions (for example, <i lang="id">ortu, angkot</i>), acronyms such as <i lang="id">SMU</i> and <i lang="id">hp</i>, and abbreviations such as texting language (for example,<i lang="id"> jln, skolah</i> and <i lang="id">mkn</i>). Students use metalanguage to discuss possessive and noun&ndash;adjective word order, and use knowledge of the base word and affixation system to predict meaning and decode new words using dictionaries. They know that language is used to create particular effects and influence others, such as through the use of imperatives and rhetorical devices. Students know that Indonesian is a national language that, for the majority of Indonesians, may be one of a number of known languages. They explain aspects of Indonesian language and culture, including concepts of diversity and <i lang="id">nasib</i>, and the importance of language, religion and ethnicity as identity markers. Students make connections between language use and cultural practices, values and assumptions, both in Indonesian and in their own language use.</p>
australia-f10-foundation-languages-italian	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically they have little to no experience of Italian language and culture.</p>        <p>          <b>Italian language learning and use</b>        </p>        <p>Students use Italian for social interactions such as greetings, asking and answering simple questions, responding to instructions, singing songs, and taking turns in games and simple shared tasks. The focus is on listening to the sounds, shapes and patterns of Italian through activities such as rhymes, songs, clapping and action games. Repetition and recycling help children to identify frequently used words and simple phrases, and to recognise the purpose and intention of simple texts. They identify and use Italian non-verbal communication strategies and experiment with formulaic expressions and one or two-word responses to prompts and cues. Through creative play and action-related talk, children begin to notice that language can behave differently in different situations and that Italian speakers communicate in some ways that are different from their own. Students are encouraged to notice that they are part of a connected world which includes many languages and cultures, and they begin to become aware of themselves as communicators in particular cultural contexts and communities.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Children interact with each other and the teacher, with some access to wider school and community members. Virtual and digital resources provide access to additional Italian language and cultural experiences, connecting learners’ social worlds with those of Italian-speaking children. </p>        <p>          <b>Texts and resources</b>        </p>        <p>The transition from spoken to written language is scaffolded through shared exploration of simple texts and language features. Children progress from supported comprehension and a small number of high-frequency and personally significant sight words and phrases to more elaborated simple texts which include a context, purpose and audience. They use grapho-phonic, grammatical, cultural and contextual cues to comprehend texts and communicative interactions. Writing skills progress from labelling and copying words, to writing simple texts using familiar vocabulary, and language structures and features. Written texts that students experience include children’s stories, big books, descriptions, recounts and labels.</p>        <p>          <b>Features of Italian language use</b>        </p>        <p>Students focus on the sounds of the alphabet, in particular the vowel sounds, and ‘c’ <i lang="it">(ciao)</i> and ‘ch’ <i lang="it">(Chi?),</i> and on intonation patterns and the use of accents. Students are also introduced to nouns and pronouns. They learn simple sentence structure using subject–verb–object order as well as how to form questions. They explore the idea of masculine and feminine gender, how to use singular and plural forms, the negative form <i lang="it">non</i> and the placement of adjectives.</p>        <p>          <b>Level of support</b>        </p>        <p>Students’ learning is highly experiential and activity-related, and is supported by the use of concrete materials and resources, visual supports, gestures and body language. Scaffolding includes modelling, monitoring and moderating by the teacher; provision of multiple and varied sources of input; opportunities for revisiting, recycling and reviewing; and continuous cues, feedback and encouragement. </p>        <p>          <b>The role of English</b>        </p>        <p>Children are encouraged to use Italian whenever possible. They use English to talk about differences and similarities they notice between Italian, English and other known; about how they feel when they hear or use Italian; and about how they view different languages and the people who speak them. English is used by both the teacher and learners for talking about the language and about learning, and for noticing, questioning and explaining. </p>      	|	<p>By the end of Year 2, students use Italian to communicate with their teacher and peers through action-related talk and play. They demonstrate comprehension by responding both verbally and non-verbally. They imitate simple words and phrases. They respond to familiar games and routines such as questions about self and family (for example, <i lang="it">Come ti chiami? Dove abiti?</i>), and choose among options, for example, in response to questions such as <i lang="it">Vuoi il gelato o la caramella?</i> They produce learnt sounds and formulaic expressions (for example,<i lang="it"> &Egrave; bello! Non mi piace</i>), or partial phrases, often providing only part of the required response in Italian or using a key word to convey a whole idea. They experiment with and approximate Italian pronunciation, for example, producing vowel sounds and &lsquo;c&rsquo; and &lsquo;ch&rsquo; pronunciation with some accuracy. They differentiate between statements and questions according to intonation. They make meaning using paralinguistic and contextual support such as pictures, gestures and props. They write descriptions, lists, labels and captions, using familiar words and phrases selected from modelled language, for example, rearranging sentence patterns such as <i lang="it">Ho sei anni. Sono bravo. Il gelato &egrave; buono.</i></p> <p>Students know that Italian is the national language of Italy. They identify the 21 letters of the Italian alphabet. They know that simple sentences follow a pattern, and that nouns require an article and are gendered either masculine or feminine. They demonstrate understanding of the different ways of addressing friends, family and teachers/other adults. They identify patterns in Italian words and phrases and make comparisons between Italian and English. They know that languages borrow words from each other and provide examples of Italian words and expressions that are used in various English-speaking contexts. They identify similarities and differences in the cultural practices of Italians and Australians. They understand that they have their own language(s) and culture(s), and that they are also learners of Italian language and culture.</p>
australia-f10-year1-languages-italian	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically they have little to no experience of Italian language and culture.</p>        <p>          <b>Italian language learning and use</b>        </p>        <p>Students use Italian for social interactions such as greetings, asking and answering simple questions, responding to instructions, singing songs, and taking turns in games and simple shared tasks. The focus is on listening to the sounds, shapes and patterns of Italian through activities such as rhymes, songs, clapping and action games. Repetition and recycling help children to identify frequently used words and simple phrases, and to recognise the purpose and intention of simple texts. They identify and use Italian non-verbal communication strategies and experiment with formulaic expressions and one or two-word responses to prompts and cues. Through creative play and action-related talk, children begin to notice that language can behave differently in different situations and that Italian speakers communicate in some ways that are different from their own. Students are encouraged to notice that they are part of a connected world which includes many languages and cultures, and they begin to become aware of themselves as communicators in particular cultural contexts and communities.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Children interact with each other and the teacher, with some access to wider school and community members. Virtual and digital resources provide access to additional Italian language and cultural experiences, connecting learners’ social worlds with those of Italian-speaking children. </p>        <p>          <b>Texts and resources</b>        </p>        <p>The transition from spoken to written language is scaffolded through shared exploration of simple texts and language features. Children progress from supported comprehension and a small number of high-frequency and personally significant sight words and phrases to more elaborated simple texts which include a context, purpose and audience. They use grapho-phonic, grammatical, cultural and contextual cues to comprehend texts and communicative interactions. Writing skills progress from labelling and copying words, to writing simple texts using familiar vocabulary, and language structures and features. Written texts that students experience include children’s stories, big books, descriptions, recounts and labels.</p>        <p>          <b>Features of Italian language use</b>        </p>        <p>Students focus on the sounds of the alphabet, in particular the vowel sounds, and ‘c’ <i lang="it">(ciao)</i> and ‘ch’ <i lang="it">(Chi?),</i> and on intonation patterns and the use of accents. Students are also introduced to nouns and pronouns. They learn simple sentence structure using subject–verb–object order as well as how to form questions. They explore the idea of masculine and feminine gender, how to use singular and plural forms, the negative form <i lang="it">non</i> and the placement of adjectives.</p>        <p>          <b>Level of support</b>        </p>        <p>Students’ learning is highly experiential and activity-related, and is supported by the use of concrete materials and resources, visual supports, gestures and body language. Scaffolding includes modelling, monitoring and moderating by the teacher; provision of multiple and varied sources of input; opportunities for revisiting, recycling and reviewing; and continuous cues, feedback and encouragement. </p>        <p>          <b>The role of English</b>        </p>        <p>Children are encouraged to use Italian whenever possible. They use English to talk about differences and similarities they notice between Italian, English and other known; about how they feel when they hear or use Italian; and about how they view different languages and the people who speak them. English is used by both the teacher and learners for talking about the language and about learning, and for noticing, questioning and explaining. </p>      	|	<p>By the end of Year 2, students use Italian to communicate with their teacher and peers through action-related talk and play. They demonstrate comprehension by responding both verbally and non-verbally. They imitate simple words and phrases. They respond to familiar games and routines such as questions about self and family (for example, <i lang="it">Come ti chiami? Dove abiti?</i>), and choose among options, for example, in response to questions such as <i lang="it">Vuoi il gelato o la caramella?</i> They produce learnt sounds and formulaic expressions (for example,<i lang="it"> &Egrave; bello! Non mi piace</i>), or partial phrases, often providing only part of the required response in Italian or using a key word to convey a whole idea. They experiment with and approximate Italian pronunciation, for example, producing vowel sounds and &lsquo;c&rsquo; and &lsquo;ch&rsquo; pronunciation with some accuracy. They differentiate between statements and questions according to intonation. They make meaning using paralinguistic and contextual support such as pictures, gestures and props. They write descriptions, lists, labels and captions, using familiar words and phrases selected from modelled language, for example, rearranging sentence patterns such as <i lang="it">Ho sei anni. Sono bravo. Il gelato &egrave; buono.</i></p> <p>Students know that Italian is the national language of Italy. They identify the 21 letters of the Italian alphabet. They know that simple sentences follow a pattern, and that nouns require an article and are gendered either masculine or feminine. They demonstrate understanding of the different ways of addressing friends, family and teachers/other adults. They identify patterns in Italian words and phrases and make comparisons between Italian and English. They know that languages borrow words from each other and provide examples of Italian words and expressions that are used in various English-speaking contexts. They identify similarities and differences in the cultural practices of Italians and Australians. They understand that they have their own language(s) and culture(s), and that they are also learners of Italian language and culture.</p>
australia-f10-year2-languages-italian	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically they have little to no experience of Italian language and culture.</p>        <p>          <b>Italian language learning and use</b>        </p>        <p>Students use Italian for social interactions such as greetings, asking and answering simple questions, responding to instructions, singing songs, and taking turns in games and simple shared tasks. The focus is on listening to the sounds, shapes and patterns of Italian through activities such as rhymes, songs, clapping and action games. Repetition and recycling help children to identify frequently used words and simple phrases, and to recognise the purpose and intention of simple texts. They identify and use Italian non-verbal communication strategies and experiment with formulaic expressions and one or two-word responses to prompts and cues. Through creative play and action-related talk, children begin to notice that language can behave differently in different situations and that Italian speakers communicate in some ways that are different from their own. Students are encouraged to notice that they are part of a connected world which includes many languages and cultures, and they begin to become aware of themselves as communicators in particular cultural contexts and communities.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Children interact with each other and the teacher, with some access to wider school and community members. Virtual and digital resources provide access to additional Italian language and cultural experiences, connecting learners’ social worlds with those of Italian-speaking children. </p>        <p>          <b>Texts and resources</b>        </p>        <p>The transition from spoken to written language is scaffolded through shared exploration of simple texts and language features. Children progress from supported comprehension and a small number of high-frequency and personally significant sight words and phrases to more elaborated simple texts which include a context, purpose and audience. They use grapho-phonic, grammatical, cultural and contextual cues to comprehend texts and communicative interactions. Writing skills progress from labelling and copying words, to writing simple texts using familiar vocabulary, and language structures and features. Written texts that students experience include children’s stories, big books, descriptions, recounts and labels.</p>        <p>          <b>Features of Italian language use</b>        </p>        <p>Students focus on the sounds of the alphabet, in particular the vowel sounds, and ‘c’ <i lang="it">(ciao)</i> and ‘ch’ <i lang="it">(Chi?),</i> and on intonation patterns and the use of accents. Students are also introduced to nouns and pronouns. They learn simple sentence structure using subject–verb–object order as well as how to form questions. They explore the idea of masculine and feminine gender, how to use singular and plural forms, the negative form <i lang="it">non</i> and the placement of adjectives.</p>        <p>          <b>Level of support</b>        </p>        <p>Students’ learning is highly experiential and activity-related, and is supported by the use of concrete materials and resources, visual supports, gestures and body language. Scaffolding includes modelling, monitoring and moderating by the teacher; provision of multiple and varied sources of input; opportunities for revisiting, recycling and reviewing; and continuous cues, feedback and encouragement. </p>        <p>          <b>The role of English</b>        </p>        <p>Children are encouraged to use Italian whenever possible. They use English to talk about differences and similarities they notice between Italian, English and other known; about how they feel when they hear or use Italian; and about how they view different languages and the people who speak them. English is used by both the teacher and learners for talking about the language and about learning, and for noticing, questioning and explaining. </p>      	|	<p>By the end of Year 2, students use Italian to communicate with their teacher and peers through action-related talk and play. They demonstrate comprehension by responding both verbally and non-verbally. They imitate simple words and phrases. They respond to familiar games and routines such as questions about self and family (for example, <i lang="it">Come ti chiami? Dove abiti?</i>), and choose among options, for example, in response to questions such as <i lang="it">Vuoi il gelato o la caramella?</i> They produce learnt sounds and formulaic expressions (for example,<i lang="it"> &Egrave; bello! Non mi piace</i>), or partial phrases, often providing only part of the required response in Italian or using a key word to convey a whole idea. They experiment with and approximate Italian pronunciation, for example, producing vowel sounds and &lsquo;c&rsquo; and &lsquo;ch&rsquo; pronunciation with some accuracy. They differentiate between statements and questions according to intonation. They make meaning using paralinguistic and contextual support such as pictures, gestures and props. They write descriptions, lists, labels and captions, using familiar words and phrases selected from modelled language, for example, rearranging sentence patterns such as <i lang="it">Ho sei anni. Sono bravo. Il gelato &egrave; buono.</i></p> <p>Students know that Italian is the national language of Italy. They identify the 21 letters of the Italian alphabet. They know that simple sentences follow a pattern, and that nouns require an article and are gendered either masculine or feminine. They demonstrate understanding of the different ways of addressing friends, family and teachers/other adults. They identify patterns in Italian words and phrases and make comparisons between Italian and English. They know that languages borrow words from each other and provide examples of Italian words and expressions that are used in various English-speaking contexts. They identify similarities and differences in the cultural practices of Italians and Australians. They understand that they have their own language(s) and culture(s), and that they are also learners of Italian language and culture.</p>
australia-f10-year3-languages-italian	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, children are developing awareness of their social worlds and of their memberships of various groups including the Italian class. They are developing literacy capabilities in English, such as writing in the Roman alphabet, which assists to some degree in learning Italian. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning. </p>        <p>          <b>Italian language learning and use</b>        </p>        <p>The development of oral proficiency requires rich language input in different modes and from different sources. Children develop active listening skills and respond through action-related talk. They strengthen their comprehension skills, using contextual and grammatical cues as well as phonic and non-verbal cues. The language they encounter is authentic, with modification when necessary, involving familiar vocabulary and simple structures. Children are supported to use the language themselves in familiar contexts and situations, such as exchanging simple ideas and information, negotiating predictable activities and interactions, and participating in shared tasks, performance and play. They continue to build vocabulary which can be adapted for different purposes, and to control simple grammatical forms to communicate in familiar contexts. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The contexts in which learners interact in using and learning Italian are primarily local: the classroom, school, home and community, with some access to wider communities of Italian speakers and resources through virtual and digital technologies. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Children develop literacy skills and textual knowledge through supported interaction with a range of spoken, written, visual and multimodal texts. Imaginative and interactive texts (such as picture books, stories, puppet plays, songs and games) engage the expressive and cultural dimensions of language. Procedural, informational and descriptive texts (such as negotiated classroom rules, planned activities, and family and class profiles) encourage students to use language to ‘get things done’.</p>        <p>          <b>Features of Italian language use</b>        </p>        <p>Students experiment with pronunciation and intonation in Italian, noticing similarities and differences with other familiar languages. They focus on structures and grammatical rules such as those relating to the use of possessive pronouns, prepositions and negation. They extend their knowledge of definite and indefinite articles, and of gender and singular/plural forms.</p>        <p>As they encounter Italian language and culture they make comparisons with their own language(s) and culture(s) and consider their own ways of communicating. This leads to exploring concepts of commonality and difference, and of identity, and to thinking about what it means to speak more than one language.</p>        <p>          <b>Level of support</b>        </p>        <p>Children’s grammatical knowledge and accuracy in spoken and written Italian are developed both through form-focused activities and through opportunities to apply this knowledge in meaningful task activity, as they build their communicative skills, confidence and fluency. Teachers provide models and examples; introduce language, concepts and resources needed to manage and complete tasks; make time for experimentation and drafting; and provide support for self-monitoring and reflection. </p>        <p>          <b>The role of English</b>        </p>        <p>The use of English, when appropriate, provides support opportunities for discussion and exploration of ideas which help children to build a conceptual frame and metalanguage for talking about language and culture, and about their experiences as learners moving between languages and cultures. </p>      	|	<p>By the end of Year 4, students comprehend a range of spoken, written, and multimodal texts on familiar topics, including home life, friends and classroom activities. They use Italian to communicate and to interact, for example, to exchange greetings and to address people, using appropriate language and pronunciation, and often formulaic expressions. They ask and respond to simple questions, by selecting between alternatives provided, by using short spoken responses which may consist of incomplete or partial Italian phrases and structures, or by using a key word to convey a whole idea. They talk about self, family, people, places, routine, school life and their own interests and preferences, for example, <i lang="it">Com&rsquo;&egrave; la tua casa? La mia casa &egrave; grande, Ci sono due camere da letto e due bagni. Mi piace la mia camera da letto.</i> They use short sentences, reorganising known language to fit personal responses, for example, <i lang="it">Giochi domani?S&igrave;/no/Forse.</i> Students understand short written texts, using visual cues, prediction and questioning to decipher meaning. They recall key ideas and events, recognise meanings, and respond meaningfully. Students create written texts of a few sentences using familiar language and structures.</p> <p>Students demonstrate an understanding of the fact that language is used differently in different situations and contexts. They know the importance of using appropriate language when interacting in Italian, including informal/formal language, and the use of titles and gestures. They vary their responses and statements by choosing adjectives and adverbs, and by combining sentences. They demonstrate understanding of basic Italian grammatical rules, such as the fact that nouns have masculine or feminine gender and singular and plural forms, and that nouns, adjectives and articles need to agree. They identify similarities and differences in the patterns of Italian language compared to English and other familiar languages. They create texts that show understanding of how ideas are connected and how images support the meaning of texts. They make connections to personal experience when describing characters, events or cultural practices and behaviours encountered in texts. They identify cultural differences in ways of communicating and describe similarities and differences between their own and other cultures.</p>
australia-f10-year4-languages-italian	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, children are developing awareness of their social worlds and of their memberships of various groups including the Italian class. They are developing literacy capabilities in English, such as writing in the Roman alphabet, which assists to some degree in learning Italian. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning. </p>        <p>          <b>Italian language learning and use</b>        </p>        <p>The development of oral proficiency requires rich language input in different modes and from different sources. Children develop active listening skills and respond through action-related talk. They strengthen their comprehension skills, using contextual and grammatical cues as well as phonic and non-verbal cues. The language they encounter is authentic, with modification when necessary, involving familiar vocabulary and simple structures. Children are supported to use the language themselves in familiar contexts and situations, such as exchanging simple ideas and information, negotiating predictable activities and interactions, and participating in shared tasks, performance and play. They continue to build vocabulary which can be adapted for different purposes, and to control simple grammatical forms to communicate in familiar contexts. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The contexts in which learners interact in using and learning Italian are primarily local: the classroom, school, home and community, with some access to wider communities of Italian speakers and resources through virtual and digital technologies. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Children develop literacy skills and textual knowledge through supported interaction with a range of spoken, written, visual and multimodal texts. Imaginative and interactive texts (such as picture books, stories, puppet plays, songs and games) engage the expressive and cultural dimensions of language. Procedural, informational and descriptive texts (such as negotiated classroom rules, planned activities, and family and class profiles) encourage students to use language to ‘get things done’.</p>        <p>          <b>Features of Italian language use</b>        </p>        <p>Students experiment with pronunciation and intonation in Italian, noticing similarities and differences with other familiar languages. They focus on structures and grammatical rules such as those relating to the use of possessive pronouns, prepositions and negation. They extend their knowledge of definite and indefinite articles, and of gender and singular/plural forms.</p>        <p>As they encounter Italian language and culture they make comparisons with their own language(s) and culture(s) and consider their own ways of communicating. This leads to exploring concepts of commonality and difference, and of identity, and to thinking about what it means to speak more than one language.</p>        <p>          <b>Level of support</b>        </p>        <p>Children’s grammatical knowledge and accuracy in spoken and written Italian are developed both through form-focused activities and through opportunities to apply this knowledge in meaningful task activity, as they build their communicative skills, confidence and fluency. Teachers provide models and examples; introduce language, concepts and resources needed to manage and complete tasks; make time for experimentation and drafting; and provide support for self-monitoring and reflection. </p>        <p>          <b>The role of English</b>        </p>        <p>The use of English, when appropriate, provides support opportunities for discussion and exploration of ideas which help children to build a conceptual frame and metalanguage for talking about language and culture, and about their experiences as learners moving between languages and cultures. </p>      	|	<p>By the end of Year 4, students comprehend a range of spoken, written, and multimodal texts on familiar topics, including home life, friends and classroom activities. They use Italian to communicate and to interact, for example, to exchange greetings and to address people, using appropriate language and pronunciation, and often formulaic expressions. They ask and respond to simple questions, by selecting between alternatives provided, by using short spoken responses which may consist of incomplete or partial Italian phrases and structures, or by using a key word to convey a whole idea. They talk about self, family, people, places, routine, school life and their own interests and preferences, for example, <i lang="it">Com&rsquo;&egrave; la tua casa? La mia casa &egrave; grande, Ci sono due camere da letto e due bagni. Mi piace la mia camera da letto.</i> They use short sentences, reorganising known language to fit personal responses, for example, <i lang="it">Giochi domani?S&igrave;/no/Forse.</i> Students understand short written texts, using visual cues, prediction and questioning to decipher meaning. They recall key ideas and events, recognise meanings, and respond meaningfully. Students create written texts of a few sentences using familiar language and structures.</p> <p>Students demonstrate an understanding of the fact that language is used differently in different situations and contexts. They know the importance of using appropriate language when interacting in Italian, including informal/formal language, and the use of titles and gestures. They vary their responses and statements by choosing adjectives and adverbs, and by combining sentences. They demonstrate understanding of basic Italian grammatical rules, such as the fact that nouns have masculine or feminine gender and singular and plural forms, and that nouns, adjectives and articles need to agree. They identify similarities and differences in the patterns of Italian language compared to English and other familiar languages. They create texts that show understanding of how ideas are connected and how images support the meaning of texts. They make connections to personal experience when describing characters, events or cultural practices and behaviours encountered in texts. They identify cultural differences in ways of communicating and describe similarities and differences between their own and other cultures.</p>
australia-f10-year5-languages-italian	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Students are expanding their social networks, experiences and communicative repertoires in both their first language and Italian. They continue to need guidance and participate in structured, collaborative tasks that both recycle and extend language. Students are gaining greater independence and becoming more conscious of their peers and social context. They are gaining awareness of the world around them and of the relationship of Australia with Italy and other Italian-speaking communities. They are noticing similarities and differences between Italian language and culture and their own.  </p>        <p>          <b>Italian language learning and use</b>        </p>        <p>Students’ pronunciation, intonation and phrasing are more confident, and they access wider vocabulary resources and use non-verbal strategies appropriately to support communication. They participate in shared tasks and purposeful language experiences as well as focusing explicitly on language structures and systems, literacy skills and cultural elements of communication. </p>        <p>Oracy development at this level includes active listening to a range of input from different sources, and building interactional skills such as maintaining conversations, turn-taking, and contributing to discussions with observations and opinions. They learn skills in ‘reading’ language for cultural and contextual meaning. Individual and group oral-presentation and performance skills are developed through researching and organising information, rehearsing and resourcing the content of presentations, and selecting appropriate language to engage particular audiences. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners use Italian with each other and the teacher for a range of purposes: exchanging information, expressing ideas and feelings, performing and responding to Italian texts and experiences. They use ICTs to interact with each other and with peers in Italian-speaking communities, exchanging resources and information, accessing music and media resources, and contributing to class activities such as a blog or webpage. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a range of oral, written, multimodal and digital texts that are increasingly public in nature. They use cues and decoding strategies to assist comprehension and to make connections between contexts, ideas and language within and between texts. They create texts for a range of purposes and audiences, such as emails, dialogues, public signs, presentations and performances. With support, they build cohesion into their Italian production in terms of both content and expression. </p>        <p>          <b>Features of Italian language use</b>        </p>        <p>Students increase their range of Italian language vocabulary, grammatical knowledge and textual knowledge. They learn how to describe present and immediate future actions, situations and events using familiar verbs. They use adverbs, adjectives and prepositions to create more complex sentences. They develop a metalanguage to describe patterns, rules and variations in language structures.</p>        <p>Learners consider how language features and expressions reflect cultural values and experiences (for example, language variation relating to gender, generation, status or cultural context). This leads to considering their own ways of communicating and to thinking about personal and community identities, stereotypes and perspectives reflected in language. </p>        <p>          <b>Level of support</b>        </p>        <p>While learners work more independently at this level, ongoing support, including modelling and scaffolding, is incorporated into task activity. Ongoing feedback and review support the interactive process of learning. While first language capabilities are more developed than learners’ Italian language proficiency, learning tasks and experiences need to take account of both their second language linguistic level and their more general cognitive and social levels of development. </p>        <p>          <b>The role of English</b>        </p>        <p>The use of English, in conjunction with Italian, for discussion, reflection and explanation ensures the continued development of learners’ knowledge base and intercultural capability and provides opportunities for learners to share understanding and experiences. </p>      	|	<p>By the end of Year 6, students interact using spoken and written Italian to describe and give information about themselves, family, friends, home and school routines, experiences, interests, preferences and choices. They share aspects of their environment, express opinions, for example, <i lang="it">&Egrave; buonissimo ...&egrave; molto bravo, mi piace di pi&ugrave; ..., penso di s&igrave;/no, secondo me...,</i> accept or reject ideas, agree and disagree, for example, <i lang="it">No,non sono d&rsquo;accordo! Hai ragione/torto.</i> They ask simple questions, for example, <i lang="it">Ti piace? Cosa prendi? Chi viene alla festa? Vieni anche tu?</i> They understand the main points in spoken interactions consisting of familiar language in simple sentences. When speaking, they imitate pronunciation and intonation. They understand short written texts with some variation in sentence structures and some unfamiliar vocabulary. In reading independently, they begin to use context, questioning, and bilingual dictionaries to decode the meaning of unfamiliar language. They connect ideas in different informative and creative texts, expressing and extending personal meaning by giving reasons or drawing conclusions. Students create sentences with some elaboration, for example, using coordinating conjunctions and comparisons to build short coherent texts on familiar topics, for example, <i lang="it">La musica di ... &egrave; bella, ma mi piace di pi&ugrave; ..</i>. They write descriptions, letters, messages, summaries, invitations and narratives They use the present tense of verbs, noun and adjective agreements and some adverbs; they choose vocabulary appropriate to the purpose of the interaction, such as to describe, to plan or to invite.</p> <p>Students use some metalanguage to talk about both linguistic and cultural features. They discern familiar patterns and features of written and spoken language and compare them with English, understanding that language, images and other features of texts reflect culture. They demonstrate an understanding of variation in language use, adapting language forms according to audience and context. They identify linguistic and cultural differences know that Australia is a multilingual and multicultural society, and that dialects are spoken both in Italy and in Italian-speaking communities around the world. Students compare, identify and discuss their responses and reactions in intercultural exchanges.</p>
australia-f10-year6-languages-italian	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Students are expanding their social networks, experiences and communicative repertoires in both their first language and Italian. They continue to need guidance and participate in structured, collaborative tasks that both recycle and extend language. Students are gaining greater independence and becoming more conscious of their peers and social context. They are gaining awareness of the world around them and of the relationship of Australia with Italy and other Italian-speaking communities. They are noticing similarities and differences between Italian language and culture and their own.  </p>        <p>          <b>Italian language learning and use</b>        </p>        <p>Students’ pronunciation, intonation and phrasing are more confident, and they access wider vocabulary resources and use non-verbal strategies appropriately to support communication. They participate in shared tasks and purposeful language experiences as well as focusing explicitly on language structures and systems, literacy skills and cultural elements of communication. </p>        <p>Oracy development at this level includes active listening to a range of input from different sources, and building interactional skills such as maintaining conversations, turn-taking, and contributing to discussions with observations and opinions. They learn skills in ‘reading’ language for cultural and contextual meaning. Individual and group oral-presentation and performance skills are developed through researching and organising information, rehearsing and resourcing the content of presentations, and selecting appropriate language to engage particular audiences. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners use Italian with each other and the teacher for a range of purposes: exchanging information, expressing ideas and feelings, performing and responding to Italian texts and experiences. They use ICTs to interact with each other and with peers in Italian-speaking communities, exchanging resources and information, accessing music and media resources, and contributing to class activities such as a blog or webpage. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a range of oral, written, multimodal and digital texts that are increasingly public in nature. They use cues and decoding strategies to assist comprehension and to make connections between contexts, ideas and language within and between texts. They create texts for a range of purposes and audiences, such as emails, dialogues, public signs, presentations and performances. With support, they build cohesion into their Italian production in terms of both content and expression. </p>        <p>          <b>Features of Italian language use</b>        </p>        <p>Students increase their range of Italian language vocabulary, grammatical knowledge and textual knowledge. They learn how to describe present and immediate future actions, situations and events using familiar verbs. They use adverbs, adjectives and prepositions to create more complex sentences. They develop a metalanguage to describe patterns, rules and variations in language structures.</p>        <p>Learners consider how language features and expressions reflect cultural values and experiences (for example, language variation relating to gender, generation, status or cultural context). This leads to considering their own ways of communicating and to thinking about personal and community identities, stereotypes and perspectives reflected in language. </p>        <p>          <b>Level of support</b>        </p>        <p>While learners work more independently at this level, ongoing support, including modelling and scaffolding, is incorporated into task activity. Ongoing feedback and review support the interactive process of learning. While first language capabilities are more developed than learners’ Italian language proficiency, learning tasks and experiences need to take account of both their second language linguistic level and their more general cognitive and social levels of development. </p>        <p>          <b>The role of English</b>        </p>        <p>The use of English, in conjunction with Italian, for discussion, reflection and explanation ensures the continued development of learners’ knowledge base and intercultural capability and provides opportunities for learners to share understanding and experiences. </p>      	|	<p>By the end of Year 6, students interact using spoken and written Italian to describe and give information about themselves, family, friends, home and school routines, experiences, interests, preferences and choices. They share aspects of their environment, express opinions, for example, <i lang="it">&Egrave; buonissimo ...&egrave; molto bravo, mi piace di pi&ugrave; ..., penso di s&igrave;/no, secondo me...,</i> accept or reject ideas, agree and disagree, for example, <i lang="it">No,non sono d&rsquo;accordo! Hai ragione/torto.</i> They ask simple questions, for example, <i lang="it">Ti piace? Cosa prendi? Chi viene alla festa? Vieni anche tu?</i> They understand the main points in spoken interactions consisting of familiar language in simple sentences. When speaking, they imitate pronunciation and intonation. They understand short written texts with some variation in sentence structures and some unfamiliar vocabulary. In reading independently, they begin to use context, questioning, and bilingual dictionaries to decode the meaning of unfamiliar language. They connect ideas in different informative and creative texts, expressing and extending personal meaning by giving reasons or drawing conclusions. Students create sentences with some elaboration, for example, using coordinating conjunctions and comparisons to build short coherent texts on familiar topics, for example, <i lang="it">La musica di ... &egrave; bella, ma mi piace di pi&ugrave; ..</i>. They write descriptions, letters, messages, summaries, invitations and narratives They use the present tense of verbs, noun and adjective agreements and some adverbs; they choose vocabulary appropriate to the purpose of the interaction, such as to describe, to plan or to invite.</p> <p>Students use some metalanguage to talk about both linguistic and cultural features. They discern familiar patterns and features of written and spoken language and compare them with English, understanding that language, images and other features of texts reflect culture. They demonstrate an understanding of variation in language use, adapting language forms according to audience and context. They identify linguistic and cultural differences know that Australia is a multilingual and multicultural society, and that dialects are spoken both in Italy and in Italian-speaking communities around the world. Students compare, identify and discuss their responses and reactions in intercultural exchanges.</p>
australia-f10-year7-languages-italian	|	        <p>          <b>The nature of the learners</b>        </p>        <p>These years represent a transition to secondary school. Students in this pathway are continuing to study Italian, bringing with them an established capability to interact in different situations, to engage with a variety of texts and to communicate with some assistance about their own immediate world and that of Italy and other Italian-speaking communities. They have experience in analysing the major features of the language system and in reflecting on the nature of intercultural exchanges in which they are involved. </p>        <p>          <b>Italian language learning and use</b>        </p>        <p>Learners work both collaboratively and independently, exploring different modes and genres of communication with reference to their current social, cultural and communicative interests. They use modelled and rehearsed language in both familiar and unfamiliar contexts and begin to generate some original language. They work in groups to pool language knowledge and resources, and to plan, problem-solve, monitor and reflect. They are encouraged to make cross-curricular connections and explore intercultural experiences and perspectives, particularly through comparison.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Italian is used for classroom interactions and transactions, for creating and maintaining a class dynamic, for explaining and practising language forms, and for developing cultural understanding. Additional opportunities for using Italian are provided by purposeful and integrated use of ICTs. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners read, view and interact with a widening range of texts for a variety of purposes (for example, informational, transactional, imaginative, expressive). They draw upon Italian-speaking people in the local community and beyond to extend their experience of using Italian beyond the classroom and to gain different perspectives on aspects of Italian culture. They use a range of processing strategies and draw on understanding of text conventions and patterns in language to comprehend and create texts. They are supported to identify how cultural values and perspectives are embedded in language and how language choices influence how people, ideas and circumstances are represented. They compose and present texts (for example, media and hypermedia texts, shared stories, poetry, songs/raps, blogs, advertisements, reports, journal entries). They plan, draft and present informative, imaginative and persuasive texts, and participate in collaborative tasks and in discussions. </p>        <p>          <b>Features of Italian language use </b>        </p>        <p>This stage involves learners consolidating their understanding and use of regular forms and familiar grammatical structures. They expand their understanding through noticing variation and non-standard forms, for example, dialects used in the local community. They also notice exceptions to rules, for example, irregular forms. They learn to experiment with past and future tenses in their own texts. </p>        <p>Students learn how to closely analyse the relationship between language and culture to identify cultural references in texts and consider how language communicates perspectives and values. They compare their own language(s) and Italian, and reflect on intercultural experiences, including the process of moving between languages and cultural systems. </p>        <p>          <b>Level of support</b>        </p>        <p>This is a period of reviewing and consolidating students’ prior learning and providing engaging and relevant new experiences and connections. Students continue to benefit from scaffolding and support, such as the provision of visual and contextual cues when accessing texts. They use models, teacher feedback and resources such as word lists and dictionaries when constructing their own texts.</p>        <p>          <b>The role of English</b>        </p>        <p>Italian is used in classroom routines, tasks and structured discussions. English is used, when appropriate, as a basis for comparison of language and cultural systems. It is also used to allow for explanation, reflection and substantive, open-ended discussions to support the development of the use of Italian. </p>      	|	<p>By the end of Year 8, students use spoken and written Italian to interact in a range of personal and social contexts. They describe or present people, places, events or conditions; discuss likes, dislikes and preferences; present information; recount and narrate events; and talk about personal, social and school worlds, for example, <i lang="it">Ecco mio padre. Si chiama Edoardo. Ha quarantadue anni.</i> They understand main points and some specific details in a range of texts organised around known content and including some unfamiliar language. They express and understand feelings when corresponding with others, making connections between language used and cultural concepts expressed. They respond to and create simple informational and imaginative texts, for example, <i lang="it">Io comincio la scuola alle otto e mezzo. Le materie che studio sono l&rsquo;inglese, la matematica, le scienze e la storia.</i> They express views on familiar topics and make comparisons, adding their own opinions or reasons, for example, <i lang="it">Mi piace il mio amico perch&eacute; &egrave; buffissimo. Mi piace anche perch&eacute; &egrave; veramente intelligente.</i> They apply their understanding that texts vary according to purpose and audience, and use contextual clues, questioning and bilingual dictionaries to identify, interpret and summarise the meaning of familiar and some unfamiliar language. They give some justification for their interpretations of texts. They ask questions and seek clarification. Students create cohesive and coherent texts for different purposes on a range of familiar topics, using appropriate language structures and vocabulary, including different modal verbs and tenses, for example,<i lang="it"> Non posso venire alla partita perch&eacute; devo studiare.</i> They use conjunctions, adjectives and adverbs to elaborate meanings, for example, <i lang="it">La professoressa di matematica &egrave; molto simpatica ma il professore di educazione fisica &egrave; qualche volta troppo severo.</i></p> <p>Students understand and use metalanguage to explain aspects of language and culture. They identify features of text types such as letters, emails, descriptions and narratives. They know that language is chosen to reflect contexts of situation and culture, and identify differences between standard, dialectal and regional forms of Italian. They analyse the impact of technology and media on communication and language forms, the influence of Italian and English on one another, and the interrelationship of language and culture. They know that languages do not always translate directly. They reflect on how they interpret and respond to intercultural experience, and to aspects of Italian language and culture, and discuss how their responses may be shaped by their own language(s) and culture(s)./</p> <p>&nbsp;</p>
australia-f10-year8-languages-italian	|	        <p>          <b>The nature of the learners</b>        </p>        <p>These years represent a transition to secondary school. Students in this pathway are continuing to study Italian, bringing with them an established capability to interact in different situations, to engage with a variety of texts and to communicate with some assistance about their own immediate world and that of Italy and other Italian-speaking communities. They have experience in analysing the major features of the language system and in reflecting on the nature of intercultural exchanges in which they are involved. </p>        <p>          <b>Italian language learning and use</b>        </p>        <p>Learners work both collaboratively and independently, exploring different modes and genres of communication with reference to their current social, cultural and communicative interests. They use modelled and rehearsed language in both familiar and unfamiliar contexts and begin to generate some original language. They work in groups to pool language knowledge and resources, and to plan, problem-solve, monitor and reflect. They are encouraged to make cross-curricular connections and explore intercultural experiences and perspectives, particularly through comparison.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Italian is used for classroom interactions and transactions, for creating and maintaining a class dynamic, for explaining and practising language forms, and for developing cultural understanding. Additional opportunities for using Italian are provided by purposeful and integrated use of ICTs. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners read, view and interact with a widening range of texts for a variety of purposes (for example, informational, transactional, imaginative, expressive). They draw upon Italian-speaking people in the local community and beyond to extend their experience of using Italian beyond the classroom and to gain different perspectives on aspects of Italian culture. They use a range of processing strategies and draw on understanding of text conventions and patterns in language to comprehend and create texts. They are supported to identify how cultural values and perspectives are embedded in language and how language choices influence how people, ideas and circumstances are represented. They compose and present texts (for example, media and hypermedia texts, shared stories, poetry, songs/raps, blogs, advertisements, reports, journal entries). They plan, draft and present informative, imaginative and persuasive texts, and participate in collaborative tasks and in discussions. </p>        <p>          <b>Features of Italian language use </b>        </p>        <p>This stage involves learners consolidating their understanding and use of regular forms and familiar grammatical structures. They expand their understanding through noticing variation and non-standard forms, for example, dialects used in the local community. They also notice exceptions to rules, for example, irregular forms. They learn to experiment with past and future tenses in their own texts. </p>        <p>Students learn how to closely analyse the relationship between language and culture to identify cultural references in texts and consider how language communicates perspectives and values. They compare their own language(s) and Italian, and reflect on intercultural experiences, including the process of moving between languages and cultural systems. </p>        <p>          <b>Level of support</b>        </p>        <p>This is a period of reviewing and consolidating students’ prior learning and providing engaging and relevant new experiences and connections. Students continue to benefit from scaffolding and support, such as the provision of visual and contextual cues when accessing texts. They use models, teacher feedback and resources such as word lists and dictionaries when constructing their own texts.</p>        <p>          <b>The role of English</b>        </p>        <p>Italian is used in classroom routines, tasks and structured discussions. English is used, when appropriate, as a basis for comparison of language and cultural systems. It is also used to allow for explanation, reflection and substantive, open-ended discussions to support the development of the use of Italian. </p>      	|	<p>By the end of Year 8, students use spoken and written Italian to interact in a range of personal and social contexts. They describe or present people, places, events or conditions; discuss likes, dislikes and preferences; present information; recount and narrate events; and talk about personal, social and school worlds, for example, <i lang="it">Ecco mio padre. Si chiama Edoardo. Ha quarantadue anni.</i> They understand main points and some specific details in a range of texts organised around known content and including some unfamiliar language. They express and understand feelings when corresponding with others, making connections between language used and cultural concepts expressed. They respond to and create simple informational and imaginative texts, for example, <i lang="it">Io comincio la scuola alle otto e mezzo. Le materie che studio sono l&rsquo;inglese, la matematica, le scienze e la storia.</i> They express views on familiar topics and make comparisons, adding their own opinions or reasons, for example, <i lang="it">Mi piace il mio amico perch&eacute; &egrave; buffissimo. Mi piace anche perch&eacute; &egrave; veramente intelligente.</i> They apply their understanding that texts vary according to purpose and audience, and use contextual clues, questioning and bilingual dictionaries to identify, interpret and summarise the meaning of familiar and some unfamiliar language. They give some justification for their interpretations of texts. They ask questions and seek clarification. Students create cohesive and coherent texts for different purposes on a range of familiar topics, using appropriate language structures and vocabulary, including different modal verbs and tenses, for example,<i lang="it"> Non posso venire alla partita perch&eacute; devo studiare.</i> They use conjunctions, adjectives and adverbs to elaborate meanings, for example, <i lang="it">La professoressa di matematica &egrave; molto simpatica ma il professore di educazione fisica &egrave; qualche volta troppo severo.</i></p> <p>Students understand and use metalanguage to explain aspects of language and culture. They identify features of text types such as letters, emails, descriptions and narratives. They know that language is chosen to reflect contexts of situation and culture, and identify differences between standard, dialectal and regional forms of Italian. They analyse the impact of technology and media on communication and language forms, the influence of Italian and English on one another, and the interrelationship of language and culture. They know that languages do not always translate directly. They reflect on how they interpret and respond to intercultural experience, and to aspects of Italian language and culture, and discuss how their responses may be shaped by their own language(s) and culture(s)./</p> <p>&nbsp;</p>
australia-f10-year9-languages-italian	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students bring existing knowledge of Italian language and culture and a range of language learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and environmental issues. They require continued guidance and mentoring, but are increasingly independent in terms of analysis, reflection and monitoring of their language learning and intercultural experiences. They are considering future pathways and options, including the possible role of Italian in these.</p>        <p>          <b>Italian language learning and use</b>        </p>        <p>This is a period of experimenting with a range of modes of communication (for example, digital and hypermedia, collaborative performance and group discussions). Through their greater control of language structures and growing understanding of the variability of language use, learners become more confident in communicating in a range of contexts. Learners use Italian to interact and communicate; to access, exchange and present information; to express feelings and opinions; to participate in imaginative and creative experiences; and to interpret, analyse and create a range of texts and experiences. They use Italian more fluently and monitor their accuracy and use against their knowledge of grammar and associated systems. They explore intercultural experience more deliberately, for example, noting the influence of technology, media and globalisation on language use and communication. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact with peers and teachers in their immediate school context and with members of broader Italian communities and resources available through a range of actual and virtual environments.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners extend their familiarity with text types and language functions by balancing attention to language forms with purposeful language use. Sequences of tasks provide opportunities for collaborative planning and performance, resource development, and increased use of different language and cultural resources. Learners strengthen their communication strategies and processes of interpreting, creating, evaluating and performing in relation to a widening range of texts. Media resources, fiction and nonfiction texts, performances and research projects allow for exploration of themes of personal and contemporary relevance (for example, global and environmental issues, identity and relationships, and linguistic and cultural diversity). Learners develop critical analysis skills to investigate texts and to identify how language choices shape perspectives and meaning, and how those choices are in turn shaped by context and intention. They learn to consider different viewpoints and experiences, and analyse their own linguistic and cultural stance, and beliefs and practices that influence communication and intercultural exchange.</p>        <p>          <b>Features of Italian language use</b>        </p>        <p>The focus of learning Italian shifts to expanding learners’ range and control of the linguistic systems to develop the sophistication of language use. They learn to choose appropriate tenses, to identify and create mood, and to use cohesive devices to create extended texts such as narratives, reports and dialogues. They continue to build a metalanguage, using specific terms to assist understanding and control of grammar and textual conventions (for example, adverbs, conditional, imperative, subjunctive, past tenses, reflexive verbs). </p>        <p>          <b>Level of support</b>        </p>        <p>Learners are encouraged to develop greater autonomy, to self-monitor, and to adjust language in response to their experience in different contexts. They develop independent skills to access resources such as textbooks, dictionaries and online translators, and to critically evaluate the effectiveness of such resources and their role in learning and communicating. Students continue to benefit from scaffolding and support to access and create increasingly complex texts, such as the provision of visual and contextual cues.</p>        <p>          <b>The role of English</b>        </p>        <p>Italian is used for interaction within and beyond the classroom, for task accomplishment and for some discussion of ideas in texts. English is used, as and when appropriate, to facilitate comparison, evaluation, reflection and substantive discussion.</p>      	|	<p>By the end of Year 10, students use written and spoken Italian to interact with others in a range of contexts and for a range of purposes. They discuss topics such as education, work, the environment and youth issues as well as concepts from a range of learning areas. They recount experiences, and express feelings and opinions, agreement and disagreement, using present, past and future tenses, and linking statements with both coordinating and subordinating conjunctions, for example, <i lang="it">Era stanca, cos&igrave; non &egrave; uscita. Non mi piace quel romanzo perch&eacute; &egrave; triste! Prima siamo andati al cinema, poi siamo andati a prendere un gelato.</i> They demonstrate grammatical control when using complex sentences. They create a range of connected texts and interact with some degree of personalisation on a variety of subjects related to their own interests. In classroom discussions, they present and communicate personal thoughts and opinions, and account for and sustain a particular point of view, for example, <i lang="it">Non c&rsquo; &egrave; dubbio che &hellip; Credo che questi articoli offrano solo un punto di vista.</i> They identify key ideas in different text types dealing with both concrete and abstract topics. They follow the development and relationship of ideas, identifying, for example, identifying sequencing, cause and effect, and consequences. They compare and evaluate ideas across languages and cultures, for example, <i lang="it">Secondo me &hellip; dal mio punto di vista &hellip; per quanto mi riguarda. I giovani italiani sono pi&ugrave; interessati nella politica.</i> They discuss future plans and aspirations. Students develop and defend interpretations of texts and diverse points of view, and elaborate, clarify and qualify ideas using supporting evidence and argument. They present real or imaginary events and experiences in narratives, descriptions and recounts. They translate texts and produce bilingual texts, recognising that not all concepts can necessarily be rendered fully in another language.</p> <p>Students reflect on their experience of learning Italian language and culture. They exchange opinions and responses, noting how these may have changed over time. They identify ways in which writers and speakers make choices when using language, and make connections between language used, cultural concepts expressed and their own experiences or views. They reflect on their own and others&rsquo; use of language, the language choices made, and the cultural assumptions or understandings which shape them. They analyse how culture affects communication and the making and interpreting of meaning, and how languages reflect cultures.</p>
australia-f10-year10-languages-italian	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students bring existing knowledge of Italian language and culture and a range of language learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and environmental issues. They require continued guidance and mentoring, but are increasingly independent in terms of analysis, reflection and monitoring of their language learning and intercultural experiences. They are considering future pathways and options, including the possible role of Italian in these.</p>        <p>          <b>Italian language learning and use</b>        </p>        <p>This is a period of experimenting with a range of modes of communication (for example, digital and hypermedia, collaborative performance and group discussions). Through their greater control of language structures and growing understanding of the variability of language use, learners become more confident in communicating in a range of contexts. Learners use Italian to interact and communicate; to access, exchange and present information; to express feelings and opinions; to participate in imaginative and creative experiences; and to interpret, analyse and create a range of texts and experiences. They use Italian more fluently and monitor their accuracy and use against their knowledge of grammar and associated systems. They explore intercultural experience more deliberately, for example, noting the influence of technology, media and globalisation on language use and communication. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact with peers and teachers in their immediate school context and with members of broader Italian communities and resources available through a range of actual and virtual environments.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners extend their familiarity with text types and language functions by balancing attention to language forms with purposeful language use. Sequences of tasks provide opportunities for collaborative planning and performance, resource development, and increased use of different language and cultural resources. Learners strengthen their communication strategies and processes of interpreting, creating, evaluating and performing in relation to a widening range of texts. Media resources, fiction and nonfiction texts, performances and research projects allow for exploration of themes of personal and contemporary relevance (for example, global and environmental issues, identity and relationships, and linguistic and cultural diversity). Learners develop critical analysis skills to investigate texts and to identify how language choices shape perspectives and meaning, and how those choices are in turn shaped by context and intention. They learn to consider different viewpoints and experiences, and analyse their own linguistic and cultural stance, and beliefs and practices that influence communication and intercultural exchange.</p>        <p>          <b>Features of Italian language use</b>        </p>        <p>The focus of learning Italian shifts to expanding learners’ range and control of the linguistic systems to develop the sophistication of language use. They learn to choose appropriate tenses, to identify and create mood, and to use cohesive devices to create extended texts such as narratives, reports and dialogues. They continue to build a metalanguage, using specific terms to assist understanding and control of grammar and textual conventions (for example, adverbs, conditional, imperative, subjunctive, past tenses, reflexive verbs). </p>        <p>          <b>Level of support</b>        </p>        <p>Learners are encouraged to develop greater autonomy, to self-monitor, and to adjust language in response to their experience in different contexts. They develop independent skills to access resources such as textbooks, dictionaries and online translators, and to critically evaluate the effectiveness of such resources and their role in learning and communicating. Students continue to benefit from scaffolding and support to access and create increasingly complex texts, such as the provision of visual and contextual cues.</p>        <p>          <b>The role of English</b>        </p>        <p>Italian is used for interaction within and beyond the classroom, for task accomplishment and for some discussion of ideas in texts. English is used, as and when appropriate, to facilitate comparison, evaluation, reflection and substantive discussion.</p>      	|	<p>By the end of Year 10, students use written and spoken Italian to interact with others in a range of contexts and for a range of purposes. They discuss topics such as education, work, the environment and youth issues as well as concepts from a range of learning areas. They recount experiences, and express feelings and opinions, agreement and disagreement, using present, past and future tenses, and linking statements with both coordinating and subordinating conjunctions, for example, <i lang="it">Era stanca, cos&igrave; non &egrave; uscita. Non mi piace quel romanzo perch&eacute; &egrave; triste! Prima siamo andati al cinema, poi siamo andati a prendere un gelato.</i> They demonstrate grammatical control when using complex sentences. They create a range of connected texts and interact with some degree of personalisation on a variety of subjects related to their own interests. In classroom discussions, they present and communicate personal thoughts and opinions, and account for and sustain a particular point of view, for example, <i lang="it">Non c&rsquo; &egrave; dubbio che &hellip; Credo che questi articoli offrano solo un punto di vista.</i> They identify key ideas in different text types dealing with both concrete and abstract topics. They follow the development and relationship of ideas, identifying, for example, identifying sequencing, cause and effect, and consequences. They compare and evaluate ideas across languages and cultures, for example, <i lang="it">Secondo me &hellip; dal mio punto di vista &hellip; per quanto mi riguarda. I giovani italiani sono pi&ugrave; interessati nella politica.</i> They discuss future plans and aspirations. Students develop and defend interpretations of texts and diverse points of view, and elaborate, clarify and qualify ideas using supporting evidence and argument. They present real or imaginary events and experiences in narratives, descriptions and recounts. They translate texts and produce bilingual texts, recognising that not all concepts can necessarily be rendered fully in another language.</p> <p>Students reflect on their experience of learning Italian language and culture. They exchange opinions and responses, noting how these may have changed over time. They identify ways in which writers and speakers make choices when using language, and make connections between language used, cultural concepts expressed and their own experiences or views. They reflect on their own and others&rsquo; use of language, the language choices made, and the cultural assumptions or understandings which shape them. They analyse how culture affects communication and the making and interpreting of meaning, and how languages reflect cultures.</p>
australia-f10-foundation-languages-japanese	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate worlds of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically they have little to no experience of Japanese language and culture.</p>        <p>          <b>Japanese language learning and use</b>        </p>        <p>The initial focus is on listening to the sounds and patterns of Japanese through language-rich activities such as rhymes, songs, clapping and action games. Repetition and recycling help children to identify frequently used words, simple phrases and non-verbal communication strategies employed in greetings and other social interactions. Learners experiment with simple responses to prompts and cues. </p>        <p>They are introduced to the scripts through initial exposure to high-frequency kanji, focusing on their ideographic nature before learning the associated Japanese sounds. They learn hiragana using a play-based approach that incorporates chanting, the use of mnemonics and a focus on the creative and crafted process of writing Japanese kana. As they learn to read hiragana they draw on first language literacy skills such as predicting the meaning of unfamiliar elements using contextual cues or by linking them to known elements. </p>        <p>Reading skills begin with recognition of single kanji or hiragana and progress to reading whole words and familiar phrases. Writing skills progress from labelling pictures with single kanji and tracing and copying words in hiragana to scaffolded writing of words and short phrases. </p>        <p>As they progress to using Japanese for functions such as asking and answering questions, responding to classroom instructions, singing songs, and taking turns in games and simple shared tasks, children begin to notice that language behaves differently in different situations and that Japanese speakers communicate in some ways that are different from their own. They practise and repeat formulaic expressions and gestures such as bowing that differ in Japanese from ways of communicating in English. Creative play provides opportunities for exploring these differences and for using Japanese for purposeful interaction. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Children use Japanese to interact with one another and the teacher, with some access to wider school and community members. Information and communications technology (ICT) resources provide additional access to Japanese language and cultural experiences.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a variety of spoken, visual and written texts. They listen and respond to teacher talk, share ideas, and join in stories, songs, plays and simple conversations. Written and digital texts include stories, wall charts, Big Books, and teacher-produced materials such as games, captions and flashcards. </p>        <p>          <b>Features of Japanese language use</b>        </p>        <p>Learners become familiar with the sound systems of the Japanese language, including pronunciation and rhythm. They learn to pronounce individual sounds and sound combinations. They understand basic word order in simple sentences, indicate affirmative or negative responses, respond to requests, and notice different levels of formality when addressing friends, family and teachers. They discuss similarities and differences that they notice between Japanese and their first language(s) and culture(s), such as adjective–noun patterns, adding <span lang="ja">か</span> to ask a question, and ways of showing respect. </p>        <p>          <b>Level of support</b>        </p>        <p>Learning is supported through the provision of experiences that are challenging but achievable with appropriate scaffolding and support. This involves modelling and monitoring by the teacher, provision of rich and varied sources of input, opportunities for recycling and reviewing, and regular cues, feedback, response and encouragement. At this stage, play and imaginative activities, music, movement and familiar routines provide the essential scaffolding for language development.</p>        <p>          <b>The role of English</b>        </p>        <p>While children are encouraged to use Japanese whenever possible, with the teacher providing rich and varied language input, English is used as a medium of instruction, and for explanation and discussion. This allows learners to discuss differences and similarities they notice between Japanese and their own language(s) and culture(s), to ask questions, and to express their reactions to the experience of learning and using an additional language.</p>      	|	        <p>By the end of Year 2, students interact with the teacher and peers through play- and action-related language. They use formulaic expressions and appropriate gestures in everyday interactions such as exchanging greetings and farewells, for example, <span lang="ja">おはようございます、おはよう、こんにちは、さようなら、また、あした</span>, thanking and apologising, and giving and receiving, for example, <span lang="ja">どうぞ、どうも</span>. They use visual, non-verbal and contextual support such as pictures, gestures, facial expressions and props to make meaning of simple texts. When listening to simple repetitive spoken texts, they identify key words such as names or numbers of objects or people, and demonstrate comprehension by actions, drawing or labelling. They respond to instructions through actions, for example, <span lang="ja">きいて　ください。みて　ください 。</span>, and respond to questions, for example, <span lang="ja">だれなに どこ</span> with single words and set phrases and by selecting images or objects, for example, <span lang="ja">いぬ　です　か。ねこ　です　か 。</span>. They present information about themselves, their family, friends and favourite things at word and simple sentence level, using formulaic and modelled language. They describe people and objects using adjectives to indicate colour, shape and size, for example, <span lang="ja">あかい　りんご、おおきい、まるい</span>. They indicate ownership by using, for example, <span lang="ja">だれ　の　ですか。わたし</span>/<span lang="ja">ぼく　の　です。</span> They mimic Japanese pronunciation, intonation and rhythm through shared reading and singing. Students recognise and begin to write single <i>kanji</i>, such as <span lang="ja">人</span>, <span lang="ja">木</span>, <span lang="ja">山、川、月、日、一、ニ、三</span>, the 46 <i>hiragana</i> symbols, and some <i>hiragana</i> words such as <span lang="ja">くち、ねこ、あお、しかく</span>. They demonstrate understanding of <i>hiragana</i> as well as <i>kanji</i> by actions such as matching, labelling and sorting. They translate and interpret examples of everyday Japanese language use and cultural behaviours such as the exchange of greetings or thanks, terms of address and some formulaic expressions and behaviours.</p>        <p>Students identify the three different scripts in Japanese, <i>hiragana, kanji</i> and <i>katakana</i>. They understand that <i>hiragana</i> represents the basic units of Japanese sound and apply that knowledge in their communication. They know that <i>kanji</i> represents meaning as well as sounds, and that <i>katakana</i> is used for borrowed words. They know that stroke order in writing characters is important. Students identify patterns in Japanese words and phrases and make comparisons between Japanese and English, for example, the word order in greetings, such as Smith <span lang="ja">せんせい、</span>and in simple sentences, such as <span lang="ja">おりがみ　が　すきです。ぞう　は　おおきい　です。</span>. They provide examples of different ways of addressing friends, family and teachers or other adults. They use pronouns, such as <span lang="ja">わたし</span>/<span lang="ja">ぼく</span>, and titles/suffixes, such as <span lang="ja">～せんせい</span>/<span lang="ja">～さん</span>/<span lang="ja">～くん</span>, to address different people. They identify Japanese words that are often used in English-speaking contexts, for example, ‘sushi’, ‘origami’ and ‘karate’. They give examples of Japanese words and phrases that have been borrowed from other languages, such as <span lang="ja">ピンク、テレビ、パン</span>. They identify similarities and differences between Japanese and their own languages and cultures.</p>      
australia-f10-year1-languages-japanese	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate worlds of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically they have little to no experience of Japanese language and culture.</p>        <p>          <b>Japanese language learning and use</b>        </p>        <p>The initial focus is on listening to the sounds and patterns of Japanese through language-rich activities such as rhymes, songs, clapping and action games. Repetition and recycling help children to identify frequently used words, simple phrases and non-verbal communication strategies employed in greetings and other social interactions. Learners experiment with simple responses to prompts and cues. </p>        <p>They are introduced to the scripts through initial exposure to high-frequency kanji, focusing on their ideographic nature before learning the associated Japanese sounds. They learn hiragana using a play-based approach that incorporates chanting, the use of mnemonics and a focus on the creative and crafted process of writing Japanese kana. As they learn to read hiragana they draw on first language literacy skills such as predicting the meaning of unfamiliar elements using contextual cues or by linking them to known elements. </p>        <p>Reading skills begin with recognition of single kanji or hiragana and progress to reading whole words and familiar phrases. Writing skills progress from labelling pictures with single kanji and tracing and copying words in hiragana to scaffolded writing of words and short phrases. </p>        <p>As they progress to using Japanese for functions such as asking and answering questions, responding to classroom instructions, singing songs, and taking turns in games and simple shared tasks, children begin to notice that language behaves differently in different situations and that Japanese speakers communicate in some ways that are different from their own. They practise and repeat formulaic expressions and gestures such as bowing that differ in Japanese from ways of communicating in English. Creative play provides opportunities for exploring these differences and for using Japanese for purposeful interaction. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Children use Japanese to interact with one another and the teacher, with some access to wider school and community members. Information and communications technology (ICT) resources provide additional access to Japanese language and cultural experiences.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a variety of spoken, visual and written texts. They listen and respond to teacher talk, share ideas, and join in stories, songs, plays and simple conversations. Written and digital texts include stories, wall charts, Big Books, and teacher-produced materials such as games, captions and flashcards. </p>        <p>          <b>Features of Japanese language use</b>        </p>        <p>Learners become familiar with the sound systems of the Japanese language, including pronunciation and rhythm. They learn to pronounce individual sounds and sound combinations. They understand basic word order in simple sentences, indicate affirmative or negative responses, respond to requests, and notice different levels of formality when addressing friends, family and teachers. They discuss similarities and differences that they notice between Japanese and their first language(s) and culture(s), such as adjective–noun patterns, adding <span lang="ja">か</span> to ask a question, and ways of showing respect. </p>        <p>          <b>Level of support</b>        </p>        <p>Learning is supported through the provision of experiences that are challenging but achievable with appropriate scaffolding and support. This involves modelling and monitoring by the teacher, provision of rich and varied sources of input, opportunities for recycling and reviewing, and regular cues, feedback, response and encouragement. At this stage, play and imaginative activities, music, movement and familiar routines provide the essential scaffolding for language development.</p>        <p>          <b>The role of English</b>        </p>        <p>While children are encouraged to use Japanese whenever possible, with the teacher providing rich and varied language input, English is used as a medium of instruction, and for explanation and discussion. This allows learners to discuss differences and similarities they notice between Japanese and their own language(s) and culture(s), to ask questions, and to express their reactions to the experience of learning and using an additional language.</p>      	|	        <p>By the end of Year 2, students interact with the teacher and peers through play- and action-related language. They use formulaic expressions and appropriate gestures in everyday interactions such as exchanging greetings and farewells, for example, <span lang="ja">おはようございます、おはよう、こんにちは、さようなら、また、あした</span>, thanking and apologising, and giving and receiving, for example, <span lang="ja">どうぞ、どうも</span>. They use visual, non-verbal and contextual support such as pictures, gestures, facial expressions and props to make meaning of simple texts. When listening to simple repetitive spoken texts, they identify key words such as names or numbers of objects or people, and demonstrate comprehension by actions, drawing or labelling. They respond to instructions through actions, for example, <span lang="ja">きいて　ください。みて　ください 。</span>, and respond to questions, for example, <span lang="ja">だれなに どこ</span> with single words and set phrases and by selecting images or objects, for example, <span lang="ja">いぬ　です　か。ねこ　です　か 。</span>. They present information about themselves, their family, friends and favourite things at word and simple sentence level, using formulaic and modelled language. They describe people and objects using adjectives to indicate colour, shape and size, for example, <span lang="ja">あかい　りんご、おおきい、まるい</span>. They indicate ownership by using, for example, <span lang="ja">だれ　の　ですか。わたし</span>/<span lang="ja">ぼく　の　です。</span> They mimic Japanese pronunciation, intonation and rhythm through shared reading and singing. Students recognise and begin to write single <i>kanji</i>, such as <span lang="ja">人</span>, <span lang="ja">木</span>, <span lang="ja">山、川、月、日、一、ニ、三</span>, the 46 <i>hiragana</i> symbols, and some <i>hiragana</i> words such as <span lang="ja">くち、ねこ、あお、しかく</span>. They demonstrate understanding of <i>hiragana</i> as well as <i>kanji</i> by actions such as matching, labelling and sorting. They translate and interpret examples of everyday Japanese language use and cultural behaviours such as the exchange of greetings or thanks, terms of address and some formulaic expressions and behaviours.</p>        <p>Students identify the three different scripts in Japanese, <i>hiragana, kanji</i> and <i>katakana</i>. They understand that <i>hiragana</i> represents the basic units of Japanese sound and apply that knowledge in their communication. They know that <i>kanji</i> represents meaning as well as sounds, and that <i>katakana</i> is used for borrowed words. They know that stroke order in writing characters is important. Students identify patterns in Japanese words and phrases and make comparisons between Japanese and English, for example, the word order in greetings, such as Smith <span lang="ja">せんせい、</span>and in simple sentences, such as <span lang="ja">おりがみ　が　すきです。ぞう　は　おおきい　です。</span>. They provide examples of different ways of addressing friends, family and teachers or other adults. They use pronouns, such as <span lang="ja">わたし</span>/<span lang="ja">ぼく</span>, and titles/suffixes, such as <span lang="ja">～せんせい</span>/<span lang="ja">～さん</span>/<span lang="ja">～くん</span>, to address different people. They identify Japanese words that are often used in English-speaking contexts, for example, ‘sushi’, ‘origami’ and ‘karate’. They give examples of Japanese words and phrases that have been borrowed from other languages, such as <span lang="ja">ピンク、テレビ、パン</span>. They identify similarities and differences between Japanese and their own languages and cultures.</p>      
australia-f10-year2-languages-japanese	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate worlds of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically they have little to no experience of Japanese language and culture.</p>        <p>          <b>Japanese language learning and use</b>        </p>        <p>The initial focus is on listening to the sounds and patterns of Japanese through language-rich activities such as rhymes, songs, clapping and action games. Repetition and recycling help children to identify frequently used words, simple phrases and non-verbal communication strategies employed in greetings and other social interactions. Learners experiment with simple responses to prompts and cues. </p>        <p>They are introduced to the scripts through initial exposure to high-frequency kanji, focusing on their ideographic nature before learning the associated Japanese sounds. They learn hiragana using a play-based approach that incorporates chanting, the use of mnemonics and a focus on the creative and crafted process of writing Japanese kana. As they learn to read hiragana they draw on first language literacy skills such as predicting the meaning of unfamiliar elements using contextual cues or by linking them to known elements. </p>        <p>Reading skills begin with recognition of single kanji or hiragana and progress to reading whole words and familiar phrases. Writing skills progress from labelling pictures with single kanji and tracing and copying words in hiragana to scaffolded writing of words and short phrases. </p>        <p>As they progress to using Japanese for functions such as asking and answering questions, responding to classroom instructions, singing songs, and taking turns in games and simple shared tasks, children begin to notice that language behaves differently in different situations and that Japanese speakers communicate in some ways that are different from their own. They practise and repeat formulaic expressions and gestures such as bowing that differ in Japanese from ways of communicating in English. Creative play provides opportunities for exploring these differences and for using Japanese for purposeful interaction. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Children use Japanese to interact with one another and the teacher, with some access to wider school and community members. Information and communications technology (ICT) resources provide additional access to Japanese language and cultural experiences.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a variety of spoken, visual and written texts. They listen and respond to teacher talk, share ideas, and join in stories, songs, plays and simple conversations. Written and digital texts include stories, wall charts, Big Books, and teacher-produced materials such as games, captions and flashcards. </p>        <p>          <b>Features of Japanese language use</b>        </p>        <p>Learners become familiar with the sound systems of the Japanese language, including pronunciation and rhythm. They learn to pronounce individual sounds and sound combinations. They understand basic word order in simple sentences, indicate affirmative or negative responses, respond to requests, and notice different levels of formality when addressing friends, family and teachers. They discuss similarities and differences that they notice between Japanese and their first language(s) and culture(s), such as adjective–noun patterns, adding <span lang="ja">か</span> to ask a question, and ways of showing respect. </p>        <p>          <b>Level of support</b>        </p>        <p>Learning is supported through the provision of experiences that are challenging but achievable with appropriate scaffolding and support. This involves modelling and monitoring by the teacher, provision of rich and varied sources of input, opportunities for recycling and reviewing, and regular cues, feedback, response and encouragement. At this stage, play and imaginative activities, music, movement and familiar routines provide the essential scaffolding for language development.</p>        <p>          <b>The role of English</b>        </p>        <p>While children are encouraged to use Japanese whenever possible, with the teacher providing rich and varied language input, English is used as a medium of instruction, and for explanation and discussion. This allows learners to discuss differences and similarities they notice between Japanese and their own language(s) and culture(s), to ask questions, and to express their reactions to the experience of learning and using an additional language.</p>      	|	        <p>By the end of Year 2, students interact with the teacher and peers through play- and action-related language. They use formulaic expressions and appropriate gestures in everyday interactions such as exchanging greetings and farewells, for example, <span lang="ja">おはようございます、おはよう、こんにちは、さようなら、また、あした</span>, thanking and apologising, and giving and receiving, for example, <span lang="ja">どうぞ、どうも</span>. They use visual, non-verbal and contextual support such as pictures, gestures, facial expressions and props to make meaning of simple texts. When listening to simple repetitive spoken texts, they identify key words such as names or numbers of objects or people, and demonstrate comprehension by actions, drawing or labelling. They respond to instructions through actions, for example, <span lang="ja">きいて　ください。みて　ください 。</span>, and respond to questions, for example, <span lang="ja">だれなに どこ</span> with single words and set phrases and by selecting images or objects, for example, <span lang="ja">いぬ　です　か。ねこ　です　か 。</span>. They present information about themselves, their family, friends and favourite things at word and simple sentence level, using formulaic and modelled language. They describe people and objects using adjectives to indicate colour, shape and size, for example, <span lang="ja">あかい　りんご、おおきい、まるい</span>. They indicate ownership by using, for example, <span lang="ja">だれ　の　ですか。わたし</span>/<span lang="ja">ぼく　の　です。</span> They mimic Japanese pronunciation, intonation and rhythm through shared reading and singing. Students recognise and begin to write single <i>kanji</i>, such as <span lang="ja">人</span>, <span lang="ja">木</span>, <span lang="ja">山、川、月、日、一、ニ、三</span>, the 46 <i>hiragana</i> symbols, and some <i>hiragana</i> words such as <span lang="ja">くち、ねこ、あお、しかく</span>. They demonstrate understanding of <i>hiragana</i> as well as <i>kanji</i> by actions such as matching, labelling and sorting. They translate and interpret examples of everyday Japanese language use and cultural behaviours such as the exchange of greetings or thanks, terms of address and some formulaic expressions and behaviours.</p>        <p>Students identify the three different scripts in Japanese, <i>hiragana, kanji</i> and <i>katakana</i>. They understand that <i>hiragana</i> represents the basic units of Japanese sound and apply that knowledge in their communication. They know that <i>kanji</i> represents meaning as well as sounds, and that <i>katakana</i> is used for borrowed words. They know that stroke order in writing characters is important. Students identify patterns in Japanese words and phrases and make comparisons between Japanese and English, for example, the word order in greetings, such as Smith <span lang="ja">せんせい、</span>and in simple sentences, such as <span lang="ja">おりがみ　が　すきです。ぞう　は　おおきい　です。</span>. They provide examples of different ways of addressing friends, family and teachers or other adults. They use pronouns, such as <span lang="ja">わたし</span>/<span lang="ja">ぼく</span>, and titles/suffixes, such as <span lang="ja">～せんせい</span>/<span lang="ja">～さん</span>/<span lang="ja">～くん</span>, to address different people. They identify Japanese words that are often used in English-speaking contexts, for example, ‘sushi’, ‘origami’ and ‘karate’. They give examples of Japanese words and phrases that have been borrowed from other languages, such as <span lang="ja">ピンク、テレビ、パン</span>. They identify similarities and differences between Japanese and their own languages and cultures.</p>      
australia-f10-year3-languages-japanese	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, children are developing awareness of their social worlds and of their memberships of various groups, including of the Japanese class. They are further developing literacy capabilities in English, and while this highlights differences between writing in alphabetic and character-based languages, it also assists to some degree in learning Japanese. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning. </p>        <p>          <b>Japanese language learning and use</b>        </p>        <p>The development of oral proficiency at this stage continues to rely on rich language input in different modes. Learners listen and respond by actions to build active listening and comprehension skills. They participate in classroom routines and tasks and use some spontaneous language to describe feelings related to classroom activities. They participate in games and activities and engage with texts through teacher-generated questions and prompting. They give short presentations related to their personal worlds, including simple descriptions. With support they create labels, captions and short sentences. Language experience and input include authentic texts with some modification, familiar vocabulary and simple sentence structures. Children are supported to expand their use of the language in familiar interactions and situations, such as exchanging simple information and participating in shared tasks, performances and play. They continue to control simple grammatical forms and build vocabulary that can be adapted for different purposes. Students learn the use of diacritic marks to create voiced sounds. They learn to produce and pronounce characters with the support of flashcards, mnemonics, digital games and exercises. They read and write words written in hiragana and in high-frequency kanji with support and scaffolding. There is a combined focus on grammar, vocabulary building, pronunciation, and non-verbal and cultural dimensions of language use through purposeful communicative activities and experiences.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The context in which learners interact is primarily the language classroom and the school environment, with some access to wider communities of Japanese speakers and resources through digital technology.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Children develop literacy skills and textual knowledge through supported interaction with a range of spoken, written, visual and multimodal texts. Imaginative and interactive texts such as picture books, stories, puppet plays, songs and games develop the expressive and cultural dimensions of language. To support the development of cultural knowledge, learners may have access to resources developed for Japanese children, such as storybooks, songs, television programs or interactive games.</p>        <p>          <b>Features of Japanese language use</b>        </p>        <p>Learners recognise the predictable nature of pronunciation in Japanese and apply their knowledge of sound–letter associations to spell new words. They recognise and use elements of grammar such as simple verb forms, adjectives, interrogatives and some particles to understand and create simple spoken and written texts. They use appropriate word order and sentence structures, including time, counter classifiers, and present, past and negative forms. Learning Japanese contributes to learners’ general literacy development and to the process of making sense of their worlds that characterises this stage of their development. As they encounter elements of Japanese language they make comparisons with their own language(s) and culture(s) and consider their own ways of communicating.</p>        <p>          <b>Level of support</b>        </p>        <p>This stage of learning involves extensive support. Tasks are carefully scaffolded. Teachers provide models and examples; introduce language, concepts and resources needed to manage and complete the task; make time for experimentation, drafting and redrafting; and provide support for self-monitoring and reflection. Learners use the hiragana chart as a systematic framework to support reading and writing. </p>        <p>          <b>The role of English</b>        </p>        <p>Learners are supported to use Japanese as much as possible for classroom routines, social interaction, structured learning tasks and language experimentation and practice. English is used for discussion, explanation and reflection, enabling learners to develop a language (metalanguage) for sharing ideas about language and culture systems and experience. Using both Japanese and English in the classroom develops awareness of what it means to be bilingual. </p>      	|	        <p>By the end of Year 4, students interact with the teacher and peers in regular classroom routines and structured interactions. They understand and respond to instructions related to classroom organisation and activities, for example, <span lang="ja">ペア　に　なって　ください。大きい　こえ　で　いって　ください。</span>. They use formulaic and rehearsed language to exchange information about their personal worlds and in familiar interactions such as praising or encouraging one another, for example, </p>        <p>          <span lang="ja">がんばって</span>. They use language spontaneously in simple familiar communicative exchanges, for example, <span lang="ja">やったー！だいじょうぶ</span>？. They respond to simple questions using short spoken statements, for example, <span lang="ja">いつ　です　か。なに　が　すき　です　か。</span>. They use counter classifiers in response to questions such as <span lang="ja">なん</span><ruby lang="ja">人<rp>(</rp><rt>にん</rt><rp>)</rp></ruby><span lang="ja">、なん</span><ruby lang="ja">月<rp>(</rp><rt>がつ</rt><rp>)</rp></ruby><span lang="ja">、なんじ、なんさい</span>. Students identify specific items of information, such as facts about or key characteristics of people, when listening to or viewing texts such as short stories, weather reports or video clips. They use cues such as context, visual images and familiar vocabulary to assist comprehension. They create short spoken informative and descriptive texts related to their personal world with the support of modelled language, scaffolded examples and resources such as word lists. They describe people and events using adjectives, time-related vocabulary and appropriate verb forms, such as <span lang="ja">ます、ましょう、ました</span> and <span lang="ja">ません</span>. They read and write the 46 hiragana, including long vowels (for example, <span lang="ja">おとうさん、おおきい</span>), voiced sounds (for example, <span lang="ja">かぞく、たべます</span>), and blended sounds as formulaic language (for example, <span lang="ja">きょう、でしょう</span>), as well as high-frequency kanji such as <span lang="ja">月、日、先生</span>. They apply word order (subject–object–verb) in simple sentences. They comprehend short written texts such as captions, labels, signs and stories that use familiar and repetitive language. They translate simple texts using classroom resources such as charts or word lists, noticing that some words and expressions do not translate easily. Students identify examples of cultural differences between ways of communicating in Japanese and in their own language(s). </p>        <p>Students identify both vowel and vowel–consonant sounds of hiragana, recognising that vowel sounds can be elongated and that this can change meaning. They identify ways in which rhythm is used to chunk phrases within a sentence. Students use the hiragana chart to support their reading and writing, recognising its systematic nature. They demonstrate awareness of the predictable nature of pronunciation. They know the role of particles, for example, <span lang="ja">は、を、と、も、に</span>; the rules for simple verb tense conjugations; and how to create questions using the sentence-ending particle <span lang="ja">か</span>. They understand and use the rules and phonetic changes that apply to counter classifiers, for example, <span lang="ja">はっさい、ひとり、ふたり</span>. They identify language variations that occur according to the age and relationship of participants, and according to the situation, for example, <span lang="ja">なまえ</span>/ <span lang="ja">おなまえ、はし</span>/ <span lang="ja">おはし</span>. They demonstrate their understanding of the importance in Japanese of non-verbal communication such as the use of gestures, for example, bowing to replace words and to communicate meaning. Students identify ways in which Japanese language reflects ways of behaving and thinking.</p>      
australia-f10-year4-languages-japanese	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, children are developing awareness of their social worlds and of their memberships of various groups, including of the Japanese class. They are further developing literacy capabilities in English, and while this highlights differences between writing in alphabetic and character-based languages, it also assists to some degree in learning Japanese. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning. </p>        <p>          <b>Japanese language learning and use</b>        </p>        <p>The development of oral proficiency at this stage continues to rely on rich language input in different modes. Learners listen and respond by actions to build active listening and comprehension skills. They participate in classroom routines and tasks and use some spontaneous language to describe feelings related to classroom activities. They participate in games and activities and engage with texts through teacher-generated questions and prompting. They give short presentations related to their personal worlds, including simple descriptions. With support they create labels, captions and short sentences. Language experience and input include authentic texts with some modification, familiar vocabulary and simple sentence structures. Children are supported to expand their use of the language in familiar interactions and situations, such as exchanging simple information and participating in shared tasks, performances and play. They continue to control simple grammatical forms and build vocabulary that can be adapted for different purposes. Students learn the use of diacritic marks to create voiced sounds. They learn to produce and pronounce characters with the support of flashcards, mnemonics, digital games and exercises. They read and write words written in hiragana and in high-frequency kanji with support and scaffolding. There is a combined focus on grammar, vocabulary building, pronunciation, and non-verbal and cultural dimensions of language use through purposeful communicative activities and experiences.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The context in which learners interact is primarily the language classroom and the school environment, with some access to wider communities of Japanese speakers and resources through digital technology.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Children develop literacy skills and textual knowledge through supported interaction with a range of spoken, written, visual and multimodal texts. Imaginative and interactive texts such as picture books, stories, puppet plays, songs and games develop the expressive and cultural dimensions of language. To support the development of cultural knowledge, learners may have access to resources developed for Japanese children, such as storybooks, songs, television programs or interactive games.</p>        <p>          <b>Features of Japanese language use</b>        </p>        <p>Learners recognise the predictable nature of pronunciation in Japanese and apply their knowledge of sound–letter associations to spell new words. They recognise and use elements of grammar such as simple verb forms, adjectives, interrogatives and some particles to understand and create simple spoken and written texts. They use appropriate word order and sentence structures, including time, counter classifiers, and present, past and negative forms. Learning Japanese contributes to learners’ general literacy development and to the process of making sense of their worlds that characterises this stage of their development. As they encounter elements of Japanese language they make comparisons with their own language(s) and culture(s) and consider their own ways of communicating.</p>        <p>          <b>Level of support</b>        </p>        <p>This stage of learning involves extensive support. Tasks are carefully scaffolded. Teachers provide models and examples; introduce language, concepts and resources needed to manage and complete the task; make time for experimentation, drafting and redrafting; and provide support for self-monitoring and reflection. Learners use the hiragana chart as a systematic framework to support reading and writing. </p>        <p>          <b>The role of English</b>        </p>        <p>Learners are supported to use Japanese as much as possible for classroom routines, social interaction, structured learning tasks and language experimentation and practice. English is used for discussion, explanation and reflection, enabling learners to develop a language (metalanguage) for sharing ideas about language and culture systems and experience. Using both Japanese and English in the classroom develops awareness of what it means to be bilingual. </p>      	|	        <p>By the end of Year 4, students interact with the teacher and peers in regular classroom routines and structured interactions. They understand and respond to instructions related to classroom organisation and activities, for example, <span lang="ja">ペア　に　なって　ください。大きい　こえ　で　いって　ください。</span>. They use formulaic and rehearsed language to exchange information about their personal worlds and in familiar interactions such as praising or encouraging one another, for example, </p>        <p>          <span lang="ja">がんばって</span>. They use language spontaneously in simple familiar communicative exchanges, for example, <span lang="ja">やったー！だいじょうぶ</span>？. They respond to simple questions using short spoken statements, for example, <span lang="ja">いつ　です　か。なに　が　すき　です　か。</span>. They use counter classifiers in response to questions such as <span lang="ja">なん</span><ruby lang="ja">人<rp>(</rp><rt>にん</rt><rp>)</rp></ruby><span lang="ja">、なん</span><ruby lang="ja">月<rp>(</rp><rt>がつ</rt><rp>)</rp></ruby><span lang="ja">、なんじ、なんさい</span>. Students identify specific items of information, such as facts about or key characteristics of people, when listening to or viewing texts such as short stories, weather reports or video clips. They use cues such as context, visual images and familiar vocabulary to assist comprehension. They create short spoken informative and descriptive texts related to their personal world with the support of modelled language, scaffolded examples and resources such as word lists. They describe people and events using adjectives, time-related vocabulary and appropriate verb forms, such as <span lang="ja">ます、ましょう、ました</span> and <span lang="ja">ません</span>. They read and write the 46 hiragana, including long vowels (for example, <span lang="ja">おとうさん、おおきい</span>), voiced sounds (for example, <span lang="ja">かぞく、たべます</span>), and blended sounds as formulaic language (for example, <span lang="ja">きょう、でしょう</span>), as well as high-frequency kanji such as <span lang="ja">月、日、先生</span>. They apply word order (subject–object–verb) in simple sentences. They comprehend short written texts such as captions, labels, signs and stories that use familiar and repetitive language. They translate simple texts using classroom resources such as charts or word lists, noticing that some words and expressions do not translate easily. Students identify examples of cultural differences between ways of communicating in Japanese and in their own language(s). </p>        <p>Students identify both vowel and vowel–consonant sounds of hiragana, recognising that vowel sounds can be elongated and that this can change meaning. They identify ways in which rhythm is used to chunk phrases within a sentence. Students use the hiragana chart to support their reading and writing, recognising its systematic nature. They demonstrate awareness of the predictable nature of pronunciation. They know the role of particles, for example, <span lang="ja">は、を、と、も、に</span>; the rules for simple verb tense conjugations; and how to create questions using the sentence-ending particle <span lang="ja">か</span>. They understand and use the rules and phonetic changes that apply to counter classifiers, for example, <span lang="ja">はっさい、ひとり、ふたり</span>. They identify language variations that occur according to the age and relationship of participants, and according to the situation, for example, <span lang="ja">なまえ</span>/ <span lang="ja">おなまえ、はし</span>/ <span lang="ja">おはし</span>. They demonstrate their understanding of the importance in Japanese of non-verbal communication such as the use of gestures, for example, bowing to replace words and to communicate meaning. Students identify ways in which Japanese language reflects ways of behaving and thinking.</p>      
australia-f10-year5-languages-japanese	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students are widening their social networks, experiences and communication repertoires in both their first language and Japanese. They continue to need guidance and participate in structured, collaborative tasks that both recycle and extend language. Students are gaining greater independence and becoming more conscious of their peers and social context. They are gaining a greater awareness of the world around them. Learners are noticing similarities and differences between Japanese language and culture and their own.</p>        <p>          <b>Japanese language learning and use</b>        </p>        <p>Learners use Japanese with peers and the teacher for a widening range of purposes: asking and responding to questions, exchanging information, expressing ideas and feelings, performing, responding to learning experiences, and interacting with Japanese language resources. They are developing greater fluency and accuracy in communication. As they draw on a growing range of vocabulary resources and grammatical structures, their pronunciation, intonation and phrasing improve. They begin to use Japanese more spontaneously when interacting with one another, and use an increasing range of body language and gestures. Shared tasks provide a context for purposeful language experience and experimentation. Focused attention on language structures, literacy skills development and exploration of cultural elements of communication are conducted at least in part in Japanese. Learners use digital media to support their learning in increasingly independent ways, such as exchanging resources and information with other Japanese speakers. In doing this, they may access music and media resources. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners use Japanese with one another and with the teacher for a growing range of purposes. They may have some access to other Japanese speakers and cultural experiences in wider contexts and communities through the use of information and communications technology (ICT). </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a growing range of oral, written and multimodal texts, including published texts such as modified folk stories, songs and computer games, as well as teacher-generated resources such as language games, exercises and presentations. In addition, learners have some access to Japanese language and culture through texts created for young Japanese people, such as stories, music clips, anime/manga and video clips. </p>        <p>          <b>Features of Japanese language use</b>        </p>        <p>Learners notice the relationship between stress, pacing and meaning, and use appropriate intonation patterns to exclaim, make a statement or ask a question. They continue to acquire a wider range of vocabulary and to build grammatical and textual knowledge. They use verbs, nouns and adjectives, a variety of particles, prepositions, counters and conjunctions. They differentiate between animate and inanimate objects and apply their knowledge of <span lang="ja">こそあど</span> in context. They develop metalanguage to describe patterns, rules and variations in language structures. As they use Japanese to interact in different situations, they develop understanding of how language and culture influence each other, and reflect on their own ways of communicating and using language. Learners begin to experience and reflect on the challenges and opportunities involved in moving between languages and different ways of making meaning.</p>        <p>          <b>Level of support</b>        </p>        <p>While learners work more independently at this level, ongoing support is incorporated into tasks and activities. Systematic feedback and review assist the interactive process of learning. Support includes provision of models, stimulus materials, scaffolded opportunities for reflection, and resources such as word and character charts, vocabulary lists, dictionaries and electronic reference materials. Learning tasks and activities take account of both learners’ current level of Japanese capability and their more general cognitive and social levels of development.</p>        <p>          <b>The role of English </b>        </p>        <p>While the use of Japanese in the classroom increases at this level, the use of English for discussion, reflection and explanation ensures the continued development of learners’ knowledge base and intercultural capability.</p>      	|	        <p>By the end of Year 6, students use formulaic and modelled language in classroom interactions to carry out transactions and to share or convey information about daily routines, activities and events, using time expressions such as <span lang="ja">まい日、ときどき</span>. They ask and respond to questions in familiar contexts using complete sentences and appropriate pronunciation, rhythm and intonation. They ask for clarification and assistance, negotiate turn-taking and follow instructions. They extend their answers by using conjunctions such as <span lang="ja">そして、それから</span>. They show concern for and interest in others by making enquiries such as <span lang="ja">だいじょうぶ？</span>, and apologise and express thanks using appropriate gestures. They read and write all hiragana, including voiced sounds, long vowel sounds, double consonants and blends, and high-frequency kanji, for example, <ruby lang="ja">犬<rp>(</rp><rt>いぬ</rt><rp>)</rp></ruby>, <span lang="ja">小さい、</span><ruby lang="ja">雨<rp>(</rp><rt>あめ</rt><rp>)</rp></ruby>. Students locate specific information and some supporting details in a range of spoken, written and multimodal texts on familiar topics. They express reactions to imaginative texts, such as by describing qualities of characters, for example, <span lang="ja">やさしい　人　です。</span>. They create connected texts of a few sentences, such as descriptions, dialogues or skits. They structure sentences using particles, for example, <span lang="ja">へ、で、を、が</span>and prepositions, for example, <span lang="ja">の</span><ruby lang="ja">上<rp>(</rp><rt>うえ</rt><rp>)</rp></ruby><span lang="ja">に</span>, and apply the rules of punctuation when writing. They describe and recount events and experiences in time, for example, adjective <span lang="ja">です。</span>noun <span lang="ja">です</span>/<span lang="ja">でした。</span> and present/past/negative verb forms, for example, <span lang="ja">のみます、たべます、</span><ruby lang="ja">見<rp>(</rp><rt>み</rt><rp>)</rp></ruby><span lang="ja">ました、いきません</span>. They use counter classifiers in response to questions such as <span lang="ja">いくら　です　か。なんびき</span>？<span lang="ja">なんこ</span>？. Students translate familiar texts, recognising formulaic expressions and culturally specific textual features and language use. They comment on similarities and differences in ways of expressing values such as politeness, consideration and respect in Japanese compared to other languages and cultures.</p>        <p>Students understand and use the hiragana chart to pronounce contracted and blended sounds and exceptions to phonetic rules, such as <span lang="ja">を、へ、は</span>, and <span lang="ja">です</span>. They understand and apply the rules and phonetic changes related to counter classifiers, such as <span lang="ja">さんぜんえん、いっこ、はっぴき</span>. They apply their knowledge of stroke order to form characters. They give examples of ways in which languages both change over time and are influenced by other languages and cultures. They identify words from other languages used in Japanese, such as <span lang="ja">パソコン、メール、パスタ</span>, and how the pronunciation, form and meaning of borrowed words can change when used in Japanese. Students identify behaviours and values associated with Japanese society and incorporate these into their own language use, such as ways of deflecting praise, for example, <span lang="ja">じょうず　です　ね。いいえ。</span>.</p>      
australia-f10-year6-languages-japanese	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students are widening their social networks, experiences and communication repertoires in both their first language and Japanese. They continue to need guidance and participate in structured, collaborative tasks that both recycle and extend language. Students are gaining greater independence and becoming more conscious of their peers and social context. They are gaining a greater awareness of the world around them. Learners are noticing similarities and differences between Japanese language and culture and their own.</p>        <p>          <b>Japanese language learning and use</b>        </p>        <p>Learners use Japanese with peers and the teacher for a widening range of purposes: asking and responding to questions, exchanging information, expressing ideas and feelings, performing, responding to learning experiences, and interacting with Japanese language resources. They are developing greater fluency and accuracy in communication. As they draw on a growing range of vocabulary resources and grammatical structures, their pronunciation, intonation and phrasing improve. They begin to use Japanese more spontaneously when interacting with one another, and use an increasing range of body language and gestures. Shared tasks provide a context for purposeful language experience and experimentation. Focused attention on language structures, literacy skills development and exploration of cultural elements of communication are conducted at least in part in Japanese. Learners use digital media to support their learning in increasingly independent ways, such as exchanging resources and information with other Japanese speakers. In doing this, they may access music and media resources. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners use Japanese with one another and with the teacher for a growing range of purposes. They may have some access to other Japanese speakers and cultural experiences in wider contexts and communities through the use of information and communications technology (ICT). </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a growing range of oral, written and multimodal texts, including published texts such as modified folk stories, songs and computer games, as well as teacher-generated resources such as language games, exercises and presentations. In addition, learners have some access to Japanese language and culture through texts created for young Japanese people, such as stories, music clips, anime/manga and video clips. </p>        <p>          <b>Features of Japanese language use</b>        </p>        <p>Learners notice the relationship between stress, pacing and meaning, and use appropriate intonation patterns to exclaim, make a statement or ask a question. They continue to acquire a wider range of vocabulary and to build grammatical and textual knowledge. They use verbs, nouns and adjectives, a variety of particles, prepositions, counters and conjunctions. They differentiate between animate and inanimate objects and apply their knowledge of <span lang="ja">こそあど</span> in context. They develop metalanguage to describe patterns, rules and variations in language structures. As they use Japanese to interact in different situations, they develop understanding of how language and culture influence each other, and reflect on their own ways of communicating and using language. Learners begin to experience and reflect on the challenges and opportunities involved in moving between languages and different ways of making meaning.</p>        <p>          <b>Level of support</b>        </p>        <p>While learners work more independently at this level, ongoing support is incorporated into tasks and activities. Systematic feedback and review assist the interactive process of learning. Support includes provision of models, stimulus materials, scaffolded opportunities for reflection, and resources such as word and character charts, vocabulary lists, dictionaries and electronic reference materials. Learning tasks and activities take account of both learners’ current level of Japanese capability and their more general cognitive and social levels of development.</p>        <p>          <b>The role of English </b>        </p>        <p>While the use of Japanese in the classroom increases at this level, the use of English for discussion, reflection and explanation ensures the continued development of learners’ knowledge base and intercultural capability.</p>      	|	        <p>By the end of Year 6, students use formulaic and modelled language in classroom interactions to carry out transactions and to share or convey information about daily routines, activities and events, using time expressions such as <span lang="ja">まい日、ときどき</span>. They ask and respond to questions in familiar contexts using complete sentences and appropriate pronunciation, rhythm and intonation. They ask for clarification and assistance, negotiate turn-taking and follow instructions. They extend their answers by using conjunctions such as <span lang="ja">そして、それから</span>. They show concern for and interest in others by making enquiries such as <span lang="ja">だいじょうぶ？</span>, and apologise and express thanks using appropriate gestures. They read and write all hiragana, including voiced sounds, long vowel sounds, double consonants and blends, and high-frequency kanji, for example, <ruby lang="ja">犬<rp>(</rp><rt>いぬ</rt><rp>)</rp></ruby>, <span lang="ja">小さい、</span><ruby lang="ja">雨<rp>(</rp><rt>あめ</rt><rp>)</rp></ruby>. Students locate specific information and some supporting details in a range of spoken, written and multimodal texts on familiar topics. They express reactions to imaginative texts, such as by describing qualities of characters, for example, <span lang="ja">やさしい　人　です。</span>. They create connected texts of a few sentences, such as descriptions, dialogues or skits. They structure sentences using particles, for example, <span lang="ja">へ、で、を、が</span>and prepositions, for example, <span lang="ja">の</span><ruby lang="ja">上<rp>(</rp><rt>うえ</rt><rp>)</rp></ruby><span lang="ja">に</span>, and apply the rules of punctuation when writing. They describe and recount events and experiences in time, for example, adjective <span lang="ja">です。</span>noun <span lang="ja">です</span>/<span lang="ja">でした。</span> and present/past/negative verb forms, for example, <span lang="ja">のみます、たべます、</span><ruby lang="ja">見<rp>(</rp><rt>み</rt><rp>)</rp></ruby><span lang="ja">ました、いきません</span>. They use counter classifiers in response to questions such as <span lang="ja">いくら　です　か。なんびき</span>？<span lang="ja">なんこ</span>？. Students translate familiar texts, recognising formulaic expressions and culturally specific textual features and language use. They comment on similarities and differences in ways of expressing values such as politeness, consideration and respect in Japanese compared to other languages and cultures.</p>        <p>Students understand and use the hiragana chart to pronounce contracted and blended sounds and exceptions to phonetic rules, such as <span lang="ja">を、へ、は</span>, and <span lang="ja">です</span>. They understand and apply the rules and phonetic changes related to counter classifiers, such as <span lang="ja">さんぜんえん、いっこ、はっぴき</span>. They apply their knowledge of stroke order to form characters. They give examples of ways in which languages both change over time and are influenced by other languages and cultures. They identify words from other languages used in Japanese, such as <span lang="ja">パソコン、メール、パスタ</span>, and how the pronunciation, form and meaning of borrowed words can change when used in Japanese. Students identify behaviours and values associated with Japanese society and incorporate these into their own language use, such as ways of deflecting praise, for example, <span lang="ja">じょうず　です　ね。いいえ。</span>.</p>      
australia-f10-year7-languages-japanese	|	        <p>          <b>The nature of the learners</b>        </p>        <p>These years represent a transition to secondary school. Students in this sequence are continuing to study Japanese, bringing with them an established capability to interact in different situations, to engage with a variety of texts and to communicate with some assistance about their immediate world and that of Japanese speakers. They have experience in analysing the major features of the language system and in reflecting on the nature of intercultural exchanges in which they are involved. </p>        <p>          <b>Japanese language learning and use</b>        </p>        <p>Japanese is used for classroom interactions and transactions, for creating and maintaining a class dynamic, and for explaining and practising language forms. Learners work both collaboratively and independently in Japanese, exploring a variety of texts, including songs/raps and role-plays, with particular reference to their social, cultural and communicative interests. They share language knowledge and resources to plan, problem-solve, monitor and reflect. They use modelled and rehearsed language in familiar and unfamiliar contexts and increasingly generate original language. They make cross-curricular connections and explore intercultural perspectives and experiences. They plan, draft and present imaginative and informative texts and participate in collaborative tasks and games. They use vocabulary and grammar with increasing accuracy, drafting and re-drafting to improve and clarify meaning.</p>        <p>Students learn to use katakana and develop their understanding of the relationship between hiragana, katakana and kanji in texts. They read, view and interact with a growing range of texts for a variety of informative, transactional and communicative purposes. They are developing a broader range of vocabulary and expression and creating more complex sentences using structures such as <span lang="ja">まい</span><ruby lang="ja">日<rp>(</rp><rt>にち</rt><rp>)</rp></ruby><span lang="ja">、</span><ruby lang="ja">友<rp>(</rp><rt>とも</rt><rp>)</rp></ruby><span lang="ja">だちとバスでがっこうに</span><ruby lang="ja">行<rp>(</rp><rt>い</rt><rp>)</rp></ruby><span lang="ja">きます。</span>.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary context for learning and using Japanese remains the language classroom; however, there may be increasing opportunities for interaction with peers in a range of Japanese-speaking communities through the use of technologies, partner-school arrangements and community connections. Learners have access to additional Japanese language resources through websites, video clips and other multimodal texts. </p>        <p>          <b>Features of Japanese language use</b>        </p>        <p>Learners expand their range of vocabulary to subjects beyond their immediate world and familiar experiences. They develop broader grammatical knowledge, using verbs and <span lang="ja">い</span>/<span lang="ja">な</span> adjectives, negative conjugations, various particles, counters, superlatives and conjunctions, to describe and sequence events. With support they create a range of texts and participate in information sharing and performances. They recognise and apply Japanese punctuation conventions and the characteristic features of text types such as self-introductions and letters. They analyse more critically and imaginatively the relationship between language and culture, identifying cultural references in texts and considering how language reflects and influences perspectives and values, for example, the use of the prefixes <span lang="ja">ご</span>/<span lang="ja">お</span> to show respect. They make comparisons between their own language(s) and Japanese, and reflect on the experience of moving between languages and cultural systems. They monitor and reflect on their intercultural experience and capability as language learners, and identify their personal and community practices that reflect cultural influences.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners work with a variety of texts specifically designed for learning Japanese in schools, including video clips and online resources. They also access materials created for Japanese-speaking communities, such as films (subtitled), websites and advertisements that provide opportunities to make connections between texts and cultural contexts, perspectives and experiences.</p>        <p>          <b>Level of support</b>        </p>        <p>Opportunities to review and consolidate prior learning are balanced against provision of engaging and relevant new experiences and connections. Students are supported to develop increasing autonomy as language learners and users, to self-monitor and peer-monitor, and to adjust language in response to their experiences in different contexts. </p>        <p>          <b>The role of English</b>        </p>        <p>While Japanese is used in more extended and elaborated ways for classroom interactions and routines, task participation and structured discussion, English is used for more complex elements of instruction and discussion, analysis and reflection. Learners continue to develop metalanguage for thinking and talking about language, culture and identity and the experience of learning and using Japanese.</p>      	|	        <p>By the end of Year 8, students use Japanese to interact with peers, the teacher and others to exchange information, recount experiences and express opinions. They use verb <span lang="ja">ましょう</span> for planning and making arrangements and offering suggestions. They ask and respond to a range of questions, for example, <span lang="ja">だれと、</span><ruby lang="ja">何<rp>(</rp><rt>なん</rt><rp>)</rp></ruby><span lang="ja">で、いつ、どこで、</span>using both rehearsed and some spontaneous language, giving opinions and making comparisons, for example, <span lang="ja">でも</span> or <span lang="ja">が、わたしは　フットボールが　好きです。でも、母は　フットボールが　好きじゃないです。</span>. Students apply rules of pronunciation, rhythm, stress and intonation to a range of sentence types and vocabulary, including double consonant and long vowel sounds and borrowed words. Students read and write hiragana, read katakana, and write familiar katakana words, including elongated vowels, double consonants and contractions. They read and write high-frequency kanji for verbs (for example, <span lang="ja">行きます、見ます、来きます</span>), nouns (for example, <span lang="ja">先生、父、母、月よう日</span>), adjectives (for example, <span lang="ja">早い</span>), and the pronoun <span lang="ja">私</span>. They read some compound words such as <span lang="ja">日本語</span>. They locate, analyse and summarise information from a range of spoken, written and multimodal texts, such as video clips, letters, posters, notices and advertisements. They plan, draft and present informative and imaginative texts with the support of modelled resources. They use counter classifiers in response to questions, for example, <span lang="ja">いくつ、何まい、何本、何分</span>. They build cohesion in their texts and elaborate on meaning through the use of grammatical elements such as conjunctions (for example, <span lang="ja">だから</span>), and adverbs of frequency (for example, <span lang="ja">いつも</span>), time (for example, <span lang="ja">時、半、分、</span><ruby lang="ja">前<rp>(</rp><rt>まえ</rt><rp>)</rp></ruby>) and direction, for example, <span lang="ja">みぎ、ひだり、前、うしろ</span>. They use a variety of verb tenses to express ideas and experiences, and a range of particles, such as <span lang="ja">が、へ、から、まで、</span>including for example<span lang="ja">に</span> to indicate timeframes. Students translate and interpret short texts from Japanese into English and vice versa, providing alternative expressions when equivalence is not possible. They share their reactions to intercultural experiences, describing and explaining why some elements fit easily with their sense of their own identity while others do not.</p>        <p>Students understand that the pronunciation of katakana is the same as that of hiragana, and that the pronunciation of borrowed words is influenced by the Japanese sound system. They apply appropriate word order in their spoken and written language, varying the order of noun phrases without altering the meaning. They understand and use <span lang="ja">い</span>and<span lang="ja">な</span>adjectives when appropriate, and apply the rules of phonetic change to counter classifiers, such as <span lang="ja">ひとつ、さんぼん、じゅっぷん</span>. They identify and reproduce features of familiar text types such as emails, descriptions and dialogues. They identify words (for example, <span lang="ja">お母さん</span>and <span lang="ja">母</span>), phrases (for example, <span lang="ja">どうぞよろしく。</span>), prefixes (for example, <span lang="ja">お</span> and <span lang="ja">ご</span>), suffixes (for example, <span lang="ja">～さん</span> and <span lang="ja">～さま</span>) and titles (for example, <span lang="ja">～先生</span>) that indicate different levels of formality. They recognise values that are important in Japanese society, such as maintaining harmony and a sense of collective well-being, and how these are reflected through language and behaviours, such as indirect forms of refusal or disagreement, for example,<span lang="ja">もうすこしがんばりましょう。</span>. They explain how cultural values and ideas are embedded in all languages and how their own communicative behaviour might be interpreted from other cultural perspectives.</p>      
australia-f10-year8-languages-japanese	|	        <p>          <b>The nature of the learners</b>        </p>        <p>These years represent a transition to secondary school. Students in this sequence are continuing to study Japanese, bringing with them an established capability to interact in different situations, to engage with a variety of texts and to communicate with some assistance about their immediate world and that of Japanese speakers. They have experience in analysing the major features of the language system and in reflecting on the nature of intercultural exchanges in which they are involved. </p>        <p>          <b>Japanese language learning and use</b>        </p>        <p>Japanese is used for classroom interactions and transactions, for creating and maintaining a class dynamic, and for explaining and practising language forms. Learners work both collaboratively and independently in Japanese, exploring a variety of texts, including songs/raps and role-plays, with particular reference to their social, cultural and communicative interests. They share language knowledge and resources to plan, problem-solve, monitor and reflect. They use modelled and rehearsed language in familiar and unfamiliar contexts and increasingly generate original language. They make cross-curricular connections and explore intercultural perspectives and experiences. They plan, draft and present imaginative and informative texts and participate in collaborative tasks and games. They use vocabulary and grammar with increasing accuracy, drafting and re-drafting to improve and clarify meaning.</p>        <p>Students learn to use katakana and develop their understanding of the relationship between hiragana, katakana and kanji in texts. They read, view and interact with a growing range of texts for a variety of informative, transactional and communicative purposes. They are developing a broader range of vocabulary and expression and creating more complex sentences using structures such as <span lang="ja">まい</span><ruby lang="ja">日<rp>(</rp><rt>にち</rt><rp>)</rp></ruby><span lang="ja">、</span><ruby lang="ja">友<rp>(</rp><rt>とも</rt><rp>)</rp></ruby><span lang="ja">だちとバスでがっこうに</span><ruby lang="ja">行<rp>(</rp><rt>い</rt><rp>)</rp></ruby><span lang="ja">きます。</span>.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary context for learning and using Japanese remains the language classroom; however, there may be increasing opportunities for interaction with peers in a range of Japanese-speaking communities through the use of technologies, partner-school arrangements and community connections. Learners have access to additional Japanese language resources through websites, video clips and other multimodal texts. </p>        <p>          <b>Features of Japanese language use</b>        </p>        <p>Learners expand their range of vocabulary to subjects beyond their immediate world and familiar experiences. They develop broader grammatical knowledge, using verbs and <span lang="ja">い</span>/<span lang="ja">な</span> adjectives, negative conjugations, various particles, counters, superlatives and conjunctions, to describe and sequence events. With support they create a range of texts and participate in information sharing and performances. They recognise and apply Japanese punctuation conventions and the characteristic features of text types such as self-introductions and letters. They analyse more critically and imaginatively the relationship between language and culture, identifying cultural references in texts and considering how language reflects and influences perspectives and values, for example, the use of the prefixes <span lang="ja">ご</span>/<span lang="ja">お</span> to show respect. They make comparisons between their own language(s) and Japanese, and reflect on the experience of moving between languages and cultural systems. They monitor and reflect on their intercultural experience and capability as language learners, and identify their personal and community practices that reflect cultural influences.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners work with a variety of texts specifically designed for learning Japanese in schools, including video clips and online resources. They also access materials created for Japanese-speaking communities, such as films (subtitled), websites and advertisements that provide opportunities to make connections between texts and cultural contexts, perspectives and experiences.</p>        <p>          <b>Level of support</b>        </p>        <p>Opportunities to review and consolidate prior learning are balanced against provision of engaging and relevant new experiences and connections. Students are supported to develop increasing autonomy as language learners and users, to self-monitor and peer-monitor, and to adjust language in response to their experiences in different contexts. </p>        <p>          <b>The role of English</b>        </p>        <p>While Japanese is used in more extended and elaborated ways for classroom interactions and routines, task participation and structured discussion, English is used for more complex elements of instruction and discussion, analysis and reflection. Learners continue to develop metalanguage for thinking and talking about language, culture and identity and the experience of learning and using Japanese.</p>      	|	        <p>By the end of Year 8, students use Japanese to interact with peers, the teacher and others to exchange information, recount experiences and express opinions. They use verb <span lang="ja">ましょう</span> for planning and making arrangements and offering suggestions. They ask and respond to a range of questions, for example, <span lang="ja">だれと、</span><ruby lang="ja">何<rp>(</rp><rt>なん</rt><rp>)</rp></ruby><span lang="ja">で、いつ、どこで、</span>using both rehearsed and some spontaneous language, giving opinions and making comparisons, for example, <span lang="ja">でも</span> or <span lang="ja">が、わたしは　フットボールが　好きです。でも、母は　フットボールが　好きじゃないです。</span>. Students apply rules of pronunciation, rhythm, stress and intonation to a range of sentence types and vocabulary, including double consonant and long vowel sounds and borrowed words. Students read and write hiragana, read katakana, and write familiar katakana words, including elongated vowels, double consonants and contractions. They read and write high-frequency kanji for verbs (for example, <span lang="ja">行きます、見ます、来きます</span>), nouns (for example, <span lang="ja">先生、父、母、月よう日</span>), adjectives (for example, <span lang="ja">早い</span>), and the pronoun <span lang="ja">私</span>. They read some compound words such as <span lang="ja">日本語</span>. They locate, analyse and summarise information from a range of spoken, written and multimodal texts, such as video clips, letters, posters, notices and advertisements. They plan, draft and present informative and imaginative texts with the support of modelled resources. They use counter classifiers in response to questions, for example, <span lang="ja">いくつ、何まい、何本、何分</span>. They build cohesion in their texts and elaborate on meaning through the use of grammatical elements such as conjunctions (for example, <span lang="ja">だから</span>), and adverbs of frequency (for example, <span lang="ja">いつも</span>), time (for example, <span lang="ja">時、半、分、</span><ruby lang="ja">前<rp>(</rp><rt>まえ</rt><rp>)</rp></ruby>) and direction, for example, <span lang="ja">みぎ、ひだり、前、うしろ</span>. They use a variety of verb tenses to express ideas and experiences, and a range of particles, such as <span lang="ja">が、へ、から、まで、</span>including for example<span lang="ja">に</span> to indicate timeframes. Students translate and interpret short texts from Japanese into English and vice versa, providing alternative expressions when equivalence is not possible. They share their reactions to intercultural experiences, describing and explaining why some elements fit easily with their sense of their own identity while others do not.</p>        <p>Students understand that the pronunciation of katakana is the same as that of hiragana, and that the pronunciation of borrowed words is influenced by the Japanese sound system. They apply appropriate word order in their spoken and written language, varying the order of noun phrases without altering the meaning. They understand and use <span lang="ja">い</span>and<span lang="ja">な</span>adjectives when appropriate, and apply the rules of phonetic change to counter classifiers, such as <span lang="ja">ひとつ、さんぼん、じゅっぷん</span>. They identify and reproduce features of familiar text types such as emails, descriptions and dialogues. They identify words (for example, <span lang="ja">お母さん</span>and <span lang="ja">母</span>), phrases (for example, <span lang="ja">どうぞよろしく。</span>), prefixes (for example, <span lang="ja">お</span> and <span lang="ja">ご</span>), suffixes (for example, <span lang="ja">～さん</span> and <span lang="ja">～さま</span>) and titles (for example, <span lang="ja">～先生</span>) that indicate different levels of formality. They recognise values that are important in Japanese society, such as maintaining harmony and a sense of collective well-being, and how these are reflected through language and behaviours, such as indirect forms of refusal or disagreement, for example,<span lang="ja">もうすこしがんばりましょう。</span>. They explain how cultural values and ideas are embedded in all languages and how their own communicative behaviour might be interpreted from other cultural perspectives.</p>      
australia-f10-year9-languages-japanese	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students bring to their learning existing knowledge of Japanese language and culture and a range of learning strategies. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and environmental issues. They require continued guidance and mentoring but work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences. They are considering future pathways and options, including the possible role of Japanese in these.</p>        <p>          <b>Japanese language learning and use</b>        </p>        <p>This is a period of language exploration, vocabulary expansion, and experimentation with different modes of communication, for example, digital media, collaborative performance and group discussions. Learners become more confident in communicating in a wider range of contexts through greater control of language structures and vocabulary and increased understanding of the variability of language use. They use Japanese to communicate and interact; to access and exchange information; to express feelings and opinions; to participate in imaginative and creative experiences; and to create, interpret and analyse a wider range of texts and experiences. They sequence and describe events using a range of cohesive devices, and complete communicative tasks that involve planning, performance, collaborative and independent work. They use language more fluently, with a greater degree of self-correction and repair, and use <span lang="ja">あいづち</span> to facilitate communication. They reference the accuracy of their language use against a stronger frame of grammatical knowledge. </p>        <p>Learners at this level are able to read and write using hiragana, katakana and an increasing number of kanji in all texts. Their writing is more sophisticated, using connectives and conjunctions, and they engage with more complex language structures.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact with peers, the teacher and other Japanese speakers in immediate and local contexts, and with wider communities and cultural resources via virtual and online environments. They may access additional cultural experiences through events such as school exchanges, festivals, interschool events or cultural performances. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with texts designed for language learning, such as teacher-generated materials and online resources. Learning is enriched by exposure to a range of authentic materials designed for or generated by young Japanese speakers, such as video clips or advertisements. Students take some responsibility for sourcing additional materials to support their own learning. </p>        <p>          <b>Features of Japanese language use</b>        </p>        <p>Learners use more complex language in oral, written and multimodal forms. They expand their knowledge and control of grammatical elements such as the <span lang="ja">て</span> form and plain form of verbs, for example, <span lang="ja">～ています、</span><span lang="ja">～てもいい、</span><span lang="ja">～と</span><ruby lang="ja">思<rp>(</rp><rt>おも</rt><rp>)</rp></ruby><span lang="ja">います、</span>and <span lang="ja">～たり</span><span lang="ja">～たり、</span>and conjugation patterns for both verbs and adjectives. Their language production includes elements of interpreting, creating and performing. They engage in analysis of texts such as advertisements and media reports, identifying how language choices reflect perspectives and cultural contexts. </p>        <p>Learners examine the processes involved in using a different language, recognising them as cognitive, cultural and personal as well as linguistic. They explore the reciprocal nature of intercultural communication: how moving between different languages and cultural systems impacts on ways of thinking and behaving; and how successful communication requires flexibility, awareness, and openness to alternative ways. They develop the capacity to ‘decentre’ from normative ways of thinking and communicating, to consider themselves through the eyes of others, and to communicate in interculturally appropriate ways. </p>        <p>          <b>Level of support</b>        </p>        <p>Support at this level of learning includes provision of rich and varied stimulus materials, continued scaffolding and modelling of language functions and communicative tasks, and explicit instruction and explanation of the grammatical system. Learners are provided with opportunities to discuss, clarify, practise and apply their knowledge. Critical and constructive teacher feedback is combined with peer support and self-review to monitor and evaluate learning outcomes, such as through portfolios, peer review, or digital journals.</p>        <p>          <b>The role of English </b>        </p>        <p>Japanese is used in more extended and complex ways. English continues to be used for discussion, explanation and analysis. This allows learners to communicate in depth and detail about the experience of learning Japanese and about their thoughts on culture, identity and intercultural experience. English is the language of analysis and critique, supporting discussion of concepts such as stereotypes, difference, diversity and values. It allows for a degree of expression and reflection that is beyond learners’ communicative capabilities in Japanese. </p>      	|	        <p>By the end of Year 10, students use Japanese to share information, experiences and views related to their social worlds using rehearsed and spontaneous language. They use correct pronunciation, including that of borrowed words, and adopt appropriate rhythm and phrasing to allow for others’ use of <span lang="ja">あいづち</span>. They ask and respond to questions, elaborating responses by providing reasons or explanations, using a range of adjectives and adverbs such as <span lang="ja">ぜんぜん</span> or <span lang="ja">かなり</span>. Students begin to use plain form to communicate with their peers. They use kanji to read and write verbs, for example, <span lang="ja">思います、来ます、聞きます、食べます、</span><ruby lang="ja">飲<rp>(</rp><rt>の</rt><rp>)</rp></ruby><span lang="ja">みます</span>, nouns, for example, <span lang="ja">新聞、</span><ruby lang="ja">会話<rp>(</rp><rt>かいわ</rt><rp>)</rp></ruby>, <ruby lang="ja">外国語<rp>(</rp><rt>がいこくご</rt><rp>)</rp></ruby> and adjectives, for example, <span lang="ja">早い、上手な、</span><ruby lang="ja">下手<rp>(</rp><rt>へた</rt><rp>)</rp></ruby><span lang="ja">な</span>. Students extract, analyse and evaluate information from extended spoken, written and multimodal texts, such as films, blogs, brochures, itineraries and journals. They predict the meaning of unfamiliar words and expressions from context, grammatical knowledge and familiar kanji, and by drawing on their knowledge of textual characteristics and features. Students produce informative and imaginative texts, appropriate to audience and purpose, using the <span lang="ja">て</span> form and plain form to express preferences, permission and prohibition and to describe past experiences. They build cohesion and complexity in written texts by using conjunctions, such as <span lang="ja">ですから、けれども</span>, and indicate frequency by using a range of intensifiers, for example, <span lang="ja">よく、たいてい</span>. Students discriminate appropriately in their use of kanji, hiragana and katakana. They translate and interpret texts, explaining words and expressions that are difficult to translate or that have embedded cultural meanings, such as <span lang="ja">にゅうがくしき、おぼん、サラリーマン</span>. They discuss elements of interaction in Japanese, such as the importance and use of <span lang="ja">あいづち</span> in meaning-making. They make connections and comparisons between their own and others’ culturally shaped perspectives, reflecting on the influence of perspectives on intercultural communication.</p>        <p>Students understand the functions of the different scripts within text, for example, hiragana for grammatical elements; katakana for borrowed words and some onomatopoeia; and kanji for nouns, verbs, adjectives and some adverbs. They distinguish, for example, between <span lang="ja">おくりがな</span> and <span lang="ja">ふりがな</span>, and understand the concept of <span lang="ja">おん</span>/<span lang="ja">くん</span> readings. They identify multiple readings of kanji, and begin to use kanji radicals as a tool for indicating meaning. Students use the <span lang="ja">て</span> form and plain form verbs as a basis for grammar conjugations. They use metalanguage to describe and compare language features and rules of sentence construction. Students choose <span lang="ja">です</span>/<span lang="ja">ます</span> or plain form based on age, relationship, familiarity and context. They identify hybrid terms that combine Japanese and English, such as <span lang="ja">コピペ、オーガナイズする、ダンスする</span>. They explain how key Japanese cultural values such as community, <ruby lang="ja">内<rp>(</rp><rt>うち</rt><rp>)</rp></ruby>/<ruby lang="ja">外<rp>(</rp><rt>そと</rt><rp>)</rp></ruby> and humility, <span lang="ja">いいえ、まだです。</span>, and consideration of others are reflected in language and behaviours.</p>      
australia-f10-year10-languages-japanese	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students bring to their learning existing knowledge of Japanese language and culture and a range of learning strategies. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and environmental issues. They require continued guidance and mentoring but work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences. They are considering future pathways and options, including the possible role of Japanese in these.</p>        <p>          <b>Japanese language learning and use</b>        </p>        <p>This is a period of language exploration, vocabulary expansion, and experimentation with different modes of communication, for example, digital media, collaborative performance and group discussions. Learners become more confident in communicating in a wider range of contexts through greater control of language structures and vocabulary and increased understanding of the variability of language use. They use Japanese to communicate and interact; to access and exchange information; to express feelings and opinions; to participate in imaginative and creative experiences; and to create, interpret and analyse a wider range of texts and experiences. They sequence and describe events using a range of cohesive devices, and complete communicative tasks that involve planning, performance, collaborative and independent work. They use language more fluently, with a greater degree of self-correction and repair, and use <span lang="ja">あいづち</span> to facilitate communication. They reference the accuracy of their language use against a stronger frame of grammatical knowledge. </p>        <p>Learners at this level are able to read and write using hiragana, katakana and an increasing number of kanji in all texts. Their writing is more sophisticated, using connectives and conjunctions, and they engage with more complex language structures.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact with peers, the teacher and other Japanese speakers in immediate and local contexts, and with wider communities and cultural resources via virtual and online environments. They may access additional cultural experiences through events such as school exchanges, festivals, interschool events or cultural performances. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with texts designed for language learning, such as teacher-generated materials and online resources. Learning is enriched by exposure to a range of authentic materials designed for or generated by young Japanese speakers, such as video clips or advertisements. Students take some responsibility for sourcing additional materials to support their own learning. </p>        <p>          <b>Features of Japanese language use</b>        </p>        <p>Learners use more complex language in oral, written and multimodal forms. They expand their knowledge and control of grammatical elements such as the <span lang="ja">て</span> form and plain form of verbs, for example, <span lang="ja">～ています、</span><span lang="ja">～てもいい、</span><span lang="ja">～と</span><ruby lang="ja">思<rp>(</rp><rt>おも</rt><rp>)</rp></ruby><span lang="ja">います、</span>and <span lang="ja">～たり</span><span lang="ja">～たり、</span>and conjugation patterns for both verbs and adjectives. Their language production includes elements of interpreting, creating and performing. They engage in analysis of texts such as advertisements and media reports, identifying how language choices reflect perspectives and cultural contexts. </p>        <p>Learners examine the processes involved in using a different language, recognising them as cognitive, cultural and personal as well as linguistic. They explore the reciprocal nature of intercultural communication: how moving between different languages and cultural systems impacts on ways of thinking and behaving; and how successful communication requires flexibility, awareness, and openness to alternative ways. They develop the capacity to ‘decentre’ from normative ways of thinking and communicating, to consider themselves through the eyes of others, and to communicate in interculturally appropriate ways. </p>        <p>          <b>Level of support</b>        </p>        <p>Support at this level of learning includes provision of rich and varied stimulus materials, continued scaffolding and modelling of language functions and communicative tasks, and explicit instruction and explanation of the grammatical system. Learners are provided with opportunities to discuss, clarify, practise and apply their knowledge. Critical and constructive teacher feedback is combined with peer support and self-review to monitor and evaluate learning outcomes, such as through portfolios, peer review, or digital journals.</p>        <p>          <b>The role of English </b>        </p>        <p>Japanese is used in more extended and complex ways. English continues to be used for discussion, explanation and analysis. This allows learners to communicate in depth and detail about the experience of learning Japanese and about their thoughts on culture, identity and intercultural experience. English is the language of analysis and critique, supporting discussion of concepts such as stereotypes, difference, diversity and values. It allows for a degree of expression and reflection that is beyond learners’ communicative capabilities in Japanese. </p>      	|	        <p>By the end of Year 10, students use Japanese to share information, experiences and views related to their social worlds using rehearsed and spontaneous language. They use correct pronunciation, including that of borrowed words, and adopt appropriate rhythm and phrasing to allow for others’ use of <span lang="ja">あいづち</span>. They ask and respond to questions, elaborating responses by providing reasons or explanations, using a range of adjectives and adverbs such as <span lang="ja">ぜんぜん</span> or <span lang="ja">かなり</span>. Students begin to use plain form to communicate with their peers. They use kanji to read and write verbs, for example, <span lang="ja">思います、来ます、聞きます、食べます、</span><ruby lang="ja">飲<rp>(</rp><rt>の</rt><rp>)</rp></ruby><span lang="ja">みます</span>, nouns, for example, <span lang="ja">新聞、</span><ruby lang="ja">会話<rp>(</rp><rt>かいわ</rt><rp>)</rp></ruby>, <ruby lang="ja">外国語<rp>(</rp><rt>がいこくご</rt><rp>)</rp></ruby> and adjectives, for example, <span lang="ja">早い、上手な、</span><ruby lang="ja">下手<rp>(</rp><rt>へた</rt><rp>)</rp></ruby><span lang="ja">な</span>. Students extract, analyse and evaluate information from extended spoken, written and multimodal texts, such as films, blogs, brochures, itineraries and journals. They predict the meaning of unfamiliar words and expressions from context, grammatical knowledge and familiar kanji, and by drawing on their knowledge of textual characteristics and features. Students produce informative and imaginative texts, appropriate to audience and purpose, using the <span lang="ja">て</span> form and plain form to express preferences, permission and prohibition and to describe past experiences. They build cohesion and complexity in written texts by using conjunctions, such as <span lang="ja">ですから、けれども</span>, and indicate frequency by using a range of intensifiers, for example, <span lang="ja">よく、たいてい</span>. Students discriminate appropriately in their use of kanji, hiragana and katakana. They translate and interpret texts, explaining words and expressions that are difficult to translate or that have embedded cultural meanings, such as <span lang="ja">にゅうがくしき、おぼん、サラリーマン</span>. They discuss elements of interaction in Japanese, such as the importance and use of <span lang="ja">あいづち</span> in meaning-making. They make connections and comparisons between their own and others’ culturally shaped perspectives, reflecting on the influence of perspectives on intercultural communication.</p>        <p>Students understand the functions of the different scripts within text, for example, hiragana for grammatical elements; katakana for borrowed words and some onomatopoeia; and kanji for nouns, verbs, adjectives and some adverbs. They distinguish, for example, between <span lang="ja">おくりがな</span> and <span lang="ja">ふりがな</span>, and understand the concept of <span lang="ja">おん</span>/<span lang="ja">くん</span> readings. They identify multiple readings of kanji, and begin to use kanji radicals as a tool for indicating meaning. Students use the <span lang="ja">て</span> form and plain form verbs as a basis for grammar conjugations. They use metalanguage to describe and compare language features and rules of sentence construction. Students choose <span lang="ja">です</span>/<span lang="ja">ます</span> or plain form based on age, relationship, familiarity and context. They identify hybrid terms that combine Japanese and English, such as <span lang="ja">コピペ、オーガナイズする、ダンスする</span>. They explain how key Japanese cultural values such as community, <ruby lang="ja">内<rp>(</rp><rt>うち</rt><rp>)</rp></ruby>/<ruby lang="ja">外<rp>(</rp><rt>そと</rt><rp>)</rp></ruby> and humility, <span lang="ja">いいえ、まだです。</span>, and consideration of others are reflected in language and behaviours.</p>      
australia-f10-foundation-languages-korean	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically, they have little to no experience of Korean language and culture. </p>        <p>          <b>Korean language learning and use </b>        </p>        <p>Korean language learning at this stage is focused on developing learners’ oral language and familiarising learners with the language through interaction involving enjoyment, imagination and action. Through classroom routines and action-related activities such as playing games, dancing, singing and chanting, students learn and use Korean to socialise with others and explore the primary world around them. Non-verbal expressions such as miming, movement and gestures are an important part of students’ learning. Children begin to hear single words, phrases and short simple texts in Korean, relating them to concrete objects and people seen and known in their immediate environment, to what they feel and do, and to topics about self, home, family, and classroom activities. They listen to, use and experiment with simple formulaic language for routines such as greetings, introductions and classroom language, and become familiar with meaningful sounds in Korean. With the introduction of <i>Hangeul</i>, children become further aware of the relationships between sounds and letters, and between syllables and syllable blocks in Korean speech and script. As their phonological awareness increases, they begin to develop literacy in Korean, identifying simple Korean words in short texts through activities such as shared/supported reading or sight word games. They start to write <i>Hangeul</i> by copying or tracing words, and later co-construct longer texts such as chants and rhymes. Through the repeated use of simple patterns where basic key particles, verb endings and honorific elements are used, children notice that some Korean grammatical elements and rules are different from those of English. As students use simple language patterns with culturally appropriate gestures or body language, they recognise elements of Korean culture such as politeness embedded in the Korean language and its use, and become aware that there are different ways to communicate using languages other than their own.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary context for students’ interaction is the language classroom, with the teacher of Korean language and peers. Students may have some access to Korean-speaking peers in wider school or community settings. Their use of Korean primarily relates to classroom routines and activities, drawing on their interest in play, movement and games and on their curiosity about the world around them. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners have exposure to a variety of spoken, visual and written/digital texts. They listen and respond to teacher talk, and take part in songs, play, stories and simple conversations. Written and digital texts include picture books, wall charts, Big Books and teacher-generated materials such as games, labels, captions and flashcards. Writing development is supported through tracing and copying simple words as sight words and short modelled sentences in texts such as greeting cards or captions, and through co-creating shared resources such as word walls or storyboards.</p>        <p>          <b>Features of Korean language use </b>        </p>        <p>Students become familiar with the sound system of the Korean language, recognising Korean pronunciation as being different from that of their own language/s. They learn to pronounce syllable blocks as part of sight words, recognising the association between simple vowel and consonant sounds with their corresponding letters. They recognise, use and distinguish simple Korean intonation patterns for statements and questions. They become familiar with and use the pattern of simple basic sentences such as those with <span lang="ko">–요</span> at the end, and notice similarities and differences between Korean and English. They begin to develop curiosity about Korea and Korean people and about different ways of making meaning using Korean.</p>        <p>          <b>Level of support </b>        </p>        <p>Children need rich language input and their learning is supported with the ample provision of scaffolding and language modelling. They need opportunities to build and test hypotheses about the Korean language and culture, to review, recycle and revise them, and to adjust their use of the Korean language and understanding of Korean culture. Attention to diversity in students’ learning needs and backgrounds, and to the provision of continuous encouragement, cues, feedback and opportunities for learners to reflect, support these hypothesis building and testing processes. As the main source of target language input, the teacher provides ample models and examples of the Korean language and culture with the support of visual cues and resources such as pictures, realia, objects and charts. </p>        <p>          <b>The role of English</b>        </p>        <p>While the teacher and learners are encouraged to use Korean wherever possible, English is used for discussion, reflection, questions and explanations relating to complex ideas or aspects of languages or cultures, and in tasks which involve moving between the two languages, such as bilingually naming objects or images.</p>      	|	        <p>By the end of Year 2, students interact with peers and teachers through play- and action-related talk, exchanging greetings and introducing themselves (for example, <span lang="ko">안녕하세요?; 안녕?; 저는 ...이에요/예요</span> used as a set phrase) with gestures. They respond to question cues (such as <span lang="ko">뭐예요?</span>) by naming objects with single words (for example, <span lang="ko">눈! 코! 입! 고양이!</span>) or using short, simple sentences as set phrases (for example, <span lang="ko">눈이에요, 고양이예요</span>). They respond to teacher instructions such as <span lang="ko">따라 하세요, 일어나세요</span> by imitating the teacher’s actions or speech, and to the teacher’s simple closed-ended questions by giving short answers such as <span lang="ko">있어요/없어요</span> or <span lang="ko">네/아니요</span>. They make simple requests using <span lang="ko">… 주세요</span> and thank each other or the teacher using <span lang="ko">고맙습니다</span> with appropriate gestures. They mimic and approximate Korean pronunciation of simple words, and locate and read specific words such as names of people or objects provided in familiar types of short texts. Students present simple information relating to themselves, their friends or everyday objects, using simple words and set phrases. They create and perform their own simple texts using modelled examples and formulaic language. Students use vocabulary related to their class and home environments. They use the personal pronoun <span lang="ko">저</span>, basic particles <span lang="ko">–은/는</span>, <span lang="ko">–이/가</span> and <span lang="ko">–을/를</span> as part of formulaic chunks ending with <span lang="ko">–어/아요</span> or <span lang="ko">–이에요/예요</span> (for example, <span lang="ko">저는 고양이가 없어요</span>). They match simple Korean and English texts written in <i>Hangeul</i> and English such as <span lang="ko">로버트</span> and <i>Robert</i>, and identify familiar objects in both languages. Students explain aspects of Korean language and culture in everyday language use, such as ways of greeting and thanking, identify differences or similarities to their own language/s and culture/s, and discuss the experience of learning and using the Korean language.</p>        <p>Students discriminate Korean sounds and script from those of English and other languages. They identify the syllable block as the unit of writing and associate individual syllable blocks with their pronunciations. They identify their own names written in Korean using syllable blocks (for example, <span lang="ko">로버트, 마크</span>) and pronounce them using Korean sounds. Students identify <span lang="ko">–요</span> at the end of a sentence as indicating some polite meaning. They identify <span lang="ko">저</span> as referring to self and <span lang="ko">저는</span> as an equivalent to ‘I’ in a sentence. They choose between <span lang="ko">–이에요</span> and <span lang="ko">–예요</span> when they construct a sentence using a copula (for example, <span lang="ko">재키예요; 마이클이에요</span>). They identify Korean language as the language of Korea and as one of the many languages used in Australia and in the world. Students identify some loan words from other languages and Korean words used in Australia and other countries. Students identify differences and similarities between their own and others’ languages and cultures.</p>      
australia-f10-year1-languages-korean	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically, they have little to no experience of Korean language and culture. </p>        <p>          <b>Korean language learning and use </b>        </p>        <p>Korean language learning at this stage is focused on developing learners’ oral language and familiarising learners with the language through interaction involving enjoyment, imagination and action. Through classroom routines and action-related activities such as playing games, dancing, singing and chanting, students learn and use Korean to socialise with others and explore the primary world around them. Non-verbal expressions such as miming, movement and gestures are an important part of students’ learning. Children begin to hear single words, phrases and short simple texts in Korean, relating them to concrete objects and people seen and known in their immediate environment, to what they feel and do, and to topics about self, home, family, and classroom activities. They listen to, use and experiment with simple formulaic language for routines such as greetings, introductions and classroom language, and become familiar with meaningful sounds in Korean. With the introduction of <i>Hangeul</i>, children become further aware of the relationships between sounds and letters, and between syllables and syllable blocks in Korean speech and script. As their phonological awareness increases, they begin to develop literacy in Korean, identifying simple Korean words in short texts through activities such as shared/supported reading or sight word games. They start to write <i>Hangeul</i> by copying or tracing words, and later co-construct longer texts such as chants and rhymes. Through the repeated use of simple patterns where basic key particles, verb endings and honorific elements are used, children notice that some Korean grammatical elements and rules are different from those of English. As students use simple language patterns with culturally appropriate gestures or body language, they recognise elements of Korean culture such as politeness embedded in the Korean language and its use, and become aware that there are different ways to communicate using languages other than their own.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary context for students’ interaction is the language classroom, with the teacher of Korean language and peers. Students may have some access to Korean-speaking peers in wider school or community settings. Their use of Korean primarily relates to classroom routines and activities, drawing on their interest in play, movement and games and on their curiosity about the world around them. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners have exposure to a variety of spoken, visual and written/digital texts. They listen and respond to teacher talk, and take part in songs, play, stories and simple conversations. Written and digital texts include picture books, wall charts, Big Books and teacher-generated materials such as games, labels, captions and flashcards. Writing development is supported through tracing and copying simple words as sight words and short modelled sentences in texts such as greeting cards or captions, and through co-creating shared resources such as word walls or storyboards.</p>        <p>          <b>Features of Korean language use </b>        </p>        <p>Students become familiar with the sound system of the Korean language, recognising Korean pronunciation as being different from that of their own language/s. They learn to pronounce syllable blocks as part of sight words, recognising the association between simple vowel and consonant sounds with their corresponding letters. They recognise, use and distinguish simple Korean intonation patterns for statements and questions. They become familiar with and use the pattern of simple basic sentences such as those with <span lang="ko">–요</span> at the end, and notice similarities and differences between Korean and English. They begin to develop curiosity about Korea and Korean people and about different ways of making meaning using Korean.</p>        <p>          <b>Level of support </b>        </p>        <p>Children need rich language input and their learning is supported with the ample provision of scaffolding and language modelling. They need opportunities to build and test hypotheses about the Korean language and culture, to review, recycle and revise them, and to adjust their use of the Korean language and understanding of Korean culture. Attention to diversity in students’ learning needs and backgrounds, and to the provision of continuous encouragement, cues, feedback and opportunities for learners to reflect, support these hypothesis building and testing processes. As the main source of target language input, the teacher provides ample models and examples of the Korean language and culture with the support of visual cues and resources such as pictures, realia, objects and charts. </p>        <p>          <b>The role of English</b>        </p>        <p>While the teacher and learners are encouraged to use Korean wherever possible, English is used for discussion, reflection, questions and explanations relating to complex ideas or aspects of languages or cultures, and in tasks which involve moving between the two languages, such as bilingually naming objects or images.</p>      	|	        <p>By the end of Year 2, students interact with peers and teachers through play- and action-related talk, exchanging greetings and introducing themselves (for example, <span lang="ko">안녕하세요?; 안녕?; 저는 ...이에요/예요</span> used as a set phrase) with gestures. They respond to question cues (such as <span lang="ko">뭐예요?</span>) by naming objects with single words (for example, <span lang="ko">눈! 코! 입! 고양이!</span>) or using short, simple sentences as set phrases (for example, <span lang="ko">눈이에요, 고양이예요</span>). They respond to teacher instructions such as <span lang="ko">따라 하세요, 일어나세요</span> by imitating the teacher’s actions or speech, and to the teacher’s simple closed-ended questions by giving short answers such as <span lang="ko">있어요/없어요</span> or <span lang="ko">네/아니요</span>. They make simple requests using <span lang="ko">… 주세요</span> and thank each other or the teacher using <span lang="ko">고맙습니다</span> with appropriate gestures. They mimic and approximate Korean pronunciation of simple words, and locate and read specific words such as names of people or objects provided in familiar types of short texts. Students present simple information relating to themselves, their friends or everyday objects, using simple words and set phrases. They create and perform their own simple texts using modelled examples and formulaic language. Students use vocabulary related to their class and home environments. They use the personal pronoun <span lang="ko">저</span>, basic particles <span lang="ko">–은/는</span>, <span lang="ko">–이/가</span> and <span lang="ko">–을/를</span> as part of formulaic chunks ending with <span lang="ko">–어/아요</span> or <span lang="ko">–이에요/예요</span> (for example, <span lang="ko">저는 고양이가 없어요</span>). They match simple Korean and English texts written in <i>Hangeul</i> and English such as <span lang="ko">로버트</span> and <i>Robert</i>, and identify familiar objects in both languages. Students explain aspects of Korean language and culture in everyday language use, such as ways of greeting and thanking, identify differences or similarities to their own language/s and culture/s, and discuss the experience of learning and using the Korean language.</p>        <p>Students discriminate Korean sounds and script from those of English and other languages. They identify the syllable block as the unit of writing and associate individual syllable blocks with their pronunciations. They identify their own names written in Korean using syllable blocks (for example, <span lang="ko">로버트, 마크</span>) and pronounce them using Korean sounds. Students identify <span lang="ko">–요</span> at the end of a sentence as indicating some polite meaning. They identify <span lang="ko">저</span> as referring to self and <span lang="ko">저는</span> as an equivalent to ‘I’ in a sentence. They choose between <span lang="ko">–이에요</span> and <span lang="ko">–예요</span> when they construct a sentence using a copula (for example, <span lang="ko">재키예요; 마이클이에요</span>). They identify Korean language as the language of Korea and as one of the many languages used in Australia and in the world. Students identify some loan words from other languages and Korean words used in Australia and other countries. Students identify differences and similarities between their own and others’ languages and cultures.</p>      
australia-f10-year2-languages-korean	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically, they have little to no experience of Korean language and culture. </p>        <p>          <b>Korean language learning and use </b>        </p>        <p>Korean language learning at this stage is focused on developing learners’ oral language and familiarising learners with the language through interaction involving enjoyment, imagination and action. Through classroom routines and action-related activities such as playing games, dancing, singing and chanting, students learn and use Korean to socialise with others and explore the primary world around them. Non-verbal expressions such as miming, movement and gestures are an important part of students’ learning. Children begin to hear single words, phrases and short simple texts in Korean, relating them to concrete objects and people seen and known in their immediate environment, to what they feel and do, and to topics about self, home, family, and classroom activities. They listen to, use and experiment with simple formulaic language for routines such as greetings, introductions and classroom language, and become familiar with meaningful sounds in Korean. With the introduction of <i>Hangeul</i>, children become further aware of the relationships between sounds and letters, and between syllables and syllable blocks in Korean speech and script. As their phonological awareness increases, they begin to develop literacy in Korean, identifying simple Korean words in short texts through activities such as shared/supported reading or sight word games. They start to write <i>Hangeul</i> by copying or tracing words, and later co-construct longer texts such as chants and rhymes. Through the repeated use of simple patterns where basic key particles, verb endings and honorific elements are used, children notice that some Korean grammatical elements and rules are different from those of English. As students use simple language patterns with culturally appropriate gestures or body language, they recognise elements of Korean culture such as politeness embedded in the Korean language and its use, and become aware that there are different ways to communicate using languages other than their own.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary context for students’ interaction is the language classroom, with the teacher of Korean language and peers. Students may have some access to Korean-speaking peers in wider school or community settings. Their use of Korean primarily relates to classroom routines and activities, drawing on their interest in play, movement and games and on their curiosity about the world around them. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners have exposure to a variety of spoken, visual and written/digital texts. They listen and respond to teacher talk, and take part in songs, play, stories and simple conversations. Written and digital texts include picture books, wall charts, Big Books and teacher-generated materials such as games, labels, captions and flashcards. Writing development is supported through tracing and copying simple words as sight words and short modelled sentences in texts such as greeting cards or captions, and through co-creating shared resources such as word walls or storyboards.</p>        <p>          <b>Features of Korean language use </b>        </p>        <p>Students become familiar with the sound system of the Korean language, recognising Korean pronunciation as being different from that of their own language/s. They learn to pronounce syllable blocks as part of sight words, recognising the association between simple vowel and consonant sounds with their corresponding letters. They recognise, use and distinguish simple Korean intonation patterns for statements and questions. They become familiar with and use the pattern of simple basic sentences such as those with <span lang="ko">–요</span> at the end, and notice similarities and differences between Korean and English. They begin to develop curiosity about Korea and Korean people and about different ways of making meaning using Korean.</p>        <p>          <b>Level of support </b>        </p>        <p>Children need rich language input and their learning is supported with the ample provision of scaffolding and language modelling. They need opportunities to build and test hypotheses about the Korean language and culture, to review, recycle and revise them, and to adjust their use of the Korean language and understanding of Korean culture. Attention to diversity in students’ learning needs and backgrounds, and to the provision of continuous encouragement, cues, feedback and opportunities for learners to reflect, support these hypothesis building and testing processes. As the main source of target language input, the teacher provides ample models and examples of the Korean language and culture with the support of visual cues and resources such as pictures, realia, objects and charts. </p>        <p>          <b>The role of English</b>        </p>        <p>While the teacher and learners are encouraged to use Korean wherever possible, English is used for discussion, reflection, questions and explanations relating to complex ideas or aspects of languages or cultures, and in tasks which involve moving between the two languages, such as bilingually naming objects or images.</p>      	|	        <p>By the end of Year 2, students interact with peers and teachers through play- and action-related talk, exchanging greetings and introducing themselves (for example, <span lang="ko">안녕하세요?; 안녕?; 저는 ...이에요/예요</span> used as a set phrase) with gestures. They respond to question cues (such as <span lang="ko">뭐예요?</span>) by naming objects with single words (for example, <span lang="ko">눈! 코! 입! 고양이!</span>) or using short, simple sentences as set phrases (for example, <span lang="ko">눈이에요, 고양이예요</span>). They respond to teacher instructions such as <span lang="ko">따라 하세요, 일어나세요</span> by imitating the teacher’s actions or speech, and to the teacher’s simple closed-ended questions by giving short answers such as <span lang="ko">있어요/없어요</span> or <span lang="ko">네/아니요</span>. They make simple requests using <span lang="ko">… 주세요</span> and thank each other or the teacher using <span lang="ko">고맙습니다</span> with appropriate gestures. They mimic and approximate Korean pronunciation of simple words, and locate and read specific words such as names of people or objects provided in familiar types of short texts. Students present simple information relating to themselves, their friends or everyday objects, using simple words and set phrases. They create and perform their own simple texts using modelled examples and formulaic language. Students use vocabulary related to their class and home environments. They use the personal pronoun <span lang="ko">저</span>, basic particles <span lang="ko">–은/는</span>, <span lang="ko">–이/가</span> and <span lang="ko">–을/를</span> as part of formulaic chunks ending with <span lang="ko">–어/아요</span> or <span lang="ko">–이에요/예요</span> (for example, <span lang="ko">저는 고양이가 없어요</span>). They match simple Korean and English texts written in <i>Hangeul</i> and English such as <span lang="ko">로버트</span> and <i>Robert</i>, and identify familiar objects in both languages. Students explain aspects of Korean language and culture in everyday language use, such as ways of greeting and thanking, identify differences or similarities to their own language/s and culture/s, and discuss the experience of learning and using the Korean language.</p>        <p>Students discriminate Korean sounds and script from those of English and other languages. They identify the syllable block as the unit of writing and associate individual syllable blocks with their pronunciations. They identify their own names written in Korean using syllable blocks (for example, <span lang="ko">로버트, 마크</span>) and pronounce them using Korean sounds. Students identify <span lang="ko">–요</span> at the end of a sentence as indicating some polite meaning. They identify <span lang="ko">저</span> as referring to self and <span lang="ko">저는</span> as an equivalent to ‘I’ in a sentence. They choose between <span lang="ko">–이에요</span> and <span lang="ko">–예요</span> when they construct a sentence using a copula (for example, <span lang="ko">재키예요; 마이클이에요</span>). They identify Korean language as the language of Korea and as one of the many languages used in Australia and in the world. Students identify some loan words from other languages and Korean words used in Australia and other countries. Students identify differences and similarities between their own and others’ languages and cultures.</p>      
australia-f10-year3-languages-korean	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, children are developing awareness of their social world and membership of various groups, including of the Korean class. They have developed initial literacy in English and this helps to some degree in learning Korean. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning. </p>        <p>          <b>Korean language learning and use</b>        </p>        <p>Learners interact with peers and the teacher in classroom routines and a variety of classroom activities. They build oral proficiency with provision of rich language input and ample opportunities to rehearse modelled language in communicative activities where grammar, vocabulary and pronunciation are purposefully integrated. They develop understanding of the alphabetic nature of <i>Hangeul</i> and read words that consist of syllable blocks with <span lang="ko">받침</span>. They exchange simple information, feelings and ideas related to their personal worlds, finding commonalities and acknowledging differences between each other. The language they use and hear is in simple structures and with familiar vocabulary. They follow instructions, respond to questions and read and create short texts on topics relevant to their interests and enjoyment such as family, pets or favourite sports or food, and those drawn from other learning areas. They explore ideas and values important to Korean culture through shared tasks such as shared reading of Korean folktales. The language used in routine activities is re-used from lesson to lesson in different situations, making connections between what has been learnt and what is to be learnt.  </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary context of interaction in Korean is the classroom, where Korean is used as much as possible. Learners have access to resources and authentic texts in Korean via virtual and digital technology and are encouraged to share their learning at home where possible. They experience authentic Korean language and culture through community activities, for example, with Korean-speaking neighbours or at Korean festivals.</p>        <p>          <b>Texts and resources </b>        </p>        <p>Learners engage primarily with a variety of teacher-generated materials, stories, games and songs, and with materials produced for young learners of Korean such as interactive computer language games, cards and readers. They may also have access to materials developed for children in Korea, such as television programs, advertisements or web pages, as a means of developing cultural awareness and language experience.</p>        <p>          <b>Features of Korean language use</b>        </p>        <p>Learners are increasingly aware that the Korean language is used not only in Korea and in the Korean community in Australia, but also in many other places around the world. They make connections and comparisons, and look for differences and similarities between Korean and English. They begin to make connections between speech and writing in Korean and understand that Korean is a system that works differently from English. They differentiate sounds of <i>Hangeul</i> syllable blocks, and their literacy in <i>Hangeul</i> develops with a growing phonological awareness and understanding of <i>Hangeul</i> as an alphabetic system. They notice features of key grammatical forms and structures that they use as part of formulaic or set phrases, and understand that such phrases are required elements in Korean sentences in order to make sense. They are increasingly aware that a verb comes at the end of a Korean sentence and use basic common action and descriptive verbs with the informal polite ending <span lang="ko">–어/아요</span> and its honorific form <span lang="ko">–(으)세요</span> as appropriate. They create short texts using familiar words relating to their expanding interests and basic grammatical forms and structures. They develop understanding that the same word may be used in different meanings according to the context. Through continuous use of Korean with culturally appropriate gestures and body language, they become increasingly aware of the interdependency of language and culture, and begin to establish their identity as a learner of Korean, mediating between Korean language and culture and the familiar world of their own, exploring and comparing cultural norms embedded in everyday interactions in Korean and in their own language/s.</p>        <p>          <b>Level of support</b>        </p>        <p>The primary support for learners is the teacher of Korean, who gives instruction, explanation, examples, models, reinforcement, encouragement and feedback. Form-focused instructions are integrated into task-based activities for grammar and vocabulary learning. Support also includes material resources such as word lists, pictures, <i>Hangeul</i> charts, realia and multimedia resources. </p>        <p>          <b>The role of English</b>        </p>        <p>Learners use Korean for classroom routines, familiar interactions, and structured learning tasks and for listening to and viewing Korean texts. English is used where appropriate for instruction, explanation and discussion, while learners may move between Korean and English, for example, when they discuss or compare aspects of Korean and English language and culture, or when they create bilingual texts.</p>      	|	        <p>By the end of Year 4, students use Korean to interact in classroom routines, action-related talk and play with teachers and peers. They exchange personal information relating to aspects such as age or interests, using simple questions and short statements as set phrases (for example, <span lang="ko">몇 살이에요? 아홉 살이에요; ...이/가 좋아요? 네, 좋아요</span>). They use formulaic language to express rapport with others (for example, <span lang="ko">아, 그래요? 나도 좋아요</span>). Students respond to instructions for familiar classroom routines and activities taking required actions (for example, <span lang="ko">해 보세요, 들으세요, 읽으세요</span>) and to simple questions (for example, <span lang="ko">이게 뭐예요? 누구예요? 몇이에요? 오늘 뭐 해요?</span>) with set phrases ending in <span lang="ko">–이에요/예요</span> or <span lang="ko">-어/아요</span> (for example, <span lang="ko">책상이에요; 벤이에요; 구예요; 학교에 가요</span>). They ask for repetition (for example, <span lang="ko">다시 해 주세요</span>) and for a turn to ask a question (for example, <span lang="ko">질문 있어요</span>) and negotiate requests using simple language (for example, <span lang="ko">… 있어요?; 네, 있어요/아니요, 없어요; 빌려 주세요; 여기 있어요</span>). Students identify key words or topics from simple oral, visual and written texts, using cues such as context, graphics, familiar vocabulary and language features to support understanding. They present simple information in texts in different formats and create and perform their own texts with the support of modelled language and other resources. Students approximate the sounds, rhythms and intonations of spoken Korean and write familiar words in <i>Hangeul</i> with some accuracy. They create simple sentences in their speech and writing, using basic case markers (such as <span lang="ko">–은/는, –이/가, –을/를, –에</span>) and a particle <span lang="ko">–도</span> as an inseparable part of a formulaic structure: a noun/pronoun + a case marker/particle (for example, <span lang="ko">저는 …, 집에 …, 나도 …</span>). They use common action verbs and descriptive verbs (such as <span lang="ko">가다, 일어나다, 듣다, 좋다</span>) as part of formulaic expressions ending in <span lang="ko">–어/아요</span> or its honorific form <span lang="ko">–(으)세요</span>, varying intonation contours for statements, questions (with or without a question word), requests or commands. They ask simple questions about people, objects or numbers, using question words such as <span lang="ko">누구/누가, 무엇/뭐</span> and <span lang="ko">몇</span>. They use contractions of demonstrative pronouns and <span lang="ko">–이</span> (for example, <span lang="ko">이게</span>, <span lang="ko">저게</span> and <span lang="ko">그게</span>), as formulaic chunks, and vocabulary related to school (such as <span lang="ko">학교, 책, 지우개</span>), home (such as <span lang="ko">집, 엄마, 아빠</span>) and sports and leisure activities (such as <span lang="ko">방학, 수영, 크리켓</span>). They use vocabulary for major colours (such as <span lang="ko">빨간색, 파란색, …</span>) and number expressions, choosing between native Korean and Sino-Korean number systems up to 10 as appropriate, using counters to describe ages (for example, <span lang="ko">아홉 살</span>), school years (for example, <span lang="ko">사 학년</span>) and numbers of objects (for example, <span lang="ko">한 개</span>), animals (for example, <span lang="ko">두 마리</span>) or people (for example, <span lang="ko">세 명</span>). Students match known Korean words or expressions with their English equivalents and create simple bilingual texts of familiar objects with support. They understand that meaning may change through translation across languages and exemplify words that could be translated differently according to context (such as <span lang="ko">집</span>: house/home; … <span lang="ko">있어요</span>: I have …/there is (are) …). They identify different social networks they belong to such as clubs or language-speaking communities and compare their past and current intercultural capability with reference to the experience of learning Korean. </p>        <p>Students discriminate between meaningful sounds in Korean which are not distinguished in English or other languages such as /<span lang="ko">ㄱ</span>/ versus /<span lang="ko">ㅋ</span>/ versus /<span lang="ko">ㄲ</span>/ or /<span lang="ko">ㅐ</span>/ versus /<span lang="ko">ㅔ</span>/, and associate the pronunciation of simple words with their script. Students differentiate statements from questions according to intonation. They identify simple consonant and vowel letters in <i>Hangeul </i>and combine them to construct a syllable block. They create short texts using syllable blocks combined together to form a word. They apply their understanding of Korean and English having different grammatical systems by using appropriate word order (subject-object-verb) and case–marked formulaic chuncks (for example, <span lang="ko">저는, 사과를</span>) in simple  Korean sentences. They identify differences between Korean and English in some aspects of language use such as naming conventions or ways of addressing people. They apply their understanding of the importance of politeness in using Korean and select the appropriate form of language to acknowledge age and social relationships when greeting (for example, <span lang="ko">안녕?</span> versus <span lang="ko">안녕하세요?; 안녕히 가세요/안녕히 계세요</span> versus <span lang="ko">잘 가/잘 있어</span>). They identify aspects of language use in both Korean and English that people from other cultures might or might not regard as appropriate, such as ways of greeting or (not) making eye contact during interactions.</p>      
australia-f10-year4-languages-korean	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, children are developing awareness of their social world and membership of various groups, including of the Korean class. They have developed initial literacy in English and this helps to some degree in learning Korean. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning. </p>        <p>          <b>Korean language learning and use</b>        </p>        <p>Learners interact with peers and the teacher in classroom routines and a variety of classroom activities. They build oral proficiency with provision of rich language input and ample opportunities to rehearse modelled language in communicative activities where grammar, vocabulary and pronunciation are purposefully integrated. They develop understanding of the alphabetic nature of <i>Hangeul</i> and read words that consist of syllable blocks with <span lang="ko">받침</span>. They exchange simple information, feelings and ideas related to their personal worlds, finding commonalities and acknowledging differences between each other. The language they use and hear is in simple structures and with familiar vocabulary. They follow instructions, respond to questions and read and create short texts on topics relevant to their interests and enjoyment such as family, pets or favourite sports or food, and those drawn from other learning areas. They explore ideas and values important to Korean culture through shared tasks such as shared reading of Korean folktales. The language used in routine activities is re-used from lesson to lesson in different situations, making connections between what has been learnt and what is to be learnt.  </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary context of interaction in Korean is the classroom, where Korean is used as much as possible. Learners have access to resources and authentic texts in Korean via virtual and digital technology and are encouraged to share their learning at home where possible. They experience authentic Korean language and culture through community activities, for example, with Korean-speaking neighbours or at Korean festivals.</p>        <p>          <b>Texts and resources </b>        </p>        <p>Learners engage primarily with a variety of teacher-generated materials, stories, games and songs, and with materials produced for young learners of Korean such as interactive computer language games, cards and readers. They may also have access to materials developed for children in Korea, such as television programs, advertisements or web pages, as a means of developing cultural awareness and language experience.</p>        <p>          <b>Features of Korean language use</b>        </p>        <p>Learners are increasingly aware that the Korean language is used not only in Korea and in the Korean community in Australia, but also in many other places around the world. They make connections and comparisons, and look for differences and similarities between Korean and English. They begin to make connections between speech and writing in Korean and understand that Korean is a system that works differently from English. They differentiate sounds of <i>Hangeul</i> syllable blocks, and their literacy in <i>Hangeul</i> develops with a growing phonological awareness and understanding of <i>Hangeul</i> as an alphabetic system. They notice features of key grammatical forms and structures that they use as part of formulaic or set phrases, and understand that such phrases are required elements in Korean sentences in order to make sense. They are increasingly aware that a verb comes at the end of a Korean sentence and use basic common action and descriptive verbs with the informal polite ending <span lang="ko">–어/아요</span> and its honorific form <span lang="ko">–(으)세요</span> as appropriate. They create short texts using familiar words relating to their expanding interests and basic grammatical forms and structures. They develop understanding that the same word may be used in different meanings according to the context. Through continuous use of Korean with culturally appropriate gestures and body language, they become increasingly aware of the interdependency of language and culture, and begin to establish their identity as a learner of Korean, mediating between Korean language and culture and the familiar world of their own, exploring and comparing cultural norms embedded in everyday interactions in Korean and in their own language/s.</p>        <p>          <b>Level of support</b>        </p>        <p>The primary support for learners is the teacher of Korean, who gives instruction, explanation, examples, models, reinforcement, encouragement and feedback. Form-focused instructions are integrated into task-based activities for grammar and vocabulary learning. Support also includes material resources such as word lists, pictures, <i>Hangeul</i> charts, realia and multimedia resources. </p>        <p>          <b>The role of English</b>        </p>        <p>Learners use Korean for classroom routines, familiar interactions, and structured learning tasks and for listening to and viewing Korean texts. English is used where appropriate for instruction, explanation and discussion, while learners may move between Korean and English, for example, when they discuss or compare aspects of Korean and English language and culture, or when they create bilingual texts.</p>      	|	        <p>By the end of Year 4, students use Korean to interact in classroom routines, action-related talk and play with teachers and peers. They exchange personal information relating to aspects such as age or interests, using simple questions and short statements as set phrases (for example, <span lang="ko">몇 살이에요? 아홉 살이에요; ...이/가 좋아요? 네, 좋아요</span>). They use formulaic language to express rapport with others (for example, <span lang="ko">아, 그래요? 나도 좋아요</span>). Students respond to instructions for familiar classroom routines and activities taking required actions (for example, <span lang="ko">해 보세요, 들으세요, 읽으세요</span>) and to simple questions (for example, <span lang="ko">이게 뭐예요? 누구예요? 몇이에요? 오늘 뭐 해요?</span>) with set phrases ending in <span lang="ko">–이에요/예요</span> or <span lang="ko">-어/아요</span> (for example, <span lang="ko">책상이에요; 벤이에요; 구예요; 학교에 가요</span>). They ask for repetition (for example, <span lang="ko">다시 해 주세요</span>) and for a turn to ask a question (for example, <span lang="ko">질문 있어요</span>) and negotiate requests using simple language (for example, <span lang="ko">… 있어요?; 네, 있어요/아니요, 없어요; 빌려 주세요; 여기 있어요</span>). Students identify key words or topics from simple oral, visual and written texts, using cues such as context, graphics, familiar vocabulary and language features to support understanding. They present simple information in texts in different formats and create and perform their own texts with the support of modelled language and other resources. Students approximate the sounds, rhythms and intonations of spoken Korean and write familiar words in <i>Hangeul</i> with some accuracy. They create simple sentences in their speech and writing, using basic case markers (such as <span lang="ko">–은/는, –이/가, –을/를, –에</span>) and a particle <span lang="ko">–도</span> as an inseparable part of a formulaic structure: a noun/pronoun + a case marker/particle (for example, <span lang="ko">저는 …, 집에 …, 나도 …</span>). They use common action verbs and descriptive verbs (such as <span lang="ko">가다, 일어나다, 듣다, 좋다</span>) as part of formulaic expressions ending in <span lang="ko">–어/아요</span> or its honorific form <span lang="ko">–(으)세요</span>, varying intonation contours for statements, questions (with or without a question word), requests or commands. They ask simple questions about people, objects or numbers, using question words such as <span lang="ko">누구/누가, 무엇/뭐</span> and <span lang="ko">몇</span>. They use contractions of demonstrative pronouns and <span lang="ko">–이</span> (for example, <span lang="ko">이게</span>, <span lang="ko">저게</span> and <span lang="ko">그게</span>), as formulaic chunks, and vocabulary related to school (such as <span lang="ko">학교, 책, 지우개</span>), home (such as <span lang="ko">집, 엄마, 아빠</span>) and sports and leisure activities (such as <span lang="ko">방학, 수영, 크리켓</span>). They use vocabulary for major colours (such as <span lang="ko">빨간색, 파란색, …</span>) and number expressions, choosing between native Korean and Sino-Korean number systems up to 10 as appropriate, using counters to describe ages (for example, <span lang="ko">아홉 살</span>), school years (for example, <span lang="ko">사 학년</span>) and numbers of objects (for example, <span lang="ko">한 개</span>), animals (for example, <span lang="ko">두 마리</span>) or people (for example, <span lang="ko">세 명</span>). Students match known Korean words or expressions with their English equivalents and create simple bilingual texts of familiar objects with support. They understand that meaning may change through translation across languages and exemplify words that could be translated differently according to context (such as <span lang="ko">집</span>: house/home; … <span lang="ko">있어요</span>: I have …/there is (are) …). They identify different social networks they belong to such as clubs or language-speaking communities and compare their past and current intercultural capability with reference to the experience of learning Korean. </p>        <p>Students discriminate between meaningful sounds in Korean which are not distinguished in English or other languages such as /<span lang="ko">ㄱ</span>/ versus /<span lang="ko">ㅋ</span>/ versus /<span lang="ko">ㄲ</span>/ or /<span lang="ko">ㅐ</span>/ versus /<span lang="ko">ㅔ</span>/, and associate the pronunciation of simple words with their script. Students differentiate statements from questions according to intonation. They identify simple consonant and vowel letters in <i>Hangeul </i>and combine them to construct a syllable block. They create short texts using syllable blocks combined together to form a word. They apply their understanding of Korean and English having different grammatical systems by using appropriate word order (subject-object-verb) and case–marked formulaic chuncks (for example, <span lang="ko">저는, 사과를</span>) in simple  Korean sentences. They identify differences between Korean and English in some aspects of language use such as naming conventions or ways of addressing people. They apply their understanding of the importance of politeness in using Korean and select the appropriate form of language to acknowledge age and social relationships when greeting (for example, <span lang="ko">안녕?</span> versus <span lang="ko">안녕하세요?; 안녕히 가세요/안녕히 계세요</span> versus <span lang="ko">잘 가/잘 있어</span>). They identify aspects of language use in both Korean and English that people from other cultures might or might not regard as appropriate, such as ways of greeting or (not) making eye contact during interactions.</p>      
australia-f10-year5-languages-korean	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students are widening their social networks, experiences and communication repertoires in both their first language and Korean. They continue to need guidance and participate in structured, collaborative tasks that both recycle and extend language. Students are gaining greater independence and becoming more conscious of their peers and social context. They are gaining greater awareness of the world around them. They are noticing additional similarities and differences between Korean language and culture and their own. </p>        <p>          <b>Korean language learning and use</b>        </p>        <p>Learners increasingly use Korean for a range of everyday interactions and in classroom activities to communicate with their teacher and peers. They share ideas and opinions on a range of topics related to personal interests and wellbeing and those drawn from other learning areas through collaborative and shared tasks. They make simple arrangements and transactions, organise and present information and create performances based on real or imaginative experiences with support of scaffolding and modelled language. They express, reason or elaborate on opinions using language in complex structures as set phrases. As they build their competence in Korean, learners comprehend and produce short texts such as songs, video clips, role-plays, skits and stories, using simple structures and familiar vocabulary. With increasing literacy in <i>Hangeul</i>, learners make connections between spoken and written forms of Korean and begin to read and write short texts in <i>Hangeul</i>. Students apply spacing and spelling rules to their reading and writing with increasing grammatical and phonological awareness. They develop metalinguistic knowledge of basic forms and structures and of honorification in Korean, and use it with their knowledge of grammar and vocabulary to predict meaning of unfamiliar language. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact in Korean with each other and the teacher, and may communicate with peers in Korea using technology. Tasks at this level are typically collaborative, structured and sometimes competitive, such as games, class displays and performances. Korean traditional games such as <i>yunnori</i> that involve interactive and spontaneous language use, collaborative problem-solving procedures, collective decision-making and physical movements are integrated into tasks. Learners may notice use of Korean in the media and wider community and have access to Korean speakers and cultural resources through the use of ICT.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a range of published texts in print and digital forms such as readers, stories, songs and computer-based language learning materials, as well as those prepared by the teacher of Korean, including language exercises, games and presentations. Learners may have extra access to Korean language and culture resources through texts created for the Korean community such as websites, television programs and music or video clips.</p>        <p>          <b>Features of Korean language use</b>        </p>        <p>Learners expand their knowledge of Korean vocabulary, grammar and honorific elements. They are aware of some patterns of sound changes at syllable boundaries such as <span lang="ko">연음법칙</span>, <span lang="ko">비음화</span> and <span lang="ko">구개음화</span> in familiar words and expressions. They express past tense and use some verb phrases in complex structures as set phrases. They are increasingly familiar with verb-final sentence structures, and basic case markers and particles, noticing the importance of grammatical elements such as particles or suffixes rather than word order in making sense of Korean sentences. They use a range of vocabulary including basic common descriptive and action verbs, number words with counters, basic adverbs and simple negations. They develop a metalanguage for describing aspects of the Korean language and how it works. Learners are increasingly aware of the relationship between language and culture, and of the dynamic nature of language. They explore the relationship between language and identity and how attitudes are shaped by cultural perspectives and revealed through language, and consider their own cultural and communicative behaviours.<br /></p>        <p>          <b>Level of support</b>        </p>        <p>While learners are gradually gaining independence in learning, they still need ongoing support, including explicit instruction, structured modelling and scaffolding with stimulus materials. Task activities incorporate implicit form-focused language learning approaches and examples of texts. Learners start using dictionaries with teacher support and have access to word charts, vocabulary lists and electronic and print reference resources. </p>        <p>          <b>The role of English</b>        </p>        <p>Korean is the primary language for classroom routines and language learning tasks with English in a supporting role. While it is encouraged to use as much Korean for discussion, reflection and explanation and for the content drawn from other learning areas as possible, the use of English for these aspects of learning activities ensures the continued development of learners’ knowledge base and intercultural capability. The language of response varies according to task demands, with Korean used primarily for communicating in structured and supported tasks and for familiar interactions, and English for open-ended, comparative tasks and discussions that develop understanding of language and culture.  </p>      	|	        <p>By the end of Year 6, students engage in classroom interactions to carry out collaborative tasks, to exchange information and to express feelings and ideas related to specific contexts, personal interests and daily routines at home and school. They ask and answer questions with appropriate intonation and gestures, changing sounds on syllable boundaries in a word as appropriate (for example, pronouncing words such as <span lang="ko">한국어</span>, <span lang="ko">같이</span> and <span lang="ko">감사합니다</span> as <span lang="ko">항구거</span>, <span lang="ko">가치</span> and <span lang="ko">감사함니다</span>). They use simple structures for a range of functions, including making simple arrangements and conducting simple transactions (for example, <span lang="ko">아이스크림 한 개 주세요. 얼마예요? 오천 원이에요</span>), and some complex structures such as <span lang="ko">–도 되다</span> and <span lang="ko">–(으)ㄴ/는 것 같다</span> as set phrases to ask for permission (for example, <span lang="ko">화장실에 가도 돼요?</span>) and to offer their own opinions (for example, <span lang="ko">저는 …이/가 맞는/틀린 것 같아요</span>). They use particles such as <span lang="ko">–(으)로</span>, <span lang="ko">–하고</span> and <span lang="ko">–에서</span> as part of a set phrase (a noun/pronoun + particle) to indicate instrument (<i>with/in</i> …, for example, <span lang="ko">연필로 쓰세요, 한국어로 뭐예요?</span>), accompaniment (<i>together with</i> …, for example, <span lang="ko">친구하고 쇼핑했어요</span>) and location (<i>at/in</i> …, for example, <span lang="ko">학교에서 공부해요</span>). They describe two events occurring in sequence, such as daily routines, using two sentences with a <span lang="ko">그리고</span> at the beginning of the second sentence or the <span lang="ko">–고</span> coordination (for example, <span lang="ko">밥을 먹어요. 그리고 운동해요;밥을 먹고 운동해요</span>), and past experiences using a suffix <span lang="ko">–었/았–</span> (for example, <span lang="ko">캔버라에 살았어요</span>). They negate statements (for example, <span lang="ko">안 가요, 못 먹었어요</span>) and construct questions about reasons, prices and opinions/feelings, using set phrases such as <span lang="ko">왜요? 얼마예요?</span> and <span lang="ko">어때요?/어땠어요?</span> (for example, <span lang="ko">영화가 어땠어요?</span>). They use descriptive language (such as <span lang="ko">예뻐요, 멋있어요</span>) and manner and time adverbs (such as <span lang="ko">빨리, 천천히, 어제, 오늘, 내일</span>). Students describe amounts of familiar items, including currency and time, using number words from either the pure Korean or the Sino-Korean number system in their appropriate forms, with a range of counters (such as <span lang="ko">장</span>, <span lang="ko">잔</span>, <span lang="ko">권</span>, <span lang="ko">그루</span>, <span lang="ko">송이</span>, <span lang="ko">원</span>, and <span lang="ko">시</span>) and in appropriate word order (for example, <span lang="ko">책 세 권</span>). They pronounce Arabic numerals appropriately according to the accompanying counters (for example, <span lang="ko">10살, 6학년</span>). Students locate specific information in a range of familiar spoken, written and digital texts, identifying familiar vocabulary and grammatical features to support understanding. They use simple and formulaic language with the support of structured models and scaffolding to create short texts with familiar structures and features, in various modes and formats. Students translate texts between Korean and English in familiar formats, and create their own simple bilingual texts, using known words and expressions. They provide extra information or explanations for words or expressions that have no equivalents in the other language or cannot be readily translated, such as <span lang="ko">벼</span> versus ‘rice as a crop’, <span lang="ko">쌀</span> versus ‘rice as raw grains’ and <span lang="ko">밥</span> versus ‘cooked rice or meals’. They identify aspects of Korean language in which Korean culture is embedded, such as politeness embedded in <span lang="ko">–(으)세요</span>.</p>        <p>Students differentiate between spoken and written forms of Korean by applying their understanding of rules that govern pronunciation and writing using <i>Hangeul </i>syllable blocks, and by associating spoken forms of known words with their written forms. They change verb forms using suffixes such as <span lang="ko">–었/았–</span> and <span lang="ko">–고</span> by applying their understanding of grammatical elements that affect different grammatical meanings and functions. They identify the topic/subject and the object in simple sentences and explain how word order in Korean is different to English using basic metalinguistic terms such as word order, subject, object and verb. Students identify distinctive features of familiar spoken and written texts in different genres, such as language used at the beginning or closing (for example, <span lang="ko">…에게/께; …(으)로부터/올림)</span>, and relate them to distinctive purposes, intended audiences and social contexts of texts. Students apply their understanding of the importance of context, age and social relationships in language use during interaction, and  identify  age as particularly important in determining the level of politeness and formality in using Korean (for example, <span lang="ko">미안합니다</span> versus <span lang="ko">미안해요</span> versus <span lang="ko">미안해</span>). Students provide examples of how spoken and written forms of language change over time, and explain how <i>Hangeul</i> was initially created and continues to change. They explain how languages borrow words with culture-specific meanings from each other and provide such examples from Korean words borrowed from English and other languages (for example, <span lang="ko">피아노, 케밥</span>) and Korean words used in Australia (for example, <span lang="ko">비빔밥</span> (<i>bibimbap</i>), <span lang="ko">아리랑</span> (arirang)). Students provide relevant comments on how language is used to influence people’s perceptions (such as in advertisements or campaigns), and identify their own ways of thinking about Korean associations such as brand names or names of cultural items. They compare gestures or body languages involved in communication using Korean and other languages and identify similarities and differences across cultures. They provide examples where direct translation is not possible, such as terms or expressions that reflect cultural practices (for example, <span lang="ko">잘 먹겠습니다/잘 먹었습니다, 식은 죽 먹기</span>), and determine whether their equivalents exist in their own language/s.</p>      
australia-f10-year6-languages-korean	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students are widening their social networks, experiences and communication repertoires in both their first language and Korean. They continue to need guidance and participate in structured, collaborative tasks that both recycle and extend language. Students are gaining greater independence and becoming more conscious of their peers and social context. They are gaining greater awareness of the world around them. They are noticing additional similarities and differences between Korean language and culture and their own. </p>        <p>          <b>Korean language learning and use</b>        </p>        <p>Learners increasingly use Korean for a range of everyday interactions and in classroom activities to communicate with their teacher and peers. They share ideas and opinions on a range of topics related to personal interests and wellbeing and those drawn from other learning areas through collaborative and shared tasks. They make simple arrangements and transactions, organise and present information and create performances based on real or imaginative experiences with support of scaffolding and modelled language. They express, reason or elaborate on opinions using language in complex structures as set phrases. As they build their competence in Korean, learners comprehend and produce short texts such as songs, video clips, role-plays, skits and stories, using simple structures and familiar vocabulary. With increasing literacy in <i>Hangeul</i>, learners make connections between spoken and written forms of Korean and begin to read and write short texts in <i>Hangeul</i>. Students apply spacing and spelling rules to their reading and writing with increasing grammatical and phonological awareness. They develop metalinguistic knowledge of basic forms and structures and of honorification in Korean, and use it with their knowledge of grammar and vocabulary to predict meaning of unfamiliar language. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact in Korean with each other and the teacher, and may communicate with peers in Korea using technology. Tasks at this level are typically collaborative, structured and sometimes competitive, such as games, class displays and performances. Korean traditional games such as <i>yunnori</i> that involve interactive and spontaneous language use, collaborative problem-solving procedures, collective decision-making and physical movements are integrated into tasks. Learners may notice use of Korean in the media and wider community and have access to Korean speakers and cultural resources through the use of ICT.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a range of published texts in print and digital forms such as readers, stories, songs and computer-based language learning materials, as well as those prepared by the teacher of Korean, including language exercises, games and presentations. Learners may have extra access to Korean language and culture resources through texts created for the Korean community such as websites, television programs and music or video clips.</p>        <p>          <b>Features of Korean language use</b>        </p>        <p>Learners expand their knowledge of Korean vocabulary, grammar and honorific elements. They are aware of some patterns of sound changes at syllable boundaries such as <span lang="ko">연음법칙</span>, <span lang="ko">비음화</span> and <span lang="ko">구개음화</span> in familiar words and expressions. They express past tense and use some verb phrases in complex structures as set phrases. They are increasingly familiar with verb-final sentence structures, and basic case markers and particles, noticing the importance of grammatical elements such as particles or suffixes rather than word order in making sense of Korean sentences. They use a range of vocabulary including basic common descriptive and action verbs, number words with counters, basic adverbs and simple negations. They develop a metalanguage for describing aspects of the Korean language and how it works. Learners are increasingly aware of the relationship between language and culture, and of the dynamic nature of language. They explore the relationship between language and identity and how attitudes are shaped by cultural perspectives and revealed through language, and consider their own cultural and communicative behaviours.<br /></p>        <p>          <b>Level of support</b>        </p>        <p>While learners are gradually gaining independence in learning, they still need ongoing support, including explicit instruction, structured modelling and scaffolding with stimulus materials. Task activities incorporate implicit form-focused language learning approaches and examples of texts. Learners start using dictionaries with teacher support and have access to word charts, vocabulary lists and electronic and print reference resources. </p>        <p>          <b>The role of English</b>        </p>        <p>Korean is the primary language for classroom routines and language learning tasks with English in a supporting role. While it is encouraged to use as much Korean for discussion, reflection and explanation and for the content drawn from other learning areas as possible, the use of English for these aspects of learning activities ensures the continued development of learners’ knowledge base and intercultural capability. The language of response varies according to task demands, with Korean used primarily for communicating in structured and supported tasks and for familiar interactions, and English for open-ended, comparative tasks and discussions that develop understanding of language and culture.  </p>      	|	        <p>By the end of Year 6, students engage in classroom interactions to carry out collaborative tasks, to exchange information and to express feelings and ideas related to specific contexts, personal interests and daily routines at home and school. They ask and answer questions with appropriate intonation and gestures, changing sounds on syllable boundaries in a word as appropriate (for example, pronouncing words such as <span lang="ko">한국어</span>, <span lang="ko">같이</span> and <span lang="ko">감사합니다</span> as <span lang="ko">항구거</span>, <span lang="ko">가치</span> and <span lang="ko">감사함니다</span>). They use simple structures for a range of functions, including making simple arrangements and conducting simple transactions (for example, <span lang="ko">아이스크림 한 개 주세요. 얼마예요? 오천 원이에요</span>), and some complex structures such as <span lang="ko">–도 되다</span> and <span lang="ko">–(으)ㄴ/는 것 같다</span> as set phrases to ask for permission (for example, <span lang="ko">화장실에 가도 돼요?</span>) and to offer their own opinions (for example, <span lang="ko">저는 …이/가 맞는/틀린 것 같아요</span>). They use particles such as <span lang="ko">–(으)로</span>, <span lang="ko">–하고</span> and <span lang="ko">–에서</span> as part of a set phrase (a noun/pronoun + particle) to indicate instrument (<i>with/in</i> …, for example, <span lang="ko">연필로 쓰세요, 한국어로 뭐예요?</span>), accompaniment (<i>together with</i> …, for example, <span lang="ko">친구하고 쇼핑했어요</span>) and location (<i>at/in</i> …, for example, <span lang="ko">학교에서 공부해요</span>). They describe two events occurring in sequence, such as daily routines, using two sentences with a <span lang="ko">그리고</span> at the beginning of the second sentence or the <span lang="ko">–고</span> coordination (for example, <span lang="ko">밥을 먹어요. 그리고 운동해요;밥을 먹고 운동해요</span>), and past experiences using a suffix <span lang="ko">–었/았–</span> (for example, <span lang="ko">캔버라에 살았어요</span>). They negate statements (for example, <span lang="ko">안 가요, 못 먹었어요</span>) and construct questions about reasons, prices and opinions/feelings, using set phrases such as <span lang="ko">왜요? 얼마예요?</span> and <span lang="ko">어때요?/어땠어요?</span> (for example, <span lang="ko">영화가 어땠어요?</span>). They use descriptive language (such as <span lang="ko">예뻐요, 멋있어요</span>) and manner and time adverbs (such as <span lang="ko">빨리, 천천히, 어제, 오늘, 내일</span>). Students describe amounts of familiar items, including currency and time, using number words from either the pure Korean or the Sino-Korean number system in their appropriate forms, with a range of counters (such as <span lang="ko">장</span>, <span lang="ko">잔</span>, <span lang="ko">권</span>, <span lang="ko">그루</span>, <span lang="ko">송이</span>, <span lang="ko">원</span>, and <span lang="ko">시</span>) and in appropriate word order (for example, <span lang="ko">책 세 권</span>). They pronounce Arabic numerals appropriately according to the accompanying counters (for example, <span lang="ko">10살, 6학년</span>). Students locate specific information in a range of familiar spoken, written and digital texts, identifying familiar vocabulary and grammatical features to support understanding. They use simple and formulaic language with the support of structured models and scaffolding to create short texts with familiar structures and features, in various modes and formats. Students translate texts between Korean and English in familiar formats, and create their own simple bilingual texts, using known words and expressions. They provide extra information or explanations for words or expressions that have no equivalents in the other language or cannot be readily translated, such as <span lang="ko">벼</span> versus ‘rice as a crop’, <span lang="ko">쌀</span> versus ‘rice as raw grains’ and <span lang="ko">밥</span> versus ‘cooked rice or meals’. They identify aspects of Korean language in which Korean culture is embedded, such as politeness embedded in <span lang="ko">–(으)세요</span>.</p>        <p>Students differentiate between spoken and written forms of Korean by applying their understanding of rules that govern pronunciation and writing using <i>Hangeul </i>syllable blocks, and by associating spoken forms of known words with their written forms. They change verb forms using suffixes such as <span lang="ko">–었/았–</span> and <span lang="ko">–고</span> by applying their understanding of grammatical elements that affect different grammatical meanings and functions. They identify the topic/subject and the object in simple sentences and explain how word order in Korean is different to English using basic metalinguistic terms such as word order, subject, object and verb. Students identify distinctive features of familiar spoken and written texts in different genres, such as language used at the beginning or closing (for example, <span lang="ko">…에게/께; …(으)로부터/올림)</span>, and relate them to distinctive purposes, intended audiences and social contexts of texts. Students apply their understanding of the importance of context, age and social relationships in language use during interaction, and  identify  age as particularly important in determining the level of politeness and formality in using Korean (for example, <span lang="ko">미안합니다</span> versus <span lang="ko">미안해요</span> versus <span lang="ko">미안해</span>). Students provide examples of how spoken and written forms of language change over time, and explain how <i>Hangeul</i> was initially created and continues to change. They explain how languages borrow words with culture-specific meanings from each other and provide such examples from Korean words borrowed from English and other languages (for example, <span lang="ko">피아노, 케밥</span>) and Korean words used in Australia (for example, <span lang="ko">비빔밥</span> (<i>bibimbap</i>), <span lang="ko">아리랑</span> (arirang)). Students provide relevant comments on how language is used to influence people’s perceptions (such as in advertisements or campaigns), and identify their own ways of thinking about Korean associations such as brand names or names of cultural items. They compare gestures or body languages involved in communication using Korean and other languages and identify similarities and differences across cultures. They provide examples where direct translation is not possible, such as terms or expressions that reflect cultural practices (for example, <span lang="ko">잘 먹겠습니다/잘 먹었습니다, 식은 죽 먹기</span>), and determine whether their equivalents exist in their own language/s.</p>      
australia-f10-year7-languages-korean	|	        <p>          <b>The nature of the learners</b>        </p>        <p>These years represent a transition to secondary school and students in this pathway are continuing to study Korean, bringing with them a capability to communicate with some assistance about their immediate world and Korea. They have experience in analysing the major features of the language system and in considering intercultural exchanges and their role in these. </p>        <p>          <b>Korean language learning and use</b>        </p>        <p>Learners use Korean for classroom interactions and transactions in a variety of tasks in different modes that involve spoken and written Korean. They have extra opportunities to use Korean by a purposeful integration of the use of virtual communication. They present, explain, and compare information, opinions or ideas, on their current interests or topics drawn from other learning areas, practising language forms and developing cultural understanding, working both independently and collaboratively. They use primarily modelled and rehearsed language for planning, problem-solving, decision-making and reflecting, with increasing personal and original use of vocabulary, and experiment with known grammatical forms and structures to use them with increasing independence in familiar and unfamiliar contexts. They explore and reflect on their own and others’ intercultural perspectives and practices.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary context for interaction remains the Korean language class; however, there may be opportunities for interacting with peers in Korea and with other learners of Korean, for example, through technology or sister-school relationships. Learners may have extra access to Korean speakers through media and community events and resources.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners work with a broad range of texts and resources specifically designed for learning Korean in school contexts, such as textbooks, readers, videos and online materials including those developed for computer-supported collaborative learning. They may also access authentic materials created in Korean for general audience within Korea as well as in international contexts, with subtitles as necessary, such as songs, stories, films, websites, advertisements and magazines.</p>        <p>          <b>Features of Korean language use</b>        </p>        <p>Learners expand their range of vocabulary to domains beyond their personal interests. They use a range of grammatical forms and structures to convey more complex relationships between ideas and events, developing awareness of how language structures and features build up textural features. They use descriptive and expressive language including onomatopoeic and mimetic words to create expressive effects and interests. They pronounce sounds at syllable boundaries with increasing accuracy, applying relevant Korean pronunciation rules. They are increasingly aware of connections between language and culture, noticing, for example, politeness expressed in cultural practices as well as embedded in Korean grammar and vocabulary systems, and the choices of polite language determined by age and social relationships. They reflect on how language changes with social cultural changes and on their own language and culture. They have increasing awareness of their identity as users of two or more languages and reflect on the impact of intercultural experiences on identity-shaping. </p>        <p>          <b>Level of support</b>        </p>        <p>Learners need continued scaffolding, modelling and material support particularly at the paragraph and entire text level for written language and for developing fluency and accuracy in spoken language. Explicit instruction of grammatical features and modelling will be effective for their development of metalanguage use and expansion of metalinguistic knowledge of Korean. Learners are encouraged to be autonomous and to self-monitor in task-based activities integrated with implicit form-focused learning approach. Learners continue to use dictionaries with teacher support with increasing independence and to access word lists, charts and examples to enrich their receptive and productive language use.</p>        <p>          <b>The role of English</b>        </p>        <p>Korean is increasingly used at this level for classroom interactions and routines, for task participation and structured discussions, and encouraged to be used for learning new content drawn from other learning areas as long as its conceptual demand and complexity is within students’ linguistic scope in Korean. English continues to be used for more complex elements of instruction and explanations, and for more substantive discussion, analysis and reflection in relation to abstract concepts. Learners continue to develop a metalanguage for thinking and talking about language, culture and identity and the experience of learning Korean. </p>      	|	        <p>By the end of Year 8, students use written and spoken Korean to interact with teachers, peers and others, and to exchange ideas, experiences and interests. They pronounce polysyllabic words that involve syllable-final consonants (<span lang="ko">받침</span>) such as <span lang="ko">먹고</span>, <span lang="ko">어떻게</span> and <span lang="ko">축하합니다</span> as <span lang="ko">먹꼬</span>, <span lang="ko">어떠케</span> and <span lang="ko">추카함니다</span>, applying relevant pronunciation rules with some accuracy. When interacting, they initiate conversations (for example, <span lang="ko">지금 뭐 해요? 어디 가요?</span>), and ask and respond to questions (for example, <span lang="ko">왜 한국어를 배워요? 방학 때 뭐 할 거예요?</span>). Students clarify answers or instructions (for example, <span lang="ko">무슨 뜻이에요? 다시 말해 주세요</span>) and ask for and give opinions (for example, <span lang="ko">어떻게 생각해요?; 제 생각에는…; …인 것 같아요</span>). They describe plans (for example, <span lang="ko">한국에 갈 거예요</span>) and ask for suggestions (for example, <span lang="ko">무엇을 할까요?</span>). They locate and evaluate factual information in texts and create informative and imaginative texts in a range of modes using multimodal or conventional formats. Students explain reasons for actions and show contrasts between feelings or facts, using conjunctive suffixes (clausal connectives) such as <span lang="ko">–어/아서</span> and <span lang="ko">–지만</span> (for example, <span lang="ko">소라가 좋아서 한국어를 배웠어요; 모자가 예쁘지만 너무 작아요</span>). They use humble/honorific words or honorific particles such as <span lang="ko">진지</span>, <span lang="ko">드리다</span> and <span lang="ko">–께</span> appropriately, and use some basic onomatopoeic and mimetic words such as <span lang="ko">똑똑</span> and <span lang="ko">콜콜</span> to create expressive effects and engage the interest of the audience. Students use cohesive devices, for example, conjunctions (such as <span lang="ko">그리고, 그래서, 그러나, 그런데, –고, –어/아서, –지만</span>), adverbs of frequency (such as <span lang="ko">가끔, 보통, 자주, 언제나</span>), time (such as <span lang="ko">벌써, 아직</span>) and direction (such as <span lang="ko">쭉, 곧장</span>) and the agreement among honorific elements, at sentence level (for example, <span lang="ko">할머니께 꽃을 드려요</span>) and throughout the text by using the informal polite style ending <span lang="ko">–어/아요</span>. They use a range of case markers and particles such as <span lang="ko">–의</span>, <span lang="ko">– (으)로</span>, <span lang="ko">와/과</span>, <span lang="ko">–부터</span> and <span lang="ko">–까지</span> (for example, <span lang="ko">소라의 생일, 색연필로, 왼쪽으로, 불고기와 김치, 아침부터 저녁까지</span>) and location nouns attached by <span lang="ko">–에</span> to indicate relative locations (for example, <span lang="ko">책상 위에 …, 상자 안에 …</span>). Students use some complex structures in verb phrases such as <span lang="ko">–어/아 주다</span>, <span lang="ko">–고 있다</span>, <span lang="ko">–(으)ㄹ 줄 알다</span>, <span lang="ko">–(으)ㄹ 수 있다</span> and <span lang="ko">–어/아 보다</span> as set phrases. They form questions using a range of question words such as <span lang="ko">언제</span>, <span lang="ko">어디</span>, <span lang="ko">어떻게</span>, <span lang="ko">어느</span> and <span lang="ko">무슨</span>, and modify nouns using an adjectival form of a descriptive verb suffixed by <span lang="ko">–(으)ㄴ</span> (for example, <span lang="ko">착한 사람</span>). Students write loan words from English in <i>Hangeul</i> and compare their original pronunciation and how they are pronounced as loan words in Korean (for example, <span lang="ko">테니스, 포크</span>). They translate across languages, paraphrasing or annotating words or expressions where equivalence is not possible, such as <span lang="ko">정들었어요</span>, <span lang="ko">세배</span> or ‘mufti day’. They recount their reactions to intercultural experiences, describing and reflecting on aspects that do or do not fit with their own sense of identity. </p>        <p>Students identify grammatical elements such as case markers, particles, suffixes and verb endings from simple Korean sentences, and compare how grammatical functions of nouns and verbs are determined in Korean and English sentences. They provide examples of the Korean honorific system that works at grammar and word levels (for example,<span lang="ko"> 진지 드세요</span>) and illustrate how politeness and respect are important aspects of Korean language and culture. Students differentiate between oral and written forms of words, and apply spelling conventions and spacing rules in their writing. Students explain how word order in Korean differs from English and use a metalanguage to identify common features such as nouns, verbs, cases and subject–object–verb/subject–verb–object constructions. Students identify and reproduce characteristic grammatical features in familiar texts. They vary their language use and make choices of linguistic features, such as the use of polite forms, according to the context. They provide examples showing that Korean is a language for local, international and virtual communication and that it continuously changes as society and culture change, impacted by globalisation and new technologies. Students explain how cultural values and ideas are embedded in language and communicative behaviours. They give examples from their own language/s and cultural behaviour/s which may be interpreted differently from other cultural perspectives and give such possible interpretations.</p>      
australia-f10-year8-languages-korean	|	        <p>          <b>The nature of the learners</b>        </p>        <p>These years represent a transition to secondary school and students in this pathway are continuing to study Korean, bringing with them a capability to communicate with some assistance about their immediate world and Korea. They have experience in analysing the major features of the language system and in considering intercultural exchanges and their role in these. </p>        <p>          <b>Korean language learning and use</b>        </p>        <p>Learners use Korean for classroom interactions and transactions in a variety of tasks in different modes that involve spoken and written Korean. They have extra opportunities to use Korean by a purposeful integration of the use of virtual communication. They present, explain, and compare information, opinions or ideas, on their current interests or topics drawn from other learning areas, practising language forms and developing cultural understanding, working both independently and collaboratively. They use primarily modelled and rehearsed language for planning, problem-solving, decision-making and reflecting, with increasing personal and original use of vocabulary, and experiment with known grammatical forms and structures to use them with increasing independence in familiar and unfamiliar contexts. They explore and reflect on their own and others’ intercultural perspectives and practices.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary context for interaction remains the Korean language class; however, there may be opportunities for interacting with peers in Korea and with other learners of Korean, for example, through technology or sister-school relationships. Learners may have extra access to Korean speakers through media and community events and resources.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners work with a broad range of texts and resources specifically designed for learning Korean in school contexts, such as textbooks, readers, videos and online materials including those developed for computer-supported collaborative learning. They may also access authentic materials created in Korean for general audience within Korea as well as in international contexts, with subtitles as necessary, such as songs, stories, films, websites, advertisements and magazines.</p>        <p>          <b>Features of Korean language use</b>        </p>        <p>Learners expand their range of vocabulary to domains beyond their personal interests. They use a range of grammatical forms and structures to convey more complex relationships between ideas and events, developing awareness of how language structures and features build up textural features. They use descriptive and expressive language including onomatopoeic and mimetic words to create expressive effects and interests. They pronounce sounds at syllable boundaries with increasing accuracy, applying relevant Korean pronunciation rules. They are increasingly aware of connections between language and culture, noticing, for example, politeness expressed in cultural practices as well as embedded in Korean grammar and vocabulary systems, and the choices of polite language determined by age and social relationships. They reflect on how language changes with social cultural changes and on their own language and culture. They have increasing awareness of their identity as users of two or more languages and reflect on the impact of intercultural experiences on identity-shaping. </p>        <p>          <b>Level of support</b>        </p>        <p>Learners need continued scaffolding, modelling and material support particularly at the paragraph and entire text level for written language and for developing fluency and accuracy in spoken language. Explicit instruction of grammatical features and modelling will be effective for their development of metalanguage use and expansion of metalinguistic knowledge of Korean. Learners are encouraged to be autonomous and to self-monitor in task-based activities integrated with implicit form-focused learning approach. Learners continue to use dictionaries with teacher support with increasing independence and to access word lists, charts and examples to enrich their receptive and productive language use.</p>        <p>          <b>The role of English</b>        </p>        <p>Korean is increasingly used at this level for classroom interactions and routines, for task participation and structured discussions, and encouraged to be used for learning new content drawn from other learning areas as long as its conceptual demand and complexity is within students’ linguistic scope in Korean. English continues to be used for more complex elements of instruction and explanations, and for more substantive discussion, analysis and reflection in relation to abstract concepts. Learners continue to develop a metalanguage for thinking and talking about language, culture and identity and the experience of learning Korean. </p>      	|	        <p>By the end of Year 8, students use written and spoken Korean to interact with teachers, peers and others, and to exchange ideas, experiences and interests. They pronounce polysyllabic words that involve syllable-final consonants (<span lang="ko">받침</span>) such as <span lang="ko">먹고</span>, <span lang="ko">어떻게</span> and <span lang="ko">축하합니다</span> as <span lang="ko">먹꼬</span>, <span lang="ko">어떠케</span> and <span lang="ko">추카함니다</span>, applying relevant pronunciation rules with some accuracy. When interacting, they initiate conversations (for example, <span lang="ko">지금 뭐 해요? 어디 가요?</span>), and ask and respond to questions (for example, <span lang="ko">왜 한국어를 배워요? 방학 때 뭐 할 거예요?</span>). Students clarify answers or instructions (for example, <span lang="ko">무슨 뜻이에요? 다시 말해 주세요</span>) and ask for and give opinions (for example, <span lang="ko">어떻게 생각해요?; 제 생각에는…; …인 것 같아요</span>). They describe plans (for example, <span lang="ko">한국에 갈 거예요</span>) and ask for suggestions (for example, <span lang="ko">무엇을 할까요?</span>). They locate and evaluate factual information in texts and create informative and imaginative texts in a range of modes using multimodal or conventional formats. Students explain reasons for actions and show contrasts between feelings or facts, using conjunctive suffixes (clausal connectives) such as <span lang="ko">–어/아서</span> and <span lang="ko">–지만</span> (for example, <span lang="ko">소라가 좋아서 한국어를 배웠어요; 모자가 예쁘지만 너무 작아요</span>). They use humble/honorific words or honorific particles such as <span lang="ko">진지</span>, <span lang="ko">드리다</span> and <span lang="ko">–께</span> appropriately, and use some basic onomatopoeic and mimetic words such as <span lang="ko">똑똑</span> and <span lang="ko">콜콜</span> to create expressive effects and engage the interest of the audience. Students use cohesive devices, for example, conjunctions (such as <span lang="ko">그리고, 그래서, 그러나, 그런데, –고, –어/아서, –지만</span>), adverbs of frequency (such as <span lang="ko">가끔, 보통, 자주, 언제나</span>), time (such as <span lang="ko">벌써, 아직</span>) and direction (such as <span lang="ko">쭉, 곧장</span>) and the agreement among honorific elements, at sentence level (for example, <span lang="ko">할머니께 꽃을 드려요</span>) and throughout the text by using the informal polite style ending <span lang="ko">–어/아요</span>. They use a range of case markers and particles such as <span lang="ko">–의</span>, <span lang="ko">– (으)로</span>, <span lang="ko">와/과</span>, <span lang="ko">–부터</span> and <span lang="ko">–까지</span> (for example, <span lang="ko">소라의 생일, 색연필로, 왼쪽으로, 불고기와 김치, 아침부터 저녁까지</span>) and location nouns attached by <span lang="ko">–에</span> to indicate relative locations (for example, <span lang="ko">책상 위에 …, 상자 안에 …</span>). Students use some complex structures in verb phrases such as <span lang="ko">–어/아 주다</span>, <span lang="ko">–고 있다</span>, <span lang="ko">–(으)ㄹ 줄 알다</span>, <span lang="ko">–(으)ㄹ 수 있다</span> and <span lang="ko">–어/아 보다</span> as set phrases. They form questions using a range of question words such as <span lang="ko">언제</span>, <span lang="ko">어디</span>, <span lang="ko">어떻게</span>, <span lang="ko">어느</span> and <span lang="ko">무슨</span>, and modify nouns using an adjectival form of a descriptive verb suffixed by <span lang="ko">–(으)ㄴ</span> (for example, <span lang="ko">착한 사람</span>). Students write loan words from English in <i>Hangeul</i> and compare their original pronunciation and how they are pronounced as loan words in Korean (for example, <span lang="ko">테니스, 포크</span>). They translate across languages, paraphrasing or annotating words or expressions where equivalence is not possible, such as <span lang="ko">정들었어요</span>, <span lang="ko">세배</span> or ‘mufti day’. They recount their reactions to intercultural experiences, describing and reflecting on aspects that do or do not fit with their own sense of identity. </p>        <p>Students identify grammatical elements such as case markers, particles, suffixes and verb endings from simple Korean sentences, and compare how grammatical functions of nouns and verbs are determined in Korean and English sentences. They provide examples of the Korean honorific system that works at grammar and word levels (for example,<span lang="ko"> 진지 드세요</span>) and illustrate how politeness and respect are important aspects of Korean language and culture. Students differentiate between oral and written forms of words, and apply spelling conventions and spacing rules in their writing. Students explain how word order in Korean differs from English and use a metalanguage to identify common features such as nouns, verbs, cases and subject–object–verb/subject–verb–object constructions. Students identify and reproduce characteristic grammatical features in familiar texts. They vary their language use and make choices of linguistic features, such as the use of polite forms, according to the context. They provide examples showing that Korean is a language for local, international and virtual communication and that it continuously changes as society and culture change, impacted by globalisation and new technologies. Students explain how cultural values and ideas are embedded in language and communicative behaviours. They give examples from their own language/s and cultural behaviour/s which may be interpreted differently from other cultural perspectives and give such possible interpretations.</p>      
australia-f10-year9-languages-korean	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students bring existing knowledge of Korean language and culture and a range of learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and environmental issues. They need continued guidance and mentoring, but are increasingly independent in terms of analysis, reflection and monitoring of their language learning and intercultural experiences. They are considering future pathways and options, including how Korean could be part of these. </p>        <p>          <b>Korean language learning and use</b>        </p>        <p>Learners engage with more complex language with greater control of language. They use a range of forms and structures, and richer and more sophisticated vocabulary to perform tasks individually and collaboratively, to access and exchange information on broader topics and abstract concepts, and to create, interpret and analyse a wider range of texts. They express feelings, emotions and opinions more precisely using a variety of expressive and descriptive language in imaginative and creative experiences. They are more confident in communicating in Korean in familiar and some unfamiliar contexts with a greater understanding of the variability of language use, making appropriate language choices and adjustments. With an increasing command of <i>Hangeul</i>, learners interact with members of the virtual community of Korean speakers and learners worldwide, sharing their understanding of Korean culture and language as well as of their own. They understand that language varies and changes, and engage in and reflect on intercultural experiences.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact with the teacher and peers, and may have access to members of Korean-speaking communities via online technologies including some computer-mediated communication tools. They may also encounter Korean in the wider community, such as in the media, film or cultural festivals, community events, guest speakers, exchange teachers/assistants or in-country travel.  </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners use an extensive range of texts designed for Korean language learning such as textbooks, teacher-generated materials and online resources. Learning is enriched by exposure to authentic materials designed for or generated by young Korean speakers, such as video clips, songs, stories, articles, magazine features, television programs or advertisements. Authentic Korean community resources provide opportunities to extend learners’ experience of learning the language and culture. Texts may include additional materials that students have sourced on their own to support their learning or to pursue personal interests in Korean language and culture.</p>        <p>          <b>Features of Korean language use </b>        </p>        <p>Learners extend their grammatical knowledge to a range of particles, conjunctive suffixes (clausal connectives) and complex phrasal and sentential structures. Their vocabulary range expands to abstract words and some specialised vocabulary drawn from other learning areas or areas of interest in the wider context. With an increasing knowledge and control of language structures and features and vocabulary, including those with honorific elements, students recognise, analyse and construct different types of texts for different audiences and purposes. They interpret, create, evaluate and perform in individual and collaborative tasks that involve planning, problem-solving, decision-making, or informing or entertaining others. They make inferences from their knowledge of the Korean language and culture to understand unfamiliar content and consolidate their awareness of language variation and its connection with identity. They move between Korean and English, translating, discussing, analysing and comparing the languages using a metalanguage, applying metalinguistic knowledge and taking intercultural perspectives as a user of two (or more) languages. Learners have an increasing understanding of language learning as a cultural, social and linguistic process. They examine their own and others’ communicative practices and understand the concept of mutual responsibility for intercultural exchanges. </p>        <p>          <b>Level of support </b>        </p>        <p>While learners are increasingly less reliant on the teacher for support during communicative interactions, continued support and provision of rich language input from the teacher is needed for their sustained learning of Korean. The teacher provides implicit and sometimes explicit modelling and scaffolding in meaningful contexts. Learners need explicit instruction and explanation to understand highly complex structures and functions of grammatical items and meanings of highly abstract and/or culture-specific vocabulary. Provision of opportunities to discuss, clarify, practise and apply their knowledge is critical in consolidating their acquired knowledge and skills and in enhancing learner autonomy. Students may self-monitor their learning by keeping record of critical and constructive teacher feedback, peer support and self-review (for example, through portfolios, peer reviews, e–journaling, online discussion forums). They continue to access word lists, graphic organisers and modelled texts, and the teacher gives precise guidance for using dictionaries, particularly with dictionary forms of verbs. </p>        <p>          <b>The role of English</b>        </p>        <p>Learners and teachers use Korean as the primary medium of interaction in language-oriented and most content-oriented tasks. English is used for substantive discussion, explanation and analysis requiring students to deal with a conceptual demand which is too far beyond their level of competence in Korean, for example, analysing highly abstract and complex concepts embedded in linguistic structures/cultural practices.</p>      	|	        <p>By the end of Year 10, students use written and spoken Korean to communicate with teachers, peers and others in a range of settings and for a range of purposes. They use Korean to access and exchange information on a broad range of social, cultural and environmental issues of interest to young people. They initiate, sustain and extend spoken and written exchanges in interactions and transactions by asking and responding to open-ended questions, eliciting opinions (for example, <span lang="ko">어떻게 생각해요?; 어디에서 …–(으)면 좋을까요?</span>), requesting elaboration (for example, <span lang="ko">왜 …을/를 좋아해요?; 어떻게 그렇게 되었어요?</span>) and providing their own opinions (for example, <span lang="ko">저는 민수가 맞다고 생각해요; 저는 4번이라고 생각했어요</span>) and information when requested. They use non-verbal communication strategies such as facial expressions, gestures, pausing or pitching, and give verbal feedback expressing empathy, down-toning, acknowledging or expressing indirect disagreement using reflective language (such as <span lang="ko">그렇지요?; 좋았겠어요; 아마; 글쎄요; 아, 그렇군요; 아닌 것 같은데요; 정말 그럴까요?</span>). They make suggestions in relation to topics of conversation (for example, <span lang="ko">여러분도 한번 한국에 가 보세요</span>) and consider options, using a range of suffixes and complex/idiomatic structures indicating the future in verb phrases (such as <span lang="ko">–겠–, –(으)ㄹ래요, –(으)ㄹ 계획이에요, –(으)ㄹ 거예요, –(으)면 좋을까요?</span>). They make decisions comparing options using <span lang="ko">...보다 더 ...</span> and providing reasons for decisions (for example, <span lang="ko">기차가 버스보다 더 편리하니까 기차로 가요</span>). Students locate and evaluate information from a range of sources, and analyse, interpret and integrate information from diverse perspectives. They create informative and imaginative texts, using a range of case markers, including honorific forms, particles and verb phrases in complex structures (such as <span lang="ko">–지 않다/못하다, –(으)ㄹ 뻔하다, –(으)ㄴ/는/(으)ㄹ것 같다, –러 가다</span>), and describing two related ideas or events in different relationships by connecting two clauses in a sentence (for example, <span lang="ko">비가 올 것 같으니까 우산을 가져 가세요; 저기에서 노래하는 사람이 누구예요?</span>). They use a range of abstract words, selecting vocabulary suitable for the target audience, purpose and context. They maintain the cohesiveness of the text by keeping consistency in terms of speech level and style and honorific elements, and by using cohesive devices such as conjunctors (such as <span lang="ko">–(으)니까, –다가, –(으)ㄴ/는데, –(으)면서)</span>, conjunctive adverbs (such as <span lang="ko">하지만, 그러므로, 그러니까</span>) and ellipsis. Students translate and create bilingual texts across Korean and English, providing and comparing alternative versions, identifying ways to interpret and convey embedded meanings in culture-specific terms or expressions that are language-specific. They compare their intercultural experiences, referencing their current and past senses of identity, views and attitudes in relation to their ways of using language. </p>        <p>Students describe how spoken and written Korean vary and are modified according to contexts, audiences and purposes. They exemplify such adjustments (for example, changes to pitch or speed of speech, use of contractions or <span lang="ko">반말</span>, choice of vocabulary, and level of politeness and formality), explaining possible reasons for particular adjustments. They describe how languages change and borrow from, build on and blend with each other, giving examples in relation to Korean and languages such as English, Chinese and Japanese that share social, cultural and historical relationships. They explain how language influences ways of thinking, views of the world and human relationships. Students use metalanguage to explain aspects of the Korean language such as tense, suffix, honorification, adverb, modification, speech level (for example, <span lang="ko">반말, 높임말</span>), and politeness. They assess their own language use and cultural practices from multicultural perspectives and the meaning and impact of multiculturalism from various perspectives. </p>      
australia-f10-year10-languages-korean	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students bring existing knowledge of Korean language and culture and a range of learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and environmental issues. They need continued guidance and mentoring, but are increasingly independent in terms of analysis, reflection and monitoring of their language learning and intercultural experiences. They are considering future pathways and options, including how Korean could be part of these. </p>        <p>          <b>Korean language learning and use</b>        </p>        <p>Learners engage with more complex language with greater control of language. They use a range of forms and structures, and richer and more sophisticated vocabulary to perform tasks individually and collaboratively, to access and exchange information on broader topics and abstract concepts, and to create, interpret and analyse a wider range of texts. They express feelings, emotions and opinions more precisely using a variety of expressive and descriptive language in imaginative and creative experiences. They are more confident in communicating in Korean in familiar and some unfamiliar contexts with a greater understanding of the variability of language use, making appropriate language choices and adjustments. With an increasing command of <i>Hangeul</i>, learners interact with members of the virtual community of Korean speakers and learners worldwide, sharing their understanding of Korean culture and language as well as of their own. They understand that language varies and changes, and engage in and reflect on intercultural experiences.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact with the teacher and peers, and may have access to members of Korean-speaking communities via online technologies including some computer-mediated communication tools. They may also encounter Korean in the wider community, such as in the media, film or cultural festivals, community events, guest speakers, exchange teachers/assistants or in-country travel.  </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners use an extensive range of texts designed for Korean language learning such as textbooks, teacher-generated materials and online resources. Learning is enriched by exposure to authentic materials designed for or generated by young Korean speakers, such as video clips, songs, stories, articles, magazine features, television programs or advertisements. Authentic Korean community resources provide opportunities to extend learners’ experience of learning the language and culture. Texts may include additional materials that students have sourced on their own to support their learning or to pursue personal interests in Korean language and culture.</p>        <p>          <b>Features of Korean language use </b>        </p>        <p>Learners extend their grammatical knowledge to a range of particles, conjunctive suffixes (clausal connectives) and complex phrasal and sentential structures. Their vocabulary range expands to abstract words and some specialised vocabulary drawn from other learning areas or areas of interest in the wider context. With an increasing knowledge and control of language structures and features and vocabulary, including those with honorific elements, students recognise, analyse and construct different types of texts for different audiences and purposes. They interpret, create, evaluate and perform in individual and collaborative tasks that involve planning, problem-solving, decision-making, or informing or entertaining others. They make inferences from their knowledge of the Korean language and culture to understand unfamiliar content and consolidate their awareness of language variation and its connection with identity. They move between Korean and English, translating, discussing, analysing and comparing the languages using a metalanguage, applying metalinguistic knowledge and taking intercultural perspectives as a user of two (or more) languages. Learners have an increasing understanding of language learning as a cultural, social and linguistic process. They examine their own and others’ communicative practices and understand the concept of mutual responsibility for intercultural exchanges. </p>        <p>          <b>Level of support </b>        </p>        <p>While learners are increasingly less reliant on the teacher for support during communicative interactions, continued support and provision of rich language input from the teacher is needed for their sustained learning of Korean. The teacher provides implicit and sometimes explicit modelling and scaffolding in meaningful contexts. Learners need explicit instruction and explanation to understand highly complex structures and functions of grammatical items and meanings of highly abstract and/or culture-specific vocabulary. Provision of opportunities to discuss, clarify, practise and apply their knowledge is critical in consolidating their acquired knowledge and skills and in enhancing learner autonomy. Students may self-monitor their learning by keeping record of critical and constructive teacher feedback, peer support and self-review (for example, through portfolios, peer reviews, e–journaling, online discussion forums). They continue to access word lists, graphic organisers and modelled texts, and the teacher gives precise guidance for using dictionaries, particularly with dictionary forms of verbs. </p>        <p>          <b>The role of English</b>        </p>        <p>Learners and teachers use Korean as the primary medium of interaction in language-oriented and most content-oriented tasks. English is used for substantive discussion, explanation and analysis requiring students to deal with a conceptual demand which is too far beyond their level of competence in Korean, for example, analysing highly abstract and complex concepts embedded in linguistic structures/cultural practices.</p>      	|	        <p>By the end of Year 10, students use written and spoken Korean to communicate with teachers, peers and others in a range of settings and for a range of purposes. They use Korean to access and exchange information on a broad range of social, cultural and environmental issues of interest to young people. They initiate, sustain and extend spoken and written exchanges in interactions and transactions by asking and responding to open-ended questions, eliciting opinions (for example, <span lang="ko">어떻게 생각해요?; 어디에서 …–(으)면 좋을까요?</span>), requesting elaboration (for example, <span lang="ko">왜 …을/를 좋아해요?; 어떻게 그렇게 되었어요?</span>) and providing their own opinions (for example, <span lang="ko">저는 민수가 맞다고 생각해요; 저는 4번이라고 생각했어요</span>) and information when requested. They use non-verbal communication strategies such as facial expressions, gestures, pausing or pitching, and give verbal feedback expressing empathy, down-toning, acknowledging or expressing indirect disagreement using reflective language (such as <span lang="ko">그렇지요?; 좋았겠어요; 아마; 글쎄요; 아, 그렇군요; 아닌 것 같은데요; 정말 그럴까요?</span>). They make suggestions in relation to topics of conversation (for example, <span lang="ko">여러분도 한번 한국에 가 보세요</span>) and consider options, using a range of suffixes and complex/idiomatic structures indicating the future in verb phrases (such as <span lang="ko">–겠–, –(으)ㄹ래요, –(으)ㄹ 계획이에요, –(으)ㄹ 거예요, –(으)면 좋을까요?</span>). They make decisions comparing options using <span lang="ko">...보다 더 ...</span> and providing reasons for decisions (for example, <span lang="ko">기차가 버스보다 더 편리하니까 기차로 가요</span>). Students locate and evaluate information from a range of sources, and analyse, interpret and integrate information from diverse perspectives. They create informative and imaginative texts, using a range of case markers, including honorific forms, particles and verb phrases in complex structures (such as <span lang="ko">–지 않다/못하다, –(으)ㄹ 뻔하다, –(으)ㄴ/는/(으)ㄹ것 같다, –러 가다</span>), and describing two related ideas or events in different relationships by connecting two clauses in a sentence (for example, <span lang="ko">비가 올 것 같으니까 우산을 가져 가세요; 저기에서 노래하는 사람이 누구예요?</span>). They use a range of abstract words, selecting vocabulary suitable for the target audience, purpose and context. They maintain the cohesiveness of the text by keeping consistency in terms of speech level and style and honorific elements, and by using cohesive devices such as conjunctors (such as <span lang="ko">–(으)니까, –다가, –(으)ㄴ/는데, –(으)면서)</span>, conjunctive adverbs (such as <span lang="ko">하지만, 그러므로, 그러니까</span>) and ellipsis. Students translate and create bilingual texts across Korean and English, providing and comparing alternative versions, identifying ways to interpret and convey embedded meanings in culture-specific terms or expressions that are language-specific. They compare their intercultural experiences, referencing their current and past senses of identity, views and attitudes in relation to their ways of using language. </p>        <p>Students describe how spoken and written Korean vary and are modified according to contexts, audiences and purposes. They exemplify such adjustments (for example, changes to pitch or speed of speech, use of contractions or <span lang="ko">반말</span>, choice of vocabulary, and level of politeness and formality), explaining possible reasons for particular adjustments. They describe how languages change and borrow from, build on and blend with each other, giving examples in relation to Korean and languages such as English, Chinese and Japanese that share social, cultural and historical relationships. They explain how language influences ways of thinking, views of the world and human relationships. Students use metalanguage to explain aspects of the Korean language such as tense, suffix, honorification, adverb, modification, speech level (for example, <span lang="ko">반말, 높임말</span>), and politeness. They assess their own language use and cultural practices from multicultural perspectives and the meaning and impact of multiculturalism from various perspectives. </p>      
australia-f10-foundation-mathematics	|	<p>The proficiency strands <strong>understanding, fluency, problem-solving</strong> and <strong>reasoning</strong> are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.</p> <p>At this year level:</p> <ul> <li><strong>understanding</strong> includes connecting names, numerals and quantities</li> <li><strong>fluency</strong> includes readily counting numbers in sequences, continuing patterns and comparing the lengths of objects</li> <li><strong>problem-solving</strong> includes using materials to model authentic problems, sorting objects, using familiar counting sequences to solve unfamiliar problems and discussing the reasonableness of the answer</li> <li><strong>reasoning</strong> includes explaining comparisons of quantities, creating patterns and explaining processes for indirect comparison of length.</li> </ul>	|	<p>By the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity.&nbsp;Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location.</p> <p>Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information and make simple inferences.</p>
australia-f10-year1-mathematics	|	<p>The proficiency strands <strong>understanding, fluency, problem-solving</strong> and <strong>reasoning</strong> are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.</p> <p>At this year level:</p> <ul> <li><strong>understanding</strong> includes connecting names, numerals and quantities, and partitioning numbers in various ways</li> <li><strong>fluency</strong> includes readily counting number in sequences forwards and backwards, locating numbers on a line and naming the days of the week</li> <li><strong>problem-solving</strong> includes using materials to model authentic problems, giving and receiving directions to unfamiliar places, using familiar counting sequences to solve unfamiliar problems and discussing the reasonableness of the answer</li> <li><strong>reasoning</strong> includes explaining direct and indirect comparisons of length using uniform informal units, justifying representations of data and explaining patterns that have been created.</li> </ul>	|	<p>By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise Australian coins according to their value.&nbsp;Students explain time durations. They describe two-dimensional shapes and three-dimensional objects. Students describe data displays.</p> <p>Students count to and from 100 and locate numbers on a number line. They carry out simple additions and subtractions using counting strategies. They partition numbers using place value. They continue simple patterns involving numbers and objects. Students order objects based on lengths and capacities using informal units. They tell time to the half-hour. They use the language of direction to move from place to place. Students classify outcomes of simple familiar events. They collect data by asking questions, draw simple data displays and make simple inferences.</p>
australia-f10-year2-mathematics	|	<p>The proficiency strands <strong>understanding, fluency, problem-solving</strong> and <strong>reasoning</strong> are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.</p> <p>At this year level:</p> <ul> <li><strong>understanding</strong> includes connecting number calculations with counting sequences, partitioning and combining numbers flexibly and identifying and describing the relationship between addition and subtraction and between multiplication and division</li> <li><strong>fluency</strong> includes readily counting numbers in sequences, using informal units iteratively to compare measurements, using the language of chance to describe outcomes of familiar chance events and describing and comparing time durations</li> <li><strong>problem-solving</strong> includes formulating problems from authentic situations, making models and using number sentences that represent problem situations, and matching transformations with their original shape</li> <li><strong>reasoning </strong>includes using known facts to derive strategies for unfamiliar calculations, comparing and contrasting related models of operations and creating and interpreting simple representations of data.</li> </ul>	|	<p>By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value.&nbsp;Students identify the missing element in a number sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information.</p> <p>Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter-hour and use a calendar to identify the date and the months included in seasons. They draw two-dimensional shapes. They describe outcomes for everyday events. Students collect, organise and represent data to make simple inferences.</p>
australia-f10-year3-mathematics	|	<p>The proficiency strands <strong>understanding, fluency, problem-solving</strong> and <strong>reasoning</strong> are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.</p> <p>At this year level:</p> <ul> <li><strong>understanding</strong> includes connecting number representations with number sequences, partitioning and combining numbers flexibly, representing unit fractions, using appropriate language to communicate times, and identifying environmental symmetry</li> <li><strong>fluency</strong> includes recalling multiplication facts, using familiar metric units to order and compare objects, identifying and describing outcomes of chance experiments, interpreting maps and communicating positions</li> <li><strong>problem-solving</strong> includes formulating and modelling authentic situations involving planning methods of data collection and representation, making models of three-dimensional objects and using number properties to continue number patterns</li> <li><strong>reasoning</strong> includes using generalising from number properties and results of calculations, comparing angles and creating and interpreting variations in the results of data collections and data displays.</li> </ul>	|	<p>By the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify symmetry in the environment. They match positions on maps with given information. Students recognise angles in real situations. They interpret and compare data displays.</p> <p>Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single-digit numbers. Students correctly count out change from financial transactions. They continue number patterns involving addition and subtraction. Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of three-dimensional objects. Students conduct chance experiments and list possible outcomes. They conduct simple data investigations for categorical variables.</p>
australia-f10-year4-mathematics	|	<p>The proficiency strands <strong>understanding, fluency, problem-solving</strong> and <strong>reasoning</strong> are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.</p> <p>At this year level:</p> <ul> <li><strong>understanding</strong> includes making connections between representations of numbers, partitioning and combining numbers flexibly, extending place value to decimals, using appropriate language to communicate times and describing properties of symmetrical shapes</li> <li><strong>fluency</strong> includes recalling multiplication tables, communicating sequences of simple fractions, using instruments to measure accurately, creating patterns with shapes and their transformations and collecting and recording data</li> <li><strong>problem-solving</strong> includes formulating, modelling and recording authentic situations involving operations, comparing large numbers with each other, comparing time durations and using properties of numbers to continue patterns</li> <li><strong>reasoning </strong>includes using generalising from number properties and results of calculations, deriving strategies for unfamiliar multiplication and division tasks, comparing angles, communicating information using graphical displays and evaluating the appropriateness of different displays.</li> </ul>	|	<p>By the end of Year 4, students choose appropriate strategies for calculations involving multiplication and division. They recognise common equivalent fractions in familiar contexts and make connections between fraction and decimal notations up to two decimal places. Students solve simple purchasing problems. They identify and explain strategies for finding unknown quantities in number sentences. They describe number patterns resulting from multiplication. Students compare areas of regular and irregular shapes using informal units. They solve problems involving time duration. They interpret information contained in maps. Students identify dependent and independent events. They describe different methods for data collection and representation, and evaluate their effectiveness.</p> <p>Students use the properties of odd and even numbers. They recall multiplication facts to 10 x 10 and related division facts. Students locate familiar fractions on a number line. They continue number sequences involving multiples of single digit numbers. Students use scaled instruments to measure temperatures, lengths, shapes and objects. They convert between units of time. Students create symmetrical shapes and patterns. They classify angles in relation to a right angle. Students list the probabilities of everyday events. They construct data displays from given or collected data.</p>
australia-f10-year5-mathematics	|	<p>The proficiency strands <strong>understanding, fluency, problem-solving</strong> and <strong>reasoning</strong> are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.</p> <p>At this year level:</p> <ul> <li><strong>understanding</strong> includes making connections between representations of numbers, using fractions to represent probabilities, comparing and ordering fractions and decimals and representing them in various ways, describing transformations and identifying line and rotational symmetry</li> <li><strong>fluency</strong> includes choosing appropriate units of measurement for calculation of perimeter and area, using estimation to check the reasonableness of answers to calculations and using instruments to measure angles</li> <li><strong>problem-solving</strong> includes formulating and solving authentic problems using whole numbers and measurements and creating financial plans</li> <li><strong>reasoning</strong> includes investigating strategies to perform calculations efficiently, continuing patterns involving fractions and decimals, interpreting results of chance experiments, posing appropriate questions for data investigations and interpreting data sets.</li> </ul>	|	<p>By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and describe factors and multiples. They identify and explain strategies for finding unknown quantities in number sentences involving the four operations. They explain plans for simple budgets. Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry.&nbsp;Students interpret different data sets.</p> <p>Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue patterns by adding and subtracting fractions and decimals. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12- and 24-hour time. Students use a grid reference system to locate landmarks. They measure and construct different angles. Students list outcomes of chance experiments with equally likely outcomes and assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays appropriate for the data.</p>
australia-f10-year6-mathematics	|	<p>The proficiency strands <strong>understanding, fluency, problem-solving</strong> and <strong>reasoning</strong> are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.</p> <p>At this year level:</p> <ul> <li><strong>understanding</strong> includes describing properties of different sets of numbers, using fractions and decimals to describe probabilities, representing fractions and decimals in various ways and describing connections between them, and making reasonable estimations</li> <li><strong>fluency</strong> includes representing integers on a number line, calculating simple percentages, using brackets appropriately, converting between fractions and decimals, using operations with fractions, decimals and percentages, measuring using metric units and interpreting timetables</li> <li><strong>problem-solving</strong> includes formulating and solving authentic problems using fractions, decimals, percentages and measurements, interpreting secondary data displays and finding the size of unknown angles</li> <li><strong>reasoning</strong> includes explaining mental strategies for performing calculations, describing results for continuing number sequences, explaining the transformation of one shape into another and explaining why the actual results of chance experiments may differ from expected results.</li> </ul>	|	<p>By the end of Year 6, students recognise the properties of prime, composite, square and triangular numbers. They describe the use of integers in everyday contexts. They solve problems involving all four operations with whole numbers. Students connect fractions, decimals and percentages as different representations of the same number. They solve problems involving the addition and subtraction of related fractions. Students make connections between the powers of 10 and the multiplication and division of decimals. They describe rules used in sequences involving whole numbers, fractions and decimals.&nbsp;Students connect decimal representations to the metric system and choose appropriate units of measurement to perform a calculation. They make connections between capacity and volume. They solve problems involving length and area. They interpret timetables. Students describe combinations of transformations. They solve problems using the properties of angles. Students compare observed and expected frequencies. They interpret and compare a variety of data displays including those displays for two categorical variables. They interpret secondary data displayed in the media.</p> <p>Students locate fractions and integers on a number line. They calculate a simple fraction of a quantity. They add, subtract and multiply decimals and divide decimals where the result is rational. Students calculate common percentage discounts on sale items. They write correct number sentences using brackets and order of operations. Students locate an ordered pair in any one of the four quadrants on the Cartesian plane. They construct simple prisms and pyramids. Students describe probabilities using simple fractions, decimals and percentages.</p>
australia-f10-year7-mathematics	|	<p>The proficiency strands <strong>understanding, fluency, problem-solving</strong> and <strong>reasoning</strong> are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.</p> <p>At this year level:</p> <ul> <li><strong>understanding </strong>includes describing patterns in uses of indices with whole numbers, recognising equivalences between fractions, decimals, percentages and ratios, plotting points on the Cartesian plane, identifying angles formed by a transversal crossing a pair of lines, and connecting the laws and properties of numbers to algebraic terms and expressions</li> <li><strong>fluency</strong> includes calculating accurately with integers, representing fractions and decimals in various ways, investigating best buys, finding measures of central tendency and calculating areas of shapes and volumes of prisms</li> <li><strong>problem-solving</strong> includes formulating and solving authentic problems using numbers and measurements, working with transformations and identifying symmetry, calculating angles and interpreting sets of data collected through chance experiments</li> <li><strong>reasoning</strong> includes applying the number laws to calculations, applying known geometric facts to draw conclusions about shapes, applying an understanding of ratio and interpreting data displays.</li> </ul>	|	<p>By the end of Year 7, students solve problems involving the comparison, addition and subtraction of integers. They make the connections between whole numbers and index notation and the relationship between perfect squares and square roots. They solve problems involving percentages and all four operations with fractions and decimals. They compare the cost of items to make financial decisions. Students represent numbers using variables. They connect the laws and properties for numbers to algebra. They interpret simple linear representations and model authentic information. Students describe different views of three-dimensional objects. They represent transformations in the Cartesian plane. They solve simple numerical problems involving angles formed by a transversal crossing two lines. Students identify issues involving the collection of continuous data. They describe the relationship between the median and mean in data displays.</p> <p>Students use fractions, decimals and percentages, and their equivalences. They express one quantity as a fraction or percentage of another. Students solve simple linear equations and evaluate algebraic expressions after numerical substitution. They assign ordered pairs to given points on the Cartesian plane. Students use formulas for the area and perimeter of rectangles and calculate volumes of rectangular prisms. Students classify triangles and quadrilaterals. They name the types of angles formed by a transversal crossing parallel line. Students determine the sample space for simple experiments with equally likely outcomes and assign probabilities to those outcomes. They calculate mean, mode, median and range for data sets. They construct stem-and-leaf plots and dot-plots.</p>
australia-f10-year8-mathematics	|	<p>The proficiency strands <strong>understanding, fluency, problem-solving</strong> and <strong>reasoning</strong> are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.</p> <p>At this year level:</p> <ul> <li><strong>understanding</strong> includes describing patterns involving indices and recurring decimals, identifying commonalities between operations with algebra and arithmetic, connecting rules for linear relations with their graphs, explaining the purpose of statistical measures and explaining measurements of perimeter and area</li> <li><strong>fluency</strong> includes calculating accurately with simple decimals, indices and integers; recognising equivalence of common decimals and fractions including recurring decimals; factorising and simplifying basic algebraic expressions and evaluating perimeters and areas of common shapes and volumes of three-dimensional objects</li> <li><strong>problem-solving</strong> includes formulating and modelling practical situations involving ratios, profit and loss, areas and perimeters of common shapes and using two-way tables and Venn diagrams to calculate probabilities</li> <li><strong>reasoning</strong> includes justifying the result of a calculation or estimation as reasonable, deriving probability from its complement, using congruence to deduce properties of triangles, finding estimates of means and proportions of populations.</li> </ul>	|	<p>By the end of Year 8, students solve everyday problems involving rates, ratios and percentages. They describe index laws and apply them to whole numbers. They describe rational and irrational numbers. Students solve problems involving profit and loss. They make connections between expanding and factorising algebraic expressions. Students solve problems relating to the volume of prisms. They make sense of time duration in real applications. They identify conditions for the congruence of triangles and deduce the properties of quadrilaterals. Students model authentic situations with two-way tables and Venn diagrams. They choose appropriate language to describe events and experiments. They explain issues related to the collection of data and the effect of outliers on means and medians in that data.</p> <p>Students use efficient mental and written strategies to carry out the four operations with integers. They simplify a variety of algebraic expressions. They solve linear equations and graph linear relationships on the Cartesian plane. Students convert between units of measurement for area and volume. They perform calculations to determine perimeter and area of parallelograms, rhombuses and kites. They name the features of circles and calculate the areas and circumferences of circles. Students determine the probabilities of complementary events and calculate the sum of probabilities.</p>
australia-f10-year9-mathematics	|	<p>The proficiency strands <strong>understanding, fluency, problem-solving</strong> and <strong>reasoning</strong> are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.</p> <p>At this year level:</p> <ul> <li><strong>understanding</strong> includes describing the relationship between graphs and equations, simplifying a range of algebraic expressions and explaining the use of relative frequencies to estimate probabilities and of the trigonometric ratios for right-angle triangles</li> <li><strong>fluency</strong> includes applying the index laws to expressions with integer indices, expressing numbers in scientific notation, listing outcomes for experiments, developing familiarity with calculations involving the Cartesian plane and calculating areas of shapes and surface areas of prisms</li> <li><strong>problem-solving</strong> includes formulating and modelling practical situations involving surface areas and volumes of right prisms, applying ratio and scale factors to similar figures, solving problems involving right-angle trigonometry and collecting data from secondary sources to investigate an issue</li> <li><strong>reasoning</strong> includes following mathematical arguments, evaluating media reports and using statistical knowledge to clarify situations, developing strategies in investigating similarity and sketching linear graphs.</li> </ul>	|	<p>By the end of Year 9, students solve problems involving simple interest. They interpret ratio and scale factors in similar figures. Students explain similarity of triangles. They recognise the connections between similarity and the trigonometric ratios. Students compare techniques for collecting data from primary and secondary sources. They make sense of the position of the mean and median in skewed, symmetric and bi-modal displays to describe and interpret data.</p> <p>Students apply the index laws to numbers and express numbers in scientific notation. They expand binomial expressions. They find the distance between two points on the Cartesian plane and the gradient and midpoint of a line segment. They sketch linear and non-linear relations. Students calculate areas of shapes and the volume and surface area of right prisms and cylinders. They use Pythagoras&rsquo; Theorem and trigonometry to find unknown sides of right-angled triangles. Students calculate relative frequencies to estimate probabilities, list outcomes for two-step experiments and assign probabilities for those outcomes. They construct histograms and back-to-back stem-and-leaf plots.</p>
australia-f10-year10-mathematics	|	<p>The proficiency strands <strong>understanding, fluency, problem-solving</strong> and <strong>reasoning</strong> are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.</p> <p>At this year level:</p> <ul> <li><strong>understanding</strong> includes applying the four operations to algebraic fractions, finding unknowns in formulas after substitution, making the connection between equations of relations and their graphs, comparing simple and compound interest in financial contexts and determining probabilities of two- and three-step experiments</li> <li><strong>fluency</strong> includes factorising and expanding algebraic expressions, using a range of strategies to solve equations and using calculations to investigate the shape of data sets</li> <li><strong>problem-solving</strong> includes calculating the surface area and volume of a diverse range of prisms to solve practical problems, finding unknown lengths and angles using applications of trigonometry, using algebraic and graphical techniques to find solutions to simultaneous equations and inequalities and investigating independence of events</li> <li><strong>reasoning </strong>includes formulating geometric proofs involving congruence and similarity, interpreting and evaluating media statements and interpreting and comparing data sets.</li> </ul>	|	<p>By the end of Year 10, students recognise the connection between simple and compound interest. They solve problems involving linear equations and inequalities. They make the connections between algebraic and graphical representations of relations. Students solve surface area and volume problems relating to composite solids. They recognise the relationships between parallel and perpendicular lines. Students apply deductive reasoning to proofs and numerical exercises involving plane shapes. They compare data sets by referring to the shapes of the various data displays. They describe bivariate data where the independent variable is time. Students describe statistical relationships between two continuous variables. They evaluate statistical reports.</p> <p>Students expand binomial expressions and factorise monic quadratic expressions. They find unknown values after substitution into formulas. They perform the four operations with simple algebraic fractions. Students solve simple quadratic equations and pairs of simultaneous equations. They use triangle and angle properties to prove congruence and similarity. Students use trigonometry to calculate unknown angles in right-angled triangles. Students list outcomes for multi-step chance experiments and assign probabilities for these experiments. They calculate quartiles and inter-quartile ranges.</p>
australia-f10-foundation-the-arts-media-arts	|	<p>In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.</p> <p>In the Foundation Year, students undertake The Arts appropriate for their level of development.</p> <p>They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others&rsquo; art making.</p> <p>As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.</p> <p>Students learn about safe practices in the arts through making and responding safely in the different arts subjects.</p> <p>They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.</p> <p>In Media Arts, students:</p> <ul> <li>become aware of structure, intent, character and settings in ideas and stories</li> <li>explore ideas and learn about composition, sound and technologies to construct stories</li> <li>learn how their ideas can be communicated through selecting and organising the elements of media arts.</li> </ul>	|	<p>By the end of Year 2, students communicate about media artworks they make and view, and where and why media artworks are made.</p> <p>Students make and share media artworks using story principles, composition, sound and technologies.</p>
australia-f10-year1-the-arts-media-arts	|	<p>In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.</p> <p>In the Foundation Year, students undertake The Arts appropriate for their level of development.</p> <p>They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others&rsquo; art making.</p> <p>As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.</p> <p>Students learn about safe practices in the arts through making and responding safely in the different arts subjects.</p> <p>They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.</p> <p>In Media Arts, students:</p> <ul> <li>become aware of structure, intent, character and settings in ideas and stories</li> <li>explore ideas and learn about composition, sound and technologies to construct stories</li> <li>learn how their ideas can be communicated through selecting and organising the elements of media arts.</li> </ul>	|	<p>By the end of Year 2, students communicate about media artworks they make and view, and where and why media artworks are made.</p> <p>Students make and share media artworks using story principles, composition, sound and technologies.</p>
australia-f10-year2-the-arts-media-arts	|	<p>In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.</p> <p>In the Foundation Year, students undertake The Arts appropriate for their level of development.</p> <p>They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others&rsquo; art making.</p> <p>As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.</p> <p>Students learn about safe practices in the arts through making and responding safely in the different arts subjects.</p> <p>They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.</p> <p>In Media Arts, students:</p> <ul> <li>become aware of structure, intent, character and settings in ideas and stories</li> <li>explore ideas and learn about composition, sound and technologies to construct stories</li> <li>learn how their ideas can be communicated through selecting and organising the elements of media arts.</li> </ul>	|	<p>By the end of Year 2, students communicate about media artworks they make and view, and where and why media artworks are made.</p> <p>Students make and share media artworks using story principles, composition, sound and technologies.</p>
australia-f10-year3-the-arts-media-arts	|	<p>In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers.</p> <p>As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and cultural contexts of the arts. They make personal evaluations of their own and others&rsquo; artworks, making connections between their own artistic intentions and those of other artists.</p> <p>Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their attention on the artwork and respond to it. They consider why and how audiences respond to artworks.</p> <p>In Years 3 and 4, students&rsquo; awareness of themselves and others as audiences is extended beyond the classroom to the broader school context.</p> <p>In Media Arts, students:</p> <ul> <li>extend their understanding of structure, intent, character and settings</li> <li>use composition, sound and technologies</li> <li>consider themselves as audiences and explore other audience groups</li> <li>explore institutions (individuals, communities and organisations) to understand purpose and process when producing media artworks</li> <li>explore meaning and interpretation, and forms and elements including structure, intent, character, settings, composition, time, space and sound as they make and respond to media artworks</li> <li>discuss the ethical behaviour of individuals when producing media artworks for a variety of audiences</li> <li>recognise appropriate and inappropriate use of other people&rsquo;s images and work in the making of media artworks.</li> </ul>	|	<p>By the end of Year 4, students describe and discuss similarities and differences between media artworks they make and view. They discuss how and why they and others use images, sound and text to make and present media artworks.</p> <p>Students collaborate to use story principles, time, space and technologies to make and share media artworks that communicate ideas to an audience.</p>
australia-f10-year4-the-arts-media-arts	|	<p>In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers.</p> <p>As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and cultural contexts of the arts. They make personal evaluations of their own and others&rsquo; artworks, making connections between their own artistic intentions and those of other artists.</p> <p>Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their attention on the artwork and respond to it. They consider why and how audiences respond to artworks.</p> <p>In Years 3 and 4, students&rsquo; awareness of themselves and others as audiences is extended beyond the classroom to the broader school context.</p> <p>In Media Arts, students:</p> <ul> <li>extend their understanding of structure, intent, character and settings</li> <li>use composition, sound and technologies</li> <li>consider themselves as audiences and explore other audience groups</li> <li>explore institutions (individuals, communities and organisations) to understand purpose and process when producing media artworks</li> <li>explore meaning and interpretation, and forms and elements including structure, intent, character, settings, composition, time, space and sound as they make and respond to media artworks</li> <li>discuss the ethical behaviour of individuals when producing media artworks for a variety of audiences</li> <li>recognise appropriate and inappropriate use of other people&rsquo;s images and work in the making of media artworks.</li> </ul>	|	<p>By the end of Year 4, students describe and discuss similarities and differences between media artworks they make and view. They discuss how and why they and others use images, sound and text to make and present media artworks.</p> <p>Students collaborate to use story principles, time, space and technologies to make and share media artworks that communicate ideas to an audience.</p>
australia-f10-year5-the-arts-media-arts	|	<p>In Years 5 and 6, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.&nbsp;</p> <p>As they make and respond to the arts, students explore meaning and interpretation, and social and cultural contexts of the arts. They evaluate the use of forms and elements in artworks they make and observe.</p> <p>Students extend their understanding of safety in the arts. In Years 5 and 6, their understanding of the roles of artists and audiences builds on previous bands. They develop their understanding and use of performance or technical skills to communicate intention for different audiences. They identify a variety of audiences for different arts experiences as they engage with more diverse artworks as artists and audiences.</p> <p>In Media Arts, students:</p> <ul> <li>develop their use of structure, intent, character and settings by incorporating points of view and genre conventions in their compositions</li> <li>extend their understanding and use of time, space, sound, movement, lighting and technologies</li> <li>identify the variety of audiences for which media artworks are made</li> <li>explain the purpose and processes for producing media artworks</li> <li>explore meaning and interpretation, and forms and elements including structure, intent, character and settings as they make and respond to media artworks</li> <li>consider the ethical behaviour and role of communities and organisations in regulating access to media artworks.</li> </ul>	|	<p>By the end of Year 6, students explain how points of view, ideas and stories are shaped and portrayed in media artworks they make, share and view. They explain the purposes and audiences for media artworks made in different cultures, times and places.</p> <p>Students work collaboratively using technologies to make media artworks for specific audiences and purposes using story principles to shape points of view and genre conventions, movement and lighting.</p>
australia-f10-year6-the-arts-media-arts	|	<p>In Years 5 and 6, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.&nbsp;</p> <p>As they make and respond to the arts, students explore meaning and interpretation, and social and cultural contexts of the arts. They evaluate the use of forms and elements in artworks they make and observe.</p> <p>Students extend their understanding of safety in the arts. In Years 5 and 6, their understanding of the roles of artists and audiences builds on previous bands. They develop their understanding and use of performance or technical skills to communicate intention for different audiences. They identify a variety of audiences for different arts experiences as they engage with more diverse artworks as artists and audiences.</p> <p>In Media Arts, students:</p> <ul> <li>develop their use of structure, intent, character and settings by incorporating points of view and genre conventions in their compositions</li> <li>extend their understanding and use of time, space, sound, movement, lighting and technologies</li> <li>identify the variety of audiences for which media artworks are made</li> <li>explain the purpose and processes for producing media artworks</li> <li>explore meaning and interpretation, and forms and elements including structure, intent, character and settings as they make and respond to media artworks</li> <li>consider the ethical behaviour and role of communities and organisations in regulating access to media artworks.</li> </ul>	|	<p>By the end of Year 6, students explain how points of view, ideas and stories are shaped and portrayed in media artworks they make, share and view. They explain the purposes and audiences for media artworks made in different cultures, times and places.</p> <p>Students work collaboratively using technologies to make media artworks for specific audiences and purposes using story principles to shape points of view and genre conventions, movement and lighting.</p>
australia-f10-year7-the-arts-media-arts	|	<p>In Media Arts, students:</p> <ul> <li>build on their understanding of structure, intent, character, settings, points of view and genre conventions and explore media conventions in their media artworks</li> <li>build on their understanding and use of time, space, sound, movement, lighting and technologies</li> <li>examine the ways in which audiences make meaning and how different audiences engage with and share media artworks</li> <li>draw on media arts from a range of cultures, times and locations as they experience media arts</li> <li>explore the media arts and influences of Aboriginal and Torres Strait Islander Peoples and of the Asia region</li> <li>learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies</li> <li>explore social and cultural values and beliefs of Aboriginal and Torres Strait Islander Peoples as represented in media artworks and consider how these may influence the media artworks they make</li> <li>learn that over time there has been further development of different traditional and contemporary styles as they explore media forms</li> <li>explore meaning and interpretation, forms and elements including structure, intent, character, settings, points of view, genre conventions and media conventions as they make and respond to media artworks</li> <li>consider social, cultural and historical influences and representations in media arts</li> <li>evaluate how established behaviours or conventions influence media artworks they engage with and make</li> <li>maintain safety in use of technologies and in interaction with others, including the use of images and works of others</li> <li>develop ethical practices and consider regulatory issues when using technology</li> <li>build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse media artworks.</li> </ul>	|	<p>By the end of Year 8, students identify and analyse how representations of social values and points of view are portrayed in the media artworks they make, distribute and view. They evaluate how they and other makers and users of media artworks from different cultures, times and places use genre and media conventions and technical and symbolic elements to make meaning. They identify and analyse the social and ethical responsibility of the makers and users of media artworks.</p> <p>Students produce representations of social values and points of view in media artworks for particular audiences and contexts. They use genre and media conventions and shape technical and symbolic elements for specific purposes and meaning. They collaborate with others in design and production processes, and control equipment and technologies to achieve their intentions.</p>
australia-f10-year8-the-arts-media-arts	|	<p>In Media Arts, students:</p> <ul> <li>build on their understanding of structure, intent, character, settings, points of view and genre conventions and explore media conventions in their media artworks</li> <li>build on their understanding and use of time, space, sound, movement, lighting and technologies</li> <li>examine the ways in which audiences make meaning and how different audiences engage with and share media artworks</li> <li>draw on media arts from a range of cultures, times and locations as they experience media arts</li> <li>explore the media arts and influences of Aboriginal and Torres Strait Islander Peoples and of the Asia region</li> <li>learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies</li> <li>explore social and cultural values and beliefs of Aboriginal and Torres Strait Islander Peoples as represented in media artworks and consider how these may influence the media artworks they make</li> <li>learn that over time there has been further development of different traditional and contemporary styles as they explore media forms</li> <li>explore meaning and interpretation, forms and elements including structure, intent, character, settings, points of view, genre conventions and media conventions as they make and respond to media artworks</li> <li>consider social, cultural and historical influences and representations in media arts</li> <li>evaluate how established behaviours or conventions influence media artworks they engage with and make</li> <li>maintain safety in use of technologies and in interaction with others, including the use of images and works of others</li> <li>develop ethical practices and consider regulatory issues when using technology</li> <li>build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse media artworks.</li> </ul>	|	<p>By the end of Year 8, students identify and analyse how representations of social values and points of view are portrayed in the media artworks they make, distribute and view. They evaluate how they and other makers and users of media artworks from different cultures, times and places use genre and media conventions and technical and symbolic elements to make meaning. They identify and analyse the social and ethical responsibility of the makers and users of media artworks.</p> <p>Students produce representations of social values and points of view in media artworks for particular audiences and contexts. They use genre and media conventions and shape technical and symbolic elements for specific purposes and meaning. They collaborate with others in design and production processes, and control equipment and technologies to achieve their intentions.</p>
australia-f10-year9-the-arts-media-arts	|	<p>In Media Arts, students:</p> <ul> <li>refine and extend their understanding and use of structure, intent, character, settings, points of view, genre conventions and media conventions in their compositions</li> <li>extend the use of time, space, sound, movement and lighting as they use technologies</li> <li>analyse the way in which audiences make meaning and how audiences interact with and share media artworks</li> <li>draw on media arts from a range of cultures, times and locations as they experience media arts</li> <li>explore the media arts and influences of Aboriginal and Torres Strait Islander Peoples and of the Asia region</li> <li>learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies</li> <li>learn that over time there has been further development of different traditional and contemporary styles as they explore media forms</li> <li>explore the representation of relationships that have developed between Aboriginal and Torres Strait Islander Peoples and other cultures in Australia and how these may influence their own artistic intentions in making media artworks</li> <li>explore meaning and interpretation, forms and elements, and social, cultural and historical influences of media arts as they make and respond to media artworks</li> <li>consider the local, global, social and cultural contexts that shape purpose and processes in production of media artworks</li> <li>evaluate the social and ethical implications of media arts</li> <li>maintain safety in use of technologies and in interaction with others, including the use of images and works of others</li> <li>maintain ethical practices and consider regulatory issues when using technology</li> <li>build on their understanding from previous bands of the roles of artists and audiences as students engage with more diverse media artworks.</li> </ul>	|	<p>By the end of Year 10, students analyse how social and cultural values and alternative points of view are portrayed in media artworks they make, interact with and distribute. They evaluate how genre and media conventions and technical and symbolic elements are manipulated to make representations and meaning. They evaluate how social, institutional and ethical issues influence the making and use of media artworks.</p> <p>Students produce representations that communicate alternative points of view in media artworks for different community and institutional contexts. They manipulate genre and media conventions and integrate and shape the technical and symbolic elements for specific purposes, meaning and style. They collaboratively apply design, production and distribution processes.</p>
australia-f10-year10-the-arts-media-arts	|	<p>In Media Arts, students:</p> <ul> <li>refine and extend their understanding and use of structure, intent, character, settings, points of view, genre conventions and media conventions in their compositions</li> <li>extend the use of time, space, sound, movement and lighting as they use technologies</li> <li>analyse the way in which audiences make meaning and how audiences interact with and share media artworks</li> <li>draw on media arts from a range of cultures, times and locations as they experience media arts</li> <li>explore the media arts and influences of Aboriginal and Torres Strait Islander Peoples and of the Asia region</li> <li>learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies</li> <li>learn that over time there has been further development of different traditional and contemporary styles as they explore media forms</li> <li>explore the representation of relationships that have developed between Aboriginal and Torres Strait Islander Peoples and other cultures in Australia and how these may influence their own artistic intentions in making media artworks</li> <li>explore meaning and interpretation, forms and elements, and social, cultural and historical influences of media arts as they make and respond to media artworks</li> <li>consider the local, global, social and cultural contexts that shape purpose and processes in production of media artworks</li> <li>evaluate the social and ethical implications of media arts</li> <li>maintain safety in use of technologies and in interaction with others, including the use of images and works of others</li> <li>maintain ethical practices and consider regulatory issues when using technology</li> <li>build on their understanding from previous bands of the roles of artists and audiences as students engage with more diverse media artworks.</li> </ul>	|	<p>By the end of Year 10, students analyse how social and cultural values and alternative points of view are portrayed in media artworks they make, interact with and distribute. They evaluate how genre and media conventions and technical and symbolic elements are manipulated to make representations and meaning. They evaluate how social, institutional and ethical issues influence the making and use of media artworks.</p> <p>Students produce representations that communicate alternative points of view in media artworks for different community and institutional contexts. They manipulate genre and media conventions and integrate and shape the technical and symbolic elements for specific purposes, meaning and style. They collaboratively apply design, production and distribution processes.</p>
australia-f10-foundation-languages-modern-greek	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically, they have little to no experience of Modern Greek language and culture.</p>        <p>          <b>Modern Greek language learning and use </b>        </p>        <p>Modern Greek is learnt in parallel with English language and literacy. While the learning of Modern Greek differs from the learning of English, each supports and enriches the other. Modern Greek is used in classroom interactions, routines and activities, supported by the use of materials and resources, gestures and body language. At this stage, there is a focus on play, imaginative activities, games, music, dance and familiar routines, which provide scaffolding for language development. Learners listen to the sounds and patterns specific to the Modern Greek language and try to reproduce them through activities such as rhymes, songs, clapping and action games. Repetition and consolidation help learners to identify high-frequency words and simple phrases, and to recognise the purpose of simple texts. Learners identify and use Modern Greek non-verbal communication strategies, including gestures, and experiment with one- or two-word responses and simple expressions when prompted. They progress to using Modern Greek for functions such as greeting, asking and answering questions (<i lang="el">Πώς σε λένε; Τι κάνεις; Τι κάνετε;),</i> responding to directions (<i lang="el">έλα, έλατε, κάθισε, καθίστε, σήκω, σηκωθείτε)</i>, singing songs, and taking turns in games and simple shared tasks. There is a natural transition from spoken to written language. Learners use a variety of cues, including images, context and frequently used word patterns, to comprehend texts and communicate. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact with each other and the teacher within the learning environment. The use of information and communication technologies (ICT) enriches the experience of Modern Greek language and culture by providing alternative modes of learning, numerous resources and opportunities to access authentic language in different contexts.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a variety of spoken, written and visual texts such as traditional children’s songs and nursery rhymes, stories from big books, plays and interactive resources. Writing skills progress from alphabet recognition to tracing, labelling and copying letters, then to constructing simple, short texts using familiar vocabulary. </p>        <p>          <b>Features of Modern Greek language use</b>        </p>        <p>Learners become familiar with the sound system of the Modern Greek language, such as syllables using consonants and vowels, and new sounds, such as the guttural <i lang="el">γ, ρ</i> and <i lang="el">γκ</i> and <i lang="el">ξ</i> and <i lang="el">ψ</i> in words. They learn to identify and write letters, words and simple sentences using the Greek alphabet, making comparisons with the English alphabet. They begin to notice that Modern Greek speakers may communicate in ways which are different to their own, and that language can be used in a variety of ways.</p>        <p>          <b>Level of support </b>        </p>        <p>Rich language input characterises the first stages of learning. Learning experiences are supported by the teacher through scaffolding, modelling, cueing, monitoring, feedback and encouragement. Multiple and varied sources of input and stimulus are used, including visual cues and resources such as pictures, realia, objects, maps and charts. </p>        <p>          <b>The role of English</b>        </p>        <p>Modern Greek is used whenever possible as the medium for class interaction. English is used for discussion and explanation. This allows learners to share ideas about differences and similarities between Modern Greek and other languages and cultures, and how language and culture are interconnected, giving them opportunities to consider perspectives other than their own and to reflect on their learning.</p>      	|	        <p>By the end of Year 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, (for example, <i lang="el">Καλημέρα, Mε λένε Γιώργο</i>) and their family and exchange greetings, farewells, (for example, <i lang="el">Γεια σου, Kαληνύχτα</i>) and express thanks such as <i lang="el">Eυχαριστώ πολύ.</i> They use simple, repetitive language when participating in shared activities and simple exchanges, respond to simple instructions such as, <i lang="el">Έλα εδώ</i>, and imitate frequently used classroom language, for example, <i lang="el">Όλοι μαζί, Mπράβο, Kλείσε την πόρτα</i>. When speaking, they reproduce distinctive sounds and letters of the Greek language such as, <i lang="el">γ-γάτα, ρ-νερό, μπ-μπαμπάς, ξ-ξέρω, ψ-ψάρι, ου-μου. </i>Students identify specific words, such as names of people (for example, <i lang="el">Ο Γιάννης</i>), places (for example, <i lang="el">το σχολείο</i>) or objects (for example<i lang="el">, η γόμα</i>), in simple spoken and written texts and respond to imaginative experiences through singing and performing. They present information about themselves (for example, <i lang="el">Το σκυλάκι μου</i>), their family (for example, <i lang="el">Να η γιαγιά μου</i>), friends (for example, <i lang="el">οι φίλοι μου</i>) and possessions such as, <i lang="el">το βιβλίο μου</i>, using gestures and modelled language. They create simple texts, such as captions to images, using familiar words, phrases and sentence patterns (for example, <i lang="el">Σ’ αγαπώ μαμά</i>). They use vocabulary related to their classroom and family (for example, <i lang="el">Η οικογένειά μου, Η τάξη μου</i>). They recognise questions such as, <i lang="el">Τι κάνετε</i>; and commands such as, <i lang="el">Καθίστε κάτω</i>, and use short sentences with appropriate word order, verb forms and personal pronouns to communicate about themselves, their family and classroom (for example, <i lang="el">Είμαι έξι, Να η μαμά μου, Να το σχολείο μου</i>). They translate frequently used words and simple phrases relating to their immediate environment, using visual cues and identifying similarities and differences. They give examples of ways the Greek language sounds and looks different from other languages that they bring to the classroom.</p>        <p>Students identify how letters of the Greek alphabet are represented in words and read vowel–consonant combinations (for example, <i lang="el">τα, τε, τη, τι, το, τυ, τω</i>). They identify features of familiar texts such as songs, labels and captions. They provide examples of the different titles and greetings that are used to address people in different situations (for example, <i lang="el">κύριε, κυρία</i>). They list different languages that are spoken in Australia and identify words in English that have been borrowed from Greek and vice versa. They identify similarities and differences between Greek and their own language and culture. </p>      
australia-f10-year1-languages-modern-greek	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically, they have little to no experience of Modern Greek language and culture.</p>        <p>          <b>Modern Greek language learning and use </b>        </p>        <p>Modern Greek is learnt in parallel with English language and literacy. While the learning of Modern Greek differs from the learning of English, each supports and enriches the other. Modern Greek is used in classroom interactions, routines and activities, supported by the use of materials and resources, gestures and body language. At this stage, there is a focus on play, imaginative activities, games, music, dance and familiar routines, which provide scaffolding for language development. Learners listen to the sounds and patterns specific to the Modern Greek language and try to reproduce them through activities such as rhymes, songs, clapping and action games. Repetition and consolidation help learners to identify high-frequency words and simple phrases, and to recognise the purpose of simple texts. Learners identify and use Modern Greek non-verbal communication strategies, including gestures, and experiment with one- or two-word responses and simple expressions when prompted. They progress to using Modern Greek for functions such as greeting, asking and answering questions (<i lang="el">Πώς σε λένε; Τι κάνεις; Τι κάνετε;),</i> responding to directions (<i lang="el">έλα, έλατε, κάθισε, καθίστε, σήκω, σηκωθείτε)</i>, singing songs, and taking turns in games and simple shared tasks. There is a natural transition from spoken to written language. Learners use a variety of cues, including images, context and frequently used word patterns, to comprehend texts and communicate. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact with each other and the teacher within the learning environment. The use of information and communication technologies (ICT) enriches the experience of Modern Greek language and culture by providing alternative modes of learning, numerous resources and opportunities to access authentic language in different contexts.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a variety of spoken, written and visual texts such as traditional children’s songs and nursery rhymes, stories from big books, plays and interactive resources. Writing skills progress from alphabet recognition to tracing, labelling and copying letters, then to constructing simple, short texts using familiar vocabulary. </p>        <p>          <b>Features of Modern Greek language use</b>        </p>        <p>Learners become familiar with the sound system of the Modern Greek language, such as syllables using consonants and vowels, and new sounds, such as the guttural <i lang="el">γ, ρ</i> and <i lang="el">γκ</i> and <i lang="el">ξ</i> and <i lang="el">ψ</i> in words. They learn to identify and write letters, words and simple sentences using the Greek alphabet, making comparisons with the English alphabet. They begin to notice that Modern Greek speakers may communicate in ways which are different to their own, and that language can be used in a variety of ways.</p>        <p>          <b>Level of support </b>        </p>        <p>Rich language input characterises the first stages of learning. Learning experiences are supported by the teacher through scaffolding, modelling, cueing, monitoring, feedback and encouragement. Multiple and varied sources of input and stimulus are used, including visual cues and resources such as pictures, realia, objects, maps and charts. </p>        <p>          <b>The role of English</b>        </p>        <p>Modern Greek is used whenever possible as the medium for class interaction. English is used for discussion and explanation. This allows learners to share ideas about differences and similarities between Modern Greek and other languages and cultures, and how language and culture are interconnected, giving them opportunities to consider perspectives other than their own and to reflect on their learning.</p>      	|	        <p>By the end of Year 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, (for example, <i lang="el">Καλημέρα, Mε λένε Γιώργο</i>) and their family and exchange greetings, farewells, (for example, <i lang="el">Γεια σου, Kαληνύχτα</i>) and express thanks such as <i lang="el">Eυχαριστώ πολύ.</i> They use simple, repetitive language when participating in shared activities and simple exchanges, respond to simple instructions such as, <i lang="el">Έλα εδώ</i>, and imitate frequently used classroom language, for example, <i lang="el">Όλοι μαζί, Mπράβο, Kλείσε την πόρτα</i>. When speaking, they reproduce distinctive sounds and letters of the Greek language such as, <i lang="el">γ-γάτα, ρ-νερό, μπ-μπαμπάς, ξ-ξέρω, ψ-ψάρι, ου-μου. </i>Students identify specific words, such as names of people (for example, <i lang="el">Ο Γιάννης</i>), places (for example, <i lang="el">το σχολείο</i>) or objects (for example<i lang="el">, η γόμα</i>), in simple spoken and written texts and respond to imaginative experiences through singing and performing. They present information about themselves (for example, <i lang="el">Το σκυλάκι μου</i>), their family (for example, <i lang="el">Να η γιαγιά μου</i>), friends (for example, <i lang="el">οι φίλοι μου</i>) and possessions such as, <i lang="el">το βιβλίο μου</i>, using gestures and modelled language. They create simple texts, such as captions to images, using familiar words, phrases and sentence patterns (for example, <i lang="el">Σ’ αγαπώ μαμά</i>). They use vocabulary related to their classroom and family (for example, <i lang="el">Η οικογένειά μου, Η τάξη μου</i>). They recognise questions such as, <i lang="el">Τι κάνετε</i>; and commands such as, <i lang="el">Καθίστε κάτω</i>, and use short sentences with appropriate word order, verb forms and personal pronouns to communicate about themselves, their family and classroom (for example, <i lang="el">Είμαι έξι, Να η μαμά μου, Να το σχολείο μου</i>). They translate frequently used words and simple phrases relating to their immediate environment, using visual cues and identifying similarities and differences. They give examples of ways the Greek language sounds and looks different from other languages that they bring to the classroom.</p>        <p>Students identify how letters of the Greek alphabet are represented in words and read vowel–consonant combinations (for example, <i lang="el">τα, τε, τη, τι, το, τυ, τω</i>). They identify features of familiar texts such as songs, labels and captions. They provide examples of the different titles and greetings that are used to address people in different situations (for example, <i lang="el">κύριε, κυρία</i>). They list different languages that are spoken in Australia and identify words in English that have been borrowed from Greek and vice versa. They identify similarities and differences between Greek and their own language and culture. </p>      
australia-f10-year2-languages-modern-greek	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically, they have little to no experience of Modern Greek language and culture.</p>        <p>          <b>Modern Greek language learning and use </b>        </p>        <p>Modern Greek is learnt in parallel with English language and literacy. While the learning of Modern Greek differs from the learning of English, each supports and enriches the other. Modern Greek is used in classroom interactions, routines and activities, supported by the use of materials and resources, gestures and body language. At this stage, there is a focus on play, imaginative activities, games, music, dance and familiar routines, which provide scaffolding for language development. Learners listen to the sounds and patterns specific to the Modern Greek language and try to reproduce them through activities such as rhymes, songs, clapping and action games. Repetition and consolidation help learners to identify high-frequency words and simple phrases, and to recognise the purpose of simple texts. Learners identify and use Modern Greek non-verbal communication strategies, including gestures, and experiment with one- or two-word responses and simple expressions when prompted. They progress to using Modern Greek for functions such as greeting, asking and answering questions (<i lang="el">Πώς σε λένε; Τι κάνεις; Τι κάνετε;),</i> responding to directions (<i lang="el">έλα, έλατε, κάθισε, καθίστε, σήκω, σηκωθείτε)</i>, singing songs, and taking turns in games and simple shared tasks. There is a natural transition from spoken to written language. Learners use a variety of cues, including images, context and frequently used word patterns, to comprehend texts and communicate. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact with each other and the teacher within the learning environment. The use of information and communication technologies (ICT) enriches the experience of Modern Greek language and culture by providing alternative modes of learning, numerous resources and opportunities to access authentic language in different contexts.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a variety of spoken, written and visual texts such as traditional children’s songs and nursery rhymes, stories from big books, plays and interactive resources. Writing skills progress from alphabet recognition to tracing, labelling and copying letters, then to constructing simple, short texts using familiar vocabulary. </p>        <p>          <b>Features of Modern Greek language use</b>        </p>        <p>Learners become familiar with the sound system of the Modern Greek language, such as syllables using consonants and vowels, and new sounds, such as the guttural <i lang="el">γ, ρ</i> and <i lang="el">γκ</i> and <i lang="el">ξ</i> and <i lang="el">ψ</i> in words. They learn to identify and write letters, words and simple sentences using the Greek alphabet, making comparisons with the English alphabet. They begin to notice that Modern Greek speakers may communicate in ways which are different to their own, and that language can be used in a variety of ways.</p>        <p>          <b>Level of support </b>        </p>        <p>Rich language input characterises the first stages of learning. Learning experiences are supported by the teacher through scaffolding, modelling, cueing, monitoring, feedback and encouragement. Multiple and varied sources of input and stimulus are used, including visual cues and resources such as pictures, realia, objects, maps and charts. </p>        <p>          <b>The role of English</b>        </p>        <p>Modern Greek is used whenever possible as the medium for class interaction. English is used for discussion and explanation. This allows learners to share ideas about differences and similarities between Modern Greek and other languages and cultures, and how language and culture are interconnected, giving them opportunities to consider perspectives other than their own and to reflect on their learning.</p>      	|	        <p>By the end of Year 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, (for example, <i lang="el">Καλημέρα, Mε λένε Γιώργο</i>) and their family and exchange greetings, farewells, (for example, <i lang="el">Γεια σου, Kαληνύχτα</i>) and express thanks such as <i lang="el">Eυχαριστώ πολύ.</i> They use simple, repetitive language when participating in shared activities and simple exchanges, respond to simple instructions such as, <i lang="el">Έλα εδώ</i>, and imitate frequently used classroom language, for example, <i lang="el">Όλοι μαζί, Mπράβο, Kλείσε την πόρτα</i>. When speaking, they reproduce distinctive sounds and letters of the Greek language such as, <i lang="el">γ-γάτα, ρ-νερό, μπ-μπαμπάς, ξ-ξέρω, ψ-ψάρι, ου-μου. </i>Students identify specific words, such as names of people (for example, <i lang="el">Ο Γιάννης</i>), places (for example, <i lang="el">το σχολείο</i>) or objects (for example<i lang="el">, η γόμα</i>), in simple spoken and written texts and respond to imaginative experiences through singing and performing. They present information about themselves (for example, <i lang="el">Το σκυλάκι μου</i>), their family (for example, <i lang="el">Να η γιαγιά μου</i>), friends (for example, <i lang="el">οι φίλοι μου</i>) and possessions such as, <i lang="el">το βιβλίο μου</i>, using gestures and modelled language. They create simple texts, such as captions to images, using familiar words, phrases and sentence patterns (for example, <i lang="el">Σ’ αγαπώ μαμά</i>). They use vocabulary related to their classroom and family (for example, <i lang="el">Η οικογένειά μου, Η τάξη μου</i>). They recognise questions such as, <i lang="el">Τι κάνετε</i>; and commands such as, <i lang="el">Καθίστε κάτω</i>, and use short sentences with appropriate word order, verb forms and personal pronouns to communicate about themselves, their family and classroom (for example, <i lang="el">Είμαι έξι, Να η μαμά μου, Να το σχολείο μου</i>). They translate frequently used words and simple phrases relating to their immediate environment, using visual cues and identifying similarities and differences. They give examples of ways the Greek language sounds and looks different from other languages that they bring to the classroom.</p>        <p>Students identify how letters of the Greek alphabet are represented in words and read vowel–consonant combinations (for example, <i lang="el">τα, τε, τη, τι, το, τυ, τω</i>). They identify features of familiar texts such as songs, labels and captions. They provide examples of the different titles and greetings that are used to address people in different situations (for example, <i lang="el">κύριε, κυρία</i>). They list different languages that are spoken in Australia and identify words in English that have been borrowed from Greek and vice versa. They identify similarities and differences between Greek and their own language and culture. </p>      
australia-f10-year3-languages-modern-greek	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, children are developing awareness of their social worlds and of their memberships of various groups including the Modern Greek class. They are further developing literacy capabilities in English, such as writing in the Roman alphabet, and this helps to some degree in learning Modern Greek. They benefit from multimodal, activity-based learning which builds on their interests and capabilities and makes connections with other areas of learning, including English and other languages.</p>        <p>          <b>Modern Greek language learning and use</b>        </p>        <p>Learners interact with peers and the teacher in a variety of communicative activities where grammar, vocabulary and pronunciation are purposefully integrated. They primarily engage in a variety of listening and viewing activities, and understand familiar stories, songs and poems. Language use remains at a simplistic, repetitive level within familiar and predictable contexts. Students use simple language structures, vocabulary and phrases (<i lang="el">Τι καιρό κάνει σήμερα;</i> <i lang="el">Χρόνια πολλά).</i> They understand basic grammatical features such as the position of the possessive pronoun (<i lang="el">η μαμά μου)</i>, and the importance of the use of articles (<i lang="el">η ΄Αννα)</i>, and apply them in their own speech and writing. Specific language learning skills such as memory and communication strategies are developed. Listening skills are developed further, and through constant repetition and consolidation learners ask and respond to questions, give information, and read and write simple texts. With extensive support, students use their imagination to create short songs, games and performances. They discuss and begin to explore the significance of certain traditions, practices and values and the language associated with these, such as <i lang="el">25</i><sup><i lang="el">η</i></sup><i lang="el"> Mαρτίου</i>, <i lang="el">Απόκριες, 28</i><sup><i lang="el">η</i></sup> <i lang="el">Οκτωβρίου</i>.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The contexts in which learners interact in learning and using Modern Greek are primarily the classroom and school, with some sharing of their learning at home. Students may have access to wider communities of Greek speakers and resources through out-of-classroom activities and the use of virtual and digital technology. They work independently and cooperatively, further developing their sense of personal as well as group identity.</p>        <p>          <b>Texts and resources </b>        </p>        <p>Learners develop literacy skills through interacting with a range of spoken, written, visual and multimodal texts. Procedural, informative and descriptive texts, for example, recipes, weather reports and family descriptions, show how language is used in different ways and for different purposes.</p>        <p>          <b>Features of Modern Greek language use</b>        </p>        <p>Learners begin to develop a metalanguage for understanding and discussing language features, and make connections and comparisons between English and Modern Greek. For example, they understand that in English there is one word for the definite article (‘the’), whereas in Greek the definite article changes according to case, gender and number (<i lang="el">ο, η, το, οι, οι, τα</i>). Comparing the structures and patterns of Modern Greek to those of English helps learners understand both languages, helping in the development of their overall literacy skills. At this level, learners have control of writing the Greek alphabet letters. </p>        <p>          <b>Level of support</b>        </p>        <p>This stage of learning involves extensive support through scaffolding. Teachers model what is expected, introduce language concepts and resources needed to manage and complete tasks, and make time for experimentation, drafting and redrafting, providing support for self-monitoring and reflection. Support includes a range of spoken, written, visual and interactive resources, such as puppet plays, songs, YouTube clips and digital games.</p>        <p>          <b>The role of English</b>        </p>        <p>Learners are encouraged to use Modern Greek as much as possible for classroom routines, social interactions, structured learning tasks, and language experimentation and practice. English is used for discussion, explanation and reflection, as learners become aware of the interdependence of Greek language and culture and how these systems connect and compare to their own language and culture. </p>      	|	        <p>By the end of Year 4, students interact with the teacher and peers to share simple information about aspects of their lives, such as school (for example, <i lang="el">Mαθαίνω ελληνικά</i>), home (for example, <i lang="el">Το σπίτι μου είναι μεγάλο)</i> and everyday routines (for example, <i lang="el">Παίζω μπάλα</i>). They use formulaic expressions when participating in classroom routines, collaborative activities and simple transactional exchanges, such as praising and encouraging others (for example, <i lang="el">Μπράβο σου</i>), asking for help, seeking clarification (for example, <i lang="el">Συγγνώμη, κυρία</i>), and requesting permission (for example, <i lang="el">Μπορώ να πάω έξω</i>;). They use features of Greek pronunciation when asking questions such as, <i lang="el">Πού είναι</i>; , and making statements and exclamations (for example, <i lang="el">Ελάτε τώρα!</i>), including use of the accent mark. Students locate information from spoken and written texts related to everyday contexts and routines such as, <i lang="el">Να το βιβλίο μου, Τη Δευτέρα παίζω τένις</i>, and use simple statements and support materials to present information about themselves (for example, <i lang="el">Αγαπώ τη μουσική, Είμαι οχτώ χρονών</i>), others (for example, <i lang="el">Πόσων χρονών είσαι;</i>), home (for example, <i lang="el">Μένω στο</i> ...) and school (for example, <i lang="el">Να η τάξη μου</i>). They respond to imaginative texts by discussing favourite elements, acting out events and making simple statements about characters. They perform and create short imaginative texts, using formulaic expressions and modelled language (for example, <i lang="el">Πού είναι ο Φρίξος; Είναι …</i>). Students use vocabulary related to school, home and everyday routines such as, <i lang="el">η πόρτα, το σπίτι, το σχολείο, τα χόμπυ μου, η οικογένειά μου, </i>and describe people, objects or events using adjectives and adverbs. They use appropriate word order, gender, and singular and plural forms in simple spοken and written texts (for example, <i lang="el">Να η γάτα</i>, <i lang="el">Να ο γάτος, Να οι γάτες</i>). They translate and interpret common words and frequently used language relating to familiar environments (for example, <i lang="el">Oρίστε Μαρία, Παρακαλώ</i>), and create simple bilingual resources for the classroom. They identify ways that their own language and the Greek language reflect ways of behaving as well as words.  </p>        <p>Students write letters of the Greek alphabet, and identify sound–letter relationships, letter clusters, vowel–consonant combinations and the most common digraphs (for example, <i lang="el">ου, αι, οι, ει, μπ, ντ</i>). They identify the structure and linguistic features of texts used in familiar contexts, such as stories, songs, recipes and conversations (for example, <i lang="el">Τέλος, Καλημέρα, Τι κάνεις</i>;). They give examples of how language use varies according to the context and purpose of the exchange (for example, <i lang="el">Γεια σου / σας</i>). They identify ways that languages change over time, and how languages influence each other, providing examples of words in English that are borrowed from Greek and words in Greek that are borrowed from other languages. They compare Greek and English, identifying similarities and differences, particularly in vocabulary, behaviours and expressions related to cultural practices, such as special occasions.</p>      
australia-f10-year4-languages-modern-greek	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, children are developing awareness of their social worlds and of their memberships of various groups including the Modern Greek class. They are further developing literacy capabilities in English, such as writing in the Roman alphabet, and this helps to some degree in learning Modern Greek. They benefit from multimodal, activity-based learning which builds on their interests and capabilities and makes connections with other areas of learning, including English and other languages.</p>        <p>          <b>Modern Greek language learning and use</b>        </p>        <p>Learners interact with peers and the teacher in a variety of communicative activities where grammar, vocabulary and pronunciation are purposefully integrated. They primarily engage in a variety of listening and viewing activities, and understand familiar stories, songs and poems. Language use remains at a simplistic, repetitive level within familiar and predictable contexts. Students use simple language structures, vocabulary and phrases (<i lang="el">Τι καιρό κάνει σήμερα;</i> <i lang="el">Χρόνια πολλά).</i> They understand basic grammatical features such as the position of the possessive pronoun (<i lang="el">η μαμά μου)</i>, and the importance of the use of articles (<i lang="el">η ΄Αννα)</i>, and apply them in their own speech and writing. Specific language learning skills such as memory and communication strategies are developed. Listening skills are developed further, and through constant repetition and consolidation learners ask and respond to questions, give information, and read and write simple texts. With extensive support, students use their imagination to create short songs, games and performances. They discuss and begin to explore the significance of certain traditions, practices and values and the language associated with these, such as <i lang="el">25</i><sup><i lang="el">η</i></sup><i lang="el"> Mαρτίου</i>, <i lang="el">Απόκριες, 28</i><sup><i lang="el">η</i></sup> <i lang="el">Οκτωβρίου</i>.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The contexts in which learners interact in learning and using Modern Greek are primarily the classroom and school, with some sharing of their learning at home. Students may have access to wider communities of Greek speakers and resources through out-of-classroom activities and the use of virtual and digital technology. They work independently and cooperatively, further developing their sense of personal as well as group identity.</p>        <p>          <b>Texts and resources </b>        </p>        <p>Learners develop literacy skills through interacting with a range of spoken, written, visual and multimodal texts. Procedural, informative and descriptive texts, for example, recipes, weather reports and family descriptions, show how language is used in different ways and for different purposes.</p>        <p>          <b>Features of Modern Greek language use</b>        </p>        <p>Learners begin to develop a metalanguage for understanding and discussing language features, and make connections and comparisons between English and Modern Greek. For example, they understand that in English there is one word for the definite article (‘the’), whereas in Greek the definite article changes according to case, gender and number (<i lang="el">ο, η, το, οι, οι, τα</i>). Comparing the structures and patterns of Modern Greek to those of English helps learners understand both languages, helping in the development of their overall literacy skills. At this level, learners have control of writing the Greek alphabet letters. </p>        <p>          <b>Level of support</b>        </p>        <p>This stage of learning involves extensive support through scaffolding. Teachers model what is expected, introduce language concepts and resources needed to manage and complete tasks, and make time for experimentation, drafting and redrafting, providing support for self-monitoring and reflection. Support includes a range of spoken, written, visual and interactive resources, such as puppet plays, songs, YouTube clips and digital games.</p>        <p>          <b>The role of English</b>        </p>        <p>Learners are encouraged to use Modern Greek as much as possible for classroom routines, social interactions, structured learning tasks, and language experimentation and practice. English is used for discussion, explanation and reflection, as learners become aware of the interdependence of Greek language and culture and how these systems connect and compare to their own language and culture. </p>      	|	        <p>By the end of Year 4, students interact with the teacher and peers to share simple information about aspects of their lives, such as school (for example, <i lang="el">Mαθαίνω ελληνικά</i>), home (for example, <i lang="el">Το σπίτι μου είναι μεγάλο)</i> and everyday routines (for example, <i lang="el">Παίζω μπάλα</i>). They use formulaic expressions when participating in classroom routines, collaborative activities and simple transactional exchanges, such as praising and encouraging others (for example, <i lang="el">Μπράβο σου</i>), asking for help, seeking clarification (for example, <i lang="el">Συγγνώμη, κυρία</i>), and requesting permission (for example, <i lang="el">Μπορώ να πάω έξω</i>;). They use features of Greek pronunciation when asking questions such as, <i lang="el">Πού είναι</i>; , and making statements and exclamations (for example, <i lang="el">Ελάτε τώρα!</i>), including use of the accent mark. Students locate information from spoken and written texts related to everyday contexts and routines such as, <i lang="el">Να το βιβλίο μου, Τη Δευτέρα παίζω τένις</i>, and use simple statements and support materials to present information about themselves (for example, <i lang="el">Αγαπώ τη μουσική, Είμαι οχτώ χρονών</i>), others (for example, <i lang="el">Πόσων χρονών είσαι;</i>), home (for example, <i lang="el">Μένω στο</i> ...) and school (for example, <i lang="el">Να η τάξη μου</i>). They respond to imaginative texts by discussing favourite elements, acting out events and making simple statements about characters. They perform and create short imaginative texts, using formulaic expressions and modelled language (for example, <i lang="el">Πού είναι ο Φρίξος; Είναι …</i>). Students use vocabulary related to school, home and everyday routines such as, <i lang="el">η πόρτα, το σπίτι, το σχολείο, τα χόμπυ μου, η οικογένειά μου, </i>and describe people, objects or events using adjectives and adverbs. They use appropriate word order, gender, and singular and plural forms in simple spοken and written texts (for example, <i lang="el">Να η γάτα</i>, <i lang="el">Να ο γάτος, Να οι γάτες</i>). They translate and interpret common words and frequently used language relating to familiar environments (for example, <i lang="el">Oρίστε Μαρία, Παρακαλώ</i>), and create simple bilingual resources for the classroom. They identify ways that their own language and the Greek language reflect ways of behaving as well as words.  </p>        <p>Students write letters of the Greek alphabet, and identify sound–letter relationships, letter clusters, vowel–consonant combinations and the most common digraphs (for example, <i lang="el">ου, αι, οι, ει, μπ, ντ</i>). They identify the structure and linguistic features of texts used in familiar contexts, such as stories, songs, recipes and conversations (for example, <i lang="el">Τέλος, Καλημέρα, Τι κάνεις</i>;). They give examples of how language use varies according to the context and purpose of the exchange (for example, <i lang="el">Γεια σου / σας</i>). They identify ways that languages change over time, and how languages influence each other, providing examples of words in English that are borrowed from Greek and words in Greek that are borrowed from other languages. They compare Greek and English, identifying similarities and differences, particularly in vocabulary, behaviours and expressions related to cultural practices, such as special occasions.</p>      
australia-f10-year5-languages-modern-greek	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students are widening their social networks, experiences and communication repertoires in their first language and Modern Greek. They continue to need guidance, and participate in structured, collaborative tasks that both recycle and extend language. Students are gaining greater independence and becoming more conscious of their peers and social context. They are gaining greater awareness of the world around them. Learners are noticing extra similarities and differences between Modern Greek language and culture and their own.</p>        <p>          <b>Modern Greek language learning and use</b>        </p>        <p>Learners use Modern Greek in the classroom for a widening range of purposes: exchanging information, expressing ideas and opinions, performing role-plays, dialogues, and responding to experiences. Key concepts that underpin language use are associated with this extended social space such as family, neighbourhood, locality and community. Students’ pronunciation, intonation and phrasing are more confident. Learners have access to a broader vocabulary, and use a widening range of strategies to support communication. Purposeful contexts and shared activities in the classroom develop language skills and enhance understanding and communication. More attention is paid to language structure and reinforcing oracy and literacy. Individual and group presentation and performance skills are developed through modelling, rehearsing and resourcing the content of presentations, and selecting appropriate language to use with particular audiences (<i lang="el">γειά, χαίρετε, να, τι, ορίστε)</i>. Students enjoy reading for meaning and apply their language knowledge and skills to decode unknown words and predict meaning. They write more accurately and fluently for a wider range of purposes and audiences, for example, creating birthday invitations, emails and advertisements.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners use Modern Greek with each other and the teacher for an increasing range of purposes. They are able to work more independently, but also enjoy working collaboratively and in groups. They explore cultural elements of communication, and use information and communication technologies (ICT) to support and enhance their learning. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners interact with an increasing range of informative, persuasive and imaginative texts about neighbourhoods, places, Greek-speaking communities and individuals. They refer to and use more established grammatical and lexical resources to understand and communicate in Modern Greek. The use of dictionaries is encouraged for accuracy in language acquisition, such as ensuring the correct interpretation of similar words (<i lang="el">βάζω, βάζο, σήκω, σύκο</i>, <i lang="el">γέρος, γερός, ώμος, ωμός, μήλο, μύλος, μιλώ)</i>.</p>        <p>          <b>Features of Modern Greek language use</b>        </p>        <p>Learners begin to reflect on language and how it is used in different ways to communicate. As they use Modern Greek for a wider range of interactions, learners develop a stronger understanding of the interconnection between language and culture. They begin to recognise how language features and expressions reflect cultural values, for example, <i lang="el">κέφι, φιλοξενία,</i> and the cultural and social impact of some grammatical forms or vocabulary, for example, using informal or formal language to address others, or using masculine forms of some professional titles when referring to women (<i lang="el">η</i> <i lang="el">γιατρός, η</i> <i lang="el">δικηγόρος)</i>.</p>        <p>          <b>Level of support</b>        </p>        <p>While learners work independently and collaboratively at this level, ongoing support and feedback are incorporated into task activities such as the production of written text. Support includes the provision of models, scaffolds, stimulus materials, and resources such as word charts, vocabulary lists and dictionaries.</p>        <p>          <b>The role of English</b>        </p>        <p>The language of response varies according to task demands, with Modern Greek being the primary language of communication, while English may be used for reflective tasks and explanations. Learners are given opportunities to think about personal and community identity. They engage with texts that reflect Greek culture, and ask questions about cultural values and practices and how these relate to their own.</p>      	|	        <p>By the end of Year 6, students use spoken and written Greek to exchange personal information such as, <i lang="el">Οι δάσκαλοί μου είναι ...,</i> <i lang="el">Έχω πολλούς φίλους, Αγαπώ τη μουσική,</i> describe feelings and express preferences, for example, <i lang="el">Μου αρέσει να παίζω σκάκι στο κομπιούτερ</i>. When participating in collaborative activities, transactions and classroom routines, they ask and respond to questions (for example, <i lang="el">Πώς σε λένε;</i>), plan collaboratively, and make suggestions and statements such as, <i lang="el">Τώρα</i> <i lang="el">το βρήκα!</i> When interacting, students use key features of pronunciation and intonation, including accents (for example, <i lang="el">η οικογένειά μου, η and ή</i>). They obtain and compare information from a variety of texts related to aspects of daily life and events (for example, <i lang="el">Τι καιρό θα κάνει σήμερα</i>;). They present information about their personal world in different formats (for example, <i lang="el">Μου αρέσει ο τραγουδιστής</i> ...). They respond to the storyline and characters encountered in texts and create and perform simple imaginative texts using familiar language such as, <i lang="el">Ο αγαπημένος μου δάσκαλος</i> ... . They use verbs (for example, <i lang="el">Έχω, θέλω, είμαι, ήταν, θα είναι</i>), nouns (for example, <i lang="el">ο άνθρωπος, η μητέρα, το παιδί</i>), adjectives (for example, <i lang="el">καλός, μεγάλος, ωραία</i>) and conjunctions to construct and expand sentences and apply basic rules of spelling and punctuation, such as question marks, capital letters, commas, exclamation marks and speech marks. They translate and interpret simple texts, identifying words that are not easily translated (for example, <i lang="el">το φιλότιμο</i>) and create bilingual texts for the classroom and school community. They compare ways of communicating in Greek and English to identify similarities and differences and suggest how culture influences language use. </p>        <p>Students identify and reproduce orally and in writing letter clusters, and the digraphs/diphthongs. They identify the relationship between language choices, and the audience and purpose of different text types. They describe the importance of register in different contexts and situations (for example, <i lang="el">Έλα / Ελάτε σπίτι μου, Σε / σας περιμένω</i>). They identify the impact of Greek on other languages, especially English (for example, <i lang="el">το κινητό, ο υπολογιστής</i>), and appreciate the dynamic nature of Greek, identifying changes that have occurred due to new technologies and knowledge. They describe ways that identity and communication are directly related to language and culture, for example, greeting familiar people by kissing them on both cheeks. </p>      
australia-f10-year6-languages-modern-greek	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students are widening their social networks, experiences and communication repertoires in their first language and Modern Greek. They continue to need guidance, and participate in structured, collaborative tasks that both recycle and extend language. Students are gaining greater independence and becoming more conscious of their peers and social context. They are gaining greater awareness of the world around them. Learners are noticing extra similarities and differences between Modern Greek language and culture and their own.</p>        <p>          <b>Modern Greek language learning and use</b>        </p>        <p>Learners use Modern Greek in the classroom for a widening range of purposes: exchanging information, expressing ideas and opinions, performing role-plays, dialogues, and responding to experiences. Key concepts that underpin language use are associated with this extended social space such as family, neighbourhood, locality and community. Students’ pronunciation, intonation and phrasing are more confident. Learners have access to a broader vocabulary, and use a widening range of strategies to support communication. Purposeful contexts and shared activities in the classroom develop language skills and enhance understanding and communication. More attention is paid to language structure and reinforcing oracy and literacy. Individual and group presentation and performance skills are developed through modelling, rehearsing and resourcing the content of presentations, and selecting appropriate language to use with particular audiences (<i lang="el">γειά, χαίρετε, να, τι, ορίστε)</i>. Students enjoy reading for meaning and apply their language knowledge and skills to decode unknown words and predict meaning. They write more accurately and fluently for a wider range of purposes and audiences, for example, creating birthday invitations, emails and advertisements.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners use Modern Greek with each other and the teacher for an increasing range of purposes. They are able to work more independently, but also enjoy working collaboratively and in groups. They explore cultural elements of communication, and use information and communication technologies (ICT) to support and enhance their learning. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners interact with an increasing range of informative, persuasive and imaginative texts about neighbourhoods, places, Greek-speaking communities and individuals. They refer to and use more established grammatical and lexical resources to understand and communicate in Modern Greek. The use of dictionaries is encouraged for accuracy in language acquisition, such as ensuring the correct interpretation of similar words (<i lang="el">βάζω, βάζο, σήκω, σύκο</i>, <i lang="el">γέρος, γερός, ώμος, ωμός, μήλο, μύλος, μιλώ)</i>.</p>        <p>          <b>Features of Modern Greek language use</b>        </p>        <p>Learners begin to reflect on language and how it is used in different ways to communicate. As they use Modern Greek for a wider range of interactions, learners develop a stronger understanding of the interconnection between language and culture. They begin to recognise how language features and expressions reflect cultural values, for example, <i lang="el">κέφι, φιλοξενία,</i> and the cultural and social impact of some grammatical forms or vocabulary, for example, using informal or formal language to address others, or using masculine forms of some professional titles when referring to women (<i lang="el">η</i> <i lang="el">γιατρός, η</i> <i lang="el">δικηγόρος)</i>.</p>        <p>          <b>Level of support</b>        </p>        <p>While learners work independently and collaboratively at this level, ongoing support and feedback are incorporated into task activities such as the production of written text. Support includes the provision of models, scaffolds, stimulus materials, and resources such as word charts, vocabulary lists and dictionaries.</p>        <p>          <b>The role of English</b>        </p>        <p>The language of response varies according to task demands, with Modern Greek being the primary language of communication, while English may be used for reflective tasks and explanations. Learners are given opportunities to think about personal and community identity. They engage with texts that reflect Greek culture, and ask questions about cultural values and practices and how these relate to their own.</p>      	|	        <p>By the end of Year 6, students use spoken and written Greek to exchange personal information such as, <i lang="el">Οι δάσκαλοί μου είναι ...,</i> <i lang="el">Έχω πολλούς φίλους, Αγαπώ τη μουσική,</i> describe feelings and express preferences, for example, <i lang="el">Μου αρέσει να παίζω σκάκι στο κομπιούτερ</i>. When participating in collaborative activities, transactions and classroom routines, they ask and respond to questions (for example, <i lang="el">Πώς σε λένε;</i>), plan collaboratively, and make suggestions and statements such as, <i lang="el">Τώρα</i> <i lang="el">το βρήκα!</i> When interacting, students use key features of pronunciation and intonation, including accents (for example, <i lang="el">η οικογένειά μου, η and ή</i>). They obtain and compare information from a variety of texts related to aspects of daily life and events (for example, <i lang="el">Τι καιρό θα κάνει σήμερα</i>;). They present information about their personal world in different formats (for example, <i lang="el">Μου αρέσει ο τραγουδιστής</i> ...). They respond to the storyline and characters encountered in texts and create and perform simple imaginative texts using familiar language such as, <i lang="el">Ο αγαπημένος μου δάσκαλος</i> ... . They use verbs (for example, <i lang="el">Έχω, θέλω, είμαι, ήταν, θα είναι</i>), nouns (for example, <i lang="el">ο άνθρωπος, η μητέρα, το παιδί</i>), adjectives (for example, <i lang="el">καλός, μεγάλος, ωραία</i>) and conjunctions to construct and expand sentences and apply basic rules of spelling and punctuation, such as question marks, capital letters, commas, exclamation marks and speech marks. They translate and interpret simple texts, identifying words that are not easily translated (for example, <i lang="el">το φιλότιμο</i>) and create bilingual texts for the classroom and school community. They compare ways of communicating in Greek and English to identify similarities and differences and suggest how culture influences language use. </p>        <p>Students identify and reproduce orally and in writing letter clusters, and the digraphs/diphthongs. They identify the relationship between language choices, and the audience and purpose of different text types. They describe the importance of register in different contexts and situations (for example, <i lang="el">Έλα / Ελάτε σπίτι μου, Σε / σας περιμένω</i>). They identify the impact of Greek on other languages, especially English (for example, <i lang="el">το κινητό, ο υπολογιστής</i>), and appreciate the dynamic nature of Greek, identifying changes that have occurred due to new technologies and knowledge. They describe ways that identity and communication are directly related to language and culture, for example, greeting familiar people by kissing them on both cheeks. </p>      
australia-f10-year7-languages-modern-greek	|	        <p>          <b>The nature of the learners</b>        </p>        <p>These years represent a transition to secondary school. Students in this sequence are continuing to study Modern Greek, bringing with them an established capability to interact in different situations, to engage with a variety of texts and to communicate with some help about their immediate world and that of Greece, Cyprus and other Greek-speaking communities. They have experience in analysing the major features of the language system and in reflecting on the intercultural exchanges in which they are involved. </p>        <p>          <b>Modern Greek language learning and use</b>        </p>        <p>At this level, learners express ideas and feelings<b>, </b>exchange opinions, negotiate relationships and manage shared activities. They use modelled and rehearsed language in familiar and unfamiliar contexts and increasingly generate original and personal language (<i lang="el">Τα</i> <i lang="el">ενδιαφέροντά</i> <i lang="el">μου</i> <i lang="el">είναι ..., Σου</i> <i lang="el">αρέσει</i> <i lang="el">η</i> <i lang="el">μαγειρική;)</i>. They create and perform more complex and varied texts, for example, role-plays of interactions at a restaurant, songs about leisure activities, acrostic poems, blogs about experiences at school, tourism advertisements for a Greek island and journal entries. They plan, draft and present imaginative and informative texts, for example, a children’s book, design interactive texts, for example, word games, and collaborative tasks, for example, menus, and participate in discussions and games, such as Greek board games. They use vocabulary and grammar with increasing accuracy, drafting and editing to improve structure and clarify meaning. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners work collaboratively and independently, exploring different modes and genres of communication with particular reference to their social, cultural and communicative interests. They pool language knowledge and resources to plan, problem-solve, monitor and reflect. Modern Greek is used not only for classroom interactions and transactions but also for broader interactive and intercultural experiences, such as the exchange of language and culture that occurs with sister-school relationships, and study trips to Greece or Cyprus (<i lang="el">Θα</i> <i lang="el">επικοινωνήσουμε</i> <i lang="el">αύριο</i> <i lang="el">με</i> <i lang="el">το</i> <i lang="el">σχολείο</i> <i lang="el">μας</i> <i lang="el">στην</i> <i lang="el">Ελλάδα ..</i>.). Extra opportunities for interaction are provided by purposeful and integrated use of information and communication technologies (ICT), for example, videoconferencing, internet video and audio calling, instant messaging and e-learning. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners read, view and interact with a broad range of texts and resources specifically designed for learning Modern Greek in school contexts, such as textbooks, readers, videos and online materials, including those developed for computer-supported collaborative learning. They also access authentic materials created for Greek-speaking communities, such as films, websites, advertisements and magazines.</p>        <p>          <b>Features of Modern Greek language use</b>        </p>        <p>By building their vocabulary knowledge, learners are able to develop and express more complex concepts in Modern Greek. They use a range of grammatical forms and structures to convey relationships between ideas, events and experiences, developing awareness of the language structures and features of specific texts. They use different processing strategies and their knowledge of language, increasingly drawing on understanding of text types, for example, writing a journal entry, and patterns, for example, correctly using verb endings. They make connections between texts and cultural contexts, identifying how cultural values and perspectives are embedded in language (<i lang="el">το</i> <i lang="el">παλικάρι,</i> <i lang="el">η</i> <i lang="el">πατρίδα)</i>, and how language choices determine how people, issues and circumstances are represented (<i lang="el">Να</i> <i lang="el">ζήσετε, Πάντα</i> <i lang="el">άξιος, Καλά</i> <i lang="el">στέφανα,</i> <i lang="el">Καλή</i> <i lang="el">όρεξη, Στην</i> <i lang="el">υγειά</i> <i lang="el">σου, Γεια</i> <i lang="el">μας, Σιδερένιος!)</i>. </p>        <p>          <b>Level of support</b>        </p>        <p>Learners may have a range of previous experience in the language or may be new learners. A multilevel and personalised approach to teaching and task design is needed for this diversity of prior experience. Consolidation of prior learning is balanced with the provision of new, engaging and challenging experiences. Learners are supported, as they develop increasing autonomy as language learners and users, to self-monitor and reflect on language use in response to their experiences in diverse contexts.</p>        <p>          <b>The role of English</b>        </p>        <p>Modern Greek is the main language of instruction and interaction, and English is used for conceptually demanding explanations and discussions. Learners continue to develop a metalanguage for thinking and communicating about language, culture and their sense of self, and connections within and across languages and cultures.</p>      	|	        <p>By the end of Year 8, students use written and spoken Greek to initiate and sustain classroom interactions, (for example, <i lang="el">Πότε θα πάμε σινεμά</i>;) to carry out transactions (for example, <i lang="el">Πώς πέρασες τις διακοπές σου</i>;) and to exchange information, ideas, thoughts and feelings about people, (for example, <i lang="el">Ο μπαμπάς μου είναι καλός μάγειρας</i>), objects, places and events such as, <i lang="el">Τι ώρα θα πάμε στη συναυλία αύριο</i>; They ask and respond to open-ended questions (for example, <i lang="el">Πού θα ήθελες να ταξιδέψεις στο μέλλον</i>;) and use rehearsed and spontaneous language to engage in discussions, negotiate, make decisions and arrangements, and offer opinions such as, <i lang="el">Θέλω να πάω στην Ελλάδα κάποια μέρα</i>. They apply appropriate pronunciation and rhythm in spoken Greek to a range of sentence types, including the use of the accent mark for both intonation and meaning. They locate and interpret information and ideas on topics of interest, such as<i lang="el">, Πώς διασκεδάζουν στην Ελλάδα</i>; from a range of texts and communicate information, views and ideas using different modes of presentation. They share their response to different imaginative texts by expressing thoughts and opinions and describing ways in which ideas, characters, places and events are represented. Students create imaginative texts about people, places and experiences to entertain others (for example, <i lang="el">Μία αξέχαστη εκδρομή, Όταν ξέχασα να ...).</i> They use grammatical features, such as regular verbs, irregular verbs, adverbs, adjectives (for example, <i lang="el">έμεινα, έπαιζα, θα μείνω, είπε, να μπορέσω, γρήγορα, πιο γρήγορα, γρηγορότερα, πολύ), </i>pronouns (for example, <i lang="el">αυτός, κάτι</i>) and conjunctions (for example, <i lang="el">που, πως, ότι, επειδή, δηλαδή, αλλά, γιατί</i>) to construct compound and complex sentences and link ideas and sentences. They apply rules of punctuation and spelling to their own written constructions. They translate and interpret texts, identifying and explaining words with particular cultural significance in Greek, and create bilingual texts for the school and wider community, providing subtitles, captions or commentaries to help meaning. They explain why communication with others involves shared responsibility for making meaning, and identify the choices and adjustments they make when participating in intercultural interactions.</p>        <p>Students identify and reproduce irregularities of some sound–letter relationships and combinations. They analyse the structure and linguistic features of different text types to identify their relationship with audience and purpose. They analyse language use in different contexts, including formal and informal (for example, <i lang="el">Συγγνώμη, Με συγχωρείτε</i>), explaining the impact of purpose, audience and social setting. They explain the dynamic nature of the Greek language from ancient to modern times, and suggest reasons for change. They give examples of ways that language use reflects cultural ideas, assumptions and perspectives such as, <i lang="el">Έχει φιλότιμο, Καλύτερα να σου βγει το μάτι παρά το όνομα,</i> and how what is considered normal in communication varies across cultures.</p>      
australia-f10-year8-languages-modern-greek	|	        <p>          <b>The nature of the learners</b>        </p>        <p>These years represent a transition to secondary school. Students in this sequence are continuing to study Modern Greek, bringing with them an established capability to interact in different situations, to engage with a variety of texts and to communicate with some help about their immediate world and that of Greece, Cyprus and other Greek-speaking communities. They have experience in analysing the major features of the language system and in reflecting on the intercultural exchanges in which they are involved. </p>        <p>          <b>Modern Greek language learning and use</b>        </p>        <p>At this level, learners express ideas and feelings<b>, </b>exchange opinions, negotiate relationships and manage shared activities. They use modelled and rehearsed language in familiar and unfamiliar contexts and increasingly generate original and personal language (<i lang="el">Τα</i> <i lang="el">ενδιαφέροντά</i> <i lang="el">μου</i> <i lang="el">είναι ..., Σου</i> <i lang="el">αρέσει</i> <i lang="el">η</i> <i lang="el">μαγειρική;)</i>. They create and perform more complex and varied texts, for example, role-plays of interactions at a restaurant, songs about leisure activities, acrostic poems, blogs about experiences at school, tourism advertisements for a Greek island and journal entries. They plan, draft and present imaginative and informative texts, for example, a children’s book, design interactive texts, for example, word games, and collaborative tasks, for example, menus, and participate in discussions and games, such as Greek board games. They use vocabulary and grammar with increasing accuracy, drafting and editing to improve structure and clarify meaning. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners work collaboratively and independently, exploring different modes and genres of communication with particular reference to their social, cultural and communicative interests. They pool language knowledge and resources to plan, problem-solve, monitor and reflect. Modern Greek is used not only for classroom interactions and transactions but also for broader interactive and intercultural experiences, such as the exchange of language and culture that occurs with sister-school relationships, and study trips to Greece or Cyprus (<i lang="el">Θα</i> <i lang="el">επικοινωνήσουμε</i> <i lang="el">αύριο</i> <i lang="el">με</i> <i lang="el">το</i> <i lang="el">σχολείο</i> <i lang="el">μας</i> <i lang="el">στην</i> <i lang="el">Ελλάδα ..</i>.). Extra opportunities for interaction are provided by purposeful and integrated use of information and communication technologies (ICT), for example, videoconferencing, internet video and audio calling, instant messaging and e-learning. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners read, view and interact with a broad range of texts and resources specifically designed for learning Modern Greek in school contexts, such as textbooks, readers, videos and online materials, including those developed for computer-supported collaborative learning. They also access authentic materials created for Greek-speaking communities, such as films, websites, advertisements and magazines.</p>        <p>          <b>Features of Modern Greek language use</b>        </p>        <p>By building their vocabulary knowledge, learners are able to develop and express more complex concepts in Modern Greek. They use a range of grammatical forms and structures to convey relationships between ideas, events and experiences, developing awareness of the language structures and features of specific texts. They use different processing strategies and their knowledge of language, increasingly drawing on understanding of text types, for example, writing a journal entry, and patterns, for example, correctly using verb endings. They make connections between texts and cultural contexts, identifying how cultural values and perspectives are embedded in language (<i lang="el">το</i> <i lang="el">παλικάρι,</i> <i lang="el">η</i> <i lang="el">πατρίδα)</i>, and how language choices determine how people, issues and circumstances are represented (<i lang="el">Να</i> <i lang="el">ζήσετε, Πάντα</i> <i lang="el">άξιος, Καλά</i> <i lang="el">στέφανα,</i> <i lang="el">Καλή</i> <i lang="el">όρεξη, Στην</i> <i lang="el">υγειά</i> <i lang="el">σου, Γεια</i> <i lang="el">μας, Σιδερένιος!)</i>. </p>        <p>          <b>Level of support</b>        </p>        <p>Learners may have a range of previous experience in the language or may be new learners. A multilevel and personalised approach to teaching and task design is needed for this diversity of prior experience. Consolidation of prior learning is balanced with the provision of new, engaging and challenging experiences. Learners are supported, as they develop increasing autonomy as language learners and users, to self-monitor and reflect on language use in response to their experiences in diverse contexts.</p>        <p>          <b>The role of English</b>        </p>        <p>Modern Greek is the main language of instruction and interaction, and English is used for conceptually demanding explanations and discussions. Learners continue to develop a metalanguage for thinking and communicating about language, culture and their sense of self, and connections within and across languages and cultures.</p>      	|	        <p>By the end of Year 8, students use written and spoken Greek to initiate and sustain classroom interactions, (for example, <i lang="el">Πότε θα πάμε σινεμά</i>;) to carry out transactions (for example, <i lang="el">Πώς πέρασες τις διακοπές σου</i>;) and to exchange information, ideas, thoughts and feelings about people, (for example, <i lang="el">Ο μπαμπάς μου είναι καλός μάγειρας</i>), objects, places and events such as, <i lang="el">Τι ώρα θα πάμε στη συναυλία αύριο</i>; They ask and respond to open-ended questions (for example, <i lang="el">Πού θα ήθελες να ταξιδέψεις στο μέλλον</i>;) and use rehearsed and spontaneous language to engage in discussions, negotiate, make decisions and arrangements, and offer opinions such as, <i lang="el">Θέλω να πάω στην Ελλάδα κάποια μέρα</i>. They apply appropriate pronunciation and rhythm in spoken Greek to a range of sentence types, including the use of the accent mark for both intonation and meaning. They locate and interpret information and ideas on topics of interest, such as<i lang="el">, Πώς διασκεδάζουν στην Ελλάδα</i>; from a range of texts and communicate information, views and ideas using different modes of presentation. They share their response to different imaginative texts by expressing thoughts and opinions and describing ways in which ideas, characters, places and events are represented. Students create imaginative texts about people, places and experiences to entertain others (for example, <i lang="el">Μία αξέχαστη εκδρομή, Όταν ξέχασα να ...).</i> They use grammatical features, such as regular verbs, irregular verbs, adverbs, adjectives (for example, <i lang="el">έμεινα, έπαιζα, θα μείνω, είπε, να μπορέσω, γρήγορα, πιο γρήγορα, γρηγορότερα, πολύ), </i>pronouns (for example, <i lang="el">αυτός, κάτι</i>) and conjunctions (for example, <i lang="el">που, πως, ότι, επειδή, δηλαδή, αλλά, γιατί</i>) to construct compound and complex sentences and link ideas and sentences. They apply rules of punctuation and spelling to their own written constructions. They translate and interpret texts, identifying and explaining words with particular cultural significance in Greek, and create bilingual texts for the school and wider community, providing subtitles, captions or commentaries to help meaning. They explain why communication with others involves shared responsibility for making meaning, and identify the choices and adjustments they make when participating in intercultural interactions.</p>        <p>Students identify and reproduce irregularities of some sound–letter relationships and combinations. They analyse the structure and linguistic features of different text types to identify their relationship with audience and purpose. They analyse language use in different contexts, including formal and informal (for example, <i lang="el">Συγγνώμη, Με συγχωρείτε</i>), explaining the impact of purpose, audience and social setting. They explain the dynamic nature of the Greek language from ancient to modern times, and suggest reasons for change. They give examples of ways that language use reflects cultural ideas, assumptions and perspectives such as, <i lang="el">Έχει φιλότιμο, Καλύτερα να σου βγει το μάτι παρά το όνομα,</i> and how what is considered normal in communication varies across cultures.</p>      
australia-f10-year9-languages-modern-greek	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students bring to their learning existing knowledge of Modern Greek language and culture and a range of strategies. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and environmental issues. They require continued guidance and mentoring but work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences. They are considering future pathways and options, including the possible role of Modern Greek in these. </p>        <p>          <b>Modern Greek language learning and use</b>        </p>        <p>This is a period of language exploration, vocabulary expansion and experimentation. As learners develop greater control of language structures and systems, their confidence increases, as does their interest in communicating in a wider range of contexts. They use Modern Greek to communicate and interact, to access and exchange information, to express thoughts and opinions, and to participate in imaginative and creative experiences <i lang="el">Αύριο στη Θεσσαλονίκη ο</i> <i lang="el">καιρός</i> <i lang="el">θα</i> <i lang="el">είναι</i> <i lang="el">..., Τι</i> <i lang="el">γνώμη</i> <i lang="el">έχετε</i> <i lang="el">για</i> <i lang="el">τη</i> <i lang="el">σχολική</i> <i lang="el">στολή;).</i> <i lang="el">They demonstrate understanding of language variation and change, and of how intercultural experience, technology, media</i> and globalisation influence language use and forms of communication (<i lang="el">το</i> <i lang="el">φαστφουντάδικο, το</i> <i lang="el">ματς)</i>.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact with peers, the teacher and other Greek speakers locally and globally through a variety of means and modes of communication, including digital, online, collaborative performance and group discussions. They may participate in wider experiences related to Greek language and culture, such as film festivals, film competitions, drama and art competitions and programs, local Greek festivals, interacting with Greek-speaking guests, artists and musicians, and in-country study trips. These authentic experiences give learners a sense of connectedness and purpose, and make use of and extend their capability beyond the school context.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Media resources, fiction and non-fiction texts, performances and research projects allow for exploration of themes of personal and contemporary relevance, for example, global issues such as the environment (<i lang="el">Πώς θα προστατέψουμε το δάσος;</i>), Greek-specific issues such as the diaspora, identity and relationship issues such as the concept of ‘journey and belonging’, and questions of diversity and inclusivity such as the concept of ‘One World’.</p>        <p>          <b>Features of Modern Greek language use </b>        </p>        <p>Learners communicate with greater fluency, and use their knowledge of grammar and orthographic systems, such as understanding of primary tenses and declensions, to self-correct more readily. They investigate texts through more critical analysis, identifying how language choices reflect perspectives and shape meaning. Task characteristics at this level are more complex and challenging. Elements of tasks may involve interpreting, creating, evaluating and performing, collaborative as well as independent language planning and performance, and development and strategic use of language and cultural resources.</p>        <p>Learners understand the relationship between language, culture and identity. They explore in more depth and detail the cultural, personal and linguistic processes involved in learning and using a different language. They recognise that deriving meaning from a different language involves interpretation and personal response as well as accurate translation and factual reporting. They explore intercultural communication, and how moving between different languages and cultural systems enables flexibility, and awareness of and openness to alternative ways.</p>        <p>          <b>Level of support</b>        </p>        <p>Support at this level of learning includes provision of rich and varied stimulus materials, continued scaffolding and modelling of language functions and communicative tasks, and explicit instruction and explanation of the grammatical system, with opportunities for learners to discuss, clarify, practise and apply their knowledge. Critical and constructive teacher feedback combines with peer support and self-review to monitor and evaluate learning outcomes, for example, through portfolios, peer review, e-journals.</p>        <p>          <b>The role of English</b>        </p>        <p>Modern Greek is used as the primary medium of interaction in both language-oriented and most content-oriented tasks. While learners at this level are able to express some complex concepts and reactions in Modern Greek, English is the medium they use for substantive discussion, explanation and analysis. This allows learners to communicate in depth and detail about their experience of learning Modern Greek, and their thoughts on culture, identity and intercultural experience, at a level that may be beyond their existing ability in Modern Greek.</p>      	|	        <p>By the end of Year 10, students use written and spoken Greek to initiate, sustain and extend formal and informal interactions with teachers, peers and others in a range of settings such as, <i lang="el">Τι θα κάνεις μετά το σχολείο;</i> They use language spontaneously to respond to others, seek and give advice (for example, <i lang="el">Δεν ξέρω τι να κάνω</i>), contribute ideas and opinions, describe relationships, discuss aspirations (for example, <i lang="el">Θέλω να κάνω ένα ταξίδι</i>), compare experiences and express opinions on issues of interest such as, <i lang="el">Πώς θα προστατέψουμε το δάσος</i>; They interact with others to take action, make decisions, negotiate, plan and organise events and complete transactions. They sustain and extend conversations by elaborating on opinions and ideas, expanding questions, and seeking and discussing responses and opinions. They apply appropriate pronunciation, rhythm and stress in spoken Greek in their interactions. They analyse and evaluate ideas and information obtained from multiple spoken and written sources on a range of issues such as, <i lang="el">Η τεχνολογία σήμερα, Πού μιλάνε τα ελληνικά</i>; They present information using different text types and modes of presentation to suit different audiences and to achieve different purposes (for example, <i lang="el">blog για το σχολικό περιοδικό για τη μόδα, μιά μουσική εκδήλωση</i>). They share their responses to different imaginative texts by expressing and justifying opinions on language use, themes, moods and emotions. They manipulate language and use different techniques to produce imaginative texts for different audiences. When creating texts, they use a variety of grammatical elements, such as passive and active voice (for example, <i lang="el">Καθόμουν, Θα καθίσω, Έλα κάθισε</i>), negation (for example, <i lang="el">Ούτε τώρα, ούτε ποτέ</i>), word order and time clauses (for example, <i lang="el">Μιλούσε στο τηλέφωνο όταν τον είδα</i>), to shape meaning (for example, <i lang="el">Όταν έρθεις σπίτι μου, θα πάμε να φάμε έξω</i>). They accurately apply rules of punctuation and spelling to their own written constructions. Students translate and analyse a range of texts, compare interpretations and explain differences. They create a range of bilingual texts that convey intended meaning for a variety of purposes and audiences. They explain the relationship between language, culture and identity, question assumptions and modify language and behaviours in intercultural interactions as appropriate. </p>        <p>Students analyse a range of texts to identify cultural elements and perspectives and to explain the interrelationship between linguistic elements, context, purpose, audience and structure. They give examples of how language use varies according to cultural contexts, explaining why Greek interactions differ from those in English or other languages. They explain why Greek, like other languages, is fluid and dynamic as well as solid and influential. They explain ways in which language and culture are interrelated and influence each other.</p>      
australia-f10-year10-languages-modern-greek	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students bring to their learning existing knowledge of Modern Greek language and culture and a range of strategies. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and environmental issues. They require continued guidance and mentoring but work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences. They are considering future pathways and options, including the possible role of Modern Greek in these. </p>        <p>          <b>Modern Greek language learning and use</b>        </p>        <p>This is a period of language exploration, vocabulary expansion and experimentation. As learners develop greater control of language structures and systems, their confidence increases, as does their interest in communicating in a wider range of contexts. They use Modern Greek to communicate and interact, to access and exchange information, to express thoughts and opinions, and to participate in imaginative and creative experiences <i lang="el">Αύριο στη Θεσσαλονίκη ο</i> <i lang="el">καιρός</i> <i lang="el">θα</i> <i lang="el">είναι</i> <i lang="el">..., Τι</i> <i lang="el">γνώμη</i> <i lang="el">έχετε</i> <i lang="el">για</i> <i lang="el">τη</i> <i lang="el">σχολική</i> <i lang="el">στολή;).</i> <i lang="el">They demonstrate understanding of language variation and change, and of how intercultural experience, technology, media</i> and globalisation influence language use and forms of communication (<i lang="el">το</i> <i lang="el">φαστφουντάδικο, το</i> <i lang="el">ματς)</i>.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact with peers, the teacher and other Greek speakers locally and globally through a variety of means and modes of communication, including digital, online, collaborative performance and group discussions. They may participate in wider experiences related to Greek language and culture, such as film festivals, film competitions, drama and art competitions and programs, local Greek festivals, interacting with Greek-speaking guests, artists and musicians, and in-country study trips. These authentic experiences give learners a sense of connectedness and purpose, and make use of and extend their capability beyond the school context.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Media resources, fiction and non-fiction texts, performances and research projects allow for exploration of themes of personal and contemporary relevance, for example, global issues such as the environment (<i lang="el">Πώς θα προστατέψουμε το δάσος;</i>), Greek-specific issues such as the diaspora, identity and relationship issues such as the concept of ‘journey and belonging’, and questions of diversity and inclusivity such as the concept of ‘One World’.</p>        <p>          <b>Features of Modern Greek language use </b>        </p>        <p>Learners communicate with greater fluency, and use their knowledge of grammar and orthographic systems, such as understanding of primary tenses and declensions, to self-correct more readily. They investigate texts through more critical analysis, identifying how language choices reflect perspectives and shape meaning. Task characteristics at this level are more complex and challenging. Elements of tasks may involve interpreting, creating, evaluating and performing, collaborative as well as independent language planning and performance, and development and strategic use of language and cultural resources.</p>        <p>Learners understand the relationship between language, culture and identity. They explore in more depth and detail the cultural, personal and linguistic processes involved in learning and using a different language. They recognise that deriving meaning from a different language involves interpretation and personal response as well as accurate translation and factual reporting. They explore intercultural communication, and how moving between different languages and cultural systems enables flexibility, and awareness of and openness to alternative ways.</p>        <p>          <b>Level of support</b>        </p>        <p>Support at this level of learning includes provision of rich and varied stimulus materials, continued scaffolding and modelling of language functions and communicative tasks, and explicit instruction and explanation of the grammatical system, with opportunities for learners to discuss, clarify, practise and apply their knowledge. Critical and constructive teacher feedback combines with peer support and self-review to monitor and evaluate learning outcomes, for example, through portfolios, peer review, e-journals.</p>        <p>          <b>The role of English</b>        </p>        <p>Modern Greek is used as the primary medium of interaction in both language-oriented and most content-oriented tasks. While learners at this level are able to express some complex concepts and reactions in Modern Greek, English is the medium they use for substantive discussion, explanation and analysis. This allows learners to communicate in depth and detail about their experience of learning Modern Greek, and their thoughts on culture, identity and intercultural experience, at a level that may be beyond their existing ability in Modern Greek.</p>      	|	        <p>By the end of Year 10, students use written and spoken Greek to initiate, sustain and extend formal and informal interactions with teachers, peers and others in a range of settings such as, <i lang="el">Τι θα κάνεις μετά το σχολείο;</i> They use language spontaneously to respond to others, seek and give advice (for example, <i lang="el">Δεν ξέρω τι να κάνω</i>), contribute ideas and opinions, describe relationships, discuss aspirations (for example, <i lang="el">Θέλω να κάνω ένα ταξίδι</i>), compare experiences and express opinions on issues of interest such as, <i lang="el">Πώς θα προστατέψουμε το δάσος</i>; They interact with others to take action, make decisions, negotiate, plan and organise events and complete transactions. They sustain and extend conversations by elaborating on opinions and ideas, expanding questions, and seeking and discussing responses and opinions. They apply appropriate pronunciation, rhythm and stress in spoken Greek in their interactions. They analyse and evaluate ideas and information obtained from multiple spoken and written sources on a range of issues such as, <i lang="el">Η τεχνολογία σήμερα, Πού μιλάνε τα ελληνικά</i>; They present information using different text types and modes of presentation to suit different audiences and to achieve different purposes (for example, <i lang="el">blog για το σχολικό περιοδικό για τη μόδα, μιά μουσική εκδήλωση</i>). They share their responses to different imaginative texts by expressing and justifying opinions on language use, themes, moods and emotions. They manipulate language and use different techniques to produce imaginative texts for different audiences. When creating texts, they use a variety of grammatical elements, such as passive and active voice (for example, <i lang="el">Καθόμουν, Θα καθίσω, Έλα κάθισε</i>), negation (for example, <i lang="el">Ούτε τώρα, ούτε ποτέ</i>), word order and time clauses (for example, <i lang="el">Μιλούσε στο τηλέφωνο όταν τον είδα</i>), to shape meaning (for example, <i lang="el">Όταν έρθεις σπίτι μου, θα πάμε να φάμε έξω</i>). They accurately apply rules of punctuation and spelling to their own written constructions. Students translate and analyse a range of texts, compare interpretations and explain differences. They create a range of bilingual texts that convey intended meaning for a variety of purposes and audiences. They explain the relationship between language, culture and identity, question assumptions and modify language and behaviours in intercultural interactions as appropriate. </p>        <p>Students analyse a range of texts to identify cultural elements and perspectives and to explain the interrelationship between linguistic elements, context, purpose, audience and structure. They give examples of how language use varies according to cultural contexts, explaining why Greek interactions differ from those in English or other languages. They explain why Greek, like other languages, is fluid and dynamic as well as solid and influential. They explain ways in which language and culture are interrelated and influence each other.</p>      
australia-f10-foundation-the-arts-music	|	<p>In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.</p> <p>In the Foundation Year, students undertake The Arts appropriate for their level of development.</p> <p>They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others&rsquo; art making.</p> <p>As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.</p> <p>Students learn about safe practices in the arts through making and responding safely in the different arts subjects.</p> <p>They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.</p> <p>In Music, students:</p> <ul> <li>become aware of rhythm, pitch, dynamics and expression, form and structure, timbre and texture</li> <li>explore sounds as they learn to listen to and make music</li> <li>learn to discriminate between sounds and silence, and loud and soft sounds</li> <li>learn to move and perform with beat and tempo</li> <li>learn to listen as performers and as audience.</li> </ul>	|	<p>By the end of Year 2, students communicate about the music they listen to, make and perform and where and why people make music.</p> <p>Students improvise, compose, arrange and perform music. They demonstrate aural skills by staying in tune and keeping in time when they sing and play.</p>
australia-f10-year1-the-arts-music	|	<p>In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.</p> <p>In the Foundation Year, students undertake The Arts appropriate for their level of development.</p> <p>They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others&rsquo; art making.</p> <p>As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.</p> <p>Students learn about safe practices in the arts through making and responding safely in the different arts subjects.</p> <p>They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.</p> <p>In Music, students:</p> <ul> <li>become aware of rhythm, pitch, dynamics and expression, form and structure, timbre and texture</li> <li>explore sounds as they learn to listen to and make music</li> <li>learn to discriminate between sounds and silence, and loud and soft sounds</li> <li>learn to move and perform with beat and tempo</li> <li>learn to listen as performers and as audience.</li> </ul>	|	<p>By the end of Year 2, students communicate about the music they listen to, make and perform and where and why people make music.</p> <p>Students improvise, compose, arrange and perform music. They demonstrate aural skills by staying in tune and keeping in time when they sing and play.</p>
australia-f10-year2-the-arts-music	|	<p>In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.</p> <p>In the Foundation Year, students undertake The Arts appropriate for their level of development.</p> <p>They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others&rsquo; art making.</p> <p>As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.</p> <p>Students learn about safe practices in the arts through making and responding safely in the different arts subjects.</p> <p>They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.</p> <p>In Music, students:</p> <ul> <li>become aware of rhythm, pitch, dynamics and expression, form and structure, timbre and texture</li> <li>explore sounds as they learn to listen to and make music</li> <li>learn to discriminate between sounds and silence, and loud and soft sounds</li> <li>learn to move and perform with beat and tempo</li> <li>learn to listen as performers and as audience.</li> </ul>	|	<p>By the end of Year 2, students communicate about the music they listen to, make and perform and where and why people make music.</p> <p>Students improvise, compose, arrange and perform music. They demonstrate aural skills by staying in tune and keeping in time when they sing and play.</p>
australia-f10-year3-the-arts-music	|	<p>In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers.</p> <p>As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and cultural contexts of the arts. They make personal evaluations of their own and others&rsquo; artworks, making connections between their own artistic intentions and those of other artists.</p> <p>Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their attention on the artwork and respond to it. They consider why and how audiences respond to artworks.</p> <p>In Years 3 and 4, students&rsquo; awareness of themselves and others as audiences is extended beyond the classroom to the broader school context.</p> <p>In Music, students:</p> <ul> <li>extend their understanding of the elements of music as they develop their aural skills</li> <li>match pitch and show the direction of a tune with gesture or drawings</li> <li>recognise difference between notes moving by step and by leap</li> <li>recognise and discriminate between rhythm and beat</li> <li>explore meaning and interpretation, forms, and elements including rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they make and respond to music</li> <li>learn to listen as performers and as audience, extending their awareness of themselves and others as performers and as audience.</li> </ul>	|	<p>By the end of Year 4, students describe and discuss similarities and differences between music they listen to, compose and perform. They discuss how they and others use the elements of music in performance and composition.</p> <p>Students collaborate to improvise, compose and arrange sound, silence, tempo and volume in music that communicates ideas. They demonstrate aural skills by singing and playing instruments with accurate pitch, rhythm and expression.</p>
australia-f10-year4-the-arts-music	|	<p>In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers.</p> <p>As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and cultural contexts of the arts. They make personal evaluations of their own and others&rsquo; artworks, making connections between their own artistic intentions and those of other artists.</p> <p>Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their attention on the artwork and respond to it. They consider why and how audiences respond to artworks.</p> <p>In Years 3 and 4, students&rsquo; awareness of themselves and others as audiences is extended beyond the classroom to the broader school context.</p> <p>In Music, students:</p> <ul> <li>extend their understanding of the elements of music as they develop their aural skills</li> <li>match pitch and show the direction of a tune with gesture or drawings</li> <li>recognise difference between notes moving by step and by leap</li> <li>recognise and discriminate between rhythm and beat</li> <li>explore meaning and interpretation, forms, and elements including rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they make and respond to music</li> <li>learn to listen as performers and as audience, extending their awareness of themselves and others as performers and as audience.</li> </ul>	|	<p>By the end of Year 4, students describe and discuss similarities and differences between music they listen to, compose and perform. They discuss how they and others use the elements of music in performance and composition.</p> <p>Students collaborate to improvise, compose and arrange sound, silence, tempo and volume in music that communicates ideas. They demonstrate aural skills by singing and playing instruments with accurate pitch, rhythm and expression.</p>
australia-f10-year5-the-arts-music	|	<p>In Years 5 and 6, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.&nbsp;</p> <p>As they make and respond to the arts, students explore meaning and interpretation, and social and cultural contexts of the arts. They evaluate the use of forms and elements in artworks they make and observe.</p> <p>Students extend their understanding of safety in the arts. In Years 5 and 6, their understanding of the roles of artists and audiences builds on previous bands. They develop their understanding and use of performance or technical skills to communicate intention for different audiences. They identify a variety of audiences for different arts experiences as they engage with more diverse artworks as artists and audiences.</p> <p>In Music, students:</p> <ul> <li>further their understanding of rhythm, pitch, dynamics and expression, form and structure, timbre and texture in music</li> <li>extend their understanding and use of aural skills as they sing and play independent parts against contrasting parts and recognise instrumental, vocal and digitally generated sounds</li> <li>explore and use rhythm, pitch, dynamics and expression, form and structure, timbre and texture in music they perform and compose</li> <li>explore meaning and interpretation, forms and elements of music as they make and respond to music.</li> </ul>	|	<p>By the end of Year 6, students explain how the elements of music are used to communicate meaning in the music they listen to, compose and perform. They describe how their music making is influenced by music and performances from different cultures, times and places.</p> <p>Students use rhythm, pitch and form symbols and terminology to compose and perform music. They sing and play music in different styles, demonstrating aural, technical and expressive skills by singing and playing instruments with accurate pitch, rhythm and expression in performances for audiences.</p>
australia-f10-year6-the-arts-music	|	<p>In Years 5 and 6, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.&nbsp;</p> <p>As they make and respond to the arts, students explore meaning and interpretation, and social and cultural contexts of the arts. They evaluate the use of forms and elements in artworks they make and observe.</p> <p>Students extend their understanding of safety in the arts. In Years 5 and 6, their understanding of the roles of artists and audiences builds on previous bands. They develop their understanding and use of performance or technical skills to communicate intention for different audiences. They identify a variety of audiences for different arts experiences as they engage with more diverse artworks as artists and audiences.</p> <p>In Music, students:</p> <ul> <li>further their understanding of rhythm, pitch, dynamics and expression, form and structure, timbre and texture in music</li> <li>extend their understanding and use of aural skills as they sing and play independent parts against contrasting parts and recognise instrumental, vocal and digitally generated sounds</li> <li>explore and use rhythm, pitch, dynamics and expression, form and structure, timbre and texture in music they perform and compose</li> <li>explore meaning and interpretation, forms and elements of music as they make and respond to music.</li> </ul>	|	<p>By the end of Year 6, students explain how the elements of music are used to communicate meaning in the music they listen to, compose and perform. They describe how their music making is influenced by music and performances from different cultures, times and places.</p> <p>Students use rhythm, pitch and form symbols and terminology to compose and perform music. They sing and play music in different styles, demonstrating aural, technical and expressive skills by singing and playing instruments with accurate pitch, rhythm and expression in performances for audiences.</p>
australia-f10-year7-the-arts-music	|	<p>In Music, students:</p> <ul> <li>build on their aural skills by identifying and manipulating rhythm, pitch, dynamics and expression, form and structure, timbre and texture in their listening, composing and performing</li> <li>aurally identify layers within a texture</li> <li>sing and play independent parts against contrasting parts</li> <li>recognise rhythmic, melodic and harmonic patterns and beat groupings</li> <li>understand their role within an ensemble and control tone and volume</li> <li>perform with expression and technical control</li> <li>identify a variety of audiences for which music is made</li> <li>draw on music from a range of cultures, times and locations as they experience music</li> <li>explore the music and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region</li> <li>learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies</li> <li>learn that over time there has been further development of techniques used in traditional and contemporary styles of music as they explore form in music</li> <li>explore meaning and interpretation, forms, and elements including rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they make and respond to music</li> <li>consider social, cultural and historical contexts of music</li> <li>evaluate the expressive techniques used in music they listen to and experience in performance</li> <li>maintain safety, correct posture and technique in using instruments and technologies</li> <li>build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse music.</li> </ul>	|	<p>By the end of Year 8, students identify and analyse how the elements of music are used in different styles and apply this knowledge in their performances and compositions. They evaluate musical choices they and others from different cultures, times and places make to communicate meaning as performers and composers.</p> <p>Students manipulate the elements of music and stylistic conventions to compose music. They interpret, rehearse and perform songs and instrumental pieces in unison and in parts, demonstrating technical and expressive skills. They use aural skills, music terminology and symbols to recognise, memorise and notate features, such as melodic patterns in music they perform and compose.</p>
australia-f10-year8-the-arts-music	|	<p>In Music, students:</p> <ul> <li>build on their aural skills by identifying and manipulating rhythm, pitch, dynamics and expression, form and structure, timbre and texture in their listening, composing and performing</li> <li>aurally identify layers within a texture</li> <li>sing and play independent parts against contrasting parts</li> <li>recognise rhythmic, melodic and harmonic patterns and beat groupings</li> <li>understand their role within an ensemble and control tone and volume</li> <li>perform with expression and technical control</li> <li>identify a variety of audiences for which music is made</li> <li>draw on music from a range of cultures, times and locations as they experience music</li> <li>explore the music and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region</li> <li>learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies</li> <li>learn that over time there has been further development of techniques used in traditional and contemporary styles of music as they explore form in music</li> <li>explore meaning and interpretation, forms, and elements including rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they make and respond to music</li> <li>consider social, cultural and historical contexts of music</li> <li>evaluate the expressive techniques used in music they listen to and experience in performance</li> <li>maintain safety, correct posture and technique in using instruments and technologies</li> <li>build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse music.</li> </ul>	|	<p>By the end of Year 8, students identify and analyse how the elements of music are used in different styles and apply this knowledge in their performances and compositions. They evaluate musical choices they and others from different cultures, times and places make to communicate meaning as performers and composers.</p> <p>Students manipulate the elements of music and stylistic conventions to compose music. They interpret, rehearse and perform songs and instrumental pieces in unison and in parts, demonstrating technical and expressive skills. They use aural skills, music terminology and symbols to recognise, memorise and notate features, such as melodic patterns in music they perform and compose.</p>
australia-f10-year9-the-arts-music	|	<p>In Music, students:</p> <ul> <li>continue to develop their aural skills as they build on their understanding and use of the elements of music</li> <li>extend their understanding and use of more complex rhythms and diversity of pitch and incorporate dynamics and expression in different forms</li> <li>extend their use of and identification of timbre to discriminate between different instruments and different voice types</li> <li>build on their understanding of their role within an ensemble as they control tone and volume in a range of styles using instrumental and vocal techniques</li> <li>extend technical and expressive skills in performance from the previous band</li> <li>draw on music from a range of cultures, times and locations as they experience music</li> <li>explore the music and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region</li> <li>learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies</li> <li>learn that over time there has been further development of different traditional and contemporary styles as they explore music forms</li> <li>reflect on the development of traditional and contemporary styles of music and how musicians can be identified through the style of their music</li> <li>explore meaning and interpretation, forms and elements, and social, cultural and historical contexts of music as they make and respond to music</li> <li>evaluate performers&rsquo; success in expressing the composers&rsquo; intentions and expressive skills in music they listen to and perform</li> <li>maintain safety, correct posture and technique in using instruments and technologies</li> <li>build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse music.</li> </ul>	|	<p>By the end of Year 10, students analyse different scores and performances aurally and visually. They evaluate the use of elements of music and defining characteristics from different musical styles. They use their understanding of music making in different cultures, times and places to inform and shape their interpretations, performances and compositions.</p> <p>Students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They interpret and perform music with technical control, expression and stylistic understanding. They use aural skills to recognise elements of music and memorise aspects of music such as pitch and rhythm sequences. They use knowledge of the elements of music, style and notation to compose, document and share their music.</p>
australia-f10-year10-the-arts-music	|	<p>In Music, students:</p> <ul> <li>continue to develop their aural skills as they build on their understanding and use of the elements of music</li> <li>extend their understanding and use of more complex rhythms and diversity of pitch and incorporate dynamics and expression in different forms</li> <li>extend their use of and identification of timbre to discriminate between different instruments and different voice types</li> <li>build on their understanding of their role within an ensemble as they control tone and volume in a range of styles using instrumental and vocal techniques</li> <li>extend technical and expressive skills in performance from the previous band</li> <li>draw on music from a range of cultures, times and locations as they experience music</li> <li>explore the music and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region</li> <li>learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies</li> <li>learn that over time there has been further development of different traditional and contemporary styles as they explore music forms</li> <li>reflect on the development of traditional and contemporary styles of music and how musicians can be identified through the style of their music</li> <li>explore meaning and interpretation, forms and elements, and social, cultural and historical contexts of music as they make and respond to music</li> <li>evaluate performers&rsquo; success in expressing the composers&rsquo; intentions and expressive skills in music they listen to and perform</li> <li>maintain safety, correct posture and technique in using instruments and technologies</li> <li>build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse music.</li> </ul>	|	<p>By the end of Year 10, students analyse different scores and performances aurally and visually. They evaluate the use of elements of music and defining characteristics from different musical styles. They use their understanding of music making in different cultures, times and places to inform and shape their interpretations, performances and compositions.</p> <p>Students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They interpret and perform music with technical control, expression and stylistic understanding. They use aural skills to recognise elements of music and memorise aspects of music such as pitch and rhythm sequences. They use knowledge of the elements of music, style and notation to compose, document and share their music.</p>
australia-f10-foundation-science	|	<p>The Science content includes the three strands of science understanding, science inquiry skills and science as a human endeavour. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.</p> <p><strong>Incorporating the key ideas of science </strong></p> <p>From Foundation to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena.</p> <p>In Foundation, students observe and describe the behaviours and properties of everyday objects, materials and living things. They explore change in the world around them, including changes that impact on them, such as the weather, and changes they can effect, such as making things move or change shape. They learn that seeking answers to questions they pose and making observations is a core part of science and use their senses to gather different types of information.</p>	|	<p>By the end of the Foundation year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things.</p> <p>Students share and reflect on observations, and ask and respond to questions about familiar objects and events.</p>
australia-f10-year1-science	|	<p>The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.</p> <p><strong>Incorporating the key ideas of science </strong></p> <p>From Foundation to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena.</p> <p>In Year 1, students infer simple cause-and-effect relationships from their observations and experiences, and begin to link events and phenomena with observable effects and to ask questions. They observe changes that can be large or small and happen quickly or slowly. They explore the properties of familiar objects and phenomena, identifying similarities and differences. Students begin to value counting as a means of comparing observations, and are introduced to ways of organising their observations.</p>	|	<p>By the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They describe changes in their local environment and how different places meet the needs of living things.</p> <p>Students respond to questions, make predictions, and participate in guided investigations of everyday phenomena. They follow instructions to record and sort their observations and share them with others.</p>
australia-f10-year2-science	|	<p>The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.</p> <p><strong>Incorporating the key ideas of science </strong></p> <p>From Foundation to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena.</p> <p>In Year 2, students describe the components of simple systems, such as stationary objects subjected to pushes or pulls, or combinations of materials, and show how objects and materials interact through direct manipulation. They observe patterns of growth and change in living things, and describe patterns and make predictions. They explore the use of resources from Earth and are introduced to the idea of the flow of matter when considering how water is used. They use counting and informal measurements to make and compare observations and begin to recognise that organising these observations in tables makes it easier to show patterns.</p>	|	<p>By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people&rsquo;s daily lives.</p> <p>Students pose and respond to questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They record and represent observations and communicate ideas in a variety of ways.</p>
australia-f10-year3-science	|	<p>The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.</p> <p><strong>Incorporating the key ideas of science </strong></p> <p>Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.</p> <p>In Year 3, students observe heat and its effects on solids and liquids and begin to develop an understanding of energy flows through simple systems. In observing day and night, they develop an appreciation of regular and predictable cycles. Students order their observations by grouping and classifying; in classifying things as living or non-living they begin to recognise that classifications are not always easy to define or apply. They begin to quantify their observations to enable comparison, and learn more sophisticated ways of identifying and representing relationships, including the use of tables and graphs to identify trends. They use their understanding of relationships between components of simple systems to make predictions.</p>	|	<p>By the end of Year 3, students use their understanding of the movement of Earth, materials and the behaviour of heat to suggest explanations for everyday observations. They group living things based on observable features and distinguish them from non-living things. They describe how they can use science investigations to respond to questions.</p> <p>Students use their experiences to identify questions and make predictions about scientific investigations. They follow procedures to collect and record observations and suggest possible reasons for their findings, based on patterns in their data. They describe how safety and fairness were considered and they use diagrams and other representations to communicate their ideas.</p>
australia-f10-year4-science	|	<p>The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.</p> <p><strong>Incorporating the key ideas of science </strong></p> <p>Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.</p> <p>In Year 4, students broaden their understanding of classification and form and function through an exploration of the properties of natural and processed materials. They learn that forces include non-contact forces and begin to appreciate that some interactions result from phenomena that can&rsquo;t be seen with the naked eye. They begin to appreciate that current systems, such as Earth&rsquo;s surface, have characteristics that have resulted from past changes and that living things form part of systems. They understand that some systems change in predictable ways, such as through cycles. They apply their knowledge to make predictions based on interactions within systems, including those involving the actions of humans.</p>	|	<p>By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They describe how contact and non-contact forces affect interactions between objects. They discuss how natural processes and human activity cause changes to Earth&rsquo;s surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to understand the effect of their actions.</p> <p>Students follow instructions to identify investigable questions about familiar contexts and make predictions based on prior knowledge. They describe ways to conduct investigations and safely use equipment to make and record observations with accuracy. They use provided tables and column graphs to organise data and identify patterns. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why a test was fair or not. They use formal and informal ways to communicate their observations and findings.</p>
australia-f10-year5-science	|	<p>The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.</p> <p><strong>Incorporating the key ideas of science </strong></p> <p>Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.</p> <p>In Year 5, students are introduced to cause and effect relationships through an exploration of adaptations of living things and how this links to form and function. They explore observable phenomena associated with light and begin to appreciate that phenomena have sets of characteristic behaviours. They broaden their classification of matter to include gases and begin to see how matter structures the world around them. Students consider Earth as a component within a solar system and use models for investigating systems at astronomical scales. Students begin to identify stable and dynamic aspects of systems, and learn how to look for patterns and relationships between components of systems. They develop explanations for the patterns they observe.</p>	|	<p>By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people&rsquo;s lives, help us solve problems and how science knowledge develops from many people&rsquo;s contributions. <br /> <br />Students follow instructions to pose questions for investigation and predict the effect of changing variables when planning an investigation. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns in the data. They compare patterns in their data with predictions when suggesting explanations. They describe ways to improve the fairness of their investigations, and communicate their ideas and findings using multimodal texts.</p>
australia-f10-year6-science	|	<p>The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.</p> <p><strong>Incorporating the key ideas of science </strong></p> <p>Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.</p> <p>In Year 6, students explore how changes can be classified in different ways. They learn about transfer and transformations of electricity, and continue to develop an understanding of energy flows through systems. They link their experiences of electric circuits as a system at one scale to generation of electricity from a variety of sources at another scale and begin to see links between these systems. They develop a view of Earth as a dynamic system, in which changes in one aspect of the system impact on other aspects; similarly, they see that the growth and survival of living things are dependent on matter and energy flows within a larger system. Students begin to see the role of variables in measuring changes and the value of accuracy in these measurements. They learn how to look for patterns and to use these to identify and explain relationships by drawing on evidence.</p>	|	<p>By the end of Year 6, students compare and classify different types of observable changes to materials. They analyse requirements for the transfer of electricity and describe how energy can be transformed from one form to another when generating electricity. They explain how natural events cause rapid change to Earth&rsquo;s surface. They describe and predict the effect of environmental changes on individual living things. Students explain how scientific knowledge helps us to solve problems and inform decisions and identify historical and cultural contributions.</p> <p>Students follow procedures to develop investigable questions and design investigations into simple cause-and-effect relationships. They identify variables to be changed and measured and describe potential safety risks when planning methods. They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data. They describe and analyse relationships in data using appropriate representations and construct multimodal texts to communicate ideas, methods and findings.</p>
australia-f10-year7-science	|	<p>The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.</p> <p><strong>Incorporating the key ideas of science </strong></p> <p>Over Years 7 to 10, students develop their understanding of microscopic and atomic structures; how systems at a range of scales are shaped by flows of energy and matter and interactions due to forces, and develop the ability to quantify changes and relative amounts.</p> <p>In Year 7, students explore the diversity of life on Earth and continue to develop their understanding of the role of classification in ordering and organising information. They use and develop models such as food chains, food webs and the water cycle to represent and analyse the flow of energy and matter through ecosystems and explore the impact of changing components within these systems. They consider the interaction between multiple forces when explaining changes in an object&rsquo;s motion. They explore the notion of renewable and non-renewable resources and consider how this classification depends on the timescale considered. They investigate relationships in the Earth-sun-moon system and use models to predict and explain events. Students make accurate measurements and control variables to analyse relationships between system components. They explore and explain these relationships through appropriate representations and consider the role of science in decision making processes.</p>	|	<p>By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earth&rsquo;s gravity, on motion. They explain how the relative positions of Earth, the sun and moon affect phenomena on Earth. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They predict the effect of human and environmental changes on interactions between organisms and classify and organise diverse organisms based on observable differences. Students describe situations where scientific knowledge from different science disciplines and diverse cultures has been used to solve a real-world problem. They explain possible implications of the solution for different groups in society.</p> <p>Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations.</p>
australia-f10-year8-science	|	<p>The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.</p> <p><strong>Incorporating the key ideas of science </strong></p> <p>Over Years 7 to 10, students develop their understanding of microscopic and atomic structures; how systems at a range of scales are shaped by flows of energy and matter and interactions due to forces, and develop the ability to quantify changes and relative amounts.</p> <p>In Year 8, students are introduced to cells as microscopic structures that explain macroscopic properties of living systems. They link form and function at a cellular level and explore the organisation of body systems in terms of flows of matter between interdependent organs. Similarly, they explore changes in matter at a particle level, and distinguish between chemical and physical change. They begin to classify different forms of energy, and describe the role of energy in causing change in systems, including the role of heat and kinetic energy in the rock cycle. Students use experimentation to isolate relationships between components in systems and explain these relationships through increasingly complex representations. They make predictions and propose explanations, drawing on evidence to support their views while considering other points of view.</p>	|	<p>By the end of Year 8, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of substances. They identify different forms of energy and describe how energy transfers and transformations cause change in simple systems. They compare processes of rock formation, including the timescales involved. They analyse the relationship between structure and function at cell, organ and body system levels. Students examine the different science knowledge used in occupations. They explain how evidence has led to an improved understanding of a scientific idea and describe situations in which scientists collaborated to generate solutions to contemporary problems. They reflect on implications of these solutions for different groups in society.</p> <p>Students identify and construct questions and problems that they can investigate scientifically. They consider safety and ethics when planning investigations, including designing field or experimental methods. They identify variables to be changed, measured and controlled. Students construct representations of their data to reveal and analyse patterns and trends, and use these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and apply their own scientific knowledge and investigation findings to evaluate claims made by others. They use appropriate language and representations to communicate science ideas, methods and findings in a range of text types.</p>
australia-f10-year9-science	|	<p>The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.</p> <p><strong>Incorporating the key ideas of science </strong></p> <p>Over Years 7 to 10, students develop their understanding of microscopic and atomic structures, how systems at a range of scales are shaped by flows of energy and matter and interactions due to forces, and develop the ability to quantify changes and relative amounts.</p> <p>In Year 9, students consider the operation of systems at a range of scales. They explore ways in which the human body as a system responds to its external environment and the interdependencies between biotic and abiotic components of ecosystems. They are introduced to the notion of the atom as a system of protons, electrons and neutrons, and how this system can change through nuclear decay. They learn that matter can be rearranged through chemical change and that these changes play an important role in many systems. They are introduced to the concept of the conservation of matter and begin to develop a more sophisticated view of energy transfer. They begin to apply their understanding of energy and forces to global systems such as continental movement.</p>	|	<p>By the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions. They describe models of energy transfer and apply these to explain phenomena. They explain global features and events in terms of geological processes and timescales. They analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They describe social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect people&rsquo;s lives.</p> <p>Students design questions that can be investigated using a range of inquiry skills. They design methods that include the control and accurate measurement of variables and systematic collection of data and describe how they considered ethics and safety. They analyse trends in data, identify relationships between variables and reveal inconsistencies in results. They analyse their methods and the quality of their data, and explain specific actions to improve the quality of their evidence. They evaluate others&rsquo; methods and explanations from a scientific perspective and use appropriate language and representations when communicating their findings and ideas to specific audiences.</p>
australia-f10-year10-science	|	<p>The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.</p> <p><strong>Incorporating the key ideas of science </strong></p> <p>In the Year 10 curriculum students explore systems at different scales and connect microscopic and macroscopic properties to explain phenomena. Students explore the biological, chemical, geological and physical evidence for different theories, such as the theories of natural selection and the Big Bang.</p> <p>Students develop their understanding of atomic theory to understand relationships within the periodic table. They understand that motion and forces are related by applying physical laws. They learn about the relationships between aspects of the living, physical and chemical world that are applied to systems on a local and global scale and this enables them to predict how changes will affect equilibrium within these systems.</p>	|	<p>By the end of Year 10, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within systems. They apply relationships between force, mass and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earth&rsquo;s spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review.</p> <p>Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes.</p>
australia-f10-foundation-languages-spanish	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically they have little to no experience of Spanish language and culture.</p>        <p>          <b>Spanish language learning and use</b>        </p>        <p>The initial focus is on listening to the sounds and patterns of Spanish through language-rich activities such as rhymes, songs, clapping and action games. Repetition and recycling help children to identify frequently used words and simple phrases and to recognise the purpose of simple texts. Children identify and use non-verbal communication strategies employed by Spanish speakers in greetings and other social interactions and experiment with simple responses to prompts and cues. As they progress to using Spanish for functions such as asking and answering questions, responding to instructions, singing songs, and taking turns in games and simple shared tasks, they begin to notice that language can behave differently in different situations and that Spanish speakers communicate in some ways that are different from their own. They practise and repeat sounds (such as <i lang="es">j</i>, <i lang="es">ll</i> and <i lang="es">r</i>) which differ in Spanish from those in English. Creative play provides opportunities for exploring these differences and for using Spanish for purposeful interaction, for example, asking for help or expressing surprise. </p>        <p>The transition from spoken to written language is scaffolded through shared exploration of simple texts. Children progress from supported comprehension and use of a small number of personally significant sight words to more elaborated simple texts. Writing skills progress from labelling pictures and copying words to constructing simple texts using familiar vocabulary and structures. As children learn to adjust language to suit different purposes and situations, they begin to learn the important role of culture in shaping language use.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners use Spanish to interact with one another and with the teacher, with some access to wider school and community members. Information and communication technologies (ICT) resources provide additional access to Spanish language and cultural experience, connecting learners’ social worlds with those of Spanish-speaking children in different contexts.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a variety of spoken, visual and written texts. They listen and respond to teacher talk, share ideas and join in stories, songs, play and simple conversations. Written and digital texts include stories, wall charts, Big Books and teacher-produced materials such as games, captions and flashcards. Writing skills progress from tracing and copying high-frequency words to independently writing modelled words and sentences (for example, greeting cards or labels) and co-creating shared resources such as word walls or storybooks. </p>        <p>          <b>Features of Spanish language use</b>        </p>        <p>Learners become familiar with the sound systems of the Spanish language, including pronunciation, rhythm, pitch and stress. They learn to pronounce individual letters and letter combinations, and recognise and use the intonation patterns that distinguish between statements, questions and exclamations. They use simple basic sentence structures and learn to write single words and simple phrases. They become familiar with the idea of grammatical gender and plural forms. They discuss differences and similarities they notice between Spanish and their first language(s) and culture(s), as well as how they feel when they hear or use Spanish and how they view different languages and the people who speak them. They begin to develop curiosity around the idea of difference, culture and communication. </p>        <p>          <b>Level of support</b>        </p>        <p>Learning is supported through the provision of experiences that are challenging but achievable with appropriate scaffolding and support. This involves modelling and monitoring by the teacher, provision of rich and varied sources of input, opportunities for recycling and reviewing, and regular cues, feedback, response and encouragement. At this stage, play and imaginative activities, music, movement and familiar routines provide the essential scaffolding for language development.</p>        <p>          <b>The role of English</b>        </p>        <p>While learners are encouraged to use Spanish whenever possible, with the teacher providing rich and varied language input, English is used as a medium of instruction, and for explanation and discussion. This allows learners to talk about differences and similarities they notice between Spanish and their own language(s) and culture(s), to ask questions, and to express their reactions to the experience of learning and using an additional language.</p>      	|	        <p>By the end of Year 2, students interact with teachers and peers through action-related talk and play. They introduce themselves and exchange greetings such as <i lang="es">Buenos días/tardes/noches</i>, and farewells (for example, <i lang="es">hasta pronto</i>). They use simple repetitive language and respond to simple instructions when participating in classroom routines, games and shared activities, for example, <i lang="es">Sal de aquí, Párate en la puerta</i>. They use visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning, and reproduce distinctive sounds of the Spanish language, including the sounds for the letters <i lang="es">ll</i>,<i lang="es"> ñ</i>, <i lang="es">rr/r</i> <i lang="es">g/j, c </i>and <i lang="es">y</i>. Students identify specific words and expressions in simple texts, such as names of people, places or objects. They convey factual information about self, family, friends and favourite things at word and simple sentence level, for example, <i lang="es">Mi casa es grande, Nuestro ordenador es pequeño, Tu celular es nuevo</i>. They respond to and create simple spoken and written texts using modelled examples and formulaic language. Students use gender (for example, <i lang="es">el pastel/la torta</i>), simple verb forms (for example, <i lang="es">estudiar, comer, dormir</i>), definite articles and vocabulary related to familiar environments to describe people, places and things. Students translate frequently used words and simple phrases, using visual cues and word lists (for example, <i lang="es">clase, zapatos, camisa, teléfono/celular</i>) and create simple print and digital texts in both Spanish and English. They identify similarities and differences between English and Spanish language and culture in songs, stories, rhymes and pictures. </p>        <p>Students know that Spanish uses the same alphabet as English when written, except for <i lang="es">ñ</i> as in <i lang="es">mañana </i>and<i lang="es"> España</i>. They identify features of familiar texts and give examples of how different titles are used to address people in different situations (for example, <i lang="es">Doña Josefa, Don José, Tía</i>). They identify Spanish as one of many languages spoken in Australia and give examples of words that English and Spanish have borrowed from each other such as <i lang="es">chat</i>, ‘tortilla’, ‘fiesta’. Students identify differences and similarities between their own and others’ languages and cultures.</p>      
australia-f10-year1-languages-spanish	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically they have little to no experience of Spanish language and culture.</p>        <p>          <b>Spanish language learning and use</b>        </p>        <p>The initial focus is on listening to the sounds and patterns of Spanish through language-rich activities such as rhymes, songs, clapping and action games. Repetition and recycling help children to identify frequently used words and simple phrases and to recognise the purpose of simple texts. Children identify and use non-verbal communication strategies employed by Spanish speakers in greetings and other social interactions and experiment with simple responses to prompts and cues. As they progress to using Spanish for functions such as asking and answering questions, responding to instructions, singing songs, and taking turns in games and simple shared tasks, they begin to notice that language can behave differently in different situations and that Spanish speakers communicate in some ways that are different from their own. They practise and repeat sounds (such as <i lang="es">j</i>, <i lang="es">ll</i> and <i lang="es">r</i>) which differ in Spanish from those in English. Creative play provides opportunities for exploring these differences and for using Spanish for purposeful interaction, for example, asking for help or expressing surprise. </p>        <p>The transition from spoken to written language is scaffolded through shared exploration of simple texts. Children progress from supported comprehension and use of a small number of personally significant sight words to more elaborated simple texts. Writing skills progress from labelling pictures and copying words to constructing simple texts using familiar vocabulary and structures. As children learn to adjust language to suit different purposes and situations, they begin to learn the important role of culture in shaping language use.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners use Spanish to interact with one another and with the teacher, with some access to wider school and community members. Information and communication technologies (ICT) resources provide additional access to Spanish language and cultural experience, connecting learners’ social worlds with those of Spanish-speaking children in different contexts.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a variety of spoken, visual and written texts. They listen and respond to teacher talk, share ideas and join in stories, songs, play and simple conversations. Written and digital texts include stories, wall charts, Big Books and teacher-produced materials such as games, captions and flashcards. Writing skills progress from tracing and copying high-frequency words to independently writing modelled words and sentences (for example, greeting cards or labels) and co-creating shared resources such as word walls or storybooks. </p>        <p>          <b>Features of Spanish language use</b>        </p>        <p>Learners become familiar with the sound systems of the Spanish language, including pronunciation, rhythm, pitch and stress. They learn to pronounce individual letters and letter combinations, and recognise and use the intonation patterns that distinguish between statements, questions and exclamations. They use simple basic sentence structures and learn to write single words and simple phrases. They become familiar with the idea of grammatical gender and plural forms. They discuss differences and similarities they notice between Spanish and their first language(s) and culture(s), as well as how they feel when they hear or use Spanish and how they view different languages and the people who speak them. They begin to develop curiosity around the idea of difference, culture and communication. </p>        <p>          <b>Level of support</b>        </p>        <p>Learning is supported through the provision of experiences that are challenging but achievable with appropriate scaffolding and support. This involves modelling and monitoring by the teacher, provision of rich and varied sources of input, opportunities for recycling and reviewing, and regular cues, feedback, response and encouragement. At this stage, play and imaginative activities, music, movement and familiar routines provide the essential scaffolding for language development.</p>        <p>          <b>The role of English</b>        </p>        <p>While learners are encouraged to use Spanish whenever possible, with the teacher providing rich and varied language input, English is used as a medium of instruction, and for explanation and discussion. This allows learners to talk about differences and similarities they notice between Spanish and their own language(s) and culture(s), to ask questions, and to express their reactions to the experience of learning and using an additional language.</p>      	|	        <p>By the end of Year 2, students interact with teachers and peers through action-related talk and play. They introduce themselves and exchange greetings such as <i lang="es">Buenos días/tardes/noches</i>, and farewells (for example, <i lang="es">hasta pronto</i>). They use simple repetitive language and respond to simple instructions when participating in classroom routines, games and shared activities, for example, <i lang="es">Sal de aquí, Párate en la puerta</i>. They use visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning, and reproduce distinctive sounds of the Spanish language, including the sounds for the letters <i lang="es">ll</i>,<i lang="es"> ñ</i>, <i lang="es">rr/r</i> <i lang="es">g/j, c </i>and <i lang="es">y</i>. Students identify specific words and expressions in simple texts, such as names of people, places or objects. They convey factual information about self, family, friends and favourite things at word and simple sentence level, for example, <i lang="es">Mi casa es grande, Nuestro ordenador es pequeño, Tu celular es nuevo</i>. They respond to and create simple spoken and written texts using modelled examples and formulaic language. Students use gender (for example, <i lang="es">el pastel/la torta</i>), simple verb forms (for example, <i lang="es">estudiar, comer, dormir</i>), definite articles and vocabulary related to familiar environments to describe people, places and things. Students translate frequently used words and simple phrases, using visual cues and word lists (for example, <i lang="es">clase, zapatos, camisa, teléfono/celular</i>) and create simple print and digital texts in both Spanish and English. They identify similarities and differences between English and Spanish language and culture in songs, stories, rhymes and pictures. </p>        <p>Students know that Spanish uses the same alphabet as English when written, except for <i lang="es">ñ</i> as in <i lang="es">mañana </i>and<i lang="es"> España</i>. They identify features of familiar texts and give examples of how different titles are used to address people in different situations (for example, <i lang="es">Doña Josefa, Don José, Tía</i>). They identify Spanish as one of many languages spoken in Australia and give examples of words that English and Spanish have borrowed from each other such as <i lang="es">chat</i>, ‘tortilla’, ‘fiesta’. Students identify differences and similarities between their own and others’ languages and cultures.</p>      
australia-f10-year2-languages-spanish	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically they have little to no experience of Spanish language and culture.</p>        <p>          <b>Spanish language learning and use</b>        </p>        <p>The initial focus is on listening to the sounds and patterns of Spanish through language-rich activities such as rhymes, songs, clapping and action games. Repetition and recycling help children to identify frequently used words and simple phrases and to recognise the purpose of simple texts. Children identify and use non-verbal communication strategies employed by Spanish speakers in greetings and other social interactions and experiment with simple responses to prompts and cues. As they progress to using Spanish for functions such as asking and answering questions, responding to instructions, singing songs, and taking turns in games and simple shared tasks, they begin to notice that language can behave differently in different situations and that Spanish speakers communicate in some ways that are different from their own. They practise and repeat sounds (such as <i lang="es">j</i>, <i lang="es">ll</i> and <i lang="es">r</i>) which differ in Spanish from those in English. Creative play provides opportunities for exploring these differences and for using Spanish for purposeful interaction, for example, asking for help or expressing surprise. </p>        <p>The transition from spoken to written language is scaffolded through shared exploration of simple texts. Children progress from supported comprehension and use of a small number of personally significant sight words to more elaborated simple texts. Writing skills progress from labelling pictures and copying words to constructing simple texts using familiar vocabulary and structures. As children learn to adjust language to suit different purposes and situations, they begin to learn the important role of culture in shaping language use.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners use Spanish to interact with one another and with the teacher, with some access to wider school and community members. Information and communication technologies (ICT) resources provide additional access to Spanish language and cultural experience, connecting learners’ social worlds with those of Spanish-speaking children in different contexts.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a variety of spoken, visual and written texts. They listen and respond to teacher talk, share ideas and join in stories, songs, play and simple conversations. Written and digital texts include stories, wall charts, Big Books and teacher-produced materials such as games, captions and flashcards. Writing skills progress from tracing and copying high-frequency words to independently writing modelled words and sentences (for example, greeting cards or labels) and co-creating shared resources such as word walls or storybooks. </p>        <p>          <b>Features of Spanish language use</b>        </p>        <p>Learners become familiar with the sound systems of the Spanish language, including pronunciation, rhythm, pitch and stress. They learn to pronounce individual letters and letter combinations, and recognise and use the intonation patterns that distinguish between statements, questions and exclamations. They use simple basic sentence structures and learn to write single words and simple phrases. They become familiar with the idea of grammatical gender and plural forms. They discuss differences and similarities they notice between Spanish and their first language(s) and culture(s), as well as how they feel when they hear or use Spanish and how they view different languages and the people who speak them. They begin to develop curiosity around the idea of difference, culture and communication. </p>        <p>          <b>Level of support</b>        </p>        <p>Learning is supported through the provision of experiences that are challenging but achievable with appropriate scaffolding and support. This involves modelling and monitoring by the teacher, provision of rich and varied sources of input, opportunities for recycling and reviewing, and regular cues, feedback, response and encouragement. At this stage, play and imaginative activities, music, movement and familiar routines provide the essential scaffolding for language development.</p>        <p>          <b>The role of English</b>        </p>        <p>While learners are encouraged to use Spanish whenever possible, with the teacher providing rich and varied language input, English is used as a medium of instruction, and for explanation and discussion. This allows learners to talk about differences and similarities they notice between Spanish and their own language(s) and culture(s), to ask questions, and to express their reactions to the experience of learning and using an additional language.</p>      	|	        <p>By the end of Year 2, students interact with teachers and peers through action-related talk and play. They introduce themselves and exchange greetings such as <i lang="es">Buenos días/tardes/noches</i>, and farewells (for example, <i lang="es">hasta pronto</i>). They use simple repetitive language and respond to simple instructions when participating in classroom routines, games and shared activities, for example, <i lang="es">Sal de aquí, Párate en la puerta</i>. They use visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning, and reproduce distinctive sounds of the Spanish language, including the sounds for the letters <i lang="es">ll</i>,<i lang="es"> ñ</i>, <i lang="es">rr/r</i> <i lang="es">g/j, c </i>and <i lang="es">y</i>. Students identify specific words and expressions in simple texts, such as names of people, places or objects. They convey factual information about self, family, friends and favourite things at word and simple sentence level, for example, <i lang="es">Mi casa es grande, Nuestro ordenador es pequeño, Tu celular es nuevo</i>. They respond to and create simple spoken and written texts using modelled examples and formulaic language. Students use gender (for example, <i lang="es">el pastel/la torta</i>), simple verb forms (for example, <i lang="es">estudiar, comer, dormir</i>), definite articles and vocabulary related to familiar environments to describe people, places and things. Students translate frequently used words and simple phrases, using visual cues and word lists (for example, <i lang="es">clase, zapatos, camisa, teléfono/celular</i>) and create simple print and digital texts in both Spanish and English. They identify similarities and differences between English and Spanish language and culture in songs, stories, rhymes and pictures. </p>        <p>Students know that Spanish uses the same alphabet as English when written, except for <i lang="es">ñ</i> as in <i lang="es">mañana </i>and<i lang="es"> España</i>. They identify features of familiar texts and give examples of how different titles are used to address people in different situations (for example, <i lang="es">Doña Josefa, Don José, Tía</i>). They identify Spanish as one of many languages spoken in Australia and give examples of words that English and Spanish have borrowed from each other such as <i lang="es">chat</i>, ‘tortilla’, ‘fiesta’. Students identify differences and similarities between their own and others’ languages and cultures.</p>      
australia-f10-year3-languages-spanish	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, children are developing awareness of their social worlds and of their memberships of various groups, including the Spanish class. They are further developing literacy capabilities in English, such as writing in the Roman alphabet, and this assists to some degree in learning Spanish. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning. </p>        <p>          <b>Spanish language learning and use</b>        </p>        <p>The development of oral proficiency at this stage continues to rely on rich language input in different modes, including examples of different accents and varieties of Spanish in the Spanish-speaking world. Children engage in a lot of listening and responding by actions, building active listening and comprehension skills. Language is authentic with some modification, involving familiar vocabulary and simple structures. Children are supported to expand their use of the language in familiar interactions and situations, such as exchanging simple ideas and information, negotiating predictable activities, and participating in shared tasks, performances and play. They continue to build vocabulary that can be adapted for different purposes, and to control simple grammatical forms with some accuracy. Attention is focused on grammar, vocabulary building, pronunciation, and non-verbal and cultural dimensions of language use through purposeful communicative activities and experiences.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The contexts in which learners interact are primarily local: the classroom, school, home and community, with some access to wider communities of Spanish speakers and resources via digital technology.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Children develop literacy skills and textual knowledge through supported interaction with a range of spoken, written, visual and multimodal texts. Imaginative and interactive texts (for example, picture books, stories, puppet plays, songs and games) develop the expressive and cultural dimensions of language. Texts such as negotiated classroom rules, lists of planned activities, and family or class profiles show how language is used to ‘get things done’. Learners may have access to resources developed for children in Spanish-speaking countries, such as children’s television programs, storybooks or web pages, as a way of developing cultural knowledge.</p>        <p>          <b>Features of Spanish language use</b>        </p>        <p>Learners recognise and use intonation patterns to express different meanings. They apply their knowledge of sound–letter associations to spell new words. They recognise and use elements of grammar such as gender and singular/plural forms, simple verb forms, adjectives, adverbs, pronouns and prepositions to understand and to create simple spoken and written texts. Learning Spanish contributes to learners’ general literacy development and to the process of making sense of their worlds that characterises this stage of their development. As they encounter varieties of Spanish language and cultures represented in the Spanish-speaking world, they make comparisons with their own language(s) and culture(s) and consider their own ways of communicating. This leads to exploring concepts of identity, commonality and difference, and to thinking about cultural and linguistic diversity and about what it means to speak more than one language in the contemporary world.</p>        <p>          <b>Level of support</b>        </p>        <p>This stage of learning involves extensive support. Learners are given a variety of opportunities to apply their Spanish language knowledge in meaningful activities in order to build communicative skills, confidence and fluency. Tasks are carefully scaffolded. Teachers provide models and examples; introduce language, concepts and resources needed to manage and complete the task; make time for experimentation, drafting and redrafting; and provide support for self-monitoring and reflection. </p>        <p>          <b>The role of English</b>        </p>        <p>Learners are supported to use Spanish as much as possible for classroom routines, social interaction, structured learning tasks and language experimentation and practice. English is used for discussion, explanation and reflection, enabling learners to develop a language (a <i lang="es">metalanguage</i>) for sharing ideas about linguistic and cultural systems and experience. Using both Spanish and English in the classroom develops awareness of what it means to be bilingual. </p>      	|	        <p>By the end of Year 4, students interact with teachers and peers in classroom routines, action-related talk and play. They use formulaic expressions when participating in classroom routines and collaborative activities, such as complimenting others (for example, <i lang="es">El bolso de Susana es hermoso</i>), requesting help (for example, <i lang="es">Necesito ayuda con mi bicicleta</i>) and seeking permission such as ¿<i lang="es">Puedo ir al salón de informática</i>?. They interpret visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning. They make statements using the present tense and the present + infinitive form (for example, <i lang="es">quiero cantar, quiero salir</i>) about aspects of their lives such as school, home and everyday routines (for example, <i lang="es">Mi escuela está cerca de mi casa, Me gusta la clase de español</i>). They approximate Spanish pronunciation and intonation in simple statements. Students gather information relating to own and others’ lifestyles and present information at sentence level in simple texts. They make simple statements about characters such as <i lang="es">La bruja es amable</i>, themes and their own reactions such as <i lang="es">El payaso está triste</i> in response to imaginative texts. They use modelled sentence structures to compose short original texts using conjunctions such as <i lang="es">y, o, porque </i>and<i lang="es"> pero</i>, and prepositions such as <i lang="es">a, con, de </i>and<i lang="es"> en</i>. Students use vocabulary related to school, home and lifestyles (for example, <i lang="es">divertido, alto, gordo, grande</i>). They use possessive adjectives (for example, <i lang="es">mi libro, nuestro coche</i>), adjectives (for example, <i lang="es">extraño, fantástico</i>), singular and plural forms (for example, <i lang="es">el árbol, la cafetería, las pelotas, los mensajes</i>) and regular verbs (for example, <i lang="es">cantar, correr, vivir</i>) in simple constructions. When writing, they apply punctuation and capitalisation rules. They translate short texts, using word lists and dictionaries and create simple bilingual texts. They use simple phrases and expressions that reflect cultural practices, for example, diminutives such as <i lang="es">Sarita, gatico</i>. </p>        <p>Students differentiate between statements, commands, exclamations and questions according to intonation. They identify similarities and differences between some Spanish and English texts, recognising that familiar texts have characteristic features. They give examples of how language use varies according to the age, gender and relationship of participants, and of ways that languages change over time. They.name some of the many languages that are spoken in Australia, and identify languages represented in the class and local community. They identify ways in which the cultures of Spanish speakers influence everyday interactions, involving greetings such as hugging or kissing on both cheeks and polite expressions such as <i lang="es">¿Me pasa el ipad por favor?</i></p>      
australia-f10-year4-languages-spanish	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, children are developing awareness of their social worlds and of their memberships of various groups, including the Spanish class. They are further developing literacy capabilities in English, such as writing in the Roman alphabet, and this assists to some degree in learning Spanish. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning. </p>        <p>          <b>Spanish language learning and use</b>        </p>        <p>The development of oral proficiency at this stage continues to rely on rich language input in different modes, including examples of different accents and varieties of Spanish in the Spanish-speaking world. Children engage in a lot of listening and responding by actions, building active listening and comprehension skills. Language is authentic with some modification, involving familiar vocabulary and simple structures. Children are supported to expand their use of the language in familiar interactions and situations, such as exchanging simple ideas and information, negotiating predictable activities, and participating in shared tasks, performances and play. They continue to build vocabulary that can be adapted for different purposes, and to control simple grammatical forms with some accuracy. Attention is focused on grammar, vocabulary building, pronunciation, and non-verbal and cultural dimensions of language use through purposeful communicative activities and experiences.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The contexts in which learners interact are primarily local: the classroom, school, home and community, with some access to wider communities of Spanish speakers and resources via digital technology.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Children develop literacy skills and textual knowledge through supported interaction with a range of spoken, written, visual and multimodal texts. Imaginative and interactive texts (for example, picture books, stories, puppet plays, songs and games) develop the expressive and cultural dimensions of language. Texts such as negotiated classroom rules, lists of planned activities, and family or class profiles show how language is used to ‘get things done’. Learners may have access to resources developed for children in Spanish-speaking countries, such as children’s television programs, storybooks or web pages, as a way of developing cultural knowledge.</p>        <p>          <b>Features of Spanish language use</b>        </p>        <p>Learners recognise and use intonation patterns to express different meanings. They apply their knowledge of sound–letter associations to spell new words. They recognise and use elements of grammar such as gender and singular/plural forms, simple verb forms, adjectives, adverbs, pronouns and prepositions to understand and to create simple spoken and written texts. Learning Spanish contributes to learners’ general literacy development and to the process of making sense of their worlds that characterises this stage of their development. As they encounter varieties of Spanish language and cultures represented in the Spanish-speaking world, they make comparisons with their own language(s) and culture(s) and consider their own ways of communicating. This leads to exploring concepts of identity, commonality and difference, and to thinking about cultural and linguistic diversity and about what it means to speak more than one language in the contemporary world.</p>        <p>          <b>Level of support</b>        </p>        <p>This stage of learning involves extensive support. Learners are given a variety of opportunities to apply their Spanish language knowledge in meaningful activities in order to build communicative skills, confidence and fluency. Tasks are carefully scaffolded. Teachers provide models and examples; introduce language, concepts and resources needed to manage and complete the task; make time for experimentation, drafting and redrafting; and provide support for self-monitoring and reflection. </p>        <p>          <b>The role of English</b>        </p>        <p>Learners are supported to use Spanish as much as possible for classroom routines, social interaction, structured learning tasks and language experimentation and practice. English is used for discussion, explanation and reflection, enabling learners to develop a language (a <i lang="es">metalanguage</i>) for sharing ideas about linguistic and cultural systems and experience. Using both Spanish and English in the classroom develops awareness of what it means to be bilingual. </p>      	|	        <p>By the end of Year 4, students interact with teachers and peers in classroom routines, action-related talk and play. They use formulaic expressions when participating in classroom routines and collaborative activities, such as complimenting others (for example, <i lang="es">El bolso de Susana es hermoso</i>), requesting help (for example, <i lang="es">Necesito ayuda con mi bicicleta</i>) and seeking permission such as ¿<i lang="es">Puedo ir al salón de informática</i>?. They interpret visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning. They make statements using the present tense and the present + infinitive form (for example, <i lang="es">quiero cantar, quiero salir</i>) about aspects of their lives such as school, home and everyday routines (for example, <i lang="es">Mi escuela está cerca de mi casa, Me gusta la clase de español</i>). They approximate Spanish pronunciation and intonation in simple statements. Students gather information relating to own and others’ lifestyles and present information at sentence level in simple texts. They make simple statements about characters such as <i lang="es">La bruja es amable</i>, themes and their own reactions such as <i lang="es">El payaso está triste</i> in response to imaginative texts. They use modelled sentence structures to compose short original texts using conjunctions such as <i lang="es">y, o, porque </i>and<i lang="es"> pero</i>, and prepositions such as <i lang="es">a, con, de </i>and<i lang="es"> en</i>. Students use vocabulary related to school, home and lifestyles (for example, <i lang="es">divertido, alto, gordo, grande</i>). They use possessive adjectives (for example, <i lang="es">mi libro, nuestro coche</i>), adjectives (for example, <i lang="es">extraño, fantástico</i>), singular and plural forms (for example, <i lang="es">el árbol, la cafetería, las pelotas, los mensajes</i>) and regular verbs (for example, <i lang="es">cantar, correr, vivir</i>) in simple constructions. When writing, they apply punctuation and capitalisation rules. They translate short texts, using word lists and dictionaries and create simple bilingual texts. They use simple phrases and expressions that reflect cultural practices, for example, diminutives such as <i lang="es">Sarita, gatico</i>. </p>        <p>Students differentiate between statements, commands, exclamations and questions according to intonation. They identify similarities and differences between some Spanish and English texts, recognising that familiar texts have characteristic features. They give examples of how language use varies according to the age, gender and relationship of participants, and of ways that languages change over time. They.name some of the many languages that are spoken in Australia, and identify languages represented in the class and local community. They identify ways in which the cultures of Spanish speakers influence everyday interactions, involving greetings such as hugging or kissing on both cheeks and polite expressions such as <i lang="es">¿Me pasa el ipad por favor?</i></p>      
australia-f10-year5-languages-spanish	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students are widening their social networks, experiences and communication repertoires in both their first language and Spanish. They continue to need guidance and participate in structured, collaborative tasks that both recycle and extend language. Students are gaining greater independence and becoming more conscious of their peers and social context. They are gaining greater awareness of the world around them, and noticing additional similarities and differences between Spanish language and culture and their own.</p>        <p>          <b>Spanish language learning and use</b>        </p>        <p>Learners use Spanish with peers and the teacher for a widening range of purposes: exchanging information, expressing ideas and feelings, performing, and responding to experiences and resources from the Spanish-speaking world. Learners’ ability to communicate is developing in terms of fluency, accuracy and complexity. As they draw on a growing range of vocabulary resources and grammatical structures, their pronunciation, intonation and phrasing steadily improve and they use an increasing range of body language, such as hand gestures, used by Spanish speakers. Shared tasks provide a context for purposeful language experience and experimentation. Focused attention on language structures and systems, literacy skills development and exploration of cultural elements of communication are conducted at least in part in Spanish. Learners use digital media and social networks to support their learning in increasingly independent ways, such as exchanging resources and information with one another, with young people of the same age in Spanish-speaking communities, and with students in other settings who are also learning Spanish. In doing this, they may access music and media resources, maintain blogs and web pages, and use online forums. </p>        <p>Oracy development at this level includes active listening to input from different sources (including different varieties of Spanish) and extending conversational and interactional skills. This involves initiating and sustaining conversations, turn-taking, ‘reading’ language for cultural and contextual meaning, building on others’ contributions, making appropriate responses and adjustments, and engaging in debate and discussion. Individual and group oral presentation and performance skills are developed through researching and organising information, and structuring and rehearsing presentations. Literacy development involves more independent interaction with a wider range of texts. Learners draw on their growing grammatical and lexical resources to compose and comprehend more complex language. They use a range of cues and decoding strategies to assist comprehension and to make connections between ideas and language within and between texts. They write more accurately and fluently for a wider range of purposes and audiences.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners use Spanish with one another and with the teacher for an increasing range of purposes. They have some access to Spanish speakers and cultural experiences in wider contexts and communities through the use of ICT. At this level, language development and use are typically incorporated into collaborative and interactive tasks, games and learning activities. Learners begin to use more Spanish spontaneously when interacting with one another. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a growing range of spoken and written texts, including published texts such as readers, songs and computer games, as well as teacher-generated resources such as language games, exercises and presentations. In addition, learners have some access to Spanish language and culture through texts created for young people in Spanish-speaking communities, such as websites, stories, music clips, cartoons and television programs. </p>        <p>          <b>Features of Spanish language use</b>        </p>        <p>Learners use an increasing range of vocabulary, become more confident in terms of pronunciation and continue to build grammatical and textual knowledge. They apply phonic knowledge to unfamiliar language and notice the relationship between accents and stress or intonation. They use present, past and near future tenses to describe or locate actions. They use comparative forms and apply rules of agreement between subjects and verbs and between nouns and adjectives. They use appropriate verb forms and intonation patterns to exclaim, make a statement or ask a question. They develop a metalanguage to describe patterns, rules and variations in language structures. As they use Spanish to interact in different situations, learners develop an understanding of how language and culture influence each other. They recognise how language reflects cultural values and experiences and how grammatical forms and vocabulary choices affect the meaning that is made. This offers the opportunity for reflection on their own ways of communicating and using language, and also on personal and community identities, stereotypes and perspectives. Learners begin to experience and reflect on the challenges involved in moving between languages and different ways of making meaning.</p>        <p>          <b>Level of support </b>        </p>        <p>While learners work more independently at this level, ongoing support is incorporated into task activity. Systematic feedback and review assist the interactive process of learning. Support includes provision of models, stimulus materials, scaffolded opportunities for reflection, and resources such as word charts, vocabulary lists, dictionaries and electronic reference materials. Learning tasks and activities take account of both learners’ current level of Spanish capability and their more general cognitive and social levels of development.</p>        <p>          <b>The role of English</b>        </p>        <p>While the use of Spanish in the classroom increases at this level, the use of English for discussion, reflection and explanation ensures the continued development of learners’ knowledge base and intercultural capability.</p>      	|	        <p>By the end of Year 6, students use written and spoken Spanish for classroom interactions, to carry out transactions and to share information about personal interests, relate experiences and express feelings. They use modelled sentence structures to ask and respond to questions (for example, <i lang="es">¿quién?/¿quiénes?, ¿por qué?¿por dónde? sí, por supuesto</i>), seek clarification (for example, <i lang="es">¿Ella dice que apaguemos la computadora?</i>) and give advice (for example, <i lang="es">No debes comer tantos dulces</i>). When interacting, students use appropriate pronunciation of Spanish-specific sounds such as <i lang="es">ci/ca</i> and <i lang="es">ga/gi</i>, and intonation patterns. They gather information relating to language and culture and present it in different formats. They describe characters, experiences and ideas encountered in texts, and create short imaginative texts using structured models and descriptive and expressive vocabulary (<i lang="es">divertido, alto, gordo, grande</i>). They use regular and common irregular verbs in present tense (for example, <i lang="es">estudio español, voy a mi casa</i>), simple past tense (for example, <i lang="es">Ayer comí helado, Fueron a la cafetería</i>) and near future (for example, <i lang="es">Voy a ir a la playa, Vamos a comer frutas</i>). Students use pronouns (for example, <i lang="es">él/ella nosotros/as ellos/ellas, usted/ustedes/ vosotros/as</i>), prepositions (for example, <i lang="es">debajo de, por, al lado de, cerca de</i>), adverbs (for example, <i lang="es">muy, poco, bien, mal, lentamente</i>), agreement of nouns and adjectives (for example<i lang="es">, gente simpática, juegos divertidos </i>), and adverbs to mark time (for example, <i lang="es">hoy, ayer, mañana, ya, todavía</i>) and place (for example, <i lang="es">dentro de, encima de, a la izquierda, a la derecha</i>). They apply rules of punctuation such as question and exclamation marks (for example, <i lang="es">¿cuándo?, ¡cuidado!</i>) and accents (for example, <i lang="es">sofá, árbol, música</i>). They translate and interpret short texts, identifying aspects of the Spanish language and culture that are similar or different to their own and create bilingual texts for the classroom and school community. They describe their own experiences of using Spanish and identify ways in which learning and using Spanish' may impact on their own identity.</p>        <p>Students know that Spanish has its own rules for pronunciation and grammar and that language use must be adjusted to suit different contexts, situations and relationships (for example, <i lang="es">¡Hasta pronto Doña Clara! ¡Adiós chicos!</i>).         They use metalanguage to explain basic features of language, texts and grammar, making connections with English terms they are familiar with such as ‘verb’, ‘adverb’, ‘noun’ and ‘agreement’. Students identify Spanish as a global language and describe the distribution of communities of Spanish speakers in different countries and regions. They identify ways that languages change through contact with other languages and due to new technologies, and give examples of Spanish words used in English (for example, ‘patio’, ‘chocolate’) and words used in Spanish that are borrowed from other languages (for example, <i lang="es">chofer, carné, tenis, golf, corner, kiwi, parking, gol, tiquet, chao </i>). They reflect on the language they use at home, at school and in the community and identify how young Spanish speakers would use language in the same contexts.</p>      
australia-f10-year6-languages-spanish	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students are widening their social networks, experiences and communication repertoires in both their first language and Spanish. They continue to need guidance and participate in structured, collaborative tasks that both recycle and extend language. Students are gaining greater independence and becoming more conscious of their peers and social context. They are gaining greater awareness of the world around them, and noticing additional similarities and differences between Spanish language and culture and their own.</p>        <p>          <b>Spanish language learning and use</b>        </p>        <p>Learners use Spanish with peers and the teacher for a widening range of purposes: exchanging information, expressing ideas and feelings, performing, and responding to experiences and resources from the Spanish-speaking world. Learners’ ability to communicate is developing in terms of fluency, accuracy and complexity. As they draw on a growing range of vocabulary resources and grammatical structures, their pronunciation, intonation and phrasing steadily improve and they use an increasing range of body language, such as hand gestures, used by Spanish speakers. Shared tasks provide a context for purposeful language experience and experimentation. Focused attention on language structures and systems, literacy skills development and exploration of cultural elements of communication are conducted at least in part in Spanish. Learners use digital media and social networks to support their learning in increasingly independent ways, such as exchanging resources and information with one another, with young people of the same age in Spanish-speaking communities, and with students in other settings who are also learning Spanish. In doing this, they may access music and media resources, maintain blogs and web pages, and use online forums. </p>        <p>Oracy development at this level includes active listening to input from different sources (including different varieties of Spanish) and extending conversational and interactional skills. This involves initiating and sustaining conversations, turn-taking, ‘reading’ language for cultural and contextual meaning, building on others’ contributions, making appropriate responses and adjustments, and engaging in debate and discussion. Individual and group oral presentation and performance skills are developed through researching and organising information, and structuring and rehearsing presentations. Literacy development involves more independent interaction with a wider range of texts. Learners draw on their growing grammatical and lexical resources to compose and comprehend more complex language. They use a range of cues and decoding strategies to assist comprehension and to make connections between ideas and language within and between texts. They write more accurately and fluently for a wider range of purposes and audiences.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners use Spanish with one another and with the teacher for an increasing range of purposes. They have some access to Spanish speakers and cultural experiences in wider contexts and communities through the use of ICT. At this level, language development and use are typically incorporated into collaborative and interactive tasks, games and learning activities. Learners begin to use more Spanish spontaneously when interacting with one another. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a growing range of spoken and written texts, including published texts such as readers, songs and computer games, as well as teacher-generated resources such as language games, exercises and presentations. In addition, learners have some access to Spanish language and culture through texts created for young people in Spanish-speaking communities, such as websites, stories, music clips, cartoons and television programs. </p>        <p>          <b>Features of Spanish language use</b>        </p>        <p>Learners use an increasing range of vocabulary, become more confident in terms of pronunciation and continue to build grammatical and textual knowledge. They apply phonic knowledge to unfamiliar language and notice the relationship between accents and stress or intonation. They use present, past and near future tenses to describe or locate actions. They use comparative forms and apply rules of agreement between subjects and verbs and between nouns and adjectives. They use appropriate verb forms and intonation patterns to exclaim, make a statement or ask a question. They develop a metalanguage to describe patterns, rules and variations in language structures. As they use Spanish to interact in different situations, learners develop an understanding of how language and culture influence each other. They recognise how language reflects cultural values and experiences and how grammatical forms and vocabulary choices affect the meaning that is made. This offers the opportunity for reflection on their own ways of communicating and using language, and also on personal and community identities, stereotypes and perspectives. Learners begin to experience and reflect on the challenges involved in moving between languages and different ways of making meaning.</p>        <p>          <b>Level of support </b>        </p>        <p>While learners work more independently at this level, ongoing support is incorporated into task activity. Systematic feedback and review assist the interactive process of learning. Support includes provision of models, stimulus materials, scaffolded opportunities for reflection, and resources such as word charts, vocabulary lists, dictionaries and electronic reference materials. Learning tasks and activities take account of both learners’ current level of Spanish capability and their more general cognitive and social levels of development.</p>        <p>          <b>The role of English</b>        </p>        <p>While the use of Spanish in the classroom increases at this level, the use of English for discussion, reflection and explanation ensures the continued development of learners’ knowledge base and intercultural capability.</p>      	|	        <p>By the end of Year 6, students use written and spoken Spanish for classroom interactions, to carry out transactions and to share information about personal interests, relate experiences and express feelings. They use modelled sentence structures to ask and respond to questions (for example, <i lang="es">¿quién?/¿quiénes?, ¿por qué?¿por dónde? sí, por supuesto</i>), seek clarification (for example, <i lang="es">¿Ella dice que apaguemos la computadora?</i>) and give advice (for example, <i lang="es">No debes comer tantos dulces</i>). When interacting, students use appropriate pronunciation of Spanish-specific sounds such as <i lang="es">ci/ca</i> and <i lang="es">ga/gi</i>, and intonation patterns. They gather information relating to language and culture and present it in different formats. They describe characters, experiences and ideas encountered in texts, and create short imaginative texts using structured models and descriptive and expressive vocabulary (<i lang="es">divertido, alto, gordo, grande</i>). They use regular and common irregular verbs in present tense (for example, <i lang="es">estudio español, voy a mi casa</i>), simple past tense (for example, <i lang="es">Ayer comí helado, Fueron a la cafetería</i>) and near future (for example, <i lang="es">Voy a ir a la playa, Vamos a comer frutas</i>). Students use pronouns (for example, <i lang="es">él/ella nosotros/as ellos/ellas, usted/ustedes/ vosotros/as</i>), prepositions (for example, <i lang="es">debajo de, por, al lado de, cerca de</i>), adverbs (for example, <i lang="es">muy, poco, bien, mal, lentamente</i>), agreement of nouns and adjectives (for example<i lang="es">, gente simpática, juegos divertidos </i>), and adverbs to mark time (for example, <i lang="es">hoy, ayer, mañana, ya, todavía</i>) and place (for example, <i lang="es">dentro de, encima de, a la izquierda, a la derecha</i>). They apply rules of punctuation such as question and exclamation marks (for example, <i lang="es">¿cuándo?, ¡cuidado!</i>) and accents (for example, <i lang="es">sofá, árbol, música</i>). They translate and interpret short texts, identifying aspects of the Spanish language and culture that are similar or different to their own and create bilingual texts for the classroom and school community. They describe their own experiences of using Spanish and identify ways in which learning and using Spanish' may impact on their own identity.</p>        <p>Students know that Spanish has its own rules for pronunciation and grammar and that language use must be adjusted to suit different contexts, situations and relationships (for example, <i lang="es">¡Hasta pronto Doña Clara! ¡Adiós chicos!</i>).         They use metalanguage to explain basic features of language, texts and grammar, making connections with English terms they are familiar with such as ‘verb’, ‘adverb’, ‘noun’ and ‘agreement’. Students identify Spanish as a global language and describe the distribution of communities of Spanish speakers in different countries and regions. They identify ways that languages change through contact with other languages and due to new technologies, and give examples of Spanish words used in English (for example, ‘patio’, ‘chocolate’) and words used in Spanish that are borrowed from other languages (for example, <i lang="es">chofer, carné, tenis, golf, corner, kiwi, parking, gol, tiquet, chao </i>). They reflect on the language they use at home, at school and in the community and identify how young Spanish speakers would use language in the same contexts.</p>      
australia-f10-year7-languages-spanish	|	        <p>          <b>The nature of the learners</b>        </p>        <p>These years represent a transition to secondary school. Students in this sequence are continuing to study Spanish, bringing with them an established capability to interact in different situations, to engage with a variety of texts, and to communicate with some assistance about their immediate world and that of Spain and other Spanish-speaking communities. They have experience in analysing the major features of the language system and in reflecting on the nature of intercultural exchanges in which they are involved.</p>        <p>          <b>Spanish language learning and use</b>        </p>        <p>Spanish is used for classroom interactions and transactions, for creating and maintaining a class dynamic, for explaining and practising language forms, and for developing cultural understanding. Learners work both collaboratively and independently in Spanish, exploring a variety of texts (such as online forums, songs/raps, debates and role-plays) with particular reference to their current social, cultural and communicative interests. They share language knowledge and resources in small groups to plan, problem-solve, monitor and reflect. They use modelled and rehearsed language in familiar and unfamiliar contexts and increasingly generate original language. They make cross-curricular connections and explore intercultural perspectives and experiences. They plan, draft and present imaginative, informative and persuasive texts; design interactive events and collaborative tasks; and participate in discussions and games. They use vocabulary and grammar with increasing accuracy, drafting and editing to improve structure and clarify meaning.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary context for learning and using Spanish remains the language classroom; however, there may be increasing opportunities for interaction with peers in a range of Spanish-speaking communities through the use of technologies and social networks, partner-school arrangements and community connections. Learners have access to additional Spanish-language resources through websites, social media and radio streaming.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners work with a variety of texts specifically designed for learning Spanish in schools, such as textbooks, videos, readers and online resources. They also access materials created for Spanish-speaking communities, such as films (subtitled), websites, magazines and advertisements, providing opportunities to make connections between texts and cultural contexts, perspectives and experiences. </p>        <p>          <b>Features of Spanish language use </b>        </p>        <p>Learners expand their range of vocabulary beyond their immediate world and familiar experiences. They make clearer distinctions between stress and intonation patterns to increase fluency and enhance expression. They develop broader grammatical knowledge, using present, past and future tenses of regular and irregular verbs to describe and sequence events. They recognise and apply characteristic features of additional types of texts. Learners develop an awareness of the diversity of languages and cultures in the Spanish-speaking world. They analyse more critically and imaginatively the relationship between language and culture, identifying cultural references in texts and considering how language reflects and influences perspectives and values. They make comparisons between their own language(s) and Spanish, and reflect on the complexities involved in moving between languages and cultural systems. They monitor and reflect on their own intercultural experience and capability as language learners, and identify their own personal and community practices that reflect cultural influences.</p>        <p>          <b>Level of support </b>        </p>        <p>Opportunities to review and consolidate prior learning are balanced against provision of engaging and relevant new experiences and connections. Learners are supported to develop increasing autonomy as language learners and users, and to self-monitor and adjust language in response to their experiences in different contexts.</p>        <p>          <b>The role of English</b>        </p>        <p>While Spanish is used in more extended and elaborated ways for classroom interactions and routines, task participation and structured discussion, English is used for more complex elements of instruction and for more substantive discussion, analysis and reflection. Learners continue to develop a metalanguage for thinking and talking about language, culture and identity and the experience of learning and using Spanish. </p>      	|	        <p>By the end of Year 8, students use written and spoken Spanish for classroom interactions, to carry out transactions and to exchange views and experiences with peers and others in a range of contexts. They use rehearsed and spontaneous language to give and follow instructions and engage in discussions, such as expressing or rejecting points of view (for example, <i lang="es">¿Estás de acuerdo?, verdadero/falso, ¿qué te parece?, ¿cuándo?, ¿cómo?, ¿por qué?</i>). They apply appropriate pronunciation and rhythm in spoken Spanish to a range of sentence types (for example, <i lang="es">¿Nos vamos?, ¡Nos vamos!, Pasó por aquí/Paso por aquí</i>), and use interrogative and imperative moods (for example, <i lang="es">¿Has comido? ¡Abre la puerta!</i>). They locate, summarise and analyse information and ideas on topics of interest from a range of texts, and communicate information, different perspectives and their own opinions such as <i lang="es">a mí me parece…</i>, using different modes of presentation. They describe their responses to different imaginative texts by expressing opinions (for example, <i lang="es">en mi opinión, personalmente yo prefiero, estoy de acuerdo</i>), stating preferences (for example, <i lang="es">después de pensarlo, yo…, prefiero más bien...es buena/mala idea</i>), and comparing ways in which people, places and experiences are represented (for example, <i lang="es">mejor que… peor que….más... menos</i>). They draw on past experiences or future possibilities to create imaginative texts using regular (for example, <i lang="es">caminar, beber, vivir</i>) and irregular verbs (for example, <i lang="es">estar, tener, ir</i>) in a range of tenses including present (<i lang="es">vivo</i>), present perfect (<i lang="es">he vivido</i>), preterite (<i lang="es">viví</i>), imperfect (<i lang="es">vivía</i>) and future (<i lang="es">viviré</i>).  They use descriptive vocabulary, such as numbers, adjectives (for example, <i lang="es">generoso, simpático, listo, amistoso, azul, rosa, café</i>) and adverbs (for example, <i lang="es">generalmente, raramente, nunca</i>), to extend and elaborate their texts. They use cohesive devices such as <i lang="es">y, o, porque, cuando, por eso, pero, puesto que, debido a, y, pues, para</i> and prepositions such as <i lang="es">antes del atardecer, dentro de la casa </i>in own language production to create cohesion. Students translate texts on familiar topics and produce texts in Spanish and English, comparing their different versions and considering possible explanations for variations. When participating in intercultural experiences they identify similarities and differences in language use and cultural expression. They identify significant people, places, events and influences in their lives and explain why these are important to their own sense of identity.</p>        <p>Students know that in Spanish there are words that are spelled and pronounced the same but that have different meanings, such as <i lang="es">pila (pile or battery)</i>, and that a word often takes on a different meaning when an accent is added, for example, <i lang="es">papá</i> (‘father’) and <i lang="es">papa</i> (‘potato’), and the definite article <i lang="es">el</i> and pronoun <i lang="es">él</i> (‘he’ or ‘him’). They use metalanguage to explain features of language, texts and grammar and to identify how text structures and language features vary between different types of texts. Students explain how elements of communication such as gestures, facial expressions or the use of silence vary according to context, situation and relationships. They identify how Spanish both influences and is influenced by other languages and is spoken in a variety of forms in communities around the world. They explain why meanings and reactions vary according to the cultural assumptions that people bring to intercultural experiences and interactions.</p>      
australia-f10-year8-languages-spanish	|	        <p>          <b>The nature of the learners</b>        </p>        <p>These years represent a transition to secondary school. Students in this sequence are continuing to study Spanish, bringing with them an established capability to interact in different situations, to engage with a variety of texts, and to communicate with some assistance about their immediate world and that of Spain and other Spanish-speaking communities. They have experience in analysing the major features of the language system and in reflecting on the nature of intercultural exchanges in which they are involved.</p>        <p>          <b>Spanish language learning and use</b>        </p>        <p>Spanish is used for classroom interactions and transactions, for creating and maintaining a class dynamic, for explaining and practising language forms, and for developing cultural understanding. Learners work both collaboratively and independently in Spanish, exploring a variety of texts (such as online forums, songs/raps, debates and role-plays) with particular reference to their current social, cultural and communicative interests. They share language knowledge and resources in small groups to plan, problem-solve, monitor and reflect. They use modelled and rehearsed language in familiar and unfamiliar contexts and increasingly generate original language. They make cross-curricular connections and explore intercultural perspectives and experiences. They plan, draft and present imaginative, informative and persuasive texts; design interactive events and collaborative tasks; and participate in discussions and games. They use vocabulary and grammar with increasing accuracy, drafting and editing to improve structure and clarify meaning.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary context for learning and using Spanish remains the language classroom; however, there may be increasing opportunities for interaction with peers in a range of Spanish-speaking communities through the use of technologies and social networks, partner-school arrangements and community connections. Learners have access to additional Spanish-language resources through websites, social media and radio streaming.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners work with a variety of texts specifically designed for learning Spanish in schools, such as textbooks, videos, readers and online resources. They also access materials created for Spanish-speaking communities, such as films (subtitled), websites, magazines and advertisements, providing opportunities to make connections between texts and cultural contexts, perspectives and experiences. </p>        <p>          <b>Features of Spanish language use </b>        </p>        <p>Learners expand their range of vocabulary beyond their immediate world and familiar experiences. They make clearer distinctions between stress and intonation patterns to increase fluency and enhance expression. They develop broader grammatical knowledge, using present, past and future tenses of regular and irregular verbs to describe and sequence events. They recognise and apply characteristic features of additional types of texts. Learners develop an awareness of the diversity of languages and cultures in the Spanish-speaking world. They analyse more critically and imaginatively the relationship between language and culture, identifying cultural references in texts and considering how language reflects and influences perspectives and values. They make comparisons between their own language(s) and Spanish, and reflect on the complexities involved in moving between languages and cultural systems. They monitor and reflect on their own intercultural experience and capability as language learners, and identify their own personal and community practices that reflect cultural influences.</p>        <p>          <b>Level of support </b>        </p>        <p>Opportunities to review and consolidate prior learning are balanced against provision of engaging and relevant new experiences and connections. Learners are supported to develop increasing autonomy as language learners and users, and to self-monitor and adjust language in response to their experiences in different contexts.</p>        <p>          <b>The role of English</b>        </p>        <p>While Spanish is used in more extended and elaborated ways for classroom interactions and routines, task participation and structured discussion, English is used for more complex elements of instruction and for more substantive discussion, analysis and reflection. Learners continue to develop a metalanguage for thinking and talking about language, culture and identity and the experience of learning and using Spanish. </p>      	|	        <p>By the end of Year 8, students use written and spoken Spanish for classroom interactions, to carry out transactions and to exchange views and experiences with peers and others in a range of contexts. They use rehearsed and spontaneous language to give and follow instructions and engage in discussions, such as expressing or rejecting points of view (for example, <i lang="es">¿Estás de acuerdo?, verdadero/falso, ¿qué te parece?, ¿cuándo?, ¿cómo?, ¿por qué?</i>). They apply appropriate pronunciation and rhythm in spoken Spanish to a range of sentence types (for example, <i lang="es">¿Nos vamos?, ¡Nos vamos!, Pasó por aquí/Paso por aquí</i>), and use interrogative and imperative moods (for example, <i lang="es">¿Has comido? ¡Abre la puerta!</i>). They locate, summarise and analyse information and ideas on topics of interest from a range of texts, and communicate information, different perspectives and their own opinions such as <i lang="es">a mí me parece…</i>, using different modes of presentation. They describe their responses to different imaginative texts by expressing opinions (for example, <i lang="es">en mi opinión, personalmente yo prefiero, estoy de acuerdo</i>), stating preferences (for example, <i lang="es">después de pensarlo, yo…, prefiero más bien...es buena/mala idea</i>), and comparing ways in which people, places and experiences are represented (for example, <i lang="es">mejor que… peor que….más... menos</i>). They draw on past experiences or future possibilities to create imaginative texts using regular (for example, <i lang="es">caminar, beber, vivir</i>) and irregular verbs (for example, <i lang="es">estar, tener, ir</i>) in a range of tenses including present (<i lang="es">vivo</i>), present perfect (<i lang="es">he vivido</i>), preterite (<i lang="es">viví</i>), imperfect (<i lang="es">vivía</i>) and future (<i lang="es">viviré</i>).  They use descriptive vocabulary, such as numbers, adjectives (for example, <i lang="es">generoso, simpático, listo, amistoso, azul, rosa, café</i>) and adverbs (for example, <i lang="es">generalmente, raramente, nunca</i>), to extend and elaborate their texts. They use cohesive devices such as <i lang="es">y, o, porque, cuando, por eso, pero, puesto que, debido a, y, pues, para</i> and prepositions such as <i lang="es">antes del atardecer, dentro de la casa </i>in own language production to create cohesion. Students translate texts on familiar topics and produce texts in Spanish and English, comparing their different versions and considering possible explanations for variations. When participating in intercultural experiences they identify similarities and differences in language use and cultural expression. They identify significant people, places, events and influences in their lives and explain why these are important to their own sense of identity.</p>        <p>Students know that in Spanish there are words that are spelled and pronounced the same but that have different meanings, such as <i lang="es">pila (pile or battery)</i>, and that a word often takes on a different meaning when an accent is added, for example, <i lang="es">papá</i> (‘father’) and <i lang="es">papa</i> (‘potato’), and the definite article <i lang="es">el</i> and pronoun <i lang="es">él</i> (‘he’ or ‘him’). They use metalanguage to explain features of language, texts and grammar and to identify how text structures and language features vary between different types of texts. Students explain how elements of communication such as gestures, facial expressions or the use of silence vary according to context, situation and relationships. They identify how Spanish both influences and is influenced by other languages and is spoken in a variety of forms in communities around the world. They explain why meanings and reactions vary according to the cultural assumptions that people bring to intercultural experiences and interactions.</p>      
australia-f10-year9-languages-spanish	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students bring to their learning existing knowledge of the Spanish language and the cultures of Spanish speakers and a range of learning strategies. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and environmental issues. They require continued guidance and mentoring but work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences. They are considering future pathways and options, including the possible role of Spanish in these. </p>        <p>          <b>Spanish language learning and use</b>        </p>        <p>This is a period of language exploration, vocabulary expansion and experimentation with different modes of communication (for example, digital media, collaborative performance and group discussions). Learners become more confident in communicating in a wider range of contexts through greater control of language structures and increased understanding of the variability of language use. They use Spanish to communicate and interact; to access and exchange information; to express feelings and opinions; to participate in imaginative and creative experiences; and to create, interpret and analyse a wider range of texts and experiences. They use Spanish more fluently, with a greater degree of self-correction and repair. They reference the accuracy of their language use against a stronger frame of grammatical knowledge. They demonstrate understanding of language variation and change and of how intercultural experience, technology, media and globalisation influence communication. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact with peers, teachers and other Spanish speakers in immediate and local contexts, and with wider communities and cultural resources via virtual and online environments. They may access additional experience of the Spanish language and the cultures of the Spanish speaking world through interschool events, or community events such as film festivals or cultural performances.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners use texts designed for language learning, such as textbooks, teacher-generated materials and online resources. Learning is enriched by exposure to a range of authentic materials designed for or generated by young Spanish speakers in a variety of Spanish-speaking regions, such as video clips, magazine features, television programs or advertisements. Students take some responsibility for sourcing additional materials to support their own learning. </p>        <p>          <b>Features of Spanish language use</b>        </p>        <p>Learners use more complex language in spoken and written forms. They adjust tone, expression and intonation to shade meaning and to convey emotions. They expand their knowledge and control of grammatical elements such as verb tenses (<i lang="es">imperfecto, futuro simple, condicional</i>) and direct and indirect object pronouns. They use a range of cohesive devices to sequence and describe events in detail and to complete communicative tasks that involve planning, performance, and collaborative and independent work. Their language production includes elements of interpreting, creating, evaluating and performing. They engage in critical analysis of texts such as advertisements and media reports, identifying how language choices reflect perspectives and cultural contexts. </p>        <p>Learners examine the processes involved in using a different language, recognising them as cognitive, cultural and personal as well as linguistic. They explore the reciprocal nature of intercultural communication: how moving between different languages and cultural systems impacts on ways of thinking and behaving; and how successful communication requires flexibility, awareness and openness to alternative ways. They develop the capacity to ‘decentre’ from normative ways of thinking and communicating, to consider themselves through the eyes of others, and to communicate in interculturally appropriate ways. </p>        <p>          <b>Level of support</b>        </p>        <p>Support at this level of learning includes provision of rich and varied stimulus materials, continued scaffolding and modelling of language functions and communicative tasks, and explicit instruction and explanation of the grammatical system. Learners are provided with opportunities to discuss, clarify, practise and apply their knowledge. Critical and constructive teacher feedback combines with peer support and self-review to monitor and evaluate learning outcomes (for example, portfolios, peer review, digital journals).</p>        <p>          <b>The role of English</b>        </p>        <p>Spanish is used in more extended and elaborated ways. English continues to be used when needed for substantive discussion, explanation and analysis. This allows learners to talk in depth and detail about the experience of learning Spanish and about their thoughts on culture, identity and intercultural experience, supporting discussion of concepts such as ‘stereotypes’, ‘difference’, ‘diversity’ and ‘values’. It allows for a degree of expression and reflection that is beyond learners’ communicative capabilities in Spanish.</p>      	|	        <p>By the end of Year 10, students use written and spoken Spanish to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously to offer opinions on social issues and to discuss young people’s interests, behaviours and values across cultural contexts. They justify opinions such as <i lang="es">No creo que sea la mejor manera de resolver…, Estoy en contra de esa idea porque…</i>, evaluate perspectives and reflect on their own language learning. They collaboratively plan and organise events and manage diverse views by using the subjunctive mood to express emotion and doubt and give negative commands (for example; <i lang="es">Siento que no puedas ir a La Habana, Es posible que compre un reproductor MP3, No pienso que sea … Siento que estés enfermo … ¡No grites tanto!</i>), the imperative mood for commands (for example, <i lang="es">Hazlo bien, Toma el jugo/zumo, Escríbeme, Llámala …</i>), and passive voice when appropriate (for example, <i lang="es">se cometieron errores</i>). Students locate, analyse, synthesise and evaluate ideas and information on local and global issues from a range of perspectives and sources. They present information using different modes of presentation to suit different audiences and to achieve different purposes. They select appropriate nouns and adjectives to describe values and attitudes identified in different imaginative texts, such as <i lang="es">Ese joven no sirve para nada / Es un joven valiente, Ellos son ilegales / Ellos son los refugiados</i>. They produce a variety of imaginative texts that reflect ideas, attitudes or values associated with Spanish-speaking communities, applying knowledge of the imperfect (for example, <i lang="es">Cuando era joven vivíamos en Bogotá, Vivía en Granada cuando Pedro se graduó</i>) and conditional tenses (for example, <i lang="es">Valdría la pena ver los murales de Diego Rivera</i>). They use grammatical elements such as reflexive verbs (for example, <i lang="es">acostarse, cepillarse</i>) and relative pronouns (for example, <i lang="es">el amigo que visitamos</i>), and use cohesive devices (for example, <i lang="es">sin embargo, por eso, pero</i>) to link and extend ideas, and time markers such as <i lang="es">al día siguiente, después de…, más tarde…</i> for sequencing. When translating Spanish, students identify cultural perspectives and explain how they have been represented. They create bilingual texts that reflect aspects of language and culture for both English-speaking and Spanish-speaking audiences. They contribute to mutual understanding when participating in intercultural experiences, and explain how family and cultural traditions shape people’s sense of identity.</p>        <p>Students identify connections between the variety of other languages used in different communities in the Spanish-speaking world and explain some of the variations in Spanish, such as the pronunciation of the letters <i lang="es">c</i>, <i lang="es">s </i>and<i lang="es"> z</i>, and different ways of pronouncing <i lang="es">ll </i>and <i lang="es">y</i>. They use appropriate metalanguage to explain grammatical features such as word order, tenses and subjunctive mood and the purpose and features of different texts, such as informative and persuasive texts. Students analyse the influence of language on peoples’ actions, values and beliefs, including its capacity to include and exclude. They explain ways in which language and culture are interrelated and influence each other.</p>      
australia-f10-year10-languages-spanish	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, students bring to their learning existing knowledge of the Spanish language and the cultures of Spanish speakers and a range of learning strategies. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and environmental issues. They require continued guidance and mentoring but work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences. They are considering future pathways and options, including the possible role of Spanish in these. </p>        <p>          <b>Spanish language learning and use</b>        </p>        <p>This is a period of language exploration, vocabulary expansion and experimentation with different modes of communication (for example, digital media, collaborative performance and group discussions). Learners become more confident in communicating in a wider range of contexts through greater control of language structures and increased understanding of the variability of language use. They use Spanish to communicate and interact; to access and exchange information; to express feelings and opinions; to participate in imaginative and creative experiences; and to create, interpret and analyse a wider range of texts and experiences. They use Spanish more fluently, with a greater degree of self-correction and repair. They reference the accuracy of their language use against a stronger frame of grammatical knowledge. They demonstrate understanding of language variation and change and of how intercultural experience, technology, media and globalisation influence communication. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact with peers, teachers and other Spanish speakers in immediate and local contexts, and with wider communities and cultural resources via virtual and online environments. They may access additional experience of the Spanish language and the cultures of the Spanish speaking world through interschool events, or community events such as film festivals or cultural performances.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners use texts designed for language learning, such as textbooks, teacher-generated materials and online resources. Learning is enriched by exposure to a range of authentic materials designed for or generated by young Spanish speakers in a variety of Spanish-speaking regions, such as video clips, magazine features, television programs or advertisements. Students take some responsibility for sourcing additional materials to support their own learning. </p>        <p>          <b>Features of Spanish language use</b>        </p>        <p>Learners use more complex language in spoken and written forms. They adjust tone, expression and intonation to shade meaning and to convey emotions. They expand their knowledge and control of grammatical elements such as verb tenses (<i lang="es">imperfecto, futuro simple, condicional</i>) and direct and indirect object pronouns. They use a range of cohesive devices to sequence and describe events in detail and to complete communicative tasks that involve planning, performance, and collaborative and independent work. Their language production includes elements of interpreting, creating, evaluating and performing. They engage in critical analysis of texts such as advertisements and media reports, identifying how language choices reflect perspectives and cultural contexts. </p>        <p>Learners examine the processes involved in using a different language, recognising them as cognitive, cultural and personal as well as linguistic. They explore the reciprocal nature of intercultural communication: how moving between different languages and cultural systems impacts on ways of thinking and behaving; and how successful communication requires flexibility, awareness and openness to alternative ways. They develop the capacity to ‘decentre’ from normative ways of thinking and communicating, to consider themselves through the eyes of others, and to communicate in interculturally appropriate ways. </p>        <p>          <b>Level of support</b>        </p>        <p>Support at this level of learning includes provision of rich and varied stimulus materials, continued scaffolding and modelling of language functions and communicative tasks, and explicit instruction and explanation of the grammatical system. Learners are provided with opportunities to discuss, clarify, practise and apply their knowledge. Critical and constructive teacher feedback combines with peer support and self-review to monitor and evaluate learning outcomes (for example, portfolios, peer review, digital journals).</p>        <p>          <b>The role of English</b>        </p>        <p>Spanish is used in more extended and elaborated ways. English continues to be used when needed for substantive discussion, explanation and analysis. This allows learners to talk in depth and detail about the experience of learning Spanish and about their thoughts on culture, identity and intercultural experience, supporting discussion of concepts such as ‘stereotypes’, ‘difference’, ‘diversity’ and ‘values’. It allows for a degree of expression and reflection that is beyond learners’ communicative capabilities in Spanish.</p>      	|	        <p>By the end of Year 10, students use written and spoken Spanish to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously to offer opinions on social issues and to discuss young people’s interests, behaviours and values across cultural contexts. They justify opinions such as <i lang="es">No creo que sea la mejor manera de resolver…, Estoy en contra de esa idea porque…</i>, evaluate perspectives and reflect on their own language learning. They collaboratively plan and organise events and manage diverse views by using the subjunctive mood to express emotion and doubt and give negative commands (for example; <i lang="es">Siento que no puedas ir a La Habana, Es posible que compre un reproductor MP3, No pienso que sea … Siento que estés enfermo … ¡No grites tanto!</i>), the imperative mood for commands (for example, <i lang="es">Hazlo bien, Toma el jugo/zumo, Escríbeme, Llámala …</i>), and passive voice when appropriate (for example, <i lang="es">se cometieron errores</i>). Students locate, analyse, synthesise and evaluate ideas and information on local and global issues from a range of perspectives and sources. They present information using different modes of presentation to suit different audiences and to achieve different purposes. They select appropriate nouns and adjectives to describe values and attitudes identified in different imaginative texts, such as <i lang="es">Ese joven no sirve para nada / Es un joven valiente, Ellos son ilegales / Ellos son los refugiados</i>. They produce a variety of imaginative texts that reflect ideas, attitudes or values associated with Spanish-speaking communities, applying knowledge of the imperfect (for example, <i lang="es">Cuando era joven vivíamos en Bogotá, Vivía en Granada cuando Pedro se graduó</i>) and conditional tenses (for example, <i lang="es">Valdría la pena ver los murales de Diego Rivera</i>). They use grammatical elements such as reflexive verbs (for example, <i lang="es">acostarse, cepillarse</i>) and relative pronouns (for example, <i lang="es">el amigo que visitamos</i>), and use cohesive devices (for example, <i lang="es">sin embargo, por eso, pero</i>) to link and extend ideas, and time markers such as <i lang="es">al día siguiente, después de…, más tarde…</i> for sequencing. When translating Spanish, students identify cultural perspectives and explain how they have been represented. They create bilingual texts that reflect aspects of language and culture for both English-speaking and Spanish-speaking audiences. They contribute to mutual understanding when participating in intercultural experiences, and explain how family and cultural traditions shape people’s sense of identity.</p>        <p>Students identify connections between the variety of other languages used in different communities in the Spanish-speaking world and explain some of the variations in Spanish, such as the pronunciation of the letters <i lang="es">c</i>, <i lang="es">s </i>and<i lang="es"> z</i>, and different ways of pronouncing <i lang="es">ll </i>and <i lang="es">y</i>. They use appropriate metalanguage to explain grammatical features such as word order, tenses and subjunctive mood and the purpose and features of different texts, such as informative and persuasive texts. Students analyse the influence of language on peoples’ actions, values and beliefs, including its capacity to include and exclude. They explain ways in which language and culture are interrelated and influence each other.</p>      
australia-f10-foundation-languages-turkish	|	<p><strong>The nature of the learners</strong></p> <p>Children in this pathway enter the early years of schooling with established oracy skills in Turkish, English and sometimes other languages or dialects. There will be variation in terms of proficiency in Turkish depending on variables such as home language environment, generational language shift and parental cultural and linguistic background. Children will have varying degrees of literacy capability in both/either Turkish and/or English, and share the experience of belonging to worlds in which languages play a key role. Cognitive and social development at this stage is exploratory and egocentric. The curriculum builds on children&rsquo;s interests, sense of enjoyment and curiosity, with an emphasis on active learning and confidence building. Turkish is learnt in parallel with English language and literacy, which for some children will be being learned as a second or additional language. Learning in the two areas differs significantly but each supports and enriches the other.</p> <p><strong>Turkish language learning and use</strong></p> <p>Rich language input characterises the first stages of learning. Children are familiar with the sounds and patterns of Turkish and their fluency and accuracy is further developed through activities such as rhymes, songs, clapping and action games. Children identify and use high-frequency sentences and phrases, and recognise the purpose and intention of simple texts. They use culturally appropriate non-verbal strategies, and produce statements and expressions in response to prompts and cues. They are supported to use Turkish for different language functions, such as asking and responding to questions, expressing wishes, responding to directions, and taking turns in games and simple shared learning activities. They notice differences between the languages they know and use, and differences in how they communicate in some situations when using Turkish or English. Creative play provides opportunities for exploring these differences and for using Turkish for purposeful interaction in some less familiar contexts.</p> <p><strong>Contexts of interaction</strong></p> <p>Children interact with one another and the teacher, with some access to wider school and community members. Information and communications technology (ICT) resources provide additional access to Turkish language and cultural experience, connecting children&rsquo;s social worlds with those of Turkish-speaking children in communities other than their own. Turkish is the dominant language used in classroom interactions, routines and activities, supported by the use of English when required. The early stage of language and literacy development is supported by use of concrete materials and resources, gestures and body language. Play and imaginative activities, games, music, movement and familiar routines provide essential scaffolding and context for language development.</p> <p><strong>Texts and resources</strong></p> <p>Children engage with a variety of spoken, visual, written and digital texts. They listen and respond to teacher talk, share ideas and join in songs, rhymes, stories and chants, and various forms of play and conversational exchanges. Written and digital texts include stories, shared Big Books, walls charts and teacher-generated materials, such as games, labels, captions and flashcards.</p> <p><strong>Features of Turkish language use</strong></p> <p>Children&rsquo;s familiarity with the spoken form of Turkish supports their introduction to the written form of the language. They become familiar with the Turkish alphabet and writing conventions, and are introduced to the sound&ndash;letter correspondence of the 21 consonants and eight vowels that make up the alphabet. Writing skills progress from labelling and copying high-frequency words to co-constructing simple texts using familiar vocabulary, language features and structures such as subject&ndash;object&ndash;verb word order. They apply this order to simple statements, imperatives and questions such as <em>Ali gel.</em> <em>Ali okula gel.</em> <em>Ali okula geldi. Ali okula geldi mi?</em> They learn to describe things, such as colour, <em>mavi</em>, size, <em>b&uuml;y&uuml;k/k&uuml;&ccedil;&uuml;k</em>, and shape, <em>&uuml;&ccedil;gen</em>, and recognise that adjectives come before nouns. They use cardinal numbers such as <em>bir-y&uuml;z </em>and ordinal numbers such as <em>birinci, ikinci</em>, and use the ending -<em>ler/-lar</em> to express plurality with countable nouns such as <em>&ccedil;ocuklar, &ouml;rdekler</em>. They form affirmative and negative responses, such as <em>evet,</em> <em>hayır, değil, doğru, yanlış, </em>and use simple suffixes and subject and possessive pronouns, for example, <em>ben/benim, sen/senin, o/onun</em> and <em>evim/evimiz, evin/eviniz, evi/evleri. </em>They describe actions using simple verbs, such as <em>otur, kalk, elini kaldır, koş, y&uuml;r&uuml;, gel, git, oku, yaz.</em> As children learn to adjust language to suit different purposes and situations, they begin to understand how culture shapes language use. They are supported to talk about differences and similarities they notice between Turkish, English and other languages they know, and also between cultural behaviours and ways of communicating. They talk about how they feel when they use different languages, and how they view different languages and the people who use them. This introduction to the <em>meta- </em>dimension of intercultural learning develops the ability to &lsquo;decentre&rsquo;, to consider different perspectives and ways of being, and to become aware of themselves as communicators and cultural participants.</p> <p><strong>Level of support</strong></p> <p>Learning is supported via the provision of experiences which are challenging but achievable with appropriate scaffolding and support. This involves modelling, monitoring and moderating by the teacher; provision of multiple and varied sources of input; opportunities for revisiting, recycling and reviewing; and continuous cueing, feedback, response and encouragement.</p> <p><strong>The role of English</strong></p> <p>While learners are encouraged to use Turkish whenever possible, English is used, when appropriate, for discussion, comparison, reflection and explanations. Mixing the two languages is common at this level and reflects children&rsquo;s experience in their home communities.</p>	|	        <p>By the end of Year 2, students interact with the teacher and peers to share information about themselves and to exchange greetings, for example, <i>Merhaba! Günaydın! Tünaydın! İyi günler! İyi akşamlar! İyi geceler! Hoşça kal! Güle güle! Hoş geldiniz! Hoş bulduk</i>! They describe familiar objects and experiences that are important to them, for example, <i>Benim bir köpeğim var. Onun adı Minnoş. Benim en sevdiğim oyuncak, Bugün benim doğum günüm, </i>and compare likes and dislikes, for example, <i>Ben çileği çok severim, Ben elmayı hiç sevmem. </i>They use repetitive language when participating in guided activities and use movement, gestures, pictures and objects to support meaning-making, for example, by singing and performing actions to songs such as <i>Mini mini bir kuş donmuştu.</i> They respond to familiar classroom routines, such as the opening and closing of lessons, and transition activities. They interact in classroom routines, by following instructions, for example, <i>Ayağa kalkın! Oturun! Konuşmak için elinizi kaldırın! Sıraya girin! Defterlerinizi açın,Tabletlerinizin ekranını açın, </i>and taking turns. When interacting, they reproduce the sounds of Turkish and use intonation to distinguish between questions, statements and exclamations, for example, G<i>eliyor musun?</i> <i>/ Geliyorsun /</i> <i>Gelsene!</i> They locate key words and information in simple spoken and written texts, such as names of people, places, or categories of objects, for example, <i>meyveler, sebzeler, evcil hayvanlar, çiftlik hayvanları, vahşi hayvanlar,</i> and convey factual information about themselves, their family, friends and experiences, using gestures, support materials and simple statements such as <i>Bugün ben en sevdiğim oyuncağı tanıtacağım</i>. They respond to imaginative experiences through singing, drawing, movement and action, and create and perform simple imaginative texts, such as adaptations to Turkish songs, puppet performances and texts such as <i>Keloğlan</i> stories, using familiar language and non-verbal forms of expression. Students use vocabulary related to familiar contexts, for example, <i>anne, kitap, kedi,</i> and cognates, such as <i>ev, okul, aile, hayvanlar.</i> They use simple sentences with appropriate word order to communicate information about themselves. Students translate the meaning of Turkish words, phrases and gestures used in everyday contexts and situations, and create simple print or digital texts that use both Turkish and English. They identify differences in the ways they communicate and behave in Turkish- and English-speaking contexts, and identify themselves as members of different groups, including the Turkish class and their family and community. </p>        <p>Students identify the sounds of the Turkish language and Turkish spellings of specific phonemes, for example, /ı/, /ö/, /ü/, /ç/, /ğ/, /ş/. They identify parts of speech and basic rules of word order in simple sentences. They identify similarities and differences in features and structures of different types of familiar texts. They provide examples of different words, expressions and gestures that are used by speakers of Turkish to address and greet people in different contexts and situations. They identify words and expressions that different languages, including Turkish, have borrowed from each other. They identify how ways in which people use language reflect where and how they live and what is important to them.</p>      
australia-f10-year1-languages-turkish	|	<p><strong>The nature of the learners</strong></p> <p>Children in this pathway enter the early years of schooling with established oracy skills in Turkish, English and sometimes other languages or dialects. There will be variation in terms of proficiency in Turkish depending on variables such as home language environment, generational language shift and parental cultural and linguistic background. Children will have varying degrees of literacy capability in both/either Turkish and/or English, and share the experience of belonging to worlds in which languages play a key role. Cognitive and social development at this stage is exploratory and egocentric. The curriculum builds on children&rsquo;s interests, sense of enjoyment and curiosity, with an emphasis on active learning and confidence building. Turkish is learnt in parallel with English language and literacy, which for some children will be being learned as a second or additional language. Learning in the two areas differs significantly but each supports and enriches the other.</p> <p><strong>Turkish language learning and use</strong></p> <p>Rich language input characterises the first stages of learning. Children are familiar with the sounds and patterns of Turkish and their fluency and accuracy is further developed through activities such as rhymes, songs, clapping and action games. Children identify and use high-frequency sentences and phrases, and recognise the purpose and intention of simple texts. They use culturally appropriate non-verbal strategies, and produce statements and expressions in response to prompts and cues. They are supported to use Turkish for different language functions, such as asking and responding to questions, expressing wishes, responding to directions, and taking turns in games and simple shared learning activities. They notice differences between the languages they know and use, and differences in how they communicate in some situations when using Turkish or English. Creative play provides opportunities for exploring these differences and for using Turkish for purposeful interaction in some less familiar contexts.</p> <p><strong>Contexts of interaction</strong></p> <p>Children interact with one another and the teacher, with some access to wider school and community members. Information and communications technology (ICT) resources provide additional access to Turkish language and cultural experience, connecting children&rsquo;s social worlds with those of Turkish-speaking children in communities other than their own. Turkish is the dominant language used in classroom interactions, routines and activities, supported by the use of English when required. The early stage of language and literacy development is supported by use of concrete materials and resources, gestures and body language. Play and imaginative activities, games, music, movement and familiar routines provide essential scaffolding and context for language development.</p> <p><strong>Texts and resources</strong></p> <p>Children engage with a variety of spoken, visual, written and digital texts. They listen and respond to teacher talk, share ideas and join in songs, rhymes, stories and chants, and various forms of play and conversational exchanges. Written and digital texts include stories, shared Big Books, walls charts and teacher-generated materials, such as games, labels, captions and flashcards.</p> <p><strong>Features of Turkish language use</strong></p> <p>Children&rsquo;s familiarity with the spoken form of Turkish supports their introduction to the written form of the language. They become familiar with the Turkish alphabet and writing conventions, and are introduced to the sound&ndash;letter correspondence of the 21 consonants and eight vowels that make up the alphabet. Writing skills progress from labelling and copying high-frequency words to co-constructing simple texts using familiar vocabulary, language features and structures such as subject&ndash;object&ndash;verb word order. They apply this order to simple statements, imperatives and questions such as <em>Ali gel.</em> <em>Ali okula gel.</em> <em>Ali okula geldi. Ali okula geldi mi?</em> They learn to describe things, such as colour, <em>mavi</em>, size, <em>b&uuml;y&uuml;k/k&uuml;&ccedil;&uuml;k</em>, and shape, <em>&uuml;&ccedil;gen</em>, and recognise that adjectives come before nouns. They use cardinal numbers such as <em>bir-y&uuml;z </em>and ordinal numbers such as <em>birinci, ikinci</em>, and use the ending -<em>ler/-lar</em> to express plurality with countable nouns such as <em>&ccedil;ocuklar, &ouml;rdekler</em>. They form affirmative and negative responses, such as <em>evet,</em> <em>hayır, değil, doğru, yanlış, </em>and use simple suffixes and subject and possessive pronouns, for example, <em>ben/benim, sen/senin, o/onun</em> and <em>evim/evimiz, evin/eviniz, evi/evleri. </em>They describe actions using simple verbs, such as <em>otur, kalk, elini kaldır, koş, y&uuml;r&uuml;, gel, git, oku, yaz.</em> As children learn to adjust language to suit different purposes and situations, they begin to understand how culture shapes language use. They are supported to talk about differences and similarities they notice between Turkish, English and other languages they know, and also between cultural behaviours and ways of communicating. They talk about how they feel when they use different languages, and how they view different languages and the people who use them. This introduction to the <em>meta- </em>dimension of intercultural learning develops the ability to &lsquo;decentre&rsquo;, to consider different perspectives and ways of being, and to become aware of themselves as communicators and cultural participants.</p> <p><strong>Level of support</strong></p> <p>Learning is supported via the provision of experiences which are challenging but achievable with appropriate scaffolding and support. This involves modelling, monitoring and moderating by the teacher; provision of multiple and varied sources of input; opportunities for revisiting, recycling and reviewing; and continuous cueing, feedback, response and encouragement.</p> <p><strong>The role of English</strong></p> <p>While learners are encouraged to use Turkish whenever possible, English is used, when appropriate, for discussion, comparison, reflection and explanations. Mixing the two languages is common at this level and reflects children&rsquo;s experience in their home communities.</p>	|	        <p>By the end of Year 2, students interact with the teacher and peers to share information about themselves and to exchange greetings, for example, <i>Merhaba! Günaydın! Tünaydın! İyi günler! İyi akşamlar! İyi geceler! Hoşça kal! Güle güle! Hoş geldiniz! Hoş bulduk</i>! They describe familiar objects and experiences that are important to them, for example, <i>Benim bir köpeğim var. Onun adı Minnoş. Benim en sevdiğim oyuncak, Bugün benim doğum günüm, </i>and compare likes and dislikes, for example, <i>Ben çileği çok severim, Ben elmayı hiç sevmem. </i>They use repetitive language when participating in guided activities and use movement, gestures, pictures and objects to support meaning-making, for example, by singing and performing actions to songs such as <i>Mini mini bir kuş donmuştu.</i> They respond to familiar classroom routines, such as the opening and closing of lessons, and transition activities. They interact in classroom routines, by following instructions, for example, <i>Ayağa kalkın! Oturun! Konuşmak için elinizi kaldırın! Sıraya girin! Defterlerinizi açın,Tabletlerinizin ekranını açın, </i>and taking turns. When interacting, they reproduce the sounds of Turkish and use intonation to distinguish between questions, statements and exclamations, for example, G<i>eliyor musun?</i> <i>/ Geliyorsun /</i> <i>Gelsene!</i> They locate key words and information in simple spoken and written texts, such as names of people, places, or categories of objects, for example, <i>meyveler, sebzeler, evcil hayvanlar, çiftlik hayvanları, vahşi hayvanlar,</i> and convey factual information about themselves, their family, friends and experiences, using gestures, support materials and simple statements such as <i>Bugün ben en sevdiğim oyuncağı tanıtacağım</i>. They respond to imaginative experiences through singing, drawing, movement and action, and create and perform simple imaginative texts, such as adaptations to Turkish songs, puppet performances and texts such as <i>Keloğlan</i> stories, using familiar language and non-verbal forms of expression. Students use vocabulary related to familiar contexts, for example, <i>anne, kitap, kedi,</i> and cognates, such as <i>ev, okul, aile, hayvanlar.</i> They use simple sentences with appropriate word order to communicate information about themselves. Students translate the meaning of Turkish words, phrases and gestures used in everyday contexts and situations, and create simple print or digital texts that use both Turkish and English. They identify differences in the ways they communicate and behave in Turkish- and English-speaking contexts, and identify themselves as members of different groups, including the Turkish class and their family and community. </p>        <p>Students identify the sounds of the Turkish language and Turkish spellings of specific phonemes, for example, /ı/, /ö/, /ü/, /ç/, /ğ/, /ş/. They identify parts of speech and basic rules of word order in simple sentences. They identify similarities and differences in features and structures of different types of familiar texts. They provide examples of different words, expressions and gestures that are used by speakers of Turkish to address and greet people in different contexts and situations. They identify words and expressions that different languages, including Turkish, have borrowed from each other. They identify how ways in which people use language reflect where and how they live and what is important to them.</p>      
australia-f10-year2-languages-turkish	|	<p><strong>The nature of the learners</strong></p> <p>Children in this pathway enter the early years of schooling with established oracy skills in Turkish, English and sometimes other languages or dialects. There will be variation in terms of proficiency in Turkish depending on variables such as home language environment, generational language shift and parental cultural and linguistic background. Children will have varying degrees of literacy capability in both/either Turkish and/or English, and share the experience of belonging to worlds in which languages play a key role. Cognitive and social development at this stage is exploratory and egocentric. The curriculum builds on children&rsquo;s interests, sense of enjoyment and curiosity, with an emphasis on active learning and confidence building. Turkish is learnt in parallel with English language and literacy, which for some children will be being learned as a second or additional language. Learning in the two areas differs significantly but each supports and enriches the other.</p> <p><strong>Turkish language learning and use</strong></p> <p>Rich language input characterises the first stages of learning. Children are familiar with the sounds and patterns of Turkish and their fluency and accuracy is further developed through activities such as rhymes, songs, clapping and action games. Children identify and use high-frequency sentences and phrases, and recognise the purpose and intention of simple texts. They use culturally appropriate non-verbal strategies, and produce statements and expressions in response to prompts and cues. They are supported to use Turkish for different language functions, such as asking and responding to questions, expressing wishes, responding to directions, and taking turns in games and simple shared learning activities. They notice differences between the languages they know and use, and differences in how they communicate in some situations when using Turkish or English. Creative play provides opportunities for exploring these differences and for using Turkish for purposeful interaction in some less familiar contexts.</p> <p><strong>Contexts of interaction</strong></p> <p>Children interact with one another and the teacher, with some access to wider school and community members. Information and communications technology (ICT) resources provide additional access to Turkish language and cultural experience, connecting children&rsquo;s social worlds with those of Turkish-speaking children in communities other than their own. Turkish is the dominant language used in classroom interactions, routines and activities, supported by the use of English when required. The early stage of language and literacy development is supported by use of concrete materials and resources, gestures and body language. Play and imaginative activities, games, music, movement and familiar routines provide essential scaffolding and context for language development.</p> <p><strong>Texts and resources</strong></p> <p>Children engage with a variety of spoken, visual, written and digital texts. They listen and respond to teacher talk, share ideas and join in songs, rhymes, stories and chants, and various forms of play and conversational exchanges. Written and digital texts include stories, shared Big Books, walls charts and teacher-generated materials, such as games, labels, captions and flashcards.</p> <p><strong>Features of Turkish language use</strong></p> <p>Children&rsquo;s familiarity with the spoken form of Turkish supports their introduction to the written form of the language. They become familiar with the Turkish alphabet and writing conventions, and are introduced to the sound&ndash;letter correspondence of the 21 consonants and eight vowels that make up the alphabet. Writing skills progress from labelling and copying high-frequency words to co-constructing simple texts using familiar vocabulary, language features and structures such as subject&ndash;object&ndash;verb word order. They apply this order to simple statements, imperatives and questions such as <em>Ali gel.</em> <em>Ali okula gel.</em> <em>Ali okula geldi. Ali okula geldi mi?</em> They learn to describe things, such as colour, <em>mavi</em>, size, <em>b&uuml;y&uuml;k/k&uuml;&ccedil;&uuml;k</em>, and shape, <em>&uuml;&ccedil;gen</em>, and recognise that adjectives come before nouns. They use cardinal numbers such as <em>bir-y&uuml;z </em>and ordinal numbers such as <em>birinci, ikinci</em>, and use the ending -<em>ler/-lar</em> to express plurality with countable nouns such as <em>&ccedil;ocuklar, &ouml;rdekler</em>. They form affirmative and negative responses, such as <em>evet,</em> <em>hayır, değil, doğru, yanlış, </em>and use simple suffixes and subject and possessive pronouns, for example, <em>ben/benim, sen/senin, o/onun</em> and <em>evim/evimiz, evin/eviniz, evi/evleri. </em>They describe actions using simple verbs, such as <em>otur, kalk, elini kaldır, koş, y&uuml;r&uuml;, gel, git, oku, yaz.</em> As children learn to adjust language to suit different purposes and situations, they begin to understand how culture shapes language use. They are supported to talk about differences and similarities they notice between Turkish, English and other languages they know, and also between cultural behaviours and ways of communicating. They talk about how they feel when they use different languages, and how they view different languages and the people who use them. This introduction to the <em>meta- </em>dimension of intercultural learning develops the ability to &lsquo;decentre&rsquo;, to consider different perspectives and ways of being, and to become aware of themselves as communicators and cultural participants.</p> <p><strong>Level of support</strong></p> <p>Learning is supported via the provision of experiences which are challenging but achievable with appropriate scaffolding and support. This involves modelling, monitoring and moderating by the teacher; provision of multiple and varied sources of input; opportunities for revisiting, recycling and reviewing; and continuous cueing, feedback, response and encouragement.</p> <p><strong>The role of English</strong></p> <p>While learners are encouraged to use Turkish whenever possible, English is used, when appropriate, for discussion, comparison, reflection and explanations. Mixing the two languages is common at this level and reflects children&rsquo;s experience in their home communities.</p>	|	        <p>By the end of Year 2, students interact with the teacher and peers to share information about themselves and to exchange greetings, for example, <i>Merhaba! Günaydın! Tünaydın! İyi günler! İyi akşamlar! İyi geceler! Hoşça kal! Güle güle! Hoş geldiniz! Hoş bulduk</i>! They describe familiar objects and experiences that are important to them, for example, <i>Benim bir köpeğim var. Onun adı Minnoş. Benim en sevdiğim oyuncak, Bugün benim doğum günüm, </i>and compare likes and dislikes, for example, <i>Ben çileği çok severim, Ben elmayı hiç sevmem. </i>They use repetitive language when participating in guided activities and use movement, gestures, pictures and objects to support meaning-making, for example, by singing and performing actions to songs such as <i>Mini mini bir kuş donmuştu.</i> They respond to familiar classroom routines, such as the opening and closing of lessons, and transition activities. They interact in classroom routines, by following instructions, for example, <i>Ayağa kalkın! Oturun! Konuşmak için elinizi kaldırın! Sıraya girin! Defterlerinizi açın,Tabletlerinizin ekranını açın, </i>and taking turns. When interacting, they reproduce the sounds of Turkish and use intonation to distinguish between questions, statements and exclamations, for example, G<i>eliyor musun?</i> <i>/ Geliyorsun /</i> <i>Gelsene!</i> They locate key words and information in simple spoken and written texts, such as names of people, places, or categories of objects, for example, <i>meyveler, sebzeler, evcil hayvanlar, çiftlik hayvanları, vahşi hayvanlar,</i> and convey factual information about themselves, their family, friends and experiences, using gestures, support materials and simple statements such as <i>Bugün ben en sevdiğim oyuncağı tanıtacağım</i>. They respond to imaginative experiences through singing, drawing, movement and action, and create and perform simple imaginative texts, such as adaptations to Turkish songs, puppet performances and texts such as <i>Keloğlan</i> stories, using familiar language and non-verbal forms of expression. Students use vocabulary related to familiar contexts, for example, <i>anne, kitap, kedi,</i> and cognates, such as <i>ev, okul, aile, hayvanlar.</i> They use simple sentences with appropriate word order to communicate information about themselves. Students translate the meaning of Turkish words, phrases and gestures used in everyday contexts and situations, and create simple print or digital texts that use both Turkish and English. They identify differences in the ways they communicate and behave in Turkish- and English-speaking contexts, and identify themselves as members of different groups, including the Turkish class and their family and community. </p>        <p>Students identify the sounds of the Turkish language and Turkish spellings of specific phonemes, for example, /ı/, /ö/, /ü/, /ç/, /ğ/, /ş/. They identify parts of speech and basic rules of word order in simple sentences. They identify similarities and differences in features and structures of different types of familiar texts. They provide examples of different words, expressions and gestures that are used by speakers of Turkish to address and greet people in different contexts and situations. They identify words and expressions that different languages, including Turkish, have borrowed from each other. They identify how ways in which people use language reflect where and how they live and what is important to them.</p>      
australia-f10-year3-languages-turkish	|	<p><strong>The nature of the learners</strong></p> <p>At this stage, children are developing cognitive and social capabilities that allow for increased control of their learning. They are able to conceptualise and reason, and have better memory and focus. This is a stage of social experimentation, with children referencing themselves against their peers. They are more independent and less egocentric, enjoying both competitive and cooperative activities. They benefit from varied, activity-based learning which builds on their interests and capabilities and makes connections with other areas of learning.</p> <p><strong>Turkish language learning and use</strong></p> <p>Children interact with peers and the teacher in classroom routines and a variety of learning experiences and activities. They engage in a lot of listening, and build oral proficiency through responding to rich language input and opportunities to engage in communicative activities where grammatical forms and language features are purposefully integrated. The language they use and hear is authentic with some modification, using familiar vocabulary and simple structures. Children follow instructions, exchange simple information and express ideas and feelings related to their personal worlds. They negotiate interactions and activities, and participate in shared experiences, performance and play. They read and create short texts on topics relevant to their interests and enjoyment, such as family, pets, favourite activities or food. They continue to build vocabulary that relates to a wider range of domains, such as areas of the curriculum that involve some specialised language use. The language used in routine activities is reused and reinforced from lesson to lesson in different situations, allowing learners to make connections between what has been learnt and what is to be learnt.</p> <p><strong>Contexts of interaction</strong></p> <p>The contexts in which students interact in learning and using Turkish are primarily local: the classroom, school, home and community, with some access to wider communities of Turkish speakers and resources through virtual and digital technology. The development of oral proficiency is similar in many ways to their parallel development of English language and literacy, and continues to rely on rich language input in different modes and from different sources.</p> <p><strong>Texts and resources</strong></p> <p>Learners engage primarily with a variety of teacher-generated materials, stories, songs, puppet shows and games, and with materials produced for young Turkish learners, such as computer language games, cards and readers. They may also have access to materials developed for children in Turkey and other Turkish-speaking regions of the world, such as television programs, advertisements or web pages, as a means of broadening cultural knowledge and awareness of diversity of language experience.</p> <p><strong>Features of Turkish language use</strong></p> <p>Children&rsquo;s development of literacy skills progresses from supported comprehension and use of high-frequency and personally significant sight words to understanding and applying basic grammatical features of the language, such as simple verb tenses and verb moods, for example, recognising question and imperative forms such as <em>olay ne? Nerede ge&ccedil;ti? Neler oldu? Neden oldu?</em> <em>Başla! Başlayabilirsin, Kalk! Kalkabilirsin! &Ccedil;abuk gel! </em>They recognise in more detail the relationship between spoken and written language, applying spelling patterns, the spacing rule and the principles of vowel harmony, for example, to question endings such as <em>alır mısın? alıyor musun?</em> They use an increasing range of verbs, adjectives and adverbs to describe actions, places and people, for example, <em>mavi k&ouml;şkte, Kısa sa&ccedil;lı</em> <em>biriydi</em>, <em>&Ccedil;ok dikkatli y&uuml;r&uuml; and D&uuml;n sabah geldi, </em>simple conjuunctions to link ideas, ve, ile/-(y)le, ama, &ccedil;&uuml;nk&uuml;, and prepositions to indicate direction, for example, <em>ileride, ortasında, &uuml;zerinde, k&ouml;şesinde, aşağıda, yukarıda, doğu, batı, kuzey, g&uuml;ney.</em> Children develop metalanguage for talking about language, using terms such as <em>isimler, fiiller, sıfatlar, zarflar, ekler- ismin halleri, zamirler</em><strong><em>.</em></strong> The development of reading skills and textual knowledge is supported through interaction with a range of spoken, written, visual and multimodal texts. Imaginative and interactive texts, such as picture books, rhymes, stories, puppet play, songs and games, engage the expressive and cultural dimensions of language. Procedural, informational and descriptive texts, such as negotiated classroom rules, tuckshop orders or family and class profiles, show how language is used to &lsquo;get things done&rsquo;. A balance between language <em>knowledge</em> and language <em>use</em> is established by integrating focused attention to grammar, vocabulary building, pronunciation, and non-verbal and cultural dimensions of language use with communicative and purposeful task activity.</p> <p>Learning Turkish in school contributes to the process of making sense of the children&rsquo;s worlds which characterises this stage of development. Children are increasingly aware that the Turkish language is used not only in their own community in Australia and in Turkey, but also in many other places around the world. As they engage consciously with differences between languages and cultures, they make comparisons and consider differences and possibilities in ways of communicating in different languages. This leads them to explore concepts of identity and difference, to think about cultural and linguistic diversity, and about what it means to speak more than one language in the contemporary world.</p> <p><strong>Level of support</strong></p> <p>This stage of learning involves continued extensive support. Form-focused activities build children&rsquo;s grammatical knowledge and develop accuracy and control in spoken and written Turkish; opportunities to apply this knowledge in meaningful learning experiences build communicative skills, confidence and fluency. Tasks are carefully scaffolded: teachers provide models and examples; introduce language, concepts and resources needed to manage and complete the activity; make time for experimentation, drafting and redrafting; and provide support for self-monitoring and reflection.</p> <p><strong>The role of English</strong></p> <p>The teacher and learners use Turkish wherever possible in classroom interactions and learning activities. English is used for discussion, reflection and explanation when appropriate, for example, when considering the nature and relationship of language and culture, or in tasks that involve bilingual work that includes comparison and analysis of Turkish and English. Discussion in both languages supports learning, develops children&rsquo;s conceptual frames and builds metalanguage for talking about language and culture systems. The process of moving between languages consolidates their already established sense of what it means to be bilingual/multilingual, and provides opportunities for reflection on the experience of living interculturally in intersecting language communities.</p>	|	        <p>By the end of Year 4, students interact with the teacher and peers to exchange information about themselves and others, everyday routines and events at school and in their local Turkish and multilingual communities. They ask and respond to questions to elicit information about each other, for example, <i>Kendini tanıtır mısın? Nerelisin? Ailen nereden geldi? Ben Türküm ve Avustralyalıyım. Ailem Avustralya’ya İzmir’den geldi</i> and identify wishes associated with events in their communities, for example, <i>Bayramınız kutlu olsun! Mutluluklar dilerim. Kınan kutlu olsun!</i> They compare preferences, for example, <i>Futbol yerine tenis</i> <i>oynamak istiyorum</i> and exchange simple written forms of social correspondence, such as invitations, messages for birthdays, Mother’s and Father’s Days, religious celebrations and national days, for example, <i>Bayramınız mübarek olsun! 23 Nisan Ulusal Egemenlik ve Çocuk Bayramınız kutlu olsun! Anneler günün kutlu olsun!</i>. They use formulaic expressions to participate in shared tasks, activities and transactional exchanges such as working together to organise an event, for example, <i>Doğum günü davetiyesini kim yazacak? Ben pastayı getiririm. </i>They use modelled language to interact in classroom routines, such as responding to questions directions and requests, for example, <i>Bugün hava nasıl? Bugün hava güneşli ve sıcak! Bugün önce birlikte bir kitap okuyacağız, sonra bir oyun oynayacağız,</i> asking for help or permission, for example, <i>Anlayamadım, tekrar eder misiniz? Bu kelime nasıl okunur?,</i> attracting attention and rehearsing new language. When interacting, they use Turkish pronunciation and intonation and apply the vowel harmony rule to high-frequency words. Students locate and organise key points of information in different types of spoken, written and visual texts relating to personal, social and natural worlds and, with the assistance of support materials such as photos and maps, present information about home, school and community. They respond to imaginative texts by making simple statements about favourite elements and acting out key events and interactions. They create simple imaginative texts using formulaic expressions and modelled language. Students use key grammatical forms and structures, such as verbs, adjectives and adverbs, to describe and elaborate on action, places and people, for example, <i>mavi köşkte, Kısa saçlı biriydi, Çok dikkatli yürü</i> and <i>Dün sabah geldi</i> and conjunctions to link ideas. They express facts using simple present and past tense suffixes, and use negation and affirmation suffixes to form simple sentences, for example, <i>biliyorum/</i> <i>bilmiyorum, okur/okumaz, uyudu/uyumadı, geleceğim/gelmeyeceğim, gitmiş/gitmemiş</i>. They translate and compare common Turkish and English expressions, words or gestures and create simple bilingual texts for the classroom and community. Students describe similarities and differences in ways of using language and interacting with people when communicating in Turkish and English, and identify how their individual and group sense of identity is expressed in the languages they use. </p>        <p>Students identify Turkish sound and writing patterns to pronounce and spell high frequency words. They use simple metalanguage such as <i>isimler, fiiller, sıfatlar, zarflar, ekler- ismin halleri, zamirler</i> to talk about language. They identify ways that the features of texts differ according to mode and context, and compare Turkish texts with similar texts in English. They provide examples of how language use varies according to age, gender and social position, for example<i>, lütfen yapmayın/yapmasana!/yapma!,</i> and identify regional differences in language use, including dialects and accents. They identify how languages change over time, providing examples of Turkish words borrowed from other languages such as English and vice versa. They make connections between Turkish language and culture, identifying culture-specific terms, expressions and gestures. </p>      
australia-f10-year4-languages-turkish	|	<p><strong>The nature of the learners</strong></p> <p>At this stage, children are developing cognitive and social capabilities that allow for increased control of their learning. They are able to conceptualise and reason, and have better memory and focus. This is a stage of social experimentation, with children referencing themselves against their peers. They are more independent and less egocentric, enjoying both competitive and cooperative activities. They benefit from varied, activity-based learning which builds on their interests and capabilities and makes connections with other areas of learning.</p> <p><strong>Turkish language learning and use</strong></p> <p>Children interact with peers and the teacher in classroom routines and a variety of learning experiences and activities. They engage in a lot of listening, and build oral proficiency through responding to rich language input and opportunities to engage in communicative activities where grammatical forms and language features are purposefully integrated. The language they use and hear is authentic with some modification, using familiar vocabulary and simple structures. Children follow instructions, exchange simple information and express ideas and feelings related to their personal worlds. They negotiate interactions and activities, and participate in shared experiences, performance and play. They read and create short texts on topics relevant to their interests and enjoyment, such as family, pets, favourite activities or food. They continue to build vocabulary that relates to a wider range of domains, such as areas of the curriculum that involve some specialised language use. The language used in routine activities is reused and reinforced from lesson to lesson in different situations, allowing learners to make connections between what has been learnt and what is to be learnt.</p> <p><strong>Contexts of interaction</strong></p> <p>The contexts in which students interact in learning and using Turkish are primarily local: the classroom, school, home and community, with some access to wider communities of Turkish speakers and resources through virtual and digital technology. The development of oral proficiency is similar in many ways to their parallel development of English language and literacy, and continues to rely on rich language input in different modes and from different sources.</p> <p><strong>Texts and resources</strong></p> <p>Learners engage primarily with a variety of teacher-generated materials, stories, songs, puppet shows and games, and with materials produced for young Turkish learners, such as computer language games, cards and readers. They may also have access to materials developed for children in Turkey and other Turkish-speaking regions of the world, such as television programs, advertisements or web pages, as a means of broadening cultural knowledge and awareness of diversity of language experience.</p> <p><strong>Features of Turkish language use</strong></p> <p>Children&rsquo;s development of literacy skills progresses from supported comprehension and use of high-frequency and personally significant sight words to understanding and applying basic grammatical features of the language, such as simple verb tenses and verb moods, for example, recognising question and imperative forms such as <em>olay ne? Nerede ge&ccedil;ti? Neler oldu? Neden oldu?</em> <em>Başla! Başlayabilirsin, Kalk! Kalkabilirsin! &Ccedil;abuk gel! </em>They recognise in more detail the relationship between spoken and written language, applying spelling patterns, the spacing rule and the principles of vowel harmony, for example, to question endings such as <em>alır mısın? alıyor musun?</em> They use an increasing range of verbs, adjectives and adverbs to describe actions, places and people, for example, <em>mavi k&ouml;şkte, Kısa sa&ccedil;lı</em> <em>biriydi</em>, <em>&Ccedil;ok dikkatli y&uuml;r&uuml; and D&uuml;n sabah geldi, </em>simple conjuunctions to link ideas, ve, ile/-(y)le, ama, &ccedil;&uuml;nk&uuml;, and prepositions to indicate direction, for example, <em>ileride, ortasında, &uuml;zerinde, k&ouml;şesinde, aşağıda, yukarıda, doğu, batı, kuzey, g&uuml;ney.</em> Children develop metalanguage for talking about language, using terms such as <em>isimler, fiiller, sıfatlar, zarflar, ekler- ismin halleri, zamirler</em><strong><em>.</em></strong> The development of reading skills and textual knowledge is supported through interaction with a range of spoken, written, visual and multimodal texts. Imaginative and interactive texts, such as picture books, rhymes, stories, puppet play, songs and games, engage the expressive and cultural dimensions of language. Procedural, informational and descriptive texts, such as negotiated classroom rules, tuckshop orders or family and class profiles, show how language is used to &lsquo;get things done&rsquo;. A balance between language <em>knowledge</em> and language <em>use</em> is established by integrating focused attention to grammar, vocabulary building, pronunciation, and non-verbal and cultural dimensions of language use with communicative and purposeful task activity.</p> <p>Learning Turkish in school contributes to the process of making sense of the children&rsquo;s worlds which characterises this stage of development. Children are increasingly aware that the Turkish language is used not only in their own community in Australia and in Turkey, but also in many other places around the world. As they engage consciously with differences between languages and cultures, they make comparisons and consider differences and possibilities in ways of communicating in different languages. This leads them to explore concepts of identity and difference, to think about cultural and linguistic diversity, and about what it means to speak more than one language in the contemporary world.</p> <p><strong>Level of support</strong></p> <p>This stage of learning involves continued extensive support. Form-focused activities build children&rsquo;s grammatical knowledge and develop accuracy and control in spoken and written Turkish; opportunities to apply this knowledge in meaningful learning experiences build communicative skills, confidence and fluency. Tasks are carefully scaffolded: teachers provide models and examples; introduce language, concepts and resources needed to manage and complete the activity; make time for experimentation, drafting and redrafting; and provide support for self-monitoring and reflection.</p> <p><strong>The role of English</strong></p> <p>The teacher and learners use Turkish wherever possible in classroom interactions and learning activities. English is used for discussion, reflection and explanation when appropriate, for example, when considering the nature and relationship of language and culture, or in tasks that involve bilingual work that includes comparison and analysis of Turkish and English. Discussion in both languages supports learning, develops children&rsquo;s conceptual frames and builds metalanguage for talking about language and culture systems. The process of moving between languages consolidates their already established sense of what it means to be bilingual/multilingual, and provides opportunities for reflection on the experience of living interculturally in intersecting language communities.</p>	|	        <p>By the end of Year 4, students interact with the teacher and peers to exchange information about themselves and others, everyday routines and events at school and in their local Turkish and multilingual communities. They ask and respond to questions to elicit information about each other, for example, <i>Kendini tanıtır mısın? Nerelisin? Ailen nereden geldi? Ben Türküm ve Avustralyalıyım. Ailem Avustralya’ya İzmir’den geldi</i> and identify wishes associated with events in their communities, for example, <i>Bayramınız kutlu olsun! Mutluluklar dilerim. Kınan kutlu olsun!</i> They compare preferences, for example, <i>Futbol yerine tenis</i> <i>oynamak istiyorum</i> and exchange simple written forms of social correspondence, such as invitations, messages for birthdays, Mother’s and Father’s Days, religious celebrations and national days, for example, <i>Bayramınız mübarek olsun! 23 Nisan Ulusal Egemenlik ve Çocuk Bayramınız kutlu olsun! Anneler günün kutlu olsun!</i>. They use formulaic expressions to participate in shared tasks, activities and transactional exchanges such as working together to organise an event, for example, <i>Doğum günü davetiyesini kim yazacak? Ben pastayı getiririm. </i>They use modelled language to interact in classroom routines, such as responding to questions directions and requests, for example, <i>Bugün hava nasıl? Bugün hava güneşli ve sıcak! Bugün önce birlikte bir kitap okuyacağız, sonra bir oyun oynayacağız,</i> asking for help or permission, for example, <i>Anlayamadım, tekrar eder misiniz? Bu kelime nasıl okunur?,</i> attracting attention and rehearsing new language. When interacting, they use Turkish pronunciation and intonation and apply the vowel harmony rule to high-frequency words. Students locate and organise key points of information in different types of spoken, written and visual texts relating to personal, social and natural worlds and, with the assistance of support materials such as photos and maps, present information about home, school and community. They respond to imaginative texts by making simple statements about favourite elements and acting out key events and interactions. They create simple imaginative texts using formulaic expressions and modelled language. Students use key grammatical forms and structures, such as verbs, adjectives and adverbs, to describe and elaborate on action, places and people, for example, <i>mavi köşkte, Kısa saçlı biriydi, Çok dikkatli yürü</i> and <i>Dün sabah geldi</i> and conjunctions to link ideas. They express facts using simple present and past tense suffixes, and use negation and affirmation suffixes to form simple sentences, for example, <i>biliyorum/</i> <i>bilmiyorum, okur/okumaz, uyudu/uyumadı, geleceğim/gelmeyeceğim, gitmiş/gitmemiş</i>. They translate and compare common Turkish and English expressions, words or gestures and create simple bilingual texts for the classroom and community. Students describe similarities and differences in ways of using language and interacting with people when communicating in Turkish and English, and identify how their individual and group sense of identity is expressed in the languages they use. </p>        <p>Students identify Turkish sound and writing patterns to pronounce and spell high frequency words. They use simple metalanguage such as <i>isimler, fiiller, sıfatlar, zarflar, ekler- ismin halleri, zamirler</i> to talk about language. They identify ways that the features of texts differ according to mode and context, and compare Turkish texts with similar texts in English. They provide examples of how language use varies according to age, gender and social position, for example<i>, lütfen yapmayın/yapmasana!/yapma!,</i> and identify regional differences in language use, including dialects and accents. They identify how languages change over time, providing examples of Turkish words borrowed from other languages such as English and vice versa. They make connections between Turkish language and culture, identifying culture-specific terms, expressions and gestures. </p>      
australia-f10-year5-languages-turkish	|	<p><strong>The nature of the learners</strong></p> <p>This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to experience is more analytical and critical, allowing for a reflective dimension to language learning and to referencing cultural frameworks. Language and literacy capabilities in Turkish and English are developing in parallel trajectories within the curriculum. For some learners, there will be greater discrepancy between proficiency in the two languages than for others. The curriculum ensures that learning experiences and activities are flexible enough to cater for learner variables while being appropriate for learners' cognitive and social levels.</p> <p><strong>Turkish language learning and use</strong></p> <p>Learners use Turkish in the classroom for a widening range of purposes: exchanging information, expressing ideas and feelings, competing and cooperating, performing, and responding to resources and experiences. Their communicative capabilities are stronger and more elaborated. They control and access wider vocabulary resources and use an increasingly sophisticated range of non-verbal strategies to support communication. Shared tasks develop social, cognitive and language skills and provide a context for purposeful language experience and experimentation. At this level, focused attention to language structures and systems, literacy skills development and exploration of cultural elements of communication are conducted primarily in Turkish. Learners use ICT to support their learning in increasingly independent and intentional ways, exchanging resources and information with each other and with young people of the same age in other Turkish-speaking communities, accessing music and media resources, maintaining blogs and other web pages, and participating in social networks.</p> <p>Oracy development at this level includes listening to a range of varied input from different sources and building more elaborated conversational and interactional skills. This includes initiating and sustaining conversations, using turn-taking protocols, &lsquo;reading&rsquo; language for cultural and contextual meaning, building on others&rsquo; contributions, making appropriate responses and adjustments, and engaging in debate and discussion. Individual and group oral presentation and performance skills are developed through researching and organising information; structuring, rehearsing and resourcing the content of the presentation; and selecting appropriate language to engage a particular audience.</p> <p><strong>Contexts of interaction</strong></p> <p>Learners interact in Turkish with each other, the teacher and members of their families and communities. They have some access to Turkish speakers and cultural resources in wiser contexts and communities through the use of ICT and through the media. Language development and use are incorporated into collaborative and interactive learning experiences, games and activities.</p> <p><strong>Texts and resources</strong></p> <p>Learners engage with a growing range of published texts in print and digital forms, such as stories, videos, readers, songs and computer-generated learning materials. They also engage with resources prepared by their teacher, including games, performances, presentations and language exercises. They may have additional access to Turkish language and cultural resources created for Turkish-speaking communities, such as children&rsquo;s television programs, websites, music or video clips.</p> <p><strong>Features of Turkish language use</strong></p> <p>Learners draw on more established grammatical and lexical resources to compose and comprehend more complex language. They recognise and use verb conjugations and common noun and adjective forming suffixes, such as <em>(-lı, -li, -lu, -l&uuml;) as in kar-lı, kir-li, toz-lu..; (-lik, -lık, -luk, -l&uuml;k) as in yaz-lık, g&ouml;z-l&uuml;k&hellip;; (-cı, -ci, -cu, -c&uuml;/-&ccedil;ı, -&ccedil;i, -&ccedil;u, -&ccedil;&uuml;) as in gemi-ci, kira-cı, su-cu, &ccedil;i&ccedil;ek-&ccedil;i..;</em> <em>(-gı, -gi, -gu, -g&uuml;) as in sar-gı, sil-gi,..;</em> <em>(-sız, -siz, -suz, -s&uuml;z) as in ev-siz&hellip;</em> They apply the rule of great vowel harmony when adding nominal case endings, <em>-(e), -(i), -d(e), -d(e)n</em> to different nouns, such as <em>ev-e, ev-i, ev-de, ev-den, ev-in. </em>They use the conditional marker <em>-s(e) </em>and/or the word<em> eğer</em> in compound sentences, for example,<em> yağmur yağarsa gitmeyeceğiz</em>, and appropriate endings for subject&ndash;verb agreements in simple and compound sentences.</p> <p>They use a range of cues and decoding strategies to assist comprehension and to make connections between ideas, contexts and language within and between texts. They write more accurately and fluently for a wider range of purposes and audiences. With support, they build increasing cohesion and complexity into their written work in terms of both content and expression. While learners work more independently at this level, ongoing support is incorporated into task activity, and systematic feedback and review support the interactive process of learning. They build metalanguage to talk about aspects of language such as grammar, for example, <em>bağla&ccedil;lar, &ouml;zne ile y&uuml;klem uyumu, -de/-da ekler, ilgi zamiri &ndash;ki, edatlar</em>, and the use of both Turkish and English for discussion, reflection and explanation ensures the continued development of learners&rsquo; knowledge base and metalinguistic and intercultural capabilities.</p> <p>Understanding of the relationship between language, culture and identity is developed through guided investigation of how language features and expressions carry specific cultural meaning; through critical analysis of cultural stereotypes, attitudes and perspectives; and through exploration of issues related to personal and community identities. Learners take account of the variability of language use and textual practice in relation to factors such as gender, generation, status, and geographical, cultural and ethnic diversity. They reference themselves in relation to similar variables, and reflect on the relationship between language, culture and identity and how these affect communication and intercultural experience through the lens of their own bicultural experiences.</p> <p><strong>Level of support</strong></p> <p>While learners are becoming more autonomous and independent, ongoing support is still needed, including explicit instruction, structured modelling and scaffolding, provision of appropriate stimulus materials and timely feedback. Task activities incorporate implicit form-focused language learning activities and examples of texts and tasks. Learners are supported to use electronic and print reference resources, such as word banks, dictionaries and translating tools, and are encouraged to adopt a critical approach to resource selection.</p> <p><strong>The role of English</strong></p> <p>Turkish is the primary language for classroom routines, interactions and language learning experiences, with English used more in a supporting role. The use of Turkish for discussion, reflection and explanation of content drawn from other learning areas is encouraged as much as possible, and English is used for comparative analysis between languages and for the continued development of metalanguage in both languages.</p>	|	        <p>By the end of Year 6, students use spoken and written Turkish to interact by sharing ideas and experiences, for example, <i>23 Nisan Ulusal Egemenlik ve Çocuk Bayramında ben şiir okudum. Ramazan Bayramında dedem bana harçlık verdi</i>. When interacting, they show interest and respect for others by actively listening and providing feedback, for example, <i>Siz ne düşünüyorsunuz? Evet! Tabii ki. İlginç! Sen ne dersin?</i> They use action-oriented language to make shared arrangements, organise events and complete transactions. When participating in classroom and collaborative activities, they ask and respond to questions, for example, <i>Ben ne yapabilirim? Sen not alır mısın? Cevapları maddeler halinde yazsak daha iyi olur. </i>and seek clarification, for example, <i>Bu sayfayı mı okuyacaktık? </i>They use evaluative language to reflect on learning activities and to provide each other with feedback, for example, <i>Süper, harika, mükemmel, unutma, çok zor. </i>Students use specific features of pronunciation, intonation and stress when interacting. They locate, classify and compare information about their physical environment and social and cultural worlds from a range of sources in different modes. They present information about aspects of language and culture in different formats selected to suit audience and context. They respond to a range of imaginative texts by identifying and sharing opinions on key elements such as storylines, characters, messages and themes, for example, <i>Ben … çok beğendim çünkü …, … hiç sevmedim, Çok üzücüydü</i>, and create and perform short imaginative texts based on a stimulus, concept or theme. When constructing texts, students use grammatical features of spoken and written language, such as negative and interrogative sentence structures, for example, <i>Ramazan Bayramı’nda tüm okullar tatile girmeyecek;</i> conjugations of verbs, for example<i>, ‘oku-mak’: oku-r-um, oku-r-sun, oku-r oku-r-uz, oku-r-sunuz, oku-r-lar; And oku-yor-um, oku-yor-sun, oku-yor, oku-yor-uz, oku-yor-sunuz, oku-yor-lar;</i> and subject–verb agreements. When writing, they apply appropriate spelling and punctuation to a range of sentence types. Students translate simple texts from Turkish into English and vice versa, identifying words that are easy or difficult to translate, and create bilingual texts and resources for their own language learning and to support interactions with non-Turkish speakers<i>. </i>Students identify ways in which their bilingual and bicultural experiences impact on their identity and influence how they communicate in Turkish and English.</p>        <p>Students apply their knowledge of vowels, consonants and suffixes to form new words, for example, <i>kapkaççı, bankacı, yolcu, oduncu; sokak+-da=sokakta, süt+-de= sütte,</i> and identify how vowel length and accent affect the meaning of words, for example, <i>hala-hâlâ</i> and <i>kar-kâr</i>. They distinguish between the structure and features of different types of texts and identify ways that texts create effects to suit different audiences. They give examples of how language use and ways of communicating vary according to the degree of formality and context, purpose and audience, for example, <i>gelir misiniz lütfen?/gelin</i> <i>lütfen.</i> Students provide examples of influences on the Turkish language over time, including the influence from other languages and cultures, for example, <i>e-posta, yazıcı, tarayıcı, çevrimiçi.</i> They explain how language use is shaped by values and belief systems, and identify why these may be interpreted differently by speakers of other languages. </p>      
australia-f10-year6-languages-turkish	|	<p><strong>The nature of the learners</strong></p> <p>This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to experience is more analytical and critical, allowing for a reflective dimension to language learning and to referencing cultural frameworks. Language and literacy capabilities in Turkish and English are developing in parallel trajectories within the curriculum. For some learners, there will be greater discrepancy between proficiency in the two languages than for others. The curriculum ensures that learning experiences and activities are flexible enough to cater for learner variables while being appropriate for learners' cognitive and social levels.</p> <p><strong>Turkish language learning and use</strong></p> <p>Learners use Turkish in the classroom for a widening range of purposes: exchanging information, expressing ideas and feelings, competing and cooperating, performing, and responding to resources and experiences. Their communicative capabilities are stronger and more elaborated. They control and access wider vocabulary resources and use an increasingly sophisticated range of non-verbal strategies to support communication. Shared tasks develop social, cognitive and language skills and provide a context for purposeful language experience and experimentation. At this level, focused attention to language structures and systems, literacy skills development and exploration of cultural elements of communication are conducted primarily in Turkish. Learners use ICT to support their learning in increasingly independent and intentional ways, exchanging resources and information with each other and with young people of the same age in other Turkish-speaking communities, accessing music and media resources, maintaining blogs and other web pages, and participating in social networks.</p> <p>Oracy development at this level includes listening to a range of varied input from different sources and building more elaborated conversational and interactional skills. This includes initiating and sustaining conversations, using turn-taking protocols, &lsquo;reading&rsquo; language for cultural and contextual meaning, building on others&rsquo; contributions, making appropriate responses and adjustments, and engaging in debate and discussion. Individual and group oral presentation and performance skills are developed through researching and organising information; structuring, rehearsing and resourcing the content of the presentation; and selecting appropriate language to engage a particular audience.</p> <p><strong>Contexts of interaction</strong></p> <p>Learners interact in Turkish with each other, the teacher and members of their families and communities. They have some access to Turkish speakers and cultural resources in wiser contexts and communities through the use of ICT and through the media. Language development and use are incorporated into collaborative and interactive learning experiences, games and activities.</p> <p><strong>Texts and resources</strong></p> <p>Learners engage with a growing range of published texts in print and digital forms, such as stories, videos, readers, songs and computer-generated learning materials. They also engage with resources prepared by their teacher, including games, performances, presentations and language exercises. They may have additional access to Turkish language and cultural resources created for Turkish-speaking communities, such as children&rsquo;s television programs, websites, music or video clips.</p> <p><strong>Features of Turkish language use</strong></p> <p>Learners draw on more established grammatical and lexical resources to compose and comprehend more complex language. They recognise and use verb conjugations and common noun and adjective forming suffixes, such as <em>(-lı, -li, -lu, -l&uuml;) as in kar-lı, kir-li, toz-lu..; (-lik, -lık, -luk, -l&uuml;k) as in yaz-lık, g&ouml;z-l&uuml;k&hellip;; (-cı, -ci, -cu, -c&uuml;/-&ccedil;ı, -&ccedil;i, -&ccedil;u, -&ccedil;&uuml;) as in gemi-ci, kira-cı, su-cu, &ccedil;i&ccedil;ek-&ccedil;i..;</em> <em>(-gı, -gi, -gu, -g&uuml;) as in sar-gı, sil-gi,..;</em> <em>(-sız, -siz, -suz, -s&uuml;z) as in ev-siz&hellip;</em> They apply the rule of great vowel harmony when adding nominal case endings, <em>-(e), -(i), -d(e), -d(e)n</em> to different nouns, such as <em>ev-e, ev-i, ev-de, ev-den, ev-in. </em>They use the conditional marker <em>-s(e) </em>and/or the word<em> eğer</em> in compound sentences, for example,<em> yağmur yağarsa gitmeyeceğiz</em>, and appropriate endings for subject&ndash;verb agreements in simple and compound sentences.</p> <p>They use a range of cues and decoding strategies to assist comprehension and to make connections between ideas, contexts and language within and between texts. They write more accurately and fluently for a wider range of purposes and audiences. With support, they build increasing cohesion and complexity into their written work in terms of both content and expression. While learners work more independently at this level, ongoing support is incorporated into task activity, and systematic feedback and review support the interactive process of learning. They build metalanguage to talk about aspects of language such as grammar, for example, <em>bağla&ccedil;lar, &ouml;zne ile y&uuml;klem uyumu, -de/-da ekler, ilgi zamiri &ndash;ki, edatlar</em>, and the use of both Turkish and English for discussion, reflection and explanation ensures the continued development of learners&rsquo; knowledge base and metalinguistic and intercultural capabilities.</p> <p>Understanding of the relationship between language, culture and identity is developed through guided investigation of how language features and expressions carry specific cultural meaning; through critical analysis of cultural stereotypes, attitudes and perspectives; and through exploration of issues related to personal and community identities. Learners take account of the variability of language use and textual practice in relation to factors such as gender, generation, status, and geographical, cultural and ethnic diversity. They reference themselves in relation to similar variables, and reflect on the relationship between language, culture and identity and how these affect communication and intercultural experience through the lens of their own bicultural experiences.</p> <p><strong>Level of support</strong></p> <p>While learners are becoming more autonomous and independent, ongoing support is still needed, including explicit instruction, structured modelling and scaffolding, provision of appropriate stimulus materials and timely feedback. Task activities incorporate implicit form-focused language learning activities and examples of texts and tasks. Learners are supported to use electronic and print reference resources, such as word banks, dictionaries and translating tools, and are encouraged to adopt a critical approach to resource selection.</p> <p><strong>The role of English</strong></p> <p>Turkish is the primary language for classroom routines, interactions and language learning experiences, with English used more in a supporting role. The use of Turkish for discussion, reflection and explanation of content drawn from other learning areas is encouraged as much as possible, and English is used for comparative analysis between languages and for the continued development of metalanguage in both languages.</p>	|	        <p>By the end of Year 6, students use spoken and written Turkish to interact by sharing ideas and experiences, for example, <i>23 Nisan Ulusal Egemenlik ve Çocuk Bayramında ben şiir okudum. Ramazan Bayramında dedem bana harçlık verdi</i>. When interacting, they show interest and respect for others by actively listening and providing feedback, for example, <i>Siz ne düşünüyorsunuz? Evet! Tabii ki. İlginç! Sen ne dersin?</i> They use action-oriented language to make shared arrangements, organise events and complete transactions. When participating in classroom and collaborative activities, they ask and respond to questions, for example, <i>Ben ne yapabilirim? Sen not alır mısın? Cevapları maddeler halinde yazsak daha iyi olur. </i>and seek clarification, for example, <i>Bu sayfayı mı okuyacaktık? </i>They use evaluative language to reflect on learning activities and to provide each other with feedback, for example, <i>Süper, harika, mükemmel, unutma, çok zor. </i>Students use specific features of pronunciation, intonation and stress when interacting. They locate, classify and compare information about their physical environment and social and cultural worlds from a range of sources in different modes. They present information about aspects of language and culture in different formats selected to suit audience and context. They respond to a range of imaginative texts by identifying and sharing opinions on key elements such as storylines, characters, messages and themes, for example, <i>Ben … çok beğendim çünkü …, … hiç sevmedim, Çok üzücüydü</i>, and create and perform short imaginative texts based on a stimulus, concept or theme. When constructing texts, students use grammatical features of spoken and written language, such as negative and interrogative sentence structures, for example, <i>Ramazan Bayramı’nda tüm okullar tatile girmeyecek;</i> conjugations of verbs, for example<i>, ‘oku-mak’: oku-r-um, oku-r-sun, oku-r oku-r-uz, oku-r-sunuz, oku-r-lar; And oku-yor-um, oku-yor-sun, oku-yor, oku-yor-uz, oku-yor-sunuz, oku-yor-lar;</i> and subject–verb agreements. When writing, they apply appropriate spelling and punctuation to a range of sentence types. Students translate simple texts from Turkish into English and vice versa, identifying words that are easy or difficult to translate, and create bilingual texts and resources for their own language learning and to support interactions with non-Turkish speakers<i>. </i>Students identify ways in which their bilingual and bicultural experiences impact on their identity and influence how they communicate in Turkish and English.</p>        <p>Students apply their knowledge of vowels, consonants and suffixes to form new words, for example, <i>kapkaççı, bankacı, yolcu, oduncu; sokak+-da=sokakta, süt+-de= sütte,</i> and identify how vowel length and accent affect the meaning of words, for example, <i>hala-hâlâ</i> and <i>kar-kâr</i>. They distinguish between the structure and features of different types of texts and identify ways that texts create effects to suit different audiences. They give examples of how language use and ways of communicating vary according to the degree of formality and context, purpose and audience, for example, <i>gelir misiniz lütfen?/gelin</i> <i>lütfen.</i> Students provide examples of influences on the Turkish language over time, including the influence from other languages and cultures, for example, <i>e-posta, yazıcı, tarayıcı, çevrimiçi.</i> They explain how language use is shaped by values and belief systems, and identify why these may be interpreted differently by speakers of other languages. </p>      
australia-f10-year7-languages-turkish	|	<p><strong>The nature of the learners</strong></p> <p>The transition to secondary schooling involves social and academic demands that coincide with a period of maturational and physical change. Learners are adjusting to a new school culture with sharper divisions between curriculum areas. There is a need for continuity through change in relation to their language learning. Learners at this level may find themselves in classes that include learners with a range of previous experience with Turkish language-culture. A multilevel and differentiated approach to teaching and task design responds to this diversity of prior experience.</p> <p><strong>Turkish language learning and use</strong></p> <p>Turkish is used for classroom interactions and transactions, for creating and maintaining classroom relationships, for explaining and practising language forms, and for developing cultural understanding. Additional opportunities for interaction in the target language are provided by purposeful and integrated use of ICT. Learners work collaboratively and independently, exploring different modes and genres of communication with particular reference to their current social, cultural and communicative interests. They pool language knowledge and resources to plan, problem-solve, monitor and reflect. They use modelled and rehearsed language in familiar and unfamiliar contexts, and increasingly generate original and personal language. They compose and present more complex and varied texts, for example, media and hypermedia texts, shared stories, poetry, songs/raps, blogs, advertisements, reports and journal entries, and plan, draft and present imaginative and informative texts. They design interactive events and collaborative tasks and participate in discussions and activities. They use vocabulary and grammar with increasing accuracy, drafting and editing written work to improve structure and clarify meaning. They make cross-curricular connections and explore intercultural perspectives and experience.</p> <p><strong>Contexts of interaction</strong></p> <p>While the primary context of interaction remains the Turkish language classroom, learners are encouraged to engage in interactions with peers in Turkey and other Turkish-speaking regions of the world, including Australia, through electronic means of communication. Learners will have additional occasional access to Turkish speakers through media and community events, websites, social media and radio streaming.</p> <p><strong>Texts and resources</strong></p> <p>Learners work with a range of texts specifically designed for learning Turkish in school, such as textbooks, literary texts, videos, readers and online media resources. They also access materials created for Turkish-speaking communities, such as songs, films, magazines, advertisements and websites. They read, view and interact with a growing range of texts for a wider range of purposes, for example, informational, transactional, communicative, imaginative and expressive.</p> <p><strong>Features of Turkish language use</strong></p> <p>Learners continue to expand their range of vocabulary to domains beyond their personal experience and interests. They use a range of grammatical forms and language structures to convey more complex ideas and experiences, for example, by using reflexive, reciprocal, causative and passive verbal mood suffixes, <em>Ozan yıkandı</em> ve <em>sonra giyindi. </em>(reflexive), <em>Ma&ccedil;tan sonra arkadaşı ile buluştu.</em> (reciprocal<em>), D&uuml;n kuaf&ouml;rde sa&ccedil;ını kestirdi. </em>(causative<em>), Bug&uuml;n işten kovuldu. </em>(passive). They recognise and use formal and informal honorific forms, such as <em>Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, abi/ağabey/abla, hoca/&ouml;ğretmen, bay/bayan, </em>different types of reduplication for emphasis and more complex conjunctions, such as <em>hem...hem de, ne...ne, </em>- <em>ki,), ancak, yoksa, oysa, hatta, rağmen</em>, <em>yani,</em> -<em>-e g&ouml;re.</em> They use interrogative word endings and interrogative pronouns, such as <em>kim, hangi, ne, ka&ccedil;, </em>for example, <em>Bu akşam bize kim geliyor? Babam kahveyi yapacak mı?</em> They use different auxiliary verb forms by adding verbs such as <em>etmek, kılmak </em>and <em>olmak</em> to nouns and attaching them onto single-syllable words, for example, <em>reddetmek, affetmek, kaybolmak </em>but<em> yardım etmek, namaz kılmak ge&ccedil; kalmak. </em>Learners develop awareness of how language structures shape textual features. They use descriptive and expressive language, including onomatopoeic and mimetic words to create particular effects and engage interest. They adopt a wider range of processing strategies and broader language knowledge when encountering unfamiliar texts, drawing increasingly on their understanding of text conventions and patterns.</p> <p>Learners make connections between texts and cultural contexts, identifying how cultural values and perspectives are embedded in language and how language choices determine how people, issues and circumstances are represented. They are increasingly aware of the nature of the relationship between languages and cultures, noticing, for example, values such as family commitment and respect expressed in cultural practices as well as embedded in Turkish grammatical and vocabulary systems. They reflect on the nature of bicultural and intercultural experience, on how languages change in response to social and cultural change, and on their individual identities as users of two or more languages in a multicultural social context.</p> <p><strong>Level of support</strong></p> <p>Particular support is required at this stage of learning to manage the transition to secondary schooling and to encourage continued engagement with language learning. Opportunities to review and consolidate prior learning are balanced against provision of engaging and relevant new experiences and more challenging tasks. Learners require continued scaffolding, modelling and material support at paragraph and whole-text level for written language and for developing fluency and accuracy in spoken language. They are supported to develop increasing autonomy as language learners and users, and to self-monitor and adjust language in response to their experience in various contexts. They are encouraged to engage more critically with resources such as websites, dictionaries, translating tools and other language resources designed to enrich their receptive and productive language use.</p> <p><strong>The role of English</strong></p> <p>Turkish is used in more extended and elaborated ways, and English is used when required for comparison or for explanations that are more easily articulated in English. Opportunities to express ideas and feelings, exchange opinions and manage shared learning experiences increasingly involve &lsquo;cultural&rsquo; as well as &lsquo;linguistic&rsquo; choices, personal and social elements as well as grammatical ones, such as making decisions about the use of titles and polite prefixes. At this stage, learners can move from the <em>what</em> considerations to the <em>why </em>and <em>how </em>questions: from noticing that language and communication are culturally shaped to thinking about the values, experiences and perspectives which lie inside these cultural differences, and about how these impact on their own experience as they move between linguistic and cultural systems.</p>	|	        <p>By the end of Year 8, students use spoken and written Turkish to initiate and sustain social interactions and to reflect on their experiences. They exchange ideas on topics such as <i>Türkiye’ye ilk ziyaret, Avustralya’ya ilk geliş</i> and offer and justify opinions, for example, <i>Sana katılmıyorum çünkü..., Seninle tamamen aynı fikirdeyim. </i>Students use action-related and spontaneous language to engage in shared activities that involve planning, transacting, negotiating and taking action, for example, <i>Bana göre... Diğeri bence daha uygun, Nasıl bir yol izleyelim? Sen karar ver.</i> They use reflective and evaluative language to support their own and others’ learning, for example, <i>Türkçe öğrenmek İngilizce öğrenmekten daha kolay</i>, <i>Bu sorularda çok zorlandım, Hem tekrar ederek hem yazarak öğreniyorum,</i> and to manage discussion and debate, for example, <i>inanıyorum ki, bana kalsa, anlıyorum ama katılmıyorum, bence, aynı fikirde değilim</i>. When interacting, they apply pronunciation, rhythm and intonation in spoken Turkish to a range of sentence types. Students locate, collate and analyse information from a variety of texts to develop a deep understanding of events, personalities or circumstances. They convey information, ideas and perspectives on issues of interest in different modes of presentation using specialised and less familiar language. They respond to traditional and contemporary imaginative texts by interpreting and comparing how values, characters and events are represented and present, reinterpret or create alternative versions of imaginary texts in different modes. When creating texts, they use a variety of verb tenses and moods, for example, <i>Ozan yıkandı ve sonra giyindi, Maçtan sonra arkadaşı ile buluştu.</i> <i>Dün kuaförde saçını kestirdi, Bugün işten kovuldu</i>; reduplication, for example, <i>kapkara, upuzun, çirkin mirkin, Selma’yı Melma’yı görmedim; </i>doubling, for example<i>, yavaş yavaş, ikişer ikişer, koşa koşa, ağlaya ağlaya</i>; auxiliary verbs, for example, <i>reddetmek, affetmek, kaybolmak;</i> particles and honorific forms, for example<i>, Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, abi/ağabey/abla, hoca/öğretmen, bay/bayan</i>. They translate and interpret texts from Turkish into English and vice versa, compare their versions and explain cultural elements. They produce short multimodal resources in Turkish and English that reflect the bilingual experience. They reflect on their own bilingualism, on the importance of language in intercultural communication and how their own biography contributes to their sense of identity and influences their ways of communicating.</p>        <p>Students identify and apply features of the Turkish sound and writing system to convey meaning in a range of texts, including identifying when sound assimilation in spoken Turkish does not exist in the written form, for example, <i>onbaşı/ombaşı, herkes/herkez </i>and<i> eczane/ezzane. </i>They use metalanguage to identify and explain different types of adverbs, adjectives and sentence structures relating to grammatical functions, such as predicates, subjects and objects. They explain how structure and organisation of texts depend on the context, audience and purpose of the exchange, for example, <i>beğenmiyorum, hiç beğenmedim, bana yaramaz or iğrenç bir şey!</i> They identify and explain regional and national variations in language use and how language use also varies according to context, mode of delivery and relationship between participants. They explain how and why their own use of Turkish has changed over time and depends on context. They explain how cultural values, ideas and perspectives are embedded in language use and communication styles.</p>      
australia-f10-year8-languages-turkish	|	<p><strong>The nature of the learners</strong></p> <p>The transition to secondary schooling involves social and academic demands that coincide with a period of maturational and physical change. Learners are adjusting to a new school culture with sharper divisions between curriculum areas. There is a need for continuity through change in relation to their language learning. Learners at this level may find themselves in classes that include learners with a range of previous experience with Turkish language-culture. A multilevel and differentiated approach to teaching and task design responds to this diversity of prior experience.</p> <p><strong>Turkish language learning and use</strong></p> <p>Turkish is used for classroom interactions and transactions, for creating and maintaining classroom relationships, for explaining and practising language forms, and for developing cultural understanding. Additional opportunities for interaction in the target language are provided by purposeful and integrated use of ICT. Learners work collaboratively and independently, exploring different modes and genres of communication with particular reference to their current social, cultural and communicative interests. They pool language knowledge and resources to plan, problem-solve, monitor and reflect. They use modelled and rehearsed language in familiar and unfamiliar contexts, and increasingly generate original and personal language. They compose and present more complex and varied texts, for example, media and hypermedia texts, shared stories, poetry, songs/raps, blogs, advertisements, reports and journal entries, and plan, draft and present imaginative and informative texts. They design interactive events and collaborative tasks and participate in discussions and activities. They use vocabulary and grammar with increasing accuracy, drafting and editing written work to improve structure and clarify meaning. They make cross-curricular connections and explore intercultural perspectives and experience.</p> <p><strong>Contexts of interaction</strong></p> <p>While the primary context of interaction remains the Turkish language classroom, learners are encouraged to engage in interactions with peers in Turkey and other Turkish-speaking regions of the world, including Australia, through electronic means of communication. Learners will have additional occasional access to Turkish speakers through media and community events, websites, social media and radio streaming.</p> <p><strong>Texts and resources</strong></p> <p>Learners work with a range of texts specifically designed for learning Turkish in school, such as textbooks, literary texts, videos, readers and online media resources. They also access materials created for Turkish-speaking communities, such as songs, films, magazines, advertisements and websites. They read, view and interact with a growing range of texts for a wider range of purposes, for example, informational, transactional, communicative, imaginative and expressive.</p> <p><strong>Features of Turkish language use</strong></p> <p>Learners continue to expand their range of vocabulary to domains beyond their personal experience and interests. They use a range of grammatical forms and language structures to convey more complex ideas and experiences, for example, by using reflexive, reciprocal, causative and passive verbal mood suffixes, <em>Ozan yıkandı</em> ve <em>sonra giyindi. </em>(reflexive), <em>Ma&ccedil;tan sonra arkadaşı ile buluştu.</em> (reciprocal<em>), D&uuml;n kuaf&ouml;rde sa&ccedil;ını kestirdi. </em>(causative<em>), Bug&uuml;n işten kovuldu. </em>(passive). They recognise and use formal and informal honorific forms, such as <em>Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, abi/ağabey/abla, hoca/&ouml;ğretmen, bay/bayan, </em>different types of reduplication for emphasis and more complex conjunctions, such as <em>hem...hem de, ne...ne, </em>- <em>ki,), ancak, yoksa, oysa, hatta, rağmen</em>, <em>yani,</em> -<em>-e g&ouml;re.</em> They use interrogative word endings and interrogative pronouns, such as <em>kim, hangi, ne, ka&ccedil;, </em>for example, <em>Bu akşam bize kim geliyor? Babam kahveyi yapacak mı?</em> They use different auxiliary verb forms by adding verbs such as <em>etmek, kılmak </em>and <em>olmak</em> to nouns and attaching them onto single-syllable words, for example, <em>reddetmek, affetmek, kaybolmak </em>but<em> yardım etmek, namaz kılmak ge&ccedil; kalmak. </em>Learners develop awareness of how language structures shape textual features. They use descriptive and expressive language, including onomatopoeic and mimetic words to create particular effects and engage interest. They adopt a wider range of processing strategies and broader language knowledge when encountering unfamiliar texts, drawing increasingly on their understanding of text conventions and patterns.</p> <p>Learners make connections between texts and cultural contexts, identifying how cultural values and perspectives are embedded in language and how language choices determine how people, issues and circumstances are represented. They are increasingly aware of the nature of the relationship between languages and cultures, noticing, for example, values such as family commitment and respect expressed in cultural practices as well as embedded in Turkish grammatical and vocabulary systems. They reflect on the nature of bicultural and intercultural experience, on how languages change in response to social and cultural change, and on their individual identities as users of two or more languages in a multicultural social context.</p> <p><strong>Level of support</strong></p> <p>Particular support is required at this stage of learning to manage the transition to secondary schooling and to encourage continued engagement with language learning. Opportunities to review and consolidate prior learning are balanced against provision of engaging and relevant new experiences and more challenging tasks. Learners require continued scaffolding, modelling and material support at paragraph and whole-text level for written language and for developing fluency and accuracy in spoken language. They are supported to develop increasing autonomy as language learners and users, and to self-monitor and adjust language in response to their experience in various contexts. They are encouraged to engage more critically with resources such as websites, dictionaries, translating tools and other language resources designed to enrich their receptive and productive language use.</p> <p><strong>The role of English</strong></p> <p>Turkish is used in more extended and elaborated ways, and English is used when required for comparison or for explanations that are more easily articulated in English. Opportunities to express ideas and feelings, exchange opinions and manage shared learning experiences increasingly involve &lsquo;cultural&rsquo; as well as &lsquo;linguistic&rsquo; choices, personal and social elements as well as grammatical ones, such as making decisions about the use of titles and polite prefixes. At this stage, learners can move from the <em>what</em> considerations to the <em>why </em>and <em>how </em>questions: from noticing that language and communication are culturally shaped to thinking about the values, experiences and perspectives which lie inside these cultural differences, and about how these impact on their own experience as they move between linguistic and cultural systems.</p>	|	        <p>By the end of Year 8, students use spoken and written Turkish to initiate and sustain social interactions and to reflect on their experiences. They exchange ideas on topics such as <i>Türkiye’ye ilk ziyaret, Avustralya’ya ilk geliş</i> and offer and justify opinions, for example, <i>Sana katılmıyorum çünkü..., Seninle tamamen aynı fikirdeyim. </i>Students use action-related and spontaneous language to engage in shared activities that involve planning, transacting, negotiating and taking action, for example, <i>Bana göre... Diğeri bence daha uygun, Nasıl bir yol izleyelim? Sen karar ver.</i> They use reflective and evaluative language to support their own and others’ learning, for example, <i>Türkçe öğrenmek İngilizce öğrenmekten daha kolay</i>, <i>Bu sorularda çok zorlandım, Hem tekrar ederek hem yazarak öğreniyorum,</i> and to manage discussion and debate, for example, <i>inanıyorum ki, bana kalsa, anlıyorum ama katılmıyorum, bence, aynı fikirde değilim</i>. When interacting, they apply pronunciation, rhythm and intonation in spoken Turkish to a range of sentence types. Students locate, collate and analyse information from a variety of texts to develop a deep understanding of events, personalities or circumstances. They convey information, ideas and perspectives on issues of interest in different modes of presentation using specialised and less familiar language. They respond to traditional and contemporary imaginative texts by interpreting and comparing how values, characters and events are represented and present, reinterpret or create alternative versions of imaginary texts in different modes. When creating texts, they use a variety of verb tenses and moods, for example, <i>Ozan yıkandı ve sonra giyindi, Maçtan sonra arkadaşı ile buluştu.</i> <i>Dün kuaförde saçını kestirdi, Bugün işten kovuldu</i>; reduplication, for example, <i>kapkara, upuzun, çirkin mirkin, Selma’yı Melma’yı görmedim; </i>doubling, for example<i>, yavaş yavaş, ikişer ikişer, koşa koşa, ağlaya ağlaya</i>; auxiliary verbs, for example, <i>reddetmek, affetmek, kaybolmak;</i> particles and honorific forms, for example<i>, Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, abi/ağabey/abla, hoca/öğretmen, bay/bayan</i>. They translate and interpret texts from Turkish into English and vice versa, compare their versions and explain cultural elements. They produce short multimodal resources in Turkish and English that reflect the bilingual experience. They reflect on their own bilingualism, on the importance of language in intercultural communication and how their own biography contributes to their sense of identity and influences their ways of communicating.</p>        <p>Students identify and apply features of the Turkish sound and writing system to convey meaning in a range of texts, including identifying when sound assimilation in spoken Turkish does not exist in the written form, for example, <i>onbaşı/ombaşı, herkes/herkez </i>and<i> eczane/ezzane. </i>They use metalanguage to identify and explain different types of adverbs, adjectives and sentence structures relating to grammatical functions, such as predicates, subjects and objects. They explain how structure and organisation of texts depend on the context, audience and purpose of the exchange, for example, <i>beğenmiyorum, hiç beğenmedim, bana yaramaz or iğrenç bir şey!</i> They identify and explain regional and national variations in language use and how language use also varies according to context, mode of delivery and relationship between participants. They explain how and why their own use of Turkish has changed over time and depends on context. They explain how cultural values, ideas and perspectives are embedded in language use and communication styles.</p>      
australia-f10-year9-languages-turkish	|	<p><strong>The nature of the learners</strong></p> <p>This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more deductively with language and culture systems, to apply more intentional learning strategies and to reflect productively on their learning. Motivation and engagement with language learning and use are influenced by peer&ndash;group dynamics, personal interests and values, and issues related to self-concept. This is particularly the case for bilingual learners for whom the duality of living between languages and cultural frames impacts continually on the process of identity construction. The role of language is central to this process and is reflected in the degree to which learners define themselves as members of language communities, how they position themselves in relation to peer groups, choices they make in relation to linguistic and social practices. These processes are fluid and context-responsive and impact on learners&rsquo; engagement with both Turkish and English language learning.</p> <p><strong>Turkish language learning and use</strong></p> <p>This is a period of language exploration, vocabulary expansion and experimentation with different modes of communication, for example, digital and hypermedia, collaborative performance and group discussions. Greater control of language structures and systems increases confidence and interest in communicating in a wider range of contexts. Learners use Turkish to communicate and interact; to access and exchange information; to express feelings and opinions; to participate in imaginative and creative experiences; and to design, interpret and analyse a wider range of texts and experiences. They use language in different contexts more fluently, with a greater degree of self-correction and repair. They reference the accuracy of their written language against a stronger frame of grammatical and systems knowledge. They demonstrate understanding of language variation and change, and of how intercultural experience, technology, media and globalisation influence language use and forms of communication.</p> <p><strong>Contexts of interaction</strong></p> <p>Learners interact with peers, teachers and other Turkish speakers in immediate and local contexts, and with wider Turkish-speaking communities and cultural resources via virtual and online environments. They may participate in community events, such as film or cultural festivals, intercultural forums or exchange travel opportunities.</p> <p><strong>Texts and resources</strong></p> <p>Learners use an extensive range of texts and materials designed for in-class learning of Turkish, such as textbooks, literary texts, teacher-generated materials and online resources. Learning is enriched by exposure to authentic materials designed for or generated by young Turkish speakers, such as blogs, video clips, discussion forums, television programs or newspaper features. Learners are encouraged to source additional materials to support their own learning, share them with peers, and pursue personal interests in aspects of Turkish language and associated cultures.</p> <p><strong>Features of Turkish language use</strong></p> <p>Learners extend their grammatical knowledge to a range of forms and functions that give them control of more complex elements of text construction and word formation. They analyse functions of affixation through the identification of adverbial, adjectival and noun phrases, for example, by recognising how some adverbs derived from verbs and adverbial phrases modify time and manner of action, for example, the adverb <em>-erek/-arak, </em>as in <em>Koşarak geldi, g&uuml;lerek gitti</em>; adding the suffix &ndash;<em>ce</em>/-<em>ca</em> to the adjective as in <em>dikkatlice</em> and <em>hızlıca. </em>They analyse the use of optative endings, <em>-(y)eyim, -(y)elim, -(y)in</em> and <em>-sin</em> in first person, for example, <em>alayım, alalım, alın;</em>and<em> alsın </em>in different tenses and in sentences to express a request; and distinguish between the use of the progressive form <em>-(i)yor</em> and the simple present <em>-(i)r</em> and past tense <em>-d(i) </em>of verbs that describe actions and the evidential past perfect tense -<em>miş, </em>as in, <em>gelmiş </em>and<em> gitmiş</em> and <em>uyuyormuş</em>. Their vocabulary knowledge expands to include more abstract words and specialised vocabulary drawn from other learning areas or areas of wider personal interest. Textual knowledge and capability are strengthened through maintaining a balance between activities which focus on language forms and structures, and communicative learning experiences and performance. Learners recognise, analyse and construct different types of texts for different purposes and audiences. Task characteristics and conditions at this level are more complex and challenging, involving collaborative as well as independent language planning and performance, and development and strategic use of language and cultural resources. Elements of learning experiences involve interpreting, creating, evaluating and performing. Text types such as media resources, fiction and nonfiction texts, performances and research projects allow for exploration of themes of personal and contemporary relevance, for example, global and environmental issues, identity and relationship issues, questions of diversity and inclusivity. Learners investigate texts through more critical analysis, identifying how language choices reflect perspectives and shape meaning, and how they in turn are shaped by context and intention.</p> <p>Learners at this level understand the relationship between language, culture and identity. They explore in more depth and detail the processes involved in learning and using different languages, recognising them as cognitive, cultural and personal as well as linguistic resources. They identify how meaning-making and representation in different languages involve interpretation and personal response as well as literal translation and factual reporting. They explore the reciprocal nature of intercultural communication: how moving between different languages and cultural systems impacts on their ways of thinking and behaving; and how successful communication requires flexibility, awareness and openness to alternative ways. They develop a capacity to &lsquo;decentre&rsquo; from normative ways of thinking and communicating, to consider their own cultural ways through the eyes of others, and to communicate in interculturally appropriate ways.</p> <p><strong>Level of support</strong></p> <p>While learners are increasingly less reliant on the teacher for support during communicative interactions, continued support, such as provision of rich language input and modelled language, is needed to consolidate and sustain language development. The teacher provides both implicit and explicit modelling and scaffolding in relation to meaningful language use in a range of contexts, situations and learning experiences, and explicit instruction and explanation in relation to complex structures, grammatical functions and abstract concepts and vocabulary. Provision of opportunities to discuss, clarify, rehearse and apply their knowledge is critical in consolidating knowledge and skills and developing autonomy. Learners are encouraged to self-monitor, for example, by keeping records of feedback, through peer support and self-review.</p> <p><strong>The role of English</strong></p> <p>Learners and teachers use Turkish as the primary medium of interaction in language-oriented and content-oriented tasks. English is sometimes used for comparative analysis and for discussion or explanation that involve concepts more easily articulated in English. Learners are supported to reflect on the different roles English and Turkish play in their academic work and in their conceptual development</p>	|	        <p>By the end of Year 10, students use spoken and written Turkish to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes. They exchange ideas, opinions and aspirations, for example, <i>Türkçe öğretmeni olmak istiyorum.</i> They use analytical and comparative language when comparing views, preferences and responses to different experiences, for example, <i>Doktorluğu tercih ederim çünkü doktor olunca Türkçe konuşmak çok yararlı olacak.</i> They use spontaneous language to participate in activities that involve taking action, transacting, problem-solving, negotiating and managing different opinions and perspectives, for example, <i>Bazıları böyle düşünse de ben tamamen farklı düşünüyorum.</i> They extend discussions and justify their views by asking questions that invite reflection, analysis and comparison of experience, for example, <i>okuduğunuz metindeki bu düşünce izlediğiniz filmde nasıl işlenmiştir? Hangi dilde duygularını daha rahat ifade ediyorsun </i>and by providing elaborated responses, for example, <i>Türkçe’yi daha farklı ortamlarda rahatça kullanabiliyorum.</i> They speak fluently, pausing where appropriate, and use stress in extended sentences to enhance communication. Students gather, synthesise and evaluate information from different perspectives and sources, and present information, views and perspectives on topics of interest in different modes and formats selected to suit purpose and audience. Students respond to different expressive and imaginative texts by analysing techniques and cultural influences used for aesthetic, humorous or emotional effects. They create a range of imaginative texts that reflect their bilingual and bicultural experiences and use language for effect. When creating texts, students use a variety of tenses, such as simple present, past, progressive, simple past perfect, for example, <i>geldi, gitti, </i>and evidential past perfect tense, for example<i>, gelmiş, gitmiş, uyuyormuş. </i>They use cohesive devices to sequence and connect actions and ideas in texts, and apply the rules of agglutination to adverbs, adjectives and nouns. They compare translations of Turkish texts and identify factors that may have influenced the translation. They create explanations in English of cultural and contextual references embedded in traditional and contemporary Turkish texts. They explain the relationship between language, culture and identity, question cultural assumptions, and modify language and behaviours in intercultural interactions as appropriate.</p>        <p>Students identify regular and irregular elements of spoken and written Turkish and apply their understanding to produce complex phrases and elaborated texts, and to participate in extended interactions. They analyse how grammatical elements such as agglutination and cohesive devices impact on mood, register and tense variation. They know how to construct a range of spoken, written and multimodal texts to suit context, purpose and audience, incorporating elements appropriate to culture and context. They analyse how spoken and written Turkish varies according to social roles, communities and contexts, explaining why they adjust their vocabulary and level of politeness and formality in intercultural interactions, for example<i>,</i> <i>özür dilerim/affınıza sığınırım, naber(nbr)/nasılsın.</i> Students explain why languages and culture change over time, including the impact of education, new technologies, changing values and intercultural exchange. They explain the reciprocal and evolving nature of the relationship between language and culture.</p>      
australia-f10-year10-languages-turkish	|	<p><strong>The nature of the learners</strong></p> <p>This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more deductively with language and culture systems, to apply more intentional learning strategies and to reflect productively on their learning. Motivation and engagement with language learning and use are influenced by peer&ndash;group dynamics, personal interests and values, and issues related to self-concept. This is particularly the case for bilingual learners for whom the duality of living between languages and cultural frames impacts continually on the process of identity construction. The role of language is central to this process and is reflected in the degree to which learners define themselves as members of language communities, how they position themselves in relation to peer groups, choices they make in relation to linguistic and social practices. These processes are fluid and context-responsive and impact on learners&rsquo; engagement with both Turkish and English language learning.</p> <p><strong>Turkish language learning and use</strong></p> <p>This is a period of language exploration, vocabulary expansion and experimentation with different modes of communication, for example, digital and hypermedia, collaborative performance and group discussions. Greater control of language structures and systems increases confidence and interest in communicating in a wider range of contexts. Learners use Turkish to communicate and interact; to access and exchange information; to express feelings and opinions; to participate in imaginative and creative experiences; and to design, interpret and analyse a wider range of texts and experiences. They use language in different contexts more fluently, with a greater degree of self-correction and repair. They reference the accuracy of their written language against a stronger frame of grammatical and systems knowledge. They demonstrate understanding of language variation and change, and of how intercultural experience, technology, media and globalisation influence language use and forms of communication.</p> <p><strong>Contexts of interaction</strong></p> <p>Learners interact with peers, teachers and other Turkish speakers in immediate and local contexts, and with wider Turkish-speaking communities and cultural resources via virtual and online environments. They may participate in community events, such as film or cultural festivals, intercultural forums or exchange travel opportunities.</p> <p><strong>Texts and resources</strong></p> <p>Learners use an extensive range of texts and materials designed for in-class learning of Turkish, such as textbooks, literary texts, teacher-generated materials and online resources. Learning is enriched by exposure to authentic materials designed for or generated by young Turkish speakers, such as blogs, video clips, discussion forums, television programs or newspaper features. Learners are encouraged to source additional materials to support their own learning, share them with peers, and pursue personal interests in aspects of Turkish language and associated cultures.</p> <p><strong>Features of Turkish language use</strong></p> <p>Learners extend their grammatical knowledge to a range of forms and functions that give them control of more complex elements of text construction and word formation. They analyse functions of affixation through the identification of adverbial, adjectival and noun phrases, for example, by recognising how some adverbs derived from verbs and adverbial phrases modify time and manner of action, for example, the adverb <em>-erek/-arak, </em>as in <em>Koşarak geldi, g&uuml;lerek gitti</em>; adding the suffix &ndash;<em>ce</em>/-<em>ca</em> to the adjective as in <em>dikkatlice</em> and <em>hızlıca. </em>They analyse the use of optative endings, <em>-(y)eyim, -(y)elim, -(y)in</em> and <em>-sin</em> in first person, for example, <em>alayım, alalım, alın;</em>and<em> alsın </em>in different tenses and in sentences to express a request; and distinguish between the use of the progressive form <em>-(i)yor</em> and the simple present <em>-(i)r</em> and past tense <em>-d(i) </em>of verbs that describe actions and the evidential past perfect tense -<em>miş, </em>as in, <em>gelmiş </em>and<em> gitmiş</em> and <em>uyuyormuş</em>. Their vocabulary knowledge expands to include more abstract words and specialised vocabulary drawn from other learning areas or areas of wider personal interest. Textual knowledge and capability are strengthened through maintaining a balance between activities which focus on language forms and structures, and communicative learning experiences and performance. Learners recognise, analyse and construct different types of texts for different purposes and audiences. Task characteristics and conditions at this level are more complex and challenging, involving collaborative as well as independent language planning and performance, and development and strategic use of language and cultural resources. Elements of learning experiences involve interpreting, creating, evaluating and performing. Text types such as media resources, fiction and nonfiction texts, performances and research projects allow for exploration of themes of personal and contemporary relevance, for example, global and environmental issues, identity and relationship issues, questions of diversity and inclusivity. Learners investigate texts through more critical analysis, identifying how language choices reflect perspectives and shape meaning, and how they in turn are shaped by context and intention.</p> <p>Learners at this level understand the relationship between language, culture and identity. They explore in more depth and detail the processes involved in learning and using different languages, recognising them as cognitive, cultural and personal as well as linguistic resources. They identify how meaning-making and representation in different languages involve interpretation and personal response as well as literal translation and factual reporting. They explore the reciprocal nature of intercultural communication: how moving between different languages and cultural systems impacts on their ways of thinking and behaving; and how successful communication requires flexibility, awareness and openness to alternative ways. They develop a capacity to &lsquo;decentre&rsquo; from normative ways of thinking and communicating, to consider their own cultural ways through the eyes of others, and to communicate in interculturally appropriate ways.</p> <p><strong>Level of support</strong></p> <p>While learners are increasingly less reliant on the teacher for support during communicative interactions, continued support, such as provision of rich language input and modelled language, is needed to consolidate and sustain language development. The teacher provides both implicit and explicit modelling and scaffolding in relation to meaningful language use in a range of contexts, situations and learning experiences, and explicit instruction and explanation in relation to complex structures, grammatical functions and abstract concepts and vocabulary. Provision of opportunities to discuss, clarify, rehearse and apply their knowledge is critical in consolidating knowledge and skills and developing autonomy. Learners are encouraged to self-monitor, for example, by keeping records of feedback, through peer support and self-review.</p> <p><strong>The role of English</strong></p> <p>Learners and teachers use Turkish as the primary medium of interaction in language-oriented and content-oriented tasks. English is sometimes used for comparative analysis and for discussion or explanation that involve concepts more easily articulated in English. Learners are supported to reflect on the different roles English and Turkish play in their academic work and in their conceptual development</p>	|	        <p>By the end of Year 10, students use spoken and written Turkish to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes. They exchange ideas, opinions and aspirations, for example, <i>Türkçe öğretmeni olmak istiyorum.</i> They use analytical and comparative language when comparing views, preferences and responses to different experiences, for example, <i>Doktorluğu tercih ederim çünkü doktor olunca Türkçe konuşmak çok yararlı olacak.</i> They use spontaneous language to participate in activities that involve taking action, transacting, problem-solving, negotiating and managing different opinions and perspectives, for example, <i>Bazıları böyle düşünse de ben tamamen farklı düşünüyorum.</i> They extend discussions and justify their views by asking questions that invite reflection, analysis and comparison of experience, for example, <i>okuduğunuz metindeki bu düşünce izlediğiniz filmde nasıl işlenmiştir? Hangi dilde duygularını daha rahat ifade ediyorsun </i>and by providing elaborated responses, for example, <i>Türkçe’yi daha farklı ortamlarda rahatça kullanabiliyorum.</i> They speak fluently, pausing where appropriate, and use stress in extended sentences to enhance communication. Students gather, synthesise and evaluate information from different perspectives and sources, and present information, views and perspectives on topics of interest in different modes and formats selected to suit purpose and audience. Students respond to different expressive and imaginative texts by analysing techniques and cultural influences used for aesthetic, humorous or emotional effects. They create a range of imaginative texts that reflect their bilingual and bicultural experiences and use language for effect. When creating texts, students use a variety of tenses, such as simple present, past, progressive, simple past perfect, for example, <i>geldi, gitti, </i>and evidential past perfect tense, for example<i>, gelmiş, gitmiş, uyuyormuş. </i>They use cohesive devices to sequence and connect actions and ideas in texts, and apply the rules of agglutination to adverbs, adjectives and nouns. They compare translations of Turkish texts and identify factors that may have influenced the translation. They create explanations in English of cultural and contextual references embedded in traditional and contemporary Turkish texts. They explain the relationship between language, culture and identity, question cultural assumptions, and modify language and behaviours in intercultural interactions as appropriate.</p>        <p>Students identify regular and irregular elements of spoken and written Turkish and apply their understanding to produce complex phrases and elaborated texts, and to participate in extended interactions. They analyse how grammatical elements such as agglutination and cohesive devices impact on mood, register and tense variation. They know how to construct a range of spoken, written and multimodal texts to suit context, purpose and audience, incorporating elements appropriate to culture and context. They analyse how spoken and written Turkish varies according to social roles, communities and contexts, explaining why they adjust their vocabulary and level of politeness and formality in intercultural interactions, for example<i>,</i> <i>özür dilerim/affınıza sığınırım, naber(nbr)/nasılsın.</i> Students explain why languages and culture change over time, including the impact of education, new technologies, changing values and intercultural exchange. They explain the reciprocal and evolving nature of the relationship between language and culture.</p>      
australia-f10-foundation-languages-vietnamese	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with varying degrees of early literacy capability in Vietnamese and/or English. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people in settings outside the home, share with others, and participate in structured routines and activities at school. </p>        <p>          <b>Vietnamese language learning and use </b>        </p>        <p>Vietnamese is learnt in parallel with English language and literacy, with each supporting and enriching the other. Vietnamese is used at home and in familiar Vietnamese-speaking settings, and in classroom interactions, routines and activities, supported by the use of materials and resources, gestures and body language. At this stage, there is a focus on play, imaginative activities, games, music, dance and familiar routines, which provide scaffolding for language development. Repetition and consolidation help learners to identify familiar and new words and simple phrases, and to recognise the purpose of simple texts. Learners use Vietnamese for functions such as greeting, asking and answering questions (for example, <i lang="vi">Em chào thầy/cô. Chào bạn. Bạn tên là gì? Tôi tên là Mai</i>), responding to instructions (for example, <i lang="vi">Các em ngồi xuống. Mở vở ra đọc với cô</i>), and taking turns in games and simple shared tasks. There is a natural transition from spoken to written language. Learners use a variety of cues, including images, context and frequently used word patterns, to comprehend texts and to communicate. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary contexts for interaction in Vietnamese are the immediate environments of home and the classroom. Learners use Vietnamese to interact with each other and the teacher within the learning environment at school and with immediate family members at home. The use of information and communication technologies (ICT) enriches the learning of Vietnamese language and culture by providing alternative experiences, a range of resources, and opportunities to access authentic language in different contexts.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a variety of spoken, written and visual texts such as children’s songs and nursery rhymes, stories from Big Books, plays and interactive resources. Writing skills progress from identifying the alphabet and tone markers to tracing, labelling and copying letters, and then to constructing simple, short texts using familiar vocabulary.</p>        <p>          <b>Features of Vietnamese language use</b>        </p>        <p>Learners become familiar with how the sounds and tones of the Vietnamese language are represented in words and symbols. They practise pronunciation through activities such as singing Vietnamese folk songs (<i lang="vi">đồng dao, ca dao</i>), and experiment with sounds, single vowels, consonants, syllables, simple phrases and sentences relating to pictures, objects and actions, for example, <i lang="vi">M </i>cho<i lang="vi"> mẹ, má, mèo, mua </i>and<i lang="vi"> H </i>cho<i lang="vi"> hoa hồng, hát, học. Đây là cái nhà. Em bé đang ngủ</i>. They learn to recognise the letters of the Vietnamese alphabet and tone markers, making comparisons with the English alphabet, and write letters, words and simple sentences, for example, <i lang="vi">Con thích ăn cơm</i>. They share similarities and differences between the ways they communicate in Vietnamese and English, and begin to recognise how language use changes according to speakers and context.</p>        <p>          <b>Level of support </b>        </p>        <p>The classroom is a new context for communication, where learners rely on the teacher to assist their learning. The teacher uses scaffolding, modelling, cueing, monitoring, feedback and encouragement to support learning experiences. Multiple and varied sources of input and stimulus are provided, for example, bilingual Big Books and picture books, subtitled cartoons and video programs, realia, objects, maps, charts and gestures. </p>        <p>          <b>The role of English</b>        </p>        <p>Vietnamese is used as the medium for class interaction and to demonstrate and model new language acquisition. English may be used to explain features of language and aspects of culture. Both English and Vietnamese may be used when learners communicate about similarities and differences between Vietnamese and other languages and cultures and reflecting on how they communicate and behave in Vietnamese- and English-speaking contexts.</p>      	|	        <p>By the end of Year 2, students interact with the teacher and peers through action-related talk and play. They introduce themselves and others, and express thanks, likes and dislikes, needs and wishes, for example, <i lang="vi">Tôi tên là Lan</i>. <i lang="vi">Cảm ơn bạn</i>. <i lang="vi">Tôi thích/ không thích</i> <i lang="vi">…</i> <i lang="vi">Tôi muốn ăn cơm</i>. <i lang="vi">Chúc bạn sinh nhật vui vẻ</i>. They use modelled repetitive language when participating in games and shared activities, and interact in classroom routines by responding to questions, following instructions and asking for permission, for example, <i lang="vi">Dạ, em xong rồi. Các em hãy đọc theo cô. Thưa cô cho em đi uống nước. </i>When interacting, they use the sounds and tones of Vietnamese and distinguish between questions, such as <i lang="vi">Ai? Ở đâu? Khi nào?</i> <i lang="vi">Có</i> <i lang="vi">…</i> <i lang="vi">không?</i>, and commands, for example, <i lang="vi">Đứng lên</i>. They identify information and key words, such as names of people, for example, <i lang="vi">cô An, bạn Hải</i>; places, for example, <i lang="vi">trường, lớp</i>; or objects, for example, <i lang="vi">cái bàn</i>; and convey information about themselves and their family, friends and school using modelled sentences and illustrations. They respond to imaginative experiences through miming, acting, and answering questions, and create and perform simple imaginative texts using familiar language and non-verbal forms of expression. Students use familiar vocabulary related to the classroom and home environment. They use simple sentences with appropriate word order to communicate information about themselves, for example, <i lang="vi">Tôi bảy tuổi</i>, their family and the classroom, for example, <i lang="vi">Đây là gia đình tôi/ lớp tôi</i>. Students translate frequently used words and simple phrases and create simple bilingual texts for the immediate learning environment. They describe the experience of using Vietnamese and identify their roles as members of different groups, including the Vietnamese class and their family and community. </p>        <p>Students identify the sounds and tones of the Vietnamese language in words and symbols. They identify similarities and differences between different types of familiar texts. They provide examples of the different titles and greetings that are used to address people in different situations. Students name some of the many languages used in Australia, identifying Vietnamese as one of the major community languages. They identify how the ways in which people use language reflect where and how they live and what is important to them. <br /></p>      
australia-f10-year1-languages-vietnamese	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with varying degrees of early literacy capability in Vietnamese and/or English. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people in settings outside the home, share with others, and participate in structured routines and activities at school. </p>        <p>          <b>Vietnamese language learning and use </b>        </p>        <p>Vietnamese is learnt in parallel with English language and literacy, with each supporting and enriching the other. Vietnamese is used at home and in familiar Vietnamese-speaking settings, and in classroom interactions, routines and activities, supported by the use of materials and resources, gestures and body language. At this stage, there is a focus on play, imaginative activities, games, music, dance and familiar routines, which provide scaffolding for language development. Repetition and consolidation help learners to identify familiar and new words and simple phrases, and to recognise the purpose of simple texts. Learners use Vietnamese for functions such as greeting, asking and answering questions (for example, <i lang="vi">Em chào thầy/cô. Chào bạn. Bạn tên là gì? Tôi tên là Mai</i>), responding to instructions (for example, <i lang="vi">Các em ngồi xuống. Mở vở ra đọc với cô</i>), and taking turns in games and simple shared tasks. There is a natural transition from spoken to written language. Learners use a variety of cues, including images, context and frequently used word patterns, to comprehend texts and to communicate. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary contexts for interaction in Vietnamese are the immediate environments of home and the classroom. Learners use Vietnamese to interact with each other and the teacher within the learning environment at school and with immediate family members at home. The use of information and communication technologies (ICT) enriches the learning of Vietnamese language and culture by providing alternative experiences, a range of resources, and opportunities to access authentic language in different contexts.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a variety of spoken, written and visual texts such as children’s songs and nursery rhymes, stories from Big Books, plays and interactive resources. Writing skills progress from identifying the alphabet and tone markers to tracing, labelling and copying letters, and then to constructing simple, short texts using familiar vocabulary.</p>        <p>          <b>Features of Vietnamese language use</b>        </p>        <p>Learners become familiar with how the sounds and tones of the Vietnamese language are represented in words and symbols. They practise pronunciation through activities such as singing Vietnamese folk songs (<i lang="vi">đồng dao, ca dao</i>), and experiment with sounds, single vowels, consonants, syllables, simple phrases and sentences relating to pictures, objects and actions, for example, <i lang="vi">M </i>cho<i lang="vi"> mẹ, má, mèo, mua </i>and<i lang="vi"> H </i>cho<i lang="vi"> hoa hồng, hát, học. Đây là cái nhà. Em bé đang ngủ</i>. They learn to recognise the letters of the Vietnamese alphabet and tone markers, making comparisons with the English alphabet, and write letters, words and simple sentences, for example, <i lang="vi">Con thích ăn cơm</i>. They share similarities and differences between the ways they communicate in Vietnamese and English, and begin to recognise how language use changes according to speakers and context.</p>        <p>          <b>Level of support </b>        </p>        <p>The classroom is a new context for communication, where learners rely on the teacher to assist their learning. The teacher uses scaffolding, modelling, cueing, monitoring, feedback and encouragement to support learning experiences. Multiple and varied sources of input and stimulus are provided, for example, bilingual Big Books and picture books, subtitled cartoons and video programs, realia, objects, maps, charts and gestures. </p>        <p>          <b>The role of English</b>        </p>        <p>Vietnamese is used as the medium for class interaction and to demonstrate and model new language acquisition. English may be used to explain features of language and aspects of culture. Both English and Vietnamese may be used when learners communicate about similarities and differences between Vietnamese and other languages and cultures and reflecting on how they communicate and behave in Vietnamese- and English-speaking contexts.</p>      	|	        <p>By the end of Year 2, students interact with the teacher and peers through action-related talk and play. They introduce themselves and others, and express thanks, likes and dislikes, needs and wishes, for example, <i lang="vi">Tôi tên là Lan</i>. <i lang="vi">Cảm ơn bạn</i>. <i lang="vi">Tôi thích/ không thích</i> <i lang="vi">…</i> <i lang="vi">Tôi muốn ăn cơm</i>. <i lang="vi">Chúc bạn sinh nhật vui vẻ</i>. They use modelled repetitive language when participating in games and shared activities, and interact in classroom routines by responding to questions, following instructions and asking for permission, for example, <i lang="vi">Dạ, em xong rồi. Các em hãy đọc theo cô. Thưa cô cho em đi uống nước. </i>When interacting, they use the sounds and tones of Vietnamese and distinguish between questions, such as <i lang="vi">Ai? Ở đâu? Khi nào?</i> <i lang="vi">Có</i> <i lang="vi">…</i> <i lang="vi">không?</i>, and commands, for example, <i lang="vi">Đứng lên</i>. They identify information and key words, such as names of people, for example, <i lang="vi">cô An, bạn Hải</i>; places, for example, <i lang="vi">trường, lớp</i>; or objects, for example, <i lang="vi">cái bàn</i>; and convey information about themselves and their family, friends and school using modelled sentences and illustrations. They respond to imaginative experiences through miming, acting, and answering questions, and create and perform simple imaginative texts using familiar language and non-verbal forms of expression. Students use familiar vocabulary related to the classroom and home environment. They use simple sentences with appropriate word order to communicate information about themselves, for example, <i lang="vi">Tôi bảy tuổi</i>, their family and the classroom, for example, <i lang="vi">Đây là gia đình tôi/ lớp tôi</i>. Students translate frequently used words and simple phrases and create simple bilingual texts for the immediate learning environment. They describe the experience of using Vietnamese and identify their roles as members of different groups, including the Vietnamese class and their family and community. </p>        <p>Students identify the sounds and tones of the Vietnamese language in words and symbols. They identify similarities and differences between different types of familiar texts. They provide examples of the different titles and greetings that are used to address people in different situations. Students name some of the many languages used in Australia, identifying Vietnamese as one of the major community languages. They identify how the ways in which people use language reflect where and how they live and what is important to them. <br /></p>      
australia-f10-year2-languages-vietnamese	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Children enter the early years of schooling with varying degrees of early literacy capability in Vietnamese and/or English. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people in settings outside the home, share with others, and participate in structured routines and activities at school. </p>        <p>          <b>Vietnamese language learning and use </b>        </p>        <p>Vietnamese is learnt in parallel with English language and literacy, with each supporting and enriching the other. Vietnamese is used at home and in familiar Vietnamese-speaking settings, and in classroom interactions, routines and activities, supported by the use of materials and resources, gestures and body language. At this stage, there is a focus on play, imaginative activities, games, music, dance and familiar routines, which provide scaffolding for language development. Repetition and consolidation help learners to identify familiar and new words and simple phrases, and to recognise the purpose of simple texts. Learners use Vietnamese for functions such as greeting, asking and answering questions (for example, <i lang="vi">Em chào thầy/cô. Chào bạn. Bạn tên là gì? Tôi tên là Mai</i>), responding to instructions (for example, <i lang="vi">Các em ngồi xuống. Mở vở ra đọc với cô</i>), and taking turns in games and simple shared tasks. There is a natural transition from spoken to written language. Learners use a variety of cues, including images, context and frequently used word patterns, to comprehend texts and to communicate. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The primary contexts for interaction in Vietnamese are the immediate environments of home and the classroom. Learners use Vietnamese to interact with each other and the teacher within the learning environment at school and with immediate family members at home. The use of information and communication technologies (ICT) enriches the learning of Vietnamese language and culture by providing alternative experiences, a range of resources, and opportunities to access authentic language in different contexts.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a variety of spoken, written and visual texts such as children’s songs and nursery rhymes, stories from Big Books, plays and interactive resources. Writing skills progress from identifying the alphabet and tone markers to tracing, labelling and copying letters, and then to constructing simple, short texts using familiar vocabulary.</p>        <p>          <b>Features of Vietnamese language use</b>        </p>        <p>Learners become familiar with how the sounds and tones of the Vietnamese language are represented in words and symbols. They practise pronunciation through activities such as singing Vietnamese folk songs (<i lang="vi">đồng dao, ca dao</i>), and experiment with sounds, single vowels, consonants, syllables, simple phrases and sentences relating to pictures, objects and actions, for example, <i lang="vi">M </i>cho<i lang="vi"> mẹ, má, mèo, mua </i>and<i lang="vi"> H </i>cho<i lang="vi"> hoa hồng, hát, học. Đây là cái nhà. Em bé đang ngủ</i>. They learn to recognise the letters of the Vietnamese alphabet and tone markers, making comparisons with the English alphabet, and write letters, words and simple sentences, for example, <i lang="vi">Con thích ăn cơm</i>. They share similarities and differences between the ways they communicate in Vietnamese and English, and begin to recognise how language use changes according to speakers and context.</p>        <p>          <b>Level of support </b>        </p>        <p>The classroom is a new context for communication, where learners rely on the teacher to assist their learning. The teacher uses scaffolding, modelling, cueing, monitoring, feedback and encouragement to support learning experiences. Multiple and varied sources of input and stimulus are provided, for example, bilingual Big Books and picture books, subtitled cartoons and video programs, realia, objects, maps, charts and gestures. </p>        <p>          <b>The role of English</b>        </p>        <p>Vietnamese is used as the medium for class interaction and to demonstrate and model new language acquisition. English may be used to explain features of language and aspects of culture. Both English and Vietnamese may be used when learners communicate about similarities and differences between Vietnamese and other languages and cultures and reflecting on how they communicate and behave in Vietnamese- and English-speaking contexts.</p>      	|	        <p>By the end of Year 2, students interact with the teacher and peers through action-related talk and play. They introduce themselves and others, and express thanks, likes and dislikes, needs and wishes, for example, <i lang="vi">Tôi tên là Lan</i>. <i lang="vi">Cảm ơn bạn</i>. <i lang="vi">Tôi thích/ không thích</i> <i lang="vi">…</i> <i lang="vi">Tôi muốn ăn cơm</i>. <i lang="vi">Chúc bạn sinh nhật vui vẻ</i>. They use modelled repetitive language when participating in games and shared activities, and interact in classroom routines by responding to questions, following instructions and asking for permission, for example, <i lang="vi">Dạ, em xong rồi. Các em hãy đọc theo cô. Thưa cô cho em đi uống nước. </i>When interacting, they use the sounds and tones of Vietnamese and distinguish between questions, such as <i lang="vi">Ai? Ở đâu? Khi nào?</i> <i lang="vi">Có</i> <i lang="vi">…</i> <i lang="vi">không?</i>, and commands, for example, <i lang="vi">Đứng lên</i>. They identify information and key words, such as names of people, for example, <i lang="vi">cô An, bạn Hải</i>; places, for example, <i lang="vi">trường, lớp</i>; or objects, for example, <i lang="vi">cái bàn</i>; and convey information about themselves and their family, friends and school using modelled sentences and illustrations. They respond to imaginative experiences through miming, acting, and answering questions, and create and perform simple imaginative texts using familiar language and non-verbal forms of expression. Students use familiar vocabulary related to the classroom and home environment. They use simple sentences with appropriate word order to communicate information about themselves, for example, <i lang="vi">Tôi bảy tuổi</i>, their family and the classroom, for example, <i lang="vi">Đây là gia đình tôi/ lớp tôi</i>. Students translate frequently used words and simple phrases and create simple bilingual texts for the immediate learning environment. They describe the experience of using Vietnamese and identify their roles as members of different groups, including the Vietnamese class and their family and community. </p>        <p>Students identify the sounds and tones of the Vietnamese language in words and symbols. They identify similarities and differences between different types of familiar texts. They provide examples of the different titles and greetings that are used to address people in different situations. Students name some of the many languages used in Australia, identifying Vietnamese as one of the major community languages. They identify how the ways in which people use language reflect where and how they live and what is important to them. <br /></p>      
australia-f10-year3-languages-vietnamese	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, children are developing awareness of their social worlds and of their membership of various groups, including the Vietnamese class and community. They are further developing literacy capabilities in both Vietnamese and English, as well as biliteracy capabilities. They benefit from multimodal, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning.</p>        <p>          <b>Vietnamese language learning and use</b>        </p>        <p>Learners interact with family and the wider Vietnamese-speaking community, and at school with their peers and the teacher in a variety of communicative activities. Specific language-learning skills such as memory and communication strategies are developed. Learners primarily engage in a variety of listening and viewing activities, and understand familiar stories, songs and poems. They use Vietnamese in everyday interactions such as seeking advice, asking for help and clarifying information or ideas, for example, <i lang="vi">Thưa cô, chữ ‘Việt’ đánh vần thế nào ạ? Làm ơn giúp tôi trả lời câu này.</i> <i lang="vi">Thưa cô ‘lễ phép’ là gì ạ?</i> They participate in discussions such as sharing information about their routines and leisure activities, and their feelings about themselves and their home, friendships and interests. They explore Vietnamese language and culture through experimentation with Vietnamese rhymes (<i lang="vi">đồng dao, vè</i>) and proverbs (<i lang="vi">tục ngữ</i>). They listen to and view children’s songs, music performances, television shows and films, and use their imagination to create simple texts such as songs, dialogues and stories. They understand the function of basic grammatical features and sentence structure, and apply this understanding when describing actions, people and objects in simple texts such as messages, notes and emails to friends and relatives. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The contexts in which students interact in learning and using Vietnamese are primarily the classroom, school and home. They have access to wider communities of Vietnamese speakers and resources through out-of-classroom activities and the use of virtual and digital technology. They work both independently and cooperatively, further developing their sense of personal as well as group identity, and of the cultural and intercultural significance of family relationships.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners develop biliteracy skills through interacting with a range of spoken, written, visual and multimodal texts. Texts such as recipes, weather reports and family profiles show how language is used in different ways and for different purposes.</p>        <p>          <b>Features of Vietnamese language use</b>        </p>        <p>Learners explore Vietnamese sounds and spelling strategies to further develop their speaking and writing skills and initial understanding of their developing biliteracy. They compare the formation of Vietnamese and English nouns, verbs, adjectives, adverbs and prepositions to extend their vocabulary, and use simple sentences to provide information about places (<i lang="vi">Nhà tôi ở gần trường học</i>), people (<i lang="vi">Mẹ tôi có mái tóc dài</i>), events (<i lang="vi">Hôm qua là Tết Trung thu</i>) and time (<i lang="vi">Tôi đi ngủ lúc 9 giờ tối</i>). They begin to develop a metalanguage for understanding and discussing language features, and make connections and comparisons between such features in English and Vietnamese. Comparing the structures and patterns of Vietnamese with those of English helps learners understand both languages, assisting in the development of their biliteracy skills. </p>        <p>          <b>Level of support</b>        </p>        <p>This stage of learning involves extensive support through scaffolding. Teachers model what is expected, introduce language concepts and resources needed to manage and complete tasks, and make time for experimentation, drafting and redrafting, providing support for self-monitoring and reflection. Support includes a range of spoken, written, visual and interactive resources, such as puppet plays, songs, video clips and digital games.<br /></p>        <p>          <b>The role of English</b>        </p>        <p>Learners use Vietnamese in classroom routines, social interactions, learning tasks and language experimentation and practice. Vietnamese and English are used for discussion, explanation and reflection, as learners become aware of the interdependence of Vietnamese language and culture and make comparisons with other languages and cultures. They discuss and begin to explore connections between culture and language use, and the significance of certain traditions and practices, for example, the use of <i lang="vi">ông, bà, ba, mẹ, anh </i>or<i lang="vi"> chị </i>to address older people or siblings in Vietnamese rather than addressing them by their first names as in English.</p>      	|	        <p>By the end of Year 4, students use Vietnamese to interact with the teacher and peers to exchange information and experiences relating to themselves, their family and friends. They use formulaic expressions to participate in simple transactional exchanges and collaborative activities, and to seek clarification, assistance or advice in everyday classroom routines, for example, <i lang="vi">Làm ơn cho biết</i>. When interacting, they use features of Vietnamese pronunciation, including tones, vowels and consonants. Students locate information relating to familiar contexts and present it in modelled spoken, written and visual texts. They respond to imaginative texts by identifying favourite elements and making simple statements about settings, characters or events, and create simple imaginative texts using formulaic expressions and modelled language. Students use common action verbs (for example, <i lang="vi">đi, ăn, ngủ, chơi, chạy, nói, cười, làm, học</i>), adjectives (for example, <i lang="vi">đẹp, xấu, tốt, đen, đỏ</i>) and adverbs (for example, <i lang="vi">nhanh, chậm, hay, giỏi</i>), to create short, simple sentences about their routines and interests. They use vocabulary related to school, home and everyday routines. They use appropriate word order and personal pronouns in simple spοken and written texts, for example, <i lang="vi">Đây là con mèo con của tôi/anh/em/cháu. </i>They translate and compare common Vietnamese and English expressions and create simple bilingual texts for classroom use. Students describe how language involves behaviours as well as words and share their experiences of communicating in Vietnamese- and English-speaking contexts.</p>        <p>Students identify the tones of the Vietnamese language and use tone markers when writing. They identify the features and purpose of a range of familiar texts. They provide examples of how language use varies according to the participants, social context and situation (for example, <i lang="vi">cho em/tặng bạn/biếu bà một món quà</i>), and identify differences between ways of showing politeness in Vietnamese- and English-speaking contexts. They identify how languages change over time, providing examples of Vietnamese words borrowed from other languages such as English and French. They compare Vietnamese and English language use and cultural practices, identifying culture-specific terms and expressions. </p>      
australia-f10-year4-languages-vietnamese	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, children are developing awareness of their social worlds and of their membership of various groups, including the Vietnamese class and community. They are further developing literacy capabilities in both Vietnamese and English, as well as biliteracy capabilities. They benefit from multimodal, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning.</p>        <p>          <b>Vietnamese language learning and use</b>        </p>        <p>Learners interact with family and the wider Vietnamese-speaking community, and at school with their peers and the teacher in a variety of communicative activities. Specific language-learning skills such as memory and communication strategies are developed. Learners primarily engage in a variety of listening and viewing activities, and understand familiar stories, songs and poems. They use Vietnamese in everyday interactions such as seeking advice, asking for help and clarifying information or ideas, for example, <i lang="vi">Thưa cô, chữ ‘Việt’ đánh vần thế nào ạ? Làm ơn giúp tôi trả lời câu này.</i> <i lang="vi">Thưa cô ‘lễ phép’ là gì ạ?</i> They participate in discussions such as sharing information about their routines and leisure activities, and their feelings about themselves and their home, friendships and interests. They explore Vietnamese language and culture through experimentation with Vietnamese rhymes (<i lang="vi">đồng dao, vè</i>) and proverbs (<i lang="vi">tục ngữ</i>). They listen to and view children’s songs, music performances, television shows and films, and use their imagination to create simple texts such as songs, dialogues and stories. They understand the function of basic grammatical features and sentence structure, and apply this understanding when describing actions, people and objects in simple texts such as messages, notes and emails to friends and relatives. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>The contexts in which students interact in learning and using Vietnamese are primarily the classroom, school and home. They have access to wider communities of Vietnamese speakers and resources through out-of-classroom activities and the use of virtual and digital technology. They work both independently and cooperatively, further developing their sense of personal as well as group identity, and of the cultural and intercultural significance of family relationships.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners develop biliteracy skills through interacting with a range of spoken, written, visual and multimodal texts. Texts such as recipes, weather reports and family profiles show how language is used in different ways and for different purposes.</p>        <p>          <b>Features of Vietnamese language use</b>        </p>        <p>Learners explore Vietnamese sounds and spelling strategies to further develop their speaking and writing skills and initial understanding of their developing biliteracy. They compare the formation of Vietnamese and English nouns, verbs, adjectives, adverbs and prepositions to extend their vocabulary, and use simple sentences to provide information about places (<i lang="vi">Nhà tôi ở gần trường học</i>), people (<i lang="vi">Mẹ tôi có mái tóc dài</i>), events (<i lang="vi">Hôm qua là Tết Trung thu</i>) and time (<i lang="vi">Tôi đi ngủ lúc 9 giờ tối</i>). They begin to develop a metalanguage for understanding and discussing language features, and make connections and comparisons between such features in English and Vietnamese. Comparing the structures and patterns of Vietnamese with those of English helps learners understand both languages, assisting in the development of their biliteracy skills. </p>        <p>          <b>Level of support</b>        </p>        <p>This stage of learning involves extensive support through scaffolding. Teachers model what is expected, introduce language concepts and resources needed to manage and complete tasks, and make time for experimentation, drafting and redrafting, providing support for self-monitoring and reflection. Support includes a range of spoken, written, visual and interactive resources, such as puppet plays, songs, video clips and digital games.<br /></p>        <p>          <b>The role of English</b>        </p>        <p>Learners use Vietnamese in classroom routines, social interactions, learning tasks and language experimentation and practice. Vietnamese and English are used for discussion, explanation and reflection, as learners become aware of the interdependence of Vietnamese language and culture and make comparisons with other languages and cultures. They discuss and begin to explore connections between culture and language use, and the significance of certain traditions and practices, for example, the use of <i lang="vi">ông, bà, ba, mẹ, anh </i>or<i lang="vi"> chị </i>to address older people or siblings in Vietnamese rather than addressing them by their first names as in English.</p>      	|	        <p>By the end of Year 4, students use Vietnamese to interact with the teacher and peers to exchange information and experiences relating to themselves, their family and friends. They use formulaic expressions to participate in simple transactional exchanges and collaborative activities, and to seek clarification, assistance or advice in everyday classroom routines, for example, <i lang="vi">Làm ơn cho biết</i>. When interacting, they use features of Vietnamese pronunciation, including tones, vowels and consonants. Students locate information relating to familiar contexts and present it in modelled spoken, written and visual texts. They respond to imaginative texts by identifying favourite elements and making simple statements about settings, characters or events, and create simple imaginative texts using formulaic expressions and modelled language. Students use common action verbs (for example, <i lang="vi">đi, ăn, ngủ, chơi, chạy, nói, cười, làm, học</i>), adjectives (for example, <i lang="vi">đẹp, xấu, tốt, đen, đỏ</i>) and adverbs (for example, <i lang="vi">nhanh, chậm, hay, giỏi</i>), to create short, simple sentences about their routines and interests. They use vocabulary related to school, home and everyday routines. They use appropriate word order and personal pronouns in simple spοken and written texts, for example, <i lang="vi">Đây là con mèo con của tôi/anh/em/cháu. </i>They translate and compare common Vietnamese and English expressions and create simple bilingual texts for classroom use. Students describe how language involves behaviours as well as words and share their experiences of communicating in Vietnamese- and English-speaking contexts.</p>        <p>Students identify the tones of the Vietnamese language and use tone markers when writing. They identify the features and purpose of a range of familiar texts. They provide examples of how language use varies according to the participants, social context and situation (for example, <i lang="vi">cho em/tặng bạn/biếu bà một món quà</i>), and identify differences between ways of showing politeness in Vietnamese- and English-speaking contexts. They identify how languages change over time, providing examples of Vietnamese words borrowed from other languages such as English and French. They compare Vietnamese and English language use and cultural practices, identifying culture-specific terms and expressions. </p>      
australia-f10-year5-languages-vietnamese	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, learners have established communication and literacy skills in Vietnamese that enable them to explore aspects of Vietnamese language and culture as well as topical issues or themes drawn from other key learning areas. They are widening their social networks, experiences and communicative repertoires in both Vietnamese and English, and developing some biliteracy capabilities. They participate in collaborative tasks that both recycle and extend language. They are gaining greater independence and becoming more conscious of their peers and social context, and have an increased awareness of the world around them. </p>        <p>          <b>Vietnamese language learning and use</b>        </p>        <p>Purposeful language use in authentic contexts and shared activities in the classroom develop language skills and enhance communication and understanding. Learning how Vietnamese is structured reinforces their oracy and literacy. Learners develop their speaking skills by interacting with teachers, peers, family and local Vietnamese speakers to share their own and enquire about others’ experiences, interests and opinions. They have access to a broader range of vocabulary, and use strategies such as effective listening skills to support communication. They explore Vietnamese language and culture by engaging with simple folk tales (<i lang="vi">truyện cổ tích</i>), fables (<i lang="vi">truyện ngụ ngôn</i>) and folk songs (<i lang="vi">ca dao</i>). They read extracts from both Vietnamese and Australian imaginative texts to engage with themes, characters and messages, and explore embedded cultural beliefs, values and practices. They read nonfiction texts to obtain information about significant places, figures and events relating to Vietnamese-speaking communities, and apply their language knowledge and skills to decode unknown words and predict meaning. Individual and group presentation and performance skills are developed through modelling, rehearsing and resourcing the content of presentations. Learners write more accurately and fluently for a wider range of purposes and audiences, for example, creating imaginative narratives and weekly journals describing personal experiences to share with their peers. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners use Vietnamese in the classroom and in their extended social space, such as family, neighbourhood and community, for a widening range of purposes, for example, exchanging information, expressing ideas and feelings, and responding to experiences. They are able to work more independently, and also enjoy working collaboratively. They explore cultural aspects of communication, and use information and communication technologies (ICT) to support and enhance their learning. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners interact with an increasing range of informative, persuasive and imaginative texts about their neighbourhood, Vietnamese-speaking communities and individuals. They refer to and use a broad range of grammatical and lexical resources to understand and communicate in Vietnamese. The use of dictionaries is encouraged to support language acquisition and accuracy of language use, ensuring the correct interpretation of similar words, for example, ‘old’ as <i lang="vi">già </i>or <i lang="vi">cũ; ngon</i> as ‘tasty’ or ‘delicious’.</p>        <p>          <b>Features of Vietnamese language use</b>        </p>        <p>Learners’ pronunciation, intonation and phrasing are more confident. They apply appropriate sentence structures, using nouns, adjectives, verbs, conjunctions and writing conventions to express opinions (for example, <i lang="vi">Tôi thích học tiếng Việt để nói chuyện với ông bà</i>), and describe actions and events in relation to time and place (for example, <i lang="vi">Tuần trước tôi đi dự hội chợ Tết ở Richmond </i>or <i lang="vi">Hôm qua ba mẹ tổ chức sinh nhật cho tôi ở nhà</i>), in a range of written texts. They use comparative modes (for example, <i lang="vi">đẹp, đẹp hơn, đẹp nhất</i>), possessive cases (for example, <i lang="vi">cái áo của anh, trường tôi</i>) and time expressions (for example, <i lang="vi">năm trước, năm nay, tháng sau, hôm kia, ngày mai</i>) to express themselves in a range of social situations. They reflect on language and how it is used in different ways to communicate. They explore cross-linguistic and intercultural influences on the Vietnamese language, such as words derived from Chinese (<i lang="vi">phụ huynh, sư phụ, phụ nữ</i>) and French (<i lang="vi">ga ra, cà rốt</i> and <i lang="vi">căn-tin</i>). As they use Vietnamese for a wider range of interactions, they recognise how language features and expressions reflect cultural beliefs and practices (for example, <i lang="vi">con số hên, ngày tốt, tốt ngày, Cháu chúc ông bà sống lâu trăm tuổi, Chúc em bé ngoan ăn chóng lớn</i>), and the cultural and social impact of some grammatical forms or vocabulary, for example, using informal or formal language to address others in specific contexts (<i lang="vi">Cháu biếu ông bà/Tôi tặng bạn/Anh cho em một món quà</i>). </p>        <p>          <b>Level of support</b>        </p>        <p>While learners work both independently and collaboratively at this level, ongoing support and feedback are incorporated into activities such as the production of written texts. Support includes the provision of models, scaffolds, stimulus materials, and resources such as word charts, vocabulary lists and dictionaries.</p>        <p>          <b>The role of English</b>        </p>        <p>Classroom interactions are increasingly bilingual. Vietnamese is used primarily for communication, while English and Vietnamese are used for discussion of linguistic features and cultural practices, and for reflective tasks and explanations. Learners are given opportunities to think about personal and community identity. They engage with texts that reflect Vietnamese culture, and ask questions about cultural values and practices and how these relate to their own sense of identity when interacting in Vietnamese- and English-speaking contexts. </p>      	|	        <p>By the end of Year 6, students use spoken and written Vietnamese for classroom interactions and to share ideas and opinions and express feelings. They exchange information about aspects of their daily life, school, friends and leisure activities. They make shared decisions and arrangements, organise events and complete transactions. When participating in classroom and collaborative activities, they ask and respond to questions, and express opinions, for example, <i lang="vi">Bạn thích ăn cơm hay phở? Tôi thích ăn phở vì nó thơm ngon và bổ</i>. Students use specific features of pronunciation and intonation, including tones, when interacting. They locate, classify and compare information from a range of familiar texts, and share information and ideas on topics of interest in paragraphs or short texts selected to suit different audiences. They respond to imaginative texts by describing key elements, and create short imaginative texts or alternative versions of texts they have heard, read or viewed. Students use everyday language and topic-specific vocabulary to express ideas and opinions and discuss events in time and place. They construct sentences using nouns, pronouns, adjectives, adverbs and familiar expressions and idioms (for example, <i lang="vi">đen như mực, hiền như Bụt, có công mài sắt có ngày nên kim</i>), to suit the context and purpose of communication. Students use simple sentences and form compound sentences using conjunctions such as <i lang="vi">và,hay/hoặc, vì, nhưng, nên</i>. When writing, they apply appropriate spelling and punctuation in a range of sentence types. Students translate simple texts from Vietnamese into English and vice versa, identifying words that are easy or difficult to translate, and create bilingual texts for their own language learning and for the school community. Students identify ways in which their family origins, traditions and beliefs impact on their identity and influence how they communicate in Vietnamese and English.</p>        <p>Students form new words by adding or changing tone markers, initial consonants and vowels (for example, <i lang="vi">buổi, cuối, đuổi, tuổi, chuối</i>), and identify how changes to pitch affect the meaning of words, for example,<i lang="vi"> thương, thường, thưởng, thượng. </i>They compare the structure and language features of familiar texts and identify ways in which audience, context and purpose influence language choices. They identify ways in which language use varies according to context and situation, for example, <i lang="vi">Chào các bạn. Kính thưa thầy/cô. </i>Students provide examples of how the Vietnamese language has changed over time and identify ways in which regional dialects and accents have influenced the language, for example, dialectal variations such as <i lang="vi">bố/ba, mẹ/má, cái thìa/cái muỗng, Em tên gì?/Em tên chi</i>? <i lang="vi">Đi đâu?/Đi mô? </i>They identify language choices that reflect the influence of Vietnamese values and beliefs, and apply culturally appropriate behaviours and language when communicating in a range of familiar situations.</p>      
australia-f10-year6-languages-vietnamese	|	        <p>          <b>The nature of the learners</b>        </p>        <p>At this level, learners have established communication and literacy skills in Vietnamese that enable them to explore aspects of Vietnamese language and culture as well as topical issues or themes drawn from other key learning areas. They are widening their social networks, experiences and communicative repertoires in both Vietnamese and English, and developing some biliteracy capabilities. They participate in collaborative tasks that both recycle and extend language. They are gaining greater independence and becoming more conscious of their peers and social context, and have an increased awareness of the world around them. </p>        <p>          <b>Vietnamese language learning and use</b>        </p>        <p>Purposeful language use in authentic contexts and shared activities in the classroom develop language skills and enhance communication and understanding. Learning how Vietnamese is structured reinforces their oracy and literacy. Learners develop their speaking skills by interacting with teachers, peers, family and local Vietnamese speakers to share their own and enquire about others’ experiences, interests and opinions. They have access to a broader range of vocabulary, and use strategies such as effective listening skills to support communication. They explore Vietnamese language and culture by engaging with simple folk tales (<i lang="vi">truyện cổ tích</i>), fables (<i lang="vi">truyện ngụ ngôn</i>) and folk songs (<i lang="vi">ca dao</i>). They read extracts from both Vietnamese and Australian imaginative texts to engage with themes, characters and messages, and explore embedded cultural beliefs, values and practices. They read nonfiction texts to obtain information about significant places, figures and events relating to Vietnamese-speaking communities, and apply their language knowledge and skills to decode unknown words and predict meaning. Individual and group presentation and performance skills are developed through modelling, rehearsing and resourcing the content of presentations. Learners write more accurately and fluently for a wider range of purposes and audiences, for example, creating imaginative narratives and weekly journals describing personal experiences to share with their peers. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners use Vietnamese in the classroom and in their extended social space, such as family, neighbourhood and community, for a widening range of purposes, for example, exchanging information, expressing ideas and feelings, and responding to experiences. They are able to work more independently, and also enjoy working collaboratively. They explore cultural aspects of communication, and use information and communication technologies (ICT) to support and enhance their learning. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners interact with an increasing range of informative, persuasive and imaginative texts about their neighbourhood, Vietnamese-speaking communities and individuals. They refer to and use a broad range of grammatical and lexical resources to understand and communicate in Vietnamese. The use of dictionaries is encouraged to support language acquisition and accuracy of language use, ensuring the correct interpretation of similar words, for example, ‘old’ as <i lang="vi">già </i>or <i lang="vi">cũ; ngon</i> as ‘tasty’ or ‘delicious’.</p>        <p>          <b>Features of Vietnamese language use</b>        </p>        <p>Learners’ pronunciation, intonation and phrasing are more confident. They apply appropriate sentence structures, using nouns, adjectives, verbs, conjunctions and writing conventions to express opinions (for example, <i lang="vi">Tôi thích học tiếng Việt để nói chuyện với ông bà</i>), and describe actions and events in relation to time and place (for example, <i lang="vi">Tuần trước tôi đi dự hội chợ Tết ở Richmond </i>or <i lang="vi">Hôm qua ba mẹ tổ chức sinh nhật cho tôi ở nhà</i>), in a range of written texts. They use comparative modes (for example, <i lang="vi">đẹp, đẹp hơn, đẹp nhất</i>), possessive cases (for example, <i lang="vi">cái áo của anh, trường tôi</i>) and time expressions (for example, <i lang="vi">năm trước, năm nay, tháng sau, hôm kia, ngày mai</i>) to express themselves in a range of social situations. They reflect on language and how it is used in different ways to communicate. They explore cross-linguistic and intercultural influences on the Vietnamese language, such as words derived from Chinese (<i lang="vi">phụ huynh, sư phụ, phụ nữ</i>) and French (<i lang="vi">ga ra, cà rốt</i> and <i lang="vi">căn-tin</i>). As they use Vietnamese for a wider range of interactions, they recognise how language features and expressions reflect cultural beliefs and practices (for example, <i lang="vi">con số hên, ngày tốt, tốt ngày, Cháu chúc ông bà sống lâu trăm tuổi, Chúc em bé ngoan ăn chóng lớn</i>), and the cultural and social impact of some grammatical forms or vocabulary, for example, using informal or formal language to address others in specific contexts (<i lang="vi">Cháu biếu ông bà/Tôi tặng bạn/Anh cho em một món quà</i>). </p>        <p>          <b>Level of support</b>        </p>        <p>While learners work both independently and collaboratively at this level, ongoing support and feedback are incorporated into activities such as the production of written texts. Support includes the provision of models, scaffolds, stimulus materials, and resources such as word charts, vocabulary lists and dictionaries.</p>        <p>          <b>The role of English</b>        </p>        <p>Classroom interactions are increasingly bilingual. Vietnamese is used primarily for communication, while English and Vietnamese are used for discussion of linguistic features and cultural practices, and for reflective tasks and explanations. Learners are given opportunities to think about personal and community identity. They engage with texts that reflect Vietnamese culture, and ask questions about cultural values and practices and how these relate to their own sense of identity when interacting in Vietnamese- and English-speaking contexts. </p>      	|	        <p>By the end of Year 6, students use spoken and written Vietnamese for classroom interactions and to share ideas and opinions and express feelings. They exchange information about aspects of their daily life, school, friends and leisure activities. They make shared decisions and arrangements, organise events and complete transactions. When participating in classroom and collaborative activities, they ask and respond to questions, and express opinions, for example, <i lang="vi">Bạn thích ăn cơm hay phở? Tôi thích ăn phở vì nó thơm ngon và bổ</i>. Students use specific features of pronunciation and intonation, including tones, when interacting. They locate, classify and compare information from a range of familiar texts, and share information and ideas on topics of interest in paragraphs or short texts selected to suit different audiences. They respond to imaginative texts by describing key elements, and create short imaginative texts or alternative versions of texts they have heard, read or viewed. Students use everyday language and topic-specific vocabulary to express ideas and opinions and discuss events in time and place. They construct sentences using nouns, pronouns, adjectives, adverbs and familiar expressions and idioms (for example, <i lang="vi">đen như mực, hiền như Bụt, có công mài sắt có ngày nên kim</i>), to suit the context and purpose of communication. Students use simple sentences and form compound sentences using conjunctions such as <i lang="vi">và,hay/hoặc, vì, nhưng, nên</i>. When writing, they apply appropriate spelling and punctuation in a range of sentence types. Students translate simple texts from Vietnamese into English and vice versa, identifying words that are easy or difficult to translate, and create bilingual texts for their own language learning and for the school community. Students identify ways in which their family origins, traditions and beliefs impact on their identity and influence how they communicate in Vietnamese and English.</p>        <p>Students form new words by adding or changing tone markers, initial consonants and vowels (for example, <i lang="vi">buổi, cuối, đuổi, tuổi, chuối</i>), and identify how changes to pitch affect the meaning of words, for example,<i lang="vi"> thương, thường, thưởng, thượng. </i>They compare the structure and language features of familiar texts and identify ways in which audience, context and purpose influence language choices. They identify ways in which language use varies according to context and situation, for example, <i lang="vi">Chào các bạn. Kính thưa thầy/cô. </i>Students provide examples of how the Vietnamese language has changed over time and identify ways in which regional dialects and accents have influenced the language, for example, dialectal variations such as <i lang="vi">bố/ba, mẹ/má, cái thìa/cái muỗng, Em tên gì?/Em tên chi</i>? <i lang="vi">Đi đâu?/Đi mô? </i>They identify language choices that reflect the influence of Vietnamese values and beliefs, and apply culturally appropriate behaviours and language when communicating in a range of familiar situations.</p>      
australia-f10-year7-languages-vietnamese	|	        <p>          <b>The nature of the learners</b>        </p>        <p>These years represent a transition to secondary school. Students in this sequence are continuing to study Vietnamese, bringing with them an established capability to interact in different situations, to engage with a variety of texts and to communicate about their immediate world and that of Vietnam and other Vietnamese-speaking communities. </p>        <p>          <b>Vietnamese language learning and use</b>        </p>        <p>The focus of learning shifts from the world of learners’ own experience and imagination to the wider world. Learners make cross-curricular connections and explore intercultural perspectives and experiences relating to teenage life and interests. They increasingly access information from local sources and the internet to explore topical themes and issues such as friends and family, home and school, discipline and freedom, study and relaxation, appearance and personality, food and health, and the natural and built environments. They read a range of Vietnamese texts, such as diary entries, emails, letters, travel brochures, print or online reports and articles, to collate and use information about aspects of culture, both in Vietnam and in Vietnamese-speaking communities in the Australian context. </p>        <p>Vietnamese folk tales, common idioms, proverbs and folk songs (<i lang="vi">ca dao</i>), such as <i lang="vi">Tấm Cám, Sơn Tinh Thủy Tinh</i>;<i lang="vi"> mò kim đáy biển; Ăn trái nhớ kẻ trồng cây; Cá không ăn muối cá ươn, Con cưỡng/cãi cha mẹ trăm đường con hư</i>, are also introduced at this level to familiarise students with Vietnamese folk literature. Students learn to evaluate information and explore the representation of places, people, experiences and cultures in diverse sources. They use different processing strategies and their knowledge of language, increasingly drawing on understanding of text types, for example, when writing a recount or report. They produce descriptive, imaginative, informative and persuasive texts to present information and opinions on topics and concepts studied. They use vocabulary and grammar with increasing accuracy, drafting and editing to improve structure and clarify meaning. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners work both collaboratively and independently, exploring different modes and genres of communication with particular reference to their current social, cultural and communicative interests. They pool language knowledge and resources to plan, problem-solve, monitor and reflect. They use Vietnamese to interact with teachers, peers and local Vietnamese speakers, participating in authentic situations at home and school and within the local community. The context of interactions extends beyond the classroom and involves participating actively in planning individual events or celebrations, for example, <i lang="vi">Tuần tới chúng mình tổ chức sinh nhật cho Nam ở trường nhé. Cuối năm nay nhà mình đi chơi ở đâu? Con sẽ giúp ba mẹ quét dọn nhà cửa để ăn Tết</i>. Learners participate in discussions and presentations on topics of interest and on life experiences in different contexts and cultures. They listen to and view advertisements, announcements, conversations, television programs, documentaries, music performances and films to further explore Vietnamese language and culture. Additional opportunities for interaction are provided by purposeful and integrated use of information and communication technologies (ICT), for example, videoconferencing and e-learning. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners read, view and interact with a broad range of texts and resources specifically designed for learning Vietnamese in school contexts, such as textbooks, readers, videos and online materials, including those developed for computer-supported collaborative learning. They also access authentic materials created for Vietnamese-speaking communities, such as films, literature, websites and magazines. They use a range of dictionaries and translation methods to support comprehension.</p>        <p>          <b>Features of Vietnamese language use</b>        </p>        <p>Learners use appropriate pronunciation, accent and intonation patterns and spelling in a range of sentences, such as statements, questions and exclamations. By building their language knowledge, learners are able to develop and express more complex concepts in Vietnamese. They use a range of grammatical forms and structures to convey relationships between people, places, events and ideas. They employ a variety of sentence structures and grammatical features, including direct and indirect speech (<i lang="vi">Ba mẹ nói với tôi: </i>‘<i lang="vi">Con nên chăm học’. Ba mẹ bảo tôi nên chăm học</i>) to elaborate on ideas and opinions. Learners explore Vietnamese use of alliteration (<i lang="vi">vui vẻ, mát mẻ, hớn hở</i>) and common onomatopoeic forms (<i lang="vi">ào ào, rì rào, đì đùng</i>), as well as common expressions, idioms and proverbs, such as <i lang="vi">tiền rừng bạc biển, có chí thì nên, uống nước nhớ nguồn</i>, to enrich their understanding and use of language. They learn to distinguish between the meanings of Vietnamese homonyms such as <i lang="vi">ăn </i>(‘eat’ or ‘win’) and <i lang="vi">hay </i>(‘interesting’, ‘usually’ or ‘or’), depending on the context of use. They make connections between texts and cultural contexts, identifying how cultural values and perspectives are embedded in language, for example, <i lang="vi">chữ hiếu, ơn nghĩa sinh thành, tình nghĩa thầy trò, ở hiền gặp lành</i>, and how language choices determine how people, issues and circumstances are represented, for example, <i lang="vi">con cưng/con yêu quý, lợi ích to lớn/thiệt hại đáng kể, hoàn cảnh khó khăn.</i></p>        <p>          <b>Level of support</b>        </p>        <p>The class will likely comprise background learners with a range of prior experience in studying Vietnamese. Learners are supported through multilevel and differentiated tasks. Consolidation of prior learning is balanced with the provision of new, engaging and challenging experiences. As they develop increasing autonomy as language learners and users, learners are supported to self-monitor and reflect on language use in response to their experiences in diverse contexts.</p>        <p>          <b>The role of English</b>        </p>        <p>The classroom is increasingly characterised by bilinguality, with Vietnamese being the principal language of communication. English may be used separately or in conjunction with Vietnamese to compare and evaluate translations, or to express ideas, personal views and experiences. Learners continue to develop a metalanguage for thinking and communicating about language and culture from a bilingual perspective, and discussing connections within and across languages and cultures. They recognise significant Vietnamese practices (<i lang="vi">mừng tuổi, xông đất, lì xì, thờ cúng ông bà</i>), values (<i lang="vi">lòng hiếu thảo, coi trọng giáo dục</i>) and beliefs (<i lang="vi">đạo Phật, Nho giáo</i>), and explore the impact of culture on language use, for example, honorific words (<i lang="vi">dạ/dạ thưa/thưa/kính thưa</i>) and expressions such as <i lang="vi">kính lão đắc thọ, kính trên nhường dưới</i>. They examine their personal and cultural identity and reflect on the nature of intercultural exchanges in which they are involved, comparing themselves with other people and generations, questioning their own assumptions and others’ interpretation of their linguistic, social and cultural practices. </p>      	|	        <p>By the end of Year 8, students use spoken and written Vietnamese to initiate and sustain interactions with peers, teachers, family members and other known adults, and to engage in transactions and exchange ideas and experiences. They ask and respond to open-ended questions such as <i lang="vi">Bạn nghĩ sao về vấn đề này? Tại sao bạn nghĩ như vậy?</i>, and offer and justify their own opinions. They make enquiries (for example, <i lang="vi">Mẹ định tổ chức sinh nhật con như thế nào?</i>) and suggestions (for example, <i lang="vi">Chúng mình tham gia biểu diễn văn nghệ trong trường đi!</i>), to solve problems, make decisions and organise events and services. They use verbs such as <i lang="vi">nên, cần</i> and<i lang="vi"> phải</i> to give advice or express their attitudes on topics of discussion. They make comparisons and state preferences using <i lang="vi">bằng,</i> <i lang="vi">hơn</i> and<i lang="vi"> nhất. </i>They rephrase statements or provide examples to clarify meaning, and elaborate on or justify ideas. When interacting, they use appropriate Vietnamese pronunciation and intonation patterns in a range of sentence structures. Students locate, analyse and compare information on topics of shared interest from a variety of texts, and convey information and ideas using modes of presentation selected to suit their audience and purpose. They share their responses to different imaginative texts by expressing opinions about the ways characters and events are represented and by explaining themes, messages and the storyline. They create texts with imaginary places, events, people and experiences in a range of forms, using direct speech (for example, <i lang="vi">Ba mẹ nói với tôi: ‘Con nên chăm học’</i>), and indirect speech (for example, <i lang="vi">Ba mẹ bảo tôi nên chăm học</i>). They manipulate a range of structures to express their own perspectives on experiences, events and issues. They use a variety of sentence types (affirmative, negative, interrogative, imperative and exclamatory) to express attitudes, opinions or emotions. They translate texts from Vietnamese into English and vice versa, using simple strategies to overcome challenges, and compare their versions with others’. They produce multimodal bilingual resources for the school and the wider community, providing annotations and commentaries to assist meaning. They reflect on the importance of language and behaviour in intercultural communication and how being a speaker of Vietnamese contributes to their own sense of identity.</p>        <p>Students analyse the use of punctuation and tone markers in different sentence types, including affirmative (for example, <i lang="vi">Em ăn cơm</i>), negative (for example, <i lang="vi">Em không ăn cơm</i>), interrogative (for example, <i lang="vi">Em ăn cơm không?</i>), imperative (for example, <i lang="vi">Ăn cơm đi!</i>) and exclamatory, for example, <i lang="vi">Em ăn nhiều cơm quá!</i> They identify the meaning of Vietnamese homonyms (for example, <i lang="vi">hay </i>may mean ‘usually’ or ‘interesting’) depending on the context. They analyse the structure and linguistic features of different types of texts and explain how these features are influenced by each text’s context, audience and purpose. They identify variations in language use between written and spoken texts and explain how language choices depend on the participants, relationships and purpose of the exchange. They identify the impact of social, cultural and intercultural influences on language, and use and explain Vietnamese words that have emerged through contact with other languages (for example, <i lang="vi">cà rốt, cà phê, căn-tin</i>), and from globalisation and technological advances, such as <i lang="vi">toàn cầu hóa, công nghệ thông tin, nhật ký điện tử, nói chuyện qua mạng. </i>They explain how cultural ideas and perspectives are embedded in language use and communication styles, for example, the importance of politeness and respect in Vietnamese language and culture.</p>      
australia-f10-year8-languages-vietnamese	|	        <p>          <b>The nature of the learners</b>        </p>        <p>These years represent a transition to secondary school. Students in this sequence are continuing to study Vietnamese, bringing with them an established capability to interact in different situations, to engage with a variety of texts and to communicate about their immediate world and that of Vietnam and other Vietnamese-speaking communities. </p>        <p>          <b>Vietnamese language learning and use</b>        </p>        <p>The focus of learning shifts from the world of learners’ own experience and imagination to the wider world. Learners make cross-curricular connections and explore intercultural perspectives and experiences relating to teenage life and interests. They increasingly access information from local sources and the internet to explore topical themes and issues such as friends and family, home and school, discipline and freedom, study and relaxation, appearance and personality, food and health, and the natural and built environments. They read a range of Vietnamese texts, such as diary entries, emails, letters, travel brochures, print or online reports and articles, to collate and use information about aspects of culture, both in Vietnam and in Vietnamese-speaking communities in the Australian context. </p>        <p>Vietnamese folk tales, common idioms, proverbs and folk songs (<i lang="vi">ca dao</i>), such as <i lang="vi">Tấm Cám, Sơn Tinh Thủy Tinh</i>;<i lang="vi"> mò kim đáy biển; Ăn trái nhớ kẻ trồng cây; Cá không ăn muối cá ươn, Con cưỡng/cãi cha mẹ trăm đường con hư</i>, are also introduced at this level to familiarise students with Vietnamese folk literature. Students learn to evaluate information and explore the representation of places, people, experiences and cultures in diverse sources. They use different processing strategies and their knowledge of language, increasingly drawing on understanding of text types, for example, when writing a recount or report. They produce descriptive, imaginative, informative and persuasive texts to present information and opinions on topics and concepts studied. They use vocabulary and grammar with increasing accuracy, drafting and editing to improve structure and clarify meaning. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners work both collaboratively and independently, exploring different modes and genres of communication with particular reference to their current social, cultural and communicative interests. They pool language knowledge and resources to plan, problem-solve, monitor and reflect. They use Vietnamese to interact with teachers, peers and local Vietnamese speakers, participating in authentic situations at home and school and within the local community. The context of interactions extends beyond the classroom and involves participating actively in planning individual events or celebrations, for example, <i lang="vi">Tuần tới chúng mình tổ chức sinh nhật cho Nam ở trường nhé. Cuối năm nay nhà mình đi chơi ở đâu? Con sẽ giúp ba mẹ quét dọn nhà cửa để ăn Tết</i>. Learners participate in discussions and presentations on topics of interest and on life experiences in different contexts and cultures. They listen to and view advertisements, announcements, conversations, television programs, documentaries, music performances and films to further explore Vietnamese language and culture. Additional opportunities for interaction are provided by purposeful and integrated use of information and communication technologies (ICT), for example, videoconferencing and e-learning. </p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners read, view and interact with a broad range of texts and resources specifically designed for learning Vietnamese in school contexts, such as textbooks, readers, videos and online materials, including those developed for computer-supported collaborative learning. They also access authentic materials created for Vietnamese-speaking communities, such as films, literature, websites and magazines. They use a range of dictionaries and translation methods to support comprehension.</p>        <p>          <b>Features of Vietnamese language use</b>        </p>        <p>Learners use appropriate pronunciation, accent and intonation patterns and spelling in a range of sentences, such as statements, questions and exclamations. By building their language knowledge, learners are able to develop and express more complex concepts in Vietnamese. They use a range of grammatical forms and structures to convey relationships between people, places, events and ideas. They employ a variety of sentence structures and grammatical features, including direct and indirect speech (<i lang="vi">Ba mẹ nói với tôi: </i>‘<i lang="vi">Con nên chăm học’. Ba mẹ bảo tôi nên chăm học</i>) to elaborate on ideas and opinions. Learners explore Vietnamese use of alliteration (<i lang="vi">vui vẻ, mát mẻ, hớn hở</i>) and common onomatopoeic forms (<i lang="vi">ào ào, rì rào, đì đùng</i>), as well as common expressions, idioms and proverbs, such as <i lang="vi">tiền rừng bạc biển, có chí thì nên, uống nước nhớ nguồn</i>, to enrich their understanding and use of language. They learn to distinguish between the meanings of Vietnamese homonyms such as <i lang="vi">ăn </i>(‘eat’ or ‘win’) and <i lang="vi">hay </i>(‘interesting’, ‘usually’ or ‘or’), depending on the context of use. They make connections between texts and cultural contexts, identifying how cultural values and perspectives are embedded in language, for example, <i lang="vi">chữ hiếu, ơn nghĩa sinh thành, tình nghĩa thầy trò, ở hiền gặp lành</i>, and how language choices determine how people, issues and circumstances are represented, for example, <i lang="vi">con cưng/con yêu quý, lợi ích to lớn/thiệt hại đáng kể, hoàn cảnh khó khăn.</i></p>        <p>          <b>Level of support</b>        </p>        <p>The class will likely comprise background learners with a range of prior experience in studying Vietnamese. Learners are supported through multilevel and differentiated tasks. Consolidation of prior learning is balanced with the provision of new, engaging and challenging experiences. As they develop increasing autonomy as language learners and users, learners are supported to self-monitor and reflect on language use in response to their experiences in diverse contexts.</p>        <p>          <b>The role of English</b>        </p>        <p>The classroom is increasingly characterised by bilinguality, with Vietnamese being the principal language of communication. English may be used separately or in conjunction with Vietnamese to compare and evaluate translations, or to express ideas, personal views and experiences. Learners continue to develop a metalanguage for thinking and communicating about language and culture from a bilingual perspective, and discussing connections within and across languages and cultures. They recognise significant Vietnamese practices (<i lang="vi">mừng tuổi, xông đất, lì xì, thờ cúng ông bà</i>), values (<i lang="vi">lòng hiếu thảo, coi trọng giáo dục</i>) and beliefs (<i lang="vi">đạo Phật, Nho giáo</i>), and explore the impact of culture on language use, for example, honorific words (<i lang="vi">dạ/dạ thưa/thưa/kính thưa</i>) and expressions such as <i lang="vi">kính lão đắc thọ, kính trên nhường dưới</i>. They examine their personal and cultural identity and reflect on the nature of intercultural exchanges in which they are involved, comparing themselves with other people and generations, questioning their own assumptions and others’ interpretation of their linguistic, social and cultural practices. </p>      	|	        <p>By the end of Year 8, students use spoken and written Vietnamese to initiate and sustain interactions with peers, teachers, family members and other known adults, and to engage in transactions and exchange ideas and experiences. They ask and respond to open-ended questions such as <i lang="vi">Bạn nghĩ sao về vấn đề này? Tại sao bạn nghĩ như vậy?</i>, and offer and justify their own opinions. They make enquiries (for example, <i lang="vi">Mẹ định tổ chức sinh nhật con như thế nào?</i>) and suggestions (for example, <i lang="vi">Chúng mình tham gia biểu diễn văn nghệ trong trường đi!</i>), to solve problems, make decisions and organise events and services. They use verbs such as <i lang="vi">nên, cần</i> and<i lang="vi"> phải</i> to give advice or express their attitudes on topics of discussion. They make comparisons and state preferences using <i lang="vi">bằng,</i> <i lang="vi">hơn</i> and<i lang="vi"> nhất. </i>They rephrase statements or provide examples to clarify meaning, and elaborate on or justify ideas. When interacting, they use appropriate Vietnamese pronunciation and intonation patterns in a range of sentence structures. Students locate, analyse and compare information on topics of shared interest from a variety of texts, and convey information and ideas using modes of presentation selected to suit their audience and purpose. They share their responses to different imaginative texts by expressing opinions about the ways characters and events are represented and by explaining themes, messages and the storyline. They create texts with imaginary places, events, people and experiences in a range of forms, using direct speech (for example, <i lang="vi">Ba mẹ nói với tôi: ‘Con nên chăm học’</i>), and indirect speech (for example, <i lang="vi">Ba mẹ bảo tôi nên chăm học</i>). They manipulate a range of structures to express their own perspectives on experiences, events and issues. They use a variety of sentence types (affirmative, negative, interrogative, imperative and exclamatory) to express attitudes, opinions or emotions. They translate texts from Vietnamese into English and vice versa, using simple strategies to overcome challenges, and compare their versions with others’. They produce multimodal bilingual resources for the school and the wider community, providing annotations and commentaries to assist meaning. They reflect on the importance of language and behaviour in intercultural communication and how being a speaker of Vietnamese contributes to their own sense of identity.</p>        <p>Students analyse the use of punctuation and tone markers in different sentence types, including affirmative (for example, <i lang="vi">Em ăn cơm</i>), negative (for example, <i lang="vi">Em không ăn cơm</i>), interrogative (for example, <i lang="vi">Em ăn cơm không?</i>), imperative (for example, <i lang="vi">Ăn cơm đi!</i>) and exclamatory, for example, <i lang="vi">Em ăn nhiều cơm quá!</i> They identify the meaning of Vietnamese homonyms (for example, <i lang="vi">hay </i>may mean ‘usually’ or ‘interesting’) depending on the context. They analyse the structure and linguistic features of different types of texts and explain how these features are influenced by each text’s context, audience and purpose. They identify variations in language use between written and spoken texts and explain how language choices depend on the participants, relationships and purpose of the exchange. They identify the impact of social, cultural and intercultural influences on language, and use and explain Vietnamese words that have emerged through contact with other languages (for example, <i lang="vi">cà rốt, cà phê, căn-tin</i>), and from globalisation and technological advances, such as <i lang="vi">toàn cầu hóa, công nghệ thông tin, nhật ký điện tử, nói chuyện qua mạng. </i>They explain how cultural ideas and perspectives are embedded in language use and communication styles, for example, the importance of politeness and respect in Vietnamese language and culture.</p>      
australia-f10-year9-languages-vietnamese	|	        <p>          <b>The nature of the learners </b>        </p>        <p>At this level, students bring to their learning existing knowledge of Vietnamese language and culture and a range of strategies. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and environmental issues. They require continued guidance and mentoring but work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences. They are considering future pathways and options, including the possible role of Vietnamese in these. </p>        <p>          <b>Vietnamese language learning and use</b>        </p>        <p>Learners are immersed in the Vietnamese language, initiating and engaging in discussions and debates on topics of interest, and responding to enquiries. They reflect on the cultural and linguistic appropriateness of their language use in interactions and make necessary adjustments. They learn to interpret information and evaluate values and practices from diverse perspectives and sources. They make connections with their own experiences to elaborate on and justify their point of view on topical issues or to explain how values and attitudes have remained the same or changed over time. Learners produce a range of texts, such as informative, narrative, descriptive, procedural or persuasive texts, for a variety of contexts, audiences and purposes. Through their engagement with diverse texts and resources, students explore how cultural practices, concepts, values and beliefs are embedded in texts and how language choices shape perspectives and meaning. They develop techniques and intercultural awareness in order to translate and mediate between languages and cultures. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact with peers, the teacher and other Vietnamese speakers both locally and globally through a variety of modes of communication, including digital, online, collaborative performances and group discussions. The context of interaction extends beyond the classroom and involves investigating and reporting on issues in the local community and transacting with local Vietnamese speakers to negotiate services. These experiences provide learners with a sense of connectedness and purpose as Vietnamese and English speakers.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners use diverse resources, such as Vietnamese newspapers, magazines, documentaries, films, stories, songs, television programs, entertainment performances, artworks and web pages, as references to assist them in discussing and researching Vietnamese language and culture. They explore a variety of text types, such as poems, articles, formal letters, interviews and speeches, and engage with a range of informative, historical or literary perspectives, views and debates. </p>        <p>Extracts from contemporary Vietnamese poems as well as short stories and diverse forms of Vietnamese artistic expression such as <i lang="vi">tranh dân gian Đông Hồ, tranh sơn dầu; dân ca, nhạc trẻ;</i> <i lang="vi">cải lương, kịch, phim</i>, are introduced to give learners an insight into Vietnamese folk, traditional and contemporary literature, arts and entertainment. Learners use a range of dictionaries and translation methods to support comprehension, build vocabulary and elaborate on ideas.</p>        <p>          <b>Features of Vietnamese language use </b>        </p>        <p>Learners explore Sino-Vietnamese words (<i lang="vi">phụ huynh, phi trường, hàng hải, giang sơn</i>) and stylistic devices, such as repetition (<i lang="vi">đi nhanh, nói nhanh, ăn nhanh</i>), similes (<i lang="vi">hiền như Bụt</i>), personification (<i lang="vi">mưa nhớ thương ai</i>) and rhetorical questions (<i lang="vi">Ba đồng một mớ trầu cay, Sao anh chẳng hỏi những ngày còn không?</i>), to identify and convey enhanced meaning in communication. They use compound sentence structures, for example, <i lang="vi">Nếu trời mưa (thì) chúng tôi sẽ không đi chơi. Trời mưa khi chúng tôi đang đi chơi</i> and conjunctions (<i lang="vi">càng … càng, vừa … vừa, chẳng những … mà còn</i>)<i lang="vi">,</i> for a variety of communicative purposes in spoken and written texts. They examine the impact of generation, gender, media, technology and globalisation on Vietnamese language and culture to develop their awareness of language variation and evolution. They analyse and explain how and why language use varies according to cultural contexts, relationships and purposes, and develop the language of reflection in Vietnamese.</p>        <p>          <b>Level of support</b>        </p>        <p>Support at this level of learning includes rich and varied stimulus materials, continued scaffolding and modelling of language functions and communicative tasks, and explicit instruction and explanation of the grammatical system, with opportunities for learners to discuss, clarify, practise and apply their knowledge. Critical and constructive teacher feedback combines with peer support and self-review to monitor and evaluate learning outcomes, for example, through portfolios, peer review and e-journalling.</p>        <p>          <b>The role of English</b>        </p>        <p>Vietnamese is predominantly used as the main medium for classroom interaction and content delivery. English is used only when necessary to allow for further explanation and discussion of more demanding concepts, particularly when making connections with other languages and cultures. Learners explore cultural diversity and gain a greater appreciation of their Vietnamese cultural heritage. They view their bilingualism and biculturalism as an asset for themselves and for Australia.</p>      	|	        <p>By the end of Year 10, students use spoken and written Vietnamese to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes, such as to explore peers’ perspectives on youth culture and personal experiences. They use language spontaneously in the classroom, offering and justifying their own opinions and ideas and eliciting those of others. They negotiate with others to complete shared tasks and transactions, using evaluative language, for example, <i lang="vi">Ý kiến của bạn rất mới lạ/hợp thời. Bạn nói có lý nhưng tôi nghĩ rằng</i> <i lang="vi">…</i>, to acknowledge others’ opinions and to challenge and manage alternative views. They use transitional sentences, such as <i lang="vi">Hay là mình thử làm thế này xem sao</i>. <i lang="vi">Còn vấn đề bảo vệ môi trường thì sao?</i>, to manage shifts of topic and speaker. They speak fluently, pausing where appropriate, and use stress in extended sentences to enhance communication. Students gather, synthesise and evaluate information and opinions from different perspectives and create original texts for diverse audiences and purposes in a range of contexts. They respond to a range of imaginative texts by analysing their purpose and language techniques, forming their own position on the issues, themes and values addressed. They create a range of imaginative texts to express a variety of perspectives and values in modes of presentation selected to suit audience, purpose and context. They combine knowledge of Sino–Vietnamese words and abstract vocabulary with stylistic devices to enhance expression, create particular effects and influence others, for example, through repetition (for example, <i lang="vi">đi nhanh, nói nhanh, ăn nhanh</i>), similes (for example, <i lang="vi">mắt sáng như sao</i>), personification (for example, <i lang="vi">lá sầu</i>), onomatopoeia (for example, <i lang="vi">ào, rì rào, đùng</i>), and rhetorical questions, for example, <i lang="vi">Chẳng lẽ mình là người Việt mà lại không biết nói tiếng Việt?</i> They adjust their own language use when addressing a different audience or in a different context, for example, shifting from an informal to a respectful tone, and from simple to sophisticated vocabulary or structures. They convert informal everyday speech (for example, <i lang="vi">ai cũng biết hết</i>) into formal register (for example, <i lang="vi">như quý vị đã biết</i>), as appropriate. Students use conjunctions, such as <i lang="vi">trước tiên, sau cùng, ngoài ra, hơn nữa, do đó, càng</i> <i lang="vi">…</i> <i lang="vi">càng, vừa</i> <i lang="vi">…</i> <i lang="vi">vừa, chẳng những</i> <i lang="vi">…</i> <i lang="vi">mà còn, nếu…thì, tuy…</i> <i lang="vi">nhưng, vì…cho nên</i>, to sequence and connect ideas in texts, and apply accurate spelling to enhance communication. They translate and interpret texts and create bilingual resources for Vietnamese and English-speaking audiences, explaining how cultural concepts, values and beliefs are embedded in language. They compare views on the relationship between cultural identity and communication, question cultural assumptions, and modify language and behaviours in intercultural interactions as appropriate.</p>        <p>Students explain how pronunciation, intonation, pace and rhythm in spoken Vietnamese can express different emotions, for example, <i lang="vi">Con thích cái áo mà mẹ tặng cho con hôm sinh nhật vừa rồi</i>, and signal clause boundaries and emphasis. They explain why Sino-Vietnamese words are used in formal contexts, for example, <i lang="vi">hội phụ nữ</i> (not <i lang="vi">hội đàn bà</i>) and <i lang="vi">viện dưỡng lão </i>(not <i lang="vi">nhà người già</i>). They analyse a range of personal, informative, reflective and persuasive texts and explain the relationship between context, purpose, audience, linguistic features and textual and cultural elements. They analyse how language use varies according to cultural contexts, relationships and purposes, explaining why they adjust their vocabulary and level of politeness and formality in intercultural interactions. They explain the impact of media, technology, globalisation, migration and popular culture on Vietnamese language use in both Australia and Vietnam. They explain the reciprocal nature of the relationship between language, culture and communication, identifying its impact on attitudes and beliefs.</p>      
australia-f10-year10-languages-vietnamese	|	        <p>          <b>The nature of the learners </b>        </p>        <p>At this level, students bring to their learning existing knowledge of Vietnamese language and culture and a range of strategies. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and environmental issues. They require continued guidance and mentoring but work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences. They are considering future pathways and options, including the possible role of Vietnamese in these. </p>        <p>          <b>Vietnamese language learning and use</b>        </p>        <p>Learners are immersed in the Vietnamese language, initiating and engaging in discussions and debates on topics of interest, and responding to enquiries. They reflect on the cultural and linguistic appropriateness of their language use in interactions and make necessary adjustments. They learn to interpret information and evaluate values and practices from diverse perspectives and sources. They make connections with their own experiences to elaborate on and justify their point of view on topical issues or to explain how values and attitudes have remained the same or changed over time. Learners produce a range of texts, such as informative, narrative, descriptive, procedural or persuasive texts, for a variety of contexts, audiences and purposes. Through their engagement with diverse texts and resources, students explore how cultural practices, concepts, values and beliefs are embedded in texts and how language choices shape perspectives and meaning. They develop techniques and intercultural awareness in order to translate and mediate between languages and cultures. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners interact with peers, the teacher and other Vietnamese speakers both locally and globally through a variety of modes of communication, including digital, online, collaborative performances and group discussions. The context of interaction extends beyond the classroom and involves investigating and reporting on issues in the local community and transacting with local Vietnamese speakers to negotiate services. These experiences provide learners with a sense of connectedness and purpose as Vietnamese and English speakers.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners use diverse resources, such as Vietnamese newspapers, magazines, documentaries, films, stories, songs, television programs, entertainment performances, artworks and web pages, as references to assist them in discussing and researching Vietnamese language and culture. They explore a variety of text types, such as poems, articles, formal letters, interviews and speeches, and engage with a range of informative, historical or literary perspectives, views and debates. </p>        <p>Extracts from contemporary Vietnamese poems as well as short stories and diverse forms of Vietnamese artistic expression such as <i lang="vi">tranh dân gian Đông Hồ, tranh sơn dầu; dân ca, nhạc trẻ;</i> <i lang="vi">cải lương, kịch, phim</i>, are introduced to give learners an insight into Vietnamese folk, traditional and contemporary literature, arts and entertainment. Learners use a range of dictionaries and translation methods to support comprehension, build vocabulary and elaborate on ideas.</p>        <p>          <b>Features of Vietnamese language use </b>        </p>        <p>Learners explore Sino-Vietnamese words (<i lang="vi">phụ huynh, phi trường, hàng hải, giang sơn</i>) and stylistic devices, such as repetition (<i lang="vi">đi nhanh, nói nhanh, ăn nhanh</i>), similes (<i lang="vi">hiền như Bụt</i>), personification (<i lang="vi">mưa nhớ thương ai</i>) and rhetorical questions (<i lang="vi">Ba đồng một mớ trầu cay, Sao anh chẳng hỏi những ngày còn không?</i>), to identify and convey enhanced meaning in communication. They use compound sentence structures, for example, <i lang="vi">Nếu trời mưa (thì) chúng tôi sẽ không đi chơi. Trời mưa khi chúng tôi đang đi chơi</i> and conjunctions (<i lang="vi">càng … càng, vừa … vừa, chẳng những … mà còn</i>)<i lang="vi">,</i> for a variety of communicative purposes in spoken and written texts. They examine the impact of generation, gender, media, technology and globalisation on Vietnamese language and culture to develop their awareness of language variation and evolution. They analyse and explain how and why language use varies according to cultural contexts, relationships and purposes, and develop the language of reflection in Vietnamese.</p>        <p>          <b>Level of support</b>        </p>        <p>Support at this level of learning includes rich and varied stimulus materials, continued scaffolding and modelling of language functions and communicative tasks, and explicit instruction and explanation of the grammatical system, with opportunities for learners to discuss, clarify, practise and apply their knowledge. Critical and constructive teacher feedback combines with peer support and self-review to monitor and evaluate learning outcomes, for example, through portfolios, peer review and e-journalling.</p>        <p>          <b>The role of English</b>        </p>        <p>Vietnamese is predominantly used as the main medium for classroom interaction and content delivery. English is used only when necessary to allow for further explanation and discussion of more demanding concepts, particularly when making connections with other languages and cultures. Learners explore cultural diversity and gain a greater appreciation of their Vietnamese cultural heritage. They view their bilingualism and biculturalism as an asset for themselves and for Australia.</p>      	|	        <p>By the end of Year 10, students use spoken and written Vietnamese to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes, such as to explore peers’ perspectives on youth culture and personal experiences. They use language spontaneously in the classroom, offering and justifying their own opinions and ideas and eliciting those of others. They negotiate with others to complete shared tasks and transactions, using evaluative language, for example, <i lang="vi">Ý kiến của bạn rất mới lạ/hợp thời. Bạn nói có lý nhưng tôi nghĩ rằng</i> <i lang="vi">…</i>, to acknowledge others’ opinions and to challenge and manage alternative views. They use transitional sentences, such as <i lang="vi">Hay là mình thử làm thế này xem sao</i>. <i lang="vi">Còn vấn đề bảo vệ môi trường thì sao?</i>, to manage shifts of topic and speaker. They speak fluently, pausing where appropriate, and use stress in extended sentences to enhance communication. Students gather, synthesise and evaluate information and opinions from different perspectives and create original texts for diverse audiences and purposes in a range of contexts. They respond to a range of imaginative texts by analysing their purpose and language techniques, forming their own position on the issues, themes and values addressed. They create a range of imaginative texts to express a variety of perspectives and values in modes of presentation selected to suit audience, purpose and context. They combine knowledge of Sino–Vietnamese words and abstract vocabulary with stylistic devices to enhance expression, create particular effects and influence others, for example, through repetition (for example, <i lang="vi">đi nhanh, nói nhanh, ăn nhanh</i>), similes (for example, <i lang="vi">mắt sáng như sao</i>), personification (for example, <i lang="vi">lá sầu</i>), onomatopoeia (for example, <i lang="vi">ào, rì rào, đùng</i>), and rhetorical questions, for example, <i lang="vi">Chẳng lẽ mình là người Việt mà lại không biết nói tiếng Việt?</i> They adjust their own language use when addressing a different audience or in a different context, for example, shifting from an informal to a respectful tone, and from simple to sophisticated vocabulary or structures. They convert informal everyday speech (for example, <i lang="vi">ai cũng biết hết</i>) into formal register (for example, <i lang="vi">như quý vị đã biết</i>), as appropriate. Students use conjunctions, such as <i lang="vi">trước tiên, sau cùng, ngoài ra, hơn nữa, do đó, càng</i> <i lang="vi">…</i> <i lang="vi">càng, vừa</i> <i lang="vi">…</i> <i lang="vi">vừa, chẳng những</i> <i lang="vi">…</i> <i lang="vi">mà còn, nếu…thì, tuy…</i> <i lang="vi">nhưng, vì…cho nên</i>, to sequence and connect ideas in texts, and apply accurate spelling to enhance communication. They translate and interpret texts and create bilingual resources for Vietnamese and English-speaking audiences, explaining how cultural concepts, values and beliefs are embedded in language. They compare views on the relationship between cultural identity and communication, question cultural assumptions, and modify language and behaviours in intercultural interactions as appropriate.</p>        <p>Students explain how pronunciation, intonation, pace and rhythm in spoken Vietnamese can express different emotions, for example, <i lang="vi">Con thích cái áo mà mẹ tặng cho con hôm sinh nhật vừa rồi</i>, and signal clause boundaries and emphasis. They explain why Sino-Vietnamese words are used in formal contexts, for example, <i lang="vi">hội phụ nữ</i> (not <i lang="vi">hội đàn bà</i>) and <i lang="vi">viện dưỡng lão </i>(not <i lang="vi">nhà người già</i>). They analyse a range of personal, informative, reflective and persuasive texts and explain the relationship between context, purpose, audience, linguistic features and textual and cultural elements. They analyse how language use varies according to cultural contexts, relationships and purposes, explaining why they adjust their vocabulary and level of politeness and formality in intercultural interactions. They explain the impact of media, technology, globalisation, migration and popular culture on Vietnamese language use in both Australia and Vietnam. They explain the reciprocal nature of the relationship between language, culture and communication, identifying its impact on attitudes and beliefs.</p>      
australia-f10-foundation-the-arts-visual-arts	|	<p>In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.</p> <p>In the Foundation Year, students undertake The Arts appropriate for their level of development.</p> <p>They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others&rsquo; art making.</p> <p>As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.</p> <p>Students learn about safe practices in the arts through making and responding safely in the different arts subjects.</p> <p>They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.</p> <p>In Visual Arts, students:</p> <ul> <li>become aware of visual conventions and learn to notice visual detail</li> <li>explore how and why artworks are created and ways to use and apply visual conventions, such as line, shape, colour and texture</li> <li>learn how their ideas or subject matter can be developed through different forms, styles, techniques, materials and technologies</li> <li>learn about how and why artists, craftspeople and designers present their ideas through different visual representations, practices, processes and viewpoints.</li> </ul>	|	<p>By the end of Year 2, students describe artworks they make and view and where and why artworks are made and presented.</p> <p>Students make artworks in different forms to express their ideas, observations and imagination, using different techniques and processes.</p>
australia-f10-year1-the-arts-visual-arts	|	<p>In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.</p> <p>In the Foundation Year, students undertake The Arts appropriate for their level of development.</p> <p>They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others&rsquo; art making.</p> <p>As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.</p> <p>Students learn about safe practices in the arts through making and responding safely in the different arts subjects.</p> <p>They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.</p> <p>In Visual Arts, students:</p> <ul> <li>become aware of visual conventions and learn to notice visual detail</li> <li>explore how and why artworks are created and ways to use and apply visual conventions, such as line, shape, colour and texture</li> <li>learn how their ideas or subject matter can be developed through different forms, styles, techniques, materials and technologies</li> <li>learn about how and why artists, craftspeople and designers present their ideas through different visual representations, practices, processes and viewpoints.</li> </ul>	|	<p>By the end of Year 2, students describe artworks they make and view and where and why artworks are made and presented.</p> <p>Students make artworks in different forms to express their ideas, observations and imagination, using different techniques and processes.</p>
australia-f10-year2-the-arts-visual-arts	|	<p>In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.</p> <p>In the Foundation Year, students undertake The Arts appropriate for their level of development.</p> <p>They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others&rsquo; art making.</p> <p>As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.</p> <p>Students learn about safe practices in the arts through making and responding safely in the different arts subjects.</p> <p>They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.</p> <p>In Visual Arts, students:</p> <ul> <li>become aware of visual conventions and learn to notice visual detail</li> <li>explore how and why artworks are created and ways to use and apply visual conventions, such as line, shape, colour and texture</li> <li>learn how their ideas or subject matter can be developed through different forms, styles, techniques, materials and technologies</li> <li>learn about how and why artists, craftspeople and designers present their ideas through different visual representations, practices, processes and viewpoints.</li> </ul>	|	<p>By the end of Year 2, students describe artworks they make and view and where and why artworks are made and presented.</p> <p>Students make artworks in different forms to express their ideas, observations and imagination, using different techniques and processes.</p>
australia-f10-year3-the-arts-visual-arts	|	<p>In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers.</p> <p>As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and cultural contexts of the arts. They make personal evaluations of their own and others&rsquo; artworks, making connections between their own artistic intentions and those of other artists.</p> <p>Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their attention on the artwork and respond to it. They consider why and how audiences respond to artworks.</p> <p>In Years 3 and 4, students&rsquo; awareness of themselves and others as audiences is extended beyond the classroom to the broader school context.</p> <p>In Visual Arts, students:</p> <ul> <li>extend their awareness of visual conventions, and observe closely visual detail as they use materials, techniques and technologies and processes in visual arts forms</li> <li>explore and experiment with visual conventions such as line, shape, colour and texture to develop an individual approach to a theme or subject matter</li> <li>explore, observe and identify ideas and symbols used and adapted by artists in their artworks as they make and respond to visual arts</li> <li>consider how and why artists, craftspeople and designers realise their ideas through different visual representations, practices, processes and viewpoints.</li> </ul>	|	<p>By the end of Year 4, students describe and discuss similarities and differences between artworks they make, present and view. They discuss how they and others use visual conventions in artworks.</p> <p>Students collaborate to plan and make artworks that are inspired by artworks they experience. They use visual conventions, techniques and processes to communicate their ideas.</p>
australia-f10-year4-the-arts-visual-arts	|	<p>In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers.</p> <p>As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.</p> <p>As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and cultural contexts of the arts. They make personal evaluations of their own and others&rsquo; artworks, making connections between their own artistic intentions and those of other artists.</p> <p>Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their attention on the artwork and respond to it. They consider why and how audiences respond to artworks.</p> <p>In Years 3 and 4, students&rsquo; awareness of themselves and others as audiences is extended beyond the classroom to the broader school context.</p> <p>In Visual Arts, students:</p> <ul> <li>extend their awareness of visual conventions, and observe closely visual detail as they use materials, techniques and technologies and processes in visual arts forms</li> <li>explore and experiment with visual conventions such as line, shape, colour and texture to develop an individual approach to a theme or subject matter</li> <li>explore, observe and identify ideas and symbols used and adapted by artists in their artworks as they make and respond to visual arts</li> <li>consider how and why artists, craftspeople and designers realise their ideas through different visual representations, practices, processes and viewpoints.</li> </ul>	|	<p>By the end of Year 4, students describe and discuss similarities and differences between artworks they make, present and view. They discuss how they and others use visual conventions in artworks.</p> <p>Students collaborate to plan and make artworks that are inspired by artworks they experience. They use visual conventions, techniques and processes to communicate their ideas.</p>
australia-f10-year5-the-arts-visual-arts	|	<p>In Years 5 and 6, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.&nbsp;</p> <p>As they make and respond to the arts, students explore meaning and interpretation, and social and cultural contexts of the arts. They evaluate the use of forms and elements in artworks they make and observe.</p> <p>Students extend their understanding of safety in the arts. In Years 5 and 6, their understanding of the roles of artists and audiences builds on previous bands. They develop their understanding and use of performance or technical skills to communicate intention for different audiences. They identify a variety of audiences for different arts experiences as they engage with more diverse artworks as artists and audiences.</p> <p>In Visual Arts, students:</p> <ul> <li>develop understanding of use and application of visual conventions as they develop conceptual and representational skills</li> <li>test and innovate with properties and qualities of available materials, techniques, technologies and processes, combining two or more visual arts forms to test the boundaries of representation.</li> <li>explore a diversity of ideas, concepts and viewpoints as they make and respond to visual artworks as artists and audiences</li> <li>draw ideas from other artists, artworks, symbol systems, and visual arts practices in other cultures, societies and times</li> <li>extend their understanding of how and why artists, craftspeople and designers realise their ideas through different visual representations, practices, processes and viewpoints.&nbsp;</li> </ul>	|	<p>By the end of Year 6, students explain how ideas are represented in artworks they make and view. They describe the influences of artworks and practices from different cultures, times and places on their art making.</p> <p>Students use visual conventions and visual arts practices to express a personal view in their artworks. They demonstrate different techniques and processes in planning and making artworks. They describe how the display of artworks enhances meaning for an audience.</p>
australia-f10-year6-the-arts-visual-arts	|	<p>In Years 5 and 6, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.&nbsp;</p> <p>As they make and respond to the arts, students explore meaning and interpretation, and social and cultural contexts of the arts. They evaluate the use of forms and elements in artworks they make and observe.</p> <p>Students extend their understanding of safety in the arts. In Years 5 and 6, their understanding of the roles of artists and audiences builds on previous bands. They develop their understanding and use of performance or technical skills to communicate intention for different audiences. They identify a variety of audiences for different arts experiences as they engage with more diverse artworks as artists and audiences.</p> <p>In Visual Arts, students:</p> <ul> <li>develop understanding of use and application of visual conventions as they develop conceptual and representational skills</li> <li>test and innovate with properties and qualities of available materials, techniques, technologies and processes, combining two or more visual arts forms to test the boundaries of representation.</li> <li>explore a diversity of ideas, concepts and viewpoints as they make and respond to visual artworks as artists and audiences</li> <li>draw ideas from other artists, artworks, symbol systems, and visual arts practices in other cultures, societies and times</li> <li>extend their understanding of how and why artists, craftspeople and designers realise their ideas through different visual representations, practices, processes and viewpoints.&nbsp;</li> </ul>	|	<p>By the end of Year 6, students explain how ideas are represented in artworks they make and view. They describe the influences of artworks and practices from different cultures, times and places on their art making.</p> <p>Students use visual conventions and visual arts practices to express a personal view in their artworks. They demonstrate different techniques and processes in planning and making artworks. They describe how the display of artworks enhances meaning for an audience.</p>
australia-f10-year7-the-arts-visual-arts	|	<p>In Visual Arts, students:</p> <ul> <li>build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual representations, practices, processes and viewpoints</li> <li>extend their thinking, understanding and use of perceptual and conceptual skills</li> <li>continue to use and apply appropriate visual language and visual conventions with increasing complexity</li> <li>consider the qualities and sustainable properties of materials, techniques, technologies and processes and combine these to create and produce solutions to their artworks</li> <li>consider society and ethics, and economic, environmental and social factors</li> <li>exhibit their artworks individually or collaboratively, basing the selection on a concept or theme</li> <li>document the evolution of selected art styles and associated theories and/or ideologies</li> <li>reflect on the &lsquo;cause and effect&rsquo; of time periods, artists and art styles influencing later artists and their artworks</li> <li>draw on artworks from a range of cultures, times and locations as they experience visual arts</li> <li>explore the influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region</li> <li>learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies</li> <li>learn that over time there has been further development of techniques used in traditional and contemporary styles as they explore different forms in visual arts</li> <li>identify social relationships that have developed between Aboriginal and Torres Strait Islander Peoples and other cultures in Australia, and explore how these are reflected in developments in visual arts</li> <li>design, create and evaluate visual solutions to selected themes and/or concepts through a variety of visual arts forms, styles, techniques and/or processes as they make and respond to visual artworks</li> <li>develop an informed opinion about artworks based on their research of current and past artists</li> <li>examine their own culture and develop a deeper understanding of their practices as an artist who holds individual views about the world and global issues</li> <li>acknowledge that artists and audiences hold different views about selected artworks, given contexts of time and place, and established ideologies</li> <li>extend their understanding of safe visual arts practices and choose to use sustainable materials, techniques and technologies</li> <li>build on their experience from the previous band to develop their understanding of the roles of artists and audiences.</li> </ul>	|	<p>By the end of Year 8, students identify and analyse how other artists use visual conventions and viewpoints to communicate ideas and apply this knowledge in their art making. They explain how an artwork is displayed to enhance its meaning. They evaluate how they and others are influenced by artworks from different cultures, times and places.</p> <p>Students plan their art making in response to exploration of techniques and processes used in their own and others&rsquo; artworks. They demonstrate use of visual conventions, techniques and processes to communicate meaning in their artworks.</p>
australia-f10-year8-the-arts-visual-arts	|	<p>In Visual Arts, students:</p> <ul> <li>build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual representations, practices, processes and viewpoints</li> <li>extend their thinking, understanding and use of perceptual and conceptual skills</li> <li>continue to use and apply appropriate visual language and visual conventions with increasing complexity</li> <li>consider the qualities and sustainable properties of materials, techniques, technologies and processes and combine these to create and produce solutions to their artworks</li> <li>consider society and ethics, and economic, environmental and social factors</li> <li>exhibit their artworks individually or collaboratively, basing the selection on a concept or theme</li> <li>document the evolution of selected art styles and associated theories and/or ideologies</li> <li>reflect on the &lsquo;cause and effect&rsquo; of time periods, artists and art styles influencing later artists and their artworks</li> <li>draw on artworks from a range of cultures, times and locations as they experience visual arts</li> <li>explore the influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region</li> <li>learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies</li> <li>learn that over time there has been further development of techniques used in traditional and contemporary styles as they explore different forms in visual arts</li> <li>identify social relationships that have developed between Aboriginal and Torres Strait Islander Peoples and other cultures in Australia, and explore how these are reflected in developments in visual arts</li> <li>design, create and evaluate visual solutions to selected themes and/or concepts through a variety of visual arts forms, styles, techniques and/or processes as they make and respond to visual artworks</li> <li>develop an informed opinion about artworks based on their research of current and past artists</li> <li>examine their own culture and develop a deeper understanding of their practices as an artist who holds individual views about the world and global issues</li> <li>acknowledge that artists and audiences hold different views about selected artworks, given contexts of time and place, and established ideologies</li> <li>extend their understanding of safe visual arts practices and choose to use sustainable materials, techniques and technologies</li> <li>build on their experience from the previous band to develop their understanding of the roles of artists and audiences.</li> </ul>	|	<p>By the end of Year 8, students identify and analyse how other artists use visual conventions and viewpoints to communicate ideas and apply this knowledge in their art making. They explain how an artwork is displayed to enhance its meaning. They evaluate how they and others are influenced by artworks from different cultures, times and places.</p> <p>Students plan their art making in response to exploration of techniques and processes used in their own and others&rsquo; artworks. They demonstrate use of visual conventions, techniques and processes to communicate meaning in their artworks.</p>
australia-f10-year9-the-arts-visual-arts	|	<p>In Visual Arts, students:</p> <ul> <li>build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual representations, practices, processes and viewpoints</li> <li>refine their personal aesthetic through working and responding perceptively and conceptually as an artist, craftsperson, designer or audience</li> <li>identify and explain, using appropriate visual language, how artists and audiences interpret artworks through explorations of different viewpoints</li> <li>research and analyse the characteristics, qualities, properties and constraints of materials, technologies and processes across a range of forms, styles, practices and viewpoints</li> <li>adapt, manipulate, deconstruct and reinvent techniques, styles and processes to make visual artworks that are cross-media or cross-form</li> <li>draw on artworks from a range of cultures, times and locations as they experience visual arts</li> <li>explore the influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region</li> <li>learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies</li> <li>reflect on the development of different traditional and contemporary styles and how artists can be identified through the style of their artworks as they explore different forms in visual arts</li> <li>identify the social relationships that have developed between Aboriginal and Torres Strait Islander people and other cultures in Australia, and explore how these are reflected in developments of forms and styles in visual arts</li> <li>use historical and conceptual explanations to critically reflect on the contribution of visual arts practitioners as they make and respond to visual artworks</li> <li>adapt ideas, representations and practices from selected artists and use them to inform their own personal aesthetic when producing a series of artworks that are conceptually linked, and present their series to an audience</li> <li>extend their understanding of safe visual arts practices and choose to use sustainable materials, techniques and technologies</li> <li>build on their experience from the previous band to develop their understanding of the roles of artists and audiences.</li> </ul>	|	<p>By the end of Year 10, students evaluate how representations communicate artistic intentions in artworks they make and view. They evaluate artworks and displays from different cultures, times and places. They analyse connections between visual conventions, practices and viewpoints that represent their own and others&rsquo; ideas. They identify influences of other artists on their own artworks.</p> <p>Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas and subject matter in their artworks.</p>
australia-f10-year10-the-arts-visual-arts	|	<p>In Visual Arts, students:</p> <ul> <li>build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual representations, practices, processes and viewpoints</li> <li>refine their personal aesthetic through working and responding perceptively and conceptually as an artist, craftsperson, designer or audience</li> <li>identify and explain, using appropriate visual language, how artists and audiences interpret artworks through explorations of different viewpoints</li> <li>research and analyse the characteristics, qualities, properties and constraints of materials, technologies and processes across a range of forms, styles, practices and viewpoints</li> <li>adapt, manipulate, deconstruct and reinvent techniques, styles and processes to make visual artworks that are cross-media or cross-form</li> <li>draw on artworks from a range of cultures, times and locations as they experience visual arts</li> <li>explore the influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region</li> <li>learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies</li> <li>reflect on the development of different traditional and contemporary styles and how artists can be identified through the style of their artworks as they explore different forms in visual arts</li> <li>identify the social relationships that have developed between Aboriginal and Torres Strait Islander people and other cultures in Australia, and explore how these are reflected in developments of forms and styles in visual arts</li> <li>use historical and conceptual explanations to critically reflect on the contribution of visual arts practitioners as they make and respond to visual artworks</li> <li>adapt ideas, representations and practices from selected artists and use them to inform their own personal aesthetic when producing a series of artworks that are conceptually linked, and present their series to an audience</li> <li>extend their understanding of safe visual arts practices and choose to use sustainable materials, techniques and technologies</li> <li>build on their experience from the previous band to develop their understanding of the roles of artists and audiences.</li> </ul>	|	<p>By the end of Year 10, students evaluate how representations communicate artistic intentions in artworks they make and view. They evaluate artworks and displays from different cultures, times and places. They analyse connections between visual conventions, practices and viewpoints that represent their own and others&rsquo; ideas. They identify influences of other artists on their own artworks.</p> <p>Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas and subject matter in their artworks.</p>
australia-f10-year7-languages-classical	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Students are beginning their study of Classical Greek and typically have little prior knowledge and understanding of the language and ancient Greek history and culture. Most will have learnt a different language in primary school, while some will have proficiency in different home/community languages and bring existing language learning experiences and intercultural awareness to the new experience of learning Classical Greek. Students’ skills in interpreting texts and their development of literacy are supported by their study of Classical Greek. Through their reading, analysis and translation of texts, students of Classical Greek develop their thinking processes, such as close attention to detail, pattern recognition, precision, accuracy, memory and logic. Students may need encouragement to take risks in learning a new language at this stage of social development and to consider how the experience of learning a Classical language impacts on their own ways of thinking and viewing the world.</p>        <p>          <b>Classical Greek language learning and use</b>        </p>        <p>Learners engage with people in the ancient Greek world, and gain direct access to their daily lives, through reading, comprehending and discussing Classical Greek texts that reveal their language use and social and cultural practices. They use vocabulary, grammar and textual cues to understand and interpret Classical Greek texts, and convey information and ideas about the daily life and attitudes of the ancient Greeks, in oral, written or digital forms, using Classical Greek as appropriate. They listen to and read Classical Greek texts, such as stories, myths and plays, and discuss characters, events, actions, settings and key emotions. They read aloud, recite or perform Classical Greek texts, such as stories, dialogues, poems or songs, to convey meaning and to entertain others. They translate Classical Greek texts into Standard English, applying their knowledge of vocabulary, accidence and syntax, linguistic cues and culture. They compare the features and relative merits of different translations of Classical Greek texts to determine the features of a successful translation. Learners focus on the systems that structure the Classical Greek language (grammar, vocabulary, sounds, the written alphabet) and systematically build a vocabulary and grammatical base that allows them to access a variety of Classical Greek texts, such as narratives and short plays. They understand that Classical Greek spread with the expansion of the ancient Greek world, and explore the influence of Classical Greek on English and other languages. Learners explore the relationship between language and culture by examining particular language use that provides insights into the daily lives, ideas, feelings and attitudes of Greeks in the Classical period. They discuss the ancient origins of modern values, pursuits, citizenship, literature, the arts and architecture, reflecting on the enduring influence of the ancient Greek world on the modern world. They are encouraged to consider their own and others’ reactions to and assumptions about the language and culture of ancient Greek society, and to reflect on their own approaches to learning and understanding of their own heritage, values and culture.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners work both independently and collaboratively, exploring different modes and genres of communication. They pool linguistic knowledge and resources to plan and manage shared activities, problem-solve, and monitor and reflect on their work. Extra opportunities for interaction are provided through purposeful and integrated use of information and communication technologies (ICT); for example, shared research on aspects of culture and historical events, and collaborative translation of seen and unseen texts. Learners may extend their experiences relating to language and culture by participating in activities such as art competitions, drama productions and visits to museums and galleries.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners work with a range of texts designed for language learning, such as textbooks, audio recordings, teacher-generated materials and online resources. They may also use materials designed for students of Classical Greek in different contexts, for example, comics, newsletters, online games, digital learning activities and apps. Texts from different sources give opportunities for discussion of the relationship between language and culture. Research tasks allow for exploration of themes, cultural references and historical events.</p>        <p>          <b>Features of Classical Greek language use</b>        </p>        <p>Learners become familiar with the sounds of Classical Greek, including the restored pronunciation. They use appropriate phrasing and voice inflection when reading aloud, reciting or performing Classical Greek texts, such as stories, dialogues, songs or plays, and develop their understanding of the Classical Greek alphabet. They apply their knowledge of Classical Greek grammar, including parts of speech, case, gender, number, person, for example, <i lang="grc">οἱ</i> <i lang="grc">τοῦ ναυκλήρου</i> <i lang="grc">ἐρέται ἤρεσσον πρὸς</i> <i lang="grc">τὴν</i> <i lang="grc">θάλατταν</i>, verb conjugations, for example, <i lang="grc">παύω, ἓπομαι, </i>agreement and tense, mood, voice, participles and infinitives, and conventions of sentence structure, for example, <i lang="grc">μικρὸς</i> <i lang="grc">γάρ</i> <i lang="grc">ἐστιν ὁ οἶκος</i>, to the translation of Classical Greek texts. They use roots, derivatives and word lists to acquire and build Classical Greek vocabulary, and use dictionaries to select appropriate meanings of Classical Greek words. They explore influences of Classical Greek on English and other languages, focusing on derivatives and cognates such as <i>phobia, cryptic, paralysis</i>, and the contemporary use of Classical Greek words and expressions, for example, <i>kudos, Adonis, molon</i> <i>labe</i>. They make connections between texts and cultural contexts, exploring ways in which cultural values and perspectives are embedded in language and how language choices determine ways in which people and their ways of living are represented.</p>        <p>          <b>Level of support</b>        </p>        <p>A differentiated approach to teaching and task design caters for the diversity of learners. Support includes scaffolding, modelling and monitoring, explicit instruction and feedback, structured activities for practising new grammar, and access to print and electronic dictionaries. Students are supported to develop autonomy as language learners, and to self-monitor and refine strategies used in reading, listening, analysis and translation. Opportunities to review and consolidate are an important component of learning at this level.</p>        <p>          <b>The role of English</b>        </p>        <p>Classical Greek is the language of the texts studied. Classical Greek is also used for reading aloud, reciting or performing texts, and simple interactions in the classroom, such as greetings. English is used for translation, analysis, explanation, discussion, evaluation and reflection.</p>          <p>          <b>The nature of the learners</b>        </p>        <p>Students are beginning their study of Latin and typically have little prior knowledge and understanding of the language and Roman history and culture. Most will have learnt a different language in primary school, while some will have proficiency in different home/community languages and bring existing language learning experiences and intercultural awareness to the new experience of learning Latin. Students’ skills in interpreting texts and their development of literacy are supported by their study of Latin. Through their reading, analysis and translation of texts, students of Latin develop their thinking processes, such as close attention to detail, pattern recognition, accuracy, memory and logic. Students may need to be encouraged to take risks in learning a new language at this stage of social development and to consider how the experience of learning a Classical language impacts on their own ways of thinking and viewing the world. </p>        <p>          <b>Latin language learning and use </b>        </p>        <p>Learners engage with people in the Roman world, and gain direct access to their daily lives, through reading, comprehending and discussing Latin texts that reveal their language use and social and cultural practices. They use vocabulary, grammar and textual cues to understand and interpret Latin texts, and convey information and ideas about the daily life and attitudes of the Romans, in oral, written or digital forms, using Latin as appropriate. They listen to and read Latin texts, such as stories, myths and plays, and discuss characters, events, actions, settings and emotions. They read aloud, recite or perform Latin texts, such as stories, dialogues or songs, to convey meaning and to entertain others. They translate Latin texts into Standard English, applying their knowledge of vocabulary, accidence and syntax, linguistic cues and culture. They compare the features and relative merits of different translations of Latin texts to determine the features of a successful translation. Learners focus on the systems that structure the Latin language (grammar, vocabulary, sounds, the written alphabet) and systematically build a vocabulary and grammatical base that allows them to access a variety of Latin texts, such as narratives and short plays. They understand that Latin spread during the expansion of the Roman empire and developed over time into the Romance languages, and they explore the influence of Latin on English vocabulary. Learners explore the relationship between language and culture, by examining particular language use that provides insights into the daily lives, ideas, feelings and attitudes of Romans in the Classical period. They discuss the ancient origins of modern customs, religion, literature and architecture, reflecting on the enduring influence of the Roman world on the modern world. They are encouraged to consider their own and others’ reactions to and assumptions about the language and culture of Roman society, and to reflect on their own approaches to learning and understanding of their own heritage, values and culture.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners work both independently and collaboratively, exploring different modes and genres of communication. They pool linguistic knowledge and resources to plan and manage shared activities, problem-solve, and monitor and reflect on their work. Extra opportunities for interaction are provided through purposeful and integrated use of information and communication technologies (ICT), for example, shared research on aspects of culture and historical events, and collaborative translation of seen and unseen texts. Learners may extend their experiences relating to language and culture by participating in activities such as art competitions, weekend camps, quiz nights, drama productions and visits to museums and galleries.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners work with a range of texts designed for language learning, such as textbooks, audio recordings, teacher-generated materials and online resources. They may also use materials designed for students of Latin in different contexts, for example, comics, newsletters, online games, digital learning activities and apps. Texts from different sources give opportunities for discussion of the relationship between language and culture. Research tasks allow for exploration of themes, cultural references and historical events. </p>        <p>          <b>Features of Latin language use</b>        </p>        <p>Learners become familiar with the restored pronunciation of Latin. They use appropriate phrasing and voice inflection when reading aloud, reciting or performing Latin texts such as stories, dialogues, songs or plays, and develop their understanding of the sounds of the Latin alphabet. When translating Latin texts, students apply their knowledge of Latin grammar, including parts of speech, case, gender, number, person, verb conjugations, noun declensions and conventions of sentence structure. They use roots, derivatives and word lists to acquire and build Latin vocabulary, and use dictionaries to select appropriate meanings of Latin words. They explore influences of Latin on English vocabulary, focusing on derivatives, such as ‘circumnavigate’ from <i lang="la">circum</i> + <i lang="la">navigare</i>, and the contemporary use of Latin words and expressions, for example, <i>vice versa</i> or <i>modus operandi</i>. They make connections between texts and cultural contexts, exploring ways in which cultural values and perspectives are embedded in language and how language choices determine ways in which people and their ways of living are represented.</p>        <p>          <b>Level of support </b>        </p>        <p>A differentiated approach to teaching and task design caters for the diversity of learners. Support includes scaffolding, modelling and monitoring, explicit instruction and feedback, structured activities for practising new grammar, and access to print and electronic dictionaries. Students are supported to develop autonomy as language learners, and to self-monitor and refine strategies used in reading, listening, analysis and translation. Opportunities to review and consolidate are an important component of learning at this level. </p>        <p>          <b>The role of English</b>        </p>        <p>Latin is the language of the texts studied. Latin is also used for reading aloud, reciting or performing texts, and for simple interactions in the classroom, such as greetings. English is used for translation, analysis, explanation, discussion, evaluation and reflection.</p>      	|	        <p>By the end of Year 8, students use their knowledge of vocabulary, grammar and textual cues to identify and interpret information in Classical Greek texts, such as narratives, about the daily life and attitudes of the ancient Greeks. They interpret grammatical structures such as inflected forms; identify linguistic features such as striking word choice, for example, <i lang="grc">θηρίον</i> <i lang="grc">δεινόν, Ἀθήνη</i> <i lang="grc">γλαυκῶπις</i>; infer meaning from textual cues such as headings, images or captions; and describe social and cultural practices embedded in Classical Greek words, such as <i lang="grc">γυμνάσιον, πανήγυρις, σπονδή, πομπή</i>. They convey information and ideas about ancient Greek society and culture, in oral, written or digital forms, using Classical Greek as appropriate, for example, a news report in English about a historical event such as the Battle of Marathon, or a digital poster about family life in ancient Greece with annotations in Classical Greek, such as <i lang="grc">πατήρ, μήτηρ, υἱός, θυγάτηρ</i>. They share their responses to Classical Greek texts, such-as stories, myths and plays, by expressing their feelings and ideas about characters, events, actions, settings and themes. They read aloud or recite Classical Greek texts, such as stories, dialogues, poems or speeches, or perform texts in Classical Greek, such as short plays, to entertain an audience, conveying meaning effectively by using appropriate phrasing and voice inflection. Students translate Classical Greek texts accurately into Standard English, applying their knowledge of vocabulary, including roots and derivatives, linguistic cues, culture, and accidence and syntax, including number, gender and case of nouns, pronouns and adjectives, for example, <i lang="grc">οὐδὲν κακὸν</i> <i lang="grc">ἀμιγὲς καλοῦ</i>, conjugation and tense, such as present and future tenses of verbs, for example, <i lang="grc">γράφω/γράψω, βάλλω/βαλῶ, δέχομαι/δέξομαι</i>, and conventions of sentence structure. They explain the relative effectiveness of different translations of the same text, and identify the features of a successful translation.</p>        <p>Students identify Classical Greek sound–script relationships and use restored pronunciation when reading aloud, such as for diphthongs, double consonants and aspirated consonants, for example, <i lang="grc">εἴσοδος, ξένος, χάρις</i>. They identify the structure and features of different texts in Classical Greek, such as narratives or short plays, and explain how these elements contribute to an audience's response to the text. They describe how the Greek language spread with the expansion of the ancient Greek world, and influenced other languages during the Classical period. They explain how Classical Greek has influenced and continues to influence English vocabulary, by identifying derivatives, for example, <i>theory, dilemma, category, paragraph</i>, and words that are used in modern English, for example, <i>nemesis, catharsis, criterion, anathema</i>. Students give examples of how particular language use reflects the lifestyles, ideas, feelings and attitudes of Greeks in the Classical period, and identify connections between ancient and modern values, pursuits, citizenship, literature, the arts and architecture. They share their reactions to and assumptions about the language and culture of ancient Greek society, identifying similarities or differences to their own language and culture. They describe how learning Classical Greek impacts on their own approaches to learning and on their understanding of their own heritage, values and culture.</p>             <p>By the end of Year 8, students use their knowledge of vocabulary, grammar and textual cues to identify and interpret information in Latin texts, such as narratives, about the daily life and attitudes of the Romans. They interpret grammatical structures such as inflected forms; identify linguistic features such as striking word choice, for example, <i lang="la">laetissimus</i>, or use of imagery, for example, <i lang="la">dies est</i> <i lang="la">calidus; frigidus</i> <i lang="la">est</i> <i lang="la">rivus</i>; infer meaning from textual cues such as headings, images or maps; and describe social and cultural practices embedded in Latin text, such as <i lang="la">puer</i> <i lang="la">patrem</i> <i lang="la">timet</i>. They convey information and ideas about Roman society and culture, in oral, written or digital forms, using Latin as appropriate, for example, a news report in English about a historical event such as the assassination of Julius Caesar, or a digital poster about family life in Rome with annotations in Latin, such as a mother instructing her daughter about how to organise the slaves and manage the household. They share their responses to Latin texts, such as stories, myths and plays, by expressing their feelings and ideas about characters, events, actions, settings and themes. They read aloud or recite Latin texts, such as stories, dialogues or songs, or perform Latin texts, such as short plays, to entertain an audience, conveying meaning effectively by using appropriate phrasing and voice inflection. Students translate Latin texts accurately into Standard English, applying their knowledge of vocabulary, including roots and derivatives, linguistic cues, culture, and accidence and syntax, including number, gender and case of nouns, for example, in first, second and third declensions, agreement of nouns and adjectives, for example, <i lang="la">mater nostra</i>, conjugation and tense, such as regular and irregular verbs in the present tense, for example, <i lang="la">audit; potest</i>, and indicative active voice and imperative active mood, for example, <i lang="la">paratis, parate!,</i> and conventions of sentence structure. They explain the relative effectiveness of different translations of the same text, and identify the features of a successful translation.</p>        <p>Students identify Latin sound–script relationships and use restored pronunciation when reading aloud, such as for single consonants, long and short vowels, diphthongs, double consonants and consonant clusters, for example, in <i lang="la">aestate, puella, observare</i>. They identify the structure and features of different texts in Latin, such as narratives or short plays, and explain how these elements contribute to an audience's response to the text. They describe how the Latin language spread with the expansion of the Roman empire, and developed over time into its modern descendants, the Romance languages. They explain how Latin has influenced and continues to influence English vocabulary, by identifying derivatives such as ‘itinerary’ from Latin <i lang="la">iter</i>, and Latin words and expressions that are used in modern English, such as <i>et cetera</i>. Students give examples of how particular language use reflects the lifestyles, ideas, feelings and attitudes of Romans in the Classical period, and identify connections between ancient and modern customs, religion, literature and architecture. They share their reactions to and assumptions about the language and culture of Roman society, identifying similarities or differences to their own language and culture. They describe how learning Latin impacts on their approaches to learning and on their understanding of their own heritage, values and culture.</p>    
australia-f10-year8-languages-classical	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Students are beginning their study of Classical Greek and typically have little prior knowledge and understanding of the language and ancient Greek history and culture. Most will have learnt a different language in primary school, while some will have proficiency in different home/community languages and bring existing language learning experiences and intercultural awareness to the new experience of learning Classical Greek. Students’ skills in interpreting texts and their development of literacy are supported by their study of Classical Greek. Through their reading, analysis and translation of texts, students of Classical Greek develop their thinking processes, such as close attention to detail, pattern recognition, precision, accuracy, memory and logic. Students may need encouragement to take risks in learning a new language at this stage of social development and to consider how the experience of learning a Classical language impacts on their own ways of thinking and viewing the world.</p>        <p>          <b>Classical Greek language learning and use</b>        </p>        <p>Learners engage with people in the ancient Greek world, and gain direct access to their daily lives, through reading, comprehending and discussing Classical Greek texts that reveal their language use and social and cultural practices. They use vocabulary, grammar and textual cues to understand and interpret Classical Greek texts, and convey information and ideas about the daily life and attitudes of the ancient Greeks, in oral, written or digital forms, using Classical Greek as appropriate. They listen to and read Classical Greek texts, such as stories, myths and plays, and discuss characters, events, actions, settings and key emotions. They read aloud, recite or perform Classical Greek texts, such as stories, dialogues, poems or songs, to convey meaning and to entertain others. They translate Classical Greek texts into Standard English, applying their knowledge of vocabulary, accidence and syntax, linguistic cues and culture. They compare the features and relative merits of different translations of Classical Greek texts to determine the features of a successful translation. Learners focus on the systems that structure the Classical Greek language (grammar, vocabulary, sounds, the written alphabet) and systematically build a vocabulary and grammatical base that allows them to access a variety of Classical Greek texts, such as narratives and short plays. They understand that Classical Greek spread with the expansion of the ancient Greek world, and explore the influence of Classical Greek on English and other languages. Learners explore the relationship between language and culture by examining particular language use that provides insights into the daily lives, ideas, feelings and attitudes of Greeks in the Classical period. They discuss the ancient origins of modern values, pursuits, citizenship, literature, the arts and architecture, reflecting on the enduring influence of the ancient Greek world on the modern world. They are encouraged to consider their own and others’ reactions to and assumptions about the language and culture of ancient Greek society, and to reflect on their own approaches to learning and understanding of their own heritage, values and culture.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners work both independently and collaboratively, exploring different modes and genres of communication. They pool linguistic knowledge and resources to plan and manage shared activities, problem-solve, and monitor and reflect on their work. Extra opportunities for interaction are provided through purposeful and integrated use of information and communication technologies (ICT); for example, shared research on aspects of culture and historical events, and collaborative translation of seen and unseen texts. Learners may extend their experiences relating to language and culture by participating in activities such as art competitions, drama productions and visits to museums and galleries.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners work with a range of texts designed for language learning, such as textbooks, audio recordings, teacher-generated materials and online resources. They may also use materials designed for students of Classical Greek in different contexts, for example, comics, newsletters, online games, digital learning activities and apps. Texts from different sources give opportunities for discussion of the relationship between language and culture. Research tasks allow for exploration of themes, cultural references and historical events.</p>        <p>          <b>Features of Classical Greek language use</b>        </p>        <p>Learners become familiar with the sounds of Classical Greek, including the restored pronunciation. They use appropriate phrasing and voice inflection when reading aloud, reciting or performing Classical Greek texts, such as stories, dialogues, songs or plays, and develop their understanding of the Classical Greek alphabet. They apply their knowledge of Classical Greek grammar, including parts of speech, case, gender, number, person, for example, <i lang="grc">οἱ</i> <i lang="grc">τοῦ ναυκλήρου</i> <i lang="grc">ἐρέται ἤρεσσον πρὸς</i> <i lang="grc">τὴν</i> <i lang="grc">θάλατταν</i>, verb conjugations, for example, <i lang="grc">παύω, ἓπομαι, </i>agreement and tense, mood, voice, participles and infinitives, and conventions of sentence structure, for example, <i lang="grc">μικρὸς</i> <i lang="grc">γάρ</i> <i lang="grc">ἐστιν ὁ οἶκος</i>, to the translation of Classical Greek texts. They use roots, derivatives and word lists to acquire and build Classical Greek vocabulary, and use dictionaries to select appropriate meanings of Classical Greek words. They explore influences of Classical Greek on English and other languages, focusing on derivatives and cognates such as <i>phobia, cryptic, paralysis</i>, and the contemporary use of Classical Greek words and expressions, for example, <i>kudos, Adonis, molon</i> <i>labe</i>. They make connections between texts and cultural contexts, exploring ways in which cultural values and perspectives are embedded in language and how language choices determine ways in which people and their ways of living are represented.</p>        <p>          <b>Level of support</b>        </p>        <p>A differentiated approach to teaching and task design caters for the diversity of learners. Support includes scaffolding, modelling and monitoring, explicit instruction and feedback, structured activities for practising new grammar, and access to print and electronic dictionaries. Students are supported to develop autonomy as language learners, and to self-monitor and refine strategies used in reading, listening, analysis and translation. Opportunities to review and consolidate are an important component of learning at this level.</p>        <p>          <b>The role of English</b>        </p>        <p>Classical Greek is the language of the texts studied. Classical Greek is also used for reading aloud, reciting or performing texts, and simple interactions in the classroom, such as greetings. English is used for translation, analysis, explanation, discussion, evaluation and reflection.</p>    <p>          <b>The nature of the learners</b>        </p>        <p>Students are beginning their study of Latin and typically have little prior knowledge and understanding of the language and Roman history and culture. Most will have learnt a different language in primary school, while some will have proficiency in different home/community languages and bring existing language learning experiences and intercultural awareness to the new experience of learning Latin. Students’ skills in interpreting texts and their development of literacy are supported by their study of Latin. Through their reading, analysis and translation of texts, students of Latin develop their thinking processes, such as close attention to detail, pattern recognition, accuracy, memory and logic. Students may need to be encouraged to take risks in learning a new language at this stage of social development and to consider how the experience of learning a Classical language impacts on their own ways of thinking and viewing the world. </p>        <p>          <b>Latin language learning and use </b>        </p>        <p>Learners engage with people in the Roman world, and gain direct access to their daily lives, through reading, comprehending and discussing Latin texts that reveal their language use and social and cultural practices. They use vocabulary, grammar and textual cues to understand and interpret Latin texts, and convey information and ideas about the daily life and attitudes of the Romans, in oral, written or digital forms, using Latin as appropriate. They listen to and read Latin texts, such as stories, myths and plays, and discuss characters, events, actions, settings and emotions. They read aloud, recite or perform Latin texts, such as stories, dialogues or songs, to convey meaning and to entertain others. They translate Latin texts into Standard English, applying their knowledge of vocabulary, accidence and syntax, linguistic cues and culture. They compare the features and relative merits of different translations of Latin texts to determine the features of a successful translation. Learners focus on the systems that structure the Latin language (grammar, vocabulary, sounds, the written alphabet) and systematically build a vocabulary and grammatical base that allows them to access a variety of Latin texts, such as narratives and short plays. They understand that Latin spread during the expansion of the Roman empire and developed over time into the Romance languages, and they explore the influence of Latin on English vocabulary. Learners explore the relationship between language and culture, by examining particular language use that provides insights into the daily lives, ideas, feelings and attitudes of Romans in the Classical period. They discuss the ancient origins of modern customs, religion, literature and architecture, reflecting on the enduring influence of the Roman world on the modern world. They are encouraged to consider their own and others’ reactions to and assumptions about the language and culture of Roman society, and to reflect on their own approaches to learning and understanding of their own heritage, values and culture.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Learners work both independently and collaboratively, exploring different modes and genres of communication. They pool linguistic knowledge and resources to plan and manage shared activities, problem-solve, and monitor and reflect on their work. Extra opportunities for interaction are provided through purposeful and integrated use of information and communication technologies (ICT), for example, shared research on aspects of culture and historical events, and collaborative translation of seen and unseen texts. Learners may extend their experiences relating to language and culture by participating in activities such as art competitions, weekend camps, quiz nights, drama productions and visits to museums and galleries.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners work with a range of texts designed for language learning, such as textbooks, audio recordings, teacher-generated materials and online resources. They may also use materials designed for students of Latin in different contexts, for example, comics, newsletters, online games, digital learning activities and apps. Texts from different sources give opportunities for discussion of the relationship between language and culture. Research tasks allow for exploration of themes, cultural references and historical events. </p>        <p>          <b>Features of Latin language use</b>        </p>        <p>Learners become familiar with the restored pronunciation of Latin. They use appropriate phrasing and voice inflection when reading aloud, reciting or performing Latin texts such as stories, dialogues, songs or plays, and develop their understanding of the sounds of the Latin alphabet. When translating Latin texts, students apply their knowledge of Latin grammar, including parts of speech, case, gender, number, person, verb conjugations, noun declensions and conventions of sentence structure. They use roots, derivatives and word lists to acquire and build Latin vocabulary, and use dictionaries to select appropriate meanings of Latin words. They explore influences of Latin on English vocabulary, focusing on derivatives, such as ‘circumnavigate’ from <i lang="la">circum</i> + <i lang="la">navigare</i>, and the contemporary use of Latin words and expressions, for example, <i>vice versa</i> or <i>modus operandi</i>. They make connections between texts and cultural contexts, exploring ways in which cultural values and perspectives are embedded in language and how language choices determine ways in which people and their ways of living are represented.</p>        <p>          <b>Level of support </b>        </p>        <p>A differentiated approach to teaching and task design caters for the diversity of learners. Support includes scaffolding, modelling and monitoring, explicit instruction and feedback, structured activities for practising new grammar, and access to print and electronic dictionaries. Students are supported to develop autonomy as language learners, and to self-monitor and refine strategies used in reading, listening, analysis and translation. Opportunities to review and consolidate are an important component of learning at this level. </p>        <p>          <b>The role of English</b>        </p>        <p>Latin is the language of the texts studied. Latin is also used for reading aloud, reciting or performing texts, and for simple interactions in the classroom, such as greetings. English is used for translation, analysis, explanation, discussion, evaluation and reflection.</p>      	|	        <p>By the end of Year 8, students use their knowledge of vocabulary, grammar and textual cues to identify and interpret information in Classical Greek texts, such as narratives, about the daily life and attitudes of the ancient Greeks. They interpret grammatical structures such as inflected forms; identify linguistic features such as striking word choice, for example, <i lang="grc">θηρίον</i> <i lang="grc">δεινόν, Ἀθήνη</i> <i lang="grc">γλαυκῶπις</i>; infer meaning from textual cues such as headings, images or captions; and describe social and cultural practices embedded in Classical Greek words, such as <i lang="grc">γυμνάσιον, πανήγυρις, σπονδή, πομπή</i>. They convey information and ideas about ancient Greek society and culture, in oral, written or digital forms, using Classical Greek as appropriate, for example, a news report in English about a historical event such as the Battle of Marathon, or a digital poster about family life in ancient Greece with annotations in Classical Greek, such as <i lang="grc">πατήρ, μήτηρ, υἱός, θυγάτηρ</i>. They share their responses to Classical Greek texts, such-as stories, myths and plays, by expressing their feelings and ideas about characters, events, actions, settings and themes. They read aloud or recite Classical Greek texts, such as stories, dialogues, poems or speeches, or perform texts in Classical Greek, such as short plays, to entertain an audience, conveying meaning effectively by using appropriate phrasing and voice inflection. Students translate Classical Greek texts accurately into Standard English, applying their knowledge of vocabulary, including roots and derivatives, linguistic cues, culture, and accidence and syntax, including number, gender and case of nouns, pronouns and adjectives, for example, <i lang="grc">οὐδὲν κακὸν</i> <i lang="grc">ἀμιγὲς καλοῦ</i>, conjugation and tense, such as present and future tenses of verbs, for example, <i lang="grc">γράφω/γράψω, βάλλω/βαλῶ, δέχομαι/δέξομαι</i>, and conventions of sentence structure. They explain the relative effectiveness of different translations of the same text, and identify the features of a successful translation.</p>        <p>Students identify Classical Greek sound–script relationships and use restored pronunciation when reading aloud, such as for diphthongs, double consonants and aspirated consonants, for example, <i lang="grc">εἴσοδος, ξένος, χάρις</i>. They identify the structure and features of different texts in Classical Greek, such as narratives or short plays, and explain how these elements contribute to an audience's response to the text. They describe how the Greek language spread with the expansion of the ancient Greek world, and influenced other languages during the Classical period. They explain how Classical Greek has influenced and continues to influence English vocabulary, by identifying derivatives, for example, <i>theory, dilemma, category, paragraph</i>, and words that are used in modern English, for example, <i>nemesis, catharsis, criterion, anathema</i>. Students give examples of how particular language use reflects the lifestyles, ideas, feelings and attitudes of Greeks in the Classical period, and identify connections between ancient and modern values, pursuits, citizenship, literature, the arts and architecture. They share their reactions to and assumptions about the language and culture of ancient Greek society, identifying similarities or differences to their own language and culture. They describe how learning Classical Greek impacts on their own approaches to learning and on their understanding of their own heritage, values and culture.</p>             <p>By the end of Year 8, students use their knowledge of vocabulary, grammar and textual cues to identify and interpret information in Latin texts, such as narratives, about the daily life and attitudes of the Romans. They interpret grammatical structures such as inflected forms; identify linguistic features such as striking word choice, for example, <i lang="la">laetissimus</i>, or use of imagery, for example, <i lang="la">dies est</i> <i lang="la">calidus; frigidus</i> <i lang="la">est</i> <i lang="la">rivus</i>; infer meaning from textual cues such as headings, images or maps; and describe social and cultural practices embedded in Latin text, such as <i lang="la">puer</i> <i lang="la">patrem</i> <i lang="la">timet</i>. They convey information and ideas about Roman society and culture, in oral, written or digital forms, using Latin as appropriate, for example, a news report in English about a historical event such as the assassination of Julius Caesar, or a digital poster about family life in Rome with annotations in Latin, such as a mother instructing her daughter about how to organise the slaves and manage the household. They share their responses to Latin texts, such as stories, myths and plays, by expressing their feelings and ideas about characters, events, actions, settings and themes. They read aloud or recite Latin texts, such as stories, dialogues or songs, or perform Latin texts, such as short plays, to entertain an audience, conveying meaning effectively by using appropriate phrasing and voice inflection. Students translate Latin texts accurately into Standard English, applying their knowledge of vocabulary, including roots and derivatives, linguistic cues, culture, and accidence and syntax, including number, gender and case of nouns, for example, in first, second and third declensions, agreement of nouns and adjectives, for example, <i lang="la">mater nostra</i>, conjugation and tense, such as regular and irregular verbs in the present tense, for example, <i lang="la">audit; potest</i>, and indicative active voice and imperative active mood, for example, <i lang="la">paratis, parate!,</i> and conventions of sentence structure. They explain the relative effectiveness of different translations of the same text, and identify the features of a successful translation.</p>        <p>Students identify Latin sound–script relationships and use restored pronunciation when reading aloud, such as for single consonants, long and short vowels, diphthongs, double consonants and consonant clusters, for example, in <i lang="la">aestate, puella, observare</i>. They identify the structure and features of different texts in Latin, such as narratives or short plays, and explain how these elements contribute to an audience's response to the text. They describe how the Latin language spread with the expansion of the Roman empire, and developed over time into its modern descendants, the Romance languages. They explain how Latin has influenced and continues to influence English vocabulary, by identifying derivatives such as ‘itinerary’ from Latin <i lang="la">iter</i>, and Latin words and expressions that are used in modern English, such as <i>et cetera</i>. Students give examples of how particular language use reflects the lifestyles, ideas, feelings and attitudes of Romans in the Classical period, and identify connections between ancient and modern customs, religion, literature and architecture. They share their reactions to and assumptions about the language and culture of Roman society, identifying similarities or differences to their own language and culture. They describe how learning Latin impacts on their approaches to learning and on their understanding of their own heritage, values and culture.</p>    
australia-f10-year9-languages-classical	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Students have prior experience of learning Classical Greek and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences; from synthetic reading material, they may progress to some authentic Classical Greek texts, encountering selections from famous works of poetry and prose. Through their reading, analysis and translation of texts, students of Classical Greek further develop their literacy in English, through close attention to detail, precision, accuracy, memory, logic and critical reasoning. They have a growing awareness of the wider world, including the diversity of languages and cultures that have continued to be an integral feature of society since ancient times. They are considering future pathways and prospects, including how further study of Classical Greek may feature in these.</p>        <p>          <b>Classical Greek language learning and use</b>        </p>        <p>Learners gain direct access to life in the ancient Greek world through reading, analysing and interpreting Classical Greek texts that reveal the language use and social and cultural practices of the ancient Greeks. They use vocabulary, grammar and textual cues to analyse and interpret language use and cultural references in Classical Greek texts, such as historiography, drama or philosophy, and convey their interpretations of information and ideas about ancient Greek society and culture, in oral, written or digital forms, using Classical Greek as appropriate. They respond to Classical Greek texts by analysing themes, values and literary features, such as plot development and characterisation, and sharing and justifying opinions. They read aloud, recite or perform Classical Greek texts, such as oratory, history, drama or poetry, to entertain an audience, using phrasing and voice inflection to convey meaning and emotion. They translate a range of texts that incorporate complex sentence structures and extensive vocabulary into Standard English, reproducing the style and purpose of the texts. They evaluate the effectiveness of different English translations and interpretations of a text, and develop strategies for successful translations. Learners apply the principles of pronunciation for the reading of Classical Greek texts, and apply an extended knowledge of vocabulary, accidence and syntax to analysing how Classical Greek is used in complex sentences. They analyse the structure and organisation of different text types in Classical Greek, exploring how they relate to context, purpose and audience. Learners identify ancient Greek values, attitudes and beliefs implicit in Classical Greek texts, reflecting respectfully on the interdependence of language and culture. They investigate the enduring linguistic and cultural legacy of the ancient Greek world in the modern world. They question and explain their own and others’ reactions to and assumptions about the language, culture and values of ancient Greek society, discussing how these relate to their own. They reflect on the power of language, and the impact of learning Classical Greek on their own style of communicating, and ways of thinking and viewing the world.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Task characteristics and literary styles at this level are complex and challenging, providing opportunities for independent as well as collaborative language interpretation and performance, and development and strategic use of language and cultural resources. The language class remains the principal context for learning Classical Greek. Learners may participate in wider experiences relating to language and culture, such as competitions in recitation, art and essay writing; weekend camps; quiz nights; study seminars; summer schools; drama productions; and visits to museums and galleries. These experiences give learners a sense of connectedness and purpose, and allow them to make use of and extend their understanding of the ancient Greek world and their language capability beyond the school context.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a range of texts designed for language learning, such as textbooks, audio recordings, teacher-generated materials and online resources. A variety of texts gives opportunities for discussion and analysis of the relationship between language and culture. Research tasks allow for exploration of themes, cultural references and historical events.</p>        <p>          <b>Features of Classical Greek language use</b>        </p>        <p>Learners apply the principles of pronunciation for the reading of Classical Greek texts, for example, using accentuation, crasis and elision to maintain speech flow. They apply an extended knowledge of accidence and syntax, including parts of speech, case, gender, number, person, declension, for example, <i lang="grc">τῆς</i> <i lang="grc">γυναικὸς ὀργιζομένης ὁ ἀνὴρ ἀπέδραμε</i>, and conjugation, for example, contract verbs in –<i lang="grc">οω</i> and –<i lang="grc">μι</i>, agreement, tense, mood, voice, participles and infinitives, to the analysis and translation of texts that incorporate complex sentence structures. They analyse texts more critically, identifying the structure and features of different text types, and explaining their relationship with context, purpose and audience. They recognise the ongoing influence of Classical Greek on English, through the transfer of specialist vocabulary and abstract concepts, for example, <i>sympathy</i>, <i>theorem, chaos</i>, and the coining of vocabulary for new technology and new discoveries, such as in science and medicine, for example, <i>phenotype, glycolysis</i> and <i>neurosis</i>. They analyse implicit values, concepts and assumptions embedded in texts, explaining the interrelationship between language and culture.</p>        <p>          <b>Level of support</b>        </p>        <p>This stage of learning involves consolidation and progression. Learners need opportunities for new challenges and more independent learning experiences. Continued scaffolding, modelling and monitoring are required to support these challenges. A range of resources is provided and processes are modelled for the development of more autonomous self-monitoring and reflecting strategies, such as online collaborating for translation, video documenting and discussion forums. Continued focused attention on grammatical and literary features supports learners in the reading, analysis and translation of texts.</p>        <p>          <b>The role of English</b>        </p>        <p>Classical Greek is the language of texts studied, such as narratives, drama, poetry, history or oratory. Classical Greek is also used for reading aloud, reciting or performing texts. English is used for translation, analysis, explanation, discussion, evaluation and reflection.</p>       <p>          <b>The nature of the learners</b>        </p>        <p>Students have prior experience of learning Latin and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences; from synthetic or modified reading material, they may progress to some authentic Latin texts, encountering selections from famous works of poetry or prose. Through their reading, analysis and translation of texts, students of Latin further develop their literacy in English, through close attention to detail, precision, accuracy, memory, logic and critical reasoning. They have a growing awareness of the wider world, including the diversity of languages and cultures that have continued to be an integral feature of society since ancient times. They are considering future pathways and prospects, including how further study of Latin may feature in these. </p>        <p>          <b>Latin language learning and use</b>        </p>        <p>Learners gain direct access to life in the Roman world through reading, analysing and interpreting Latin texts that reveal the language use and social and cultural practices of the Romans. They use vocabulary, grammar and textual cues to analyse and interpret language use and cultural references in Latin texts, and convey their interpretations of information and ideas about Roman society and culture, in oral, written or digital forms, using Latin as appropriate. They respond to Latin texts by analysing themes, values and literary features, such as plot development and characterisation, and sharing and justifying opinions. They read aloud, recite or perform Latin texts, such as oratory, history, drama or poetry, to entertain an audience, using phrasing, voice inflection and metrical effects to convey meaning and emotion. They translate a range of Latin texts that incorporate complex sentence structures and extensive vocabulary into Standard English, reproducing the style and purpose of the texts. They evaluate the effectiveness of different English translations and interpretations of a text, and develop strategies for successful translations. Learners apply the principles of pronunciation for the reading of Latin texts, and apply an extended knowledge of vocabulary, accidence and syntax to analysing how Latin is used in complex sentences. They analyse the structure and organisation of different text types in Latin, exploring how they relate to context, purpose and audience. Learners identify Roman values, attitudes and beliefs implicit in Latin texts, reflecting respectfully on the interdependence of language and culture. They investigate the enduring linguistic and cultural legacy of the Roman world in the modern world. They question and explain their own and others’ reactions to and assumptions about the language, culture and values of Roman society, discussing how these relate to their own. They reflect on the power of language, and the impact of learning Latin on their own style of communicating, and ways of thinking and viewing the world. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Task characteristics and literary styles at this level are complex and challenging, providing opportunities for independent as well as collaborative language interpretation and performance, and development and strategic use of language and cultural resources. The language class remains the principal context for learning Latin. Learners may participate in wider experiences relating to language and culture, such as competitions in recitation, art and essay writing; weekend camps; quiz nights; study seminars; summer schools; drama productions; and visits to museums and galleries. These experiences give learners a sense of connectedness and purpose, and allow them to make use of and extend their understanding of the Roman world and their language capability beyond the school context. </p>        <p>          <b>Texts and resources </b>        </p>        <p>Learners engage with a range of texts designed for language learning, such as textbooks, audio recordings, teacher-generated materials and online resources. A variety of texts gives opportunities for discussion and analysis of the relationship between language and culture. Research tasks allow for exploration of themes, cultural references and historical events. </p>        <p>          <b>Features of Latin language use</b>        </p>        <p>Learners apply the principles of pronunciation for the reading of Latin texts, for example, stressing the correct syllables, or acknowledging elision in poetry. They apply an extended knowledge of accidence and syntax, including subordinate clauses, finite and non-finite verb forms, pronoun forms, indicative and imperative moods, and active and passive voices, to the analysis and translation of texts that incorporate complex sentence structures. They analyse texts more critically, identifying the structure and features of different text types, and explaining their relationship with context, purpose and audience. They recognise the ongoing influence of Latin on English, through the transfer of specialist vocabulary and abstract concepts, for example, <i>alibi</i> or <i>gravitas</i>, and the coining of vocabulary for new technology and new discoveries, such as in science and medicine, for example, the terraforming of Mars. They analyse implicit values, concepts and assumptions embedded in texts, explaining the interrelationship between language and culture. </p>        <p>          <b>Level of support</b>        </p>        <p>This stage of learning involves consolidation and progression. Learners need opportunities for new challenges and more independent learning experiences. Continued scaffolding, modelling and monitoring are required to support these challenges. A range of resources is provided and processes are modelled for the development of more autonomous self-monitoring and reflecting strategies, such as online collaborating for translation, video documenting and discussion forums. Continued focused attention on grammatical and literary features supports learners in the reading, analysis and translation of texts.</p>        <p>          <b>The role of English</b>        </p>        <p>Latin is the language of texts studied, such as narratives, drama, poetry, history or oratory. Latin is also used for reading aloud, reciting or performing texts. English is used for translation, analysis, explanation, discussion, evaluation and reflection.</p>      	|	        <p>By the end of Year 10, students analyse a range of Classical Greek texts to obtain information and ideas about ancient Greek society and culture. They use vocabulary, grammar and textual cues to analyse and interpret language use and cultural references in Classical Greek texts, such as poetry, plays or narratives, for example, by deducing the meaning of complex sentence structures, such as those with subordinate clauses or indirect speech, for example, <i lang="grc">ὁ ἄγγελος</i> <i lang="grc">λέγει</i> <i lang="grc">ὅτι</i> <i lang="grc">οἱ πολέμιοι προσέρχονται</i>, and explaining the impact of word order on emphasis and tone, for example, <i lang="grc">ὁ δὲ</i> <i lang="grc">ἀνεξέταστος βίος</i> <i lang="grc">οὐ βιωτὸς</i> <i lang="grc">ἀνθρώπῳ, ἓν</i> <i lang="grc">οἶδα ὃτι</i> <i lang="grc">οὐδὲν</i> <i lang="grc">οἶδα, πρῶτον</i> <i lang="grc">μὲν</i> <i lang="grc">γάρ</i>, and implicit values, concepts and assumptions embedded in language use, for example, <i lang="grc">ἀριστεία, μίασμα</i>. They convey their interpretations of information and ideas about ancient Greek society and culture, in oral, written or digital forms, such as role-plays or debates in English about how cultural attitudes are conveyed in Classical Greek texts, or a digital presentation of an archaeological site, using simple sentences in Classical Greek, for example, <i lang="grc">τὸ μαντεῖον</i> <i lang="grc">τῶν</i> <i lang="grc">Δελφῶν</i>. They share their responses to Classical Greek texts, such as narratives, dialogues, plays, poems or letters, by describing themes, values and literary features, such as plot development and characterisation, and expressing and justifying their opinions with support from the text. They read aloud, recite or perform Classical Greek texts, such as oratory, history, drama or poetry, to entertain different audiences, conveying meaning and emotion effectively by using appropriate phrasing and voice inflection. Students translate a range of texts that incorporate complex sentence structures and extensive vocabulary, from Classical Greek into Standard English that represents the style and purpose of the texts, applying their knowledge of roots, cognates and derivatives to infer the meaning of unfamiliar vocabulary, and using dictionaries to select the appropriate meaning of words. They analyse how the language is used in grammatically complex sentences, including subordinate clauses, non-finite verb forms, pronoun forms, mood and voice, such as case usage of nouns, pronouns and adjectives, for example, <i lang="grc">τούτων</i> <i lang="grc">τῶν</i> <i lang="grc">ἀνθρώπων, τὰ</i> <i lang="grc">μείζονα κακά</i>, perfect and pluperfect conjugations, for example, <i lang="grc">λέλοιπα/ἐλελοίπη</i>, subjunctive and optative moods, for example, <i lang="grc">μὴ</i> <i lang="grc">κρύψῃς</i> <i lang="grc">τὴν</i> <i lang="grc">μάστιγα ὦ δοῦλε</i>, <i lang="grc">ὁ δεσπότης ἠρώτησε</i> <i lang="grc">τὶς</i> <i lang="grc">λύσειε</i> <i lang="grc">τοὺς βοῦς</i>, and passive voice, for example, <i lang="grc">ὁ ἳππος</i> <i lang="grc">ἐλύθη, τῷ</i> <i lang="grc">οἰστῷ βληθείς</i>. They evaluate the effectiveness of different translations of the same Classical Greek text, and identify strategies for successful translations.</p>        <p>Students apply the principles of pronunciation for the reading of Classical Greek texts. They identify the structure and organisation of different text types in Classical Greek, such as prose and verse, and explain how they relate to context, purpose and audience. They explain the role of Classical Greek in facilitating the spread of Greek civilisation and culture across the Mediterranean world, and the contribution of Classical Greek to the enrichment of English through the transfer of specialist vocabulary, for example, <i>antithesis, ellipsis, euphemism, hyperbole</i>, abstract concepts, for example, <i>enthusiasm, patriotism, democracy, idiosyncrasy</i>, and the coining of vocabulary for new technology and new discoveries, for example, <i>thermodynamics, epigenomics</i>. Students describe ancient Greek values, attitudes and beliefs that are embedded in particular language use, such as <i lang="grc">μέτρον</i> and <i lang="grc">κλέος</i>. They explain how the ancient Greek world has influenced social, political and legal structures, philosophy, literature, the arts, and medical and scientific practices in the modern world. They share reactions to and assumptions about the language, culture and values of ancient Greek society, explaining how these relate to their own language and culture. They compare ways of communicating and living in the ancient world with those of the modern world, and explain how learning Classical Greek influences their own ways of thinking and viewing the world.</p>      <p>By the end of Year 10, students analyse a range of Latin texts to obtain information and ideas about Roman society and culture. They use vocabulary, grammar and textual cues to analyse and interpret language use and cultural references in Latin texts, such as poetry, letters or narratives, for example, by deducing the meaning of complex sentence structures, such as those with subordinate clauses or indirect speech; and explaining the impact of word order on emphasis and tone, for example, <i lang="la">dum</i> <i lang="la">homines</i> <i lang="la">cibum</i> <i lang="la">devorant, subito</i> <i lang="la">intravit miles!</i> and implicit values, concepts and assumptions embedded in language use, for example, <i lang="la">arbiter bibendi.</i> They convey their interpretations of information and ideas about Roman society and culture, in oral, written or digital forms, such as an investigation into Roman reactions to different religions, or a digital presentation on an archaeological site, for example, the <i lang="la">forum Romanum.</i> They share their responses to Latin texts, such as narratives, dialogues, plays, poems or letters, by describing themes, values and literary features, such as plot development and characterisation, and expressing and justifying their opinions with support from the text. They read aloud, recite or perform Latin texts, such as oratory, history, drama or poetry, to entertain different audiences, conveying meaning and emotion effectively by using appropriate phrasing, voice inflection or metrical effects, such as elision. Students translate a range of texts that incorporate complex sentence structures and extensive vocabulary, from Latin into Standard English that represents the style and purpose of the texts, applying their knowledge of roots and derivatives to infer the meaning of unfamiliar vocabulary, and using dictionaries to select the appropriate meaning of words. They analyse how the language is used in grammatically complex sentences, that include subordinate clauses, non-finite verb forms, pronoun forms, mood and voice, for example, by identifying case usage of nouns and pronouns, and all verb conjugations and tenses, including indicative, for example, <i lang="la">quamquam</i> <i lang="la">dominus</i> <i lang="la">abest, necesse</i> <i lang="la">est</i> <i lang="la">nobis</i> <i lang="la">strenue</i> <i lang="la">laborare</i>, and imperative moods, for example, <i lang="la">noli</i> <i lang="la">dominum</i> <i lang="la">excitare!</i>, and passive voice, for example, <i lang="la">ab agricolis nihil agitur.</i> They evaluate the effectiveness of different translations of the same Latin text, and identify strategies for successful translations. </p>        <p>Students apply the principles of pronunciation for the reading of Latin texts, for example, by stressing the correct syllables. They identify the structure and organisation of different text types in Latin, such as prose and verse, and explain how they relate to context, purpose and audience. They explain the role of Latin in facilitating the spread of Roman civilisation and culture during the expansion of the Roman empire, and the contribution of Latin to the enrichment of English through the transfer of specialist vocabulary, for example, <i lang="la">sine qua non</i>, abstract concepts, for example, an accused person’s right to a defence, and the coining of vocabulary for new technology and new discoveries, for example, digicam from <i lang="la">digitus + camera</i>. Students describe Roman values, attitudes and beliefs that are embedded in particular language use, such as <i lang="la">pietas, virtus, hospitium, fides</i>. They explain how the Roman world has influenced modern society, culture and political structures, such as literature, art, medical and scientific practices, government and infrastructure. They share reactions to and assumptions about the language, culture and values of Roman society, explaining how these relate to their own language and culture. They compare ways of communicating and living in the ancient world with those of the modern world, and explain how learning Latin influences their own style of communicating, ways of thinking and viewing the world.</p>   
australia-f10-year10-languages-classical	|	        <p>          <b>The nature of the learners</b>        </p>        <p>Students have prior experience of learning Classical Greek and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences; from synthetic reading material, they may progress to some authentic Classical Greek texts, encountering selections from famous works of poetry and prose. Through their reading, analysis and translation of texts, students of Classical Greek further develop their literacy in English, through close attention to detail, precision, accuracy, memory, logic and critical reasoning. They have a growing awareness of the wider world, including the diversity of languages and cultures that have continued to be an integral feature of society since ancient times. They are considering future pathways and prospects, including how further study of Classical Greek may feature in these.</p>        <p>          <b>Classical Greek language learning and use</b>        </p>        <p>Learners gain direct access to life in the ancient Greek world through reading, analysing and interpreting Classical Greek texts that reveal the language use and social and cultural practices of the ancient Greeks. They use vocabulary, grammar and textual cues to analyse and interpret language use and cultural references in Classical Greek texts, such as historiography, drama or philosophy, and convey their interpretations of information and ideas about ancient Greek society and culture, in oral, written or digital forms, using Classical Greek as appropriate. They respond to Classical Greek texts by analysing themes, values and literary features, such as plot development and characterisation, and sharing and justifying opinions. They read aloud, recite or perform Classical Greek texts, such as oratory, history, drama or poetry, to entertain an audience, using phrasing and voice inflection to convey meaning and emotion. They translate a range of texts that incorporate complex sentence structures and extensive vocabulary into Standard English, reproducing the style and purpose of the texts. They evaluate the effectiveness of different English translations and interpretations of a text, and develop strategies for successful translations. Learners apply the principles of pronunciation for the reading of Classical Greek texts, and apply an extended knowledge of vocabulary, accidence and syntax to analysing how Classical Greek is used in complex sentences. They analyse the structure and organisation of different text types in Classical Greek, exploring how they relate to context, purpose and audience. Learners identify ancient Greek values, attitudes and beliefs implicit in Classical Greek texts, reflecting respectfully on the interdependence of language and culture. They investigate the enduring linguistic and cultural legacy of the ancient Greek world in the modern world. They question and explain their own and others’ reactions to and assumptions about the language, culture and values of ancient Greek society, discussing how these relate to their own. They reflect on the power of language, and the impact of learning Classical Greek on their own style of communicating, and ways of thinking and viewing the world.</p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Task characteristics and literary styles at this level are complex and challenging, providing opportunities for independent as well as collaborative language interpretation and performance, and development and strategic use of language and cultural resources. The language class remains the principal context for learning Classical Greek. Learners may participate in wider experiences relating to language and culture, such as competitions in recitation, art and essay writing; weekend camps; quiz nights; study seminars; summer schools; drama productions; and visits to museums and galleries. These experiences give learners a sense of connectedness and purpose, and allow them to make use of and extend their understanding of the ancient Greek world and their language capability beyond the school context.</p>        <p>          <b>Texts and resources</b>        </p>        <p>Learners engage with a range of texts designed for language learning, such as textbooks, audio recordings, teacher-generated materials and online resources. A variety of texts gives opportunities for discussion and analysis of the relationship between language and culture. Research tasks allow for exploration of themes, cultural references and historical events.</p>        <p>          <b>Features of Classical Greek language use</b>        </p>        <p>Learners apply the principles of pronunciation for the reading of Classical Greek texts, for example, using accentuation, crasis and elision to maintain speech flow. They apply an extended knowledge of accidence and syntax, including parts of speech, case, gender, number, person, declension, for example, <i lang="grc">τῆς</i> <i lang="grc">γυναικὸς ὀργιζομένης ὁ ἀνὴρ ἀπέδραμε</i>, and conjugation, for example, contract verbs in –<i lang="grc">οω</i> and –<i lang="grc">μι</i>, agreement, tense, mood, voice, participles and infinitives, to the analysis and translation of texts that incorporate complex sentence structures. They analyse texts more critically, identifying the structure and features of different text types, and explaining their relationship with context, purpose and audience. They recognise the ongoing influence of Classical Greek on English, through the transfer of specialist vocabulary and abstract concepts, for example, <i>sympathy</i>, <i>theorem, chaos</i>, and the coining of vocabulary for new technology and new discoveries, such as in science and medicine, for example, <i>phenotype, glycolysis</i> and <i>neurosis</i>. They analyse implicit values, concepts and assumptions embedded in texts, explaining the interrelationship between language and culture.</p>        <p>          <b>Level of support</b>        </p>        <p>This stage of learning involves consolidation and progression. Learners need opportunities for new challenges and more independent learning experiences. Continued scaffolding, modelling and monitoring are required to support these challenges. A range of resources is provided and processes are modelled for the development of more autonomous self-monitoring and reflecting strategies, such as online collaborating for translation, video documenting and discussion forums. Continued focused attention on grammatical and literary features supports learners in the reading, analysis and translation of texts.</p>        <p>          <b>The role of English</b>        </p>        <p>Classical Greek is the language of texts studied, such as narratives, drama, poetry, history or oratory. Classical Greek is also used for reading aloud, reciting or performing texts. English is used for translation, analysis, explanation, discussion, evaluation and reflection.</p>      <p>          <b>The nature of the learners</b>        </p>        <p>Students have prior experience of learning Latin and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences; from synthetic or modified reading material, they may progress to some authentic Latin texts, encountering selections from famous works of poetry or prose. Through their reading, analysis and translation of texts, students of Latin further develop their literacy in English, through close attention to detail, precision, accuracy, memory, logic and critical reasoning. They have a growing awareness of the wider world, including the diversity of languages and cultures that have continued to be an integral feature of society since ancient times. They are considering future pathways and prospects, including how further study of Latin may feature in these. </p>        <p>          <b>Latin language learning and use</b>        </p>        <p>Learners gain direct access to life in the Roman world through reading, analysing and interpreting Latin texts that reveal the language use and social and cultural practices of the Romans. They use vocabulary, grammar and textual cues to analyse and interpret language use and cultural references in Latin texts, and convey their interpretations of information and ideas about Roman society and culture, in oral, written or digital forms, using Latin as appropriate. They respond to Latin texts by analysing themes, values and literary features, such as plot development and characterisation, and sharing and justifying opinions. They read aloud, recite or perform Latin texts, such as oratory, history, drama or poetry, to entertain an audience, using phrasing, voice inflection and metrical effects to convey meaning and emotion. They translate a range of Latin texts that incorporate complex sentence structures and extensive vocabulary into Standard English, reproducing the style and purpose of the texts. They evaluate the effectiveness of different English translations and interpretations of a text, and develop strategies for successful translations. Learners apply the principles of pronunciation for the reading of Latin texts, and apply an extended knowledge of vocabulary, accidence and syntax to analysing how Latin is used in complex sentences. They analyse the structure and organisation of different text types in Latin, exploring how they relate to context, purpose and audience. Learners identify Roman values, attitudes and beliefs implicit in Latin texts, reflecting respectfully on the interdependence of language and culture. They investigate the enduring linguistic and cultural legacy of the Roman world in the modern world. They question and explain their own and others’ reactions to and assumptions about the language, culture and values of Roman society, discussing how these relate to their own. They reflect on the power of language, and the impact of learning Latin on their own style of communicating, and ways of thinking and viewing the world. </p>        <p>          <b>Contexts of interaction</b>        </p>        <p>Task characteristics and literary styles at this level are complex and challenging, providing opportunities for independent as well as collaborative language interpretation and performance, and development and strategic use of language and cultural resources. The language class remains the principal context for learning Latin. Learners may participate in wider experiences relating to language and culture, such as competitions in recitation, art and essay writing; weekend camps; quiz nights; study seminars; summer schools; drama productions; and visits to museums and galleries. These experiences give learners a sense of connectedness and purpose, and allow them to make use of and extend their understanding of the Roman world and their language capability beyond the school context. </p>        <p>          <b>Texts and resources </b>        </p>        <p>Learners engage with a range of texts designed for language learning, such as textbooks, audio recordings, teacher-generated materials and online resources. A variety of texts gives opportunities for discussion and analysis of the relationship between language and culture. Research tasks allow for exploration of themes, cultural references and historical events. </p>        <p>          <b>Features of Latin language use</b>        </p>        <p>Learners apply the principles of pronunciation for the reading of Latin texts, for example, stressing the correct syllables, or acknowledging elision in poetry. They apply an extended knowledge of accidence and syntax, including subordinate clauses, finite and non-finite verb forms, pronoun forms, indicative and imperative moods, and active and passive voices, to the analysis and translation of texts that incorporate complex sentence structures. They analyse texts more critically, identifying the structure and features of different text types, and explaining their relationship with context, purpose and audience. They recognise the ongoing influence of Latin on English, through the transfer of specialist vocabulary and abstract concepts, for example, <i>alibi</i> or <i>gravitas</i>, and the coining of vocabulary for new technology and new discoveries, such as in science and medicine, for example, the terraforming of Mars. They analyse implicit values, concepts and assumptions embedded in texts, explaining the interrelationship between language and culture. </p>        <p>          <b>Level of support</b>        </p>        <p>This stage of learning involves consolidation and progression. Learners need opportunities for new challenges and more independent learning experiences. Continued scaffolding, modelling and monitoring are required to support these challenges. A range of resources is provided and processes are modelled for the development of more autonomous self-monitoring and reflecting strategies, such as online collaborating for translation, video documenting and discussion forums. Continued focused attention on grammatical and literary features supports learners in the reading, analysis and translation of texts.</p>        <p>          <b>The role of English</b>        </p>        <p>Latin is the language of texts studied, such as narratives, drama, poetry, history or oratory. Latin is also used for reading aloud, reciting or performing texts. English is used for translation, analysis, explanation, discussion, evaluation and reflection.</p>      	|	        <p>By the end of Year 10, students analyse a range of Classical Greek texts to obtain information and ideas about ancient Greek society and culture. They use vocabulary, grammar and textual cues to analyse and interpret language use and cultural references in Classical Greek texts, such as poetry, plays or narratives, for example, by deducing the meaning of complex sentence structures, such as those with subordinate clauses or indirect speech, for example, <i lang="grc">ὁ ἄγγελος</i> <i lang="grc">λέγει</i> <i lang="grc">ὅτι</i> <i lang="grc">οἱ πολέμιοι προσέρχονται</i>, and explaining the impact of word order on emphasis and tone, for example, <i lang="grc">ὁ δὲ</i> <i lang="grc">ἀνεξέταστος βίος</i> <i lang="grc">οὐ βιωτὸς</i> <i lang="grc">ἀνθρώπῳ, ἓν</i> <i lang="grc">οἶδα ὃτι</i> <i lang="grc">οὐδὲν</i> <i lang="grc">οἶδα, πρῶτον</i> <i lang="grc">μὲν</i> <i lang="grc">γάρ</i>, and implicit values, concepts and assumptions embedded in language use, for example, <i lang="grc">ἀριστεία, μίασμα</i>. They convey their interpretations of information and ideas about ancient Greek society and culture, in oral, written or digital forms, such as role-plays or debates in English about how cultural attitudes are conveyed in Classical Greek texts, or a digital presentation of an archaeological site, using simple sentences in Classical Greek, for example, <i lang="grc">τὸ μαντεῖον</i> <i lang="grc">τῶν</i> <i lang="grc">Δελφῶν</i>. They share their responses to Classical Greek texts, such as narratives, dialogues, plays, poems or letters, by describing themes, values and literary features, such as plot development and characterisation, and expressing and justifying their opinions with support from the text. They read aloud, recite or perform Classical Greek texts, such as oratory, history, drama or poetry, to entertain different audiences, conveying meaning and emotion effectively by using appropriate phrasing and voice inflection. Students translate a range of texts that incorporate complex sentence structures and extensive vocabulary, from Classical Greek into Standard English that represents the style and purpose of the texts, applying their knowledge of roots, cognates and derivatives to infer the meaning of unfamiliar vocabulary, and using dictionaries to select the appropriate meaning of words. They analyse how the language is used in grammatically complex sentences, including subordinate clauses, non-finite verb forms, pronoun forms, mood and voice, such as case usage of nouns, pronouns and adjectives, for example, <i lang="grc">τούτων</i> <i lang="grc">τῶν</i> <i lang="grc">ἀνθρώπων, τὰ</i> <i lang="grc">μείζονα κακά</i>, perfect and pluperfect conjugations, for example, <i lang="grc">λέλοιπα/ἐλελοίπη</i>, subjunctive and optative moods, for example, <i lang="grc">μὴ</i> <i lang="grc">κρύψῃς</i> <i lang="grc">τὴν</i> <i lang="grc">μάστιγα ὦ δοῦλε</i>, <i lang="grc">ὁ δεσπότης ἠρώτησε</i> <i lang="grc">τὶς</i> <i lang="grc">λύσειε</i> <i lang="grc">τοὺς βοῦς</i>, and passive voice, for example, <i lang="grc">ὁ ἳππος</i> <i lang="grc">ἐλύθη, τῷ</i> <i lang="grc">οἰστῷ βληθείς</i>. They evaluate the effectiveness of different translations of the same Classical Greek text, and identify strategies for successful translations.</p>        <p>Students apply the principles of pronunciation for the reading of Classical Greek texts. They identify the structure and organisation of different text types in Classical Greek, such as prose and verse, and explain how they relate to context, purpose and audience. They explain the role of Classical Greek in facilitating the spread of Greek civilisation and culture across the Mediterranean world, and the contribution of Classical Greek to the enrichment of English through the transfer of specialist vocabulary, for example, <i>antithesis, ellipsis, euphemism, hyperbole</i>, abstract concepts, for example, <i>enthusiasm, patriotism, democracy, idiosyncrasy</i>, and the coining of vocabulary for new technology and new discoveries, for example, <i>thermodynamics, epigenomics</i>. Students describe ancient Greek values, attitudes and beliefs that are embedded in particular language use, such as <i lang="grc">μέτρον</i> and <i lang="grc">κλέος</i>. They explain how the ancient Greek world has influenced social, political and legal structures, philosophy, literature, the arts, and medical and scientific practices in the modern world. They share reactions to and assumptions about the language, culture and values of ancient Greek society, explaining how these relate to their own language and culture. They compare ways of communicating and living in the ancient world with those of the modern world, and explain how learning Classical Greek influences their own ways of thinking and viewing the world.</p>      <p>By the end of Year 10, students analyse a range of Latin texts to obtain information and ideas about Roman society and culture. They use vocabulary, grammar and textual cues to analyse and interpret language use and cultural references in Latin texts, such as poetry, letters or narratives, for example, by deducing the meaning of complex sentence structures, such as those with subordinate clauses or indirect speech; and explaining the impact of word order on emphasis and tone, for example, <i lang="la">dum</i> <i lang="la">homines</i> <i lang="la">cibum</i> <i lang="la">devorant, subito</i> <i lang="la">intravit miles!</i> and implicit values, concepts and assumptions embedded in language use, for example, <i lang="la">arbiter bibendi.</i> They convey their interpretations of information and ideas about Roman society and culture, in oral, written or digital forms, such as an investigation into Roman reactions to different religions, or a digital presentation on an archaeological site, for example, the <i lang="la">forum Romanum.</i> They share their responses to Latin texts, such as narratives, dialogues, plays, poems or letters, by describing themes, values and literary features, such as plot development and characterisation, and expressing and justifying their opinions with support from the text. They read aloud, recite or perform Latin texts, such as oratory, history, drama or poetry, to entertain different audiences, conveying meaning and emotion effectively by using appropriate phrasing, voice inflection or metrical effects, such as elision. Students translate a range of texts that incorporate complex sentence structures and extensive vocabulary, from Latin into Standard English that represents the style and purpose of the texts, applying their knowledge of roots and derivatives to infer the meaning of unfamiliar vocabulary, and using dictionaries to select the appropriate meaning of words. They analyse how the language is used in grammatically complex sentences, that include subordinate clauses, non-finite verb forms, pronoun forms, mood and voice, for example, by identifying case usage of nouns and pronouns, and all verb conjugations and tenses, including indicative, for example, <i lang="la">quamquam</i> <i lang="la">dominus</i> <i lang="la">abest, necesse</i> <i lang="la">est</i> <i lang="la">nobis</i> <i lang="la">strenue</i> <i lang="la">laborare</i>, and imperative moods, for example, <i lang="la">noli</i> <i lang="la">dominum</i> <i lang="la">excitare!</i>, and passive voice, for example, <i lang="la">ab agricolis nihil agitur.</i> They evaluate the effectiveness of different translations of the same Latin text, and identify strategies for successful translations. </p>        <p>Students apply the principles of pronunciation for the reading of Latin texts, for example, by stressing the correct syllables. They identify the structure and organisation of different text types in Latin, such as prose and verse, and explain how they relate to context, purpose and audience. They explain the role of Latin in facilitating the spread of Roman civilisation and culture during the expansion of the Roman empire, and the contribution of Latin to the enrichment of English through the transfer of specialist vocabulary, for example, <i lang="la">sine qua non</i>, abstract concepts, for example, an accused person’s right to a defence, and the coining of vocabulary for new technology and new discoveries, for example, digicam from <i lang="la">digitus + camera</i>. Students describe Roman values, attitudes and beliefs that are embedded in particular language use, such as <i lang="la">pietas, virtus, hospitium, fides</i>. They explain how the Roman world has influenced modern society, culture and political structures, such as literature, art, medical and scientific practices, government and infrastructure. They share reactions to and assumptions about the language, culture and values of Roman society, explaining how these relate to their own language and culture. They compare ways of communicating and living in the ancient world with those of the modern world, and explain how learning Latin influences their own style of communicating, ways of thinking and viewing the world.</p>   
