The English as an Additional Language (EAL) curriculum is organised by pathways, language modes and strands.
The EAL curriculum is a continuum structured as three EAL pathways (A, B, C). Each pathway describes a different stage of English-language learning (early, mid and late), and...
Overview material | English as an Additional Language (EAL)
The Hindi curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.
There are two possible learning sequences:
Overview material | Hindi
The Turkish curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.
There are two possible learning sequences:
Overview material | Turkish
The French curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.
There are two possible learning sequences:
Overview material | French
Sequences of learning
The Indonesian curriculum recognises that there are different entry points into language learning across Foundation–10, which reflects current language teaching practice.
There are two possible learning sequences:
Overview material | Indonesian
The Italian curriculum takes account of different entry points into language learning across F–10, which reflects current practice in language teaching.
There are two possible learning sequences:
Overview material | Italian
The Arabic curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.
There are two possible learning sequences:
Overview material | Arabic
The German curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.
There are two possible learning sequences:
Overview material | German
The Japanese curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.
There are two possible learning sequences:
Overview material | Japanese
The Korean curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.
There are two possible learning sequences:
Overview material | Korean
The Modern Greek curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.
There are two possible learning sequences:
Overview material | Modern Greek
The Non-Roman Alphabet Languages curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.
There are two possible learning sequences:
Overview material | Non-Roman Alphabet Languages
The Roman Alphabet Languages curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.
There are two possible learning sequences:
Overview material | Roman Alphabet Languages
The Spanish curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.
There are two possible learning sequences:
Overview material | Spanish
The Vietnamese curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.
There are two possible learning sequences:
Overview material | Vietnamese
The Chinese curriculum takes account of different entry points into language learning across F–10, which reflects current practice in language teaching.
There are two possible learning sequences:
Overview material | Chinese
Victorian Curriculum Classical Greek has one learning sequence:
The content of Classical Greek is organised through two interrelated strands. The two strands are Engaging...
Overview material | Classical Greek
Victorian Curriculum Latin has one learning sequence:
The content of Latin is organised through two interrelated strands. The two strands are Engaging with texts and Understanding...
Overview material | Latin
The Auslan curriculum takes account of different entry points into language learning across F–10, which reflects current practice in language teaching.
There are two possible learning sequences:
Overview material | Auslan
The Health and Physical Education curriculum is organised by two strands: Personal, Social and Community Health, and Movement and Physical Activity. Each strand contains content descriptions which are organised under three sub-strands.
| Strands | Personal, Social and Community Health |
|---|
Overview material | Health and Physical Education
