Japanese is the official language of Japan, a nation of islands located in the East Asia region. The Japanese language is also widely used by communities of speakers in Hawaii, Peru and Brazil, and learnt as an additional language by large numbers of students in the Republic...
Overview material | Japanese
Modern Greek is the official language of Greece and Cyprus. It is spoken throughout the world – wherever there are Greek-speaking communities. One of the major characteristics of the extensive Greek Diaspora is the maintenance of the Greek language and culture...
Overview material | Modern Greek
Turkish is the official language of the Republic of Turkey and one of the official languages of Cyprus. It originated many centuries ago in the Northern Siberian Altay Mountain Range. Nomadic people brought the language with them as they expanded out to Turkmenistan, Uzbekistan...
Overview material | Turkish
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 English as an Additional Language (EAL) curriculum is central to the learning and development of all young Australians for whom English is not their home language. Through learning EAL, students build their capacity to communicate confidently and effectively. This learning also...
Overview material | English as an Additional Language (EAL)
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 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
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 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
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
Italian belongs to the Romance family of languages and is closely connected to its ‘sibling’ languages of Spanish, Portuguese and French. It also has many commonalities and connections with English, sharing many Latin-derived words and using the same Roman...
Overview material | Italian
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 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 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 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
