By the end of Level 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, كيف أستطيع أن ...؛ أعتقد أ...
Level description | Languages | Arabic | F–10 Sequence | Levels 9 and 10
Students 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...
Level description | Languages | Arabic | F–10 Sequence
By the end of Level 10, students use written and spoken Arabic to initiate and sustain interactions with peers and adults. They use language spontaneously to exchange ideas, opinions and feelings, compare experiences and discuss future plans. They sustain interactions by asking and responding...
Level description | Languages | Arabic | 7–10 Sequence | Levels 9 and 10
Students use appropriate pronunciation, rhythm and intonation in communication and interaction, and apply accurate spelling and punctuation in a range of written texts. They gain greater control of grammatical elements, such as word order, a range of tenses, conditional and subjunctive moods,...
Level description | Languages | Arabic | 7–10 Sequence
By the end of Level 10, students exchange information, ideas and opinions on a broad range of social, environmental, educational and community issues. They summarise and justify points of view and use reflective language to respond to others’ opinions and perspectives, for example, RIGHT-YEAH,...
Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10
Students extend their grammatical knowledge to a range of forms and functions that give them control of more complex elements of text construction and sign formation. They have a greater degree of self-correction and repair. This greater control of language structures and systems increases confidence...
Level description | Languages | Auslan | First Language Learner | F–10 Sequence
By the end of Level 10, students use Auslan to share information, experiences, interests, thoughts and feelings in relation to their personal and immediate worlds. They describe the appearance of people, objects and places using SASS depicting signs and spatial location, for example, HAVE DS:...
Level description | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10
Students increasingly use conventional Auslan: lexical signs or depicting signs with conventional classifier handshapes, and rely less on their idiosyncratic systems. They learn to modify some indicating verbs for non-present referents and use constructed action to represent themselves or others...
Level description | Languages | Auslan | First Language Learner | 7–10 Sequence
By the end of Level 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...
Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10
Students 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...
Level description | Languages | Auslan | Second Language Learner | F–10 Sequence
By the end of Level 10, students interact with peers, teachers and others using Auslan to communicate about personal interests and broader issues relating to the Deaf community. They participate in class discussions, explaining and clarifying positions, asking follow-up questions, using non-manual...
Level description | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10
Students are increasingly aware of differences between Auslan and English. They are expanding their knowledge of vocabulary and sentence construction. With support, they use constructed action to show participants in a text, modify indicating verbs for non-present referents with increasing accuracy...
Level description | Languages | Auslan | Second Language Learner | 7–10 Sequence
By the end of Level 10, students sustain extended exchanges with others (for example, 那个，你知道的，就是，还有) and use Chinese to participate in shared activities, for example, 我为什么学汉语，澳大利亚的多元文化，年轻人的兴趣，网络的好与坏, 你难道不觉得…如果…就…吗？你的意思是说…,如果是这样的话… They apply knowledge of rhythm...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10
Students elaborate messages, nominalise, and add complexity to the expression of their ideas. They apply their understanding of appropriate register in a widening range of interactions, and experiment with increasing sophistication in writing, through the use of idiom and references to classical...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence
By the end of Year 10, students use spoken and written Chinese to initiate and sustain extended interactions with others in their social world and in the Chinese-speaking community, for example, 我的学校生活，澳大利亚的运动，我最喜欢的春节活动. They ask questions (for example, 你真的认为…吗？请想一想…) and adapt language...
Level description | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10
Students participate in discussions, debates and presentations on a range of issues. They extend their writing skills to include more informative and objective language and write in more formal genres. They develop their skills in analysing characters and recognising word and clause boundaries...
Level description | Languages | Chinese | Background Language Learner | 7–10 Sequence
By the end of Level 10, students sustain extended interactions with diverse individuals and groups, selecting spoken and written language for precision and for effect on participants. Students collate and evaluate a range of spoken, written and multimodal sources to convey different perspectives...
Level description | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10
Students learn how to write objectively in simplified and traditional characters and substantiate their ideas and perspectives in appropriate ways. They learn to transcribe complex spoken texts and develop skills in listening to diverse speakers of Chinese who vary in rhythm and pitch. Students...
Level description | Languages | Chinese | First Language Learner | 7–10 Sequence
By the end of Level 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...
Level description | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10
Students engage in cross-cultural communication and reflect on their own experiences in Chinese. They exchange information and ideas and share their life experiences. They use creative and expressive language in narratives to express their imagination.
Students use Chinese for self-expression,...
Level description | Languages | Chinese | Second Language Learner | F–10 Sequence
