By the end of Level 8, students use written and spoken Arabic to initiate and sustain classroom interactions with others, to exchange views, for example, السباحة رياضة ممتعة؛ أعتقد أن السفر مفيد جدا , and express feelings such as أشعر بالفرح؛ بالسعادة عندما ألعب رياضت المفضلة؛ عندما أعزف الموسيقى ....
Level description | Languages | Arabic | F–10 Sequence | Levels 7 and 8
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
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
By the end of Level 2, students interact with the teaching team, class visitors and each other to share information about themselves, their families, friends, routines, pastimes and experiences. They use fingerspelling or sign names as appropriate and lexical adjectives or size and shape specifiers...
Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2
By the end of Level 4, students communicate with each other, the teaching team and others about aspects of their personal worlds, daily routines, preferences and pastimes at school and in the Deaf community. They show aspectual marking on verbs to indicate frequency when communicating about daily...
Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4
By the end of Level 6, students use Auslan to interact with people for a range of different purposes. They use descriptive and expressive language to share and compare experiences, ideas and opinions, such as THEATRE GOOD, LONG -really, LONG-really. They participate in class discussions and show...
Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6
By the end of Level 8, students interact to share ideas and interests and to offer opinions, using compound and complex sentences, for example by using lexical conjunctions as well as non-manual features (NMFs). They participate in discussions and debates, acknowledging others’ opinions...
Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8
By the end of Level 8, students interact with the teaching team, class visitors and each other to share information about themselves, their families, friends, routines, pastimes and experiences. They refer to family members and classmates using fingerspelling or sign names as appropriate, and...
Level description | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8
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
By the end of Level 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...
Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2
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
By the end of Level 6, students discuss aspects of their daily lives, social activities and school experience and respond to each other’s comments. They describe relationships and characteristics of people and objects and express feelings and preferences, for example, POSS1 FRIEND CHANGE...
Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6
By the end of Level 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...
Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4
By the end of Level 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
Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8
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
By the end of Level 8, students use Auslan to share information, experiences, interests, thoughts and feelings about their personal and immediate worlds. They use modelled constructions, ask for repetition or clarification, such as please slow sign, and use strategies such as fingerspelling to...
Level description | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8
By the end of Level 2, students use spoken Chinese to initiate interactions in a range of familiar contexts. They participate in simple exchanges to obtain and convey information and experiences relating to their personal world. They use learnt vocabulary, sounds, characters and culturally specific...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2
By the end of Levels 4, students use spoken and written Chinese to initiate interactions. They participate in short exchanges, for example, 你晚饭吃什么?,我学汉语和英语,站起来, 大家听老师说. They organise and convey factual information and share experiences in formal and informal situations, making appropriate choices...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4
By the end of Level 8, students use spoken and written Chinese to maintain exchanges, to analyse and evaluate information, and to share opinions (for example, 电视节目,纪录片,教育片,微电影, 报纸,杂志, 网站,博客, 少年百科) and experiences, for example, 我们为什么要保护熊猫?,中国和澳大利亚的一些差异, 我最喜欢的假期. They select and discern tone patterns...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8
By the end of Level 6, students use spoken and written Chinese to maintain interactions with familiar and unfamiliar people across a growing range of situations (for example, 你星期几去汉语学校?,你说…对吗?); to convey information, opinions and experiences (for example, 我喜欢踢澳式足球,你呢?); and to access a...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6