The language is learnt in parallel with English language and literacy. While the learning of the language differs from the learning of English, each supports and enriches the other. The language 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...
The language is learnt in parallel with English language and literacy. While the learning of the language differs from the learning of English, each supports and enriches the other. The language 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. Students listen to the sounds and patterns specific to the 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. Students identify and use the language non-verbal communication strategies, including gestures, and experiment with one or two-word responses and simple expressions when prompted. They progress to using the language for functions such as greeting, asking and answering questions, responding to directions, singing songs, and taking turns in games and simple shared tasks. There is a natural transition from spoken to written language. Students use a variety of cues, including images, context and frequently used word patterns, to comprehend texts and communicate.
Students become familiar with the sound system of the language. They learn to identify and write letters, words and simple sentences and make comparisons with the English alphabet. They begin to notice that speakers of the language may communicate in ways which are different to their own, and that language can be used in a variety of ways.
By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves and their family and exchange greetings, farewells, and express thanks. They use simple repetitive language when participating in shared activities and simple exchanges, respond to simple instructions and imitate frequently used classroom language. When speaking, they reproduce distinctive sounds and letters of the language being studied. Students identify specific words, such as names of people, places, or objects in simple spoken and written texts and respond to imaginative experiences. They present information about themselves, their family, friends and possessions using gestures and modelled language. They create simple texts, such as captions to images, using familiar words, phrases and sentence patterns. They use vocabulary related to their classroom and family. They recognise questions and commands and use short sentences with appropriate language structures to communicate about themselves, their family and classroom. 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 language being studied sounds and looks different from other languages that they bring to the classroom.
Students identify how letters of the language being studied are represented in words and read. They identify features of familiar texts, such as songs, labels and captions. They recognise that different titles and greetings are used to address people in different situations. They list the different languages that are spoken in Australia. They identify similarities and differences between the language being studied and their own language and culture.
Students 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. They use simple...
Students 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. They use simple language structures, vocabulary and phrases. They understand basic grammatical features 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 students ask and respond to questions, give information, and read and write simple texts. With extensive support, they 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.
Students begin to develop a metalanguage for understanding and discussing language features, and make connections and comparisons between English and the language being studied. Comparing the structures and patterns of the language being studied to those of English helps students understand both languages, assisting in the development of their overall literacy skills. At this level, students have control of writing the non Roman alphabet of the target language.
By the end of Level 4, students interact with the teacher and peers to share simple information about aspects of their lives, such as school, home and everyday routines. They use formulaic expressions when participating in classroom routines, collaborative activities and simple transactional exchanges, such as praising and encouraging others, asking for assistance, seeking clarification, requesting permission. They use features of pronunciation when asking questions and making statements and exclamation, including use of the accent mark if applicable. Students locate information related to everyday contexts and routines and use simple statements and support materials to present information about themselves, others, home and school. They respond to imaginative texts by talking about favourite elements, acting out events and making simple statements about characters. They perform and create short imaginative texts, using formulaic expressions and modelled language. Students use vocabulary related to school, home and everyday routines and describe people, objects or events using adjectives and adverbs. They use appropriate grammar and syntax in simple spoken and written texts. They translate and interpret common words and frequently used language relating to familiar environments and create simple bilingual resources for the classroom, such as picture dictionaries and captions.
Students identify and write letters of the alphabet of the language being studied, and recognise sound-letter relationships. They identify the structure and linguistic features of texts used in familiar contexts, such as stories, songs, recipes and conversations. They provide examples of how language use varies according to the context and the purpose of the exchange. They recognise that languages change over time, and that languages influence each other, providing examples of words in the language being studied that are borrowed from other languages. They compare the language being studied and English, identifying similarities and differences, particularly in vocabulary, behaviours and expressions related to cultural practices such as special occasions.
Students use the language being studied in the classroom for a widening range of purposes: exchanging information, expressing ideas and feelings, performing role plays, dialogues, and responding to experiences. Social contexts such as families, the neighbourhood, locality and community influence and define the nature of language use. Students' pronunciation, intonation and phrasing are more...
Students use the language being studied in the classroom for a widening range of purposes: exchanging information, expressing ideas and feelings, performing role plays, dialogues, and responding to experiences. Social contexts such as families, the neighbourhood, locality and community influence and define the nature of language use. Students' pronunciation, intonation and phrasing are more confident. They 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. They 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.
Students begin to reflect on language and how it is used in different ways to communicate. As they use the language being studied for a wider range of interactions, students develop a stronger understanding of the interconnection between language and culture. They begin to recognise how language features and expressions may reflect cultural values.
By the end of Level 6, students use the spoken and written language being studied to exchange personal information, describe feelings and express preferences. When participating in collaborative activities, transactions and classroom routines, they ask and respond to questions, plan collaboratively, and make suggestions and statements. When interacting, students use key features of pronunciation and intonation, including accents where appropriate. They obtain and compare information from a range of texts related to aspects of daily life and events. They present information about their personal world in different formats. They express their feelings about the storyline and characters encountered in texts and create and perform simple imaginative texts using familiar language. They use tenses in combination with appropriate grammatical elements 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 and create bilingual texts for the classroom and school community. They compare ways of communicating in the language being studied and English to identify similarities and differences and suggest how culture influences language use.
Students identify and reproduce orally and in writing letters and sounds of the language being studied. 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. They appreciate the dynamic nature of the language being studied, identifying changes that have occurred due to new technologies and knowledge. They describe ways that identity and the nature of communication are directly related to language and culture.
At this level, students express ideas and feelings, 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. They create and perform more complex and varied texts. They plan, draft and present imaginative and informative texts, for example, a...
At this level, students express ideas and feelings, 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. They create and perform more complex and varied texts. They plan, draft and present imaginative and informative texts, for example, a children’s book, design interactive texts and collaborative tasks and participate in discussions and games, such as board games. They use vocabulary and grammar with increasing accuracy, drafting and editing to improve structure and clarify meaning.
By building their vocabulary knowledge, students are able to develop and express more complex concepts in the language. 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 in grammatical aspects of the language. They 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.
By the end of Level 8, students use the written and spoken language being studied to initiate and sustain classroom interactions to carry out transactions and to exchange information, ideas, thoughts and feelings about people, objects, places and events. They ask and respond to open-ended questions and use rehearsed and spontaneous language to engage in discussions, negotiate, make decisions and arrangements, and offer opinions. They apply appropriate pronunciation and rhythm in the spoken language being studied to a range of sentence types, including, if applicable, use of the accent mark for both intonation and meaning. They locate and interpret information and ideas on topics of interest 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 feelings 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. They use grammatical features 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 the language being studied and create bilingual texts for the school and wider community, providing subtitles, captions or commentaries to assist 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.
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, explaining the impact of purpose, audience and social setting. They explain the dynamic nature of the language being studied from ancient to modern times, and suggest reasons for change. They understand how language use reflects cultural ideas, assumptions and perspectives and recognise that what is considered normal in communication varies across cultures.
This is a period of language exploration, vocabulary expansion and experimentation. As students 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 the language being studied to communicate and interact, to access and exchange information, to express feelings and opinions, and to...
This is a period of language exploration, vocabulary expansion and experimentation. As students 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 the language being studied to communicate and interact, to access and exchange information, to express feelings and opinions, and to participate in imaginative and creative experiences. They demonstrate understanding of language variation and change, and of how intercultural experience, technology, media and globalisation influence language use and forms of communication.
Students speak 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.
Students 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 the nature of intercultural communication, and how moving between different languages and cultural systems enables flexibility, and awareness of and openness to alternative ways.
By the end of Level 10, students use the written and spoken language being studied to initiate, sustain and extend formal and informal interactions with teachers, peers and others in a range of settings. They use language spontaneously to respond to others, seek and give advice, contribute ideas and opinions, describe relationships, discuss aspirations, compare experiences and express opinions on issues of interest. 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 the spoken language being studied in their interactions. They analyse and evaluate ideas and information obtained from multiple sources on a range of issues. They present information using different text types and modes of presentation to suit different audiences and to achieve different purposes. 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 to shape meaning. 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.
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 provide examples of how language use varies according to cultural contexts, explaining why interactions in the language being studied may differ from those in English or other languages. They explain why the language being studied, 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.
Students listen to, speak, read and write the language being studied in a widening range of interactions for a variety of purposes. They participate in role-plays, discussions, games, hands-on activities and competitions, and are supported to use the language being studied as much as possible. They use modelled and rehearsed language in familiar and unfamiliar contexts and increasingly generate...
Students listen to, speak, read and write the language being studied in a widening range of interactions for a variety of purposes. They participate in role-plays, discussions, games, hands-on activities and competitions, and are supported to use the language being studied as much as possible. They use modelled and rehearsed language in familiar and unfamiliar contexts and increasingly generate original and personal language. They plan, draft and present imaginative texts, and design interactive events and collaborative tasks. They express ideas and feelings, exchange opinions, and manage shared activities. Students 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 focus on the different systems that structure language use: grammar, vocabulary, sounds, the language alphabet and script and gradually build a vocabulary and grammatical base that allows them to compose and present different kinds of texts, such as posters, advertisements and songs. They make cross-curricular connections and explore intercultural perspectives and experiences through interaction with speakers of the language being studied. They reflect on language, ideas and their sense of self, and consider connections within and across languages and cultures.
Students become familiar with the sounds of the language being studied, including pronunciation, rhythm, pitch and stress. They approximate the pronunciation and phrasing of vocabulary and short sentences and develop their understanding and use of the language alphabet. They apply elements of the language's grammar to the production of simple texts. They make comparisons between the language being studied and English and other languages they know, focusing on similarities and differences between languages and cultural systems. They make connections between texts and cultural contexts, identifying how cultural values and perspectives are embedded in language and how language choices determine ways in which people, issues and circumstances are represented.
By the end of Level 8, students use the language being studied to describe feelings, express likes and dislikes and exchange information about their personal worlds, including information about themselves, their family, friends and interests. They interact with others in collaborative and classroom activities, using modelled language to carry out transactions, ask and respond to familiar questions, follow instructions, and seek assistance or permission. When interacting, students pronounce sounds in the language being studied, and use intonation and accentuation. They obtain information and identify key points from different sources, using non-verbal and contextual clues to help make meaning. Students describe characters, events and ideas in imaginative texts using high frequency vocabulary and create short informational and imaginative texts using modelled sentence structures and formulaic expressions. They use the present tense, common verbs and other grammatical structures to create simple sentences and phrases. They translate and interpret texts, such as emails, signs and notices, using contextual clues and textual features and create simple bilingual texts for classroom use. When interacting, students modify their language and behaviour and recognise that aspects of their own language and culture impact on intercultural exchange.
Students identify the similarities and differences between the sound systems of the language being studied and English. They describe the key features of common types of texts, comparing them with equivalent text types in English, for example, a diary entry, or party invitation. They give examples of how language varies according to participants, roles and relationships, and context and culture. They identify ways that the language and culture being studied have influenced and continue to influence and be influenced by many global languages. They analyse words and expressions to identify and explain connections between language and culture.
This is a period of language exploration and vocabulary expansion and experimentation with different modes of communication. Greater control of language structures and systems increases confidence and interest in communicating in a wider range of contexts. Students use the language being studied to communicate and interact, access and exchange information, express feelings and opinions, and...
This is a period of language exploration and vocabulary expansion and experimentation with different modes of communication. Greater control of language structures and systems increases confidence and interest in communicating in a wider range of contexts. Students use the language being studied to communicate and interact, access and exchange information, express feelings and opinions, and participate in imaginative and creative experiences. There is a balance between activities which focus on language forms and structures and those which emphasise communicative tasks and performance. Students recognise that deriving meaning from a different language involves interpretation and personal response as well as literal translation and factual reporting. Task characteristics and conditions at this level are more complex and challenging, providing opportunities for collaborative as well as independent language planning and performance, and development and strategic use of language and cultural resources. Students demonstrate understanding of language variation and change, and of how intercultural experience, technology, media and globalisation influence forms of communication. They discuss the relationship between language, culture and identity, exploring in more depth the processes involved in learning and using a different language. They recognise the value of learning a second language and have a growing awareness of the interconnection between Australia and communities in Australia and overseas where the language is spoken.
Students recognise and approximate the pronunciation, rhythms and intonation patterns of more extended phrases and compound sentences. They use more complex vocabulary and become more fluent and accurate in both spoken and written language production. They gain greater control of grammatical elements, using a range of verb tenses to describe past and future events and experiences and to elaborate on meaning and to link and sequence actions, events and ideas. They analyse text more critically, identifying how language choices reflect perspectives and meaning in a range of texts, and developing their understanding of the relationship between contexts, purpose and audience. They explore the reciprocal nature of intercultural communication, how moving between different languages and cultural systems impacts on students’ ways of thinking and behaving and how successful communication requires flexibility, awareness and openness to alternative ways. They consider their own cultural practices from the perspective of others and communicate in interculturally appropriate ways.
By the end of Level 10 students initiate and sustain interactions with peers by sharing opinions and experiences and comparing aspects of teenage life. They interact with others to make decisions and plan events. They ask and respond to questions, clarify understanding and express agreement or disagreement in structured discussions and tasks, and spoken and written transactions. When interacting, they use appropriate pronunciation, rhythm and stress. Students locate and analyse information and perspectives from a range of texts and communicate information and ideas using different modes of presentation selected to suit audience and purpose. They share their responses to imaginative texts by expressing personal preferences, feelings and opinions about themes, mood and language choices. They use different techniques to produce imaginative texts for different audiences. They use a range of grammatical structures and elements and apply their knowledge of vocabulary and grammatical structures to extend meaning. They translate, interpret and create texts, such as notices, posters, advertisements, announcements and blogs, into the language being studied and English for the wider community. When interacting, students share responsibility for making meaning. They provide examples of how their identity influences their intercultural exchanges.
Students identify and reproduce the sounds and letters of the language being studied. They analyse a range of text types in various modes to explain the relationship between context, purpose and audience and to identify structural, linguistic and culturally-specific features. They compare the language being studied and culture in various linguistic and cultural settings in Australia and overseas, and provide reasons for variations that exist. They identify ways that the language being studied has changed over time and propose reasons why it continues to change. They explain how cultural assumptions, attitudes and beliefs can affect interactions and appreciate the importance of mutual understanding in effective communication.
