In these levels there is an emphasis on developing students’ oral language to enable them to participate in class activities. They repeat sounds, particularly of vowels, as modelled by the teacher and aural texts. Students use formulaic language and single-idea phrases. They recognise the alphabet as the same one they are learning for writing English and observe that some letters have...
In these levels there is an emphasis on developing students’ oral language to enable them to participate in class activities. They repeat sounds, particularly of vowels, as modelled by the teacher and aural texts. Students use formulaic language and single-idea phrases. They recognise the alphabet as the same one they are learning for writing English and observe that some letters have different sounds. Students write by tracing and copying, forming letters legibly. They learn to write words and sentences independently using modelled language, for example, matching pictures with single words, labels and captions.
Students learn the sounds and written form of the language. They notice similarities and differences between the language studied and English, such as vocabulary, word order and differences in the use of adjectives and pronouns. Students ask questions in English about the language and culture. With teacher support, they discuss language and culture in terms of what is the same or different and compare with ‘what is said and done’ in their own language and culture.
By the end of Level 2, students interact with teachers and peers through play and action-related language. They use greetings and respond to instructions through actions. Students pronounce the sounds of the language. They recognise simple questions and can respond to them, in addition to names and numbers (up to ten). They listen to texts and identify specific words such as names of objects and people, and respond by acting or by drawing or labelling a picture. They read texts with the teacher and peers, and participate in songs and chants. They present factual information at word and simple sentence level, such as lists, labels, descriptions and sharing/news reports, relying on formulaic language and modelled examples. They show comprehension and create simple texts such as a description, story or comic by matching pictures and captions. They use vocabulary related to their class and home environments. Students recognise simple verbs and use pronouns to address others. Students comment on similarities and differences in meanings of words, noticing that some cannot be readily translated. They comment on aspects of using the language and express feelings about learning languages.
Students recognise that the language is written using the same alphabet as English but that many sounds are different. They know that they communicate in English (and possibly other languages) and they recognise that some words in the language are similar to English. Students identify some distinctive words in the language. They are aware that language and culture are related.
Students participate orally in classroom routines and tasks, and share ideas about how the language works. They respond to teacher-generated questions about texts, participate in games and give brief presentations about topics such as family, pets, or a favourite game or object. Students follow instructions, read stories and captions, and use computer games for word building and language exercises...
Students participate orally in classroom routines and tasks, and share ideas about how the language works. They respond to teacher-generated questions about texts, participate in games and give brief presentations about topics such as family, pets, or a favourite game or object. Students follow instructions, read stories and captions, and use computer games for word building and language exercises. They participate in shared reading and create texts such as descriptions, captions and simple reports using modelled language.
Students are increasingly aware that the language is used by communities of speakers who do not have English as their first language. They notice and question aspects of the language and culture such as sounds, gestures and word order. They are developing a wide range of vocabulary and simple conjunctions to generate their own ideas in structured tasks. They explore cultural traditions and practices and the language associated with these.
By the end of Level 4, students engage in classroom routines and structured interactions with teachers and peers. They reproduce a range of the sounds of the language. Students follow instructions, make requests and respond with actions. They respond to questions, often by using a simple phrase. They engage with texts, relying on graphics, key words and examples to support understanding, and respond using formulaic language. Students present factual information in texts such as descriptions, lists and tables. They work with modelled language to create their own texts, such as sequencing pictures and statements to create a comic and using word lists to complete a paragraph or simple story. Students use vocabulary related to school, home and some interests to create simple informative and descriptive texts. They describe amounts using cardinal numbers and create plurals. Students state preferences and use adjectives, including adjectives of size and colour. They create sentences, and use simple possessive structures and conjunctions. Students translate texts using word lists and dictionaries, identifying words and expressions that do not have word-to-word equivalence. They begin to observe how language use, including their own, is influenced by culture and notice how it can influence intercultural experiences.
Students differentiate spoken statements from questions. They recognise that the word order in the language being studied differs from English. They understand that language use varies according to who is using it and with whom, and that some terms have specific cultural meanings. They make comparisons between the language and English, particularly noticing similarities and differences in cultural practices related to daily routines and special occasions.
Students use formulaic phrases to participate in classroom routines, presentations and structured conversations with the teacher and peers. Students develop oral language through scaffolded tasks and texts such as songs, descriptions and stories. They extend their oral fluency by focusing on sentence-level intonation and stress.
In pairs and as a class, students read texts such as signs, posters...
Students use formulaic phrases to participate in classroom routines, presentations and structured conversations with the teacher and peers. Students develop oral language through scaffolded tasks and texts such as songs, descriptions and stories. They extend their oral fluency by focusing on sentence-level intonation and stress.
In pairs and as a class, students read texts such as signs, posters, scripts, lyrics and instructions. They are learning to apply their knowledge of key words and textual features to predict the meaning of unfamiliar language. Students use modelled language to create texts such as a class story, script or contribution to a wiki space. They extend their language use by expressing ideas through expanding and connecting sentences.
Students are expanding their knowledge of vocabulary and sentence construction. They develop a range of verbs and simple conjunctions, noticing that some sentences may follow a word order similar to English. They develop a metalanguage for describing aspects of the language and how it works. They are increasingly aware of the connection between language and cultural practices and compare such connections to their own language and culture.
By the end of Level 6, students use the language to convey information about themselves, their family and friends, and daily routines and activities. They locate specific details and use familiar words and phrases to predict meanings in texts. They respond to and create texts such as descriptions and conversations to share factual and imaginative ideas and experiences, using formulaic phrases and modelled language. Students produce the sounds of the language, and apply knowledge of pronunciation and spelling to predict the sound, spelling and meaning of new words. They ask and respond to questions, and interact spontaneously with peers in discussions on familiar topics. Students use a range of verbs. They use numbers, describe character and appearance and understand the use of word order. Students use possessive forms with some accuracy and describe events in time using numbers and days of the week. They translate texts, relying on key words and formulaic expressions, describing how meanings may vary across languages and cultures. Students comment on how experiences and cultural perspectives, including their own, influence people’s assumptions and language use in intercultural interactions.
Students understand that they are studying a language system that has rules, and that some aspects are similar to English. They recognise features of texts such as adjectives in descriptions, superlatives in advertisements and imperatives in signs. Students observe that language use varies according to age, relationships and situation, particularly in relation to terms of address and the nature of what is discussed. They recognise loan words from English and their distinctive spelling and pronunciation in the language being studied. They comment on similarities and differences between aspects of language and culture, such as celebrations, leisure, environment or pronunciation and intonation. Students understand that some terms and expressions reflect culture-specific practices and cannot be directly translated.
Students interact using the language in classroom routines and communicative tasks. They give presentations and participate in dialogues, with preparation and some support, such as cue cards. They respond to short texts, locating specific details and meaning. Students extend the range and quality of their writing through increased vocabulary and grammar knowledge, and by drafting and editing...
Students interact using the language in classroom routines and communicative tasks. They give presentations and participate in dialogues, with preparation and some support, such as cue cards. They respond to short texts, locating specific details and meaning. Students extend the range and quality of their writing through increased vocabulary and grammar knowledge, and by drafting and editing their own work and that of their peers. They recognise text-type features and use models to create a range of texts, including descriptions, recounts and reflections.
Students extend their grammatical knowledge, such as how language structures and features are used in texts. They are increasingly aware of connections between language and culture, discerning, for example, degrees of formality in language use according to social relationships. Students explore cultural concepts and compare them to concepts in their own language and culture. They learn to reflect on their own language and culture and how identity impacts on intercultural experiences.
By the end of Level 8, students use the language to interact and exchange ideas, experiences and interests with teachers, peers and others. When interacting, they ask questions, respond to questions and clarify their answers. Students give opinions, make comparisons and state preferences. They locate and evaluate factual information in texts, and create informative and imaginative texts (such as forms of correspondence, stories or reports) using models. They vary their sentence construction to create interest for the audience. Students use cohesive devices such as time markers and a range of personal pronouns and verbs. Students describe qualities using colours and adjectives. They refer to the past and future using time indicators. They translate across languages, noticing where equivalence may not be possible, for example, daylight saving. They comment on their reactions to intercultural experiences, describing aspects that do or do not fit with their own identity and considering why.
Students differentiate between similar-sounding words and how they are written and apply correct spelling conventions. They recognise how possessive forms differ from English and have a metalanguage to identify common features such as nouns, pronouns, verbs and adjectives. Students identify and reproduce features of familiar text types such as emails, stories and dialogues. They notice how languages and cultures influence each other, particularly noticing borrowings from other languages. Students understand that cultural values and ideas are embedded in language use, including their own, and consider where these may have come from and how they may be seen from another cultural perspective.
Students engage with a range of texts in the language. They participate individually and in groups in tasks and experiences, such as corresponding with peers, reviewing a video clip or planning an excursion. They participate in presentations, conversations, narration and interviews, sometimes with preparation and sometimes spontaneously. Students acquire skills in analysing and translating increasingly...
Students engage with a range of texts in the language. They participate individually and in groups in tasks and experiences, such as corresponding with peers, reviewing a video clip or planning an excursion. They participate in presentations, conversations, narration and interviews, sometimes with preparation and sometimes spontaneously. Students acquire skills in analysing and translating increasingly complex texts, such as emails, recipes, poems, articles and songs. They use modelled language to write for personal and public purposes, such as journal entries, emails, blogs, scripts, and notes for a speech or debate.
Students extend their grammatical knowledge and metalanguage while beginning to explore important features of the language such as register and sentence structures. They consider connections between language and culture and make comparisons with their own language and culture. They consider language variation, including through exposure to colloquial language such as in teenage magazines and social networking sites.
By the end of Level 10, students use the language to communicate with teachers, peers and others in a range of settings and for a range of purposes. They pronounce the sounds of the language accurately and use stress to create fluency in sentences. Students use and respond to open-ended questions and use strategies for initiating, sustaining and concluding oral and written exchanges. They locate, synthesise and evaluate specific details and meaning from a range of texts. Students create a range of personal, informative, persuasive and imaginative texts, working independently, drafting and editing, and seeking timely feedback. They include time markers, and conjunctions to extend meanings such as in stories, comics, and written and oral reports. Students expand descriptions and ideas, and incorporate different sentence structures to vary expression. They express opinions, make comparisons, and incorporate emotions and humour. Students describe possibilities and express aspirations. They translate texts and create bilingual texts, relying on textual features, patterns and grammatical knowledge, and comment on how meaning can vary across languages and cultures, such as the use of idioms and culture-specific terms. Students express reactions to intercultural experiences, and discuss their assumptions, interpretations and any adjustments they make in their language use to cater for the perspective of speakers of the language.
Students understand that spoken and written language may vary, noticing informal and formal forms and the use of exclamations. They recognise contractions, acronyms and abbreviations such as texting language. Students use metalanguage to discuss possessive forms and word order and are able to predict meaning and decode new words using dictionaries. They understand how language is used to create particular effects and influence others, such as through the use of rhetorical devices. They explain aspects of the studied language and culture/s and the importance of language and ethnicity as identity markers. Learners make connections between language use and cultural practices, values and assumptions, both in the language studied and in their own language use.
Students use the language in a range of classroom interactions and experiences. They read and listen to texts, and apply modelled language in creating their own texts, such as scripts, messages and stories. Learners draw on their literacy in their first language and their understanding of features of a range of text types to predict meanings and create texts such as emails, advertisements and...
Students use the language in a range of classroom interactions and experiences. They read and listen to texts, and apply modelled language in creating their own texts, such as scripts, messages and stories. Learners draw on their literacy in their first language and their understanding of features of a range of text types to predict meanings and create texts such as emails, advertisements and instructions in the language. They develop grammatical knowledge and language awareness through paying close attention to texts, comparing languages, and applying their knowledge in language exercises and tasks.
Students consider fundamental concepts associated with the language such as the location of communities of speakers and the geography of those areas. They explore the location of Australia compared to the regions where the language is spoken and compare aspects of environment, lifestyle and practices in the cultures involved.
Students use a range of processes, such as observing, comparing and reflecting on language use. They develop a metalanguage for discussing language and culture. They monitor and reflect on their language and culture learning.
Students are introduced to the written and spoken forms of the language, noticing that it uses the same alphabet as English but with differences in pronunciation. Students are introduced to word order and simple sentence construction. They begin to develop a sound knowledge of vocabulary, particularly terms related to people, places and things in their immediate world.
By the end of Level 8, students share factual information and opinions about their personal worlds, including personal details, family, pets, friends, pastimes, school and neighbourhood. They interact with others orally and in writing, asking and responding to questions, and expressing preferences. They mostly use correct pronunciation of individual and combined sounds, and use formulaic expressions to sustain interactions. Students describe qualities of appearance, colour, character and condition, and identify quantities using numbers and fractions. They respond to and create texts to describe real and imagined events and characters. Students use the features of a range of personal, informative and imaginative texts and modelled language to assist with structure, flow and coherence in their own speech and writing. They form simple sentences and link ideas using conjunctions. They refer to others using pronouns and use these in possessive form. They refer to events in time and place using time markers and/or tenses. Students predict meaning based on knowledge of their first language, text features and key words, including loan words from English. They translate texts, identifying culture-specific language such as vocabulary related to cultural practices, artefacts and the environment. Students comment on their experiences of and feelings about using the language, observing how it fits with their sense of self.
Students understand that the language is used by some communities in daily life and that it is constantly changing. They recognise that spoken and written forms can vary. They recognise the flexibility of sentence structure while adhering to rules of word order. They use metalanguage to describe and compare features and rules of sentence construction. Students recognise textual features in a range of text types, such as correspondence, narrative and dialogue. They notice how language changes according to people and their relationships, such as using informal language with friends and formal language with teachers and adults. Students make connections between aspects of their own language and culture, such as particular expressions or practices, and compare these with the studied language and culture.
Students engage with a range of texts in the language. They need opportunities for both prepared and spontaneous language use, such as giving presentations, using captions and visual supports. Students interact with others in, for example, conversations, interviews and correspondence, and in shared experiences such as games and excursions. They engage in individual and collaborative writing...
Students engage with a range of texts in the language. They need opportunities for both prepared and spontaneous language use, such as giving presentations, using captions and visual supports. Students interact with others in, for example, conversations, interviews and correspondence, and in shared experiences such as games and excursions. They engage in individual and collaborative writing for public purposes, such as a debate or performance, and interact with peers through, for example, information and communication technologies such as SMS, social networking sites and Skype. They create bilingual texts such as short stories, role-plays or skits, posters, articles or videos for peers and the wider school community.
Students need explicit instruction to understand new grammar such as embedded clauses and complex sentence construction. They need opportunities to recognise patterns and rules, analyse texts, and make connections between language and culture. They consider the power of language to achieve particular effects and influence people, including themselves. They develop a metalanguage for comparing and contrasting aspects of language and culture, and reflecting on their own language and culture.
Students learn to recognise differences in spoken and written language, as well as formal and informal language. They learn to appreciate the distinctive worldview that is evident in the ways the language is spoken.
By the end of Level 10, students interact with peers and adults using written and spoken language to communicate about personal interests and relationships, practices and experiences, and about broader issues such as health and the environment. They respond to and create personal, descriptive, informative and imaginative texts for a range of purposes. When participating in presentations, correspondence and dialogues, students use both rehearsed and spontaneous language, and exchange facts, ideas and opinions, using questions. In speaking, they apply conventions of pronunciation, stress and rhythm to a range of sentence structures. Students use a variety of verbs, pronouns, and noun forms. They apply knowledge of textual features such as salutations, sequences, and persuasive and emotive language to comprehend and create texts such as public signs, advertisements, announcements and websites. Students use embedded clauses to expand ideas, and create cohesion and interest by using cohesive devices. They refer to the past, present and future. Students engage with others using formulaic expressions and verbal fillers to sustain and extend interactions. They translate texts and create bilingual texts, comparing different interpretations and deciding how to deal with instances of non-equivalence, such as proverbs, idioms, proper nouns, and culture-specific terms and expressions. They comment on their own reactions in intercultural encounters and reflect on how these may relate to their own assumptions and identity, and consider how they may also be perceived by others.
They understand that language use varies according to context, purpose, audience and mode, and that languages change over time. They recognise colloquial forms and make connections between these and their formal counterparts. They use metalanguage to discuss features of language, texts and grammar such as sentence construction. They use bilingual dictionaries with confidence. Students recognise that the language borrows from a range of other languages. They comment on the connection between language and culture evident in language such as terms for artefacts, cultural practices, ideas and values.
