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
China's official language is Modern Standard Chinese, or Putonghua (the common or shared language) in Chinese. The language is also referred to as Hanyu, the spoken language of the Han people, or Zhongwen, the written language of China. In Taiwan it is more usually called...
Overview material | Chinese
The Chinese 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 | Chinese
The Design and Technologies curriculum is organised by the three related strands of Technologies and Society, Technological Contexts, and Creating Design Solutions. The Technological Contexts and Creating Design Solutions strands are further organised by sub-strands, as set out below.
| Strands | Technolo... |
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Overview material | Design and Technologies
