At Level CL students communicate simply but effectively in English in familiar social and classroom contexts. They communicate using formulaic language; short, simple and well-rehearsed grammatical features; and adaptations of their emerging English repertoire. They use stress and intonation appropriately...
Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level CL | Speaking and Listening
At Level C1 students communicate simply but effectively in English in social and classroom contexts across the curriculum. They negotiate meaning and interact with others using formulaic language; short, simple and well-rehearsed grammatical features; and creative adaptations of their English...
Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL | Level C1 | Speaking and Listening
By the end of Level 6, students use spoken and written Chinese to initiate and maintain interactions. They describe and give information about themselves and their preferences, their environment, experiences and interests, for example, 我很喜欢唱歌。我的学校很漂亮。我觉得澳大利亚是很好的国家. They use simple questions (for example,
Level description | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6
By the end of Level 8, students use spoken and written Chinese to interact in a range of familiar contexts. They respond to instructions, questions and directions. They use known phrases to exchange personal information (for example, 我叫…; 我的爸爸是澳大利亚人), seek clarification (for example, 对不起，我听不懂...
Level description | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8
By the end of Level 8, students use written and spoken French to interact with teachers, peers and others and exchange experiences, opinions and views. They use descriptive and expressive language to talk and write about immediate environments, personal interests and feelings and technical language...
Level description | Languages | French | F–10 Sequence | Levels 7 and 8
At Level A1 students communicate in basic English in routine, familiar, social and classroom situations. They follow and give simple instructions, exchange basic personal information, and negotiate well-known, predictable activities and contexts. They begin to modify their responses and manner...
Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A1 | Speaking and Listening
At Level C3 students listen, question and respond successfully in a wide range of social and academic contexts. They demonstrate sufficient control of stress, rhythm and intonation to be understood in most contexts. They use appropriate non-verbal language, take account of purpose and audience...
Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C3 | Speaking and Listening
At Level C4 students demonstrate greater autonomy and control over their use of English, combining their expanding vocabulary with the appropriate use of a wide range of complex grammatical features including modal verbs, passive voice and tenses. They demonstrate understanding of the ways that...
Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C4 | Speaking and Listening
At Level BL students communicate simply but effectively in familiar, social and classroom contexts, using simple formulaic and some creative structures. They learn through English that is well supported by context. They contribute relatively complex ideas through simple English, and use simple...
Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL | Level BL | Speaking and Listening
By the end of Level 10, students initiate and maintain interactions in written and spoken German to communicate ideas, thoughts, feelings and information related to relationships, school experiences, the community and future plans. They interact with others to make decisions, solve problems, and...
Level description | Languages | German | 7–10 Sequence | Levels 9 and 10
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 using Siapa, Apakah, Berapa...
Level description | Languages | Indonesian | 7–10 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
By the end of Level 2, students interact with teachers and peers through play- and action-related language. They use greetings (Selamat pagi/siang) and respond to instructions through actions (Berdirilah, Masuklah). Students pronounce the vowel sounds, and ch for c. They recognise questions (Apa? Si...
Level description | Languages | Indonesian | F–10 Sequence | Foundation to Level 2
By the end of Level 10, students use a range of everyday language both orally and in writing to exchange information about their personal, social, local and about broader issues of personal significance. They communicate thoughts and opinions; make comparisons and contrasts (for example, a differenz...
Level description | Languages | Italian | 7–10 Sequence | Levels 9 and 10
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...
Level description | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8
By the end of Level 8, students use Indonesian to interact and exchange ideas, experiences and interests with teachers, peers and others. They pronounce polysyllabic words such as mendengarkan, pekerjaan and menyiapkan, stressing the penultimate syllable with some accuracy. When interacting, they...
Level description | Languages | Indonesian | F–10 Sequence | Levels 7 and 8
By the end of Level 10, students use written and spoken Japanese to interact with peers, the teacher and other Japanese speakers to exchange information and opinions about personal interests and experiences. With support they share information about broader topics of interest, such as education...
Level description | Languages | Japanese | 7–10 Sequence | Levels 9 and 10
By the end of Level 8, students use written and spoken Korean to interact with teachers, peers and others, and to exchange ideas, experiences and interests. They pronounce polysyllabic words that involve syllable-final consonants (받침) such as 먹고, 어떻게 and 축하합니다 as 먹꼬, 어떠케 and 추카함니다, applying relevant...
Level description | Languages | Korean | F–10 Sequence | Levels 7 and 8
By the end of Level 10, students use written and spoken French to socialise with peers, teachers and other French speakers in local contexts and online environments. They communicate about immediate and personal interests and involvements (family, friends, interests), and some broader social and...
Level description | Languages | French | 7–10 Sequence | Levels 9 and 10
By the end of Level 6, students use written and spoken German for classroom interactions, to carry out transactions, and to share ideas and opinions, relate experiences and express feelings. They use complete sentences in familiar contexts to ask questions such as, Bist du fertig? Was machst du...
Level description | Languages | German | F–10 Sequence | Levels 5 and 6
