Years 7 and 8 Turkish
The nature of the learners The transition to secondary schooling involves social and academic demands that coincide with a period of maturational and physical change. Learners are adjusting to a new school culture with sharper divisions between curriculum …
Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Years 9 and 10 Turkish
The nature of the learners This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more deductively with language and culture systems, to apply more …
Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Years 7 and 8 Chinese
The nature of the learners These years represent a transition to secondary school and students in this pathway are continuing to study Chinese bringing with them a capability to communicate, with some assistance, about their immediate world and China. Chinese …
Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Years 9 and 10 Chinese
The nature of the learners At this level, students bring prior knowledge of Chinese language and culture, and a range of language learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with youth, …
Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Years 9 and 10 French
The nature of the learners Students have prior experience of learning French and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of …
Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Years 3 and 4 Hindi
The nature of learners At this stage, children are developing cognitive and social capabilities that allow for increased control of their own learning. They are able to conceptualise and reason, and have better memory and focus. This is a stage of social …
Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Years 9 and 10 Korean
The nature of the learners At this level, students bring existing knowledge of Korean language and culture and a range of learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with youth-related …
Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Years 9 and 10 Vietnamese
The nature of the learners At this level, students bring to their learning existing knowledge of Vietnamese language and culture and a range of strategies. They are increasingly aware of the world beyond their own and …
Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Guiding principles Framework for Aboriginal Languages and Torres Strait Islander Languages
Appropriate consultations with relevant Aboriginal or Torres Strait Islander communities are always central to the development of language-specific curricula and the provision of language learning programs in schools. The following guiding principles …
Guiding principles | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Achievement Standard Vietnamese Years 9 and 10
By the end of Year 10, students use written and spoken Vietnamese to initiate and sustain interactions with teachers, peers and adults in familiar contexts, for example, Bạn thích nghe loại nhạc nào? Tôi thích nghe nhạc trẻ. Bạn thích ca sĩ và …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Using the Framework Framework for Aboriginal Languages and Torres Strait Islander Languages
The Framework is general in its structure and approach because it needs to be applicable to all Aboriginal languages and Torres Strait Islander languages in Australia, across the full range of language ecologies. As a consequence, curriculum content and …
Using the Framework | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Structure Framework for Classical Languages
Sequences of learning To reflect current custom, practice and the needs of learners in Australian schools, the Framework has been developed for Years 7–10. Strands, sub-strands and threads The following interrelated strands are derived from the …
Structure | Framework for Classical Languages | Languages | F-10 curriculum
Context statement French
The place of the French language and culture in Australia and in the world French is a major world language, spoken as the first language in more than two dozen countries on five continents and as an official language in 33 countries. First …
Context statement | French | Languages | F-10 curriculum
Years 7 and 8 Framework for Classical Languages
The nature of the learners Students are beginning their study of Latin and typically have little prior knowledge and understanding of the language and Roman history and culture. Most will have learnt a different language …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Achievement Standard Spanish Years 5 and 6
By the end of Year 6, students use written and spoken Spanish for classroom interactions, to carry out transactions and to share information about personal interests, relate experiences and express feelings. They use modelled sentence structures …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Achievement Standard Turkish Years 9 and 10
By the end of Year 10, students interact in written and spoken Turkish to exchange and compare views and experiences on personal, local and global issues, for example, liseyi bitirince Türkiye’de üniversiteye gitmek istiyorum, okulu bitirdikten …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Foundation to Year 2 Chinese
The nature of the learners Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of …
Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Years 5 and 6 Chinese
The nature of the learners At this level students are expanding their social networks, experiences and communication repertoire in both their first language and Chinese. They continue to need guidance and participate in structured, collaborative tasks …
Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Years 7 and 8 Chinese
The nature of the learners Students are beginning their study of Chinese and typically have had little prior exposure to the language and associated cultures. Many will have learnt an additional language in primary school, some have proficiency in different …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Years 3 to 6 Framework for Aboriginal Languages and Torres Strait Islander Languages
The nature of the learner, the pathway and particular language The Language Revival Learner Pathway (LR) provides opportunities for students to study Aboriginal or Torres Strait Islander languages being revived by their owners or custodians and which …
Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum