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Achievement Standard Hindi Years 7 and 8

By the end of Year 8, students initiate and sustain a range of spoken and written interactions on topics of mutual interest, for example, आपका क्या हाल है? आप कब वापस आये? परिवार में सब कैसे हैं? आप कहना क्या चाहते हैं? रमा मुझे माफ़ करना लेकिन …

Achievement Standard Korean Years 7 and 8

By the end of Year 8, students use Korean to interact with each other and teachers in classroom routines and activities, exchanging greetings, wishes, experiences, interests and information. They approximate different sounds and intonation patterns …

Cross-curriculum priorities

The Australian Curriculum gives special attention to three cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia sustainability. The cross-curriculum priorities are embedded …

Cross-curriculum priorities | Languages | F-10 curriculum

Achievement Standard Modern Greek Years 3 and 4

By the end of Year 4, students interact with the teacher and peers to share simple information about aspects of their lives, such as school (for example, Mαθαίνω ελληνικά), home (for example, Το σπίτι μου είναι μεγάλο) and everyday routines (for …

Achievement Standard Modern Greek Years 5 and 6

By the end of Year 6, students use spoken and written Greek to exchange personal information such as, Οι δάσκαλοί μου είναι ..., Έχω πολλούς φίλους, Αγαπώ τη μουσική, describe feelings and express preferences, for example, Μου αρέσει να παίζω …

Achievement Standard Vietnamese Years 5 and 6

By the end of Year 6, students use spoken and written Vietnamese for classroom interactions and to share ideas and opinions and express feelings. They exchange information about aspects of their daily life, school, friends and leisure activities. …

Achievement Standard Auslan Years 3 and 4

By the end of Year 4, students communicate with each other, the teaching team and others about aspects of their personal worlds, daily routines, preferences and pastimes at school and in the Deaf community. They show aspectual marking on verbs …

Implementation of the Australian Curriculum

State and territory curriculum and school authorities are responsible for the implementation of the Australian Curriculum in their schools, in line with system and jurisdictional policies and requirements. They make decisions about the extent and timing …

Implementation of the Australian Curriculum | F-10 curriculum

Years 7 to 10 Framework for Aboriginal Languages and Torres Strait Islander Languages

The nature of the learner, the pathway and particular language Languages studied in the Second Language Learner Pathway (L2) are typically languages used in spoken form as the language of everyday communication by whole communities across all generations. The …

Multimedia

Multimedia | Portfolios | Curriculum connections | Resources

Years 5 and 6 Spanish

The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and Spanish. They continue to need guidance and participate in structured, collaborative tasks …

Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Years 9 and 10 Spanish

The nature of the learners Students have prior experience of learning Spanish 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 | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLASFC008

translating simple Auslan signs to family and friends by fingerspelling or writing the English word, for example, DOG, CAT, BIRD

Elaboration (4) ACLASFC008

comparing Auslan expressions used in everyday interactions such as greetings with equivalent English expressions, for example, HOW-ARE-YOU? compared to How are you?

Elaboration (5) ACLASFU012

understanding that sounds in English words are like handshapes, movements and locations in Auslan in the sense that they are combined together to make signs

Elaboration (7) ACLASFU012

recognising that unlike English, which can be spoken or written, signed languages are not usually written down but occur ‘through the air’

Elaboration (8) ACLASFU012

experimenting with different methods of capturing the signed language, such as: a class-invented script, drawing pictures, videoing, English glosses or ASL-phabet

Elaboration (9) ACLASFC024

engaging with different examples of Deaf humour or Deaf jokes and comparing them with examples of humour in spoken English or in silent films or mime

Elaboration ACLASFC027

creating captions in English for basic recorded signed texts, for example, a ‘welcome to the school’ video

Elaboration (3) ACLASFC027

making their own bilingual picture dictionaries with English labels, images and simple descriptions of signs, identifying and categorising signs according to handshape

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