Australian Curriculum

The
Australian
Curriculum
Humanities and Social Sciences (Version 8.4), The Arts (Version 8.4),
Learning areas
Technologies (Version 8.4), Languages (Version 8.4)
HASS (Version 8.4), History (Version 8.4), Geography (Version 8.4), Civics
and Citizenship (Version 8.4), Economics and Business (Version 8.4), Dance
(Version 8.4), Drama (Version 8.4), Media Arts (Version 8.4), Music (Version
8.4), Visual Arts (Version 8.4), Design and Technologies (Version 8.4),
Digital Technologies (Version 8.4), Arabic (Version 8.4), Auslan (Version
8.4), Chinese (Version 8.4), Framework for Aboriginal Languages and Torres
Subjects Strait Islander Languages (Version 8.4), Framework for Classical Languages
(Version 8.4), French (Version 8.4), German (Version 8.4), Hindi (Version
8.4), Indonesian (Version 8.4), Italian (Version 8.4), Japanese (Version 8.4),
Korean (Version 8.4), Modern Greek (Version 8.4), Spanish (Version 8.4),
Turkish (Version 8.4), Vietnamese (Version 8.4), English (Version 8.4),
Mathematics (Version 8.4), Science (Version 8.4), Health and Physical
Education (Version 8.4), Work Studies (Version 8.4)
Year levels Year 6
Page 1 of 943
Table of Contents
Humanities and Social Sciences 9

How the Learning Area works 10
Introduction 10
Key ideas 10
Structure 11
HASS 13
How the Subject works 14
Rationale 14
Aims 14
Structure 14
Curriculum F-10 21
Year 6 21
Glossary 43
History 70
Rationale 71
Aims 71
Structure 71
Glossary 76
Geography 82
Rationale 83
Aims 83
Structure 83
Glossary 88
Civics and Citizenship 102
Rationale 103
Aims 103
Structure 104
Glossary 106
Economics and Business 114
Rationale 115
Aims 115
Structure 116
Glossary 118
Page 2 of 943
The Arts 124
Introduction 125
Key ideas 126
Structure 129
Glossary 132
Dance 144
Rationale 145
Aims 145
Structure 145
Example of knowledge and skills 148
Curriculum F-10 149
Years 5 and 6 149
Drama 155
Rationale 156
Aims 156
Structure 156
Curriculum F-10 160
Years 5 and 6 160
Media Arts 167
Rationale 168
Aims 168
Structure 168
Curriculum F-10 172
Years 5 and 6 172
Music 178
Rationale 179
Aims 179
Structure 179
Curriculum F-10 183
Years 5 and 6 183
Page 3 of 943
Visual Arts 189
Rationale 190
Aims 190
Structure 190
Curriculum F-10 194
Years 5 and 6 194
Technologies 201
Introduction 202
Key ideas 203
Structure 206
Glossary 209
Design and Technologies 249
Rationale 250
Aims 250
Structure 250
Curriculum F-10 256
Years 5 and 6 256
Digital Technologies 266
Rationale 267
Aims 267
Structure 267
Curriculum F-10 273
Years 5 and 6 273
Languages 283
Introduction 284
Rationale 285
Aims 286
Key ideas 286
Structure 286
Student diversity 289
General capabilities 291
Cross-curriculum priorities 293
Glossary 296
Page 4 of 943
Arabic 317
Context statement 318
Years F–10 Sequence 320
Years 5 and 6 320
Auslan 335
Introduction 336
Rationale 338
Aims 339
Learning Auslan 340
Learner diversity and learner pathways 341
Developing teaching and learning 345
First Language Learner Pathway - Years F–10 Sequence 353
Years 5 and 6 353
Second Language Learner Pathway - Years F–10 Sequence 375
Years 5 and 6 375
Glossary 395
Chinese 418
Second Language Learner Pathway - Years F–10 Sequence 421
Years 5 and 6 421
Background Language Learner Pathway - Years F–10 Sequence 434
Years 5 and 6 434
Framework for Aboriginal Languages and Torres Strait Islander Languages 446
Rationale 447
Aims 449
What is the Framework? 449
Guiding principles 451
Structure 453
Using the Framework 467
First Language Learner Pathway (L1) - Years F–10 Sequence 470
Years 3 to 6 470
Language Revival Learner Pathway (LR) - Years F–10 Sequence 495
Years 3 to 6 495
Second Language Learner Pathway (L2) - Years F–10 Sequence 517
Years 3 to 6 517
Page 5 of 943
Framework for Classical Languages 536
Nature and purpose of the Framework 537
Rationale 537
Aims 538
Structure 538
542
Using the Framework to develop language-specific curricula or programs for Classical languages
Glossary 544
French 550
Years 5 and 6 554
German 569
Years 5 and 6 572
Hindi 586
Years 5 and 6 590
Indonesian 605
Years 5 and 6 609
Italian 623
Years 5 and 6 626
Japanese 639
Years 5 and 6 642
Page 6 of 943
Korean 657
Years 5 and 6 660
Modern Greek 675
Years 5 and 6 678
Spanish 692
Years 5 and 6 695
Turkish 710
Years 5 and 6 713
Vietnamese 729
Years 5 and 6 732
English 747
Rationale 748
Aims 748
Key ideas 748
Structure 752
Curriculum F-10 758
Year 6 758
Glossary 773
Page 7 of 943
Mathematics 802
Rationale 803
Aims 803
Key ideas 804
Structure 805
Curriculum F-10 807
Year 6 807
Glossary 819
Science 875
Rationale 876
Aims 876
Key ideas 877
Structure 879
Curriculum F-10 883
Year 6 883
Glossary 894
Health and Physical Education 902
Curriculum F-10 904
Years 5 and 6 904
Glossary 917
Work Studies 933
Introduction 934
Rationale 934
Aims 935
Nature of work studies 935
Structure 936
Glossary 940
Page 8 of 943
The Australian Curriculum
Humanities and Social Sciences
(Version 8.4)
Page 9 of 943
The Australian Curriculum Humanities and Social Sciences
Humanities and Social Sciences How the Learning
Area works
The humanities and social sciences are the study of human behaviour and interaction in social, cultural,
environmental, economic and political contexts. The humanities and social sciences have a historical and
contemporary focus, from personal to global contexts, and consider challenges for the future.
In the Australian Curriculum, the Humanities and Social Sciences learning area includes a study of history,
geography, civics and citizenship and economics and business.
Through studying Humanities and Social Sciences, students will develop the ability to question, think critically,
solve problems, communicate effectively, make decisions and adapt to change. Thinking about and
responding to issues requires an understanding of the key historical, geographical, political, economic and
societal factors involved, and how these different factors interrelate.
The Humanities and Social Science subjects in the Australian Curriculum provide a broad understanding of
the world in which we live, and how people can participate as active and informed citizens with highlevel skills
needed for the 21st century.
Through their learning in each subject or substrand, students develop knowledge and understanding relating
to broader enduring ideas that underpin the Humanities and Social Sciences in the Australian Curriculum,
which are represented in varying ways across the subjects. The key ideas are outlined below:
Who we are, who came before us, and traditions and values that have shaped societies
Students explore their own identity, Australia’s heritage and cultural diversity, and Australia’s identity as a
nation in the world. They examine the significance of traditions and shared values within society.
How societies and economies operate and how they are changing over time
Students learn about Australian society and other societies in the world, both past and present; and how they
function socially, culturally, economically and politically. Students examine developments that have resulted in
or are bringing about change.
The ways people, places, ideas and events are perceived and connected
Students are provided with opportunities to explore different perceptions of people, places, ideas and events.
They develop an understanding of the interdependent nature of the world and the interrelationships within
and between the natural environment, human communities and economies. They explore how people, ideas
and events are connected over time and increasingly interconnected across local, national, regional and
global contexts.
How people exercise their responsibilities, participate in society and make informed decisions
Students examine how individuals and groups have participated in and contributed to society past and
present. They examine the rights and responsibilities of individuals and groups over time and in different
contexts. They develop an understanding of the need to make decisions, the importance of ethical
considerations and being informed when making decisions, the processes for decisionmaking and the
implications of decisions that are made for individuals, society, the economy and the environment.
ACARA | The Australian Curriculum (Version 8.4)
The Australian Curriculum is licensed under Creative Commons. Page 10 of 943
Figure 1: Subject or substrandspecific illustrations of the key ideas in the Humanities and Social Sciences
curriculu
In the Australian Curriculum, the Humanities and Social Sciences learning area comprises five subjects: F–6/7
Humanities and Social Sciences, and Years 7–10 History, Geography, Civics and Citizenship and Economics
and Business. In all five subjects, the curriculum is organised into two broad interrelated strands: knowledge
and understanding, and inquiry and skills
In the F–6/7 Humanities and Social Sciences curriculum, history, geography, civics and citizenship and
economics and business are presented as substrands of the knowledge and understanding strand. In these
years, students are introduced to history and geography from Foundation Year, civics and citizenship in Year
3 and economics and business in Year 5. In Years 7–10, the curriculum is organised by subject. In Years 9
and 10, student access to Geography, Civics and Citizenship and Economics and Business will be determined
by school authorities or individual schools.
Table 1: Humanities and Social Sciences in the Years F10 curriculum
The Australian Curriculum is licensed under Creative Commons.
Foundation – Year Years 3–4 Years 5–6/7 Years 7–10

2
History Humanities and Humanities and Humanities and History

Social Sciences Social Sciences Social Sciences
Geography Geography
Civics and N/A Civics and

Citizenship Citizenship
Economics and N/A N/A Economics and

Business Business
HASS (Version 8.4)
Page 13 of 943
The Australian Curriculum: Humanities and Social Sciences HASS
HASS How the Subject works
In a world that is increasingly culturally diverse and dynamically interconnected, it is important that students
come to understand their world, past and present, and develop a capacity to respond to challenges, now and
in the future, in innovative, informed, personal and collective ways.
The Australian Curriculum for the Humanities and Social Sciences plays an important role in harnessing
students’ curiosity and imagination about the world they live in and empowers them to actively shape their
lives; make reflective, informed decisions; value their belonging in a diverse and dynamic society; and
positively contribute locally, nationally, regionally and globally.
Thinking about and responding to issues requires an understanding of different perspectives; the key
historical, geographical, political, economic and societal factors involved; and how these different factors
interrelate. The Humanities and Social Sciences in F–6/7, which encompasses the knowledge and
understandings of history, geography, civics and citizenship, and economics and business, gives students a
deep understanding of the world they live in from a range of perspectives, past and present, and encourages
them to develop an appreciation and respect for social, cultural and religious diversity.
The Australian Curriculum for the Humanities and Social Sciences empowers students to shape change by
developing a range of skills to enable them to make informed decisions and solve problems. The subject
provides students with the skills, behaviours and capabilities that will equip them to face challenges in their
lifetime and to participate in and contribute to the wellbeing and sustainability of the environment, the
economy and society. Through studying Humanities and Social Sciences, students are given opportunities to
develop their ability to question, think critically, solve problems, communicate effectively, make decisions and
adapt to change.
Through the Humanities and Social Sciences, students become well placed to contribute to Australia’s ideas
of a cohesive society, sustainable environment, productive economy and stable democracy.
The F–6/7 Australian Curriculum for Humanities and Social Sciences aims to ensure that students develop:
a sense of wonder, curiosity and respect about places, people, cultures and systems throughout the
world, past and present, and an interest in and enjoyment of the study of these phenomena
key historical, geographical, civic and economic knowledge of people, places, values and systems,
past and present, in local to global contexts
an understanding and appreciation of historical developments, geographic phenomena, civic values
and economic factors that shape society, influence sustainability and create a sense of belonging
the capacity to use inquiry methods and skills, including questioning, researching using reliable
sources, analysing, evaluating and communicating
dispositions required for effective participation in everyday life, now and in the future, including
critical and creative problemsolving, informed decision making, responsible and active citizenship,
enterprising financial behaviour and ethical reflection.
The Australian Curriculum: Humanities and Social Sciences may be implemented as a combined F–6
program or as an F–7 program. The F–6/7 curriculum is organised into two interrelated strands: knowledge
and understanding and inquiry and skills.
Knowledge and understanding strand
Knowledge and understanding strand
The F–6/7 Humanities and Social Sciences curriculum encompasses knowledge and understanding from the
four substrands of history, geography, civics and citizenship, and economics and business. The curriculum
includes the substrands of history and geography in Foundation Year to Year 2, and introduces the sub
strand of civics and citizenship in Year 3, and the substrand of economics and business in Year 5.
Table 1: Organisation of substrands in the Australian Curriculum: Humanities and Social Sciences (F6/7)
Foundation – Year 2 Years 3–4 Years 5–6/7
Geography Geography Geography
History History History
N/A Civics and Citizenship Civics and Citizenship
N/A N/A Economics and Business
Concepts of disciplinary thinking
Each of the four substrands in the Humanities and Social Sciences has its own way of thinking. The
Australian Curriculum: Humanities and Social Sciences focuses on developing students’ ability to apply
concepts of disciplinary thinking. The concepts of disciplinary thinking for each of the substrands are outlined
below:
History: sources, continuity and change, cause and effect, significance, perspectives, empathy and
contestability (View the concepts for developing historical thinking)
Geography: place, space, environment, interconnection, sustainability and change, applying this
understanding to a wide range of places and environments at the full range of scales, from local to global, and
in a range of locations (View the concepts for developing geographical thinking)
Civics and citizenship: government and democracy, laws and citizens, and citizenship, diversity and identity
Economics and business: Resource allocation and making choices, the business environment, and
consumer and financial literacy
Concepts of interdisciplinary thinking
Drawing on these concepts of disciplinary thinking, the Australian Curriculum identifies seven concepts that
underpin Humanities and Social Sciences understanding: significance; continuity and change; cause and
effect; place and space; interconnections; roles, rights and responsibilities; and perspectives and action.
These concepts are outlined below.
Significance
The importance of something such as an issue, event, development, person, place, process, interaction or
system over time and place
Continuity and change
Aspects of society, such as institutions, ideas, values and problems, that have stayed the same and changed
Aspects of society, such as institutions, ideas, values and problems, that have stayed the same and changed
over time (some point in the past and the present) or in the past (two points in the past)
Cause and effect
The long and shortterm causes and the intended and unintended consequences of an event, decision,
process, interaction or development
Place and space
The characteristics of places (spatial, social, economic, physical, environmental) and how these
characteristics are organised spatially (location, distribution, pattern)
Interconnections
The components of various systems such as social systems, resource systems and natural systems, and the
connections within and between them, including how they impact on each other
Roles, rights and responsibilities
The roles, rights and responsibilities of social, economic, civic and environmental participation, including those
of individuals, communities and institutions
Perspectives and action
The ways in which different individuals and/or groups view something such as a past or present issue, idea,
event, development, person, place, process or interaction and how these views influence their actions
Students’ understanding of disciplinary and interdisciplinary concepts can be strengthened as they are
experienced in an integrated way across substrands and other learning areas and through different topics or
contexts.
Figure 1: Substrandspecific illustrations of concepts of interdisciplinary thinking
Although some concepts are related to only one substrand, or more obviously related to some substrands
than others, many apply to more than one substrand. For example, the concept of interconnections is drawn
from interconnection in geography but also relates to social systems and structures in civics and citizenship
and resource systems in economics and business. Similarly, the concept of significance is drawn from history,
but can also apply to geography, civics and citizenship, and economics and business. The concepts are also
interrelated; for example, it is often difficult to consider significance independent of perspectives, or cause and
effect independent of change.
View the sequence of interdisciplinary thinking for the F–6/7 Humanities and Social Sciences.
Inquiry and skills strand
The Humanities and Social Sciences substrands include a range of skills that are represented broadly as
questioning, researching, analysing, evaluating and reflecting, and communicating. Students apply these skills
to investigate events, developments, issues and phenomena, both historical and contemporary.
The inquiry skills in the Humanities and Social Sciences curriculum require explicit teaching, with the type of
questions asked, the information, evidence and/or data gathered, and the analysis applied varying according
to the substrand context.
Questioning
Students develop questions about events, people, places, ideas, developments, issues and/or phenomena –
before, during and after stages of inquiry – to guide their investigations, satisfy curiosity and revisit findings.
Researching
Students identify and collect information, evidence and/or data from primary and secondary sources, including
observations. They organise, sequence, sort and categorise them in a range of disciplineappropriate
formats.
Analysing
Students explore information, evidence and data to identify and interpret features, distributions, patterns,
trends and relationships, key points, fact and opinion, points of view, perceptions and interpretations.
Students also identify the purpose and intent of sources and determine their accuracy and reliability.
Evaluating and reflecting
Students propose explanations for events, developments, issues and/or phenomena, draw evidencebased
conclusions and use criteria and democratic processes to make informed decisions and judgements. They
work with others with respect and reflect on learning to suggest courses of action in response to an issue or
problem and predict possible and preferred effects of actions.
Communicating
Students present ideas, findings, viewpoints, explanations, predictions, decisions, judgements and/or
conclusions in appropriate digital and nondigital forms for different audiences and purposes, using discipline
specific terminology.
Figure 2: Substrandspecific illustrations of skills
The inquiry and skills strand has common content descriptions for Foundation Year – Year 2 and then for
each band of schooling (Years 3–4, Years 5–6 and Year 7), yet with elaborations specific to each year to
support the changing content of the knowledge and understanding strand.
Relationship between the strands
The two strands should be integrated in the development of a teaching and learning program. The knowledge
and understanding strand, through the four substrands, is developed year by year and provides the contexts
through which particular skills are developed.
Year level descriptions
Two year level descriptions are provided for each year level:
A description for the subject at each year level: these descriptions give an overview of learning for
the year level across the substrands and identify connections between the substrands.
A description for each substrand: these descriptions provide the focus of study at each year level
for that substrand. The descriptions identify the key concepts or ideas that are the focus for
understanding and articulate how students’ knowledge and understanding in each substrand will be
developed.
Key inquiry questions
Two sets of inquiry questions are provided for each year level:
Subject inquiry questions provide guidance on how learning in two or more substrands might be
connected.
Substrand inquiry questions provide a framework for developing students’ knowledge and
understanding, and inquiry and skills, in the substrand.
Both sets of inquiry questions are intended as suggestions for teachers. Teachers can choose to use the
inquiry questions that are appropriate for their students, or they may adapt these or develop their own to suit
their local context.
Achievement standards
The achievement standards describe expected learning at each year level. Each achievement standard
describes the depth of conceptual understanding and the sophistication of skills expected of students.
There are two types of achievement standards offered in the F–6/7 Humanities and Social Sciences
curriculum:
An achievement standard at each year level for the F6/7 Humanities and Social Sciences subject.
This achievement standard provides a holistic statement of expected learning across the sub
strands.
An achievement standard at each year level for each of the knowledge and understanding sub
strands.
The ‘understanding’ paragraph in the subject achievement standard (Humanities and Social Sciences
achievement standard) is organised by substrand. The concepts of disciplinary thinking that students are
expected to develop are identified in both the subject achievement standard (Humanities and Social Sciences
achievement standard) and the substrandspecific achievement standards (history, geography, civics and
citizenship, economics and business). For example, concepts of historical thinking that students are expected
to learn are articulated in both the subject achievement standard and the history substrand achievement
standard.
The concepts of disciplinary thinking are introduced to the achievement standards at different year levels,
reflecting a progression of increasing breadth and depth of expected learning. For example, in history, the
concepts of continuity and change, perspectives, empathy and significance are introduced in Foundation
Year. Cause and effect is introduced to achievement standards in Year 2, sources in Year 3, and contestability
in Year 7.
Although the achievement standards articulate the concepts of disciplinary thinking, the concepts of
interdisciplinary thinking are also evident and can be used by teachers when they plan.
View the Sequence of Achievement for F–6/7 Humanities and Social Sciences.
HASS (Version 8.4)
Curriculum F10
Page 21 of 943
HASS Curriculum F10
Year 6 Level Description
Australia in the past and present and its connections with a diverse world
The Year 6 curriculum focuses on the social, economic and political development of Australia as a nation,
particularly after 1900, and Australia’s role within a diverse and interconnected world today. Students explore
the events and developments that shaped Australia as a democratic nation and stable economy, and the
experiences of the diverse groups who have contributed to and are/were affected by these events and
developments, past and present. Students investigate the importance of rights and responsibilities and
informed decisionmaking, at the personal level of consumption and civic participation, and at the national
level through studies of economic, ecological and government processes and systems. In particular, students
examine Asia’s natural, demographic and cultural diversity, with opportunities to understand their connections
to Asian environments. These studies enable students to understand how they are interconnected with
diverse people and places across the globe.
The content provides opportunities for students to develop humanities and social sciences understanding
through key concepts including significance; continuity and change; cause and effect; place and
space; interconnections; roles, rights and responsibilities; and perspectives and action. These
concepts may provide a focus for inquiries and be investigated across substrands or within a particular sub
strand context.
The content at this year level is organised into two strands: knowledge and understanding, and inquiry and
skills. The knowledge and understanding strand draws from four substrands: history, geography, civics and
citizenship and economics and business. These strands (knowledge and understanding, and inquiry and
skills) are interrelated and have been developed to be taught in an integrated way, which may include
integrating with content from the substrands and from other learning areas, and in ways that are appropriate
to specific local contexts. The order and detail in which they are taught are programming decisions.
Inquiry Questions
A framework for developing students’ knowledge, understanding and skills is provided by inquiry questions.
The following inquiry questions allow for connections to be made across the substrands and may be used or
adapted to suit local contexts: inquiry questions are also provided for each substrand that may enable
connections within the humanities and social sciences learning area or across other learning areas.
How have key figures, events and values shaped Australian society, its system of government and
citizenship?
How have experiences of democracy and citizenship differed between groups over time and place,
including those from and in Asia?
How has Australia developed as a society with global connections, and what is my role as a global
citizen?
HASS Curriculum F10
Year 6 Content Descriptions
Inquiry and skills
Questioning
Develop appropriate questions to guide an inquiry about people, events, developments, places, systems
and challenges (ACHASSI122 Scootle )

Elaborations
generating appropriate questions before, during and after an investigation to frame and guide the stages
of the inquiry

developing different types of research questions for different purposes (for example, probing questions to
seek details, openended questions to elicit more ideas, practical questions to guide the application of
enterprising behaviours, ethical questions regarding sensitivities and cultural protocols)

mindmapping a concept to create research questions that reveal connections between economic,
political, and/or environmental systems (for example, ‘How does shipping connect Asia and Australia?’,
‘What is ship ballast?’, ‘How does ballast water in modern ships affect local waters?’, ‘Where in Australia
has ballast water been an issue?’, ‘What are the economic and environmental impacts of ballast water?’,
‘What is Australia’s role in managing world ballast water regulation?’)

developing questions to guide the identification and location of useful sources for an inquiry or an
enterprise project

Researching
Locate and collect relevant information and data from primary sources and secondary sources
(ACHASSI123 Scootle )

Elaborations
determining the most appropriate methods to find information (for example, personal observation,
internet searches, primary and secondary sources) including using excursions and field trips (for
example, a study trip to a wetlands, a visit to a war memorial, a cultural site, an Asian food festival, a
courthouse, a town hall, a notforprofit enterprise, a bank)
HASS Curriculum F10

using a range of methods, including digital technologies, to gather relevant historical, geographical,
social, economic and business data and information (for example, through online sources such as
census data and databases, and/or interviews and surveys)

identifying key words to search for relevant information when using search tools, such as internet search
engines and library catalogues and indexes and recognising that internet domain names ‘com’, ‘edu’,
‘gov’ are indicators of the provenance of a source

applying ethical research methods when conducting inquiries with people and communities, including
using accepted protocols for consultation with local Aboriginal/Torres Strait Islander communities, and
conforming with respectful behaviours in sacred or significant sites

exchanging geographical information from schools in countries of the Asia region

Organise and represent data in a range of formats including tables, graphs and large and smallscale
maps, using disciplineappropriate conventions (ACHASSI124 Scootle )

Elaborations
categorising information using digital and nondigital graphic organisers (for example, flowcharts,
consequence wheels, futures timelines, mapping software, decisionmaking matrixes, digital
scattergrams, spreadsheets, and bibliography templates)

constructing tables and graphs with digital applications as appropriate to display or categorise data and
information for analysis (for example, a table to show the similarities and differences in official languages
and religions across a number of countries)

creating maps using spatial technologies and cartographic conventions as appropriate (including border,
source, scale, legend, title and north point) to show information and data, including location (for example,
a largescale map to show the location of places and their features in Australia and countries of Asia; a
flow map or smallscale map to show the connections Australia has with Asian countries such as shipping
or migration)

HASS Curriculum F10
explaining spatial representations (for example, describing how the representation of the spherical globe
on flat paper produces distortions in maps)

Sequence information about people’s lives, events, developments and phenomena using a variety of
methods including timelines (ACHASSI125 Scootle )

Elaborations
locating key events, ideas, movements and lives in a chronological sequence on timelines and flowcharts

developing flowcharts to show steps in a sequence (for example, the flow of goods and services, the
passage of a bill through parliament)

selecting, recording and prioritising the key points made in relation to historical, geographical, civic and
economic studies when interviewing people (for example, community or family members who migrated to
Australia, war veterans, former refugees, members of parliament, leaders of community organisations,
business operators, the experiences of Aboriginal and Torres Strait Islander Peoples, workers of diverse
occupations in an industry)

Analysing
Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI126
Scootle )

Elaborations
identifying and distinguishing fact and opinion in information and identifying stereotypes and over
generalisations (for example, overgeneralisations about the role of women, the contribution of Aboriginal
and Torres Strait Islander Peoples, the work of politicians, the beliefs of religious groups)

proposing reasons why stereotypes and overgeneralisations are evident in sources and media of the
past and discussing whether the underlying attitudes and values have changed or might have changed
over time

HASS Curriculum F10
HASS Curriculum F10
checking the publishing details of a text to help clarify the publication’s purpose, to identify potential bias
in the content and assess its relevance, and to put information presented in an historical or geographical
context

analysing sources to identify persuasive techniques such as modality (for example, ‘would’, ‘could’, ‘may’,
‘might’) and the use of the passive voice (for example, ‘it is claimed that …’) rather than the active voice
(‘The government claims that ...’), and considering reasons for these choices

Examine different viewpoints on actions, events, issues and phenomena in the past and present

Elaborations
surveying businesses in the local area to find out what influences their choices concerning the way they
provide goods and services

analysing where points of view differ about global issues and exploring the reasons for different
perspectives (for example, reasons for varying views on issues such as climate change, coal seam
mining, or aid to a country of the Asia region; different world views of environmentalists)

discussing issues where there are, or were, a range of views and proposing reasons for different
perspectives (for example, different opinions about the deportation of South Sea Islanders from 1901,
the vote for women, how to manage an environment more sustainably)

exploring historic sources to identify the views of a range of stakeholders affected by Federation and
citizenship rights (for example, women, children, men without property, or South Sea Islanders)

critiquing points of view about a sustainability issue (for example, considering producers’ and consumers’
views on the sustainable use of resources)

Interpret data and information displayed in a range of formats to identify, describe and compare
distributions, patterns and trends, and to infer relationships (ACHASSI128 Scootle )

HASS Curriculum F10
Elaborations
analysing sources to identify the causes and effects of past events, developments and achievements (for
example, the causes and effects of the struggles for democratic rights such as the Wave Hill walkoff, the
Wik decision; of technological advancements such as the advent of television, the internet and the bionic
ear; of health policies)

using graphic organisers, maps and concept maps to identify patterns (for example, patterns of
settlement in regional agricultural areas), trends (for example, changes in Australian immigration
statistics) and causeeffect relationships (for example, relationships between war and the movement of
refugees, the correlation of low income and poor health, the effects of consumer decisions on the
individual, the broader community and on environmental sustainability)

interpreting graphic representations and making inferences about patterns and/or distributions (for
example, proposing the possible impacts of human activity from an analysis of food webs; reflecting on
electoral representation after viewing a plan of the seats held in upper and lower houses of parliament)

comparing spatial and statistical distributions in thematic maps, choropleth maps and tables to identify
patterns and relationships (for example, patterns in per capita income of countries from the Asia region;
the increasing cultural diversity of present day Australia; relationships between human settlement and the
changing environment)

identifying possible relationships by comparing places similar in one major characteristic but different in
others (for example, by comparing places with similar climates but with different cultures as a means of
identifying the relative influences of climate and culture)

Evaluating and reflecting
Evaluate evidence to draw conclusions (ACHASSI129 Scootle )

Elaborations
evaluating and connecting information from various sources to defend a position (for example, the
responsibilities associated with Australian citizenship, the right to build in a place, why a person is
considered significant)

contemplating attitudes and actions of the past that now seem strange and unacceptable and imagining
HASS Curriculum F10
what aspects of current society may be viewed in this way in the future

proposing reasons why socially sustainable practices such as negotiation, arbitration and Reconciliation
and cultural mediation resolve issues peacefully

drawing conclusions based on identified evidence (for example, using census data to construct
arguments for and against migration; business council information to identify the ways different
businesses provide goods and services to a community)

Work in groups to generate responses to issues and challenges (ACHASSI130 Scootle )

Elaborations
planning a project, campaign or enterprise around an identified challenge with specification of the
sequence of tasks and activities, responsibilities and deadlines

participating collaboratively on committees, in an enterprise or a simulated parliament taking
responsibility for respectful interactions with others

applying enterprising behaviours (for example, taking on a leadership role in a project, working with
others to make decisions)

brainstorming solutions to an issue that is significant to a group and using negotiation to reach
consensus on a preferred approach to resolving the issue

Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring
one decision over others (ACHASSI131 Scootle )

Elaborations
relating the decisions made by individuals and organisations to criteria used to evaluate options (for
example, the criteria for Australian of the Year, for the award of the Order of Australia, for the selection of
a school captain)

HASS Curriculum F10
HASS Curriculum F10

examining the tradeoffs they might consider when developing criteria for evaluating choices (for
example, considering the opportunity cost of choosing one leisure activity over another or considering the
tradeoffs involved when making a purchasing decision such as a phone)

applying economics and business knowledge and skills to everyday problems to identify advantages and
disadvantages of a proposed response to the issue

determining a preferred option for action by identifying the advantages and disadvantages of different
proposals, surveying people’s views and opinions, analysing the data, and debating and voting on
alternatives

Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and
predict the probable effects (ACHASSI132 Scootle )

Elaborations
reflecting on what they have learnt in relation to an issue and identifying problems that might be
experienced when taking action to address the issue

collecting evidence to build a case for action that takes account of alternative views, minimises risks and
mitigates any negative outcomes

suggesting a course of action on a global issue that is significant to them and describing how different
groups could respond

reflecting on the civic activities that students can participate in and the benefits of active and informed
citizenship, including the significance of understanding cultural diversity

identifying the possible effects of decisions that have been made about an economic or business issue

HASS Curriculum F10
identfying intercultural experiences and how this may affect future cultural interactions

Communicating
Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source
materials, digital and nondigital representations and disciplinespecific terms and conventions

Elaborations
composing information and expository texts, supported by evidence, to describe conclusions from their
economic, civic, historical and geographical inquiries
developing persuasive texts such as arguments for a debate, an essay or an opinion piece, citing
sources to justify reasoning

creating narrative accounts and recounts (for example, a digital multimedia story that records migrant
experiences) based on information identified from a range of sources and referring to real characters
and events

describing the relative location of places and their features in Australia and in selected countries of the
Asia region, when investigating and making connections

selecting and applying appropriate media and strategies to suit and enhance their communication,
including the use of graphs, tables, timelines, photographs and pictures, in digital and nondigital modes

using accurate and subjectappropriate terms, for example, historical terms (such as ‘nation’,
‘democracy’, ‘federation’, ‘empire’, ‘immigration’, ‘deportation’, ‘suffrage’, ‘enfranchisement’, ‘heritage’,
‘diversity’, ‘contribution’, ‘achievement’, ‘significance’, ‘development’, ‘rural’, ‘urban’, ‘bias’, ‘stereotype’,
‘perspective’), geographical terms (such as ‘relative location’, ‘scale’, ‘cultural diversity’, ‘inequality’,
‘interconnections’), civics and citizenship terms (such as ‘Westminster system’, ‘courts’, ‘monarchy’ and
‘three levels of government’) and economics and business terms (such as ‘opportunity cost’, ‘tradeoffs’,
‘industry sectors’)

HASS Curriculum F10
Knowledge and Understanding
History
Concepts for developing understanding
The content in the history substrand provides opportunities for students to develop historical
understanding through key concepts including sources, continuity and change, cause and effect,
perspectives, empathy and significance. The Year 6 curriculum moves from colonial Australia to the
development of Australia as a nation, particularly after 1900. Students explore the factors that led to
Federation and the different attitudes to Federation and citizenship at the time (continuity and change,
cause and effect, perspectives). Through studies of people’s experiences of democracy and citizenship
over time (perspectives, empathy), students come to understand the significance of events, ideas and
people’s contributions in influencing development of Australia’s system of government (continuity and
change, significance). Students learn about the way of life of people who migrated to Australia since
Federation and their contributions to Australia’s economic and social development (significance, empathy).
In learning about Australia as a nation, students compare a range of sources to determine points of view
(sources, perspectives).
Inquiry Questions
Why and how did Australia become a nation?
How did Australian society change throughout the twentieth century?
Who were the people who came to Australia? Why did they come?
What contribution have significant individuals and groups made to the development of Australian
society?
Key figures, events and ideas that led to Australia’s Federation and Constitution (ACHASSK134 Scootle
)

Elaborations
studying Australia’s path to Federation through an examination of key people (for example, Henry
Parkes, Edmund Barton, George Reid, John Quick) and events (for example, the Tenterfield Oration, the
Corowa Conference, the referendums held in the colonies between 1898 and 1900)

comparing the model of Australian federalism with the original model of the United States of America to
identify the US influence on Australia’s system of government

identifying key elements of Australia’s system of law and government and their origins (for example, the
Magna Carta; federalism; constitutional monarchy; the Westminster system and the separation of powers
– legislature, executive, judiciary; the houses of parliament; how laws are made)

Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal and
Torres Strait Islander Peoples, migrants, women and children (ACHASSK135 Scootle )

HASS Curriculum F10
HASS Curriculum F10

Elaborations
investigating the lack of citizenship rights for Aboriginal Peoples and Torres Strait Islander Peoples in
Australia, illustrated by controls on movement and residence, the forcible removal of children from their
families leading to the Stolen Generations, and poor pay and working conditions

describing the significance of the 1962 right to vote federally and the 1967 referendum

investigating the stories of individuals or groups who advocated or fought for rights in twentiethcentury
Australia (for example, Jack Patten or the Aborigines Progressive Association)

investigating the experiences of democracy and citizenship of women (for example, the suffragette
movement, the bar on married women working, equal pay, the Sex Discrimination Act 1984)

investigating the experiences of democracy and citizenship of migrant groups (for example, White
Australia Policy, internment camps during World War II, assimilation policies, antidiscrimination
legislation, multiculturalism, Reconciliation, mandatory detention, pay and working conditions)

investigating the experiences of democracy and citizenship of children who were placed in orphanages,
homes and other institutions (for example, their food and shelter, protection, education and contacts with
family)

Stories of groups of people who migrated to Australia since Federation (including from ONE country of the
Asia region) and reasons they migrated (ACHASSK136 Scootle )

Elaborations
comparing push and pull factors that have contributed to people migrating to Australia (for example,
economic migrants and political refugees) from a range of places

exploring individual narratives using primary sources (for example, letters, documents and historical
objects), interviewing and recording an oral history, and presenting the journey and circumstances of
arrival based on the sources (for example, through drama)

HASS Curriculum F10

describing cultural practices related to family life, beliefs and customs of newly arrived migrant groups
and comparing these with those of the communities in which they settled within Australia

connecting stories of migration to students’ own family histories (where appropriate)

The contribution of individuals and groups to the development of Australian society since Federation
(ACHASSK137 Scootle )

Elaborations
examining population data that show the places of birth of Australia’s people at one or more points of
time in the past and today

investigating the role of specific cultural groups in Australia’s economic and social development (for
example, the cattle industry, the Snowy Mountains Scheme, the pearling industry)

considering notable individuals in Australian public life across a range of fields (for example, the arts,
science, sport, education), including Aboriginal and Torres Strait Islander people, a range of cultural and
social groups, and women and men drawn from the National Living Treasures list, the Australian
Dictionary of Biography or the Australian Honours lists)

considering the contribution of groups and organisations in the development of Australia in the twentieth
century (for example, the CSIRO, environmental action groups, farming cooperatives)

Geography
The content in the geography substrand provides opportunities to develop students’ understanding of
place, space, environment, interconnection and change. Students explore the diverse environments,
peoples and cultures within the Asia region and at a global level (space, place, environment) and expand
their mental map of the world. Students examine Australia’s various connections with other countries and
places throughout the world, how these are changing, and the effects of these interconnections
(interconnections, change).
Inquiry Questions
HASS Curriculum F10
How do places, people and cultures differ across the world?
What are Australia’s global connections between people and places?
How do people’s connections to places affect their perception of them?
The geographical diversity of the Asia region and the location of its major countries in relation to Australia

Elaborations
using geographical tools (for example, a globe wall map or digital application such as Google Earth) to
identify the geographical division of Asia into NorthEast, SouthEast, South Asia and West Asia (the
Middle East)

exploring the diversity of environments and types of settlement in the Asia region, or in part of the region,
or in a country in either NorthEast, SouthEast or South Asia and discussing any patterns

investigating the differences in the population size, density, life expectancy and per capita income
between countries across the world

describing the location of places in countries of the Asia region in absolute terms using latitude and
longitude

Differences in the economic, demographic and social characteristics of countries across the world

Elaborations
researching the population size and density of a selection of countries around the world

investigating the relationship between per capita income, health (as measured by life expectancy) and
energy consumption in a selection of countries around the world, including at least one country from the
Asia region

comparing people’s lives in places with different levels of income

HASS Curriculum F10
HASS Curriculum F10
The world’s cultural diversity, including that of its indigenous peoples (ACHASSK140 Scootle )

Elaborations
identifying examples of indigenous peoples who live in different regions in the world (for example, the
Maori of Aotearoa New Zealand, the First Nations of North America and the Orang Asli of Malaysia and
Indonesia), appreciating their similarities and differences, and exploring the United Nations Declaration
on the Rights of Indigenous Peoples

investigating sustainability of the environments in which many indigenous peoples have lived sustainably
over time

investigating the similarities and differences in official languages, religions and spiritual traditions
between Australia and selected countries of the Asia region and other parts of the world

researching the proportion of the Australian population and of the population from their local area who
were born in each world cultural region, using data from the Australian Bureau of Statistics and then
comparing aspects of selected cultures

Australia’s connections with other countries and how these change people and places

Elaborations
researching connections between Australia and countries in the Asia and Pacific regions (for example, in
terms of migration, trade, tourism, aid, education, defence or cultural influences) and explaining the
effects of at least one of these connections on their own place and another place in Australia

exploring the provision of Australian government or nongovernment aid to a country in the Asia and
Pacific region or elsewhere in the world and analysing its effects on places in that country

Civics and citizenship
HASS Curriculum F10
The content in the civics and citizenship substrand provides opportunities for students to develop
understanding about government and democracy, laws and citizens and citizenship, diversity and
identity. Students study the key institutions of Australia’s democratic government, including state/territory
and federal parliaments, and the responsibilities of electors and representatives (government and
democracy). Students learn how state/territory and federal laws are made in a parliamentary system (law).
Students examine Australian citizenship and reflect on the rights and responsibilities that being a citizen
entails (citizenship and identity), and explore the obligations that people may have as global citizens
(citizenship, diversity and identity).
Inquiry Questions
What are the roles and responsibilities of the different levels of government in Australia?
How are laws developed in Australia?
What does it mean to be an Australian citizen?
The key institutions of Australia’s democratic system of government and how it is based on the
Westminster system (ACHASSK143 Scootle )

Elaborations
explaining the role of the monarchy and its representatives in Australia including the GovernorGeneral,
and the parliaments and courts in Australia’s system of government

recognising the importance of the Westminster system and the Magna Carta in influencing Australia’s
parliamentary government

investigating sites virtually or in situ associated with key democratic institutions to explore their roles,
such as Parliament House in Canberra

The roles and responsibilities of Australia’s three levels of government (ACHASSK144 Scootle )

Elaborations
clarifying the roles and responsibilities of the three levels of government (local, state/territory and federal)

identifying issues where federal and state parliaments both have the power to make laws; recognising
that federal law will override the state law if federal and state laws conflict on these issues

HASS Curriculum F10
identifying instances where there may be multiple levels of government involved (for example, in relation
to the environment such as management of the MurrayDarling river system)

The responsibilities of electors and representatives in Australia’s democracy (ACHASSK145 Scootle )
Elaborations
considering the responsibilities of electors (for example, enrolling to vote, being informed and voting
responsibly)

identifying the characteristics that would make for a ‘good’ representative at the local, state/territory or
national level

Where ideas for new laws can come from and how they become law (ACHASSK146 Scootle )
Elaborations
investigating where ideas for new laws come from (for example, from party policy, perhaps announced
during an election campaign; from suggestions by members and senators; from interest groups in the
community)

exploring how bills are debated and scrutinised (for example, the role of parliamentary committees and
the ability of citizens to make submissions to these committees)

identifying the role of the Executive in relation to the development of policies and the introduction of bills,
including the role of Cabinet in approving the drafting of a bill and the role of the public service in drafting
and implementing legislation

The shared values of Australian citizenship and the formal rights and responsibilities of Australian citizens

Elaborations
investigating how people become Australian citizens
HASS Curriculum F10
HASS Curriculum F10

discussing the Australian citizenship pledge and comparing it to the former oath of allegiance to the
monarch to explore notions of allegiance

clarifying the formal rights and responsibilities of Australian citizenship and comparing these to the rights
and responsibilities of noncitizens

exploring how laws protect human rights (for example, gender, disability, race and age discrimination
law)

exploring the experiences of people who have migrated to Australia and who have taken up Australian
citizenship (for example, those of Asian heritage)

The obligations citizens may consider they have beyond their own national borders as active and informed
global citizens (ACHASSK148 Scootle )

Elaborations
identifying the obligations people may consider they have as global citizens (for example, an awareness
of human rights issues, concern for the environment and sustainability, being active and informed about
global issues)

describing dual citizenship and its implications for identity and belonging

using a current global issue (for example, immigration across borders or clearing native forests to
establish palm oil plantations) to discuss the concept of global citizenship

Economics and business
The content in the economics and business substrand develops key ideas, with a focus on developing
students’ understanding of opportunity cost and why decisions about the ways resources are allocated to
HASS Curriculum F10
meet needs and wants in their community involve tradeoffs. The limited nature of resources means that
businesses and consumers make choices (resource allocation and making choices). This involves
consumers choosing what to purchase and businesses choosing the way they provide goods and services
(consumer literacy, business environment). Students consider the effect of consumer and financial
decisions on individuals, the community and the environment (consumer and financial literacy). The
emphasis is on community or regional issues, with opportunities for concepts to also be considered in
national, regional or global contexts where appropriate.
Inquiry Questions
Why are there tradeoffs associated with making decisions?
What are the possible effects of my consumer and financial choices?
Why do businesses exist and what are the different ways they provide goods and services?
How the concept of opportunity cost involves choices about the alternative use of resources and the need
to consider tradeoffs (ACHASSK149 Scootle )

Elaborations
explaining why when one choice is made, the next best alternative is not available (tradeoff) (for
example, if a student chooses to spend their time (resource) riding their bike after school, they cannot go
for a swim (tradeoff))

explaining why choices have to be made when faced with unlimited wants and limited resources (for
example, by compiling a list of personal needs and wants, determining priorities (including sustainability
of natural environments) and identifying the needs and wants that can be satisfied with the resources
available)

exploring some national needs and wants in Australia and an Asian country (for example, access to
water, education, health care) and comparing resource limitations and decisions

The effect that consumer and financial decisions can have on the individual, the broader community and
the environment (ACHASSK150 Scootle )

Elaborations
exploring how a decision to buy an item affects the family (for example, ‘Did the family have to put off
buying another item to have this one?’)

investigating whether buying at the local supermarket helps the local community

HASS Curriculum F10
considering if their actions have an effect on the environment (for example, does choosing to use
recyclable shopping bags have an effect on the natural environment?)

investigating questions (for example, ‘Does what my family buys in the supermarket affect what
businesses might sell or produce?’)

The reasons businesses exist and the different ways they provide goods and services (ACHASSK151
Scootle )

Elaborations
identifying why businesses exist (for example, to produce goods and services, to make a profit, to
provide employment) and investigating the different ways that goods and services are provided to people
such as through shopping centres, local markets, online, small independent stores, remote community
stores

explaining the difference between notforprofit and forprofit businesses

distinguishing between businesses in the primary, secondary and tertiary industry sectors and discussing
what they produce or provide (such as agriculture and mining; textiles and food; and information, tourism
and telecommunications)

HASS Curriculum F10
HASS Curriculum F10
Year 6 Achievement Standards
By the end of Year 6, students explain the significance of an event/development, an individual and/or group.
They identify and describe continuities and changes for different groups in the past and present. They
describe the causes and effects of change on society. They compare the experiences of different people in
the past. Students describe, compare and explain the diverse characteristics of different places in different
locations from local to global scales. They describe how people, places, communities and environments are
diverse and globally interconnected and identify the effects of these interconnections over time. Students
explain the importance of people, institutions and processes to Australia’s democracy and legal system. They
describe the rights and responsibilities of Australian citizens and the obligations they may have as global
citizens. Students recognise why choices about the allocation of resources involve tradeoffs. They explain
why it is important to be informed when making consumer and financial decisions. They identify the purpose
of business and recognise the different ways that businesses choose to provide goods and services. They
explain different views on how to respond to an issue or challenge.
Students develop appropriate questions to frame an investigation. They locate and collect useful data and
information from primary and secondary sources. They examine sources to determine their origin and
purpose and to identify different perspectives in the past and present. They interpret data to identify, describe
and compare distributions, patterns and trends, and to infer relationships, and evaluate evidence to draw
conclusions. Students sequence information about events, the lives of individuals and selected phenomena in
chronological order and represent time by creating timelines. They organise and represent data in a range of
formats, including large and smallscale maps, using appropriate conventions. They collaboratively generate
alternative responses to an issue, use criteria to make decisions and identify the advantages and
disadvantages of preferring one decision over others. They reflect on their learning to propose action in
response to an issue or challenge and describe the probable effects of their proposal. They present ideas,
findings, viewpoints and conclusions in a range of communication forms that incorporate source materials,
mapping, graphing, communication conventions and disciplinespecific terms.
By the end of Year 6 students explain the significance of an event/development, an individual or group. They
identify and describe continuities and changes for different groups in the past. They describe the causes and
effects of change on society. They compare the experiences of different people in the past.
Students sequence information about events and the lives of individuals in chronological order and represent
time by creating timelines. When researching, students develop appropriate questions to frame a
historical inquiry. They identify a range of primary and secondary sources and locate, collect, organise and
categorise relevant information to answer inquiry questions. They analyse information or sources for evidence
to determine their origin and purpose and to identify different perspectives. Students develop texts,
particularly narrative recounts and descriptions. In developing these texts and organising and presenting their
information, they use historical terms and concepts, and incorporate relevant sources.
By the end of Year 6, students describe the location of places in selected countries in absolute and relative
terms. They describe and explain the diverse characteristics of places in different locations from local to
global scales. They describe the interconnections between people in different places, identify factors that
influence these interconnections and describe how interconnections change places and affect people. They
identify and compare different possible responses to a geographical challenge.
HASS Curriculum F10
Students develop appropriate geographical questions to frame an inquiry. They locate, collect and organise
useful data and information from primary and secondary sources. They record and represent data and the
location of places and their characteristics in different graphic forms, including largescale and smallscale
maps that use cartographic conventions of border, source, scale, legend, title and north point. Students
interpret maps, data and other information to identify, describe and compare spatial distributions, patterns and
trends, to infer relationships and to draw conclusions. They present findings and ideas using geographical
terminology and digital technologies in a range of communication forms. They propose action in response to a
geographical challenge and describe the probable effects of their proposal.
By the end of Year 6, students explain the role and importance of people, institutions, and processes to
Australia’s democracy and legal system. They describe the rights and responsibilities of Australian citizens
and the obligations they may have as global citizens.
Students develop appropriate questions to frame an investigation about the society in which they live. They
locate, collect and organise useful information from a range of different sources to answer these questions.
They examine sources to determine their origin and purpose and describe different perspectives. They
evaluate information to draw conclusions. When planning for action, they identify different points of view and
solutions to an issue. They reflect on their learning to identify the ways they can participate as citizens in the
school or elsewhere. They present ideas, findings, viewpoints and conclusions in a range of communication
forms that incorporate source materials and civics and citizenship terms and concepts.
By the end of Year 6, students recognise why choices about the allocation of resources involve tradeoffs.
They explain why it is important to be informed when making consumer and financial decisions. They identify
the purpose of business and recognise the different ways that businesses choose to provide goods and
services.
Students develop appropriate questions to frame an investigation about an economics or business issue,
challenge or event. They locate and collect useful data and information from primary and secondary sources.
They examine sources to determine their origin and purpose and evaluate evidence to draw conclusions.
They interpret, organise and represent data in a range of formats using appropriate conventions. They
generate alternative responses to an issue or challenge and identify the advantages and disadvantages of
preferring one decision over others. They reflect on their learning to propose action in response to a
challenge and identify the possible effects of their decision. They apply economics and business knowledge
and skills to familiar problems. Students present ideas, findings, viewpoints and conclusions in a range of
communication forms that incorporate source materials and economics and business terms.
Glossary
absolute location
Location measured by the coordinates of latitude and longitude. Also see relative location.
absolute majority
The minimum number of votes required, which is more than half of all votes, that is, 50 per cent plus one, to
make a democratic decision by a group.
active citizenship
Involvement and informed participation in the civic and political activities of society at local, state, national,
regional and global levels. It contrasts with ‘passive citizenship’ where citizens participate only minimally to
meet their basic individual responsibilities including voting and paying taxes.
AD
A part of a dating system, an abbreviation of ‘anno Domini’, meaning ‘in the year of our Lord’; the years
after the birth of Christ.
aerial photograph
A photograph taken from the air, which can be oblique (taken at an angle) or vertical (taken from straight
above the ground); the former being easier for young students to interpret.
ancient
As defined in the Australian Curriculum: History, the ancient period covers history from the development of
early human communities (from 60 000 BCE) to the end of late antiquity (around 650 CE).
Anzac Day
A national remembrance in Australia for the troops that fought at Gallipoli in Turkey (April–December 1915)
during World War I, and for Australians who have fought in subsequent conflicts. The acronym ANZAC
refers to the Australian and New Zealand Army Corps (ANZAC).
artefact
Something made or shaped by humans for their use, such as a stone tool, a metal sword, a letter, a plastic
toy, usually of historical interest.
Asia
As defined in the Australian Curriculum: History, Asia refers to the territorial area that extends from the
western border of Pakistan, to the northern border of Mongolia, the eastern border of Japan, and to the
southern border of Indonesia.
attachment to place
People’s emotional feelings about and identification with places, which can contribute to their personal
wellbeing and sense of identity.
Australian democracy
A system of government grounded in liberal democratic values and a belief in civic engagement. It includes
a written constitution, a wellestablished representative parliamentary process based on the Westminster
system, and a constitutional monarch.
Australian Government, the
The national government of the Commonwealth of Australia, which is also known as the federal government
or the Commonwealth Government. It was established by the Commonwealth of Australia Constitution Act
at the time of Federation.
basic standard of living
A standard of living adequate for the health and wellbeing of a person and his/her family, including food,
clothing, housing, medical care, necessary social services, the right to security in the event of
unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond
his/her control, special care for mothers and children, and social protection for all children.
BCE
An abbreviation of ‘before the Common Era’. It is the same dating system as the traditionally used BC,
meaning ‘before Christ’. Historical dates before the birth of Christ are classified as BCE. There is no year
zero in this dating system, so the year CE 1 immediately follows the year 1 BCE. Also see the CE.
biodiversity
A variety of living organisms and ecosystems they form. Biodiversity has direct value as consumable or
useful commodities, indirect value through the provision of ecosystem services, and intrinsic value
independent of its utility to humans.
blue water
In geography, fresh water in rivers, lakes and dams.
burden of proof
In law, an obligation to prove what is alleged. In criminal cases, this obligation rests on prosecution, which
must prove its case beyond reasonable doubt. In civil cases, it rests on a plaintiff, who must prove his or her
case on the balance of probabilities. Sometimes, however, this burden shifts, for example, where a
defendant raises particular defences.
business
An organisation, enterprise or business engaged in the production and trade of goods or services, usually
for profit.
business environment
Contemporary events or trends that influence a business, industry or market.
Cabinet, the
The Cabinet consists of the most senior ministers, including the Prime Minister. The Cabinet's role is to
make major policy decisions, including decisions about spending, appointments and introducing legislation.
capital
In economics and business, all physical equipment (machinery, buildings, infrastructure) used by human
labour in a process of production, for example, a secretary uses a computer; a farmer uses a mechanical
plough. In modern economies, intellectual property and knowledge are types of human capital – necessary
resources in the production of goods and services.
A study of and practice of map making, including construction of projections, design, compilation, drafting
and reproduction, which aims to model reality in ways that communicate spatial information effectively.
cause and effect
Used by historians to identify chains of events and developments over time, shortterm and longterm.
CE
An abbreviation of `Common Era’. It is the same dating system as the traditionally used AD, short for the
Latin phrase anno Domini, ‘in the year of our Lord’. Historical dates after the birth of Christ are classified as
CE. There is no year zero in this dating system, so the year CE 1 immediately follows the year 1 BCE. Also
see BCE.
characteristics of places
Geographical characteristics of places include people, climate, production, landforms, built elements of the
environment, soils, vegetation, communities, water resources, cultures, mineral resources and landscape.
Some characteristics are tangible, for example, rivers and buildings. Others are intangible, for example,
scenic quality and socioeconomic status.
choropleth map
A thematic map in which areas are shaded to show higher and lower values of the variable, for example,
population density.
chronology
A study of time. In history, chronology involves an arrangement of events in order, as in a timeline.
circular flow of income
An economic model that provides a theoretical and simplified representation of operations of an economy,
depicting interactions between various sectors of the economy (household, business, finance, government
and foreign sectors) and the flows of resources and income between them.
citizen
A person who holds citizenship of a polity, such as a country, and who is a member of a political community
that grants certain rights and privileges to its citizens, and in return expects them to act responsibly such as
to obey their country's laws. Also see global citizen.
citizenship
In the Australian Curriculum: Humanities and Social Sciences, there are two uses of the term:
A legal status granted by birth or naturalisation to citizens involving certain rights (for example,
protection, passport, voting) and responsibilities (for example, obey the law, vote, defend
country). A modern sense incorporates three components: civil (rights and responsibilities),
political (participation and representation), and social (social virtues and community involvement).
An identifiable body of knowledge, understanding and skills relating to the organisation and
working of society, including a country's political and social heritage, democratic processes,
government, public administration and judicial systems.
civic life
A participation one has within a community or communities as distinct from private and family life.
civics
An identifiable body of knowledge, skills and understandings relating to the organisation and working of
society. It refers to a nation’s political and social heritage, democratic processes, government, public
administration and legal system.
civility
Habits of people that display courtesy, politeness and formal regard for others. These behaviours contribute
to society’s effective functioning.
climate
A longterm average (minimum 30 years) of weather conditions at a place. For example, some climates are
hot and wet all year (Singapore); some have hot, wet summers and warm, dry winters (Darwin); and some
have warm, dry summers and cool, wet winters (Adelaide and Perth). Climates can be classified into
distinctive types, such as equatorial, tropical, temperate, Mediterranean, semiarid and arid. These types
are found in similar locations around the world.
climate graph
A graph showing average monthly temperature (by a line) and rainfall (by columns) for a location.
climatic zones
Areas of the earth that have similar climatic conditions. The major zones are hot, temperate and polar and
are roughly demarcated by lines of latitude.
common good
A term that is popularly understood as sharing of resources among a community for the benefit of that
community as a whole. The common good is often seen as a utilitarian ideal representing the greatest
possible good for the greatest possible number of individuals as opposed to the private good for individuals
or sections of society.
common law
A body of English law traditionally based on custom and court decisions. Also known as case law or
precedent, it is law developed by judges through decisions of earlier courts and an understanding of current
context. Also see statute (statutory law).
comparative advantage
According to comparative advantage, all countries can gain from trade with each other, regardless of their
factor endowments (land, labour, capital and entrepreneurship). Given a choice of producing two products,
a country is said to have a comparative advantage when it specialises in the production and export of
particular goods and services that it can produce more efficiently; that is, at a lower opportunity cost than
competitors.
competitive advantage
An advantage that a business holds over others in its industry, sector or location. The advantage means
that a business is able to sell more of a product, or operate at a lower cost, or better meet the needs of
consumers. Competitive advantage usually implies that a business is more profitable than its competitors.
concept
Any general notion or idea that is used to develop an understanding of the past, such as concepts related
to the process of historical inquiry (for example, evidence, continuity and change, perspectives,
significance) and concepts that are culturally significant to Aboriginal and Torres Strait Islander Peoples,
such as Country/Place.
conservation and preservation
Conservation is careful management of the environment and natural resources, acknowledging that they
may be changed in order to affect a better future for humankind, but not if the impacts on them are too
great. Alternatively, preservation is an act of maintaining the existing condition of environmental areas as
yet untouched by humans.
consumer
A person or a group that is the final user of goods and services produced within an economy.
constitution
Fundamental principles on which a state or other organisation (such as a club) is governed. Usually, this
takes the form of a legal document setting out specific powers for a government or governing of that entity.
contestability
An inescapable characteristic of history that occurs when particular interpretations about the past are open
to debate, for example, as a result of a lack of evidence or different perspectives.
continuity and change
Are both evident in any given period of time and apply to the material and immaterial world, continuities
being aspects of the past that remain(ed) the same over certain periods of time.
continuous resources
Those resources, such as solar or wind energy, whose availability is unaffected by their use by humans.
Also see environmental resources.
constitutional monarchy
A form of monarchy in which a monarch acts as a country’s head of state according to law as required by
the constitution and that in exercising his or her discretionary powers, the monarch as head of state acts on
advice of responsible ministers, excluding exceptional circumstances.
conventions
In Civics and Citizenship, unwritten rules of political procedure based on traditional, established practices
that are widely accepted. Australia’s political system has adopted many of the unwritten conventions of the
British Westminster system. Conventions may defy the Constitution; for example, the procedure for the
appointment of Australia’s GovernorGeneral.
costbenefit analysis
Determination and evaluation of benefits and costs of a project or decision. The evaluation includes
monetary and nonmonetary effects.
Country/Place
In the Australian Curriculum, Country in this instance refers to a space mapped out by physical or intangible
boundaries that individuals or groups of Aboriginal Peoples occupy and regard as their own. It is a space
with varying degrees of spirituality.
Place (as it pertains in Country/Place) is a space mapped out by physical or intangible boundaries that
individuals or groups of Torres Strait Islander Peoples occupy and regard as their own. It is a space with
varying degrees of spirituality.
culture
A body of beliefs, attitudes, skills and tools by which communities structure their lives and interact with their
environments.
custodial responsibility
An obligation that Aboriginal and Torres Strait Islander Peoples have to care for the Country/Place on which
they live, even if they are not traditional owners of that Country/Place. Traditional owners have primary
responsibility for Country/Place.
customary law
Acknowledged behaviour by individuals and groups, which recognise benefits of behaving in accordance
with other individuals' expectations and customs. In the Australian Curriculum, this refers to the
customarylaw of Aboriginal and Torres Strait Islander Peoples; however, in Australia, customary law is
subject to constitutional and common law. Also see common law and statute (statutory law).
data
Information that is directly recorded, which can be quantitative or qualitative.
demand
In economics and business, an amount of a good or service that consumers are willing and able to
purchase at a particular point in time.
democracy
A system of government where power is vested in the people, who may exercise it directly or through
elected representatives, and who may remove and replace their political leaders and government in free
and fair regular elections.
depth study
As described in the Australian Curriculum: History, a detailed study of specific aspects of a historical period,
for example, a particular society, event, movement or development. It gives students an opportunity to
develop and apply concepts and skills of historical inquiry. A depth study commonly employs investigation of
a range of sources, and may include site and museum visits.
development
Economic, social and political changes that improve the wellbeing of people.
digital mapping tools
Software programs that draw maps.
digital media
Data generated in a computer, that is, digital audio, digital video, the World Wide Web and other
technologies.
direct action
People participating in person and directly on issues they seek to change, within the bounds of the law.
distribution
In social sciences, arrangements of data or items, for example, in geography, arrangements of items in
particular places (distribution of population in a country, distribution of forests across the world).
division of powers
Vesting of powers within different levels of government. Under the Australian Constitution, the
Commonwealth Government was vested with specific powers while the states retained general powers. In
practice, the distribution of powers has become increasingly centralised over time.
economics
A social science (study of human behaviour) that studies decisions made by individuals, households,
businesses, governments and other groups about how scarce resources are allocated in attempting to
satisfy needs and unlimited wants.
economic development
A quantitative (output and value) and qualitative (wellbeing) improvement in the standard of living.
economic growth
An increase in the quantity of goods and services produced in an economy over a period of time; an
increasing ability of society to satisfy the needs and wants of its people.
economic sustainability
Economic activity that supports the economic needs of the present without compromising the ability of
future generations to meet their own needs.
economic system
A system that coordinates production and distribution of goods and services.
economy
All activities undertaken for the purpose of production, distribution and consumption of goods and services
in a region or country.
ecosystem
A functioning unit of nature defined by a complex set of relationships among its living organisms (such as
microorganisms, plants, animals, humans) and its nonliving components (such as water, minerals, soil,
air), where all organisms and components are interdependent through nutrient cycles and energy flows.
Every unit can be explored at macro levels (such as the planet) or as specific limited areas.
ecosystembased management
Management based on improving health of an ecosystem producing commodities rather than on
maximising production of individual commodities, for example, by increasing biodiversity, restoring
hydrological systems, protecting marine breeding areas or rebuilding soil structure and fertility.
electors
People who have the right to participate in an election and chose to do so.
empathy
As defined in the Australian Curriculum: History, engaging with past thought and feelings through a
historical inquiry.
empire
An extensive group of states or countries ruled over by a single monarch, or a sovereign state, which
exercises political, economic and cultural rule or control over the people within, such as the Roman Empire
and the British Empire.
energy flow
A flow of energy through a biological food chain; a movement of energy around an ecosystem through
biotic (living) and abiotic (nonliving) means. Also referred to as ecology.
entrepreneur
A person who sets out to build a successful business in a new field. Entrepreneur’s methods are sometimes
regarded as ‘groundbreaking’ or innovative.
enterprise
A business unit, company or project that is profitoriented, nonprofit, privately owned or government
controlled, and that combines scarce resources for a production and supply of goods and services, and
especially may require boldness or effort. Alternatively, the term may refer to an undertaking of a project or
business.
environment
A setting and conditions of an area in which activity occurs, and where features may be natural, managed
or constructed.
environmental functions
Functions of an environment that support human life and economic activity are:
production of raw materials from the natural resources of soil, water, forests, minerals and marine
life (the earth’s source function)
safe absorption (through breakdown, recycling or storage) of wastes and pollution produced by
production and human life (the earth’s sink function)
provision of environmental or ecosystem services that support life without requiring human action,
for example, climatic stability, biodiversity, ecosystem integrity and protection from ultraviolet
radiation (the earth’s service function)
intrinsic recreational, psychological, aesthetic and spiritual value of environments (the earth’s
spiritual function).
environmental quality
Characteristics of a local environment that affect human physical and mental health and quality of life, for
example, an extent of air and water pollution, noise, access to open space, traffic volumes, and visual
effects of buildings and roads.
environmental resources
Resources sourced from an environment, which can be classified as renewable, nonrenewable and
continuous.
environmental world view
A person’s view of the relationship between humans and nature. This ranges from humancentred (in which
humans are separate from nature, and any environmental problems can be solved by technology) to earth
centred (in which humans are a part of and dependent on nature and have to work with nature).
equity
A perceived fairness of the way scarce resources are used and the way benefits of production are
distributed.
ethical protocols
Involves an application of fundamental ethical principles when undertaking research and collecting
information from primarysources and secondarysources, for example, confidentiality, informed consent,
citation and integrity of data.
evidence
What can be learnt from a historical source to help construct a historical narrative. Also see primary source
and secondary source.
executive
Also known as the Crown or the government. An institution that develops and implements policies and
administers the law in Australia. It comprises the GovernorGeneral (or Governor at the state level), the
ministry and the public service.
Executive Council
A constitutional mechanism for providing ministerial advice to the GovernorGeneral. The Executive
Council, which is comprised of ministers and presided over by the GovernorGeneral (or Governor, at the
state level) meets to advise the GovernorGeneral or Governor to approve decisions that have been made
by the Cabinet. Once approved, decisions are given effect by the public service.
export industries
Industries that sell a service to customers who come from other places to obtain the service, as in tourism
and education of students from overseas. Both industries bring income into a place.
factors of production
Resources used in the production of goods and services classified as land, labour, capital and enterprise.
features of places
In geography, visible elements of a place or landscape, classified as natural, managed and constructed.
This term is used in early primary education, but is later replaced by the term ‘characteristics’, which
includes both visible and invisible elements of a place.
federalism
A principle of government, which defines a relationship between the central government at the national level
and its constituent units at the regional, state or local levels. In Australia, federalism is the division of powers
between the federal government and the states and territories.
fieldwork
Any activity involving observation and recording of information outside a classroom. It could be within the
school grounds, around neighbouring areas or in more distant locations.
geographical inquiry methodology
A process of gathering information from primary sources and secondary sources as part of the
geographical inquiry process. Geographical inquirymethodologies involve skills needed to formulate
questions, and initiating, planning and implementing an inquiry relevant to a geographical issue, process or
phenomenon.
geomorphic
Relating to a form, shape, structure or surface of the earth or its topography.
geographical significance
Why a question is worth investigating.
geomorphic hazard
A hazard originating from the lithosphere, including volcanic eruption, earthquake, tsunami and mass
movement (landslides or avalanches).
geomorphic landscape
An area defined by a distinctive set of landforms produced by a distinctive set of geomorphic processes, for
example, a riverine, arid or coastal landscape.
geographical processes
Physical and human forces that work in combination to form and transform the world, for example, erosion,
hydrological (water) cycle, migration or urbanisation. Geographical processes can operate within and
between places.
global citizen
A person who understands their rights and responsibilities at a global level; that is, one’s identity transcends
geography or political borders, and rights and responsibilities are derived from being human. However,
these rights and responsibilities do not have legal authority or sanctions that those conferred by a nation
have.
goods
Tangible items that satisfy needs and wants, and that can be seen and touched.
GovernorGeneral
A representative of a monarch at the federal level in Australia. The GovernorGeneral exercises most of the
monarch’s powers in relation to Australia at the federal level, while state governors exercise those powers
with respect to the Australian states. Other powers are conferred upon the GovernorGeneral by the
Constitution and statutes. In exercising his or her powers, the GovernorGeneral is bound by convention to
act on an advice of his or her responsible ministers, except in relation to matters such as appointment and
dismissal of a Prime Minister.
green water
In geography, water available for plant growth as soil moisture. Almost all of the world’s natural vegetation,
and most of its agriculture, depend on soil moisture.
Harmony Day
A national day, held in Australia, which celebrates Australia’s cultural diversity and promotes intercultural
understanding and peace.
hazards
In geography, when forces of nature combine to become destructive and have potential to damage the
environment and endanger communities.
historical inquiry
In history, a process of investigation undertaken in order to understand the past. Steps in the inquiry
process include posing questions, locating and analysing sources and using evidence from sources to
develop an informed explanation about the past.
housing density
The number of dwellings per hectare. Data required to calculate this measure can be obtained from
Australian Bureau of Statistics 2011 Census QuickStats and community profiles.
human–environment systems thinking
A method of analysing complex interactions between an environment and people, which is able to integrate
environmental with attitudinal, demographic, social, economic, technological and political factors. Systems
thinking seeks to understand the whole rather than its parts, and see patterns of change over time rather
than just as a snapshot in time. The drivers–pressures–state–impact–response (DPSIR) model used in the
Australian State of the Environment report (SoE 2011) is an example of a human–environment system.
Systems can be extended to include elements, for example, values and beliefs.
human rights
Rights that come from being human. That is, the basic rights and freedoms to which all humans are
entitled, often held to include the right to life and liberty, freedom of thought and expression, and equality
before the law.
human wellbeing
Quality of life of a population. This can be measured by objective indicators, for example, life expectancy,
educational attainment and income, or by subjective measures of how people perceive the quality of their
life, as revealed by surveys of happiness.
hydrological systems
Systems of water movement on, above and below the surface of the earth.
identity
A person’s conception and expression of their individuality or association with a group. In this curriculum,
identity refers to a person's sense of belonging to a group, culture or to a state or nation, a region or the
world. It is a feeling one shares with a group of people, regardless of one's citizenship status.
industrialism
An introduction of machinery to produce large quantities of goods using fuelbased technology.
Industrialisation involves a division of labour and a development of factories and cities.
industry sector
An area of a business operation. Businesses operate in the primary, secondary and tertiary industry
sectors. The primary industry produces goods through the use and extraction of natural resources (for
example, agriculture and mining). The secondary industry is concerned with converting primary industry
materials into finished goods (for example, manufacturing, textiles and food). The tertiary industry provides
services (for example, information, tourism and telecommunications).
interdependence
A joint dependence between participants in an economy; that is, the reliance of consumers, workers,
businesses and governments on each other. In modern economies, people tend to specialise in the
production of a good or service, and trade that item for another that they could not provide or produce for
themselves.
internal migration
Movement of people from living in one defined area to living in another within a country, for example,
movement from cities to nonmetropolitan coastal locations, or between states and territories.
interpretation
In history, an explanation of the past, for example, about a specific person, event or development. There
may be more than one interpretation of a particular aspect of the past because historians may have used
different sources, asked different questions and held different points of view about the topic.
interregional transfer of water
A transfer of water from one river basin to another, for example, the transfer of water from the Snowy River
to the Murray and Murrumbidgee rivers in the Snowy Mountains Scheme.
land and water degradation
Degradation of the health of land and water resources through human actions in ways that threaten ability
of these resources to maintain their environmental functions. Degradation includes salinity, accelerated soil
erosion, soil fertility decline, soil acidification, spread of weeds, loss of biodiversity and habitats, and water
pollution.
landform
Individual surface features of the earth identified by their shape, for example, dunes, plateaus, canyons,
beaches, plains, hills, rivers and valleys.
landscape
A visible appearance of an area, created by a combination of geological, geomorphological, biological and
cultural layers that have evolved over time, and as perceived, portrayed and valued by people. A
geomorphic landscape is the landscape without the biological and cultural layers.
law
A system of rules that a particular country or community recognises as regulating the actions of its
members and which it may enforce by an imposition of penalties and sanctions.
liberal democracy
An approach to political arrangements that takes the view that the ideal political system should combine
majority rule by the people with the protection of the political, legal and social rights of individuals and
minority groups.
lithosphere
The solid portion or crust and upper mantle of the earth, also called the geosphere, which is distinguished
from atmosphere and hydrosphere.
liveability
An assessment of what a place is like to live in, using particular criteria, for example, environmental quality,
crime and safety, education and health provision, access to shops and services, recreational facilities and
cultural activities.
local area
An area around a student’s home or school that can be explored in a few hours. The local level of scale
refers to all areas of similar size.
market
An exchange of goods, services or resources between buyers and sellers.
media
Forms of communication between a source and receivers including television, radio, print media and the
internet, as well as forms of social media. The term usually refers to mass media and the ability of media to
inform and influence people. Media are key players in democracies where citizens need to be informed,
influenced and open to a diversity of views.
modern
As defined in the Australian Curriculum: History, the modern period covers history from the beginning of the
Industrial Revolution around 1750 CE to the present.
multicultural
A preservation of different cultures or cultural identities within a unified society such as a state or nation.
multifaith
A society characterised by support for, or free activity of, religions within the bounds of the law.
narrative
In history, a way of making sense of the past based on a selection of events. There are different types of
narrative such as accounts of the past that relate a story (for example, personal, fictitious) and historical
recounts (for example, the course of events during the Second World War).
native title
The name given by the High Court of Australia to Indigenous property rights recognised by the court in the
Mabo judgement (3 June 1992). The Mabo judgement overthrew the concept of terra nullius – that the land
of Australia had belonged to noone when the British arrived in 1788.
natural vegetation
Vegetation that has evolved in an area over time.
needs
In economics and business, a good or service that consumers consider necessary to maintain their
standard of living.
nongovernment organisation (NGO)
A group that is organised at a local, national or international level around a common interest and on a non
profit, voluntary basis. NGOs mostly operate independently of a government, but when funded by a
government, still maintain their independence.
nonprofit
A business that uses surplus funds to achieve its goals rather than distribute these funds to the owners.
These often exist in the form of charities, service organisations and clubs.
nonrenewable resources
In geography, those resources that cannot be renewed, for example, minerals. Soils that have been
degraded can only be renewed over long timescales. Also see environmental resources.
opportunity cost
What you have to forgo if you choose to do A rather than B; the value of the next best alternative that is
foregone whenever a choice is made.
oral histories
People’s spoken recollections of the past, sometimes recorded through an audio or video interview.
outline map
A map that only gives very basic information so that more detail can be added, for example, a map showing
borders of a country.
overview
As described in the Australian Curriculum: History, an overview provides a conceptual and chronological
framework for understanding a particular historical period. It can consist of key features, events,
developments and broad patterns of historical change. An overview provides a context for a depth study.
parliamentary democracy
A system of government in which executive is formed from, and responsible to, a parliament, and a head of
government (for example, the Prime Minister) is different from a head of state (for example, the Queen).
pattern
In social sciences, a regularity in data portrayed in graphs or maps, for example, a decline in population
density or rainfall in Australia with increasing distance from the coast.
perception
In geography, people’s subjective assessment of places and environments.
perspective
In humanities and social sciences, a world view or a set of ideas or beliefs that guide actions. Perspectives
draw on a person’s or group’s age, gender experiences, cultural or religious background, ideologies and/or
intellectual contexts, which influence their world view and inform their opinions, values, and actions. Two
types of perspective can be considered: those ‘of’ people, and perspectives ‘on’ events and phenomena of
the past and present. Also see point of view.
place
In geography, parts of the earth’s surface that are identified and given meaning by people, which may be
perceived, experienced, understood and valued differently.
point of view
Looking at someone or something from a location or position. In the Australian Curriculum: Humanities and
Social Sciences, an individual’s view about a particular person, event or phenomena, which may be
irrational and/or immediately sensed, or deeply considered and reflective. Also see perspective.
population pyramid/profile
A graph showing the age and sex composition of a population.
preferential voting
A system of voting to rank candidates in order of preference. It is necessary for a winning candidate to
achieve an absolute majority (50 per cent plus one). If no candidate achieves an absolute majority, a
candidate with the fewest number of first preferences is excluded from the count, and his or her votes are
distributed among the remaining candidates according to second preferences. This process is continued
until one candidate achieves an absolute majority. It is the dominant form of voting in Australian politics (as
compared with simple majority systems of voting).
preservation and conservation
Preservation is an act of maintaining the existing condition of environmental areas as yet untouched by
humans. Alternatively, conservation is a careful management of an environment and natural resources,
acknowledging that they may be changed in order to affect a better future for humankind, but not if the
impacts on them are too great.
prevention, mitigation and preparedness
In geography, prevention and mitigation are actions taken in advance to decrease or eliminate an impact of
a hazardous event on people, communities and the environment, by actions including, for example,
lessening a hazard and reducing a vulnerability of a community. Preparedness refers to actions taken to
create and maintain a capacity of communities to respond to, and recover from, natural disasters, through
measures like planning, community education, information management, communications and warning
systems.
primary sources
In history, objects and documents created or written during the time being investigated, for example, during
an event or very soon after. Examples of primary sources include official documents, such as laws and
treaties; personal documents, such as diaries and letters, photographs, film and documentaries. These
original, firsthand accounts are analysed by a historian to answer questions about the past.
In geography, unprocessed, original materials collected by a student, for example, field notes from
observations, measurements taken from experiments, or responses received from a survey or
questionnaire.
producer
In economics and business, individuals and/or business involved in a production of goods and services.
proportional representation
A representation of parties, groups or individuals in a legislature in proportion to the number of votes they
receive in an election. In Australia, proportional representation describes the way candidates are elected in
multimember electorates such as the Senate.
referendum
A principle or practice of referring measures proposed or passed by a legislative body to a vote of an
electorate for approval or rejection. In Australia, a referendum is a vote of the Australian electors on a
proposed change to the Constitution by the Commonwealth Parliament that must be approved by a majority
of the aggregate of all voters from each state and territory, and also by a majority of voters in a majority
(four) of the six states.
region
An area in which various parts have something in common, which distinguishes them from neighbouring
regions. Regions can be divisions of a nation, for example, the Wheatbelt of Western Australia; or larger
than a nation, for example, SouthEast Asia or a climatic zone. The latter are called ‘world regions’ in the
Australian Curriculum.
remote
Distant, far away, for example, a place distant from major population and economic centres.
relative location
A location relative to other places, for example, a distance to a town from other towns. Relative location has
a stronger influence on human characteristics of places than absolute location, as demonstrated by
advantages of closeness to suppliers, finance, information and markets for businesses, and to education
and employment opportunities for individuals. Also see absolute location.
religion
An organised system of human values, which recognises spiritual or transcendent dimensions in life.
renewable resources
Resources that are or can be renewed within a relatively short time, for example, water through a
hydrological (water) cycle; and plants, animals and marine life through reproduction. However, overuse of a
renewable resource can lead to its disappearance, as with an overexploitation of a fishery or an over
extraction of groundwater. Also see environmental resources.
representation
In geography, demonstrating geographical information in a visual form, for example, a graph, map, image,
field sketch or a multilayered map.
representative democracy
A system of government in which electors choose representatives to a parliament to make laws on their
behalf.
resource allocation
The assigning of limited resources to produce goods and services to meet society’s needs and unlimited
wants.
resources
A means to produce goods and services that satisfy needs and wants. The four economic resources
(factors of production) are land, labour, capital and enterprise. Production usually requires a combination of
resources.
rights and responsibilities
Entitlements and obligations that are associated with living in Australia. Rights and responsibilities are a
cornerstone of modern democracies. While all people in Australia enjoy certain rights (for example, freedom
of speech), there are also responsibilities (for example, paying taxes, jury service). Citizens also have the
right to vote and the responsibility of voting at elections.
rule
A requirement to behave in a particular way; a set of explicit or understood regulations or principles
governing conduct or procedure within a particular area of activity, for example, school rules, rules of
cricket. Rules are usually developed and set by people who have the power and authority to create and
enforce them.
rule of law
A legal principle that decisions by government are made according to established principles and that all
citizens are subject to the law and equal before the law. Embedded within the rule oflaw is the idea that
people accept and follow, but also change as needed, laws as agreed by a political process and upheld by
independent courts.
satellite image
A digital image captured by a satellite above the earth’s surface, for example, those combined in Google
Earth. They can be processed to measure specific aspects of the land surface, for example, areas of water
or cropland.
scale
In geography, there are two uses of the term ‘scale’:
A way that geographical phenomena and problems can be examined at different spatial levels,
such as local scale and global scale (spatial scale)
A relationship between a distance on a ground and a corresponding distance on a map, with the
scale coded on the map as a ratio, for example, ‘1 cm:100 km’ (map scale).
scarcity
An economic problem of having needs and unlimited wants, but limited resources that can be used to
achieve those needs and wants.
scattergram graphic organiser
A graphic organiser to record collected data to reveal correlations, for example, dates and ages of death
collected from a scan of a cemetery.
seasonal calendar
A classification of weeks or months of a year into seasons. The standard classification is spring, summer,
autumn and winter, but this is a temperate zone concept imported from Europe. In northern Australia, the
seasons are commonly described as the wet and the dry. Aboriginal cultures have much more complex
classifications, and these vary considerably from region to region across Australia because they are finely
tuned to local climates and changing availability of food and other resources.
secondary sources
In history, accounts about the past that were created after the time being investigated, and which often use
or refer to primary sources and present a particular interpretation. Examples of secondary sources include
writings of historians, encyclopaedia, documentaries, history textbooks and websites.
In geography, sources of information that have been collected, processed, interpreted and published by
others, for example, census data, newspaper articles, and images or information in a published report.
secular
Relating to worldly rather than religion; things that are not regarded as religious, spiritual or sacred. For
example, a secular society is one governed by people’s laws through parliament rather than by religious
laws.
separation of powers
A doctrine that the three arms of government – the executive, the legislature (parliament) and the judiciary
– are separate and independent, with powers that act as a check and balance on each other. In Australia,
the separation between the executive and the legislature is weak because the executive is drawn from the
legislature, but the separation between the judiciary and the other two arms of government is strong and is
enforced by courts.
settlement pattern
A spatial distribution of different types of human settlement, from isolated dwellings to villages and
outstations, towns, regional centres and large cities. Smaller settlements typically form spatial patterns
around larger settlements.
significance
Pertaining to events, periods, developments, perspectives and ideas of the past, which are regarded as
having important consequences, duration and relevance to the present, from the point of view of society or
ordinary people when contextualised to larger events.
social connectedness
A measure of a number and strength of people’s social relationships with other people. These relationships
or connections may be with people in the same place or in other places, and they can be facetoface
connections or electronic. The opposite of good social connections is social isolation or loneliness.
social justice
A concept that all people have the right to fair treatment and equal access to the benefits of society.
social sustainability
An idea that current generations promote social inclusion, cohesion and accountability so that future
generations should be able to have the same or greater access to social resources as the current
generations.
source
Any written or nonwritten material that can be used to investigate the past, for example, coins,
photographs, letters, gravestones, buildings, transcript. A source becomes ‘evidence’ if it is of value to a
particular inquiry.
space
In geography, a threedimensional surface of the earth on which everything is located and across which
people, goods and information move.
spatial association
In geography, similarity in spatial distributions of two or more phenomena. A spatial association suggests
that there may be a relationship between the phenomena, which can then be explained through an
operation of atmospheric, hydrologic, geomorphic, biological, socioeconomic or political processes.
spatial distribution
An arrangement of particular phenomena or activities across the surface of the earth.
spatial technologies
Any software or hardware that interacts with realworld locations. A use of spatial technologies forms the
basis of many geographers’ work practice. The Global Positioning System (GPS), Google Earth, geographic
information systems (GIS) and satellite images are the most commonly used spatial technologies to
visualise, manipulate, analyse, display and record spatial data.
spatial variations
A difference or variation (in terms of population, population density, gross domestic product (GDP), life
expectancy) over an area of the earth’s surface.
standard of living
A level of wealth and consumption of a population (such as a nation or socioeconomic group), measured by
using factors such as gross domestic product (GDP), inflation, income, employment, poverty rate, housing,
access to and standard of health care and education, safety, and environmental quality.
statute (statutory law)
In Australia, a statute is a written law, also known as an act of parliament or legislation, which commences
as a bill, is passed by the parliament and has received royal assent (by the GovernorGeneral or a
governor, or, in very rare cases, directly by the monarch). A statute may commence upon royal assent, or a
specified date, or upon a date declared in a proclamation. Also see common law.
stewardship
One of many world views that informs ways of achieving sustainability. When applied to the environment,
stewardship is an ethical position that supports careful management of environmental resources for the
benefit of present and future generations. Stewards do not own resources; they only manage them.
supply
An amount of goods and services that are available; an amount of goods that producers are willing to offer
for sale.
sustainability
An ongoing capacity of an environment to maintain all life, whereby the needs of the present are met
without compromising the ability of future generations to meet their needs.
sustainable development
A development that meets the needs of the present without compromising the ability of future generations
to meet their own needs. Sustainable development values resources for their future as well as current uses.
system
A group of interacting objects, materials or processes that form an integrated whole. In geography,
biophysical systems include humans and their activities and impacts.
term
In the Australian Curriculum: History, a word or phrase used to describe an abstract aspect or feature of the
past (for example, colonisation, revolution, imperialism, democracy) and more specific features (for
example, pyramid, gladiator, temple, rock shelter).
terra nullius
A concept in international law meaning 'a territory belonging to noone' or 'over which noone claims
ownership'. The concept has been used to justify the colonisation of Australia. Also see native title.
thematic map
A map that portrays a specific type of information, for example, rainfall, transport routes, climatic zones or
population distribution.
topographic map
A detailed, largescale map of a part of the earth’s surface, which illustrates the shape of a land and
selected natural and human features from the surrounding environment.
tradeoff
A sacrifice that must be made when choosing how to use resources. The preferred (next best) alternative is
known as the opportunity cost.
trend
A pattern in change over time in a set of data.
urbanisation
A process of economic and social change in which an increasing proportion of the population of a country
or region live in urban areas.
vegetation corridor
Strips of vegetation that connect larger but isolated vegetated areas. They enable movement of animals
and plants between places, reduce ecological effects of habitat fragmentation and help protect biodiversity.
voting
A means of formally expressing opinion or choice on an issue or electing a representative. The term is
frequently understood in relation to government as a formal expression of preference for a candidate for
office or for a proposed resolution of an issue within a parliament.
wants
A good or service that is desired in order to provide satisfaction to a user, but which is not necessary for
survival or to meet the basic standard of living in a community.
water scarcity
A lack of sufficient available water resources to meet the demands of water usage within a place. It can
result from an absolute shortage of water (physical water scarcity), lack of money to utilise an adequate
source of water (economic water scarcity) or the unequal distribution of water resources due to political or
ethnic conflict.
wellbeing
An overall measure of quality of life for individuals and society.
West Asia (Middle East)
The countries of Georgia, Armenia, Azerbaijan, Turkey, Cyprus, Lebanon, Syria, Israel, Palestine, Jordan,
Egypt, Saudi Arabia, Yemen, Oman, United Arab Emirates, Qatar, Bahrain, Iraq and Iran. Afghanistan is
sometimes included in the region, or in Central Asia. ‘West Asia’ is also known as the ‘Middle East’.
Westminster system
A system of parliamentary government, also known as responsible government, which evolved in England
and was adopted in its colonies, including Australia. It is based on the principle that the executive
government is responsible to the people through the parliament. The executive government is formed by
those who command the support of the lower House of Parliament. Ministers, including the Prime Minister,
are members of a House of Parliament and are accountable to it. There is a separate, largely ceremonial,
head of state, an independent public service and an independent judiciary that applies the rule oflaw.
world region
Biophysical, geographical, economic or political regions larger than a nation, for example, the Sahara
Desert, SubSaharan Africa, the Global North and the Association of Southeast Asian Nations (ASEAN).
History (Version 8.4)
Page 70 of 943
The Australian Curriculum: Humanities and Social Sciences History
History How the Subject works
History is a disciplined process of inquiry into the
past that develops students’ curiosity and curriculum introduction hist…
imagination. Awareness of history is an essential
characteristic of any society, and historical
knowledge is fundamental to understanding
ourselves and others. History promotes the
understanding of societies, events, movements
and developments that have shaped humanity
from earliest times. It helps students appreciate
how the world and its people have changed, as
well as the significant continuities that exist to the
present day. History, as a discipline, has its own
methods and procedures which make it different from other ways of understanding human experience. The
study of history is based on evidence derived from remains of the past. It is interpretative by nature, promotes
debate and encourages thinking about human values, including present and future challenges. The process
of historical inquiry develops transferable skills such as the ability to ask relevant questions; critically analyse
and interpret sources; consider context; respect and explain different perspectives; develop and substantiate
interpretations, and communicate effectively.
The 7–10 curriculum generally takes a world history approach within which the history of Australia is taught. It
does this to equip students for the world (local, regional and global) in which they live. An understanding of
world history enhances students’ appreciation of Australian history. It enables them to develop an
understanding of the past and present experiences of Aboriginal and Torres Strait Islander Peoples, their
identities and the continuing value of their cultures. It also helps students to appreciate Australia’s distinctive
path of social, economic and political development, its position in the Asia and Pacific regions, and its global
interrelationships. This knowledge and understanding is essential for informed and active participation in
Australia’s diverse society and in creating rewarding personal and collective futures.
The Australian Curriculum: History aims to ensure that students develop:
interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity
and willingness to be informed and active citizens
knowledge, understanding and appreciation of the past and the forces that shape societies,
including Australian society
understanding and use of historical concepts such as evidence, continuity and change, cause and
effect, significance, perspectives, empathy and contestability
capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in
explanation and communication.
The Australian Curriculum: History is organised into two interrelated strands: historical knowledge and
understanding and historical inquiry and skills.
Historical knowledge and understanding strand
This strand includes personal, family, local, state or territory, national, regional and world history. The strand
This strand includes personal, family, local, state or territory, national, regional and world history. The strand
includes a study of societies, events, movements and developments that have shaped world history from the
time of the earliest human communities to the present day.
Concepts for developing historical understanding
The Australian Curriculum: History identifies the concepts of evidence, continuity and change, cause and
effect, significance, perspectives, empathy and contestability as integral to the development of historical
understanding. These concepts are the key ideas involved in teaching students to think historically in the
Australian Curriculum: History and are developed in the following ways:
Evidence
Evidence is what can be learnt from a historical source to help construct a historical narrative, to support a
hypothesis or to prove or disprove a conclusion. Historical sources do not ‘speak for themselves’. While a
source can offer information, it yields evidence only when relevant and probing questions are asked about it;
for example, the relative size of historical figures in an ancient painting may provide clues for an inquiry into
the social structure of a society. To find evidence in a source, a number of processes can be used, beginning
simply and becoming more sophisticated. They include comprehending explicit information, interpreting any
implied meaning, analysing patterns and themes, evaluating the usefulness of the source, and weighing up if
and how the source’s evidence helps answer the inquiry/research question being pursued. Evaluating
involves probing the ‘problematic’ aspects of a source, particularly its authenticity, accuracy and
representativeness. Evaluating those qualities can involve ‘corroboration’ – deciding whether other sources
provide evidence that complements and supports it.
Continuity and change
Continuity and change are not only key concepts in history, but ones that challenge students to move from
simplistic notions of history as a series of events, to powerfully complex understandings about change and
continuity. Change occurs at different rates simultaneously, linking forward and backward in time, while
continuities define aspects of the past that remain/ed the same over certain periods of time. Elements of
change and continuity exist simultaneously in the material and immaterial world. The complex mix of change
and continuity is readily evident in human affairs. for example, in the lives of individuals, families and
communities; the appearance and uses of places; the structure and purposes of institutions; the beliefs and
values underpinning forms of cultural and artistic practice; and the design, accessibility and use of
technologies.
Cause and effect
The concepts of cause and effect invoke the most vital question in history: ‘why?’ The term ‘cause and effect’
is used by historians to identify chains of events and developments over time, short term and long term. This
suggests that there can be multiple causes and effects of an event, that they are related, and that they can be
variously immediate or longstanding. Causes imply motive – the question of why significant players in the
unfolding events acted as they did. In establishing motive, historical study involves a reenactment of past
thinking, an elusive process fraught with challenge and inevitably ending in tentative explanations. The
challenge for students to understand the concepts of cause and effect is complex. From young students’ early
notion that things simply happen randomly, and what did happen was inevitable, the study of contextual and
causal factors in history can enable eventual understanding of the complex interrelationship of multiple,
shifting causes.
Significance
There is too much history to remember all of it. In historical studies, the selection of what should be
investigated and remembered is assisted by examining the significance of particular aspects of the past,
investigated and remembered is assisted by examining the significance of particular aspects of the past,
considering questions such as: How did people in the past view the significance of an event? How important
were the consequences of an event? What was the duration of the event? And how relevant is it to the
contemporary world? Significant events include those resulting in great change over long time periods, as well
as the history of ordinary people made significant when contextualised to larger events and of relevance to us
today. In recent decades, some historians have explored new areas of significance or have brought fresh
perspectives to traditional areas. Increasingly, there are histories of the oppressed, the marginalised and the
‘ordinary’ people of ‘ordinary’ communities, including people who were relatively powerless due to race,
religion, gender or class. Students could be engaged in historical inquiry by debating whether a particular
event is ‘historically significant’.
Perspectives
In historical study, a perspective is a person’s point of view, the position from which they see and understand
events going on around them. In studying history, two types of perspective are important. First, there are the
perspectives of people in the past and the social, cultural, intellectual, and emotional contexts that shaped
their lives and actions. Students will encounter some people from the past who had unusual and unexpected
ideas and attitudes, which can prompt students to think deeply about those ‘strange’ ideas, and also – by
comparison and contrast – about the takenforgranted assumptions of their own society. However, not all
people in any particular society in the past always had the same perspectives. As today, there could be
dramatic differences in values, attitudes and practices among people in societies long ago – producing
instability, conflict and upheaval. Studying historical differences in perspective, and consequent conflict, can
help students understand the roots of conflict in their own world and offer signposts towards possible
resolution of that conflict. At the same time, it should be remembered that a person’s point of view on a
particular issue can be affected by simple selfinterest, rather than by deeply held values and attitudes.
Second, there are the perspectives on the past. People, particularly historians, can disagree markedly about
past events, their causes and effects. There are various reasons for these differences among historians,
including which historical sources they studied, how they interpreted those sources, and the historian’s
background, knowledge, expertise and values.
Empathy
In historical inquiry, the term ‘empathy’ is used to describe engagement with past thought. The reenactment
of past thought and feeling is a greater challenge than constructing descriptions and explanations of the past.
It requires an understanding of the past from the point of view of a particular individual or group, including an
appreciation of the circumstances they faced and the motivations, values and attitudes behind their actions.
Empathy encourages students to overcome the common tendency to see people of the past as strange and
incomprehensible. Student empathy is encouraged when a teacher sets the scene in a particular historical
setting and asks the students to describe a memorable episode and to express their thoughts and feelings. It
is an imaginative activity, but unlike creative fiction, it relies on a disciplined imagination. The aim is for
students to respond in ways that are true to the time and the situation – plausible and convincing in the
activities described, words spoken, attitudes expressed and values implied. However, empathy is not
authentically achieved if later standards, customs, values and truths are used to judge other times, potentially
creating wild and unhistorical imaginings. Empathy promotes deeper understanding of ‘difference’ in the past
and – where appropriate –tolerance and acceptance in the present.
Contestability
Contestability is an inescapable characteristic of history, emerging from the essential nature of the discipline.
History is the study and description of something (‘the past’) that no longer exists. Reconstructing the past
depends on the surviving fragments of the past – themselves ‘problematic’; involves processes of
interpretation; disciplined imagination; and judgement by historians who bring to the task their various abilities,
experiences, perspectives, foibles and fallibilities. Contestability occurs when particular interpretations about
the past are open to debate, for example as a result of a lack of evidence or different perspectives, with
the past are open to debate, for example as a result of a lack of evidence or different perspectives, with
debate often remaining intractable. Some students might question the value of a discipline that seems
incapable of producing ‘the truth’. But contestability gives history a distinctive strength and value. In history, as
in life, certainty remains elusive – but nonetheless worth the pursuit.
Historical inquiry and skills strand
This strand promotes skills used in the process of historical inquiry: chronology, terms and concepts; historical
questions and research; the analysis and use of sources; perspectives and interpretations; explanation and
communication. Within this strand there is an increasing emphasis on historical interpretation and the use of
evidence.
Historical inquiry processes and skills are described in bands of schooling at twoyear intervals.
The two strands are integrated in the development of a teaching and learning program. The historical
knowledge and understanding strand provides the contexts through which particular skills are to be
developed. In each year of 7–10, the skills are applied to increasingly complex concepts.
Each year level in Years 7–10 includes key inquiry questions that provide a framework for developing
students’ historical knowledge, understanding and skills.
Overviews
Historical knowledge and understanding includes an overview of the historical period to be covered in each
year level 7–10. The overview is not intended to be taught in depth. The overview content identifies important
features of the historical period at the relevant year level and provides an expansive chronology that helps
students understand broad patterns of historical change.
Depth studies
In addition to the overview, historical knowledge and understanding includes three depth studies for the
historical period at each year level 7–10. For each depth study, there are up to three electives that focus on a
particular society, event, movement or development. It is expected that ONE elective is studied in detail. The
content in each elective is designed to allow detailed study of specific aspects of the historical period. The
order and detail in which content is taught is a programming decision. Content may be integrated in ways
appropriate to the specific local context; and it may be integrated with the content of other depthstudy
electives.
Relationship between overviews and depth studies
As part of a teaching and learning program, the depthstudy content at each year level 7–10 may be
integrated with the overview content. The overview provides the broader context for the teaching of depth
integrated with the overview content. The overview provides the broader context for the teaching of depth
study content. This means that the overview content can provide students with an introduction to the historical
period, it can make the links to and between the depth studies, and it can consolidate understanding through
a review of the period.
Glossary
AD
A part of a dating system, an abbreviation of ‘anno Domini’, meaning ‘in the year of our Lord’; the years
after the birth of Christ.
ancient
As defined in the Australian Curriculum: History, the ancient period covers history from the development of
early human communities (from 60 000 BCE) to the end of late antiquity (around 650 CE).
Anzac Day
A national remembrance in Australia for the troops that fought at Gallipoli in Turkey (April–December 1915)
during World War I, and for Australians who have fought in subsequent conflicts. The acronym ANZAC
refers to the Australian and New Zealand Army Corps (ANZAC).
artefact
Something made or shaped by humans for their use, such as a stone tool, a metal sword, a letter, a plastic
toy, usually of historical interest.
Asia
As defined in the Australian Curriculum: History, Asia refers to the territorial area that extends from the
western border of Pakistan, to the northern border of Mongolia, the eastern border of Japan, and to the
southern border of Indonesia.
BCE
An abbreviation of ‘before the Common Era’. It is the same dating system as the traditionally used BC,
meaning ‘before Christ’. Historical dates before the birth of Christ are classified as BCE. There is no year
zero in this dating system, so the year CE 1 immediately follows the year 1 BCE. Also see CE.
cause and effect
Used by historians to identify chains of events and developments over time, shortterm and longterm.
CE
An abbreviation of `Common Era’. It is the same dating system as the traditionally used AD, short for the
Latin phrase anno Domini, ‘in the year of our Lord’. Historical dates after the birth of Christ are classified as
CE. There is no year zero in this dating system, so the year CE 1 immediately follows the year 1 BCE. Also
see BCE.
citizenship
An identifiable body of knowledge, understanding and skills relating to the organisation and working of
society, including a country's political and social heritage, democratic processes, government, public
administration and judicial systems.
concept
Any general notion or idea that is used to develop an understanding of the past, such as concepts related
to the process of historical inquiry (for example, evidence, continuity and change, perspectives,
significance) and concepts that are culturally significant to Aboriginal and Torres Strait Islander Peoples,
such as Country/Place.
contestability
An inescapable characteristic of history that occurs when particular interpretations about the past are open
to debate, for example, as a result of a lack of evidence or different perspectives.
continuity and change
Are both evident in any given period of time and apply to the material and immaterial world, continuities
being aspects of the past that remain(ed) the same over certain periods of time.
Country/Place
chronology
A study of time. In history, chronology involves an arrangement of events in order, as in a timeline.
culture
environments.
democracy
A form of government where a decisionmaking power is vested in the people. In a democracy, the people
or their elected representatives determine policy and/or laws. Equality of rights is a principle of democracy.
demography
A study of characteristics of human populations, such as size, age profile and life expectancy.
depth study
As described in the Australian Curriculum: History, a detailed study of specific aspects of a historical period,
for example, a particular society, event, movement or development. It gives students an opportunity to
develop and apply concepts and skills of historical inquiry. A depth study commonly employs investigation of
a range of sources, and may include site and museum visits.
development
digital media
Data generated in a computer, that is, digital audio, digital video, the World Wide Web and other
technologies.
empathy
As defined in the Australian Curriculum: History, engaging with past thought and feelings through a
historical inquiry.
empire
An extensive group of states or countries ruled over by a single monarch, or a sovereign state, which
exercises political, economic and cultural rule or control over the people within, such as the Roman Empire
and the British Empire.
ethical protocols
evidence
What can be learnt from a historical source to help construct a historical narrative. Also see primary source
and secondary source.
Harmony Day
A national day, held in Australia, which celebrates Australia’s cultural diversity and promotes intercultural
understanding and peace.
historical inquiry
A process of investigation undertaken in order to understand the past. Steps in the inquiry process include
posing questions, locating and analysing sources and using evidence from sources to develop an informed
explanation about the past.
imperialism
A process whereby rule or control is established and maintained over other peoples and nations.
industrialism
An introduction of machinery to produce large quantities of goods using fuelbased technology.
Industrialisation involves a division of labour and a development of factories and cities.
interpretation
An explanation of the past, for example, about a specific person, event or development. There may be
more than one interpretation of a particular aspect of the past because historians may have used different
sources, asked different questions and held different points of view about the topic.
liberalism
A political philosophy or world view founded on ideas of liberty and equality.
medieval
A term used to describe the period of history between the end of the Roman Empire in the West in the fifth
century CE to the end of the Renaissance around 1500 CE.
modern
A term used to describe the period of history from the beginning of the Industrial Revolution around 1750
CE to the present.
narrative
In history, a way of making sense of the past based on a selection of events. There are different types of
narrative such as accounts of the past that relate a story (for example, personal, fictitious) and historical
recounts (for example, the course of events during the Second World War).
nationalism
Loyalty and devotion of a person to their nation and culture.
native title
The name given by the High Court of Australia to Indigenous property rights recognised by the court in the
Mabo judgement (3 June 1992). The Mabo judgement overthrew the concept of terra nullius – that the land
of Australia had belonged to noone when the British arrived in 1788.
oral histories
People’s spoken recollections of the past, sometimes recorded through an audio or video interviews.
overview
As described in the Australian Curriculum: History, a conceptual and chronological framework for
understanding a particular historical period. It can consist of key features, events, developments and broad
patterns of historical change. An overview provides a context for a depth study.
perspective
In humanities and social sciences, a world view or a set of ideas or beliefs that guide actions. Perspectives
draw on a person’s or group’s age, gender experiences, cultural or religious background, ideologies and/or
intellectual contexts, which influence their world view and inform their opinions, values, and actions. Two
types of perspective can be considered: those ‘of’ people, and perspectives ‘on’ events and phenomena of
the past and present. Also see point of view.
point of view
Looking at someone or something from a location or position. In the Australian Curriculum: Humanities and
Social Sciences, an individual’s view about a particular person, event or phenomena, which may be
irrational and/or immediately sensed, or deeply considered and reflective. Also see perspective.
primary sources
In history, objects and documents created or written during the time being investigated, for example, during
an event or very soon after. Examples of primary sources include official documents, such as laws and
treaties; personal documents, such as diaries and letters; photographs; film, documentaries, artefacts, and
oral histories. These original, firsthand accounts are analysed by a historian to answer questions about the
past.
quantitative
Measuring or being measured and expressed in numerical terms, for example, the number of women who
arrived on the First Fleet; the proportion of Australian soldiers who died in World War I; radiocarbon dating
of an ancient site.
religion
An organised system of human values, which recognises spiritual or transcendent dimensions in life.
secondary sources
In history, accounts about the past that were created after the time being investigated, and which often use
or refer to primary sources and present a particular interpretation. Examples of secondary sources include
writings of historians, encyclopaedia, documentaries, history textbooks and websites.
significance
Pertaining to events, periods, developments, perspectives and ideas of the past, which are regarded as
having important consequences, duration and relevance to the present, from the point of view of society or
ordinary people when contextualised to larger events.
significant past
Those aspects of history that are of importance or significance for a nation or group when considering such
issues as curricula, or research funding, or what should be emphasised in museums.
source
Any written or nonwritten material that can be used to investigate the past, for example, coins,
photographs, letters, gravestones, buildings, transcripts. A source becomes ‘evidence’ if it is of value to a
particular inquiry.
sustainability
term
In the Australian Curriculum: History, a word or phrase used to describe an abstract aspect or feature of the
past (for example, colonisation, revolution, imperialism, democracy) and more specific features (for
example, pyramid, gladiator, temple, rock shelter).
terra nullius
A concept in international law meaning 'a territory belonging to noone' or 'over which noone claims
ownership'. The concept has been used to justify the colonisation of Australia. Also see native title.
Geography (Version 8.4)
Page 82 of 943
The Australian Curriculum: Humanities and Social Sciences Geography
Geography How the Subject works
Rationale
In a world of increasing global integration and
international mobility, it is critical to the wellbeing and geography f10 video
sustainability of the environment and society that young
Australians develop a holistic understanding of the
world. This requires deep knowledge and
understanding of why the world is the way it is and the
interconnections between people, places and
environments over place and time.
The Australian Curriculum: Geography empowers
students to shape change for a socially just and
sustainable future. Geography inspires curiosity and
wonder about the diversity of the world’s places,
peoples, cultures and environments. Through a
structured way of exploring, analysing and understanding the characteristics of the places that make up our
world, Geography enables students to question why the world is the way it is, and reflect on their relationships
with and responsibilities for that world.
Geography teaches students to respond to questions in a geographically distinctive way; plan inquiries;
collect, evaluate, analyse and interpret information; and suggest responses to what they have learnt.
Geography provides students with opportunities to develop a wide range of general skills, capabilities and
dispositions that can be applied in everyday life and at work. The subject helps students to develop
information and communication technology skills; an appreciation and respect for social, cultural and religious
diversity and different perspectives; an understanding of ethical research principles; a capacity for teamwork;
and an ability to solve problems and to think critically and creatively.
Geography helps students to be regional and global citizens capable of active and ethical participation.
Aims
The Australian Curriculum: Geography aims to ensure that students develop:
a sense of wonder, curiosity and respect about places, people, cultures and environments
throughout the world
a deep geographical knowledge of their own locality, Australia, the Asia region and the world
the ability to think geographically, using geographical concepts
the capacity to be competent, critical and creative users of geographical inquiry methods and skills
as informed, responsible and active citizens who can contribute to the development of an
environmentally and economically sustainable, and socially just world.
Structure
The Australian Curriculum: Geography is organised in two related strands: geographical knowledge and
understanding, and geographical inquiry and skills.
Geographical knowledge and understanding strand
Geographical knowledge refers to the facts, generalisations, principles, theories and models developed in
Geography. This knowledge is dynamic and its interpretation can be contested, with opinions and conclusions
supported by evidence and logical argument.
Geographical understanding is the ability to see the relationships between aspects of knowledge and
construct explanatory frameworks to illustrate these relationships. It is also the ability to apply this knowledge
to new situations or to solve new problems.
Concepts for developing geographical understanding
The Australian Curriculum: Geography identifies the concepts of place, space, environment, interconnection,
sustainability, scale and change, as integral to the development of geographical understanding. These are
highlevel ideas or ways of thinking that can be applied across the subject to identify a question, guide an
investigation, organise information, suggest an explanation or assist decisionmaking.
In Years 7–10, students build on their understanding of place, space, environment, interconnection,
sustainability and change and apply this understanding to a wide range of places and environments at the full
range of scales, from local to global, and in a range of locations. These concepts are the key ideas involved in
teaching students to think geographically in the Australian Curriculum: Geography and are developed in the
following ways:
Place
The concept of place is about the significance of places and what they are like:
Places are parts of Earth’s surface that are identified and given meaning by people. They may be
perceived, experienced, understood and valued differently. They range in size from a part of a room
or garden to a major world region. They can be described by their location, shape, boundaries,
features and environmental and human characteristics. Some characteristics are tangible, for
example landforms and people, while others are intangible, for example scenic quality and culture.
Places are important to our security, identity and sense of belonging, and they provide us with the
services and facilities needed to support and enhance our lives. Where people live can influence
their wellbeing and opportunities.
The environmental characteristics of a place are influenced by human actions and the actions of
environmental processes over short to long time periods.
The human characteristics of a place are influenced by its environmental characteristics and
resources, relative location, connections with other places, the culture of its population, the
economy of a country, and the decisions and actions of people and organisations over time and at
different scales.
The places in which we live are created, changed and managed by people.
Each place is unique in its characteristics. As a consequence, the outcomes of similar
environmental and socioeconomic processes vary in different places, and similar problems may
require different strategies in different places.
The sustainability of places may be threatened by a range of factors, for example natural hazards;
climate change; economic, social and technological change; government decisions; conflict;
exhaustion of a resource and environmental degradation.
Space
The concept of space is about the significance of location and spatial distribution, and ways people organise
The concept of space is about the significance of location and spatial distribution, and ways people organise
and manage the spaces that we live in:
The environmental and human characteristics of places are influenced by their location, but the
effects of location and distance from other places on people are being reduced, though unequally,
by improvements in transport and communication technologies.
The individual characteristics of places form spatial distributions, and the analysis of these
distributions contributes to geographical understanding. The distributions also have environmental,
economic, social and political consequences.
Spaces are perceived, structured, organised and managed by people, and can be designed and
redesigned, to achieve particular purposes.
Environment
The concept of environment is about the significance of the environment in human life, and the important
interrelationships between humans and the environment:
The environment is the product of geological, atmospheric, hydrological, geomorphic, edaphic (soil),
biotic and human processes.
The environment supports and enriches human and other life by providing raw materials and food,
absorbing and recycling wastes, maintaining a safe habitat and being a source of enjoyment and
inspiration. It presents both opportunities for, and constraints on, human settlement and economic
development. The constraints can be reduced but not eliminated by technology and human
organisation.
Culture, population density, type of economy, level of technology, values and environmental world
views influence the different ways in which people perceive, adapt to and use similar environments.
Management of humaninduced environmental change requires an understanding of the causes
and consequences of change, and involves the application of geographical concepts and
techniques to identify appropriate strategies.
Each type of environment has its specific hazards. The impact of these hazards on people is
determined by both natural and human factors, and can be reduced but not eliminated by
prevention, mitigation and preparedness.
Interconnection
The concept of interconnection emphasises that no object of geographical study can be viewed in isolation:
Places and the people and organisations in them are interconnected with other places in a variety of
ways. These interconnections have significant influences on the characteristics of places and on
changes in these characteristics.
Environmental and human processes, for example, the water cycle, urbanisation or humaninduced
environmental change, are sets of causeandeffect interconnections that can operate between and
within places. They can sometimes be organised as systems involving networks of interconnections
through flows of matter, energy, information and actions.
Holistic thinking is about seeing the interconnections between phenomena and processes within
and between places.
Sustainability
The concept of sustainability is about the capacity of the environment to continue to support our lives and the
lives of other living creatures into the future:
Sustainability is both a goal and a way of thinking about how to progress towards that goal.
Progress towards environmental sustainability depends on the maintenance or restoration of the
environmental functions that sustain all life and human wellbeing (economic and social).
environmental functions that sustain all life and human wellbeing (economic and social).
An understanding of the causes of unsustainability requires a study of the environmental processes
producing the degradation of an environmental function; the human actions that have initiated these
processes; and the attitudinal, demographic, social, economic and political causes of these human
actions. These can be analysed through the framework of human–environment systems.
There are a variety of contested views on how progress towards sustainability should be achieved
and these are often informed by world views such as stewardship.
Scale
The concept of scale is about the way that geographical phenomena and problems can be examined at
different spatial levels:
Generalisations made and relationships found at one level of scale may be different at a higher or
lower level. For example, in studies of vegetation, climate is the main factor at the global scale but
soil and drainage may be the main factors at the local scale.
Causeandeffect relationships cross scales from the local to the global and from the global to the
local. For example, local events can have global outcomes, such as the effects of local vegetation
removal on global climate.
Change
The concept of change is about explaining geographical phenomena by investigating how they have
developed over time:
Environmental change can occur over both short and long time frames, and both timescales have
interrelationships with human activities.
Environmental, economic, social and technological change is spatially uneven, and affects places
differently.
An understanding of the current processes of change can be used to predict change in the future
and to identify what would be needed to achieve preferred and more sustainable futures.
Geographical inquiry and skills strand
Geographical inquiry is a process by which students learn about and deepen their holistic understanding of
their world. It involves individual or group investigations that start with geographical questions and proceed
through the collection, evaluation, analysis and interpretation of information to the development of conclusions
and proposals for actions. Inquiries may vary in scale and geographical context.
Geographical skills are the techniques that geographers use in their investigations, both in fieldwork and in
the classroom. Students learn to think critically about the methods used to obtain, represent, analyse and
interpret information and communicate findings. Key skills developed through Geography in the Australian
Curriculum include formulating a question and research plan, recording and data representation skills, using a
variety of spatial technologies and communicating using appropriate geographical vocabulary and texts.
Geographical skills are described in the curriculum under five subheadings representing the stages of a
complete investigation. Over each twoyear stage, students should learn the methods and skills specified for
that stage, but it is not intended that they should always be learnt in the context of a complete inquiry.
Teachers could, for example, provide students with data to represent or analyse rather than have them collect
the information themselves. Inquiry does not always require the collection and processing of information: the
starting point could be a concept or an ethical or aesthetic issue that can be explored orally. Many inquiries
should start from the observations, questions and curiosity of students. Inquiry will progressively move from
more teachercentred to more studentcentred as students develop cognitive abilities and gain experience
with the process and methods across the years of schooling.
The stages of an investigation are:
Observing, questioning and planning: Identifying an issue or problem and developing geographical questions
to investigate the issue or find an answer to the problem.
Collecting, recording, evaluating and representing: Collecting information from primary and/or secondary
sources, recording the information, evaluating it for reliability and bias, and representing it in a variety of
forms.
Interpreting analysing and concluding: Making sense of information gathered by identifying order, diversity,
patterns, distributions, trends, anomalies, generalisations and causeandeffect relationships, using
quantitative and qualitative methods appropriate to the type of inquiry and developing conclusions. It also
involves interpreting the results of this analysis and developing conclusions.
Communicating: Communicating the results of investigations using combinations of methods (written, oral,
audio, physical, graphical, visual and mapping) appropriate to the subject matter, purpose and audience.
Reflecting and responding: Evaluating findings of an investigation to reflect on what has been learnt and the
process and effectiveness of the inquiry; to propose actions that consider environmental, economic and social
factors; and to reflect on implications of proposed or realised actions.
The two strands are integrated in the development of a teaching and learning program. The geographical
knowledge and understanding strand is developed year by year and provides the contexts through which
particular skills are developed. The geographical inquiry and skills strand has common content descriptions
for each twoyear band of schooling, but with elaborations specific to each year to support the changing
content of the geographical knowledge and understanding strand.
Each year level includes key inquiry questions that provide a framework for developing students’ geographical
knowledge and understanding, and inquiry and skills.
Glossary
absolute location
Location measured by the coordinates of latitude and longitude. Also see relative location.
aerial photograph
A photograph taken from the air, which can be oblique (taken at an angle) or vertical (taken from straight
above the ground); the former being easier for young students to interpret.
anomaly
(Termed outlier in mathematics). A data value that appears to stand out from other members of the data set
by being unusually high or low. The most effective way of identifying an anomaly in a data set is to graph
the data. In geographical data, classified by place, anomalies will identify places that do not fit a general
pattern, which make them of particular interest to study.
attachment to place
People’s emotional feelings about and identification with places, which can contribute to their personal
wellbeing and sense of identity.
biodiversity
A variety of living organisms and ecosystems they form. Biodiversity has direct value as consumable or
useful commodities, indirect value through the provision of ecosystem services, and intrinsic value
independent of its utility to humans.
biomass
Total mass of living organic matter in a particular area.
biome
A major terrestrial vegetation community, for example, a tropical forest, a temperate grassland or a desert.
Similar biomes are found around the world in similar climatic zones, but may have different species of
plants and animals.
biophysical process
Interconnected sequence of causeandeffect relationships within environments, for example, a hydrological
(water) cycle; geomorphic processes of weathering, erosion, transportation and deposition; soilforming
processes; land degradation; fluvial processes; and nutrient cycling.
blue water
In geography, fresh water in rivers, lakes and dams.
cartography
A study of and a practice of mapmaking, including construction of projections, design, compilation, drafting
and reproduction, which aims to model reality in ways that communicate spatial information effectively.
characteristics of places
Include people, climate, production, landforms, built elements of the environment, soils, vegetation,
communities, water resources, cultures, mineral resources and landscape. Some characteristics are
tangible, for example, rivers and buildings. Others are intangible, for example, scenic quality and
socioeconomic status.
choropleth map
A thematic map in which areas are shaded to show higher and lower values.
climate
A longterm average (minimum 30 years) of weather conditions at a place. For example, some climates are
hot and wet all year (Singapore); some have hot, wet summers and warm, dry winters (Darwin); and some
have warm, dry summers and cool, wet winters (Adelaide and Perth). Climates can be classified into
distinctive types, such as equatorial, tropical, temperate, Mediterranean, semiarid and arid. These types
are found in similar locations around the world.
climate graph
A graph showing average monthly temperature (by a line) and rainfall (by columns) for a location.
climatic zones
Areas of the earth that have similar climatic conditions. The major zones are hot, temperate and polar and
are roughly demarcated by lines of latitude.
comparative place analysis
A comparison of places. It may be used to identify the effects of factors such as climate, relative location,
technology, culture and government on the characteristics of a place.
conservation and preservation
Conservation is careful management of the environment and natural resources, acknowledging that they
may be changed in order to affect a better future for humankind, but not if the impacts on them are too
great. Alternatively, preservation is an act of maintaining the existing condition of environmental areas as
yet untouched by humans.
continuous resources
Those resources, such as solar or wind energy, whose availability is unaffected by their use by humans.
Also see environmental resources.
Country/Place
culture
environments.custodial responsibility
An obligation that Aboriginal and Torres Strait Islander Peoples have to care for the Country/Place on which
they live, even if they are not traditional owners of that Country/Place. Traditional owners have primary
responsibility for Country/Place.
data
Information that is directly recorded, which can be quantitative or qualitative.
development
digital mapping tools
Software programs that create maps.
digital terrain model
A digital model of a land surface in which vegetation, buildings and other objects have been removed.
distribution
Natural arrangement of items in a particular place, for example, distribution of population in a country,
distribution of forests across the world.
ecosystembased management
Management based on improving health of an ecosystem producing commodities rather than on
maximising production of individual commodities, for example, by increasing biodiversity, restoring
hydrological systems, protecting marine breeding areas or rebuilding soil structure and fertility.
ecosystem
A functioning unit of nature defined by a complex set of relationships among its living organisms (such as
microorganisms, plants, animals, humans) and its nonliving components (such as water, minerals, soil,
air), where all organisms and components are interdependent through nutrient cycles and energy flows.
Every unit can be explored at macro levels (such as the planet) or as specific limited areas.
ecosystem services
Services provided by ecosystems, which support life without requiring human action or payment, for
example, climatic stability, hydrological regulation, nutrient cycling, pollination, pest control, soil formation
and protection from ultraviolet radiation.
energy flow
A flow of energy through a biological food chain; a movement of energy around an ecosystem through
biotic and abiotic means. Also referred to as ecology.
environment
A setting and conditions of an area in which activity occurs, and where features may be natural, managed
or constructed.
environmental functions
Functions of the environment that support human life and economic activity, which are:
production of raw materials from the natural resources of soil, water, forests, minerals and marine
life (the earth’s source function).
safe absorption (through breakdown, recycling or storage) of wastes and pollution produced by
production and human life (the earth’s sink function).
provision of environmental or ecosystem services that support life without requiring human action,
for example, climatic stability, biodiversity, ecosystem integrity and protection from ultraviolet
radiation (the earth’s service function).
intrinsic recreational, psychological, aesthetic and spiritual value of environments (the earth’s
spiritual function).
environmental quality
Characteristics of a local environment that affect human physical and mental health and quality of life, for
example, an extent of air and water pollution, noise, access to open space, traffic volumes, and visual
effects of buildings and roads.
environmental resources
Resources sourced from an environment, which can be classified as renewable, nonrenewable and
continuous.
environmental world view
A person’s view of the relationship between humans and nature. This ranges from humancentred (in which
humans are separate from nature, and any environmental problems can be solved by technology) to earth
centred (in which humans are a part of and dependent on nature and have to work with nature).
ethical protocols
export industries
Industries that sell a service to customers who come from other places to obtain the service, as in tourism
and education of students from overseas. Both industries bring income into a place.
features of places
Visible elements of a place or landscape, classified as natural, managed and constructed. This term is used
in early primary education, but is later replaced by the term ‘characteristics’, which includes both visible and
invisible elements of a place.
fieldwork
Any activity involving observation and recording of information outside a classroom. It could be within the
school grounds, around neighbouring areas or in more distant locations.
geographical concentration
Advantages people and businesses gain from clustering together, for example, greater access to
information, greater variety of goods and services, better transport and communication services, and more
varied employment opportunities. These advantages help to explain continuing growth of cities.
geographical inquiry methodology
A process of gathering information from primary sources and secondary sources as part of the
geographical inquiry process. Geographical inquiry methodologies involve skills needed to formulate
questions and initiating, planning and implementing an inquiry relevant to a geographical issue, process or
phenomenon.
geographical processes
Physical and human forces that work in combination to form and transform the world, for example, erosion,
hydrological (water) cycle, migration or urbanisation. Geographical processes can operate within and
between places.
geographical significance
Why a question is worth investigating.
geographic information system (GIS)
A system for storing, managing, analysing and portraying spatial data. It has been described as a
combination of database management, cartography and statistical analysis.
geomorphic
Relating to a form, shape, structure or surface of the earth or its topography.
geomorphic hazard
A hazard originating from the lithosphere, including volcanic eruption, earthquake, tsunami and mass
movement (landslide or avalanche).
geomorphic landscape
An area defined by a distinctive set of landforms produced by a distinctive set of geomorphic processes, for
example, a riverine, arid or coastal landscape.
green water
Water available for plant growth as soil moisture. Almost all of the world’s natural vegetation, and most of its
agriculture, depends on soil moisture.
hazard
When forces of nature combine to become destructive and have potential to damage the environment and
endanger communities.
housing density
A number of dwellings per hectare. Data required to calculate this measure can be obtained from Australian
Bureau of Statistics 2011 Census QuickStats and community profiles.
human–environment systems thinking
A method of analysing complex interactions between an environment and people, which is able to integrate
environmental with attitudinal, demographic, social, economic, technological and political factors. Systems
thinking seeks to understand the whole rather than its parts, and see patterns of change over time rather
than just as a snapshot in time. The drivers–pressures–state–impact–response (DPSIR) model used in the
Australian State of the Environment report (SoE 2011) is an example of a human–environment system.
Systems can be extended to include elements, for example, values and beliefs.
human wellbeing
Quality of life of a population. This can be measured by objective indicators, for example, life expectancy,
educational attainment and income, or by subjective measures of how people perceive the quality of their
life, as revealed by surveys of happiness.
hydrological system
Systems of water movement on, above and below the surface of the earth.
immediate and underlying causes
Immediatecauses of environmental change are biophysical processes such as vegetation clearance,
cropping and urban development, while underlying causes are influences such as population growth,
government policies, market demand, economic growth, technology, values and attitudes. These causes
can be combined in a human–environment system.
internal migration
Movement of people from living in one defined area to living in another within a country, for example,
movement from cities to nonmetropolitan coastal locations, or between states and territories.
interregional transfer of water
Transfer of water from one river basin to another, for example, the transfer of water from the Snowy River
to the Murray and Murrumbidgee rivers in the Snowy Mountains Scheme.
isoline/isopleth map
A map of a geographical variable showing its spatial distribution by lines joining places with the same value,
for example, a rainfall map.
land and water degradation
Degradation of the health of land and water resources through human actions in ways that threaten an
ability of the resources to maintain their environmental functions. Degradation includes salinity, accelerated
soil erosion, soil fertility decline, soil acidification, spread of weeds, loss of biodiversity and habitats, and
water pollution.
landform
Individual surface features of the earth identified by their shape, for example, dunes, plateaus, canyons,
beaches, plains, hills, rivers and valleys.
landscape
Visible appearance of an area, created by a combination of geological, geomorphological, biological and
cultural layers that have evolved over time, and as perceived, portrayed and valued by people. A
geomorphic landscape is the landscape without the biological and cultural layers.
lithosphere
The solid portion or crust and upper mantle of the earth, also called the geosphere, which is distinguished
from atmosphere and hydrosphere.
liveability
An assessment of what a place is like to live in, using particular criteria, for example, environmental quality,
crime and safety, education and health provision, access to shops and services, recreational facilities and
cultural activities.
local area
An area around a student’s home or school that can be explored in a few hours. The local level of scale
refers to all areas of similar size.
natural vegetation
Vegetation that has evolved in an area over time.
net primary productivity (NPP)
Plant biomass gain measured in tonnes of carbon per hectare per year, as a product of the energy gained
through photosynthesis minus the energy lost through respiration. It is an indicator of the natural
agricultural productivity of an area, based on its climate.
nonrenewable resources
Resources that cannot be renewed, for example, minerals. Soils that have been degraded can only be
renewed over long timescales. Also see environmental resources.
nutrient cycle
Recycling of plant nutrients like phosphorus and nitrogen, whether by natural means or human intervention.
outline map
A map that only gives very basic information so that more detail can be added, for example, a map showing
the borders of a country.
pattern
A regularity in data portrayed in graphs or maps, for example, a decline in population density or rainfall in
Australia with increasing distance from the coast.
perception
People’s subjective assessment of places and environments.
place
A part of the earth’s surface that is identified and given meaning by people, which may be perceived,
experienced, understood and valued differently.
population pyramid/profile
A graph showing age and sex composition of a population.
preservation and conservation
Preservation is an act of maintaining the existing condition of environmental areas as yet untouched by
humans. Alternatively, conservation is a careful management of an environment and natural resources,
acknowledging that they may be changed in order to affect a better future for humankind, but not if the
impacts on them are too great.
prevention, mitigation and preparedness
Actions taken in advance to decrease or eliminate the impact of a hazardous event on people, communities
and the environment, by actions including, for example, lessening the hazard and reducing the vulnerability
of a community. Preparedness refers to actions taken to create and maintain a capacity of communities to
respond to, and recover from, natural disasters, through measures like planning, community education,
information management, communications and warning systems.
primary sources
Unprocessed, original materials collected by a student, for example, field notes from observations,
measurements taken from experiments, or responses received from a survey or questionnaire.
qualitative methods
Explanatory and interpretive methods, for example, participant observation, focus group discussion or
interviews, which are used to gather qualitative data (that is, information that can only be described, such
as people’s perceptions of environmental quality).
quantitative methods
Statistical and other methods used to analyse quantitative data (that is, information that can be expressed
in numbers, for example, crime rates for local government areas).
region
An area in which various parts have something in common, which distinguishes them from neighbouring
regions. Regions can be divisions of a nation, for example, the Wheatbelt of Western Australia; or larger
than a nation, for example, SouthEast Asia or a climatic zone. The latter are called ‘world regions’ in the
Australian Curriculum.
relative location
A location relative to other places, for example, the distance to a town from other towns. Relative location
has a stronger influence on human characteristics of places than absolute location, as demonstrated by
advantages of closeness to suppliers, finance, information and markets for businesses, and to education
and employment opportunities for individuals. Also see absolute location.
remote
Distant, far away, for example, a place distant from major population and economic centres.
renewable resources
Resources that are or can be renewed within a relatively short time, for example, water through a
hydrological (water) cycle; and plants, animals and marine life through reproduction. However, overuse of a
renewable resource can lead to its disappearance, as with overexploitation of a fishery or overextraction of
groundwater. Also see environmental resources.
representation
Demonstrating geographical information in a visual form, for example, a graph, map, image, field sketch or
a multilayered map.
satellite image
A digital image captured by satellites above the earth’s surface, for example, those combined in Google
Earth. It can be processed to measurespecific aspects of the land surface, for example, areas of water or
farmland.
scale
A way that geographical phenomena and problems can be examined at different spatial levels,
such as local scale, and global scale (spatial scale)
A relationship between a distance on the ground and a corresponding distance on a map, with
the scale coded on the map as a ratio, for example ‘1 cm : 1 km’ (map scale).
scattergram graphic organiser
A graphic organiser to ecord collected data to reveal correlations, for example, dates and ages of death
collected from a scan of a cemetery.
scatter plots / scatter graphs
Graphs that plot a relationship between two variables, for example, population density and distance of a
place from the centre of a city, or rainfall and height above sea level. The method can be used to identify
anomalies for closer study.
seasonal calendar
A classification of weeks or months of a year into seasons. The standard classification is spring, summer,
autumn and winter, but this is a temperate zone concept imported from Europe. In northern Australia, the
seasons are commonly described as the wet and the dry. Aboriginal cultures have much more complex
classifications, and these vary considerably from region to region across Australia because they are finely
tuned to local climates and changing availability of food and other resources.
secondary sources
Sources of information that have been collected, processed, interpreted and published by others, for
example, census data, newspaper articles, and images or information in a published report.
settlement pattern
A spatial distribution of different types of human settlement, from isolated dwellings to villages and
outstations, towns, regional centres and large cities. Smaller settlements typically form spatial patterns
around larger settlements.
social connectedness
A measure of a number and strength of people’s social relationships with other people. These relationships
or connections may be with people in the same place or in other places, and they can be facetoface
connections or electronic. An opposite of good social connections is social isolation or loneliness.
social justice
A concept that all people have the right to fair treatment and equal access to the benefits of society.
space
A threedimensional surface of the earth on which everything is located and across which people, goods
and information move.
spatial association
Similarity in spatial distributions of two or more phenomena. A spatial association suggests that there may
be a relationship between the phenomena, which can then be explained through an operation of
atmospheric, hydrologic, geomorphic, biological, socioeconomic or political processes.
spatial distribution
An arrangement of particular phenomena or activities across the surface of the earth.
spatial technologies
Any software or hardware that interacts with realworld locations. A use of spatial technologies forms the
basis of many geographers’ work practice. The Global Positioning System (GPS), Google Earth, geographic
information systems (GIS) and satellite images are the most commonly used spatial technologies to
visualise, manipulate, analyse, display and record spatial data.
spatial variations
A difference or variation (in terms of population, population density, gross domestic product (GDP), life
expectancy) over an area of the earth’s surface.
stewardship
One of the many world views that informs ways of achieving sustainability. When applied to the
environment, stewardship is an ethical position that supports careful management of environmental
resources for the benefit of present and future generations. Stewards do not own resources; they only
manage them.
sustainability
system
A group of interacting objects, materials or processes that form an integrated whole. Biophysical systems
include humans and their activities and impacts.
topographic map
A detailed, largescale map of part of the earth’s surface, which illustrates the shape of the land and
selected natural and human features from the surrounding environment.
trend
A pattern in change over time in a set of data.
thematic map
A map that portrays a specific type of information, for example, rainfall, transport routes, climatic zones or
population distribution.
urban concentration
A percentage of the urban population of a country or region living in the largest city.
urbanisation
A process of economic and social change in which an increasing proportion of the population of a country
or region live in urban areas.
vegetation corridor
Strips of vegetation that connect larger but isolated vegetated areas. They enable movement of animals
and plants between places, reduce ecological effects of habitat fragmentation and help protect biodiversity.
water scarcity
A lack of sufficient available water resources to meet the demands of water usage within a place. It can
result from an absolute shortage of water (physical water scarcity), lack of money to utilise an adequate
source of water (economic water scarcity) or the unequal distribution of water resources due to political or
ethnic conflict.
West Asia (Middle East)
The countries of Georgia, Armenia, Azerbaijan, Turkey, Cyprus, Lebanon, Syria, Israel, Palestine, Jordan,
Egypt, Saudi Arabia, Yemen, Oman, United Arab Emirates, Qatar, Bahrain, Iraq and Iran. Afghanistan is
sometimes included in the region or in Central Asia. ‘West Asia’ is also known as the ‘Middle East’.
world region
Biophysical, geographical, economic or political regions larger than a nation, for example, the Sahara
Desert, SubSaharan Africa, the Global North and the Association of Southeast Asian Nations (ASEAN).
Civics and Citizenship (Version 8.4)
Page 102 of 943

The Australian Curriculum: Humanities and Social Sciences Civics and Citizenship
Civics and Citizenship How the Subject works
A deep understanding of Australia's federal
system of government and the liberal ACARA Civics and Citizensh…
democratic values that underpin it is
essential in enabling students to become
active and informed citizens who participate
in and sustain Australia’s democracy.
The Australian Curriculum: Civics and
Citizenship provides students with
opportunities to investigate political and legal
systems, and explore the nature of
citizenship, diversity and identity in
contemporary society. Emphasis is placed
on the federal system of government, derived from the Westminster system, and the liberal democratic values
that underpin it such as freedom, equality and the rule of law. The curriculum explores how the people, as
citizens, choose their governments; how the system safeguards democracy by vesting people with civic rights
and responsibilities; how laws and the legal system protect people’s rights; and how individuals and groups
can influence civic life.
The curriculum recognises that Australia is a secular nation with a multicultural, multifaith society and a
Christian heritage, and promotes the development of inclusivity by developing students’ understanding of
broader values such as respect, civility, equity, justice and responsibility. It acknowledges the experiences and
contributions of Aboriginal and Torres Strait Islander Peoples and their identities within contemporary
Australia. While the curriculum strongly focuses on the Australian context, students also reflect on Australia’s
position and international obligations and the role of citizens today, both within Australian and in an
interconnected world.
Through the study of civics and citizenship, students can develop skills of inquiry, values and dispositions that
enable them to be active and informed citizens; to question, understand and contribute to the world in which
they live. The curriculum also offers opportunities for students to develop a wide range of general skills and
capabilities, including an appreciation of diverse perspectives, empathy, collaboration, negotiation, self
awareness and intercultural understanding.
The Civics and Citizenship curriculum aims to reinforce students’ appreciation and understanding of what it
means to be a citizen. It explores ways in which students can actively shape their lives, value their belonging
in a diverse and dynamic society, and positively contribute locally, nationally, regionally and globally. As
reflective, active and informed decisionmakers, students will be well placed to contribute to an evolving and
healthy democracy that fosters the wellbeing of Australia as a democratic nation.
The Australian Curriculum: Civics and Citizenship aims to ensure students develop:
a lifelong sense of belonging to and engagement with civic life as an active and informed citizen in
the context of Australia as a secular democratic nation with a dynamic, multicultural, multifaith
society and a Christian heritage
knowledge, understanding and appreciation of the values, principles, institutions and practices of
Australia’s system of democratic government and law, and the role of the citizen in Australian
government and society
skills, including questioning and research; analysis, synthesis and interpretation; problemsolving
and decisionmaking; communication and reflection, to investigate contemporary civics and
citizenship issues and foster responsible participation in Australia’s democracy
the capacities and dispositions to participate in the civic life of their nation at a local, regional and
global level and as individuals in a globalised world.
The Years 7–10 Australian Curriculum: Civics and Citizenship is organised into two interrelated strands: civics
and citizenship knowledge and understanding, and civics and citizenship inquiry and skills.
Civics and citizenship knowledge and understanding
strand
The civics and citizenship knowledge and understanding strand comprises three key focus areas or sub
strands at each year level: government and democracy; laws and citizens; and citizenship, diversity and
identity.
Government and democracy involves a study of Australian democracy and the key institutions, processes and
roles that people play in Australia’s system of government. Laws and citizens examines Australia’s legal
system, the creation of laws and the rights and legal obligations of Australian citizens. Citizenship, diversity
and identity explores the shared values of Australian citizenship, Christian traditions, the diversity of Australia
as a multicultural and multifaith society, what shapes identity, and obligations as citizens in a globalised world.
Civics and citizenship inquiry and skills strand
The civics and citizenship inquiry and skills strand focuses on the skills of questioning and research; analysis,
synthesis and interpretation; problemsolving and decisionmaking; and communication and reflection.
Questioning and research involves students asking questions about the society in which they live. Students
identify, locate and research a range of sources of information to investigate Australia’s political and legal
systems. Analysis, synthesis and interpretation engages students in applying critical thinking skills and
developing and accounting for different points of view. Problemsolving and decisionmaking involves students
working collaboratively, negotiating and developing strategies to resolve issues, and planning for action. In
communication and reflection, students present ideas, viewpoints and arguments based on evidence about
civics and citizenship topics and issues using subjectspecific language, and reflect on their cultural identity,
motivations, values and behaviours.
Civics and citizenship skills are described in bands of schooling at twoyear intervals.
The two strands are to be integrated in the development of a teaching and learning program. The knowledge
and understanding strand provides the content focus through which particular skills are to be developed.
Each year level includes key questions which provide a guiding framework for developing students’ civics and
citizenship knowledge, understanding and skills of inquiry.
Glossary
absolute majority
The minimum number of votes required, which is more than half of all votes, that is, 50 per cent plus one, to
make a democratic decision by a group.
active citizenship
Engagement and informed participation in the civic and political activities of society at local, state, national,
regional and global levels. It contrasts with ‘passive citizenship’ where citizens participate only minimally to
meet their basic individual responsibilities including voting and paying taxes.
Australian democracy
A system of government grounded in liberal democratic values and a belief in civic engagement. It includes
a written constitution, a wellestablished representative parliamentary process based on the Westminster
system, and a constitutional monarch.
Australian Government, the
The national government of the Commonwealth of Australia, which is also known as the federal government
or the Commonwealth Government. It was established by the Commonwealth of Australia Constitution Act
at the time of Federation.
burden of proof
An obligation to prove what is alleged. In criminal cases, this obligation rests on prosecution, which must
prove its case beyond reasonable doubt. In civil cases, it rests on a plaintiff, who must prove his or her case
on the balance of probabilities. Sometimes, however, this burden shifts, for example, where a defendant
raises particular defences.
Cabinet, the
The Cabinet consists of the most senior ministers, including the Prime Minister. The Cabinet's role is to
make major policy decisions, including decisions about spending, appointments and introducing legislation.
citizen
A person who holds citizenship of a polity, such as a country, and who is a member of a political community
that grants certain rights and privileges to its citizens, and in return expects them to act responsibly such as
to obey their country's laws. Also see global citizens.
citizenship
A legal status granted by birth or naturalisation to citizens involving certain rights (for example, protection;
passport; voting) and responsibilities (for example, obey the law, vote, defend the country). A modern
sense incorporates three components: civil (rights and responsibilities); political (participation and
representation); and social (social virtues and community involvement).
civic life
A participation one has within a community or communities as distinct from private and family life.
civics
A identifiable body of knowledge, skills and understandings relating to the organisation and working of
society. It refers to a nation’s political and social heritage, democratic processes, government, public
administration and legal system.
civility
Habits of people that display courtesy, politeness and formal regard for others. These behaviours contribute
to society’s effective functioning.
civil society organisation
A nongovernment organisation (NGO) in public life, which expresses interests and values of its members.
NGOs or civil society organisations are considered important to sustaining healthy democracies as they
build social capital.
‘Civil society’ is also frequently used to refer to a society where civility is common in citizen behaviour and
public discourse.
common good
A term that is popularly understood as sharing of resources among a community for the benefit of that
community as a whole. The common good is often seen as a utilitarian ideal representing the greatest
possible good for the greatest possible number of individuals as opposed to the private good for individuals
or sections of society.
common law
A body of English law traditionally based on custom and court decisions. Also known as case law or
precedent, it is law developed by judges through decisions of earlier courts and an understanding of current
context. Also see statute (statutory law).
constitution
A set of fundamental principles on which a state or other organisation (such as a club) is governed. Usually,
this takes the form of a written legal document setting out specific powers for a government or governing of
that entity.
constitutional monarchy
A form of monarchy in which a monarch acts as a country’s head of state according to law as required by
the constitution and that in exercising his or her discretionary powers, the monarch as head of state acts on
advice of responsible ministers, excluding exceptional circumstances.
conventions
Unwritten rules of political procedure based on traditional, established practices that are widely accepted.
Australia’s political system has adopted many of the unwritten conventions of the British Westminster
system. Conventions may defy the Constitution; for example, the procedure for the appointment of
Australia’s GovernorGeneral.
customary law
Acknowledged behaviour by individuals and groups, which recognise benefits of behaving in accordance
with other individuals' expectations and customs. In the Australian Curriculum, this refers to the customary
law of Aboriginal and Torres Strait Islander Peoples; however, in Australia, customary law is subject to
constitutional and common law. Also see common law and statute (statutory law).
democracy
A system of government where power is vested in the people, who may exercise it directly or through
elected representatives, and who may remove and replace their political leaders and government in free
and fair regular elections.
direct action
People participating in person and directly on issues they seek to change, within the bounds of the law.
disposition
An intention to act or behave in a way that is influenced by knowledge, skills and values acquired as a
citizen.
division of powers
Vesting of powers within different levels of government. Under the Australian Constitution, the
Commonwealth Government was vested with specific powers while the states retained general powers. In
practice, the distribution of powers has become increasingly centralised over time.
electors
People who have the right to participate in an election and chose to do so.
executive
Also known as the Crown or the government. An institution that develops and implements policies and
administers the law in Australia. It comprises the GovernorGeneral (or Governor at the state level), the
ministry and the public service.
Executive Council
A constitutional mechanism for providing ministerial advice to the GovernorGeneral. The Executive
Council, which is comprised of ministers and presided over by the GovernorGeneral (or Governor, at the
state level) meets to advise the GovernorGeneral or Governor to approve decisions that have been made
by Cabinet. Once approved, decisions are given effect by the public service.
federalism
A principle of government, which defines a relationship between the central government at the national level
and its constituent units at the regional, state or local levels. In Australia, federalism is the division of powers
between the federal government and the states and territories.
global citizen
A person who understands their rights and responsibilities at a global level; that is, one’s identity transcends
geography or political borders, and rights and responsibilities are derived from being human. However,
these rights and responsibilities do not have legal authority or sanctions of those conferred by a nation.
governance
A process and rules by which decisions are made and implemented within entities such as national and
state governments, corporations and other organisations.
GovernorGeneral
A representative of a monarch at the federal level in Australia. The GovernorGeneral exercises most of the
monarch’s powers in relation to Australia at the federal level, while state governors exercise those powers
with respect to the Australian states. Other powers are conferred upon the GovernorGeneral by the
Constitution and statutes. In exercising his or her powers, the GovernorGeneral is bound by convention to
act on an advice of his or her responsible ministers, except in relation to matters such as appointment and
dismissal of the Prime Minister.
human rights
Rights that come from being human. That is, the basic rights and freedoms to which all humans are
entitled, often held to include the right to life and liberty, freedom of thought and expression, and equality
before the law.
identity
A person’s conception and expression of their individuality or association with a group. In this curriculum,
identity refers to a person's sense of belonging to a group, culture or to a state or nation, a region or the
world. It is a feeling one shares with a group of people, regardless of one's citizenship status.
law
A system of rules that a particular country or community recognises as regulating the actions of its
members and which it may enforce by an imposition of penalties and sanctions.
liberal democracy
An approach to political arrangements and a set of values that a political system should combine majority
rule by the people with the protection of the political, legal and social rights of individuals and minority
groups.
mandate
A political doctrine that derives its meaning from political philosophy, political behaviour and political
morality, not from constitutions or other laws. It concerns the implied approval to act in a particular way on a
public issue given by the electorate to its representative or government.
media
Forms of communication between a source and receivers including television, radio, print media and the
internet, as well as forms of social media. The term usually refers to mass media and the ability of media to
inform and influence people. Media are key players in democracies where citizens need to be informed,
influenced and open to a diversity of views.
ministry
A ministry consists of all those members of parliament chosen by the Prime Minister to serve as members
of the executive arm of government and to administer government departments.
multicultural
A preservation of different cultures or cultural identities within a unified society such as a state or nation.
multifaith
A society or organisation characterised by support for, or free activity of, religions, within the bounds of the
law.
nongovernment organisation (NGO)
A group that is organised at a local, national or international level around a common interest and on a non
profit, voluntary basis. NGOs mostly operate independently of a government, but may be funded by a
government and still maintain their independence.
parliamentary democracy
A system of government in which executive is formed from, and responsible to, a parliament, and a head of
government (for example, the Prime Minister) is different from a head of state (for example, the Queen).
preferential voting
A system of voting to rank candidates in order of preference. It is necessary for a winning candidate to
achieve an absolute majority (50 per cent plus one). If no candidate achieves an absolute majority, a
candidate with the fewest number of first preferences is excluded from the count, and his or her votes are
distributed among the remaining candidates according to second preferences. This process is continued
until one candidate achieves an absolute majority. It is the dominant form of voting in Australian politics (as
compared with simple majority systems of voting).
proportional representation
A representation of parties, groups or individuals in a legislature in proportion to a number of votes they
receive in an election. In Australia, proportional representation describes the way candidates are elected in
multimember electorates such as the Senate.
referendum
A principle or practice of referring measures proposed or passed by a legislative body to a vote of
electorate for approval or rejection. In Australia, a referendum is a vote of the Australian electors on a
proposed change to the Constitution by the Commonwealth Parliament that must be approved by a majority
of the aggregate of all voters from each state and territory, and also by a majority of voters in a majority
(four) of the six states.
representative democracy
A system of government in which electors choose representatives to a parliament to make laws on their
behalf.
rights and responsibilities
Entitlements and obligations that are associated with living in Australia. Rights and responsibilities are a
cornerstone of modern democracies. While all people in Australia enjoy certain rights (for example, freedom
of speech), there are also responsibilities (for example, paying taxes, jury service). Citizens also have the
right to vote and the responsibility of voting at elections.
rule
A requirement to behave in a particular way; a set of explicit or understood regulations or principles
governing conduct or procedure within a particular area of activity, for example, school rules, rules of
cricket. Rules are usually developed and set by people who have the power and authority to create and
enforce them.
rule of law
A legal principle that decisions by government are made according to established principles and that all
citizens are subject to the law and equal before the law. Embedded within the rule of law is the idea that
people accept and follow, but also change as needed, laws as agreed by a political process and upheld by
independent courts.
secular
Relating to worldly rather than religion; things that are not regarded as religious, spiritual or sacred. For
example, a secular society is one governed by people’s laws through parliament rather than by religious
laws.
separation of powers
A doctrine that the three arms of government – the executive, the legislature (parliament) and the judiciary
– are separate and independent, with powers that act as a check and balance on each other. In Australia,
the separation between the executive and the legislature is weak because the executive is drawn from the
legislature, but the separation between the judiciary and the other two arms of government is strong and is
enforced by courts.
An idea that current generations promote social inclusion, cohesion and accountability so that future
generations should be able to have the same or greater access to social resources as the current
generations.
statute (statutory law)
In Australia, a statute is a written law, also known as an act of parliament or legislation, which commences
as a bill, is passed by the parliament and has received royal assent (by the GovernorGeneral or a
governor, or, in very rare cases, directly by the monarch). A statute may commence upon royal assent, or a
specified date, or upon a date declared in a proclamation. Also see common law.
voting
A means of formally expressing opinion or choice on an issue or electing a representative. The term is
frequently understood in relation to government as a formal expression of preference for a candidate for
office or for a proposed resolution of an issue within a parliament.
Westminster system
A system of parliamentary government, also known as responsible government, which evolved in England
and was adopted in its colonies, including Australia. It is based on the principle that the executive
government is responsible to the people through the parliament. The executive government is formed by
those who command the support of the lower House of Parliament. Ministers, including the Prime Minister,
are members of a House of Parliament and are accountable to it. There is a separate, largely ceremonial,
head of state, an independent public service and an independent judiciary that applies the rule of law.
Economics and Business (Version
8.4)
Page 114 of 943

The Australian Curriculum: Humanities and Social Sciences Economics and Business
Economics and Business How the Subject works
As mass global flows of people, resources,
finances and information produce social, ACARA Business and Econo…
economic, political and environmental
complexities and challenges, Australia needs
enterprising individuals who can make
informed decisions and actively participate in
society and the economy as individuals and
more broadly as global citizens. Young
Australians will also face a number of social,
economic and moral challenges in their
lifetimes that will impact on their lives and
choices. It is critical that students are
equipped with the knowledge, understanding and skills that will empower them in the face of such challenges.
The Australian Curriculum: Economics and Business empowers students to shape their social and economic
futures and to contribute to the development of prosperous, sustainable and equitable Australian and global
economies. The study of economics and business develops the knowledge, understanding and skills that will
equip students to secure their financial futures and to participate in and contribute to the wellbeing and
sustainability of the economy, the environment and society. Through studying economics and business,
students learn to make informed decisions and to appreciate the interdependence of decisions made within
economic systems, including the effects of these decisions on consumers, businesses, governments and
other economies, and on environmental and social systems.
Economics and business provides students with opportunities to develop enterprising behaviours and
capabilities that will equip them to face challenges in their lifetime. Through authentic learning opportunities,
the economics and business curriculum fosters enterprising individuals who are able to effectively embrace
change; seek innovation; work with others; show initiative, flexibility and leadership; use new technologies;
plan, organise and manage risk; and use resources efficiently. Economics and business will better place
students now and in their adult lives to actively and effectively participate in economic and business activities,
while reflecting on the effects of their decisions on themselves, other people and places, now and in the
future.
The Australian Curriculum: Economics and Business aims to ensure students develop:
enterprising behaviours and capabilities that can be transferable into life, work and business
opportunities and will contribute to the development and prosperity of individuals and society
understanding of the ways society allocates limited resources to satisfy needs and wants, and how
they participate in the economy as consumers, workers and producers
understanding of the work and business environments within the Australian economy and its
interactions and relationships with the global economy, in particular the Asia region
reasoning and interpretation skills to apply economics and business concepts to make informed
decisions
understanding of economics and business decisionmaking and its role in creating a prosperous,
sustainable and equitable economy for all Australians
understandings that will enable them to actively and ethically participate in the local, national,
regional and global economy as economically, financially and businessliterate citizens.
The Australian Curriculum: Economics and Business is organised in two related strands: economics and
business knowledge and understanding, and economics and business inquiry and skills.
In both these strands, the study of economics and business issues, events and business case studies form an
integral component of the curriculum. A focus on contemporary issues, events and business case studies
stimulates student interest and curiosity. The content is intended to be taught through a relevant context,
which will help students make the connections between what they are learning in class and events or issues
that are happening in their local area, Australia and the world.
Both strands also focus on developing enterprising behaviours and capabilities. Through the study of
economics and business, students will develop their understanding of the importance and role of enterprising
behaviours and capabilities at an individual and business level. Enterprising behaviours and capabilities refer
to the suite of skills, attributes and behaviours that allow individuals to engage in and contribute to the
economic wellbeing of society. Broadly, they encourage students to be adaptable, demonstrate initiative, solve
problems and take on leadership roles in all aspects of life.
Economics and business knowledge and understanding
strand
Economics and business knowledge refers to the facts, principles, theories and models developed in
economics and business. Economics and business understanding is the ability to see the relationships
between concepts and the interdependence of sectors of the economy.
The economics and business knowledge and understanding strand comprises four key organising ideas:
resource allocation and making choices; the business environment; consumer and financial literacy; and work
and work futures.
Resource allocation and making choices focuses on the process of using available, limited resources for
competing alternative uses that satisfy society’s increasing needs and wants. As every need and want cannot
be satisfied with available resources, choices must be made about how resources are allocated most
effectively, based on the actions of consumers, producers and governments.
The business environment examines the ways businesses operate at many levels, and the ways they respond
to opportunities and changing circumstances and conditions. As businesses operate in markets, the decisions
they make have social, economic and environmental consequences.
Consumer and financial literacy explores the role of making responsible and informed decisions about
consumer issues and managing money and assets, and how these decisions affect the individual’s and the
community’s quality of life, sense of security and awareness of future options.
Work and work futures focuses on work, definitions of work, the work environment and the contribution of
work to individual and collective wellbeing. It explores the factors that influence the work environment now and
into the future and the rights and responsibilities of participants in the work environment.
Economics and business inquiry and skills strand
The economics and business inquiry and skills strand focuses on the skills of questioning and research;
interpretation and analysis; economic reasoning, decisionmaking and application; and communication and
reflection.
Questioning and research involves students asking questions about a contemporary issue or event and
planning and conducting investigations. Students gather information and data from a range of sources to
investigate the issue or event.
Interpretation and analysis engages students in transforming and critically examining information and data
and accounting for different perspectives.
Economic reasoning, decisionmaking and application involves students making informed decisions using
economic reasoning and applying economics and business knowledge, skills and concepts to familiar and
new situations.
In communication and reflection, students present findings, arguments and evidencebased conclusions using
subjectspecific language, concepts and conventions and reflect on the intended and unintended
consequences of decisions.
Economics and business inquiry and skills are described in bands of schooling at twoyear intervals.
The two strands are integral to the development of a teaching and learning program. The economics and
business knowledge and understanding strand provides the content focus through which particular skills are
to be developed. It is developed year by year.
Contemporary economic and/or business events, issues and case studies are used to provide the context for
learning knowledge and understanding and the development of skills.
Each year level includes key questions which provide a guiding framework for developing students’ economics
and business knowledge, understanding and skills of inquiry.
Glossary
absolute advantage
A country is said to have an absolute advantage when it can produce goods and services more efficiently
than another country with the same set of resources.
basic standard of living
A standard of living adequate for the health and wellbeing of a person and his/her family, including food,
clothing, housing, medical care, necessary social services, the right to security in the event of
unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond
his/her control, special care for mothers and children, and social protection for all children.
business
An organisation, enterprise or business engaged in production and trade of goods or services, usually for
profit.
business activity
All activity associated with production and trade of goods and services by a business.
business cycle
Alternate but irregular periods of prosperity and recession in an economy.
business environment
Contemporary events or trends that influence a business, industry or market.
capital
All physical equipment (machinery, buildings, infrastructure) used by people in a process of production, for
example, a secretary uses a computer; a bricklayer uses a trowel; a farmer uses a plough. In modern
economies, intellectual property and knowledge are types of human capital – necessary resources in the
production of goods and services.
circular flow of income
An economic model that provides a theoretical and simplified representation of operations of an economy,
depicting interactions between various sectors of the economy (household, business, finance, government
and foreign sectors), and flows of resources and income between them.
comparative advantage
An ability of a countries/economies to gain from trade with each other, regardless of their factor
endowments. Given a choice of producing two products, a country is said to have a comparative advantage
when it specialises in the production and export of particular goods and services that it can produce more
efficiently; that is, at a lower opportunity cost than competitors.
competitive advantage
An advantage that a business holds over others in its industry, sector or location. The advantage means
that the business is able to sell more of a product, or operate at a lower cost, or better meet the needs of
consumers. Competitive advantage usually implies that a business is more profitable than its competitors.
consumer
A person or a group that is the final user of goods and services produced within an economy.
corporate social responsibility
When businesses consider the interests of stakeholders, society and the environment when making
economic and business decisions.
costbenefit analysis
Determination and evaluation of benefits and costs of a project or decision. The evaluation includes
monetary and nonmonetary effects.
demand
An amount of goods or services that consumers are willing and able to purchase at a particular point in
time.
economic development
A quantitative (output and value) and qualitative (wellbeing) improvement in the standard of living.
economic growth
An increase in the quantity of goods and services produced in an economy over a period of time; an
increasing ability of society to satisfy the needs and wants of its people.
economic reasoning
Applying the principles of economics to understand possible causes and effects of economic events and
changes; that is, using economic and business ideas to explain and analyse economic and business events
and issues.
Economic activity that supports economic needs of the present without compromising the ability of future
generations to meet their own needs.
economic system
A system that coordinates the production and distribution of goods and services.
economics
A social science (study of human behaviour) that studies decisions made by individuals, households,
businesses, governments and other groups about how scarce resources are allocated in attempting to
satisfy needs and unlimited wants.
economy
All activities undertaken for the purpose of production, distribution and consumption of goods and services
in a region or country.
efficiency
Producing goods and services using the minimum amount of resources; obtaining the greatest amount of
goods and services from limited resources; avoiding wastage of resources.
enterprise
A business unit, company or project that is profitoriented, nonprofit, privately owned or government
controlled and that combines scarce resources for the production and supply of goods and services, and
especially may require boldness or effort. Alternatively, the term may refer to the undertaking of a project or
business.
entrepreneur
A person who sets out to build a successful business in a new field. An entrepreneur’s methods are
sometimes regarded as ‘groundbreaking’ or innovative.
equity
A perceived fairness of the way scarce resources are used and the way benefits of production are
distributed.
externality
Uncompensated cost or benefit associated with a production or consumption of goods and services that
affects the wellbeing of third parties or society more generally.
factors of production
Resources used in a production of goods and services classified as land, labour, capital and enterprise.
goods
Tangible items that satisfy needs and wants; they can be seen and touched.
gross domestic product (GDP)
A total value of final goods and services produced in a country in a period of time.
industry sector
An area of a business operation. Businesses operate in the primary, secondary and tertiary industry
sectors. The primary industry produces goods through the use and extraction of natural resources (for
example, agriculture and mining). The secondary industry is concerned with converting primary industry
materials into finished goods (for example, manufacturing, textiles and food). The tertiary industry provides
services (for example, information, tourism and telecommunications).
interdependence
A joint dependence between participants in an economy; that is, the reliance of consumers, workers,
businesses and governments on each other. In modern economies, people tend to specialise in the
production of a good or service, and trade that item for another that they could not provide or produce for
themselves.
living standards
An amount of wealth, comfort, material goods and necessities that a particular individual, society or country
has.
market
An exchange of goods, services or resources between buyers and sellers.
market economy
A system that coordinates the production and distribution of goods and services using markets.
needs
In economics, a good or service that consumers consider necessary to maintain their standard of living.
nonprofit
A business that uses surplus funds to achieve its goals rather than distribute these funds to the owners.
These often exist in the form of charities, service organisations and clubs.
offshoring
Business processes that were originally performed inhouse now moved overseas.
opportunity cost
What you have to forgo if you choose to do A rather than B; the value of the next best alternative that is
foregone whenever a choice is made.
organisational structure
A structure put in place by a businesses to organise how tasks are divided and how resources are used to
achieve the business’s goals and objectives. Tall (vertical) organisational structures exist in businesses with
many levels of authority between senior management and workers, for example, in larger corporations. Flat
(horizontal) organisational structures, common in small–medium enterprises, are those with fewer levels
between management and workers.
outsourcing
Any task that could be performed by employees within an organisation being contracted out to a third party.
producer
An individual and/or business involved in a production of goods and services.
productivity
A measure of how efficiently an economy uses resources such as labour and capital to produce goods and
services. One of the most common measures of an economy’s productivity is gross domestic product
(GDP).
scarcity
An economic problem of having needs and unlimited wants, but limited resources that can be used to
achieve those needs and wants.
standard of living
A level of wealth and consumption of a population (such as a nation or socioeconomic group), measured by
factors such as gross domestic product, inflation, income, employment, poverty rate, housing, access to
and standard of health care and education, safety, and environmental quality.
supply
An amount of goods and services that are available; an amount of goods that producers are willing to offer
for sale.
sustainable development
A development that meets the needs of the present without compromising the ability of future generations
to meet their own needs. Sustainable development values resources for their future as well as current uses.
resource
A means to produce goods and services that satisfy needs and wants. The four economic resources
(factors of production) are land, labour, capital and enterprise. Production usually requires a combination of
resources.
resource allocation
Assigning of limited resources to produce goods and services to meet society’s needs and unlimited wants.
tradeoff
A sacrifice that must be made when choosing how to use resources. The preferred (next best) alternative is
known as the opportunity cost.
wants
A good or service that is desired in order to provide satisfaction to a user, but which is not necessary for
survival or to meet the basicstandard of living in a community.
wellbeing
An overall measure of quality of life for individuals and society.
The Arts (Version 8.4)
Page 124 of 943

The Australian Curriculum The Arts
The Arts How the Learning Area works
In the Australian Curriculum, The Arts is a learning area
that draws together related but distinct art forms. While learning area video art…
these art forms have close relationships and are often
used in interrelated ways, each involves different
approaches to arts practices and critical and creative
thinking that reflect distinct bodies of knowledge,
understanding and skills. The curriculum examines
past, current and emerging arts practices in each art
form across a range of cultures and places.
The Australian Curriculum: The Arts comprises five
subjects:
Dance
Drama
Media Arts
Music
Visual Arts.
Rationale
The arts have the capacity to engage, inspire and enrich all students, exciting the imagination and
encouraging them to reach their creative and expressive potential. The five arts subjects in the Australian
Curriculum provide opportunities for students to learn how to create, design, represent, communicate and
share their imagined and conceptual ideas, emotions, observations and experiences.
Rich in tradition, the arts play a major role in the development and expression of cultures and communities,
locally, nationally and globally. Students communicate ideas in current, traditional and emerging forms and
use arts knowledge and understanding to make sense of their world. The Australian Curriculum: The Arts
values, respects and explores the significant contributions of Aboriginal and Torres Strait Islander Peoples to
Australia’s arts heritage and contemporary arts practices through their distinctive ways of representing and
communicating knowledge, traditions and experience. In The Arts, students learn as artists and audience
through the intellectual, emotional and sensory experiences of the arts. They acquire knowledge, skills and
understanding specific to The Arts subjects and develop critical understanding that informs decisionmaking
and aesthetic choices. Through The Arts, students learn to express their ideas, thoughts and opinions as they
discover and interpret the world. They learn that designing, producing and resolving their work is as essential
to learning in the arts as is creating a finished artwork. Students develop their arts knowledge and aesthetic
understanding through a growing comprehension of the distinct and related languages, symbols, techniques,
processes and skills of the arts subjects. Arts learning provides students with opportunities to engage with
creative industries and arts professionals.
The arts entertain, challenge, provoke responses and enrich our knowledge of self, communities, world
cultures and histories. The Arts contribute to the development of confident and creative individuals, nurturing
and challenging active and informed citizens. Learning in The Arts is based on cognitive, affective and
sensory/kinaesthetic response to arts practices as students revisit increasingly complex content, skills and
processes with developing confidence and sophistication across their years of learning.
This rationale is extended and complemented by the specific rationale for each arts subject.
Aims
The Australian Curriculum: The Arts aims to develop students’:
creativity, critical thinking, aesthetic knowledge and understanding about arts practices, through
making and responding to artworks with increasing selfconfidence
arts knowledge and skills to communicate ideas; they value and share their arts and life
experiences by representing, expressing and communicating ideas, imagination and observations
about their individual and collective worlds to others in meaningful ways
use of innovative arts practices with available and emerging technologies, to express and represent
ideas, while displaying empathy for multiple viewpoints
understanding of Australia’s histories and traditions through the arts, engaging with the artworks
and practices, both traditional and contemporary, of Aboriginal and Torres Strait Islander Peoples
understanding of local, regional and global cultures, and their arts histories and traditions, through
engaging with the worlds of artists, artworks, audiences and arts professions.
These aims are extended and complemented by specific aims for each arts subject.
Strands
Content descriptions in each arts subject reflect the interrelated strands of making and responding.
making includes learning about and using knowledge, skills, techniques, processes, materials and
technologies to explore arts practices and make artworks that communicate ideas and intentions.
responding includes exploring, responding to, analysing and interpreting artworks.
Making
Making in each arts subject engages students’ cognition, imagination, senses and emotions in conceptual and
practical ways and involves them thinking kinaesthetically, critically and creatively. Students develop
knowledge, understanding and skills to design, produce, present and perform artworks. To make an artwork,
students work from an idea, an intention, particular resources, an expressive or imaginative impulse, or an
external stimulus.
Students learn, develop and refine skills as the artist and as audience for their own work, and as audience for
the works of others. Making involves practical actions informed by critical thought to design and produce
artworks. Students independently and collaboratively experiment, conceptualise, reflect on, refine, present,
perform, communicate and evaluate. They learn to explore possibilities across diverse art forms, solve
problems, experiment with techniques, materials and technologies, and ask probing questions when making
decisions and interpreting meaning.
Part of making involves students considering their artworks from a range of viewpoints, including that of the
audience. Students consider their own responses as artists to interpretations of the artwork as it is developed
or in its completed form.
Responding
Responding in each arts subject involves students, as artists and audiences, exploring, responding to,
analysing, interpreting and critically evaluating artworks they experience. Students learn to understand,
appreciate and critique the arts through the critical and contextual study of artworks and by making their own
artworks. Learning through making is interrelated with and dependent on responding. Students learn by
reflecting on their making and critically responding to the making of others.
When responding, students learn to critically evaluate the presentation, production and/or performance of
artworks through an exploration of the practices involved in making an artwork and the relationship between
artist, audience and artwork. Students learn that meanings can be interpreted and represented according to
different viewpoints, and that the viewpoints they and others hold shift according to different experiences.
Students consider the artist’s relationship with an audience. They reflect on their own experiences as
audience members and begin to understand how artworks represent ideas through expression, symbolic
communication and cultural traditions and rituals. Students think about how audiences consume, debate and
interpret the meanings of artworks. They recognise that in communities many people are interested in looking
at, interpreting, explaining, experiencing and talking about the arts.
Viewpoints
In making and responding to artworks, students consider a range of viewpoints or perspectives through which
artworks can be explored and interpreted. These include the contexts in which the artworks are made by
artists and experienced by audiences. The world can be interpreted through different contexts, including
social, cultural and historical contexts. Based on this curriculum, key questions are provided as a framework
for developing students’ knowledge, understanding and inquiry skills.
Table 1: Examples of viewpoints and questions through which artworks can be explored and interpreted
Examples of As the artist: As the audience:

viewpoints
Contexts, including:
What does this artwork How does the artwork relate to its
societal tell us about the social context?
cultural cultural context in How would different audiences
historical which it was made? respond to this artwork?
How does this artwork What is the cultural context in which
relate to my culture? it was developed, or in which it is
What social or viewed, and what does this context
historical forces and signify?
influences have What historical forces and
shaped my artwork? influences are evident in the
What ideas am I artwork?
expressing about the What are the implications of this
future? work for future artworks?
Knowledge
How is the work Why did the artist select particular
elements structured/ content?
materials organised/arranged?
skills, How have materials
techniques, been used to make the
processes work?
forms and How have skills and
styles processes been
content selected and used?
What forms and styles
are being used and
why?
Evaluations
(judgements) How effective is the How does the artwork
artwork in meeting the communicate meaning to an
artist’s intentions? audience?
How are concepts and What interpretations will audiences
contexts interpreted by have?
the artist?
Evaluations
What philosophical, What philosophical, ideological
philosophical ideological and/or and/or political perspectives evident
and political perspectives in the artwork affect the audience’s
ideological does the artwork interpretation of it?
theoretical represent? How do philosophies, ideologies
institutional How do philosophies, and/or scientific knowledge impact
psychological ideologies and/or on artworks?
scientific scientific knowledge What important theories does this
impact on artworks? artwork explore?
What important How have established behaviours
theories does this or conventions influenced its
artwork explore? creation?
How have established What processes of the mind and
behaviours or emotions are involved in
conventions influenced interpreting the artwork?
its creation?
The Australian Curriculum: The Arts covers each of the five arts subjects – Dance, Drama, Media Arts, Music,
and Visual Arts – across bands of year levels:
Foundation to Year 2
Years 3 and 4
Years 5 and 6
Years 7 and 8
Years 9 and 10.
The curriculum is based on the assumption that all students will study the five arts subjects from Foundation
to the end of primary school. Schools will be best placed to determine how this will occur. From the first year
of secondary school (Year 7 or 8), students will have the opportunity to experience one or more arts subjects
in depth. In Years 9 and 10, students will be able to specialise in one or more arts subject. Subjects offered
will be determined by state and territory school authorities or individual schools.
Teachers in schools are the key to providing students with rich, sustained, rigorous learning in each of the
subjects in the arts. The arts industry complements the provision of the Arts curriculum in schools through
programs and partnerships. The industry increasingly provides specialist services for schools, as appropriate,
through experiences such as visiting performances, demonstrations and exhibitions, artists in residence,
teacher professional development and access for students and teachers to specialised facilities in galleries,
concert halls, theatres and other arts venues.
The curriculum for each arts subject includes:
a rationale and aims
the structure for learning
band descriptions
content descriptions
content elaborations
links to statements about student diversity, general capabilities and crosscurriculum priorities
sequence of achievement
glossary.
In the Australian Curriculum, The Arts is a learning area that draws together related but distinct art forms.
While these art forms have close relationships and are often used in interrelated ways, each involves different
approaches to arts practices and critical and creative thinking that reflect distinct bodies of knowledge,
understanding and skills. The curriculum examines past, current and emerging arts practices in each art form
across a range of cultures and places.
Each subject focuses on its own practices, terminology and unique ways of looking at the world.
In Dance, students use the body to communicate and express meaning through purposeful movement. Dance
practice integrates choreography, performance, and appreciation of and responses to dance and dance
making.
In Drama, students explore and depict real and fictional worlds through use of body language, gesture and
space to make meaning as performers and audience. They create, rehearse, perform and respond to drama.
In Media Arts, students use communications technologies to creatively explore, make and interpret stories
about people, ideas and the world around them. They engage their senses, imagination and intellect through
media artworks that respond to diverse cultural, social and organisational influences on communications
practices today.
In Music, students listen to, compose and perform music from a diverse range of styles, traditions and
contexts. They create, shape and share sounds in time and space and critically analyse music. Music practice
is aurally based and focuses on acquiring and using knowledge, understanding and skills about music and
musicians.
In Visual Arts, students experience and explore the concepts of artists, artworks, world and audience.
Students learn in, through and about visual arts practices, including the fields of art, craft and design.
Students develop practical skills and critical thinking which inform their work as artists and audience.
The Australian Curriculum: The Arts Foundation – Year 10 enables exploration of the dynamic relationships
between arts subjects. This can involve students making and responding to artworks in traditional,
contemporary and emerging forms, using materials, techniques and technologies from one arts subject to
support learning in another. In this twentyfirst century arts curriculum, students explore innovative and hybrid
art forms which extend and challenge art making and combine practices of two or more art forms.
Within all arts subjects, design facilitates the creative and practical realisation of ideas. Design thinking is a
fundamental strategy in the experimentation, refinement and resolution of an artwork and takes into account
logical, critical and aesthetic considerations. Many different words describe design within the arts, such as
choreographing, narrating, devising, constructing, composing and sculpting. Design connects the different art
forms so that they inform each other, providing possibilities for students to create innovative and hybrid forms
of art.
Although Dance, Drama, Media Arts, Music, and Visual Arts are described individually in The Arts, students
need opportunities to study and make artworks that feature fusion of traditional art forms and practices to
create hybrid artworks. This learning involves exploration of traditional and contemporary arts practices from
different cultures, including works from Aboriginal and Torres Strait Islander cultures as suitable to community
and cultural protocols. Such works might:
combine performance, audio and/or visual aspects
combine processes typical of the different arts subjects
involve other learning areas
exist in physical, digital or virtual spaces
combine traditional, contemporary and emerging media and materials
be created individually or collaboratively.
Relationship between the strands of making and
responding
Making and responding are intrinsically connected. Together they provide students with knowledge,
understanding and skills as artists, performers and audience and develop students’ skills in critical and
creative thinking. As students make artworks they actively respond to their developing artwork and the
artworks of others; as students respond to artworks they draw on the knowledge, understanding and skills
artworks of others; as students respond to artworks they draw on the knowledge, understanding and skills
acquired through their experiences in making artworks.
The strands inform and support each other. When developing teaching and learning programs, teachers
combine aspects of the strands in different ways to provide students with learning experiences that meet their
needs and interests. The curriculum provides many opportunities for integration of learning between arts
subjects and with other learning areas.
Content descriptions
The focus of each content description in Foundation – Year 6 expands into more specific content descriptions
for Years 7–10 as presented in table 2 below.
Table 2: Content descriptions for F–6 and 7–10 in the Australian Curriculum: The Arts
Content Foundation – Year 6 Content Years 7–10

description description
1st Exploring ideas and improvising with 1st Exploring ideas and improvising with

ways to represent ideas ways to represent ideas
2nd Manipulating and applying the
elements/concepts with intent
2nd Developing understanding of 3rd Developing and refining

practices understanding of skills and
techniques
4th Structuring and organising ideas into
form
3rd Sharing artworks through 5th Sharing artworks through

performance, presentation or display performance, presentation or display
4th Responding to and interpreting 6th Analysing and reflecting upon

artworks intentions
7th Responding to and interpreting
artworks
Glossary
2d
Artworks that exist on a flat surface, that have height and width, such as paintings and drawings.
3d
Artworks that have depth as well as height and width, such as sculpture and installation.
4d
Artworks that have depth, height, width and added temporal and spatial dimensions. For example, artworks
that incorporate time, such as timebased installations, or artworks that incorporate performance on a
moving image.
aesthetic
Specific artistic awareness, or a deep appreciation of the meaning of an artistic experience through
intellectual, emotional and sensual response to a work of art.
In Dance, standards of appropriateness and competency relevant to the genre/style/time/place.
In Drama, involves subjective responses to nonverbal, affective and verbal devices which can be
representative of genre/style/time/place.
In Media Arts, involves engagement with and increasing understanding of how images, sounds and texts
can be used to provoke responses.
In Music, involves the subjective responses by which music is perceived and judged, which can be relevant
to genre/style/time/place.
In Visual Arts, the philosophical theory or set of principles governing the idea of beauty at a given time and
place.
art form
Specific shape or quality an artistic expression takes, such as dance, drama, media arts, music and visual
artworks.
articulation
In Dance, the manner in which movement of the body is clearly coordinated and differentiated. For
example, lifting the arm with the elbow initiating the movement.
In Drama, voice: to form clear, distinct and accurate sounds for dramatic purpose; movement: to isolate and
move specific parts of the body for dramatic purpose.
In Music, the way a note is sung or played, such as short and detached (staccato), smooth (legato) or
accented, which contributes to the overall style and interpretation.
artists
Generic term for the maker of an artwork in each of the five arts subjects.
artwork
Generic term for a performance or an artwork in each of the five arts subjects. When referred to generically
this curriculum uses the term ‘artwork’. Within each arts subject, the subjectspecific terms are used.
Artworks are also frequently described with reference to forms or styles.
atmosphere
The established mood or feeling conveyed in an artwork or performance.
audience
Individuals or groups of people who experience the arts in a range of settings and contexts (formal,
informal, virtual or interactive) through intellectual, emotional and social engagement. The artist is audience
to their own artwork.
aural skills
Particular listening skills students develop to identify and discriminate between sounds in Music. Also
referred to as ear training which involves focused listening activities through with students identify sounds
such as rhythm, pitch and timbre.
body awareness
Focuses on the individual’s own body shapes, body bases, body parts, locomotor and nonlocomotor
movements.
body bases
Body parts that support the rest of the body. For example, when standing, the feet are the body base; when
kneeling, the knees are the body base.
body language
Nonverbal communications through movement, gesture, facial expression, posture and proxemics (non
verbal communication).
body parts
Isolated parts or sections of the body; for example, arms, legs, head, torso, feet or hands.
body zones
Body areas of right side, left side, front, back, upper half and lower half.
character
Identification and portrayal of a person’s values, attitudes, intentions and actions as imagined relationships,
situations and ideas in dramatic action.
choreographic devices
The tools a choreographer selects and uses to communicate ideas, including: abstraction, sequence,
repetition, transition, contrast, variation and canon.
choreographic form
The arrangement of movement within the structure of a dance.
codes
In Media Arts, codes can be further broken down into technical codes (such as camera angles, brush
strokes, body movement) and symbolic codes (such as the language, dress, actions of characters, visual
symbols).
In Visual Arts, accepted ways of arranging materials into familiar forms, such as print, painting, moving
image or sculpture.
composition
In Visual Arts, the placement or arrangement of elements or parts in artworks.
In Media Arts, the arrangement and sequence of images and text to support the purpose of communicating
ideas or stories from different points of view using framing, editing and layout.
conventions
Traditional or culturally accepted ways of doing things based on audience expectations. Each art form has
hundreds of conventions built up over time and widely accepted by audiences.
craft
An intellectual and physical activity where artists explore the materials and processes to produce unique
objects for the purposes of: experimentation with form or function; exhibition; production; and personal or
community need. Indigenous cultures draw no distinction between art and craft and, similarly, contemporary
culture values the interplay between the art/craft, design/craft, the art/designer or the design/maker. The
crafted and handmade sit alongside the manufactured design object as part of historical, national and
cultural identities.
design elements
Include line, colour, shape, texture, space and form found in artworks, and incorporated in the design of
performance spaces (including sets) for dance and drama.
design principles
Accepted conventions associated with organising design elements and can include unity, balance,
hierarchy, scale, proportion, emphasis, similarity and contrast.
dramatic action
The driving force and forward motion of drama to create dramatic meaning, tension, belief and audience
engagement. The movement of the drama from the introduction, exposition of ideas and conflict to a
resolution.
dramatic meaning
A signified, intended purpose or effect interpreted from the communication of expressive dramatic action.
dynamics
In Dance, refers to how movement is performed, and includes the weight, force, and/or energy that are
applied to movement over time. For example, heavy to light weight, strong to gentle force, or fast to slow
release of energy.
In Music, dynamics and expression refers to how the sound is performed, including sound qualities. For
example, the relative volume and intensity of sound.
elements of dance
Space, time, dynamics and relationships.
elements of drama
Role and character, relationships, situation, voice, movement, focus, tension, space, time, language,
symbol, audience, mood and atmosphere.
elements of media arts
Composition, time, space, sound, movement and lighting. Also known as technical and symbolic elements.
elements of music
Rhythm, pitch, dynamics and expression, form and structure, timbre, and texture.
expressive skills
In Dance, the use of facial expression to communicate in performance.
In Drama, the use of facial and vocal expression to communicate in performance.
In Music, the use of elements such as dynamics combined with technical skills to enhance performance.
focus
To concentrate the attention on a spatial direction or a point in space to intensify attention or increase the
projection of intent. For example:
In Dance, to concentrate on the dancer’s line of sight or dramatic action.
In Drama, to direct and intensify attention and frame moments of dramatic action or to identify the main
idea of the drama.
In Visual Arts, to draw the audience’s attention to a particular point in the artwork.
form and structure
In Music, the plan or design of a piece of music described by identifying what is the same and what is
different and the ordering of ideas in the piece.
forms
In each arts subject, form is the whole of an artwork created by the elements and the way they are
structured:
In Dance, form is the shape or structure of a dance according to a preconceived plan. For example, AB,
ABA, rondo, narrative, chance.
In Drama, form is the way drama is structured. Drama forms are shaped by the application of the elements
of drama within particular social, cultural and historical contexts.
In Music, form is the sections within a piece of music, for example, binary form (AB) contains section A, then
section B; ternary form (ABA) contains section A, section B, then return to section A; rondo form (ABACA)
contains section A, section B, section C, then return to section A.
In Visual Arts, twodimensional form (see 2D), threedimensional form (see 3D) and fourdimensional form
(see 4D).
found sound sources
Natural and manufactured objects including stones and household objects.
hybrid art form
The combination of more than one art form within an artwork.
institutions
In Media Arts, organisations that enable and constrain media production and use.
improvisation
Spontaneous, creative activity applying the elements of an art form:
In Dance, movement that is created spontaneously, either freeform or highly structured.
In Drama, a spontaneous enactment taking on roles and situations to create dramatic action and extend an
idea; usually short and are structured into a complete little play.
In Music, spontaneously extending and varying music ideas in response to initial material or responses
invented by other performers in an ensemble.
key concepts of media arts
Media languages, media technologies, media institutions, media audiences and media representation.
kinaesthetic intelligence
Involves how well an individual perceives and controls their body in terms of physical activity and/or fine
motor skills within the space of a dance.
language
In Drama, ideas and dramatic meaning: the choice of linguistic expression and ideas in drama used to
create dramatic action.
lighting
In Media Arts, light, shade and colour for effect.
locomotor movement
Travelling movements, movement from one space to another such as walking, running, hopping, skipping,
leaping or crawling.
materials
Physical resources, equipment including technologies, and information used to make artworks. For
example, paint, digital camera, pencil, drum and/or clarinet.
media audiences
The individuals or groups for whom media artworks are made and who respond as consumers, citizens and
creative individuals. Audiences engage and interact based on expectation and experience.
media institutions
The individuals, communities and organisations that influence, enable and constrain media production and
use. Institutions are framed by the social, historical and cultural context.
media languages
Refers to the system of signs or symbols that media artworks use to communicate ideas and stories. The
language system is a combination of symbolic codes and the technical form of media arts technologies. The
language systems of media artworks use and control technical and symbolic elements to communicate
meaning.
media representation
The act of representing people, places and times, shared social values and beliefs through images, sounds
and text, or a combination of these. The representations are a constructed reality.
media technologies
The tools and processes which are essential for producing, accessing and distributing media.
medium
The material used in making an artwork.
mood and atmosphere
In Drama, the feeling or tone of both the physical space and the dramatic action created by or emerging
from the performance.
movement
In Drama, using facial expression, posture and action expressively in space and time to create roles,
situations, relationships, atmosphere and symbols.
In Media Arts, the way the eye discovers images or text; the suggestion of movement through sound.
movement vocabulary
The accumulation of movement, steps, gestures that make up a repertoire for physical expression of
feelings or ideas.
multimedia
Artworks that incorporate a broad range of media including graphics, text, digital media, audio or video.
nonlocomotor movement
Movement of the body occurring above a stationary base, on the spot movements. Also called axial
movement. For example, bending, stretching, twisting, shaking, bouncing, rising, sinking, pushing, pulling,
or swinging and swaying.
notation
Written symbols that represent and communicate sound. Notation can be invented, recognisable to a
traditional style or culture, or digitally created.
pathways
In Dance, patterns created in the air or on the floor by the body or body parts as a dancer moves in and
through space.
performance style
A type of dramatic expression communicated for a particular effect with distinguishing features and
appearance.
pitch
In Music, the relative highness or lowness of sound.
playbuilding
Creating a play through improvisation or devising.
practices
The application of arts skills and knowledge to create, represent, communicate and respond in a specific art
form.
practise
Regularly revising, developing and consolidating skills, techniques and repertoire as a class or as an
individual.
process drama
A method of teaching and learning drama where both the students and teacher are working in and out of
role.
projection
In Dance, the communication of meaning through extension and focus of the body.
In Drama, the loudness of the voice of an actor, and how it is carried to the audience.
purposeful play
Is a context for learning through which children organise and make sense of their social worlds, as they
engage actively with people, objects and representations (Early Years Learning Framework).
relationships
In Dance, relationships refer to associations or connections occurring when the body dances.
Relationships might occur between body parts (for example, right arm to left arm, hand to face); the body
and the floor (for example, close to, away from); the body and objects (for example, a chair, fan, stick,
scarf); the body and space (for example, an expansive or limited relationship); and the body and others (for
example, dance to one or more dancers).
In Drama, the connections and interactions between people that affect the dramatic action.
representation
The expression or designation of a character, place, idea, image or information by some other term,
character, symbol, diagram, image, sound or combination of visual and aural expression, based on shared
social values and beliefs:
In Media Arts, one of the five key concepts.
A concept in visual arts.
rhythm
In Dance, combination of long and short movements.
In Music, combinations of long and short sounds that convey a sense of movement subdivision of sound
within a beat.
In Media Arts, a technique or effect achieved in editing.
role and character
In Drama, the identification and portrayal of a person’s values, attitudes, intentions and actions as imagined
relationships, situations and ideas in dramatic action; role focus on type and stereotype; characters are
detailed and specific.
roleplay
To pretend to be someone else.
safe dance practices
Can be defined as the practice of selecting and executing safe movement. The focus is on providing dance
activities and exercises which allow students to participate without risk of injury. All dance movement should
be performed relevant to an individual’s body type and capabilities.
scene
The dramatic action that occurs in a particular time and place; a section of a play.
score
A collection of notated representations of sound used to communicate musical information. Scores can use
graphic, traditional, invented or stylistically specific symbols.
sequence
The linking together of series of ideas, much like words are linked together to form sentences and
paragraphs:
In Dance, a choreographic device where movements are linked together to form a series of
movements/phrases.
In Media Arts, a series of still and/or moving images with or without sound are intentionally put into an
order.
In Music, a melodic, rhythmic or harmonic pattern. It can also describe the process or product of arranging
blocks of music using ‘sequencing’ software.
situation
In Drama, the setting and circumstances of the dramatic action – the who, what, where, when and what is
at stake of the roles/characters.
sound
In Media Arts, aural effects e.g. Loudness, softness, ambient noise or music.
space
In Dance, where the body moves, including level, dimension, direction, shape, active space, positive space,
negative space, planes, pathways, general space, personal space and performance space.
In Drama, the space of the performance and audience, fictional space of the dramatic action and the
emotional space between characters.
In Media Arts, the distance and relationship between objects, sounds or text or the depiction of place.
story principles
In Media Arts, selecting and organising the elements of structure, intent, characters, settings and points of
view within the conventions of a genre, such as a Hollywood love story that follows a pattern of boy meets
girl, boy loses girl, boy gets girl.
style
the influencing context of an artwork, such as Impressionist in Visual Arts; ballet or hip hop in Dance;
Romanticism in Music; or postmodern, twentyfirst century or contemporary, among many others.
symbol
In Drama, associations that occur when something is used to represent something else to reinforce or
extend dramatic meaning.
technical skills
Combination of proficiencies in control, accuracy, alignment, strength, balance and coordination in an art
form that develop with practice:
In Dance, proficiencies developed through the acquisition of appropriate strength, flexibility, coordination
and endurance in the performance of body actions, locomotor and nonlocomotor movements, and
developed with practice to perform in specific dance styles.
In Music, proficiencies developed with practice in order to sing or play instruments.
technique
In Dance, the acquisition and execution of dance skills within a given dance style or genre.
In Drama, techniques include ways of using voice and movement to create role and dramatic action; also
techniques in lighting, sound, set building and painting, costume making, and makeup.
In Music, the capacity to control a voice or instrument in order to produce a desired sound.
In Visual Arts, the manner of making or skills used in making an artwork.
technologies
The tools and equipment that can be materials for making and responding. One of the five key concepts in
Media Arts.
In Music, the particular characteristics of a sound.
In Visual Arts, the lightness or darkness of a colour (value).
tension
In Drama, a sense of anticipation or conflict within characters or character relationships, or problems,
surprise and mystery in stories and ideas to propel dramatic action and create audience engagement.
texture
In Music, The layers of sound in a musical work and the relationship between them.
time
In Dance, time refers to how long a dance takes, including metre, tempo, momentum, accent, duration,
phrasing, rhythmic patterns, stillness and beat.
In Drama, the fictional time in the narrative or setting; timing of one moment to the next contributing to the
tension and rhythm of dramatic action.
In Media Arts, the order, duration and depiction of ideas and events.
timbre
In Music, the particular tone, colour or quality that distinguishes a sound or combinations of sounds.
tone
In Drama, tone of voice.
viewpoints
A collection of perspectives, lenses or frames through which artworks can be explored and interpreted.
visual conventions
Combinations of components and approaches, such as combinations of elements, design principles,
composition and style.
visual devices
Combinations of approaches or techniques in compositions and representations.
visual elements (design elements)
Include line, colour, shape, texture, space and form found in artworks, and incorporated in the design of
performance spaces (including sets) for dance and drama.
voice
In Drama, using voice expressively to create roles, situations, relationships, atmosphere and symbols.
Fundamental movement
Fundamental movement in dance include locomotor movements such as walking or running, and non
locomotor movements such as bending and stretching. Fundamental movements can also incorporate
spatial and dynamic changes such as jumping, spinning or exploding, reflect conventions and vocabulary of
selected dance styles.
The Arts Dance (Version 8.4)
Page 144 of 943

The Australian Curriculum: The Arts Dance
Dance How the Subject works
This rationale complements and extends the rationale
for The Arts learning area. dance video 🼰nal for esa
Dance is expressive movement with purpose and form.
Through dance, students represent, question and
celebrate human experience, using the body as the
instrument and movement as the medium for personal,
social, emotional, spiritual and physical communication.
Like all art forms, dance has the capacity to engage,
inspire and enrich all students, exciting the imagination
and encouraging students to reach their creative and
expressive potential.
Dance enables students to develop a movement
vocabulary with which to explore and refine imaginative
ways of moving individually and collaboratively. Students choreograph, rehearse, perform and respond as
they engage with dance practice and practitioners in their own and others’ cultures and communities.
Students use the elements of dance to explore choreography and performance and to practise
choreographic, technical and expressive skills. They respond to their own and others’ dances using physical
and verbal communication.
Active participation as dancers, choreographers and audiences promotes students’ wellbeing and social
inclusion. Learning in and through dance enhances students’ knowledge and understanding of diverse
cultures and contexts and develops their personal, social and cultural identity.
In addition to the overarching aims of the Australian Curriculum: The Arts, dance knowledge, understanding
and skills ensure that, individually and collaboratively, students develop:
body awareness and technical and expressive skills to communicate through movement confidently,
creatively and intelligently
choreographic and performance skills and appreciation of their own and others’ dances
aesthetic, artistic and cultural understanding of dance in past and contemporary contexts as
choreographers, performers and audiences
respect for and knowledge of the diverse purposes, traditions, histories and cultures of dance by
making and responding as active participants and informed audiences.
Learning in Dance
Learning in Dance involves students exploring elements, skills and processes through the integrated practices
of choreography, performance and appreciation. The body is the instrument of expression and uses
combinations of the elements of dance (space, time, dynamics and relationships) to communicate and
express meaning through expressive and purposeful movement.
Making in Dance involves improvising, choreographing, comparing and contrasting, refining, interpreting,
practising, rehearsing and performing.
practising, rehearsing and performing.
Responding in Dance involves students appreciating their own and others’ dance works by viewing,
describing, reflecting on, analysing, appreciating and evaluating.
In both strands, students engage with the elements of dance by learning the processes of choreography,
performance and appreciation. They also learn to use safe dance practices. With an understanding of the
body’s capabilities applied to their own body, students develop kinaesthetic intelligence, critical thinking and
awareness of how the body moves in dance. The elements of dance work together and underpin all dance
activity as students learn to make dance using their developing movement vocabulary with the body. With
increasing experience of making and responding, students develop analytical skills and aesthetic
understanding. They engage with different types of dance and examine dance from diverse viewpoints to
build their knowledge and understanding. Dance skills, techniques and processes are developed through
students’ engagement with dance practices that use the body and movement as the materials of dance with,
in later bands, the addition of production components.
Knowledge and skills of dance
In Dance, students develop kinaesthetic knowledge through the development of dance knowledge and skills
and their engagement with the materials of dance. Early sensory experience using the body as the instrument
of expression and movement as the medium is fundamental to the development of this kinaesthetic
knowledge in dance and contributes to students’ overall aesthetic understanding.
Dances may have a particular ‘look’, ‘sound’ and ‘feel’ that students respond to positively, negatively or with
indifference according to the engagement of their senses, emotions and cognition. Students consider their
perceptions of different dances and their notions of what is appealing or not appealing in the bodies,
movement, sounds, aural and visual settings of dances they participate in or view.
Through Dance, students learn to reflect critically on their own aesthetic preferences by considering social,
historical and cultural influences, and the effects of local and global cultures on their tastes and decision
making. From early family experiences, students’ aesthetic preferences are nurtured by an increasing range
of cultural influences. The wider social, historical and cultural contexts for dance present students with
differing aesthetic preferences, tastes and viewpoints determined by people and their cultures.
The information below outlines the knowledge and skills that students need to develop in dance. Terms
specific to this curriculum are defined in the glossary and a hyperlink to examples of bandappropriate
knowledge and skills is provided with the content descriptions.
Knowledge
Students choreograph, perform and appreciate dances from a range of contexts, demonstrating an increasing
range of movement skills and stylespecific techniques. They learn how choreographic devices are used in
the structure and form of dances. Students use the elements of dance with appropriate expressive qualities
for choreographic intent.
The elements of dance
Students work safely with the elements of dance (space, time, dynamics and relationships), in combination, to
create and communicate meaning through dance.
Viewpoints
In making and responding, students learn that meanings can be generated from different viewpoints and that
these shift according to different world encounters. As students make, investigate or critique dances as
choreographers, dancers and audiences, they may ask and answer questions to consider the
choreographers’ and dancers’ meanings and the audiences’ interpretations. Meanings and interpretations are
informed by an understanding of how the elements of dance, materials, skills and processes are used in
differing social, cultural and historical contexts. These questions provide the basis for making informed critical
judgements about their own dance and the dance they see as audiences. The complexity and sophistication
of such questions will develop across Foundation – Year 10. In the later years, students will consider the
interests and concerns of choreographers, dancers and audiences regarding philosophies and ideologies,
critical theories, institutions and psychology.
Types of dance
Learning in dance involves students engaging in dance experiences which explore different types of dance.
These may be drawn from a variety of genres and styles including theatrical, traditional, social, ritual and
other current dance styles and the forms within them.
In Dance, form is the shape or structure of a dance according to a preconceived plan. For example, binary
form is an A section followed by a B section; ternary form is an A section followed by a B section followed by a
repeat of the A section; rondo is an expansion of the ternary form into ABACADA; narrative form is a dance
that tells a story.
In all bands, students explore dance from a range of historical and cultural contexts. They begin with their
experiences of dance from their immediate lives and community and identify the reasons why people dance.
They draw on the histories, traditions and styles of dance from a range of places and times including dance
from Australia, Aboriginal and Torres Strait Islander Peoples, the Asia region, and other world cultures.
As students learn about dance, from the primary to secondary years, they broaden their experiences of dance
genres and particular styles and use these as a springboard for their making and responding in Dance. They
also consider how dance can communicate and challenge ideas about issues and concepts such as
sustainability.
In their dance making, students use a variety of stimuli to create and communicate meaning through
movement. They also draw on their experiences in other arts subjects and learning areas.
Skills, techniques and processes
Through making and responding, students develop skills in and understanding of their dance making by
becoming increasingly proficient in using choreographic, performance and appreciating practices. As they
progress in Dance, students develop their capacity to use skills that enable them to perform safe and
meaningful movement. In Dance, students combine and apply technical and expressive skills. As they
progress, they build on fundamental movement skills to acquire increasingly complex skills and, particularly in
the secondary bands, learn stylebased techniques to build their movement vocabulary.
Teachers will select styles and techniques that are appropriate to the students’ experience, their own
experience and the school context. Techniques in dance develop from the acquisition of fundamental
movement skills to intentional use of more sophisticated technical and expressive skills with the use of style
specific techniques.
When making and responding, students’ dance skills are best developed through activities which integrate the
techniques and processes involved in the dance practices: choreographing, performing and appreciating.
Choreographing includes students drawing on their developing movement vocabulary as they
engage in the creative process of making dance. As they explore and shape their ideas they will be
engage in the creative process of making dance. As they explore and shape their ideas they will be
involved in processes such as improvising, exploring, selecting, creating and structuring movement
to communicate their intentions.
Performing includes students acquiring skills by practising, rehearsing, refining and applying
physical and expressive techniques.
Appreciating includes students describing, explaining, evaluating and critically analysing their own
dances and other dances viewed.
Materials
The materials for dance begin with the body, including body awareness, body bases, body parts and body
zones. The body uses movement vocabulary developed from using the elements of dance to express and
give form to feelings and ideas in choreography and performance. Production components such as
performance spaces, costumes, props, lighting, sets, sound and multimedia elements may be incorporated in
dance.
Years 3 and 4
Years 5 and 6
Years 7 and 8
Years 9 and 10
The Arts Dance (Version 8.4)
Curriculum F10
Page 149 of 943

Dance Curriculum F10
Years 5 and 6 Level Description
In Years 5 and 6, students draw on artworks from a range of cultures, times and locations. They explore the
arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for
different purposes. While the arts in the local community should be the initial focus for learning, students are
also aware of and interested in the arts from more distant locations and the curriculum provides opportunities
to build on this curiosity.
As they make and respond to the arts, students explore meaning and interpretation, and social and cultural
contexts of the arts. They evaluate the use of forms and elements in artworks they make and observe.
Students extend their understanding of safety in the arts. In Years 5 and 6, their understanding of the roles of
artists and audiences builds on previous bands. They develop their understanding and use of performance or
technical skills to communicate intention for different audiences. They identify a variety of audiences for
different arts experiences as they engage with more diverse artworks as artists and audiences.
In Dance, students:
extend their awareness of the body as they combine movements that use body parts and actions
with those involving body zones and bases
extend their understanding and use of space, time, dynamics and relationships including performing
in groups of varying sizes
extend their use of various combinations of fundamental movement skills and technical skills,
developing competence, body control and accuracy
explore meaning and interpretation, forms and elements of dance, including the use of space and
energy in dances as they make and respond to dance.
Years 5 and 6 Content Descriptions
Explore movement and choreographic devices using the elements of dance to choreograph dances that
communicate meaning (ACADAM009 Scootle )
Elaborations
improvising new movement to communicate ideas in response to stimulus, for example, exploring the
relationship of close proximity of dancers grouped together to represent overcrowded cities

exploring stimulus or analysing other dances to devise a variety of movement possibilities, for example,
different ways to jump and land, roll and stand or spiral down to the ground

exploring character and mood by experimenting with elements of dance in a range of set, teacherdirected
or studentdevised dances

Considering viewpoints – meanings and interpretations: For example – How is the movement of the body
used to represent a story, character or idea? How does space, costume and/or multimedia communicate
meaning in this dance?
selecting, combining, arranging and refining movement using choreographic devices such as canon and
unison

Develop technical and expressive skills in fundamental movements including body control, accuracy,
alignment, strength, balance and coordination (ACADAM010 Scootle )
Elaborations
rehearsing a combination of fundamental movements with or without accompaniment to refine technical
and expressive skills, for example, galloping, jumping, sliding, rolling, slithering, spinning, shrinking,
exploding, collapsing
practising and refining technical skills in movements in response to teacher’s and peers’ feedback

rehearsing a range of learnt and devised dances with an awareness and appreciation of their body
capabilities

used to represent a story, character or idea? How does the use of space, costume and/or multimedia
communicate meaning in this dance? Why did they/you make this dance?
Perform dance using expressive skills to communicate a choreographer’s ideas, including performing dances
of cultural groups in the community (ACADAM011 Scootle )

Elaborations
developing expressive skills of focus, clarity of the movement, confidence and facial expression/character to
present dance ideas in performance for an intended audience
Considering viewpoints – forms and elements: For example – How did the dancers/you use space and
energy to create a feeling of strength/isolation/happiness? What is the relationship between the dancers
and the audience? What relationship are you aiming to create between the dancers and the audience?
applying the elements of dance in dance contexts to communicate ideas to audience, for example, stop and
start/percussive arm and upper body movements to express basketball actions in a game, or rhythmic and
accented movement to express the passage of time or the actions of a clock

Considering viewpoints – forms and elements: For example – How did the dancers/you use space and
energy to create a feeling of strength/isolation/happiness? What is the relationship between the dancers
and the audience? What relationship are you aiming to create between the dancers and the audience?
presenting dances, using costumes and/or props where appropriate to enhance different contexts, such as
performing dances with representatives of the cultural group from the community

presenting their performances using internetbased technologies, including social media

Explain how the elements of dance and production elements communicate meaning by comparing dances
from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander dance
(ACADAR012 Scootle )

Elaborations
discussing the purpose of movements, elements of dance, production elements, and use of projection and
focus, and how these affect the mood of audience and the relationship between dancers and the audience

Considering viewpoints – evaluations: For example – Which dance elements were used well and for which
purpose? How was your mood changed by this dance? (refer to: the energy, shapes, tempo, music, staging
in your answer)
identifying and discussing meanings and significance intended by the choreographer’s use of movement,
space and energy, referring to their knowledge of the context in which the dance was created, for example,
an Aboriginal or Torres Strait Islander dance, a Chinese ribbon dance, or a Sumatran tambourine dance

used to represent a story, character or idea? How does did you use space, costume and/or multimedia to
communicate meaning in this dance?
discussing social and cultural influences to recognise the role of dance and dancers in societies, cultures,
environments and times, for example, conventions of a Kecak dance from Bali, or the protocols for
performing Aboriginal and Torres Strait Islander dance, including when it is not able to be viewed

Considering viewpoints – societies and cultures: For example – What are the traditions, customs and
conventions of this dance? What different performance spaces are used for dances and why?
accessing real or virtual performances that are representative of different times and places and comparing
how elements of dance and production elements communicate meaning in each

Years 5 and 6 Achievement Standards
By the end of Year 6, students explain how ideas are communicated in artworks they make and to which they
respond. They describe characteristics of artworks from different social, historical and cultural contexts that
influence their art making.
Students structure elements and processes of arts subjects to make artworks that communicate meaning.
They work collaboratively to share artworks for audiences, demonstrating skills and techniques.
By the end of Year 6, students explain how the elements of dance, choreographic devices and production
elements communicate meaning in dances they make, perform and view. They describe characteristics of
dances from different social, historical and cultural contexts that influence their dance making.
Students structure movements in dance sequences and use the elements of dance and
choreographic devices to make dances that communicate meaning. They work collaboratively to perform
dances for audiences, demonstrating technical and expressive skills.
The Arts Drama (Version 8.4)
Page 155 of 943

The Australian Curriculum: The Arts Drama
Drama How the Subject works
for The Arts learning area. drama 🼰nal video for esa
Drama is the expression and exploration of personal,
cultural and social worlds through role and situation that
engages, entertains and challenges. Students create
meaning as drama makers, performers and audiences
as they enjoy and analyse their own and others’ stories
and points of view. Like all art forms, drama has the
capacity to engage, inspire and enrich all students,
excite the imagination and encourage students to reach
their creative and expressive potential.
Drama enables students to imagine and participate in
exploration of their worlds, individually and
collaboratively. Students actively use body, gesture, movement, voice and language, taking on roles to
explore and depict real and imagined worlds. They create, rehearse, perform and respond using the elements
and conventions of drama and emerging and existing technologies available to them.
Students learn to think, move, speak and act with confidence. In making and staging drama they learn how to
be focused, innovative and resourceful, and collaborate and take on responsibilities for drama presentations.
They are excited by exploring their imagination and taking risks in storytelling through role and dramatic
action.
Students develop a sense of inquiry and empathy by exploring the diversity of drama in the contemporary
world and in other times, traditions, places and cultures.
In addition to the overarching aims of the Australian Curriculum: The Arts, drama knowledge, understanding
confidence and selfesteem to explore, depict and celebrate human experience, take risks and
challenge their own creativity through drama
knowledge and understanding in controlling, applying and analysing the elements, skills, processes,
forms, styles and techniques of drama to engage audiences and create meaning
a sense of curiosity, aesthetic knowledge, enjoyment and achievement through exploring and
playing roles, and imagining situations, actions and ideas as drama makers and audiences
knowledge and understanding of traditional and contemporary drama as critical and active
participants and audiences.
Learning in Drama
Learning in Drama involves students making, performing, analysing and responding to drama, drawing on
human experience as a source of ideas. Students engage with the knowledge of drama, develop skills,
techniques and processes, and use materials as they explore a range of forms, styles and contexts.
Through Drama, students learn to reflect critically on their own experiences and responses and further their
Through Drama, students learn to reflect critically on their own experiences and responses and further their
own aesthetic knowledge and preferences. They learn with growing sophistication to express and
communicate experiences through and about drama.
Making in Drama involves improvising, devising, playing, acting, directing, comparing and contrasting,
refining, interpreting, scripting, practising, rehearsing, presenting and performing. Students use movement
and voice along with language and ideas to explore roles, characters, relationships and situations. They learn
to shape and structure drama including use of contrast, juxtaposition, dramatic symbol, cause and effect, and
linear and episodic plot forms.
Responding in Drama involves students being audience members and listening to, enjoying, reflecting on,
analysing, appreciating and evaluating their own and others’ drama works.
Both making and responding involve developing practical and critical understanding of how the elements of
drama can be used to shape and structure drama that engages audiences and communicates meaning.
Learning in Drama is based on two fundamental building blocks: the elements of drama and the ways that
narrative shapes and structures dramatic action. The elements of drama work dynamically together to create
and focus dramatic action and dramatic meaning. Dramatic action is shaped by dramatic tension, space and
time, and mood and atmosphere to symbolically present and share human experiences for audiences.
Knowledge and skills of Drama
In Drama, students physically inhabit an imagined role in a situation. By being in role and responding to role,
students explore behaviour in the symbolic form of dramatic storytelling and dramatic action. In purposeful
play, students’ exploration of role sharpens their perceptions and enables personal expression and response.
Their intellectual and emotional capacity grows, specifically the capacity to feel and manage empathy. As
audiences, students learn to critically respond to and contextualise the dramatic action and stories they view
and perceive.
Creating, performing and viewing drama enables the exploration of ideas and feelings. The exploration of
dramatic forms and styles, and associated cultural, social and historical contexts, diversifies students’
expression, understanding and experience of their world.
Students discover and explore the elements of drama, applying principles and making and responding to
drama in various forms.
The information below outlines the knowledge and skills that students need to develop in drama. Terms
Knowledge
The elements of drama
The elements of drama work dynamically together to create and focus dramatic action and dramatic meaning.
Drama is conceived, organised, and shaped by aspects of and combinations of role, character and
relationships, situation, voice and movement, space and time, focus, tension, language, ideas and dramatic
meaning, mood and atmosphere and symbol.
Principles of narrative (story)
The elements of drama are combined to shape narrative (story) through using contrast, juxtaposition,
dramatic symbol and other devices of story.
dramatic symbol and other devices of story.
Viewpoints
these shift according to different world encounters. As students make, investigate or critique drama as actors,
directors and audiences, they may ask and answer questions to interrogate the playwrights’ and actors’
meanings and the audiences’ interpretations. Meanings and interpretations are informed by social, cultural
and historical contexts, and an understanding of how elements, materials, skills and processes are used.
These questions provide the basis for making informed critical judgements about their own drama and the
drama they see as audiences. The complexity and sophistication of such questions will change across
Foundation to Year 10. In the later years, students will consider the interests and concerns of artists and
audiences regarding philosophies and ideologies, critical theories, institutions and psychology.
Forms
In Drama, form is the way drama is structured and students are taught the forms of devised and scripted
drama. Drama forms are shaped by the application of the elements of drama within particular social, cultural
and historical contexts.
In all years, students draw on, use and analyse drama genres, forms and styles from a range of historical and
cultural contexts. They begin with the drama in their immediate lives and community and identify the purposes
of drama. They draw on the histories, traditions and conventions of drama from other places and times
including drama from Australia, Aboriginal and Torres Strait Islander cultures, Asia and other world cultures.
As students learn drama, particularly in secondary schools, they broaden their experiences of particular
places and times, forms and representational and presentational styles as a springboard for their making and
responding.
In their drama, students use a variety of sources including stories, personal experiences and historical and
current events to create meaning through situations and characters. They also draw on their experiences in
other arts subjects and learning areas.
Through making and responding, students develop knowledge, skills and understanding of their drama
making, developing the capacity to use proficiently the techniques of voice and movement to make drama.
Students learn the skills of working collaboratively, recognising that imaginative, creative and critically analytic
teamwork is central to drama. They apply the elements of drama and principles of story. They interpret and
perform texts, devise drama and develop scripts and scriptwriting skills. They apply design elements and
production components.
In their drama, students develop their understanding of the processes of dramatic playing, roleplaying,
improvising, process drama, playbuilding, interpreting scripts, rehearsing and directing, and responding to
drama as audience. As students progress, particularly in secondary school, they add specific skills and
processes of drama practice: acting, directing, scriptwriting, dramaturgy, designing, producing, managing and
critical analysis.
Materials
In developing knowledge and skills of drama, students use the materials of their voices and bodies
(movement, facial expression, gesture, posture). They also use the production components of props,
costumes, lighting, sound and staging equipment and performance spaces.
Years 3 and 4
Years 5 and 6
Years 7 and 8
Years 9 and 10
The Arts Drama (Version 8.4)
Curriculum F10
Page 160 of 943

Drama Curriculum F10
In Drama, students:
develop understanding of character through voice and movement and extend their understanding
and use of situation, focus, tension, space and time
extend their understanding and use language and ideas to create dramatic action and consider
mood and atmosphere in performance
use conventions of story and other devices such as dramatic symbol to communicate meaning and
shape and sustain drama for audiences
explore meaning and interpretation, forms and elements including voice, movement, situation,
space and time, and tension as they make and respond to drama.
Explore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop
characters and situations (ACADRM035 Scootle )

Elaborations
experimenting with empathy to develop characters and relationships in drama and considering
perspectives, exploring responses and challenging stereotypes

exploring physical, fictional and emotional space to create characters and situations and imagined feelings

manipulating dramatic action and use of available theatre technologies to create different meanings

comparing different ways improvisation and scripted drama create characters and action, and evaluating
drama from other cultures and considering how they can use specific techniques in their own work

Considering viewpoints – forms and elements: For example – How is the voice, movement, gesture and the
body used to represent a character, situation or idea? How did the performers use the elements of drama?
How can the devised drama be developed to communicate meaning?
Develop skills and techniques of voice and movement to create character, mood and atmosphere and focus
dramatic action (ACADRM036 Scootle )
Elaborations
varying use of voice, for example, projection, dynamics, pace, pause and pitch, to create and communicate
characters’ intentions
trialling different ways to move in character and situations
Considering viewpoints – evaluations: For example – How did the performers use the elements of drama
and design elements effectively? For what purposes did they make drama? What evidence supports your
judgement about the drama?
adjusting the weight (heaviness or lightness of movement), speed, use of stillness, levels and movement
through space to focus on character and situation and create dramatic action

altering voice and movement to show change in mood and atmosphere, and to create images, effects and
an engaging delivery
rehearsing, interacting and negotiating with others in interpretation of scripts to create characters and their
relationships
Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses
dramatic symbol, performance styles and design elements to share community and cultural stories and
engage an audience (ACADRM037 Scootle )

Elaborations
creating narrative and tension to communicate dramatic meaning

Considering viewpoints – meanings and interpretations: For example – What did the performer intend
audiences to experience and understand from the drama? Why did you make this drama?
exploring and applying different performance styles, and drawing on drama from other locations, cultures
and times as sources of ideas in their own drama, and considering any protocols for representing
community or cultural stories in performance

focusing communication with the audience by, for example, remembering lines, moves and cues in
rehearsal and performance

showing understanding of the purpose of rehearsing drama and the need for collaboration and group work

using props, costumes, instruments and available technologies such as light, sound and multimedia to
create dramatic symbols and enhance dramatic action

planning and designing elements of their performance, for example, creating a stage design and
interpreting diagrams and locations and using proximity and directional stage language in performance
spaces during rehearsal

presenting their performances using internetbased technologies, including social media, and considering
the place of a real or virtual audience and their effect on the performance

using available software and applications to plan for playbuilding and to create scripts

Explain how the elements of drama and production elements communicate meaning by comparing drama
from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander drama
(ACADRR038 Scootle )

Elaborations
reviewing their own drama, outlining how they used elements of drama and narrative structures and the
consequences of collaborative processes

identifying and discussing different performance styles and the portrayal of different roles and relationships
in the drama

talking and writing about drama from other places and times and how it might or does contribute to their
own drama, and how cultural understandings shape meanings in drama

Considering viewpoints – societies and cultures: For example – What are the traditions, customs and
conventions of this drama? How does this drama draw from other cultures, times and places? How have
you used drama of other times, places and cultures in your own drama?
identifying the features of drama from other contexts, including investigating traditional and contemporary
drama from Asia

understanding that the drama of Aboriginal and Torres Strait Islander Peoples is unique to the Country
and/or Place of a particular group or groups, while also considering the protocols for particular performance
styles and traditions such as Aboriginal and Torres Strait Islander customary practices

By the end of Year 6, students explain how dramatic action and meaning is communicated in drama they
make, perform and view. They explain how drama from different cultures, times and places influences their
own drama making.
Students work collaboratively as they use the elements of drama to shape character, voice and movement in
improvisation, playbuilding and performances of devised and scripted drama for audiences.
The Arts Media Arts (Version 8.4)
Page 167 of 943

The Australian Curriculum: The Arts Media Arts
Media Arts How the Subject works
for The Arts learning area. media arts 🼰nal for esa
Media arts involves creating representations of the
world and telling stories through communications
technologies such as television, film, video,
newspapers, radio, video games, the internet and
mobile media. Media arts connects audiences,
purposes and ideas, exploring concepts and viewpoints
through the creative use of materials and technologies.
Like all art forms, media arts has the capacity to
engage, inspire and enrich all students, exciting the
imagination and encouraging students to reach their
creative and expressive potential.
Media Arts enables students to create and communicate representations of diverse worlds and investigate the
impact and influence of media artworks on those worlds, individually and collaboratively. As an art form
evolving in the twentyfirst century, media arts enables students to use existing and emerging technologies as
they explore imagery, text and sound and create meaning as they participate in, experiment with and interpret
diverse cultures and communications practices.
Students learn to be critically aware of ways that the media are culturally used and negotiated, and are
dynamic and central to the way they make sense of the world and of themselves. They learn to interpret,
analyse and develop media practices through their media arts making experiences. They are inspired to
imagine, collaborate and take on responsibilities in planning, designing and producing media artworks.
Students explore and interpret diverse and dynamic cultural, social, historical and institutional factors that
shape contemporary communication through media technologies and globally networked communications.
In addition to the overarching aims for the Australian Curriculum: The Arts, media arts knowledge,
understanding and skills ensure that, individually and collaboratively, students develop:
enjoyment and confidence to participate in, experiment with and interpret the mediarich culture and
communications practices that surround them
creative and critical thinking, and exploring perspectives in media as producers and consumers
aesthetic knowledge and a sense of curiosity and discovery as they explore imagery, text and sound
to express ideas, concepts and stories for different audiences
knowledge and understanding of their active participation in existing and evolving local and global
media cultures.
Learning in Media Arts
Learning in Media Arts involves students learning to engage with communications technologies and cross
disciplinary art forms to design, produce, distribute and interact with a range of print, audio, screenbased or
disciplinary art forms to design, produce, distribute and interact with a range of print, audio, screenbased or
hybrid artworks. Students explore, view, analyse and participate in media culture from a range of viewpoints
and contexts. They acquire skills and processes to work in a range of forms and styles. Students learn to
reflect critically on their own and others’ media arts experiences and evaluate media artworks, cultures and
contexts. They express, conceptualise and communicate through their media artworks with increasing
complexity and aesthetic understanding.
Making in Media Arts involves using communications technologies to design, produce and distribute media
artworks.
Responding in Media Arts involves students learning to explore, view, analyse and participate in media
culture.
In making and responding students engage with the key concepts, story principles and elements of media
(technical and symbolic). The five interrelated key concepts provide a framework for students to create and
analyse media artworks. They develop understanding of how the five key concepts explore media artworks
representations – that is, constructed realities – of the world, communicated through languages and
technology for an audience in community and institutional contexts.
Knowledge and skills of Media Arts
In Media Arts, students learn to clarify, intensify and interpret human experience through representations in
images, sounds and text. By creating media artworks they engage the senses, the imagination and the
intellect, and they learn to express and challenge constructs of the world. Through creative and critical use of
language and technology, students develop aesthetic control that allows them to communicate with clarity and
impact through the media they create and consume.
In Media Arts, technical and symbolic elements work together within established and emerging media
conventions and technologies to inform, persuade, entertain and educate through story structures and ideas.
In the experience of making and responding to media artworks, students develop identity and learn to
understand themselves and others through aesthetic processes that promote critical perception, personal
expression and collaboration. Designing and creating media artworks involves the development of technical,
physical and communication skills.
The development of aesthetic knowledge in Media Arts rewards students’ curiosity and creative exploits. This
development increases their engagement with and understanding of how images, sounds and text create
experiences consumers recognise and respond to physically, emotionally and intellectually.
The information below outlines the knowledge and skills that students need to develop in Media Arts. Terms
Knowledge
Students discover and explore the key concepts and elements of media arts, applying story principles and
making and responding to media arts in various forms.
Key concepts
Students develop knowledge and understanding of five key concepts: the media languages used to tell
stories; the technologies which are essential for producing, accessing and distributing media; the various
institutions that enable and constrain media production and use; the audiences for whom media arts products
are made and who respond as consumers, citizens and creative individuals; and the constructed
representations of the world, which rely on shared social values and beliefs.
The elements of media arts (technical and symbolic elements)
The technical and symbolic elements of media arts, including composition, space, time, movement, sound
and lighting, work together to create meaning in different contexts and forms for different purposes.
Story principles
The elements of media arts are combined and shaped using story principles of structure, intent, characters,
settings, points of view and genre conventions.
Viewpoints
these shift according to different world encounters. As students make, investigate or critique media artworks
as producers and consumers of media arts, they may ask and answer questions to interrogate the producers’
meanings and the consumers’ interpretations. Meanings and interpretations are informed by contexts of
societies, cultures and histories, and an understanding of how elements, materials, skills and processes are
used. These questions provide the basis for making informed critical judgements about their own media
artworks and the media artworks they see, hear, interact with and consume as audiences. The complexity
and sophistication of such questions will change across Foundation to Year 10. In the later years, students will
consider the interests and concerns of artists and audiences regarding philosophies and ideologies, critical
theories, institutions and psychology.
Forms
As they learn in Media Arts, students create and analyse forms such as film, news report, documentary,
advertisement, music video, animation, video games and/or a combination of these. From contemporary and
personal experiences of media culture they learn how forms, styles and contexts of media artworks are
shaped by histories, purpose, traditions and communications technologies. Students explore stylistic forms
from local and global contexts including those from Aboriginal and Torres Strait Islander and Asian cultures.
They produce artworks in narrative and nonnarrative forms that reach audiences through specific media
contexts that include radio, print, cinema, television, internet, mobile devices or new and emerging contexts.
The skills, techniques and processes to create media artworks are developed through the three stages of
production: preproduction (including scriptwriting, storyboarding, sketching designs, planning, research);
production (including capturing, recording, directing); and postproduction (including mixing, editing,
assembling, laying out, distributing). Students learn through critical thinking and creative processes in media
arts practice. They learn to collaborate in creative teams and analytically respond to, and interact with, context
and audience. Students learn to apply key concepts, story principles, and elements of media (symbolic and
technical) as they design, produce, distribute and analyse media artworks. Students learn and use the
established and emerging techniques and practices (media conventions) for creating within different media
forms.
As students’ learning progresses, they learn about safe practice in media arts and develop digital citizenship
through processes that respect rights, responsibilities and protocols in the creating of their media artworks.
Materials
In developing knowledge and skills in media arts, students use images, sounds and text and the technologies
used to create them. Students may also use equipment, props, costumes and sets during production,
depending on what is suitable to the form of the media artwork and the intention of the artist.
Years 3 and 4
Years 5 and 6
Years 7 and 8
Years 9 and 10
The Arts Media Arts (Version 8.4)
Curriculum F10
Page 172 of 943

Media Arts Curriculum F10
In Media Arts, students:
develop their use of structure, intent, character and settings by incorporating points of view and
genre conventions in their compositions
extend their understanding and use of time, space, sound, movement, lighting and technologies
identify the variety of audiences for which media artworks are made
explain the purpose and processes for producing media artworks
explore meaning and interpretation, and forms and elements including structure, intent, character
and settings as they make and respond to media artworks
consider the ethical behaviour and role of communities and organisations in regulating access to
media artworks.
Explore representations, characterisations and points of view of people in their community, including
themselves, using settings, ideas, story principles and genre conventions in images, sounds and text
(ACAMAM062 Scootle )

Elaborations
applying the conventions of an established genre to an ordinary everyday event to create humour, for
example, a visit to the library as an action movie or lunch as a sports commentary on the radio

exploring different power relationships and showing different perspectives on character by framing images,
for example, representing a relationship from their school or community

designing and drawing a game character for a particular genre, considering the appropriate costume,
mannerisms and typical dialogue

selecting combinations of media materials to represent the same person, location or idea in different ways,
for example, using different music or sound effects to change the meaning of a story

Considering viewpoints – forms and elements: For example – How can I change the meaning of a story by
adding or changing a soundtrack to my images? How can I use framing to demonstrate a power
relationship?
Develop skills with media technologies to shape space, time, movement and lighting within images, sounds
and text (ACAMAM063 Scootle )

Elaborations
creating a short digital sequence that uses camera angles such as closeups and medium closeups to
focus on character relationships, power or mood

designing and creating an animated sequence that personifies inanimate objects and creates smooth action


identifying and applying the conventions and layout of web page design to engage and interact with a
particular audience

editing a chase sequence, adding music to heighten the action and tension

Considering viewpoints – forms and elements: For example – How can I change the meaning of a story by
adding or changing a soundtrack to my images? How can I use framing to demonstrate a power
relationship?
Plan, produce and present media artworks for specific audiences and purposes using responsible media
practice (ACAMAM064 Scootle )

Elaborations
designing a storyboard that reflects a key scene in a sequence; for example, an opening scene of a film
that shows the important camera angles, transitions, edits, voice and soundtrack

designing a navigational plan for a game, using multiple levels and obstacles; for example, creating and
designing problems to be solved in order to progress to a new level

creating a script for a radio production and documenting the appropriate permissions required for music
and voice talents if it were to be aired on community radio

presenting their media artworks using internetbased technologies, including social media

Considering viewpoints – evaluations: For example – What cultural images can or cannot be used when
making and publishing my artwork?
Explain how the elements of media arts and story principles communicate meaning by comparing media
artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander
media artworks (ACAMAR065 Scootle )

Elaborations
identifying story structures or particular technical or symbolic elements, such as shot type, sound quality,
lighting or setting, that contribute to formation of genre in media artworks

researching and comparing historical and contemporary media representations and explaining how context
influences the characters, stories and values portrayed in the media artworks; for example, comparing TV
representations of family

discussing the role of media artworks in sharing cultural information about a group of people and their
spirituality and enhancing the value placed on people and environment

Considering viewpoints – societies and cultures: For example – How are values demonstrated in this media
representation? Can we judge a culture from popular media images?
describing protocols about acceptable and unacceptable use of borrowed material in making and publishing
media artworks

discussing issues around safety and sensitivity in relation to acceptable and unacceptable use and/or
reference to personal and cultural images, sounds and texts when making and publishing media artworks

By the end of Year 6, students explain how points of view, ideas and stories are shaped and portrayed in
media artworks they make, share and view. They explain the purposes and audiences for media artworks
made in different cultures, times and places.
Students work collaboratively using technologies to make media artworks for specific audiences and purposes
using story principles to shape points of view and genre conventions, movement and lighting.
The Arts Music (Version 8.4)
Page 178 of 943

The Australian Curriculum: The Arts Music
Music How the Subject works
for The Arts learning area. music 🼰nal for esa
Music is uniquely an aural art form. The essential
nature of music is abstract. Music encompasses
existing sounds that are selected and shaped, new
sounds created by composers and performers, and the
placement of sounds in time and space. Composers,
performers and listeners perceive and define these
sounds as music.
Music exists distinctively in every culture and is a basic
expression of human experience. Students’ active
participation in Music fosters understanding of other
times, places, cultures and contexts. Through
continuous and sequential music learning, students listen to, compose and perform with increasing depth and
complexity. Through performing, composing and listening with intent to music, students have access to
knowledge, skills and understanding which can be gained in no other way. Learning in Music is aurally based
and can be understood without any recourse to notation. Learning to read and write music in traditional and
graphic forms enables students to access a wide range of music as independent learners.
Music has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging
students to reach their creative and expressive potential. Skills and techniques developed through
participation in music learning allow students to manipulate, express and share sound as listeners, composers
and performers. Music learning has a significant impact on the cognitive, affective, motor, social and personal
competencies of students.
As independent learners, students integrate listening, performing and composing activities. These activities,
developed sequentially, enhance their capacity to perceive and understand music. As students’ progress
through studying Music, they learn to value and appreciate the power of music to transform the heart, soul,
mind and spirit of the individual. In this way, students develop an aesthetic appreciation and enjoyment of
music.
In addition to the overarching aims of the Australian Curriculum: The Arts, music knowledge, understanding
the confidence to be creative, innovative, thoughtful, skilful and informed musicians
skills to compose, perform, improvise, respond and listen with intent and purpose
aesthetic knowledge and respect for music and music practices across global communities, cultures
and musical traditions
an understanding of music as an aural art form as they acquire skills to become independent music
learners.
Learning in Music
Students learning Music listen, perform and compose. They learn about the elements of music comprising
rhythm, pitch, dynamics and expression, form and structure, timbre and texture. Aural skills, or ear training,
are the particular listening skills students develop to identify and interpret the elements of music. Aural skills
development is essential for making and responding to a range of music while listening, composing, and
performing. Learning through music is a continuous and sequential process, enabling the acquisition,
development and revisiting of skills and knowledge with increasing depth and complexity.
Making in Music involves active listening, imitating, improvising, composing, arranging, conducting, singing,
playing, comparing and contrasting, refining, interpreting, recording and notating, practising, rehearsing,
presenting and performing.
Responding in Music involves students being audience members listening to, enjoying, reflecting on,
analysing, appreciating and evaluating their own and others’ musical works.
Both making and responding involve developing aural understanding of the elements of music through
experiences in listening, performing and composing. The elements of music work together and underpin all
musical activity. Students learn to make music using the voice, body, instruments, found sound sources, and
information and communication technology. Music is recorded and communicated as notation by a unique
system of symbols and terminology, and as audio recordings using technology. With increasing experience of
the elements of music, students develop analytical skills and aesthetic understanding.
Knowledge and skills of Music
In Music, students’ exploration and understanding of the elements of music, musical conventions, styles and
forms expands with their continued active engagement with music.
In listening to, performing and composing music from a broad range of styles, practices, traditions and
contexts, students learn to recognise their subjective preferences and consider diverse perspectives of music.
This, in turn, informs the way in which they interpret music as performers and how they respond to the music
they listen to. Additionally, students develop their own musical voice as composers and their own style as
musicians.
The information below outlines the knowledge and skills that students need to develop in music. Terms
Knowledge
The elements of music
Music is learnt through developing skills and knowledge associated with the elements of music. Musical ideas
are conceived, organised and shaped by aspects and combinations of rhythm, pitch, dynamics and
expression, form and structure, timbre and texture.
Viewpoints
these shift according to different world encounters. As students make, investigate or critique music as
composers, performers and audiences, they may ask and answer questions to interrogate, explore and
investigate the composers’ and performers’ meanings, and the audiences’ interpretations. Meanings and
interpretations are informed by contexts of societies, cultures and histories, and an understanding of how
elements, materials, skills and processes are used. These questions provide the basis for making informed
critical judgements about their own music and the music they interpret as musicians and listen to as
audiences. The complexity and sophistication of such questions will change across Foundation to Year 10. In
the later years, students will consider the interests and concerns of composers, performers and audiences
regarding philosophies and ideologies, critical theories, institutions and psychology.
Types of music
In each band, students learn about increasingly complex forms of music as they make and respond to
different musical styles and genres, from a range of historical and cultural contexts. These may include
different types of songs and instrumental genres, music in film and media, contemporary and new music
trends, and folk and art music from varied cultures, traditions and times.
Students begin with music experienced in their own lives and community, and identify the purposes of music.
They draw on the histories, traditions and conventions of music from other places and times including
Australia, Aboriginal and Torres Strait Islander cultures, Asia and other world cultures.
When making and responding, students’ musical skills are best developed through activities which integrate
the techniques and processes of music: listening, composing and performing.
Listening is the process through which music is experienced and learnt. This includes listening to, analysing
and comparing a range of repertoire. Developing aural skills (ear training) as the technique for discriminating,
identifying, interpreting and applying musical concepts is essential for all listening, composition and
performing activities.
Composing is a broad term for creating original music. In the classroom, this involves improvising, organising
musical ideas, creating accompaniment patterns, and arranging and writing original works, either individually
or collaboratively.
Performing involves playing instruments, singing or manipulating sound using technology, either as an
individual or ensemble member. This includes learning songs, instrumental pieces, accompaniments, and
works composed by self and others. Audiences can include the teacher, peers in class, the wider school
community and public audiences.
These learning experiences are supported by extra activities including learning and creating notation to
record and communicate musical ideas; reading, writing and interpreting a range of terminology, notation and
scores; making audio recordings of compositions and performances using technology; and developing skills
and techniques to discuss their own music and the music of others.
Materials
The initial materials of music are the voice and body, instruments and other sound sources. Additional
materials include recorded music and scores, technologies such as recording and playback equipment and
software, and spaces for creating, practising and performing.
Years 3 and 4
Years 3 and 4
Years 5 and 6
Years 7 and 8
Years 9 and 10
The Arts Music (Version 8.4)
Curriculum F10
Page 183 of 943

Music Curriculum F10
In Music, students:
further their understanding of rhythm, pitch, dynamics and expression, form and structure, timbre
and texture in music
extend their understanding and use of aural skills as they sing and play independent parts against
contrasting parts and recognise instrumental, vocal and digitally generated sounds
explore and use rhythm, pitch, dynamics and expression, form and structure, timbre and texture in
music they perform and compose
explore meaning and interpretation, forms and elements of music as they make and respond to
music.
Explore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns
(ACAMUM088 Scootle )
Elaborations
experimenting with elements of music by improvising patterns, phrases and melodies

identifying and describing features of rhythm, melody and structure that create effects in their
improvisations

manipulating the timbre of a range of instruments and voices to create and vary mood or atmosphere

interpreting dynamics and expression in a range of notated music by singing, playing and improvising
Considering viewpoints – meanings and interpretations: For example – How does the composer indicate
dynamics in this piece? How does the performer show emotion in this piece?
Develop technical and expressive skills in singing and playing instruments with understanding of rhythm, pitch
and form in a range of pieces, including in music from the community (ACAMUM089 Scootle )
Elaborations
rehearsing a range of unison and part music individually and in ensemble to develop contrast in music they
sing and play

practising their singing and playing to explore and develop technical skills in solo and ensemble music, for
example, practising to accurately interpret rhythm and pitch
rehearsing and refining performances in an expressive manner to communicate meaning, for example,
songs from the community

composing, rehearsing and performing songs and instrumental pieces using scores in a range of forms

improvising, rehearsing and performing using technologies

Rehearse and perform music including music they have composed by improvising, sourcing and arranging
ideas and making decisions to engage an audience (ACAMUM090 Scootle )
Elaborations
improvising and experimenting with combinations of sounds and technologies to create moods and
atmospheres

organising, developing and refining ideas by experimenting with structure

exploring rhythm, pitch and dynamics and expression to create contrast, repetition and balance to develop
compositions for performance

Considering viewpoints – forms and elements: For example – Which style of music is this? What musical
clues helped you to decide?
presenting performances using internetbased technologies, including social media
Explain how the elements of music communicate meaning by comparing music from different social, cultural
and historical contexts, including Aboriginal and Torres Strait Islander music (ACAMUR091 Scootle )

Elaborations
discussing personal preferences for music from a range of contexts and cultures, using music terminology


participating in and responding to music from a variety of contexts and cultures as both audience members
and performers

providing and responding to feedback to refine performances and compositions

Considering viewpoints – evaluations: For example – What do you like about this music and why?
identifying and comparing how the elements of music are used and combined in different music styles from
different cultures

Considering viewpoints – societies and cultures: For example – How do different cultures use music? Why
is this piece of music important in this culture?
By the end of Year 6, students explain how the elements of music are used to communicate meaning in the
music they listen to, compose and perform. They describe how their music making is influenced by music and
performances from different cultures, times and places.
Students use rhythm, pitch and form symbols and terminology to compose and perform music. They sing and
play music in different styles, demonstrating aural, technical and expressive skills by singing and playing
instruments with accurate pitch, rhythm and expression in performances for audiences.
The Arts Visual Arts (Version 8.4)
Page 189 of 943

The Australian Curriculum: The Arts Visual Arts
Visual Arts How the Subject works
for The Arts learning area. visual arts 🼰nal for esa
Visual arts includes the fields of art, craft and design.
Learning in and through these fields, students create
visual representations that communicate, challenge and
express their own and others’ ideas as artist and
audience. They develop perceptual and conceptual
understanding, critical reasoning and practical skills
through exploring and expanding their understanding of
their world and other worlds. They learn about the role
of the artist, craftsperson and designer, their
contribution to society, and the significance of the
creative industries. Similarly with the other art forms,
the visual arts has the capacity to engage, inspire and enrich the lives of students, encouraging them to reach
their creative and intellectual potential by igniting informed, imaginative and innovative thinking.
Through Visual Arts, students make and respond using visual arts knowledge, understanding and skills to
represent meaning associated with personal and global views, and intrinsic and extrinsic worlds. Visual Arts
engages students in a journey of discovery, experimentation and problemsolving relevant to visual perception
and visual language. Students undertake this journey by using visual techniques, technologies, practices and
processes. Learning in the Visual Arts, students become increasingly confident and proficient in achieving
their personal visual aesthetic, and appreciate and value that of others.
Visual Arts supports students to view the world through various lenses and contexts. Students recognise the
significance of visual arts histories, theories and practices, exploring and responding to artists, craftspeople
and designers and their artworks. They apply visual arts knowledge to make critical judgements about their
own importance as artists and audiences. Learning in the Visual Arts helps students to develop understanding
of world culture and their responsibilities as global citizens.
In addition to the overarching aims of the Australian Curriculum: The Arts, visual arts knowledge,
understanding and skills ensure that, individually and collaboratively, students develop:
conceptual and perceptual ideas and representations through design and inquiry processes
visual arts techniques, materials, processes and technologies
critical and creative thinking, using visual arts languages, theories and practices to apply aesthetic
judgement
respect for and acknowledgement of the diverse roles, innovations, traditions, histories and cultures
of artists, craftspeople and designers; visual arts as social and cultural practices; and industry as
artists and audiences
confidence, curiosity, imagination and enjoyment
a personal aesthetic through engagement with visual arts making and ways of representing and
communicating.
Learning in Visual Arts
Learning in Visual Arts
Learning in Visual Arts involves students making and responding to artworks, drawing on the world as a
source of ideas. Students engage with the knowledge of visual arts, develop skills, techniques and processes,
and use materials as they explore a range of forms, styles and contexts.
Through Visual Arts, students learn to reflect critically on their own experiences and responses to the work of
artists, craftspeople and designers and to develop their own arts knowledge and preferences. They learn with
growing sophistication to express and communicate experiences through and about visual arts.
Making in Visual Arts involves students making representations of their ideas and intended meanings in
different forms. Students select the visual effects they want to create through problemsolving and making
decisions. They develop knowledge, understanding and skills as they learn and apply techniques and
processes using materials to achieve their intentions in twodimensional (2D), threedimensional (3D) and
fourdimensional (4D) forms.
Responding in Visual Arts involves students responding to their own artworks and being audience members
as they view, manipulate, reflect on, analyse, enjoy, appreciate and evaluate their own and others’ visual
artworks.
Both making and responding involve developing practical and critical understanding of how the artist uses an
artwork to engage audiences and communicate meaning.
Knowledge and skills of Visual Arts
Students make new knowledge and develop their skills, techniques and processes as they explore a diversity
of artists, visual imagery, representations, designed objects and environments, and viewpoints and practices.
Knowledge, understanding and skills are intrinsically linked and interact with each other constantly through
and between making and responding. The following information serves to articulate the main parts of the
broader conceptual areas of knowledge and skills. These are not an exclusive, exhaustive list, but an
indication of the breadth of study within Visual Arts.
Terms specific to this curriculum are defined in the glossary and a hyperlink to examples of bandappropriate
Knowledge
Students apply their knowledge and understanding though appropriate and skilful use of visual arts practices
as artists and audiences. As students’ progress through the band levels of visual arts, their knowledge and
understanding as artists and audiences increase through experiencing a breadth of artists, craftspeople and
designers and by engaging with their artworks, ideas, practices, viewpoints, histories and theories. Students
discover new ways of representing and expressing their ideas, observations and imagination.
They select the knowledge and skills to realise their ideas, observations and imagination. As they make and
investigate artworks, students consider the critical and affective potential of artworks. Students use this
analysis to refine their own artistic endeavours, developing increasing expertise and aesthetic expression.
Through learning in Visual Arts, students consider how cultures and societies shape visual arts practice; how
artists and audiences contribute to a creative society; and how historical forces and critical commentators
recount the contribution of artistic ideas to society and culture. Students learn how formative contexts such as
personal experience, family, education system, culture, class and society shape visual arts practices of artists
and audiences.
Practices (as artist and audience)
Visual arts practices involve students making, critically thinking and responding as informed participants. The
practices include representation, visual conventions and viewpoints; that is, how the artist achieves the
intended meaning of the work. Students’ work is informed by the study of other artworks from a variety of
contexts.
Through Visual Arts, students develop critical and creative thinking and proficiency in selecting, manipulating
and adapting materials and techniques to support their conceptual and perceptual understandings.
Learning in Visual Arts results in the combination of representation, visual conventions and viewpoints by
students to make an artwork. Through these practices, students develop critical and creative thinking that
supports their analysis and critique of others’ artworks.
Representation
Students make artworks that represent their ideas and intended meanings about subject matter. They use a
range of materials to make artworks in twodimensional (2D), threedimensional (3D) and fourdimensional
(4D) forms.
Visual conventions
Students learn about and explore traditional, contemporary and evolving visual conventions used in artworks
of diverse styles and composition. These may include combinations of conventions such as visual elements,
design principles, composition and style.
Viewpoints
these shift according to different world encounters. As students make, investigate or critique artworks as
artists and audiences, they may ask and answer questions to interrogate the artists’ meanings and the
audiences’ interpretations. Meanings and interpretations are informed by contexts of societies, cultures and
histories, and an understanding of visual arts practices. These questions provide the basis for making
informed critical judgements about their own art and design works and other artworks they see, hear and
interact with as audiences.
The complexity and sophistication of such questions will change across Foundation to Year 10. In the later
years, students will consider the interests and concerns of artists and audiences regarding time, place,
philosophies and ideologies, critical theories, institutions and psychology.
Through making and responding, students develop knowledge, skills and understanding of their art making by
becoming increasingly proficient with art, craft and design techniques, processes, and ways of perceiving
worlds. As they progress in Visual Arts, students develop perceptual skills – in particular, observation and the
ability to notice – and learn to respond and view critically. Students develop the conceptual capacity to
develop a thought or an idea and represent it visually. They identify and analyse meaning in artworks from
diverse contexts. They develop communication skills as they intentionally plan, design and make artworks for
various audiences. As they progress through the bands, students develop technical proficiency and expertise
with materials and techniques and become skilful practitioners.
Materials
Materials
In developing knowledge and skills in Visual Arts, students learn to manipulate and adapt a wide range of
physical materials and technologies. These may include traditional materials from different contexts such as
paint, dyes, charcoal and ink, and contemporary or emerging materials such as digital media, the body,
sound, objects, sites and audience.
Years 3 and 4
Years 5 and 6
Years 7 and 8
Years 9 and 10
The Arts Visual Arts (Version 8.4)
Curriculum F10
Page 194 of 943

Visual Arts Curriculum F10
In Visual Arts, students:
develop understanding of use and application of visual conventions as they develop conceptual and
representational skills
test and innovate with properties and qualities of available materials, techniques, technologies and
processes, combining two or more visual arts forms to test the boundaries of representation.
explore a diversity of ideas, concepts and viewpoints as they make and respond to visual artworks
as artists and audiences
draw ideas from other artists, artworks, symbol systems, and visual arts practices in other cultures,
societies and times
extend their understanding of how and why artists, craftspeople and designers realise their ideas
through different visual representations, practices, processes and viewpoints.
Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists,
to represent different views, beliefs and opinions (ACAVAM114 Scootle )

Elaborations
selecting and manipulating combinations of materials and techniques
exploring crossmedia effects and characteristics of representation when making artworks inspired by
observation or imagination, for example, Aboriginal and Torres Strait Islander art from the local community,
graffiti art, graphic design, or manga art

Considering viewpoints – materials and technologies: What is the artwork made of? How does the choice of
material enhance the audience’s understanding of the artist’s intention? What made you want to touch this
sculpture?
trialling different ways to represent views, beliefs or opinions in their artworks in response to exploration of
how artists communicate their views, beliefs and opinions through art

making aesthetic choices about representation and being able to explain their choices describing the visual
conventions and processes

Develop and apply techniques and processes when making their artworks (ACAVAM115 Scootle )
Elaborations
enhancing and practising their art making skills in using a range of materials and technologies

Considering viewpoints – materials and technologies: What is the artwork made of? How does the choice of
material enhance the audience’s understanding of the artist’s intention? What made you want to touch this
sculpture?
making informed choices about using various combinations of representational elements appropriate for a
concept, theme or subject matter, for example, combining realistic drawing skills with an appropriated
image from the past to create new meaning

explaining influences of other artists on their own art making

evaluating the characteristics of their work that are more successful, and work to improve their knowledge
and skills from this reflection

Plan the display of artworks to enhance their meaning for an audience (ACAVAM116 Scootle )
Elaborations
identifying reasons for the range of audience interpretations of the same artwork, for example, Considering
viewpoints or the conceptual approach of the artwork

Considering viewpoints – histories: For example – What did the artist want the audience to see and
understand?
recognising and evaluating how culture, gender, age, time and place, among other factors, impact on how
an audience reads an artwork, for example, comparing the response of different age groups

Considering viewpoints – societies and cultures: For example – What clues in the artwork tell us where it
was made, who made it, and why? What artworks are you familiar with? Which style of artwork represents
your community? How would you represent your neighbourhood?
reflecting critically on how effectively their ideas or feelings have been expressed in their own artworks, and
that of others

Considering viewpoints – skills, techniques and processes: For example – How did the artist work within a
space, and at this time? How have they innovated their practice?
presenting their artworks using internetbased technologies, including social media
Explain how visual arts conventions communicate meaning by comparing artworks from different social,
cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117 Scootle
)

Elaborations
making discerning judgements about how they work as an artist, and what and why they design and create,
using appropriate visual conventions, for example, a sculpture that expresses movement

Considering viewpoints – critical theories: For example – Compare these paintings (one from India, one
Australian). What do you recognise? What do you understand? What is new?
explaining the artistic vision of artists from different contexts, particularly referencing the meaning their
artworks convey, for example, Aboriginal rock art, graffiti art, Egyptian art

Considering viewpoints – meanings and interpretations: For example – What is this artwork about? What
visual conventions have been used to convey meaning? How did the artist represent their subject matter?
How does the artwork reflect the artist’s perspective about the environment? How did the audience react to
the artwork when it was first displayed?
analysing how symbolic meaning or metaphor is constructed in their own artworks and artworks of others

Considering viewpoints – psychology: For example – What elements are used to show excitement in the
sculpture? Make a scary monster.
expressing an opinion about the way numerous artists communicate multiple viewpoints through their
artwork

Considering viewpoints – evaluations: For example – Did it make you think more seriously about the issue?
Did the rest of the class understand your message?
By the end of Year 6, students explain how ideas are represented in artworks they make and view. They
describe the influences of artworks and practices from different cultures, times and places on their art making.
Students use visual conventions and visual arts practices to express a personal view in their artworks. They
demonstrate different techniques and processes in planning and making artworks. They describe how the
display of artworks enhances meaning for an audience.
Technologies (Version 8.4)
Page 201 of 943

The Australian Curriculum Technologies
Technologies How the Learning Area works
The Australian Curriculum: Technologies describes two distinct but related subjects:
Design and Technologies, in which students use design thinking and technologies to generate and
produce designed solutions for authentic needs and opportunities
Digital Technologies, in which students use computational thinking and information systems to
define, design and implement digital solutions.
Design and Technologies: A…

Digital Technologies: An Intr…
Rationale
Technologies enrich and impact on the lives of people and societies globally. Australia needs enterprising
individuals who can make discerning decisions about the development and use of technologies and who can
independently and collaboratively develop solutions to complex challenges and contribute to sustainable
patterns of living. Technologies can play an important role in transforming, restoring and sustaining societies
and natural, managed and constructed environments.
The Australian Curriculum: Technologies ensures that all students benefit from learning about and working
with traditional, contemporary and emerging technologies that shape the world in which we live. By applying
their knowledge and practical skills and processes when using technologies and other resources to create
innovative solutions, independently and collaboratively, they develop knowledge, understanding and skills to
respond creatively to current and future needs.
The practical nature of the Technologies learning area engages students in critical and creative thinking,
including understanding interrelationships in systems when solving complex problems. A systematic approach
to experimentation, problemsolving, prototyping and evaluation instils in students the value of planning and
reviewing processes to realise ideas.
reviewing processes to realise ideas.
All young Australians should develop capacity for action and a critical appreciation of the processes through
which technologies are developed and how technologies can contribute to societies. Students need
opportunities to consider the use and impact of technological solutions on equity, ethics, and personal and
social values. In creating solutions, as well as responding to the designed world, students consider desirable
sustainable patterns of living, and contribute to preferred futures for themselves and others.
This rationale is extended and complemented by specific rationales for each Technologies subject.
Aims
The Australian Curriculum: Technologies aims to develop the knowledge, understanding and skills to ensure
that, individually and collaboratively, students:
investigate, design, plan, manage, create and evaluate solutions
are creative, innovative and enterprising when using traditional, contemporary and emerging
technologies, and understand how technologies have developed over time
make informed and ethical decisions about the role, impact and use of technologies in the economy,
environment and society for a sustainable future
engage confidently with and responsibly select and manipulate appropriate technologies −
materials, data, systems, components, tools and equipment − when designing and creating
solutions
critique, analyse and evaluate problems, needs or opportunities to identify and create solutions.
These aims are extended and complemented by specific aims for each Technologies subject.
Overarching idea: Creating preferred futures
The Technologies curriculum provides students with opportunities to consider how solutions that are created
now will be used in the future. Students will identify the possible benefits and risks of creating solutions. They
will use critical and creative thinking to weigh up possible short and longterm impacts.
As students progress through the Technologies curriculum, they will begin to identify possible and probable
futures, and their preferences for the future. They develop solutions to meet needs considering impacts on
liveability, economic prosperity and environmental sustainability. Students will learn to recognise that views
about the priority of the benefits and risks will vary and that preferred futures are contested.
Project management
Students will develop skills to manage projects to successful completion through planning, organising and
monitoring timelines, activities and the use of resources. This includes considering resources and constraints
to develop resource, finance, work and time plans; assessing and managing risks; making decisions;
controlling quality; evaluating processes and collaborating and communicating with others at different stages
of the process.
Students are taught to plan for sustainable use of resources when managing projects and take into account
ethical, health and safety considerations and personal and social beliefs and values.
Thinking in Technologies
Systems thinking
A system is an organised group of related objects or components that form a whole. Systems thinking is a
holistic approach to the identification and solving of problems where the focal points are treated as
components of a system, and their interactions and interrelationships are analysed individually to see how
they influence the functioning of the entire system.
In Design and Technologies, the success of designed solutions includes the generation of ideas and decisions
made throughout design processes. It requires students to understand systems and work with complexity,
uncertainty and risk. Students recognise the connectedness of and interactions between people, places and
events in local and wider world contexts and consider the impact their designs and actions have in a
connected world.
Participating in and shaping the future of information and digital systems is an integral part of learning in
Digital Technologies. Understanding the complexity of systems and the interdependence of components is
necessary to create timely solutions to technical, economic and social problems. Implementation of digital
solutions often has consequences for the people who use and engage with the system, and may introduce
unintended costs or benefits that impact the present or future society.
Design thinking
Design thinking involves the use of strategies for understanding design needs and opportunities, visualising
and generating creative and innovative ideas, planning, and analysing and evaluating those ideas that best
meet the criteria for success.
Design thinking underpins learning in Design and Technologies. Design processes require students to identify
and investigate a need or opportunity; generate, plan and realise designed solutions; and evaluate products
and processes. Consideration of economic, environmental and social impacts that result from designed
solutions are core to design thinking, design processes and Design and Technologies.
When developing solutions in Digital Technologies, students explore, analyse and develop ideas based on
data, inputs and human interactions. When students design a solution to a problem they consider how users
will be presented with data, the degree of interaction with that data and the various types of computational
processing. For example, designing a maze; writing precise and accurate sequences of instructions to move a
robot through the maze or testing the program and modifying the solution.
Computational thinking
Computational thinking is a problemsolving method that is applied to create solutions that can be
implemented using digital technologies. It involves integrating strategies, such as organising data logically,
breaking down problems into parts, interpreting patterns and models and designing and implementing
algorithms.
Computational thinking is used when specifying and implementing algorithmic solutions to problems in Digital
Technologies. For a computer to be able to process data through a series of logical and ordered steps,
students must be able to take an abstract idea and break it down into defined, simple tasks that produce an
outcome. This may include analysing trends in data, responding to user input under certain preconditions or
predicting the outcome of a simulation.
This type of thinking is used in Design and Technologies during different phases of a design process when
computation is needed to quantify data and solve problems. Examples include when calculating costs, testing
materials and components, comparing performance or modelling trends.
Information and communication technology in the
Australian Curriculum
In the Australian Curriculum, there are opportunities in all learning areas to develop information and
communication technology (ICT) capability. These are described in the ICT general capability learning
continuum, which is a statement about learning opportunities in the Australian Curriculum for students to
develop their ICT capability.
In Digital Technologies the ICT capability is more explicit and foregrounded. Students develop explicit
knowledge, understanding and skills relating to operating and managing ICT and applying social and ethical
protocols while investigating, creating and communicating. The study of Digital Technologies will ensure that
ICT capability is developed systematically. While specific elements are likely to be addressed within Digital
Technologies learning programs, key concepts and skills are strengthened, complemented and extended
across all subjects, including in Design and Technologies. This occurs as students engage in a range of
learning activities with digital technologies requirements.
The clear difference between the Digital Technologies curriculum and the ICT general capability is that the
capability helps students to become effective users of digital technologies while the Digital Technologies
curriculum helps students to become confident developers of digital solutions.
Safety
Identifying and managing risk in Technologies learning addresses the safe use of technologies as well as risks
that can impact on project timelines. It covers all necessary aspects of health, safety and injury prevention
and, in any technologies context, the use of potentially dangerous materials, tools and equipment. It includes
ergonomics, safety including cyber safety, data security, and ethical and legal considerations when
communicating and collaborating online.
Technologies learning experiences may involve the use of potentially hazardous substances and/or
hazardous equipment. It is the responsibility of the school to ensure that duty of care is exercised in relation to
the health and safety of all students and that school practices meet the requirements of the Work Health and
Safety Act 2011, in addition to relevant state or territory health and safety guidelines.
In implementing projects with a focus on food, care must be taken with regard to food safety and specific food
allergies that may result in anaphylactic reactions. The Australasian Society of Clinical Immunology and
Allergy has published guidelines for prevention of anaphylaxis in schools, preschools and childcare. Some
states and territories have their own specific guidelines that should be followed.
When state and territory curriculum authorities integrate the Australian Curriculum into local courses, they will
include more specific advice on safety.
For further information about relevant guidelines, contact your state or territory curriculum authority.
Animal ethics
Any teaching activities that involve caring, using, or interacting with animals must comply with the Australian
code of practice for the care and use of animals for scientific purposes in addition to relevant state or territory
guidelines.
When state and territory curriculum authorities integrate the Australian Curriculum into local courses, they will
include more specific advice on the care and use of, or interaction with, animals.
For further information about relevant guidelines or to access your local animal ethics committee, contact your
state or territory curriculum authority.
The Australian Curriculum: Technologies Foundation – Year 10 comprises two subjects:
Design and Technologies
Digital Technologies.
The Australian Curriculum: Technologies is written on the basis that all students will study the two subjects
from Foundation to the end of Year 8.
In Year 9 and 10, student access to technologies subjects will be determined by school authorities. These
could include Design and Technologies and/or Digital Technologies as outlined in the Australian Curriculum:
Technologies and/or subjects relating to specific technologies contexts, determined by state and territory
school authorities or individual schools.
The curriculum for each of Design and Technologies and Digital Technologies describes the distinct
knowledge, understanding and skills of the subject and, where appropriate, highlights their similarities and
complementary learning. This approach allows students to develop a comprehensive understanding of
traditional, contemporary and emerging technologies. It also provides the flexibility – especially in the primary
years of schooling – for developing integrated teaching programs that focus on both Technologies subjects
and other learning areas. Figure 1 shows the relationship between the overarching idea, key ideas and
subjects of the Technologies learning area.
Figure 1: Relationship between key ideas and Technologies subjects
The curriculum for each Technologies subject is written in bands of year levels:
Foundation – Year 2
Years 3 and 4
Years 5 and 6
Years 7 and 8
Years 9 and 10.
Strands
Knowledge, understanding and skills in each subject are presented through two related strands:
Knowledge and understanding
Processes and production skills.
Table 1 outlines the focus of knowledge, understanding and skills across the Technologies learning area
Foundation – Year 10.
Table 1: Design and Technologies and Digital Technologies content structure
Design and Technologies Digital Technologies
Knowledge and understanding Knowledge and understanding
Technologies and society Digital systems
the use, development and impact of the components of digital systems:
technologies in people’s lives hardware, software and networks and
their use
Technologies contexts
Representation of data
technologies and design across a range of
technologies contexts how data are represented and structured
symbolically
Processes and production skills Processes and production skills
Creating designed solutions by:
Collecting, managing and analysing data
investigating and defining
generating and designing Creating digital solutions by:
producing and implementing
evaluating
generating and designing
collaborating and managing
evaluating
Teachers can select technologiesspecific content from the Knowledge and understanding strand and
students can apply skills from the Processes and production skills strand to that content.
The common strand structure provides an opportunity to highlight similarities across the two subjects that will
facilitate integrated approaches to teaching.
Glossary
absorbency
Power, capacity or tendency of a material to absorb or soak up another substance, usually a liquid.
abstraction
A process of reducing complexity to formulate generalised fundamental ideas or concepts removed from
specific details or situation. For example, the idea that a cricket ball is a sphere in the same way that a
soccer ball is, or the concept that data can be organised in records made up of fields irrespective of
whether the data are numbers, text, images or something else.
accessibility
The extent to which a system, environment or object may be used irrespective of a user’s capabilities or
disabilities. For example, the use of assistive technologies to allow people with physical disabilities to use
computer systems, or the use of icons in place of words to allow young children to use a system.
aerial view
A drawing from above (in the air) to show features of a building, landscape or environment. An aerial view is
used, for example, in wholefarm plans to show the location of fences and gates, dams, waterways, specific
vegetation, sheds and other buildings on a property so plans for changes can be made.
aerial view of garden
aesthetics
A branch of philosophy dealing with the nature of art, beauty and taste. It is more scientifically defined as
the study of sensoryemotional values, sometimes called judgements of sentiment and taste. Aesthetic
judgement is concerned with the visual impact or appeal of a product or environment and is influenced by
social, emotional and demographic factors.
algorithm
Stepbystep procedures required to solve a problem. For example, to find the largest number in a list of
positive numbers:
Note the first number as the largest.
Look through the remaining numbers, in turn, and if a number is larger than the number found in
1, note it as the largest.
Repeat this process until complete. The last noted number is the largest in the list.
An algorithm may be described in many ways. Flowcharts are often useful in visualising an algorithm.
algorithmic logic
A logic behind breaking down computing problems and information systems into stepbystep processes in
order to solve problems or achieve specified outcomes. It involves sequencing and abstraction and leads to
algorithmic statements.
app
A software application with a very specific or narrow purpose designed to run on mobile devices (such as
smartphones or tablets) through a web browser or on a personal computer. The feature set of an app is
limited when compared with a fullfeatured desktop application for a similar purpose. For example, a photo
editing app has a smaller set of features than an industrystandard photographic suite.
augmented reality (AR)
A technology that replicates, enhances or overlays extra information about the realworld environment,
using computergenerated data such as global positioning systems (GPS), sound, videos and images.
Examples include a car windshield with a headsup display (HUD) that projects threedimensional
navigation information and virtual lanes; and a swimming telecast using a line to indicate the position of the
record holder in relation to the actual swimmers in the race.
automate
In Digital Technologies, any process of transforming and manipulating data that does not require user
intervention. For example, through the use of formulas in a spreadsheet, new sets of data can be
processed and the results recalculated automatically, or a webcam can be turned on as a result of
movement sensor input.
ASCII (American Standard Code for Information Interchange)
An early numeric code, later extended, used to represent 128 specific characters, including 0–9 and a–z, in
computer systems. For example, capital A is represented by the binary code 100 0001.
back casting
A process that starts with defining a desirable future and then working backwards to identify policies and
programs that will connect the future to the present.
binary
A use of two states or permissible values to represent data, such as ON and OFF positions of a light switch
or transistors in a computer silicon chip that can be in either the electrical state of ON or OFF.
Binary data are typically represented as a series of single digits referred to as binary digits (or bits) due to
each taking on the value of either 0 or 1. The image below shows how a dashed line might be represented
in binary.
biomimicry
An inspiration of functions found in nature for use and adaptation in the design of a product, service or
environment or to solve human problems. For example, velcro fastening was inspired by small hooks on the
end of burr needles. Termite mounds that maintain a constant temperature through air vents inspired
architects to design cooling for buildings.
bitmap
Mapping something to bits (binary digits 0 and 1). It is most often used in reference to graphics or images
(but can be other forms of media). For a bitmapped graphic, each ‘dot’, or pixel, of the graphic is
represented by a number giving the colour of the pixel. .bmp, .gif or .jpeg files are graphics represented as
bitmaps (as opposed to vector graphics). If a graphic were stored or displayed using only 1 bit per pixel, it
would be purely black and white (1 for black and 0 for white). If it were 2 bits per pixel, it could represent
four ‘colours’ (typically greyscale colours). Using 24 bits per pixel gives over 16 million (224) different
colours.
branching
Making a decision between one of two or more actions depending on sets of conditions and the data
provided. For example, in testing whether a light works, the following algorithm uses branching:
diagram illustrating branching
bunraku puppet
A traditional Japanese form of puppet theatre in which half lifesized dolls act out a chanted dramatic
narrative using force and motion.
CAPTCHA™
A graphic image (and audio for vision impaired) recognition test to confirm a human, rather than a
computerautomated response to a request. It is an acronym for Completely Automated Public Turing test
to tell Computers and Humans Apart. It is commonly used with online forms over the internet to reduce the
chance of hackers using computer programs to automatically fill in multiple bogus online forms.
an example of CAPTCHA
carbon footprint
The environmental impact of an individual or organisation’s operation, measured in units of carbon dioxide.
It includes primary emissions (the sum of the direct carbon dioxide emissions of fossil fuel burning and
transportation such as cars and planes) and secondary, or indirect, emissions associated with the
manufacture and breakdown of all products, services and food an individual or organisation consumes.
cascading style sheets (CSS)
A set of instructions to describe the formatting (for example, layout, font, size) of a document written in a
markup language such as HTML for web pages. It is a special case of a style sheet that is a set of
instructions to define the formatting of a structured document (for example, a word processed document
could have a style sheet). For example, CSS for a website may define the font, colour and size of each type
of text such as headings, body text, hyperlinks and captions for pictures.
categorical data
Data that are represented in discrete categories such as gender, eye colour or type of animal. For example,
if age was represented as age groups (for example,. 0–5, 6–18, 19–60, 61+), then the data would be
categorical rather than numerical.
characteristics
A set of distinguishing aspects (including attributes and behaviours) of an object, material, living thing,
system or event.
In Design and Technologies, the qualities of a material or object usually detected and recognised by human
senses such as its colour, taste, texture, sound (for example, crunch of bread) and smell. The term also
may relate to the form of a material, for example, ‘corrugated’ cardboard. These qualities are used by
humans to select suitable materials for specific uses, for example, because they are appealing or suitable
for their purpose. The characteristics of materials usually determine the way people work with the materials.
Also see properties.
In Digital Technologies, for example, the characteristics of a stored digital graphic may be the colour depth
(maximum number of colours represented), the resolution (number of pixels per area, or height and width)
and the compression used.
cloud computing
Distributing computing over a network where storage of files, processing of data and/or access to software
occurs automatically on interconnected server computers to which the user’s device is connected. Typically,
people use the term to refer to accessing files and software over the internet. For example, photo files may
be stored in the ‘cloud’ from a smartphone to be accessed later from a different location; where they are
actually stored can be anywhere in the world on a server computer used by the cloudservice.
codec
A piece of software that encodes or decodes digital audiovisual material, usually to allow it to be stored or
transmitted in a compressed format. For example, the MP3 format compresses audio data and requires an
MP3 codec (usually available by default in audio programs) to be read and played by a computer. Codecs
can be downloaded or purchased and installed as plugins to most applications to extend the media
capabilities of software. Also see compression.
collaborative document
A document that is created by more than one person, with authors working together to create a single
document. This is readily achieved using digital technologies by having the document in an online
environment so that many authors can access and edit the document at the same time.
components
Parts or elements that make up a system or whole object and perform specific functions. For example, the
major components of a car include: a chassis (holds everything on it); an engine (to convert energy to make
a car move); a transmission (including controlling the speed and output from the engine and to rotate the
wheels); a steering system (to control the direction of movement); a brake system (to slow down or stop); a
fuel delivery system (to supply fuel to the cylinders); an exhaust system (to get rid of gases) and an
electrical system (for operating wipers, air conditioning, etc.).
Similarly, the components of a computer system may be a central processing unit (chips that follow
instructions to control other components and move data); memory chips and a hard disk (for storing data
and instructions); a keyboard, a mouse, a camera and a microphone (to input instructions and data for the
central processing unit); a screen, a printer and speakers (to output data); USB and ethernet cards (to
communicate with other systems or components). Also see digital systems.
diagram showing components of an electronic system
compression
A process of encoding information using fewer bits, that is, 0 or 1, than an original representation, to reduce
file size – typically using mathematical formulas to remove repeated data, combine related data or simplify
data (for example, a line segment can be represented by the position of the end points instead of every dot
on it). Common examples include:
.zip files, which can contain one or more files or folders that have been compressed
.jpg files in digital photography are produced by processing complete (lossless) data from a
camera’s sensor through compressing (looking for redundant/unnecessary data) into a smaller
file size
.mp3 files for audio, which compress an original audio source to reduce the file size significantly
but still sound like an exact copy of the original.
compression scheme
a method of compressing data. Also see compression.
computational thinking
A problemsolving method that involves various techniques and strategies that can be implemented by
digital systems. Techniques and strategies may include organising data logically, breaking down problems
into parts, defining abstract concepts and designing and using algorithms, patterns and models.
computeraided drawing
Software used by designers, architects and engineers to create lines, shapes and planes that can be
combined, moved, rotated, adjusted and rendered. Measurements and calculations can be included.
Computeraided drawing can be used to create two and threedimensional models and drawings such as
floor plans, interior and garden designs, and to represent objects and structures. Also known as computer
assisted design or CAD.
computeraided manufacturing (CAM)
A use of geometric design data (coordinates) to control and monitor specially designed automated
machines with onboard computers to produce objects. Numerical control (NC) computer software
applications create detailed instructions, known as Gcode, that drive the computer numeric control (CNC)
machine tools for manufacturing components and objects.
constructed environment
An environment developed, built and/or made by people for human and animal activity, including buildings,
streets, gardens, bridges and parks. It includes naturalenvironments after they have been changed by
people for a purpose.
construction relationship
A relationship between materials and suitable methods of joining them, based on their characteristics and
properties. For example, certain adhesives can be used to join specific materials. If an incorrect adhesive is
chosen, the materials will not bond, or will be weak.
criteria for success
A descriptive list of essential features against which success can be measured. The compilation of criteria
involves literacy skills to select and use appropriate terminology.
critiquing
A careful judgement in which opinions are given about positive and negative aspects of something.
Critiquing considers good as well as bad performances, individual parts, relationships of individual parts and
overall performance. Also see evaluating.
crop sensor
An advanced sensor to measure and record data about food or fibre crops and give realtime
measurements of physiological factors such as nutrient status and moisture. It can be physically placed in
the crop or remotely sensed from a satellite or aircraft.
cultivating gardens
Preparing and improving soil by digging and fertilising to promote the growth of crop plants.
danger zone temperatures
Temperature range between 5º Celsius and 60º Celsius. In this zone, bacteria that cause food poisoning
can multiply quickly to unsafe levels. Highrisk foods should be stored properly to avoid the danger zone
temperatures.
data
In Digital Technologies, discrete representation of information using number codes. Data may include
characters (for example, alphabetic letters, numbers and symbols), images, sounds and/or instructions that,
when represented by number codes, can be manipulated, stored and communicated by digital systems. For
example, characters may be represented using ASCII code or images may be represented by a bitmap of
numbers representing each ‘dot’ or pixel.
database
A collection of data organised by records and fields that can be easily stored, accessed, managed and
updated. Each discrete piece of data to be stored is represented by a field (for example, song title, song
artist or bank account number, date of transaction); and values in the fields that are associated with an
entity (for example, a song, a bank transaction) are a record. Interaction with a database usually takes
place through a user interface designed specifically for the structure and use of the data stored in it.
data repository
A central place where data are stored and maintained. For example, a database on a server computer for
the Australian Bureau of Statistics, a weather bureau or a bank.
dataset
A collection of data combined for a specific purpose. All data should be interconnected either by being in
the same file or in files related to each other so they can be viewed together, and are usually collected
together. Examples include data collected from a survey entered into a single spreadsheet, or a library of
clip art.
decompose
To separate a complex problem into parts to allow a problem to be more easily understood. For example, to
create an interactive story, one can decompose the problem to a list of characters and their characteristics
(for example, clothing), the actions of the characters, the backdrops and the sequence of scenes with
reference to which characters, actions and backdrops are involved in each scene. Decomposition may be
represented in diagrams.
design process
A process that typically involves investigating and defining; generating and designing; producing and
implementing; evaluating; and collaborating and managing to create a designed solution that considers
social, cultural and environmental factors. In Design and Technologies, technologies processes include
design processes and production processes.
desk checking
A method used by a human to check the logic of a computer program's algorithm to reduce the likelihood of
errors occurring. This may be done on paper, using a diagram, or mentally trying a sample of typical inputs
to see what the outputs would be. For example, to desk check a branching statement {IF age >65 THEN
‘retire’ ELSE ‘keep working’}, the values for age of 64, 65 and 66 could be tried to show that 64 and 65
would result in ‘keep working’ and 66 in ‘retire’ so that it could be decided if the statement worked as
intended.
designed solution
In Design and Technologies, a product, service or environment that has been created for a specific purpose
or intention as a result of design thinking, design processes and production processes.
digital citizenship
An acceptance and upholding of the norms of appropriate, responsible behaviour with regard to the use of
digital technologies. This involves using digital technologies effectively and not misusing them to
disadvantage others. Digital citizenship includes appropriate online etiquette, literacy in how digital
technologies work and how to use them, an understanding of ethics and related law, knowing how to stay
safe online, and advice on related health and safety issues such as predators and the permanence of data.
digital footprint
A total set of data left behind by a person using a digital system. A person’s digital footprint includes all
information actively provided by that person such as interactions on social networks (for example,
comments, photographs), online purchases, website logons, emails and instant messages. It also includes
passive information such as logs of software installed and used on a computer, metadata associated with
files, a user’s IP address, a device being used to access a web page, and a user’s browsing history stored
as cookies or by internet service providers.
digital information
The nature and forms of information stored digitally, and processes that transform digital data into
information for various purposes and meanings, including structures, properties, features and conventions
of particular forms of digital information and appropriate methods of storage, transmission and presentation
of each form.
digital system
Digital hardware and software components (internal and external) used to transform data into a digital
solution. When digital systems are connected, they form a network. For example:
a smartphone is a digital system that has software (apps, an operating system), input
components (for example, touch screen, keyboard, camera and microphone), output components
(for example, screen and speakers), memory components (for example, silicon chips, solid state
drives), communication components (for example, SIM card, wifi, bluetooth or mobile network
antennas), and a processor made up of one or more silicon chips.
a desktop computer with specific software and hardware components for dairy farming. The
computer is connected via cables to milking equipment and via wifi to sensors that read tags on
the cows. Through these hardware components the software records how much milk each cow
provides. Such systems can also algorithmically control attaching milking equipment to each cow,
providing feed and opening gates.
drawing standards
Australian standards for engineering and technical drawing. Identified as Australian Standard AS 1100, the
standards include a number of parts that describe the conventions for Australian engineers, designers,
architects and associated tradespeople such as builders and plumbers to follow. AS 1100 incorporates
general principles for technical drawing, including dimensioning, types of lines and layouts to use, scales,
symbols, abbreviations and their meanings. It also includes mechanical engineering drawing, including
information for surface texture, welding, centre holes, gears, etc.
deconstructing
A process of dismantling or pulling a product or system apart to systematically identify and analyse
components and their relationships. Also see components.
design brief
A concise statement clarifying a project task and defining a need or opportunity to be resolved after some
analysis, investigation and research. It usually identifies users, criteria for success, constraints, available
resources and timeframe for a project and may include possible consequences and impacts.
designing
In Design and Technologies, a process that typically involves investigating and defining; generating;
producing and implementing; evaluating; and collaborating and managing to create a designed solution.
In Digital Technologies, one step in a fourstage process of defining, designing, implementing and
evaluating to create a digital solution.
design thinking
Use of strategies for understanding design problems and opportunities, visualising and generating creative
and innovative ideas, and analysing and evaluating those ideas that best meet the criteria for success and
planning.
digital environment
A situation, or sphere of activity, or simulated ‘place’ that is entirely presented or experienced with digital
technologies. For example, a social network that provides a digital environment for communicating with
friends, or software that provides a digital environment for editing photographs.
digitally signed data
Data that have information added (for example, a digital signature) before these data are sent over a
network so that a receiving digital device knows what computer has sent the data and that the data have
not been changed along the way. A digital signature is mathematically created using cryptography
(hashed). For example, a digital signature may be added to a PDF document in Acrobat as a digital ID (or
private key) that includes a name and email address in the added information.
digital solution
A result (or output) of transforming data into information or action using digital systems, skills, techniques
and processes to meet a need or opportunity.
digital technology
Any technology controlled using digital instructions, including computer hardware and software, digital
media and media devices, digital toys and accessories, and contemporary and emerging communication
technologies. These technologies are based on instructions given, using binary (0 or 1) code, that invariably
mean one or more processors are present to respond to these instructions. Computers, smartphones,
digital cameras, printers and robots are all examples of digital technologies.
durability
An ability of an object or system to withstand or resist wear, pressure or damage over a long period of time
and remain in good condition. For example, longlasting outdoor furniture made of suitable materials and
construction methods to withstand rain, heat and light from the sun; a sports uniform made of suitable
materials to withstand frequent washing and wear and tear from the movement of the sportsperson. Also
see properties.
ecommerce
The electronic (e) selling of a product or service online or through other electronic means, with an online
mechanism for payment. Examples include online shopping sites and travel websites where hotel
accommodation and airline tickets can be purchased.
A set of practices that do not reduce economic opportunities of future economies, while recognising the
finite nature of resources, and use resources optimally over a longer term without resulting in economic
loss.
electronic planting calendar
An online or softwarebased monthbymonth guide of suitable crops to plant, as well as typical garden
maintenance tasks, which need to be performed. An electronic planting calendar may take a form of a
database or simple table of information.
encryption of data
A process in cryptography of encoding (converting) data, using mathematical formulas, into a form that only
an intended recipient can decode, often including a personal digital signature (see digitally signed data).
For example, when connecting to an online banking or shopping website, typically on login a secure
communication is set up based on encryption provided at the website, and this will be represented by a
https://URL and a lock symbol on the user’s internet browser.
energyefficient cooking
Energy efficiency is the use of less energy to provide the same service. Examples of energyefficient
cooking include microwave cooking; using energyefficient cookware such as copperbottom pans and
woks; matching pan size to the cooking element; reducing cooking time by defrosting frozen food first; using
a single hotplate with a saucepan and stacked steamer.
engineering
A practical application of scientific and mathematical understanding and principles as a part of the process
of developing and maintaining solutions for an identified need or opportunity.
engineering principles and systems
A technologies context in Design and Technologies focused on how forces and energy can be used to
create light, sound, heat, movement, control or support in systems. It involves manipulating and arranging
systems and their components, often using modelling or simulation, so they work together (or interact) to
meet required needs and functions or purposes. Systems have inputs, processes and outputs. For
example, a torch as shown below. Scientific laws or theories can often be used to work out the necessary
inputs, processes or outputs to support the development or operation of a system. These are known as
engineering principles. An example of an engineering principle is Ohm’s Law (a statement about the
relationship between voltage, current and resistance in an electrical circuit).
inputs, processes and outputs of a torch, which is a simple system
enterprise
A project or activity that may be challenging, requires effort and initiative and may have risks.
enterprising
Showing initiative and willingness to take action and commitment to follow through on initiatives.
environment
One of the outputs of technologies processes and/or a place or space in which technologies processes
operate. An environment may be natural, managed, constructed or digital.
environmental sustainability
Practices that have minimal impact on ecosystem's health, allow renewal of natural systems and value
environmental qualities that support life.
equipment
Items needed for carrying out specific jobs, activities, functions or processes. For example, a bench hook is
used to hold a piece of wood when making a straight cut across it; a tailor’s chalk is used to make marks on
fabric to show details of the location and type of construction; a soldering iron is used to solder components
to a printed circuit board; scales are used to accurately weigh ingredients for a cake or feed for domestic
animals.
ergonomics
Understanding of the activity of humans within systems or in an environment to maximise the wellbeing of
humans and their productive use of those systems or environments. In Digital Technologies,ergonomics is
concerned with physical, mental and emotional impacts on users of the technologies. For example, it is
understood that many people may get sore eyes if they look at screens for too long, and that if computer
keyboard users do not sit up straight with arms at right angles to the body, they may get repetitive strain
injury in their forearms.
evaluating
Measuring performance against established criteria. Estimating nature, quality, ability, extent or significance
to make a judgement determining a value. Also see critiquing.
exclusive or (XOR)
An ‘exclusive or’ (XOR) is a logical operator that is TRUE if both inputs to it are different, in the same way
that AND is a logical operator that is TRUE only if both of the inputs are TRUE. For example, ‘person is
male’ XOR ‘person has blonde hair’ results in all females with blonde hair and males without blonde hair.
(Using AND here would result in only including males with blonde hair.)
the Venn diagram represents the XOR operator
exploded view
A drawing or photograph of an object with individual parts shown separately but arranged to show the
relationship and position of the parts for assembly. For example, instructions that come with furniture sold in
a flat pack that has parts and fittings, or a diagram of parts of a bicycle, to be assembled in a particular way
and/or order by a purchaser.
exploded view of a chair
features
In Design and Technologies, distinctive attributes, characteristics, properties and qualities of an object,
material, living thing, system or event.
fibre
In food and fibre production, plant or animalbased materials that can be used for clothing or construction.
Fibre includes materials from forestry. Animalbased (protein) fibres include wool and silk. Plantbased
(cellulosic) fibres include cotton, bamboo, hemp, timber and wood chip.
file transfer protocol (FTP)
A set of rules or standards for transmitting files between digital systems on the internet. Also see hypertext
transfer protocol.
food and fibre production
A process of producing food or fibre as natural materials for the design and development of a range of
products.
food guides
The National Health and Medical Research Council and Australian government departments of health and
nutrition publish guides that provide information on food consumption patterns to promote maximum health.
These include the Australian Guide to Healthy Eating poster, which visually represents the proportion of the
five food groups recommended, in a circular plate format; the Australian Dietary Guidelines(2013 revision),
which has five principal recommendations, and the Healthy Living Pyramid, which recommends food from
the core food groups and encourages food variety balanced with physical activity.
food specialisations
Application of nutrition principles and knowledge about the characteristics and properties of food to food
selection and preparation; and contemporary technologyrelated food issues.
forecasting
A process of predicting the future based on current trend analysis. It uses historical data to determine a
direction of future trends.
flameretardant fabrics
1. Inherently flameresistant fibres that have flame resistance built into their chemical structure.
2. Flameretardant treated (FRT) fabrics that are made flameresistant by the application of flameretardant
chemicals.
functionality
Design of products, services or environments to ensure they are fit for purpose and meet the intended need
or market opportunity and identified criteria for success. Criteria for success in relation to functionality are
likely to include such things as operation, performance, safety, reliability and quality. That is, does the
product, service or environment do what it was meant to do, or provide what it was meant to provide? (For
example, does the torch provide light, is it easy to hold, and is it safe to use?)
futures thinking
Strategic thinking that envisages what can be, given existing knowledge, to propose scenarios for probable,
possible and preferred futures. For example, making wellinformed predictions or extrapolating using
current economic, environmental, social and technological trends; using divergent thinking (‘What if …’
explorations) about a given futures scenario; hypothesis; or systemsdriven thinking.
generalpurpose programming languages
Programming languages in common use designed to solve a wide range of problems. They include
procedural, functional and objectoriented programming languages, including scripting and/or dynamically
typed languages. Examples of generalpurpose programming languages include C#, C++, Java, JavaScript,
Python, Ruby and Visual Basic. They do not include declarative programming languages such as Prolog or
structured query language (SQL), or languages designed for solving domainspecific problems or for
pedagogical reasons.
graphic organiser
A communication tool that uses visual symbols to represent structured thinking. Graphic organiser makes
thinking processes visible by showing connections between ideas and data. Examples include concept
maps, flowcharts and causeandeffect patterns. The use of graphic organisers has become more popular
with the availability of software to create, edit and display them.
graphics technologies
Visual images, pictorial representations or designs produced on a surface such as paper, canvas or a
screen. Images generated by a computer are known as computer graphics. The purpose of these images,
representations or designs is to inform, illustrate or entertain.
graphical representation technique
A technique used to communicate ideas and plans, for example, sketching, drawing, modelling, making
patterns, technical drawing, computeraided drawing. (The graphical representation techniques for each
band are included in the band description.)
hardwood
Wood from broadleaved or angiosperm trees such as oak, ash, gum, jarrah.
hashing algorithm
A method of generating output of a fixed length that is used as a shorthand reference to larger amounts of
data. Used extensively to speed up searching, or when a size of data being used becomes cumbersome.
Hashing is especially useful in cryptography as a means of reliably and securely obscuring input for
communication. A hashing algorithm is deterministic – it always produces the same output for any given
input – ensuring that data retrieval and use are reliable.
health
A state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity
(World Health Organization 1948).
healthy eating
Dietary patterns that aim to promote health and wellbeing, including types and amounts of foods and food
groups that reduce the risk of dietrelated conditions and chronic disease (National Health and Medical
Research Council 2013).
hypertext markup language (HTML)
One of the first coding systems (or languages) designed to be used for webpage files so that an internet
browser can efficiently display a page and elements for that page such as text, links and media in the
intended position. There are newer versions of this language and alternative markup languages.
hypertext transfer protocol (HTTP)
A set of rules or standards for transferring files and messages on the World Wide Web, specifically to allow
linking of files and text (see file transfer protocol). It provides a standard for web browsers to render pages
(that is, to present them in an intended form) and servers to communicate.
IF statement
A conditional decision statement used to control the flow of a program (see branching). The structure of an
IF statement evaluates an expression (for example, hour < 12) and performs a specified code block only if
the condition is true. An example in Python would look like the following:
if hour < 12:
print(“Good morning!”)
Here, the program would only print the words 'Good morning!' if the hour of the day is less than 12.
information system
A combination of digital hardware and software components (digital systems), data, processes and people
that interact to create, control and communicate information.
input
Something put into a system to activate or modify a process, for example, people, raw materials, power,
energy, data. Also see engineering principles and systems.
intellectual property
A legal concept that refers to creations of a mind for which exclusive rights are recognised. Common types
of intellectual property include copyright, trademarks, patents, designs and plant breeder’s rights.
intitle
A prefix indicating a strategy to limit searches to the title field of a web page. It indicates that a word or
phrase is included in the title.
inurl
A prefix indicating a strategy to limit searches to particular words in a URL.
irrigation methods
Different ways of applying supplementary water to crops, for example, spray, flood and drip irrigation.
iteration
A repetition of a process or set of instructions in computer programming where each repeated cycle builds
on a previous (see repeatstatement). Typically this uses a FOR loop command with a counter such as the
example below to add the numbers from 1 to 9.
for number = 1 to 9
sum = sum + number
jig
A custommade tool or piece of equipment used to control a positioning and or motion of another tool to go
into a work piece. Jigs are used when manufacturing products to ensure accuracy, alignment, repeatability
and interchangeability. Some jigs are also called templates or guides. Examples are machining jigs,
woodworking jigs such as a dowelling jig, jewellers’ jigs and welders’ jigs.
diagram of a jig
joining processes
Methods of bringing together and permanently holding materials or components, for example, using joints
such as a dowel joint to join legs and rails for a table frame; fasteners such as nails, rivets, bolts and
screws; glues or adhesives; welding; sewing and binding; rubbing in or mixing food ingredients. Also see
components.
examples of processes to join metal
example of processes to join fabric
examples of processes to join timber
land management
A process of developing land and monitoring its use in a sustainable way, usually for purposes of producing
food and providing fibre for clothing and housing. Includes providing protection for flora and fauna, and
preventing and controlling weeds. Also see water management.
life cycle thinking
A strategy to identify possible improvements to products, services and environments to reduce
environmental impact and resource consumption while considering social and economic impacts. The cycle
goes from the acquisition of materials through to disposal or recycling. Life cycle thinking in food and fibre
production would consider nutrition, health and wellbeing, cultural identity and lifestyle as well as
environmental impacts. When products and services are marketed or integrated together, customers may
be more satisfied because the service supports the product’s use through its life, and could lead to less
consumption. Examples of how life cycle thinking can be demonstrated include product road maps and
more complex life cycle analysis and assessment diagrams used by industry.
lossless compression
A type of compression algorithm that retains sufficient information to allow the original data to be perfectly
reconstructed from the compressed data. It is used when it is important for the original data to be perfectly
preserved, for example, in text documents, programming source code, application files or for archival
purposes.
lossy compression
A type of compression algorithm that compresses data by discarding information that is not necessary to
reproduce the original data with sufficient detail for the user not to notice the difference. It is used primarily
for reducing the size of multimedia assets such as video, audio and photos, especially when streaming or
transmitting the data over the internet. The original data cannot be restored from the compressed version,
as is noticeable when attempting to increase the size of a compressed jpeg file.
low compression (41KB)
medium compression (24KB)
high compression (6KB)
lowinput sustainable agriculture (LISA)
A way of thinking about food and fibre production that focuses on reducing purchased inputs (such as
fertilisers and pesticides) and uses onfarm and environmental resources effectively. Concepts include crop
rotations and soil and water conservation.
malware
Malicious software designed to interfere with the regular operation of a computer system. Often used to
gain access to other people’s computers or to gather sensitive information, it is usually hidden in other
software to avoid user detection. Examples can include viruses, Trojan horses, key loggers and spyware.
Antimalware software is often relied on to help users detect and remove malware from their computers.
mammandur
A spinning top traditionally made from beeswax and a stick. It is spun by rubbing the stick between two
palms or by using the thumbs and middle finger to twist it.
managed environment
In Design and Technologies, an environment coordinated by humans, for example, a farm, forest, marine
park, waterway, wetland and storage facility.
materials and technologies specialisations
A technologies context in Design and Technologies focuses on a broad range of traditional, contemporary
and emerging materials and specialist areas that typically involve extensive use and deep knowledge of
specific technologies.
mass production
Making many standardised products very quickly, using assembly line techniques. Components or partially
completed products are sent to workers, who each work on an individual step, rather than one worker
working on a whole product from start to finish. Mass produced products are manufactured to attain a
standardised and consistent quality.
material
A substance from which a thing is or can be made. Natural (e.g. animals, food, fibre, timber, mineral) and
fabricated (e.g. metal alloys, plastics, textiles, composites) materials. Materials are used to create products
or environments and their structure can be manipulated by applying knowledge of their origins, structure,
characteristics, properties and uses.
meat tenderness
How easily meat is cut or chewed. Meat tenderness is influenced by age of the animal, breed, level of
activity, fat content and cooking method.
minimumtillage cropping
Methods of ploughing that provide minimum disruption to the soil, thus allowing soil to maintain its natural
structure. Minimumtillagecropping requires the use of specially designed machinery and control of weeds
by the use of herbicides.
model
A representation that describes, simplifies, clarifies or provides an explanation of the workings, structure or
relationships within an object, system or idea.
This can be either a physical model, such as in a scalemodel of a car or house, to show the form of a final
production design, and is made with tools, jigs and fixtures; or virtual, such as a simulator program that
demonstrates the capabilities of a vending machine through interaction with a computer user.
multimedia
The use of digital technologies to present combinations of text, graphics, video, animation and/or sound in
an integrated way. Where there is facility for a user to interact with multimedia, the term ‘interactive
multimedia’ may be used. Examples include interactive games, mediarich websites, electronic books
(ebooks) and animated short films.
natural environment
In Design and Technologies, an environment in which humans do not make significant interventions, for
example, ocean environments, natural woodlands, national parks.
nutritious foods
Foods that supply the nutrients needed by a body to grow, develop and maintain health. As the type and
quantity of nutrients found in foods varies, a body needs a variety of foods to be eaten each day to ensure
optimum levels of health and wellbeing are achieved.
nutrition panel
Under the food standards code, all manufactured packaged foods must carry a nutrition panel. Only very
small packages are exempt. The nutrition panel states the amount of energy (kilojoules), protein, fat
(saturated and total), sodium and carbohydrate in a food. Figures are shown in two columns: per serve and
per 100 grams or millilitres.
objectbased coding application
An application that uses the objectoriented programming paradigm to represent attributes and actions of a
realworld object. An example is the use of Lego Mindstorms to provide instructions to determine the
movement of a robot.
objectoriented programming language (OOP)
A programming language that supports the objectoriented programming paradigm. In objectoriented
programming, objects represent a combination of data (the attributes of an object) and actions that can be
performed on or with those data (the methods of the object). An example might be a declaration of a ‘car’,
which has attributes that describe its physical nature (such as the number of doors, its colour, the size of
the engine) and the actions it can perform (such as accelerating, braking and turning).
The valid attributes and methods of an object are defined by its class, and these attributes and methods
can be inherited from the definition of another class. Examples of OOP languages include C++, Eiffel, Java,
Python and Scala.
online query interface
A simple online interface, such as a form on a website, that provides a way for a user to query a specified
dataset. This could include a catalogue for a local library, or a website that allows searching of Creative
Commons images.
organic fertiliser
A mixture of extra nutrients that are derived from sources which are or were living, to be added to crops
and pastures. Examples include seaweed, blood and bone, manure and compost.
orthogonal drawing
A scaled multiview drawing of a threedimensional object to show each view separately, in a series of two
dimensional drawings, for example, top or bottom, front, back and sides. In Australia, orthogonal drawings
use thirdangle projection for layout of the views. Orthogonal drawings may also include measurements on
each view and are used to develop lists of material requirements. In these drawings each edge is
represented by a connected line, each segment of which is parallel to a coordinate axis. Also see
production drawing.
orthogonal drawing of a chair
output
A result of something (physical or virtual) such as power, energy, action, material or information produced
by a person, machine or a system. Also see engineering principles and systems.
paddock to plate
All steps in the growing, processing and preparation of food.
palatability
An impression made by foods. The foods may be acceptable or agreeable to the palate or taste.
passive design
A design approach that uses natural elements – often sunlight – to heat, cool or light a building. Systems
that employ passive design require very little maintenance and reduce a building’s energy consumption by
minimising or eliminating mechanical systems used to regulate indoor temperature and lighting.
peripheral device
A digital component that can be connected to a digital system but are not essential to the system, for
example, printer, scanner, digital camera.
personal protective equipment (PPE)
Equipment used or worn by a person to minimise risk to the person’s health or safety, for example, goggles,
ear muffs, face shield, hard hat, apron, gloves.
perspective drawing
A drawing that represents the way objects appear to be smaller and closer together, the further away they
are. Perspective drawings may be one, two or threepoint perspective and have the corresponding
number of vanishing points. A onepoint perspective drawing has a single vanishing point (VP). Perspective
drawings are often used in building, interior and architectural design.
perspective drawings
pictorial map
A map that shows illustrated (rather than technical style) cartography. The area shown may be the
representation of a view of a landscape from above on an oblique angle. Pictorial maps are not drawn to
scale.
pictorial map of a landscape
pixel
A physical point in a bitmap image or on a display device that corresponds to the smallest amount of
information that can be stored and accessed. Also see bitmap.
play
An imaginary situation and the exploration of objects and actions for a specific purpose, where meaning
and sense of objects, actions and social situation can change for individual and collective needs to create
something new.
preferred futures
Preferences for the future identified by a student to inform the creation and evaluation of solutions.
preparing soil
The processes of tillage, addition of organic matter and fertilisers, and drainage prior to establishing a food
or fibre crop.
producing
Actively realising (making) designed solutions, using appropriate resources and means of production.
product
One of the outputs of technologies processes, the end result of processes and production. Products are the
tangible end results of natural, human, mechanical, manufacturing, electronic or digital processes to meet a
need or want.
product demonstration screencast
A presentation of a product’s features and interface generated by capturing the screen of a computer while
the product is in use. Usually recorded using video, then annotated using text or voice to provide
explanatory notes about the actions occurring on screen.
production drawing
A working drawing that details requirements for the manufacture and assembly of a product and
environment.
production drawings for a chair
production process
In Design and Technologies, a technologies contextspecific process used to transform technologies into a
product, service or environment, for example, the steps used for producing a product.
project
A set of activities undertaken by students to address specified content, involving understanding the nature
of a problem, situation or need; creating, designing and producing a solution to the project task; and
documenting the process. Project work has a benefit, purpose and use; a user or audience, which can
provide feedback on the success of the solution; limitations to work within; and a realworld technologies
context influenced by social, ethical and environmental issues. Criteria for success are used to judge a
project’s success.
project management
A responsibility for planning, organising, controlling resources, monitoring timelines and activities, and
completing a project to achieve a goal that meets identified criteria for judging success.
property
A distinctive quality of a material that can be tested and used to help people select the most suitable one for
a particular use.
Mechanical properties are determined when a force is applied to a material, for example, to test its
strength, hardness, wear resistance, machinability/workability, stretch and elasticity.
Thermal properties are determined when varying temperatures (for example, cold or heat) are applied to
test whether a material expands, melts, conducts or absorbs heat (warms up), find its boiling point, and
whether its colour changes.
Chemical properties relate to the chemicals a material is made of (its composition) and how it may change
because of its surrounding environment, for example, how it ages or taints; develops an odour;
deteriorates; resists stains, corrosion or cracks due to heat; or is flammable.
Electrical properties relate to the way a material responds if a current is passed through it or if it is placed in
an electrical field, for example, whether the material conducts or resists electricity or acts as an insulator.
Optical properties relate to how light reacts with a material, for example, opaqueness, transparency and
reflectiveness.
protocol
A set of generally accepted standards or 'rules' that govern relationships and interactions between and
within information systems. Also see file transfer protocol and hypertext transfer protocol.
prototype
A trial product or model built to test an idea or process to inform further design development. A prototype
can be developed in the fields of service, design, electronics or software programming. Its purpose is to see
if and how well the design works and is tested by users and systems analysts. It can be used to provide
specifications for a real, working product or system rather than a virtual or theoretical one. Prototype is
derived from Greek terms that, when translated, mean ‘primitive form’, ‘first’ and ‘impression’. Also see
working models.
radiofrequency identification device (RFID)
A small electronic device, consisting of a small chip and antenna, used for identifying and tracking products,
animals and people.
rapid prototyping
A range of techniques used to quickly fabricate a scalemodel of a physical part or assembly using three
dimensional computerassisted design (CAD). Construction of the part or assembly is usually done using
3D printing or additive layer manufacturing technology.
recirculation technologies
Technologies associated with reusing water or air after it has been treated to remove particles, gases
and/or dissolved chemicals.
red, green and blue (RGB) colours
Digital representation of colour, displayed on pixels, through the use of varying amounts of red, green and
blue light. By combining different amounts of each colour, many of the colours of the visible spectrum can
be represented on screen.
rendered drawing
A drawing that shows a relative relationship of elements or a form of objects using texture, colour, light,
shade and tone (lightness or darkness of a colour). Rendered drawings are used, for example, in
architecture to show what a building will look like or to show the form and shape of the body of a proposed
car design. Rendering can be done by hand, or using computer software such as computeraided drawing.
rendered computeraided drawing
REPEAT statement
A statement used for declaring iteration and repetition in programming code. Usually a REPEAT statement
continues to execute until some specified condition has been met, at which point the repetition ceases. Also
known as a loop and implemented in many programming languages by terms such as ‘for’ or ‘while’. An
example in Pascal may look like this:
repeat
a := a + 1
until a = 10;
where the code will repeatedly print out a number and increase its value by 1 until the number reaches 10.
resistant material
A material such as metals, plastics and timber that is usually firm and not easily bent or curved unless heat,
pressure or force is applied.
resources
In Design and Technologies, this includes technologies, energy, time, finance and human input.
risk management
A practice of identifying potential risks in advance, analysing them and taking precautionary steps to
reduce/curb the risk. Risk management involves risk identification, analysis, response planning, monitoring,
controlling and reporting.
scale
A relationship between the actual size of an object and its representation on a drawing, map or model;
proportional ratio (reduction or enlargement) of the actual size of an object so it will fit on a page or be more
manageable to draw or represent. For example, a house plan uses scale. A scale of 1:20 means that each
centimetre on the house plan equals 20 centimetres on the actual floor. So the actual room measurements
would be divided by 20 to get the floor plan measurements. Ratios may be, for example, 1:5, 1:10, 1:50,
1:100, 1:200, 1:500, 1:1000.
secret key
A piece of information that determines the output of a cryptographic cipher and is kept hidden from
unintended recipients. The key is required to decrypt information received to restore it to the original
message, thus its secrecy is important for ensuring secure transmission of data. Also see cryptography.
SELECT statement
A statement in structured query language (SQL) that retrieves information from a database. The structure
of a SELECT statement provides for optional clauses that allow for the filtering, grouping and sorting of data
on retrieval. A simple SELECT statement may look like the following:
> SELECT * FROM People;
where the resulting set would be all of the records in the People table. Following is an example of a more
complicated SELECT statement:
> SELECT * FROM People WHERE gender=‘m’;
This uses the optional WHERE clause to retrieve only the males (that is, that have a gender of ‘m’) from the
database table.
sensory properties
Properties that can be identified by organs of sense. Used to evaluate and describe foods in terms of the
senses. The taste (sweet, sour, salty); texture or mouth feel (smooth, moist, lumpy); aroma (spicy, sweet,
pungent); appearance (light, dark, golden, glossy); and noise (crunchy, fizzy, crackly) are parts of this
analysis.
service
One of the outputs of technologies processes, the end result of processes and production. Services are a
less tangible outcome (compared to products) of technologies processes to meet a need or want. They
may involve development or maintenance of a system and include, for example, catering, cloud computing
(software as a service), communication, transportation and water management. Services can be
communicated by charts, diagrams, models, posters and procedures.
service design
A design of a service and service concept. A service concept aims to meet the needs of an end user, client
or customer. A service design includes physical, organisational, aesthetic, functional and psychological
benefits of a service and requires systems thinking.
side view
Drawing of an object to show what the object looks like when viewed from its side. Also see orthogonal
drawing.
smart material
A material that has extra functions designed into it, so it has extra properties that can be controlled by
external stimuli or react to an environment all by themselves. These stimuli can include such things as
stress, temperature, moisture, pH, electric or magnetic fields. Examples of smartmaterials include those
that selfheal if scratched or that can detect if the foods they contain are past their ‘best by’ use date. These
materials have been developed following extensive research and development (R&D) and manufactured to
include extra ‘smart behaviour’ functions.
social network
A structure that describes the relationships that exist between individuals and/or organisations. Social
networking services and tools provide a mechanism for people who share common interests or personal
ties to communicate, share and interact using a range of media such as text, images and video.
social protocols
Generally accepted 'rules' or behaviours for when people interact in online environments, for example,
using language that is not rude or offensive to particular cultures, and not divulging personal details about
people without their permission.
Practices that maintain quality of life for people, societies and cultures in a changing world for a long period
of time, ensuring health and wellbeing without disproportionate costs or side effects.
softwood
Wood from gymnosperm trees such as conifers. Examples of softwood include pine, spruce and cedar.
strength
The state, property or quality of a material or object being physically strong and able to withstand or resist a
significant amount of force or pressure without breaking. This includes when a material or object is put
under compression (compressive strength) or under tension (tensile strength). Compressive strength is
measured by the material’s capacity to withstand loads that are intended to reduce its size (forcing its
atoms together) and to see how much it deforms or cracks. Tensile strength is measured by the material’s
capacity to withstand loads to extend it (forcing its atoms to be pulled apart). Also see properties.
structured English
The use of the English language to describe the steps of an algorithm in clear, unambiguous statements
that can be read from start to finish. The use of keywords such as START, END, IF and UNTIL provides a
syntax similar to that of a programming language to assist with identifying logical steps necessary to
properly describe the algorithm.
An example of the use of structured language can be demonstrated using the following problem:
Description of the problem: Describing the decision a person makes about how to get to a destination
based on the weather and the distance from their current location to their destination.
Structured English example:
START
IF it is raining outside THEN
Catch the bus
ELSE
IF it is less than 2km to the destination THEN
Walk
ELSE IF it is less than 10km to the destination THEN
Ride a bicycle
ELSE
Catch the bus
ENDIF
ENDIF
END
The Structured English description can easily be translated into code using a programming language and
accurately captures logical elements that must be followed to answer the question posed.
structured query language (SQL)
Specialist programming language used to manage data and access data in relational database
management systems.
supplementary feeding
The supply of animal feed by a farmer in addition to what a grazing animal can obtain from pasture.
sustainability factors
Economic, environmental and social sustainability issues that impact on design decisions.
sustainable
Supporting the needs of the present without compromising the ability of future generations to support their
needs.
system
A structure, properties, behaviour and interactivity of people and components (inputs, processes and
outputs) within and between natural, managed, constructed and digital environments.
systems thinking
A holistic approach to the identification and solving of problems, where parts and components of a system,
their interactions and interrelationships are analysed individually to see how they influence the functioning
of the whole system. This approach enables students to understand systems and work with complexity,
uncertainty and risk.
technologies
Materials, data, systems, components, tools and equipment used to create solutions for identified needs
and opportunities, and the knowledge, understanding and skills used by people involved in the selection
and use of these.
technologies contexts
A focus and opportunities for students in Design and Technologies to use processes and production skills to
design and produce products, services and environments. The prescribed technologies contexts for
Foundation – Year 8 are: engineering principles and systems; food and fibre production; food
specialisations; and materials and technologiesspecialisations.
technologies processes
Processes that allow the creation of a solution for an audience (end user, client or consumer). The
processes involve the purposeful use of technologies and other resources and appropriate consideration of
impact when creating and using solutions. The processes typically require critical and creative thinking such
as: computational, design or systems thinking. The processes involve: investigating and defining;
generating and designing; producing and implementing; evaluating; and collaborating and managing
(design processes) and technologiesspecific production processes.
technologies specialisations
Areas of specialisation that typically involve extensive use of technologies (for example, architecture,
electronics, graphics technologies, fashion).
thumbnail drawing
A small drawing usually done quickly by designers, architects and engineering designers to indicate roughly
what an object, system or environment could look like. Thumbnail drawings are a method of visualising
thinking and show main features rather than minor details. They may include annotations.
tool
An implement and machine to carry out specific processes when working with materials. For example, a
saw is an example of a tool used to cut timber; scissors are used to cut fabric, paper and cardboard; a tape
measure is used to measure lengths and widths of wood and fabric; a blender is used to mix and blend
food ingredients; secateurs are used to prune plants. Also see equipment.
top view
Drawing of an object to show what it looks like when viewed from above. Also see orthogonaldrawing.
transmission control protocol / internet protocol (TCP/IP)
A set of rules or standards for organising how messages are transmitted over the internet. Also see file
transfer protocol and hypertext transfer protocol.
Unicode
A standard for consistent encoding and representation of text from most of the world’s writing systems. Like
ASCII, characters are mapped to unique numerical values; however, Unicode contains more than 100,000
characters from more than 100 different types of script.
user interface
Characteristics of the boundary between users and a computer system, or the manner in which users
interact with computer hardware or software. In software, this usually comprises of fields for text and
number entry, mouse pointers, buttons and other graphical elements. In hardware, switches, dials and light
emitting diodes (LEDs) provide information about the interactions between a user and a machine.
vector graphics
Images that are represented and stored on computers using geometric elements such as points, lines,
curves and shapes. Unlike bitmap images, vector graphics can be easily scaled without loss of clarity due to
all points used in the reproduction of the graphic having a clearly defined location and shape in two
dimensional space.
For example, if a line is drawn using vector graphics, only the two end points and the fact that it is a straight
line need to be stored. To double the length of the line only needs information about one end point changed
so that the software can fill in all the dots between. As a bitmap, each pixel would have to be doubled in
size, making a more ‘blurry’ image. (The software doesn’t ‘know’ it is a line and stores information about all
the pixels that made up the line separately.)
bitmap graphic
vector graphic
vertical farming
Cultivation of plants or animals on or in a vertical space associated with a multistorey building or vertical, or
nearvertical surfaces.
virtual object
A representation of an object, real or imagined, in a digital form. Examples might include a reproduction of a
landmark such as the Eiffel Tower in a virtual world tour, or of a constructed spaceship in an environment
designed to simulate changes in gravitational force or air density that would not be possible in realworld
experiments.
visualisation software tools
Software to help in the recording of ideas as visual representations. Examples in are computeraided
drawing (or computerassisted design – CAD) and computer simulation. Graphic organisers are
visualisation tools as are software that display graphs of data.
visual programming
A programming language or environment where a program is represented and manipulated graphically
rather than as text. A common visual metaphor represents statements and control structures as graphic
blocks that can be composed to form programs, allowing programming without having to deal with textual
syntax. Examples of visual programming languages include: Alice, GameMaker, Kodu, Lego Mindstorms,
MIT App Inventor, Scratch (Build Your Own Blocks and Snap).
Note: A visual programming language should not be confused with programming languages for creating
visualisations or programs with user interfaces, for example, Processing or Visual Basic.
warmth
The sensation of being warm. Warmth of a fabric is determined by the arrangement of fibres, fibre size,
shape and structure and thermal conductive properties of the fibres. Generally speaking, the smaller and
finer the fibres, the more insulating the garment, because more air is trapped between the fibres. Protein
based fibres (wool, fur) and polypropylene and polyester are the least thermally conductive materials.
water management
A way water resources are monitored and used by humans. This can include the use of dams, irrigation
systems, bores, windmills and testing the quality of water and levels of pollution.
webauthoring software
A computer program designed to assist in the creation of web pages. Simple webauthoring software may
take a form of a basic text editor, or may contain more advanced features that allow for editing the content
and layout of a web page.
waterefficient irrigation
Systems that supply water in a manner that maximises the plant growth associated with each unit of applied
water. Irrigation systems may use targeted delivery into the root zone of plants or may apply water to
minimise losses through evaporation or soil infiltration.
while loop
A set of instructions in a loop with a test at the top – a programmatic implementation of iteration or repeat.
The beginning and ending of the loop may be indicated by key words ‘while’ and ‘endwhile’; however, this
will vary depending on the syntax of the programming language used. Sometimes it is referred to as a ‘do
while’ loop and in some languages a ‘do’ loop is used instead.
wireless device
A device that transmits and receives data from other sources, using electromagnetic radiation (for example,
radio waves) rather than being connected by electrical conductors such as wires. A common example of a
wireless device is a mobile phone, which uses radio waves of a specific frequency to connect to
telecommunications towers for the purpose of communication.
wool fibre diameter
The thickness of a wool fibre measured in microns (the millionth part of a metre). The smaller the measure,
the finer the fibre.
working model
Engineering simulation software product that, when run, can be used to test how virtual components
interact. A program can simulate various interactions of the parts (components) and graph the movement
and force on any element in a system. These working models are also known as prototypes and can be
used to evaluate performance, and make alterations and improvements if necessary.
Technologies Design and
Page 249 of 943

The Australian Curriculum: Technologies Design and Technologies
Design and Technologies How the Subject works
This rationale complements and extends the rationale for the Technologies learning area.
In an increasingly technological and complex world, it is important to develop knowledge and confidence to
critically analyse and creatively respond to design challenges. Knowledge, understanding and skills involved in
the design, development and use of technologies are influenced by and can play a role in enriching and
transforming societies and our natural, managed and constructed environments.
The Australian Curriculum: Design and Technologies enables students to become creative and responsive
designers. When they consider ethical, legal, aesthetic and functional factors and the economic,
environmental and social impacts of technological change, and how the choice and use of technologies
contributes to a sustainable future, they are developing the knowledge, understanding and skills to become
discerning decisionmakers.
Design and Technologies actively engages students in creating quality designed solutions for identified needs
and opportunities across a range of technologies contexts. Students manage projects independently and
collaboratively from conception to realisation. They apply design and systems thinking and design processes
to investigate ideas, generate and refine ideas, plan, produce and evaluate designed solutions. They develop
a sense of pride, satisfaction and enjoyment from their ability to develop innovative designed products,
services and environments.
Through the practical application of technologies including digital technologies, students develop dexterity and
coordination through experiential activities. Design and Technologies motivates young people and engages
them in a range of learning experiences that are transferable to family and home, constructive leisure
activities, community contribution and the world of work.
In addition to the overarching aims for the Australian Curriculum: Technologies, Design and Technologies
more specifically aims to develop the knowledge, understanding and skills to ensure that, individually and
collaboratively, students:
develop confidence as critical users of technologies and designers and producers of designed
solutions
investigate, generate and critique innovative and ethical designed solutions for sustainable futures
use design and systems thinking to generate design ideas and communicate these to a range of
audiences
produce designed solutions suitable for a range of technologies contexts by selecting and
manipulating a range of materials, systems, components, tools and equipment creatively,
competently and safely; and managing processes
evaluate processes and designed solutions and transfer knowledge and skills to new situations
understand the roles and responsibilities of people in design and technologies occupations and how
they contribute to society.
The Australian Curriculum: Design and Technologies (F–10) comprises two related strands:
Design and Technologies knowledge and understanding – the use, development and impact of
technologies and design ideas across a range of technologies contexts
Design and Technologies processes and production skills – the skills needed to create designed
solutions.
In Design and Technologies, creating designed solutions is also expressed as ‘designing and producing’ or
‘design and produce’ as a means of abbreviating the skills needed to create designed solutions by
investigating and defining, designing, producing and implementing, evaluating, and collaborating and
managing.
Table 2 outlines the focus of expected knowledge, understanding and skills in Design and Technologies F–10
and Figure 2 illustrates the relationship between the Design and Technologies strands.
Table 2: Design and Technologies content structure
Knowledge and understanding Processes and production skills
Technologies and society Creating designed solutions by:
the use, development and impact of investigating and defining
technologies in people’s lives generating and designing
Technologies contexts evaluating
technologies and design across a range of
technologies contexts
Figure 2: Relationship between the Design and Technologies strands
Together, the two strands provide students with knowledge, understanding and skills through which they can
safely and ethically design, plan, manage, produce and evaluate products, services and environments.
Teaching and learning programs should balance and integrate both strands. Students learn about
technologies and society through different technologies contexts (knowledge and understanding) as they
create designed solutions (processes and production skills).
Design and Technologies knowledge and understanding
This strand focuses on developing the underpinning knowledge and understanding of technologies (materials,
systems, components, tools and equipment) across technologies contexts and developing understanding of
the relationship between technologies and society.
Technologies and society
The technologies and society content descriptions focus on how people use and develop technologies taking
into account social, economic, environmental, ethical, legal, aesthetic and functional factors and the impact of
technologies on individuals; families; local, regional and global communities; the economy; and the
environment − now and into the future.
Technologies contexts
The technologies contexts content descriptions provide a framework within which students can gain
knowledge and understanding about technologies and design across a range of technologies contexts. These
content descriptions focus on the characteristics and properties of technologies and how they can be used to
create innovative designed solutions.
The technologies contexts provide a progression of learning from Foundation to Year 8 and optionally to Year
9–10 or lead to more specialised Technologies subjects in Year 9 and 10. They also reflect national priorities
including workforce needs, food security and sustainable food and fibre production and health and wellbeing
priorities.
The prescribed technologies contexts for Foundation – Year 8 are described below. The band descriptions
show how many times each technologies context is addressed in a band.
Engineering principles and systems
Engineering principles and systems is focused on how forces can be used to create light, sound, heat,
movement, control or support in systems. Knowledge of these principles and systems enables the design and
production of sustainable, engineered solutions. Students need to understand how sustainable engineered
products, services and environments can be designed and produced as resources diminish. Students will
progressively develop knowledge and understanding of how forces and the properties of materials affect the
behaviour and performance of designed engineering solutions.
Food and fibre production
Food and fibre are the humanproduced or harvested resources used to directly sustain human life and are
produced in managed environments such as farms and plantations or harvested from wild stocks. Challenges
for world food and fibre production include an increasing world population, an uncertain climate and
competition for resources such as land and water. Students need to engage in these challenges by
understanding the processes of food and fibre production and by investigating innovative and sustainable
ways of supplying agriculturally produced raw materials. Students will progressively develop knowledge and
understanding about the managed systems that produce food and fibre through creating designed solutions.
(Food and fibre production includes food specialisations from Foundation to Year 6.)
Food specialisations
Food specialisations includes the application of nutrition principles (as described in Health and Physical
Education) and knowledge about the characteristics and properties of food to food selection and preparation;
and contemporary technologyrelated food issues. There are increasing community concerns about food
issues, including the nutritional quality of food and the environmental impact of food manufacturing processes.
Students need to understand the importance of a variety of foods, sound nutrition principles and food
preparation skills when making food decisions to help better prepare them for their future lives. Students will
progressively develop knowledge and understanding about the nature of food and food safety, and how to
make informed and appropriate food preparation choices when experimenting with and preparing food in a
sustainable manner.
Materials and technologies specialisations
Materials and technologies specialisations is focused on a broad range of traditional, contemporary and
emerging materials and specialist areas that typically involve extensive use of technologies. We live in and
depend on the humanmade environment for communication, housing, employment, medicine, recreation and
transport; however, we also face increasing concerns related to sustainability. Students need to develop the
confidence to make ethical and sustainable decisions about solutions and the processes used to make them.
They can do this by learning about and working with materials and production processes. Students will
progressively develop knowledge and understanding of the characteristics and properties of a range of
materials either discretely in the development of products or through producing designed solutions for a
technologies specialisation; for example, architecture, electronics, graphics technologies or fashion.
Types of designed solutions
Across each band from Foundation to Year 8, students will have the opportunity to produce at least three
types of designed solutions (product, service and environment) through the technologies contexts identified
for a band.
These different designed solutions have been specified to give students opportunities to engage with a broad
range of design thinking and production skills. For example, in Year 5−6 students may design and produce an
engineered product, a food and fibre production/food specialisations environment and a materials or
technologies specialisations service. Whereas in another school students may design and produce an
engineered environment, a food and fibre production/food specialisations service, and a materials and
technologies specialisation product. The combination of contexts and types of designed solutions is a school
decision.
Figure 3 outlines the relationship between technologies contexts and types of designed solutions.
Figure 3: Relationship between technologies contexts and types of designed solutions
Design and Technologies processes and production
skills
The Design and Technologies processes and production skills strand is based on the major aspects of design
thinking, design processes and production processes. The content descriptions in this strand reflect a design
process and would typically be addressed through a design brief.
The Design and Technologies processes and production skills strand focuses on creating designed solutions
by:
generating and designing
evaluating
collaborating and managing.
The processes and production skills that students will use throughout a design project are described below.
Investigating and defining
Investigating and defining involves students critiquing, exploring and investigating needs, opportunities and
information. As creators and consumers they will critically reflect on the intention, purpose and operation of
technologies and designed solutions. Critiquing encourages students to examine values, analyse, question
and review processes and systems. Students reflect on how decisions they make may have implications for
the individual, society and the local and global environment, now and in the future. Students explore and
investigate technologies, systems, products, services and environments as they consider the needs of society.
They progressively develop effective investigation strategies and consider the contribution of technologies to
their lives and make judgements about them. Students may respond to design briefs or develop design briefs
in response to needs and opportunities.
Generating and designing
Generating and designing involves students in developing and communicating ideas for a range of audiences.
Students create change, make choices, weigh up options, consider alternatives and document various design
ideas and possibilities. They use critical and creative thinking strategies to generate, evaluate and document
ideas to meet needs or opportunities that have been identified by an individual, group or wider community.
Generating creative and innovative ideas involves thinking differently; it entails proposing new approaches to
existing problems and identifying new design opportunities considering preferred futures. Generating and
developing ideas involves identifying various competing factors that may influence and dictate the focus of the
idea. Students will evaluate, justify and synthesise what they learn and discover. They will use graphical
representation techniques when they draw, sketch, model and create innovative ideas that focus on high
quality designed solutions.
Producing and implementing
Students learn and apply a variety of skills and techniques to make products, services or environments
designed to meet specific purposes and user needs. They apply knowledge about components, materials and
their characteristics and properties to ensure their suitability for use. They learn about the importance of
adopting safe work practices. They develop accurate production skills to achieve quality designed solutions.
Students develop the capacity to select and use appropriate materials, systems, components, tools and
equipment; and use work practices that respect the need for sustainability. The use of modelling and
prototyping to accurately develop simple and complex physical models supports the production of successful
designed solutions.
Evaluating
Students evaluate and make judgements throughout a design process and about the quality and
effectiveness of their designed solutions and those of others. They identify criteria for success. In the early
years, the teacher may guide the development of these criteria. Progressively, students develop criteria which
become increasingly more comprehensive. Students consider the implications and consequences of actions
and decisionmaking. They determine effective ways to test and judge their designed solutions. They reflect
on processes and transfer their learning to other design opportunities.
Collaborating and managing
Students learn to work collaboratively and to manage time and other resources to effectively create designed
solutions. Progressively, students develop the ability to communicate and share ideas throughout the process,
negotiate roles and responsibilities and make compromises to work effectively as a team.
Students work individually and in groups to plan, organise and monitor timelines, activities and the use of
resources. Students progress from planning steps in a project through to more complex project management
activities that consider various factors such as time, cost, risk and quality control.
Technologies Design and
Curriculum F10
Page 256 of 943

Design and Technologies Curriculum F10
Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and
teachers will revisit, strengthen and extend these as needed.
By the end of Year 6, students will have had the opportunity to create designed solutions at least once in three
technologies contexts: engineering principles and systems, food and fibre production and food specialisations;
and materials and technologies specialisations. Students should have opportunities to experience designing
and producing products, services and environments.
In Years 5 and 6, students critically examine technologies − materials, systems, components, tools and
equipment − that are used regularly in the home and in local, national, regional or global communities, with
consideration of society, ethics and social and environmental sustainability factors. Students consider why and
for whom technologies were developed.
Students engage with ideas beyond the familiar, exploring how design and technologies and the people
working in a range of technologies contexts contribute to society. They seek to explore innovation and
establish their own design capabilities. Students are given new opportunities for clarifying their thinking,
creativity, analysis, problemsolving and decisionmaking. They explore trends and data to imagine what the
future will be like and suggest design decisions that contribute positively to preferred futures.
Using a range of technologies including a variety of graphical representation techniques to communicate,
students represent objects and ideas in a variety of forms such as thumbnail sketches, models, drawings,
diagrams and storyboards to illustrate the development of designed solutions. They use a range of
techniques such as labelling and annotating sequenced sketches and diagrams to illustrate how products
function; and recognise and use a range of drawing symbols in context to give meaning and direction.
Students work individually and collaboratively to identify and sequence steps needed for a design task. They
negotiate and develop plans to complete design tasks, and follow plans to complete design tasks safely,
making adjustments to plans when necessary. Students identify, plan and maintain safety standards and
practices when making designed solutions.
Design and Technologies Knowledge and Understanding
Examine how people in design and technologies occupations address competing considerations, including
sustainability in the design of products, services, and environments for current and future use (ACTDEK019
Scootle )

Elaborations
reflecting on the features of designed solutions that ensure safety and wellbeing of users, for example
smoke alarms

evaluating the sustainability implications of materials, systems, components, tools and equipment, for
example materials can be recycled or reused to reduce waste; systems may benefit some, but
disadvantage others

considering the impact designed products, services or environments have in relation to sustainability and
also on local, regional and global communities, including Aboriginal and Torres Strait Islander
communities and countries in the Asia region

reflecting on the importance of aesthetics, function and sustainability in product design, for example a
textile product that gives protection and is appealing; a motor that moves a vehicle and uses a
sustainable power source

identifying the components of a service or system that contribute to its success and assessing potential
risk or failure, for example, communication in the school or communication of a message to a wide
audience; a system that manages an aspect of the environment; a campaign such as Clean Up Australia
Day in different communities

identifying the impact of the designed features of an environment, for example a modification to a home
to reduce environmental impact; restoring a natural environment and retaining access for the public

Investigate how electrical energy can control movement, sound or light in a designed or
Investigate how electrical energy can control movement, sound or light in a designed product or system
(ACTDEK020 Scootle )

Elaborations
deconstructing a product or system to discover how movement, sound or light can be controlled, for
example deconstructing a torch or buzzer and exploring circuit design

investigating the properties of materials to solve problems requiring the control of movement, sound or
light, for example the amount of light reflected from different surfaces to control a sensor

investigating the features of electrical devices such as switches, light globes and sensors

recognising the need to carefully plan and select components for a system to perform a specific task
producing models using materials, tools and equipment to show how to control movement, sound or light

investigating the technologies in a control system for an identified need or opportunity and user, for
example a system that allows safe passage at pedestrian crossings

Investigate how and why food and fibre are produced in managed environments and prepared to enable
people to grow and be healthy (ACTDEK021 Scootle )
Elaborations
investigating and experimenting with different tools, equipment and methods of preparing soil and the
effect on soil quality and sustainability including conserving and recycling nutrients, for example when
designing a sustainable school vegetable garden or cropping area

describing the relationship between plant types and animal breeds and their environmental suitability
when selecting suitable plants or animals for an environment

sequencing the process of converting ‘onfarm’ food or fibre products into a product suitable for retail
sale, that is, the ‘paddock to plate’ supply chain, or when making yarn or fabric from fibre

using current food guides and governmentendorsed food policies to plan food choices

experimenting with tools, equipment, combining ingredients and techniques to design and make food
products or meals for selected groups for healthy eating taking into consideration environmental impacts
and nutritional benefits

considering traditional and contemporary methods of food preparation used in a variety of cultures,
including Aboriginal and Torres Strait Islander methods

identifying work practices that show an understanding of nutrition, environmental considerations, hygiene
and food safety when designing and making a food product, for example washing fruit and vegetables
carefully to remove residues, safe disposal of cooking oils to avoid environmental damage, refrigerated
storage of highly perishable foods

Investigate characteristics and properties of a range of materials, systems, components, tools and
equipment and evaluate the impact of their use (ACTDEK023 Scootle )

Elaborations
identifying the properties of materials for the design and construction of a sustainable household item, for
example a product for storing harvested water

evaluating the functional properties of a specificpurpose household system, for example a security
system

examining the materials and systems used in a public use system that affect the way people live, for
example a community exercise environment or arts facility, water treatment, garbage collection

comparing tools, equipment and techniques to select those most appropriate for a given purpose

evaluating the use of computeraided manufacturing in terms of cost and impacts on local and regional
designers, producers and enterprises

comparing the design and production of products, services and environments in Australia and a country
in the Asia region

Design and Technologies Processes and Production Skills
Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and
processes to achieve intended designed solutions (ACTDEP024 Scootle )

Elaborations
exploring the steps involved in the process to satisfy a design brief, need or opportunity

investigating designed solutions from around the world to make suitable, quality decisions that meet the
design brief, challenge or scenario

identifying the importance of complementary parts of working, everyday systems by deconstructing the
components, structure and purpose of products, services or environments

testing a range of materials, components, tools and equipment to determine the appropriate technologies
needed to make products, services or environments, for example a moving vehicle

investigating how to minimise material use and manage waste by critiquing the environmental and social
impacts of materials, components, tools and equipment

Generate, develop and communicate design ideas and processes for audiences using appropriate
technical terms and graphical representation techniques (ACTDEP025 Scootle )


Elaborations
generating a range of design ideas for products, services or environments using prior knowledge, skills
and research

developing alternative design ideas and considering implications for the future to broaden the appeal and
acceptance of design ideas

analysing and modifying design ideas to enhance and improve the sustainability of the product, service,
environment or system

representing and communicating design ideas using modelling and drawing standards including the use
of digital technologies, for example scale; symbols and codes in diagrams; pictorial maps and aerial
views using web mapping service applications

experimenting with materials, tools and equipment to refine design ideas, for example considering the
selection of materials and joining techniques to suit the purpose of a product

Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to
make designed solutions (ACTDEP026 Scootle )

Elaborations
matching material and joining techniques to the design intention, for example accurately cutting and
sewing the fabric pieces to make a community banner or joining components to produce an electric
circuit
working safely, responsibly and cooperatively to ensure safe work areas, for example the safe use of
equipment when making a waterresistant, floating craft or a model of an environmentally sensitive
outdoor shelter

using appropriate personal protective equipment required for the use of some tools and equipment, for
example protective eyewear
manipulating materials with appropriate tools, equipment and techniques, for example when preparing
food, cultivating garden beds, constructing products
Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions
(ACTDEP027 Scootle )

Elaborations
independently and collaboratively identifying criteria for success, processes and planning, for example
using visual representations such as a flowchart

evaluating the suitability of materials, tools and equipment for specific purposes

reflecting on how well their designed solutions ensure safety and wellbeing of users and consumers and
meet the needs of communities and different cultures

considering the criteria for success in relation to the benefits and costs of production processes, the
environmental impact, future use and application, and social values and ethics of clients

evaluating products, services and environments from a range of technologies contexts with consideration
of ethics and sustainability

Develop project plans that include consideration of resources when making designed solutions individually
and collaboratively (ACTDEP028 Scootle )

Elaborations
examining the essential features of existing processes to inform project planning including safe work
practices that minimise risk

setting milestones for production processes and allocating roles to team members

identifying when materials, tools and equipment are required for making the solution

outlining the planning and production steps needed to produce a product, service or environment using
digital technologies

reflecting on planned steps to see if improvements can be made

By the end of Year 6, students explain how social, ethical, technical and sustainability considerations influence
the design of solutions to meet a range of present and future needs. They explain how the features of
technologies influence design decisions and how digital systems are connected to form networks.
Students describe a range of needs, opportunities or problems and define them in terms of functional
requirements. They collect and validate data from a range of sources to assist in making judgements.
Students generate and record design ideas for specified audiences using appropriate technical terms, and
graphical and nongraphical representation techniques including algorithms. They plan, design, test, modify
and create digital solutions that meet intended purposes including user interfaces and a visual program.
Students plan and document processes and resources and safely produce designed solutions for each of the
prescribed technologies contexts. They negotiate criteria for success, including sustainability considerations,
and use these to judge the suitability of their ideas, solutions and processes. Students use ethical, social and
technical protocols when collaborating, and creating and communicating ideas, information and solutions
facetoface and online.
By the end of Year 6, students describe competing considerations in the design of products, services and
environments, taking into account sustainability. They describe how design and technologies contribute to
meeting present and future needs. Students explain how the features of technologies impact on designed
solutions for each of the prescribed technologies contexts.
Students create designed solutions for each of the prescribed technologies contexts suitable for identified
needs or opportunities. They suggest criteria for success, including sustainability considerations, and use
these to evaluate their ideas and designed solutions. They combine design ideas and communicate these to
audiences using graphical representation techniques and technical terms. Students record project plans
including production processes. They select and use appropriate technologies and techniques correctly and
safely to produce designed solutions.
Technologies Digital Technologies
(Version 8.4)
Page 266 of 943

The Australian Curriculum: Technologies Digital Technologies
Digital Technologies How the Subject works
This rationale complements and extends the rationale for the Technologies learning area.
In a world that is increasingly digitised and automated, it is critical to the wellbeing and sustainability of the
economy, the environment and society, that the benefits of information systems are exploited ethically. This
requires deep knowledge and understanding of digital systems (a component of an information system) and
how to manage risks. Ubiquitous digital systems such as mobile and desktop devices and networks are
transforming learning, recreational activities, home life and work. Digital systems support new ways of
collaborating and communicating, and require new skills such as computational and systems thinking. These
technologies are an essential problemsolving toolset in our knowledgebased society.
The Australian Curriculum: Digital Technologies empowers students to shape change by influencing how
contemporary and emerging information systems and practices are applied to meet current and future needs.
A deep knowledge and understanding of information systems enables students to be creative and discerning
decisionmakers when they select, use and manage data, information, processes and digital systems to meet
needs and shape preferred futures.
Digital Technologies provides students with practical opportunities to use design thinking and to be innovative
developers of digital solutions and knowledge. The subject helps students to become innovative creators of
digital solutions, effective users of digital systems and critical consumers of information conveyed by digital
systems.
Digital Technologies provides students with authentic learning challenges that foster curiosity, confidence,
persistence, innovation, creativity, respect and cooperation. These are all necessary when using and
developing information systems to make sense of complex ideas and relationships in all areas of learning.
Digital Technologies helps students to be regional and global citizens capable of actively and ethically
communicating and collaborating.
In addition to the overarching aims for the Australian Curriculum: Technologies, Digital Technologies more
specifically aims to develop the knowledge, understanding and skills to ensure that, individually and
collaboratively, students:
design, create, manage and evaluate sustainable and innovative digital solutions to meet and
redefine current and future needs
use computational thinking and the key concepts of abstraction; data collection, representation and
interpretation; specification, algorithms and implementation to create digital solutions
confidently use digital systems to efficiently and effectively automate the transformation of data into
information and to creatively communicate ideas in a range of settings
apply protocols and legal practices that support safe, ethical and respectful communications and
collaboration with known and unknown audiences
apply systems thinking to monitor, analyse, predict and shape the interactions within and between
information systems and the impact of these systems on individuals, societies, economies and
environments.
The Australian Curriculum: Digital Technologies (F–10) comprises two related strands:
Digital Technologies knowledge and understanding – the information system components of data,
and digital systems (hardware, software and networks)
Digital Technologies processes and production skills – using digital systems to create ideas and
information, and to define, design and implement digital solutions, and evaluate these solutions and
existing information systems against specified criteria.
Table 3 outlines the focus of expected knowledge, understanding and skills in Digital Technologies F–10 and
Figure 4 illustrates the relationship between the Digital Technologies strands.
Table 3: Digital Technologies content structure
Knowledge and understanding Processes and production skills
Digital systems Collecting, managing and analysing data
Creating digital solutions by:
the components of digital systems:
hardware, software and networks and investigating and defining
their use generating and designing
Representation of data evaluating
how data are represented and structured
symbolically
Figure 4: Relationship between the Digital Technologies strands
Together, the two strands provide students with knowledge, understanding and skills through which they can
safely and ethically exploit the capacity of information systems (people, data, processes, digital systems and
their interactions) to systematically transform data into solutions that respond to the needs of individuals,
society, the economy and the environment. Teaching and learning programs will typically integrate these, as
content in processes and production skills frequently draws on understanding of concepts in the knowledge
and understanding strand.
The strands are based on key concepts that provide a framework for knowledge and practice in Digital
Technologies. For more information see Key concepts below.
Digital Technologies knowledge and understanding
This strand focuses on developing the underpinning knowledge and understanding of information systems:
digital systems and representation of data.
Digital systems
The digital systems content descriptions focus on the components of digital systems: hardware, software and
networks. In the early years, students learn about a range of hardware and software and progress to an
understanding of how data are transmitted between components within a system, and how the hardware and
software interact to form networks.
Representation of data
The representation of data content descriptions focus on how data are represented and structured
symbolically for use by digital systems. Different types of data are studied in the bands including text, numeric,
images (still and moving) and sound from Foundation to Year 8 and then categorical and relational data in
Year 9 and 10.
Digital Technologies processes and production skills
This strand focuses on developing skills to create digital solutions to problems and opportunities. The Digital
Technologies processes and production skills strand focuses on:
collecting, managing and analysing data, which involves the nature and properties of data, how they
are collected and interpreted using a range of digital systems and peripheral devices and
interpreting data when creating information
defining problems and designing digital solutions (Foundation – Year 2), which develops into
defining problems and designing, implementing and evaluating solutions that have been developed
by students, and evaluating how well existing information systems meet different needs (Year 3–10)
communicating ideas and information (Foundation – Year 4), which develops into managing,
creating and communicating ideas and information (Year 5–6) through to independently and
collaboratively managing projects to create interactive solutions (Year 7–10). This involves creating
and communicating information, especially online by creating websites, and interacting safely using
appropriate technical and social protocols.
These require skills in using digital systems; and critical and creative thinking including systems, design and
These require skills in using digital systems; and critical and creative thinking including systems, design and
computational thinking.
Computational thinking
The curriculum is designed so that students will develop and use increasingly sophisticated computational
thinking skills, and processes, techniques and digital systems to create solutions to address specific problems,
opportunities or needs. Computational thinking is a process of recognising aspects of computation in the
world and being able to think logically, algorithmically, recursively and abstractly. Students will also apply
procedural techniques and processing skills when creating, communicating and sharing ideas and
information, and managing projects.
Key concepts
A number of key concepts underpin the Digital Technologies curriculum. These establish a way of thinking
about problems, opportunities and information systems and provide a framework for knowledge and practice.
The key concepts are:
abstraction, which underpins all content, particularly the content descriptions relating to the
concepts of data representation, and specification, algorithms and implementation
data collection (properties, sources and collection of data), data representation (symbolism and
separation) and data interpretation (patterns and contexts)
specification (descriptions and techniques), algorithms (following and describing) and
implementation (translating and programming)
digital systems (hardware, software, and networks and the internet)
Interactions (people and digital systems, data and processes) and impacts (sustainability and
empowerment).
The concepts of abstraction, data collection, representation and interpretation, specification, algorithms and
implementation correspond to the key elements of computational thinking. Collectively, these concepts span
the key ideas about the organisation, representation and automation of digital solutions and information. They
can be explored in nondigital or digital contexts and are likely to underpin future digital systems. They provide
a language and perspective that students and teachers can use when discussing digital technologies.
Abstraction
Abstraction involves hiding details of an idea, problem or solution that are not relevant, to focus on a
manageable number of aspects. Abstraction is a natural part of communication: people rarely communicate
every detail, because many details are not relevant in a given context. The idea of abstraction can be
acquired from an early age. For example, when students are asked how to make toast for breakfast, they do
not mention all steps explicitly, assuming that the listener is an intelligent implementer of the abstract
instructions.
Central to managing the complexity of information systems is the ability to ‘temporarily ignore’ the internal
details of the subcomponents of larger specifications, algorithms, systems or interactions. In digital systems,
everything must be broken down into simple instructions.
Data collection, representation and interpretation
The concepts that are about data focus on the properties of data, how they are collected and represented,
and how they are interpreted in context to produce information. These concepts in Digital Technologies build
on a corresponding statistics and probability strand in the Mathematics curriculum. The Digital Technologies
curriculum provides a deeper understanding of the nature of data and their representation, and computational
skills for interpreting data. The data concepts provide rich opportunities for authentic data exploration in other
learning areas while developing data processing and visualisation skills.
Data collection describes the numerical, categorical and textual facts measured, collected or calculated as the
basis for creating information and its binary representation in digital systems. Data collection is addressed in
the processes and production skills strand. Data representation describes how data are represented and
structured symbolically for storage and communication, by people and in digital systems, and is addressed in
the knowledge and understanding strand. Data interpretation describes the processes of extracting meaning
from data and is addressed in the processes and production strand.
Specification, algorithms and implementation
The concepts specification, algorithms and implementation focus on the precise definition and communication
of problems and their solutions. This begins with the description of tasks and concludes in the accurate
definition of computational problems and their algorithmic solutions. This concept draws from logic, algebra
and the language of mathematics, and can be related to the scientific method of recording experiments in
science.
Specification describes the process of defining and communicating a problem precisely and clearly. For
example, explaining the need to direct a robot to move in a particular way. An algorithm is a precise
description of the steps and decisions needed to solve a problem. Algorithms will need to be tested before the
final solution can be implemented. Anyone who has followed or given instructions, or navigated using
directions, has used an algorithm. These generic skills can be developed without programming. For example,
students can follow the steps within a recipe or describe directions to locate items. Implementation describes
the automation of an algorithm, typically by using appropriate software or writing a computer program. These
concepts are addressed in the processes and production skills strand.
Digital systems
The digital systems concept focuses on the components of digital systems: hardware and software (computer
architecture and the operating system), and networks and the internet (wireless, mobile and wired networks
and protocols). This concept is addressed in both strands. The broader definition of an information system
that includes data, people, processes and digital systems falls under the interactions and impacts concept
below.
Interactions and impacts
The interactions and impacts concepts focus on all aspects of human interaction with and through information
systems, and the enormous potential for positive and negative economic, environmental and social impacts
enabled by these systems. Interactions and impacts are addressed in the processes and production skills
strand.
Interactions refers to all human interactions with information systems, especially user interfaces and
experiences, and human–human interactions including communication and collaboration facilitated by digital
systems. This concept also addresses methods for protecting stored and communicated data and
information.
Impacts describes analysing and predicting the extent to which personal, economic, environmental and social
needs are met through existing and emerging digital technologies; and appreciating the transformative
potential of digital technologies in people’s lives. It also involves consideration of the relationship between
information systems and society and in particular the ethical and legal obligations of individuals and
organisations regarding ownership and privacy of data and information.
Types of digital solutions
Across each band, students will create digital solutions that will use data, require interactions with users and
within systems, and will have impacts on people, the economy and environments. Solutions may be
developed using combinations of readily available hardware and software applications, and/or specific
instructions provided through programming. Some examples of solutions are instructions for a robot, an
adventure game, products featuring interactive multimedia including digital stories, animations and websites.
Technologies Digital Technologies
(Version 8.4)
Curriculum F10
Page 273 of 943

Digital Technologies Curriculum F10
Learning in Digital Technologies focuses on further developing understanding and skills in computational
thinking such as identifying similarities in different problems and describing smaller components of complex
systems. It also focuses on the sustainability of information systems for current and future uses.
By the end of Year 6, students will have had opportunities to create a range of digital solutions, such as
games or quizzes and interactive stories and animations.
In Year 5 and 6, students develop an understanding of the role individual components of digital systems play
in the processing and representation of data. They acquire, validate, interpret, track and manage various
types of data and are introduced to the concept of data states in digital systems and how data are transferred
between systems.
They learn to further develop abstractions by identifying common elements across similar problems and
systems and develop an understanding of the relationship between models and the realworld systems they
represent.
When creating solutions, students define problems clearly by identifying appropriate data and requirements.
When designing, they consider how users will interact with the solutions, and check and validate their designs
to increase the likelihood of creating working solutions. Students increase the sophistication of their algorithms
by identifying repetition and incorporate repeat instructions or structures when implementing their solutions
through visual programming, such as reading user input until an answer is guessed correctly in a quiz. They
evaluate their solutions and examine the sustainability of their own and existing information systems.
Students progress from managing the creation of their own ideas and information for sharing to working
collaboratively. In doing so, they learn to negotiate and develop plans to complete tasks. When engaging with
others, they take personal and physical safety into account, applying social and ethical protocols that
acknowledge factors such as social differences and privacy of personal information. They also develop their
skills in applying technical protocols such as devising file naming conventions that are meaningful and
determining safe storage locations to protect data and information.
Digital Technologies Knowledge and Understanding
Examine the main components of common digital systems and how they may connect together to form
networks to transmit data (ACTDIK014 Scootle )

Elaborations
describing digital systems as having internal and external components that perform different functions,
for example external components for inputting data including keyboard, microphone, stylus; internal
processing components including the central processing unit; external output components including
speakers, projector, screen; and data and information storage components including cloud and external
devices

explaining how data may be transmitted between two digital systems in different ways, for example that
wires or cables are used in wired networks to transfer data from one digital system to another, and radio
waves are used to transmit data in wireless or mobile networks

investigating how the internal and external components of digital systems are coordinated to handle data,
for example how a keyboard, central processing unit and screen work together to accept, manipulate and
present data and information

investigating how emerging digital systems work, for example using an augmented reality app (or
blended reality) and considering how images of realworld objects can be blended with computer
generated information to produce a virtual reality

Examine how whole numbers are used to represent all data in digital systems (ACTDIK015 Scootle )

Elaborations
recognising that digital systems represent all types of data using number codes that ultimately are
patterns of 1s and 0s (called binary digits, which is why they are called digital systems)

explaining that binary represents numbers using 1s and 0s and these represent the on and off electrical
states respectively in hardware and robotics

recognising that the numbers 0, 1, 2 and 3 could be represented by the patterns of two binary digits of
00, 01, 10 and 11

representing whole numbers in binary, for example counting in binary from zero to 15, or writing a
friend’s age in binary

exploring how division by two can be used as a technique to determine the binary representation of any
whole number by collecting remainder terms

representing the state of an object in a game as active or inactive using the respective binary values of 1
or 0

Digital Technologies Processes and Production Skills
Acquire, store and validate different types of data, and use a range of software to interpret and visualise
data to create information (ACTDIP016 Scootle )

Elaborations
using digital systems to validate data, for example setting data types in a spreadsheet to make sure a
date is input correctly

selecting and using peripheral devices suitable to the data, for example using a data probe to collect data
about changing soil temperatures for plants, interpreting the data and sharing the results as a digital
graph

recognising the difference between numerical, text and date formats in spreadsheets

using software to automate calculations to help with interpreting data, for example using functions to
make arithmetic calculations using multiple cells and summing cell ranges

acquiring data from online sources by narrowing the focus, for example filtering data using provided
options or performing queries using advanced search functions

using data visualisation software to help in interpreting trends, for example uploading data to a web
application and building a visualisation of the dataset

Define problems in terms of data and functional requirements drawing on previously solved problems
(ACTDIP017 Scootle )

Elaborations
checking existing solutions to identify features that are transferable to new but similar digital solutions, for
example identifying if there are any similarities (such as user age and special requirements) between an
existing game and a new game to be created – in terms of the types of data and the needs of the users

investigating characteristics of user interfaces that are common for particular types of problems, for
example, touch screens – many people respond more intuitively than when using a keyboard or stylus;
and the consistent placement of symbols helps with performing actions that require speed, for example in
games

using and interpreting data, establishing the root cause of a problem, for example using an annotated
diagram to identify omissions, duplications or mismatches of data

describing in simple terms the nature of a problem and what a solution needs to achieve, for example
what need the problem is associated with, who the solution is needed for, what data are needed and
what features the solution would need to include

Design a user interface for a digital system (ACTDIP018 Scootle )

Elaborations
exploring different features of user interfaces that allow people from different cultures to access
information irrespective of language background, for example using icons and consistently placing icons
or symbols in games interfaces to reduce the frustrations of game players

applying the principles and elements of design to a set of requirements in order to produce a user
interface for a system that addresses an identified need, for example to emphasise or highlight an area
of the screen to draw the viewer’s attention to an event or action

designing the user interface of a solution using different design tools, for example using a storyboard to
outline the stages of a game or a mockup to show the placement of icons

generating and considering alternative designs for a user interface, for example sketching different
concepts for a splash screen of a game or interactive multimedia experience

Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration
(repetition) (ACTDIP019 Scootle )

Elaborations
following a diagram of a simple method of sorting numbers or words

following, modifying and describing the design of a game involving simple algorithms represented
diagrammatically or in English, for example creating a flowchart with software that uses symbols to show
decisions, processes and inputs and outputs

experimenting with different ways of representing an instruction to make a choice, for example branches
in a tree diagram or using an ‘IF’ statement (a common statement used to branch) to indicate making a
choice between two different circumstances using a spreadsheet or a visual program

experimenting with different ways of representing an instruction to make a repetition, for example loops
in a flowchart diagram or using a ‘REPEAT’ statement

designing the instructions for a robot, for example a robot vacuum cleaner to clean a room

using different design tools to record ways in which digital solutions will be developed, for example
creating storyboards or flowcharts to record relationships or instructions about content or processes

Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user
input (ACTDIP020 Scootle )

Elaborations
experimenting with different options that involve repeat instructions, for example a continually repeating
slideshow, a repeated movement in an animation, a repeated calculation in a spreadsheet

planning and implementing a solution using a visual programming language, for example designing and
creating a simple computer game involving decisions and repetitions, suitable for younger children, that
requires user input to make selections, taking into account user responses

designing and creating a solution that is interactive, using a visual programming language, for example
designing a user interface for people with disability, taking into account visibility and size of icons; or
creating a quiz that provides feedback on response and allows the user to try again

creating a quiz where questions are repeated until the correct response is given, for example questions
and feedback on responses in a few slides in a slideshow

programming a robot to operate independently, for example to find its way out of a maze

experimenting with different ways of instructing to make choices and repeat instructions, for example
using ‘IF’ statements to allow for making choices and iterations (repeat instructions) until a goal is
achieved

Explain how student solutions and existing information systems are sustainable and meet current and
future local community needs (ACTDIP021 Scootle )

Elaborations
using sustainability criteria to explain how well students' solutions meet requirements, for example
personal data are secured (social) and the solution can only be viewed on screen to avoid printing
(environmental)

explaining why people interact so readily with touch systems, for example touch input requires less
dexterity to issue instructions and is designed to be accessible to users through the use of icons

imagining how the functioning of one type of information system could be applied in a new way to meet a
community or national need, for example considering how an electronic tracking system such as a global
positioning system (GPS) could be used to find people who are lost

comparing past and present information systems in terms of economic, environmental and social
sustainability, including those of Aboriginal and Torres Strait Islander Peoples

exploring the ethics and impact of management practices on the use of communication networks, for
example internet censorship from a local, national and global perspective and the impact on freedom of
access and expression

considering opportunities and consequences of decisions for future applications, for example practices to
save energy and other resources when using information systems, such as switching off when not in use,
ensuring electronic devices are in energysaving mode

Plan, create and communicate ideas and information, including collaboratively online, applying agreed
ethical, social and technical protocols (ACTDIP022 Scootle )

Elaborations
applying practices that support the organisation of collaborative problemsolving, for example finding
online meeting times that suit all members, and agreeing on ways of protecting files and sharing
information digitally with members

applying safe practices while participating in online environments, for example checking the default
privacy settings to ensure maximum protection of personal details, being aware of online filtering
techniques and policies used at school and at home

considering ways of managing the use of social media to maintain privacy needs, for example activating
privacy settings to avoid divulging personal data such as photographs, addresses and names

developing a set of ‘rules’ about appropriate conduct, language and content when communicating online,
and using these rules as a basis for resolving ethical dilemmas

using digital systems to create webbased information taking into consideration referencing conventions,
for example creating a blog, website or online learning space for sharing ideas

using a range of communication tools to share ideas and information, for example participating in
collaborative online environments

By the end of Year 6, students explain how social, ethical, technical and sustainability considerations influence
the design of solutions to meet a range of present and future needs. They explain how the features of
technologies influence design decisions and how digital systems are connected to form networks.
Students describe a range of needs, opportunities or problems and define them in terms of functional
requirements. They collect and validate data from a range of sources to assist in making judgements.
Students generate and record design ideas for specified audiences using appropriate technical terms, and
graphical and nongraphical representation techniques including algorithms. They plan, design, test, modify
and create digital solutions that meet intended purposes including user interfaces and a visual program.
Students plan and document processes and resources and safely produce designed solutions for each of the
prescribed technologies contexts. They negotiate criteria for success, including sustainability considerations,
and use these to judge the suitability of their ideas, solutions and processes. Students use ethical, social and
technical protocols when collaborating, and creating and communicating ideas, information and solutions
facetoface and online.
By the end of Year 6, students explain the fundamentals of digital system components (hardware, software
and networks) and how digital systems are connected to form networks. They explain how digital systems use
whole numbers as a basis for representing a variety of data types.
Students define problems in terms of data and functional requirements and design solutions by developing
algorithms to address the problems. They incorporate decisionmaking, repetition and user interface design
into their designs and implement their digital solutions, including a visual program. They explain how
information systems and their solutions meet needs and consider sustainability. Students manage the creation
and communication of ideas and information in collaborative digital projects using validated data and agreed
protocols.
Languages (Version 8.4)
Page 283 of 943

The Australian Curriculum Languages
Languages How the Learning Area works
The Australian Curriculum: Languages is designed to enable all students to engage in learning a language in
addition to English. The design of the Australian Curriculum: Languages recognises the features that
languages share as well as the distinctiveness of specific languages.
There are aspects of the curriculum that pertain to all languages. The key concepts of language, culture and
learning, as described in the Shape of the Australian Curriculum: Languages, underpin the learning area.
They also provide the basis for a common rationale and set of aims for all languages.
The Australian Curriculum: Languages includes language–specific curricula for world languages and a
Framework for Aboriginal Languages and Torres Strait Islander Languages.
Language specificity
The curriculum content and achievement standards are different for each specific language because of
inherent differences in the languages themselves.
Each language has its own distinctive structure, systems, conventions for use, related culture(s), place in the
Australian and international communities, as well as its own history in Australian education.
Diversity of language learners
Understanding who learners are, as language learners and as young people, is the starting point for
developing their language learning. An increasingly varied range of students now study languages in
Australian classrooms. The changing pattern of migration to Australia is extending the range of languages
students bring with them to school. Education systems seek to provide for this diversity of language
background and for the fact that languages classrooms include students with varying degrees of experience
of and proficiency in the language being learnt, as well as their particular affiliations with additional languages.
Learners come to learning languages with diverse linguistic, cultural and personal profiles, bringing distinctive
biographies which include individual histories; biographies; previous experiences of and relationships with the
target language and particular motivations, expectations, and aspirations.
As unique, social and cultural beings, students interpret the world and make sense of their experiences
through their own social and cultural traditions, understanding and values.
Learners of languages in Australia comprise three major groups:
second language learners
background language learners
first language learners.
Second language learners are those who are introduced to learning the target language at school as an
additional, new language. The first language used before they start school and/or the language they use at
home is not the language being learnt.
Background language learners are those who may use the language at home, not necessarily exclusively,
and have varying degrees of knowledge of and proficiency in the language being learnt. These learners have
a base for literacy development in the language.
First language learners are users of the language being learnt who have undertaken at least primary
schooling in the target language. They have had their primary socialisation as well as initial literacy
development in that language and use the target language at home. For Aboriginal languages and Torres
Strait Islander languages, first language learners are learners whose primary socialisation is in the language
being learnt and who may or may not have yet developed initial literacy.
Within each of these groups, there are differences in proficiency in the language being learnt. It is
acknowledged that the span of language experiences of background learners is particularly wide, and
learners in this group are likely to have quite diverse affiliations with the target language. Nevertheless, for
pragmatic reasons, it is not feasible to identify further groupings.
The Framework for Aboriginal languages and Torres Strait Islander languages caters for different learner
pathways that also take into account the state of the particular language involved.
Through learning languages, students acquire:
communication skills in the language being learnt
an intercultural capability, and an understanding of the role of language and culture in
communication
a capability for reflection on language use and language learning.
Language learning provides the opportunity for students to engage with the linguistic and cultural diversity of
the world and its peoples, to reflect on their understanding of experience in various aspects of social life, and
on their own participation and ways of being in the world.
Learning languages broadens students’ horizons in relation to the personal, social, cultural and employment
opportunities that an increasingly interconnected and interdependent world presents. The interdependence of
countries and communities means people in all spheres of life are required to negotiate experiences and
meanings across languages and cultures. Despite its status as a world language, a capability in English only
is no longer sufficient. A bilingual or plurilingual capability is the norm in most parts of the world.
Learning languages:
extends the capability to communicate and extends literacy repertoires
strengthens understanding of the nature of language, of culture, and of the processes of
communication
develops intercultural capability
develops understanding of and respect for diversity and difference, and an openness to different
experiences and perspectives
develops understanding of how culture shapes worldviews and extends learners’ understanding of
themselves, their own heritage, values, culture and identity
strengthens intellectual, analytical and reflective capabilities, and enhances creative and critical
thinking.
Learning languages also contributes to strengthening the community’s social, economic and international
development capabilities. Language capabilities represent linguistic and cultural resources through which the
community can engage socially, culturally and economically, in domains which include business, trade,
science, law, education, tourism, diplomacy, international relations, health and communications.
Learning Aboriginal languages and Torres Strait Islander languages meets the needs and rights of young
people to learn their own languages and recognises their significance in the language ecology of Australia.
For Aboriginal and Torres Strait Islander students, learning their own languages is crucial to overall learning
and achievements, to developing a sense of identity and recognition and understanding of language, culture,
Country and Place. For all students, learning Aboriginal languages and Torres Strait Islander languages
provides a distinctive means of understanding the country in which they live, including the relationship
between land, the environment and people. The ongoing and necessary reclamation and revitalisation of
these languages also contribute to reconciliation.
The Australian Curriculum: Languages aims to develop the knowledge, understanding and skills to ensure
students:
communicate in the target language
understand language, culture, and learning and their relationship, and thereby develop an
intercultural capability in communication
understand themselves as communicators.
These three aims are interrelated and provide the basis for the two organising strands: Communicating and
Understanding. The three aims are common to all languages.
Language and culture
The interrelationship of language, culture and learning provides the foundation for the Australian Curriculum:
Languages.
In the languages learning area the focus is on both language and culture, as students learn to communicate
meaningfully across linguistic and cultural systems, and different contexts. This process involves reflection
and analysis, as students move between the new language being learnt and their own existing language(s). It
is a reciprocal and dynamic process which develops language use within intercultural dimensions of learning
experiences. It is not a ‘one plus one’ relationship between two languages and cultures, where each language
and culture stay separate and selfcontained. Comparison and referencing between (at least) two languages
and cultures build understanding of how languages ‘work’, how they relate to each other and how language
and culture shape and reflect experience; that is, the experience of language using and language learning.
The experience of being in two worlds at once involves noticing, questioning and developing awareness of
how language and culture shape identity.
Learner background and timeontask are two major variables that influence language learning and they
provide the basis for the structure of the Australian Curriculum: Languages. These variables are addressed
through the specification of content and the description of achievement standards according to pathways and
learning sequences respectively.
Pathways
In the Australian Curriculum: Languages, pathways for second language learners, background language
learners and first language learners have been developed as appropriate to cater for the dominant group(s)
of students learning each specific language within the current Australian context. For the majority of
languages, one curriculum pathway has been developed for Years F–10, catering for the dominant cohort of
learners for that language in the current Australian context. For Chinese, pathways have been developed for
three learner groups: first language learners, background language learners and second language learners.
The Framework for Aboriginal languages and Torres Strait Islander Languages includes three learner
pathways:
first language learner pathway
revival language learner pathway
second language learner pathway.
Sequences of learning
The design of the Australian Curriculum: Languages takes account of different entry points into language
learning across Foundation – Year 10, which reflects current practice in languages.
For the second language learner pathway and the background language learner pathway, there are two
learning sequences:
Foundation–Year 10 sequence
Years 7–10 (Year 7 Entry) sequence.
For the first language learner pathway, there is one learning sequence:
Years 7–10 (Year 7 Entry) sequence.
Content and achievement standards are described initially in a threeyear band for Foundation–Year 2
followed by twoyear bands of learning: Years 3–4; Years 5–6, Years 7–8 and Years 9–10.
The Framework for Aboriginal Languages and Torres Strait Islander Languages is written in the bands
Foundation – Year 2, Years 3–6 and Years 7–10. In the absence of pedagogical evidence across the country
for all these languages, the broader band distinctions provide maximum local flexibility in curriculum
development.
Content structure
The content of the Australian Curriculum: Languages is organised through two interrelated strands which
realise the three aims. The two strands are:
Communicating: using language for communicative purposes in interpreting, creating and
exchanging meaning
Understanding: analysing language and culture as a resource for interpreting and creating
meaning.
The strands reflect three important aspects of language learning:
1) communication
2) analysis of aspects of language and culture
3) reflection that involves
1. reflection on the experience of communicating
2. reflection on comparative dimensions of the languages available in students’ repertoires (for example,
the first language in relation to second language and self in relation to others).
Strands and substrands
A set of substrands has been identified within each strand, which reflects dimensions of language use and
the related content to be taught and learned. The strands and substrands do not operate in isolation but are
integrated in relation to language use for different purposes in different contexts. The relative contribution of
each substrand differs for described languages, pathways and bands of learning. The substrands are
further differentiated according to a set of ‘threads’ that support the internal organisation of content in each
substrand. These ‘threads’ are designed to capture (1) range and variety in the scope of learning and (2) a
means for expressing the progression of content across the learning sequences.
Diagram 1: Relationship between strands and substrands
The following table provides a brief description of each of the strands and substrands.
Strand Sub Description

strand
Communicating: 1.1 Interacting orally and in writing to exchange,

Using language for communicative Socialising ideas, opinions, experiences, thoughts and
purposes in interpreting, creating and feelings; and participating in planning,
exchanging meaning. negotiating, deciding and taking action.
1.2 Obtaining, processing, interpreting and
Informing conveying information through a range of oral,
written and multimodal texts; developing and
applying knowledge.
1.3 Engaging with imaginative experience by
Creating participating in, responding to and creating a
range of texts, such as stories, songs, drama
and music.
1.4 Moving between languages and cultures orally
Translating and in writing, recognising different
interpretations and explaining these to others.
1.5 Participating in intercultural exchange,
Reflecting questioning reactions and assumptions; and
considering how interaction shapes
communication and identity.
Understanding: 2.1 Understanding language as a system, including

Analysing and understanding Systems of sound, writing, grammatical and textual
language and culture as resources for language conventions.
interpreting and shaping meaning in
intercultural exchange. 2.2 Understanding how languages vary in use
Language (register, style, standard and nonstandard
variation varieties) and change over time and place.
and
change
2.3 The Analysing and understanding the role of
role of language and culture in the exchange of
language meaning.
and culture
ACARA is committed to the development of a highquality curriculum that promotes excellence and equity in
education for all Australian students.
All students are entitled to rigorous, relevant and engaging learning programs drawn from the Australian
Curriculum: Languages. Teachers take account of the range of their students’ current levels of learning,
strengths, goals and interests and make adjustments where necessary. The threedimensional design of the
Australian Curriculum, comprising learning areas, general capabilities and crosscurriculum priorities, provides
teachers with flexibility to cater for the diverse needs of students across Australia and to personalise their
learning.
More detailed advice for schools and teachers on using the Australian Curriculum to meet diverse learning
needs is available under Student Diversity on the Australian Curriculum website.
Students with disability
The Disability Discrimination Act 1992 and the Disability Standards for Education 2005 require education and
training service providers to support the rights of students with disability to access the curriculum on the same
basis as students without disability.
Many students with disability are able to achieve educational standards commensurate with their peers, as
long as the necessary adjustments are made to the way in which they are taught and to the means through
which they demonstrate their learning.
In some cases curriculum adjustments are necessary to provide equitable opportunities for students to access
ageequivalent content in the Australian Curriculum: Languages. Teachers can draw from content at different
levels along the Foundation to Year 10 sequence. Teachers can also use the extended general capabilities
learning continua in Literacy, Numeracy and Personal and social capability to adjust the focus of learning
according to individual student need.
English as an additional language or dialect
Languages play a crucial role in the educational experience of students and in the curriculum as a whole.
Given the diversity of students in Australian education, it is important to recognise that a range of languages is
used either as part of the formal curriculum or as part of learners’ socialisation within and outside the school.
Learners bring their first language or languages as the one(s) they use for their initial socialisation in their
family or community. For the majority, this is English. For many, it can be a range of different languages.
Learners also encounter the language or languages of instruction at school. For most in Australia, this is
English. For many students in Australia, the language of instruction is not the same as their first language.
These students may learn through English as an additional language/dialect (EALD) programs.
In contemporary understandings of language acquisition, development and learning all the languages
learners experience in their socialisation and education form part of learners’ distinctive linguistic and cultural
repertoires. These are variously developed by both the experience of schooling and broader social
community experience. These repertoires are an integral part of learners’ identities and what they bring to the
learning of additional languages as part of the languages learning area within the school curriculum.
While the curriculum for languages primarily addresses the learning of languages, this learning cannot be
separated from the development of learners’ more general communicative repertoires. It is through such a
relational and holistic approach to languages education that learners develop their capabilities in knowing and
using multiple languages. Learners extend their communicative and conceptual development, learning and
identity formation.
In various kinds of bilingual programs, students are afforded an opportunity to learn through the medium of
English and another language (learners’ first or additional language). These programs are of particular value
in ensuring learners continue to develop at least two languages that are of value to them. They are of value to
both their conceptual development and learning and to their identity formation.
Aboriginal and Torres Strait Islander communities recognise the importance of literacy to their children. They
support literacy education programs that are founded on establishing literacy in their children’s first language.
These are the Aboriginal and Torres Strait Islander languages their communities use. Literacy in English is
regarded as concomitant on first establishing students’ literacy in their first language. Although most bilingual
programs in Aboriginal and Torres Strait Islander languages are designed to help students’ transition into
learning in English, their fundamental value is in the development of bilingual literacy. Strengthening the
bilingual literacy of Aboriginal and Torres Strait Islander students can significantly contribute to improving their
overall academic achievement and success.
A national English as an Additional Language or Dialect: Teacher Resource has been developed to support
teachers in making the Australian Curriculum: Foundation – Year 10 in each learning area accessible to EALD
students.
Gifted and talented students
Teachers can use the Australian Curriculum: Languages flexibly to meet the individual learning needs of gifted
and talented students.
Teachers can enrich learning by providing students with opportunities to work with learning area content in
more depth or breadth; emphasising specific aspects of the general capabilities learning continua (for
example, the higher order cognitive skills of the Critical and creative thinking capability); and/or focusing on
crosscurriculum priorities. Teachers can also accelerate student learning by drawing on content from later
levels in the Australian Curriculum: Languages and/or from local state and territory teaching and learning
materials.
In the Australian Curriculum, general capabilities encompass knowledge, skills, behaviours, and dispositions
that, together with curriculum content in each learning area and the crosscurriculum priorities, will enable
students to live and work successfully in the 21st century.
There are seven general capabilities:
literacy
numeracy
information and communication technology (ICT) capability
critical and creative thinking
personal and social capability
ethical understanding
intercultural understanding.
In the Australian Curriculum: Languages, general capabilities are identified wherever they are developed or
applied in content descriptions.
They are also identified where they offer opportunities to add depth and richness to student learning through
content elaborations. Icons indicate where general capabilities have been identified in languages content.
Teachers may find further opportunities to incorporate explicit teaching of the capabilities, depending on their
choice of activities.
Detailed descriptions and elaborations of each of the general capabilities and the way these capabilities may
be developed, including learning continua, can be found in the Australian Curriculum website:
www.australiancurriculum.edu.au
Literacy
Learning languages develops overall literacy. It is in this sense ‘value added’, strengthening literacyrelated
capabilities that are transferable across languages, both the language being learnt and all other languages
that are part of the learner’s repertoire. Languages learning also strengthens literacyrelated capabilities
across domains of use, such as the academic domain and the domains of home language use, and across
learning areas.
Literacy development involves conscious attention and focused learning. It involves skills and knowledge that
need guidance, time and support to develop. These skills include the:
ability to decode and encode from sound to written systems
the learning of grammatical, orthographic and textual conventions
development of semantic, pragmatic and interpretative, critical and reflective literacy skills.
Literacy development for second language learners is cognitively demanding. It involves these same
elements but often without the powerful support of a surrounding oral culture and context. The strangeness of
the additional language requires scaffolding. In the language classroom, analysis is prioritised alongside
experience. Explicit, explanatory and exploratory talk around language and literacy is a core element.
Learners are supported to develop their own meta–awareness, to be able to think and talk about how the
language works and about how they learn to use it. Similarly, for first language learners, literacy development
that extends to additional domains and contexts of use requires comparative analysis that extends literacy
development in their first language and English.
Numeracy
Learning languages affords opportunities for learners to use the target language to develop skills in
numeracy, to understand, analyse, categorise, critically respond to and use mathematics in different contexts.
This includes processes such as using and understanding patterns, order and relationships to reinforce
concepts such as number, time or space in their own and in others’ cultural and linguistic systems.
Information and communication technology (ICT)
capability
Learning languages is enhanced through the use of multimodal resources, digital environments and
technologies in the target language. Accessing live target language environments and texts via digital media
contributes to the development of information technology capabilities as well as linguistic and cultural
knowledge. Accessing different realtime contexts extends the boundaries of the classroom.
Critical and creative thinking
In learning a language, students interact with people and ideas from diverse backgrounds and perspectives,
which enhances critical thinking, reflection and encourages creative, divergent and imaginative thinking. By
learning to notice, connect, compare and analyse aspects of the target language, students develop critical,
analytic and problemsolving skills.
Personal and social capability
Interacting effectively in an additional language and with people of diverse language backgrounds involves
negotiating and interpreting meaning in a range of social and cultural situations. This involves understanding
and empathising, which are important elements of social and intercultural competence. Being openminded
and recognising that people view and experience the world in different ways, and learning to interact in a
collaborative and respectful manner are key elements of personal and social competence.
Ethical understanding
When learning another language, students are taught explicitly to acknowledge and value difference in their
interactions with others and to develop respect for diverse ways of perceiving and acting in the world.
Opportunities are provided to monitor and to adjust their own ethical points of view. In learning Aboriginal and
Torres Strait Islander languages, students should consider appropriate ethical behaviour in terms of engaging
with the owners and custodians of the languages. Similar consideration is required when interpreting and
translating or when collecting and analysing primary research data.
Intercultural understanding
The development of intercultural understanding is a central aim of learning languages, as it is integral to
communicating in the context of diversity, the development of global citizenship and lifelong learning. Students
bring to their learning various preconceptions, assumptions and orientations shaped by their existing
language(s) culture(s) to their learning that can be challenged by the new language experience. Learning to
move between the existing and new languages and cultures is integral to language learning and is the key to
the development of students’ intercultural capability. By learning a new language, or learning to use an
existing language in new domains and contexts, students are able to notice, compare and reflect on things
previously taken for granted; to explore their own linguistic, social and cultural practices as well as those
associated with the target language. They begin to see the complexity, variability and sometimes the
contradictions involved in using language.
Learning a new language does not require forsaking the first language. It is an enriching and cumulative
process, which broadens the learners’ communicative repertoire, providing additional resources for
interpreting and making meaning. Learners come to realise that interactions between different people through
the use of different languages also involves interactions between the different kinds of knowledge,
understanding and values that are articulated through language(s) and culture(s). They realise that
successful intercultural communication is not only determined by what they do or say, but also by what
members of the other language and culture understand from what they say or do.
The Australian Curriculum gives special attention to three crosscurriculum priorities:
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
sustainability.
The crosscurriculum priorities are embedded in the curriculum and will have a strong but varying presence
depending on their relevance to each of the learning areas.
Aboriginal and Torres Strait Islander histories and
cultures
Aboriginal and Torres Strait Islander communities are strong, rich and diverse. Aboriginal and Torres Strait
Aboriginal and Torres Strait Islander communities are strong, rich and diverse. Aboriginal and Torres Strait
Islander identity is central to this priority. It is intrinsically linked to living and learning in Aboriginal and Torres
Strait Islander communities, deep knowledge of traditions and holistic world view.
A conceptual framework based on Aboriginal and Torres Strait Islander peoples’ unique sense of identity has
been developed as a tool for embedding Aboriginal and Torres Strait Islander histories and cultures within the
Australian curriculum. This sense of identity is approached through the interconnected concepts of
Country/Place, people and culture. Embracing these elements enhances all areas of the curriculum.
The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their
knowledge of Australia by engaging with the world’s oldest continuous living cultures. This knowledge and
understanding will enrich their ability to participate positively in the evolving history of Australia.
A direct way of learning about and engaging with diverse Aboriginal and Torres Strait Islander communities is
to learn an Aboriginal language and/or a Torres Strait Islander language. There is an inseparable connection
between Aboriginal languages and Torres Strait Islander languages and land/sea, Country/Place, the
environment, fauna and flora. Aboriginal and Torres Strait Islander histories and cultures are an integral part
of the learning of Aboriginal languages and Torres Strait Islander languages.
In learning all languages, there is a scope for making interlinguistic and intercultural comparisons across
languages, including Aboriginal and Torres Strait Islander languages, to develop understanding of concepts
related to the linguistic landscape of Australia and to the concepts of language and culture in general.
Asia and Australia’s engagement with Asia
In the Australian Curriculum: Languages, the crosscurriculum priority of Asia and Australia’s engagement
with Asia enables the development of rich and engaging content and contexts for developing students’
capabilities to engage with the languages and cultures of Asia and of people of Asian heritage within Australia.
The Australian Curriculum: Languages enables students to learn the languages of the Asian region, learning
to communicate and interact in interculturally appropriate ways, exploring concepts, experiences and
perspectives from within and across Asian cultures.
In the languages learning area, students develop an appreciation for the place of Australia within the Asian
region, including the interconnections of languages and cultures, peoples and communities, histories and
economies. Students learn how Australia is situated within the Asian region, how our national linguistic and
cultural identity is continuously evolving both locally, regionally and within an international context.
Sustainability
In the Australian Curriculum: Languages, the priority of sustainability provides a context for developing
students’ capability to communicate ideas, understanding and perspectives on issues and concepts related to
the environment.
The Australian Curriculum: Languages contributes to students’ capabilities to investigate, analyse and
communicate concepts and understandings related to sustainability in broad contexts, and to advocate,
generate and evaluate actions for sustainable futures. Within each language, students engage with a range of
texts focused on concepts related to sustainability.
These include:
environment
environment
conservation
social and political change
linguistic and cultural ecologies
change, both within the target language and culture, and across languages and cultures in general.
In this way, students develop knowledge, skills and understanding about sustainability within particular cultural
contexts. This is crucial in the context of national and international concerns about, for example, climate
change, food shortages and alternative ways of caring for land and agriculture. Through developing a
capability to interact with others, negotiating meaning and mutual understanding respectfully and reflecting on
communication, students learn to live and work in ways that are both productive and sustainable.
Learning Aboriginal languages and Torres Strait Islander languages contributes to the global effort to
exchange knowledge among people with varied practices in caring for the land. It also contributes to the
reconciliation process in Australia and goals for language revival.
Glossary
Accent
A manner of pronunciation of a language which marks speakers as belonging to identifiable categories such
as geographical or ethnic origin, social class or generation.
Accent marks
Marks placed on a letter to indicate pronunciation, stress or intonation, or to indicate a different meaning or
different grammatical usage for the word within which they appear. For example, résumé, piñata, ou/où.
Accuracy
Production of structurally correct forms of the target language.
Adjective
A word that modifies or describes a noun or pronoun. For example, astonishing in an astonishing discovery.
Adverb
A word class that may modify or qualify a verb, an adjective or another adverb. For example, beautifully in
she sings beautifully; really in he is really interesting; very and slowly in she walks very slowly.
Adverbial
A word or group of words that functions as an adverb.
Aesthetic
Relates to a sense of beauty or appreciation of artistic expression.
Alliteration
A recurrence of the same consonant sounds at the beginning of words in close succession (for example,
ripe, red raspberry)
Audience
Intended readers, listeners or viewers.
Authentic (texts/materials)
Texts or materials produced for ‘reallife’ purposes and contexts as opposed to being created specifically
for learning tasks or language practice.
Author
A composer or originator of a work (for example, a novel, film, website, speech, essay, autobiography).
Bilingualism
An ability to use two or more languages.
Biography
A detailed account of an individual’s life; a text genre that lends itself to different modes of expression and
construction. In the context of intercultural language learning, the concept of biography can be considered
in relation to identity, to the formation of identity over time, and to the understanding that language is
involved in the shaping and expressing of identity.
Characters
(i) graphic symbols used in writing in some languages
(ii) assumed roles in dramatic performance
Character components
Individual elements of a written character which have a separate linguistic identity.
Clause
A grammatical unit that contains a subject and a predicate (verb) and expresses the complete proposition.
Codeswitching
A use of more than one language in a single utterance. For example, Papa, can you buy me a panini,
please? A common feature of bilingual and multilingual language use.
Cognates
Similar or identical words which have shared origins. For example, father (English), Vater (German) and
pater (Latin) have a shared origin. Gratitude (English) and gratitud (Spanish) are both derived from
gratitudo (Latin). English ship and skiff share the same Germanic origin.
Cohesion
Grammatical or lexical relationships that bind different parts of a text together and give it unity. Cohesion is
achieved through various devices such as connectives, ellipses and word associations. These associations
include synonyms, antonyms (for example, study/laze about, ugly/beautiful), repetition (for example, work,
work, work – that’s all we do!) and collocation (for example, friend and pal in, My friend did me a big favour
last week. She’s been a real pal.)
Collocation
Words that typically occur in close association and in particular sequence. For example, salt and pepper
rather than pepper and salt and ladies and gentlemen rather than gentlemen and ladies.
Communication
A mutual and reciprocal exchange of meaning.
Communicative competence
An acquired capability to understand and interact in context using the target language (TL). Defined by the
use of appropriate phonological, lexical, grammatical, sociolinguistic and intercultural elements.
Complex sentence
A sentence with more than one clause. In the following examples, the subordinate clauses are indicated by
square brackets: I took my umbrella [because it was raining]; The man [who came to dinner] is my brother.
Complexity
A degree to which language use is complex as opposed to simple. Elements of language complexity
include:
Composing
A process of producing written, spoken, graphic, visual or multimodal texts. It includes:
It also includes applying knowledge and control of language forms, features and structures required to
complete the task.
Compound sentence
A sentence with two or more main clauses of equal grammatical status, usually marked by a coordinating
conjunction such as or, and, but. In the following examples, the main clauses are indicated by square
brackets: [Alice came home this morning] [but she didn't stay long]. [Kim is an actor], [Pat is a teacher], [and
Sam is an architect].
Comprehension/comprehending
An active process of making/constructing/deciphering meaning of language input through listening, reading,
viewing, touching (as in braille) and combinations of these modes. It involves different elements: decoding,
working out meaning, evaluating and imagining. The process draws upon the learner’s existing knowledge
and understanding, text–processing strategies and capabilities; for example, inferencing or applying
knowledge of text types and social and cultural resources.
Comprehension strategies
Strategies and processes used by listeners, readers and viewers of text to understand and make meaning.
These include:
making hypotheses based on illustrations or text layout
drawing on language knowledge and experience (for example, gender forms)
listening for intonation or expression cues
interpreting graphophonic, semantic and syntactic cues.
Concrete language
A language used to refer to the perceptible and material world and to particular persons, places and
objects. For example, school, girl; as opposed to abstract language, used to refer to ideas or concepts
removed from the material world such as peace, kindness, beauty.
Conjunction
A part of speech that signals relationships between people, things, events, ideas. For example, Sophie and
her mother might come and visit, or they might stay at home. The conjunction and links the two participants,
while or links alternative options.
Content
A subject matter used as a vehicle for language learning.
CLIL
Content and language integrated learning. An approach to learning content through an additional language.
Context
An environment and circumstances in which a text is created or interpreted. Context can include the
general social, historical and cultural conditions in which a text exists or the specific features of its
immediate environment, such as participants, roles, relationships and setting. The term is also used to refer
to the wording surrounding an unfamiliar word that a reader or listener uses to understand its meaning.
Convention
An accepted language or communicative practice that has developed and become established over time.
For example, use of punctuation or directionality.
Create
Develop and/or produce spoken, written or multimodal texts in print or digital forms.
Cues
Sources of information used to facilitate comprehension of language, that may be visual, grammatical,
gestural or contextual.
Culture
In earlier models of language teaching and learning, culture was represented as a combination of literary
and historical resources, and visible, functional aspects of a community group’s way of life such as food,
celebrations and folklore. While these elements of culture are parts of cultural experience and organisation,
current orientations to language teaching and learning employ a less static model of culture. Culture is
understood as a framework in which things come to be seen as having meaning. It involves the lens
through which:
people see, think, interpret the world and experience
make assumptions about self and others
understand and represent individual and community identity.
Culture involves understandings about ‘norms’ and expectations, which shape perspectives and attitudes. It
can be defined as social practices, patterns of behaviour, and organisational processes and perspectives
associated with the values, beliefs and understandings shared by members of a community or cultural
group. Language, culture and identity are understood to be closely interrelated and involved in the shaping
and expression of each other. The intercultural orientation to language teaching and learning is informed by
this understanding.
Decentre
A capacity to step outside familiar frames of reference, to consider alternative views, experiences and
perspectives and to look critically and objectively at one’s own linguistic and cultural behaviour.
Decode
A process of working out the meaning of a text. Decoding strategies involve readers/listeners/viewers
drawing on contextual, lexical, alphabetic, grammatical and phonic knowledge to decipher meaning.
Readers who decode effectively combine these forms of knowledge fluently and automatically, using
meaning to recognise when they make an error and to selfcorrect.
Dialect
A variant of a language that is characteristic of a region or social group.
Diaspora
A scattered population with a common origin in a smaller geographical area.
Digital media
Various platforms via which people communicate electronically.
Digital texts
Audio, visual or multimodal texts produced through digital or electronic technology. They may be interactive
and include animations or hyperlinks. Examples of digital texts include DVDs, websites and eliterature.
Digraph
Two letters that represent a single sound:
vowel digraphs have two vowels (for example, ‘oo’, ‘ea’)
consonant digraphs have two consonants (for example, ‘sh’, ‘th’)
Dipthongs
Two vowel sounds pronounced in a single syllable with the individual vowel sounds distinguished. (For
example, hour)
Directionality
A direction in which writing/script occurs, for example, from left to right, right to left.
Encode
A process of changing spoken language into symbols of written/digital language.
Enunciation
A clear and distinct pronunciation of language.
Face
A ‘sociodynamic’ term which concerns selfdelineated worth that comes from knowing one’s status. Relates
to concepts such as reputation, selfrespect, honour and prestige. A key element of social relations in
Chinese, Japanese and many other cultures.
Filler
A sound or word used in spoken conversation to signal a pause, hesitation or unfinished contribution. For
example, I went to the station...er... then I caught a train... Frequent use of fillers characterises early stages
of second language (L2) development, but proficient speakers and first language (L1) speakers also use
them as an opportunity to reflect or recast.
Fluency
An ability to produce spoken or written language with appropriate phrasing, rhythm and pace. It involves the
smooth flow of language, lack of hesitation or undue pausing and characterises the largely accurate use
and automatisation of the target language.
Formfocused learning activities
Activities designed to rehearse, practise, control and demonstrate particular language structures, forms or
features. For example, drills, rehearsed role plays/dialogues, games and songs, set sequences of language
patterns.
Formulaic language
Words or expressions which are commonly used in fixed patterns and learned as such without grammatical
analysis. For example, Once upon a time (storystarter); G’day, how are you going?(greeting in Australian
English).
Framing
A way in which elements of text are arranged to create a specific interpretation of the whole.
Genre
A category used to classify text types and language use; characterised by distinguishing features such as
subject matter, form, function and intended audience. Examples of genres typically used in early language
learning include greetings, classroom instructions and apologies. More advanced language proficiency
includes the ability to use genres such as narrative or persuasive text, creative performance and debates.
The language we use and the description of language as a system. In describing language, attention is paid
to both structure (form) and meaning (function) at the level of the word, the sentence and the text.
Graphophonic knowledge
Knowledge of how letters in printed language relate to the sounds of the language and of how symbols
(letters, characters) represent spoken language.
Homophone
A word identical in pronunciation with another but different in meaning (for example, bare and bear, air and
heir).
Honorific
A grammatical form, typically a word or affix, that has at least part of its meaning the relative social status of
the speaker in relation to the addressee, other participant or context. Parts of speech which signify respect,
politeness and emphasize social distance or status.
Hybrid texts
Composite texts resulting from a mixing of elements from different sources or genres. For example, email,
which combines the immediacy of talk and the expectation of a reply with the permanence of print.
Hypermedia
A multimedia system in which related items and forms of information, such as data, texts, graphics, video
and audio, are linked and can be presented together by a hypertext program.
Hypertext
A text which contains links to other texts.
Identity
A person’s conception and expression of individuality or group affiliation, selfconcept and self
representation. Identity is closely connected to both culture and language. Thinking and talking about the
self is influenced by the cultural frames, which are offered by different languages and cultural systems.
Identity is not fixed. Second language learners’ experience with different linguistic and cultural systems
introduces them to alternative ways of considering the nature and the possibilities associated with identity.
Ideograph
A graphic character that indicates meanings without reference to the sounds used to pronounce the word.
Idiomatic expressions
A group of (more or less) fixed words having a meaning not deducible from the individual words. Idioms are
typically informal expressions used by particular social groups and need to be explained as one unit (for
example, I am over the moon, on thin ice, a fish out of water, fed up to the back teeth).
Indicative hours
An indication for the purposes of curriculum development of the assumption about learning time on task.
Infinitive
A base form of a verb.
Input
Direct contact with and experience of the target language; the stimulus required for language acquisition
and learning. Input can take multiple forms and be received through different modes.
Intensifiers
Words that are usually used with adjectives to emphasise their meaning and are expressed by means of an
adverb (for example, very interesting, awfully boring)
Intercultural capability
An ability to understand and to engage in the relationship between language, culture and people from
diverse backgrounds and experience. This involves understanding the dynamic and interdependent nature
of both language and culture, that communicating and interacting in different languages involves interacting
with values, beliefs and experiences as well as with words and grammars. An intercultural capability
involves being open to different perspectives, being flexible and curious, responsive and reflective; being
able to decentre, to look objectively at one’s own cultural ways of thinking and behaving, and at how these
affect attitudes to others, shade assumptions and shape behaviours. Characteristics of an intercultural
capability include cognitive and communicative flexibility and an orientation and ability to act in ways that
are inclusive and ethical in relation to diversity and difference.
Intercultural language teaching and learning
An orientation to language teaching and learning that informs current curriculum design; framed by the
understanding that language and culture are dynamic, interconnected systems of meaningmaking; that
proficiency in an additional language involves cultural and intercultural as well as linguistic capabilities. The
focus is on developing communicative proficiency and on moving between language–culture systems. It
includes the reflexive and reciprocal dimension of attention to learners’ own language(s) and cultural
frame(s).
Interpret
In the context of L2 learning, interpret refers to two distinct processes:
the act of translation from one language to another
the process of understanding and explaining; the ability to conceive significance and construct
meaning, and to explain to self or others
Intonation
A key component of communication, involving patterns of pitch and melody of spoken language that can be
used like punctuation; for example, to express surprise or suggest a question, to shade, accentuate or
diminish emphasis or meaning, and to regulate turntaking in conversations.
Language
A human cognitive and communicative capability which makes it possible to communicate, to create and
comprehend meaning, to build and sustain relationships, to represent and shape knowledge, and to
imagine, analyse, express and evaluate.
Language is described and employed:
as code – comprising systems, rules, a fixed body of knowledge; for example, grammar and
vocabulary, sound and writing systems
as social practice – used to do things, create relationships, interact with others, represent the
world and the self; to organise social systems and practices in dynamic, variable, and changing
ways
as cultural and intercultural practice – means by which communities construct and express
their experience, values, beliefs and aspirations
as cognitive process – means by which ideas are shaped, knowledge is constructed, and
analysis and reflection are structured
Language comprehension
A process of interpreting meaning from spoken, written, tactile and multimodal representations of language.
Language features
Features of language that support meaning; for example, sentence structure, noun group/phrase,
vocabulary, punctuation, figurative language. Choices in language features and text structures together
define a type of text and shape its meaning. These choices vary according to the purpose of a text, its
subject matter, audience and mode or medium of production.
Language functions
Varied ways in which language is used to achieve particular purposes; for example, to persuade, to
entertain, to apologise, to argue and/or to compliment.
Language patterns
Identifiable repeated or corresponding elements in a text. These include patterns of repetition or similarity,
such as the repetition of imperative verb forms at the beginning of each step in a recipe, or the repetition of
a chorus after each verse in a song. Patterns may alternate, as in the call and response pattern of some
games, or the toandfro of a dialogue. Patterns may also contrast, as in opposing viewpoints in a
discussion or contrasting patterns of imagery in a poem.
Language specificity
Distinguishing features of a particular language. These include lexicogrammatical and textual features,
writing system(s), phonetic systems, and cultural elements which influence language use such as:
politeness or kinship protocols
the nature of language communities which use the language
the historical and/or current relationship of a language with education in Australia
features of its ‘learnability’ in terms of teaching and learning in the context of Australian schooling.
Language systems
Elements that organise how a language works, including the systems of signs and rules (phonological,
syntactic, semantic and pragmatic) that underpin language use. These systems have to be internalised for
effective communication and comprehension.
Learning trajectory
A conceptualised developmental sequence of learning, including learning goals, learning activities,
knowledge and skills to be developed at progressive levels.
Level statements
Descriptions in broad terms of the developmental characteristics of students and their language learning at
particular phases along the Foundation–Year 12 continuum.
Lexical cohesion
A use of word associations to create links in texts. Links can be made through the use of repetition of
words, synonyms, antonyms and words that are related, such as by class and subclass.
Literacy resources
Individual resources and capabilities which learners bring to their learning experience; these include text
knowledge, grammatical and vocabulary knowledge, knowledge of phonetic and writing systems. They also
include critical, reflective and intercultural capabilities that support new literacy experience in a different
language.
Macro skills
Four major language skills of listening, speaking, reading and writing.
Media texts
Spoken, print, graphic, or electronic communications created for a public audience. They often involve
numerous people in their construction and are usually shaped by the technology used in their production.
Media texts studied in different languages can be found in newspapers, magazines and on television, film,
radio, computer software and the internet.
Mediate
To move between different linguistic and cultural systems, referencing own first language(s)/culture(s) while
learning to use and to understand those of the target language. This movement involves:
noticing, interpreting, responding sensitively and flexibly
conveying culturallyshaped ideas, values, experience to others
exploring how ideas and experiences are represented and conveyed in different languages and
cultures
considering similarities, overlaps, collisions and adjustments
developing the capacity to communicate and represent different perspectives and interpretations.
Mediating operates in two distinctive ways:
in practices such as interpreting and translating, with attention to what can happen in these
processes in terms of ‘losing’ or ‘gaining’ meaning
as the element of the learning experience, which involves noticing, responding, comparing and
explaining differences in expression and perspective.
Medium
Resources used in the production and transmission of texts, including tools and materials used (for
example, digital text and the computer, writing and the pen or the keyboard).
Metalanguage
A vocabulary used to discuss language conventions and use ( for example, language used to talk about
grammatical terms such as sentence, clause, conjunction; or about the social and cultural nature of
language, such as face, reciprocating, register.)
Mnemonic
Memorising information by use of an aid such as a pattern, rhyme, acronym, visual image.
Modal verb
A verb attached to another verb to express a degree of probability (for example, I might come home) or a
degree of obligation (for example, You must give it to me,You are to leave now).
Mode
Various processes of communication: listening, speaking, reading/viewing, signing and writing/creating.
Modes are also used to refer to the semiotic (meaning making) resources associated with these
communicative processes, such as sound, print, image and gesture.
Morpheme
The smallest meaningful unit in the grammar of a language. Morphemes are not necessarily the same as
either words or syllables. The word cat has one morpheme while the word cats has two morphemes: cat for
the animal and s to indicate that there is more than one. Similarly, like has one morpheme while dislike has
two: like to describe appreciation and dis to indicate the opposite. The process of identifying morphemes
assists comprehension, vocabulary building and spelling.
Morphology
Principles of word formation and inflection, especially with respect to constituent morphemes.
Multimodal text
A text which involves two or more communication modes; for example, the combining of print, image and
spoken text in film or computer presentations.
Narrative
A story of events or experiences, real or imagined.
Narrative devices
Techniques used to help in the narrating of a story or reported event. For example, imagery, metaphor,
allusion.
Neologism
A new word is created, for example, Smartphone, modem, AIDS or an existing word is used in a new way,
for example, deadly.
Noun
A part of speech that includes all words denoting physical objects such as man, woman, boy, girl,
car,window. These are concrete nouns. Abstract nouns express intangibles, such as democracy,
courage,success, idea.
Oracy
An ability to express oneself in and to understand spoken language; it includes oral and aural proficiency.
Orthography
Writing words with correct letters or characters according to common usage.
Paralanguage
Additional elements of spoken communication which are integrated with vocal (voice) and verbal (words)
elements, and contribute significantly to communication and meaningmaking. For example, voice quality,
volume and pacing, facial expressions, gestures, posture and body movement.
Paralinguistics
A study of paralanguage elements of expression.
Pedagogy
A combination of conceptual knowledge, practical skills and reflective capabilities which constitute the ‘art
and science’ of teaching.
Performance
A use of the language in real situations, putting language knowledge into practice; it involves accuracy,
fluency and complexity.
Phoneme
The smallest meaningful unit in the sound system of a language. For example, the word is has two
phonemes: /i/ and /s/; ship has three phonemes: /sh/, /i/, /p/. A phoneme usually has several manifestations
dependent on varying phonological contexts. For example, the p in pin and spin differs slightly in
pronunciation but is regarded as being the same phoneme; that is, as having the same functional meaning
within each word.
Phonics
A relationship between letters or characters and the sounds they make when pronounced. L2 learning
involves developing phonic awareness and proficiency.
Phonological awareness
Understanding that every spoken word is composed of small units of sound, identifying relationships
between letters and sounds when listening, reading and spelling. It includes understandings about words,
rhyme and syllables.
Pragmatics
A study of how context affects communication; for example, in relation to the status of participants, the
situation in which the communication is happening, or the intention of the speaker.
Prediction
An informed presumption about something that might happen. Predicting at text level can include working
out what a text might contain by looking at the cover, or working out what might happen next in a narrative.
Predicting at sentence level includes identifying what word is likely to come next in a sentence.
Prefix
A meaningful element (morpheme) added before the main part of a word to change its meaning. For
example, unhappy.
Preposition
A part of speech that precede a noun, noun phrase phrase or pronoun, thereby describing relationships in
a sentence in respect to:
space/direction (below, in, on, to, under ‒ for example, she sat on the table).
time (after, before, since ‒ for example, Í will go to the beach after lunch).
those that do not relate to space or time (of, besides, except, despite ‒ for example, he ate all the
beans except the purple ones)
Prepositions usually combine with a noun group or phrase to form a prepositional phrase. For example, in
the office, besides these two articles.
Productive language use
One of the two aspects of communication through language (see receptive language) involving the ability to
express, articulate and produce utterances or texts in the target language.
Pronunciation
A manner in which a syllable is uttered.
Pronoun
A part of speech that refers to nouns, or substituting for them, within and across sentences. For example,
Ahmad chose a chocolate cake. He ate it that evening (where he and it are personal pronouns; and that is
a demonstrative pronoun).
Prosody
Patterns of rhythm, tempo, stress, pitch and intonation used in language; for example, in poetry or public
speaking.
Proxemics
A use of space, posture and touch as elements of nonverbal communication.
Purposeful learning
Learning which results from authentic language experiences that involve real purpose and achievable
outcomes.
Question
A commonly employed prompt to elicit language use. A key element of scaffolding to support learners’ use
of language and to encourage further contributions. Different types of questions provide different prompts:
closed questions are questions for which there are predictable answers. For example, What
time is it? These are typically used as prompts for short answers, as a framework for testing
comprehension or reviewing facts, and for routinized interactions. They are frequently used to
scaffold early language development.
open questions are questions with unknown and unpredictable answers that invite and support
more elaborated and extended contributions from learners. For example, How do you feel about
that?What do you think might happen next? They are used as stimulus to discussion, reflection
and investigation.
Questions are an important element of intercultural language teaching and learning. The quality of
questions determines the quality and substance of the learning experience. Effective questions relating to
the nature of language, culture and identity and the processes involved in language learning and
intercultural experience guide the processes of investigating, interpreting and reflecting which support new
understanding and knowledge development.
Read
Process visual or tactile symbols (for example, braille), words or actions in order to derive and/or construct
meaning. Reading includes elements of decoding (of sounds and symbols), interpreting, critically analysing
and reflecting upon meaning in a wide range of written, visual, print and nonprint texts.
Receptive language
One of the two components of communication through language (see productive language): the ‘receiving’
aspect of language input, the gathering of information and making of meaning via listening, reading, viewing
processes.
Reciprocating
An integrating element of intercultural communication that involves movement and relationship, interpreting
and creating meaning, and understanding the process of doing so. It involves not only the exchange of
words but also an exchange of understanding between the people involved. It comes into play when the
learner ‘self’ encounters and interacts with the ‘other’ (the target language speaker, the target language
itself as text or experience); when the existing language code and cultural frame encounters a different
code and frame. This experience impacts on the learner’s perspective and sense of identity and on their
usual ways of communicating. Reciprocating involves conscious attention to the process: attention to the
self (intraculturality) and to the likely impact of the self on the other person involved (interculturality). Things
previously taken for granted are noticed in reference to new or different ways. Key elements of
reciprocating include conscious attention, comparison, reflection and analysis:
recognition that both partners in an exchange are involved in the ‘effort of meaning’
willingness to work out what the other person means, the cultural and social context they are
speaking from and the perspectives, which frame what they are saying
making necessary adjustments to own and each other’s input, orientation and stance that will
help the exchange to be successful.
Register
A variety of language used for a particular purpose or in a particular situation, the variation being defined by
use as well as user. For example, informal register or academic register.
Romanisation
A transcription from a differently scripted language, such as Chinese or Japanese, into the Latin alphabet.
Root of a word
A word/word element that cannot be reduced to a smaller unit and from which other words are formed. For
example, plant in replanting.
Scaffolding
Support provided to assist the learning process or to complete a learning task. Scaffolded language support
involves using the target language at a level slightly beyond learners’ current level of performance, and
involves incremental increasing and decreasing of assistance. Task support provides assistance to perform
just beyond what learners can currently do unassisted, to progress to being able to do it independently.
Scaffolding includes modelling and structuring input in ways that provide additional cues or interactive
questioning to activate existing knowledge, probe existing conceptions or cue noticing and reflecting.
Scanning
A text processing strategy adopted to search for specific words, ideas or information in a text without
reading every word. For example, looking for a word in the dictionary or a name in a phone directory.
Scanning involves moving the eyes quickly down the text looking for specific words and phrases to gain a
quick overall impression/to get the gist.
Script
A writing system in which characters or symbols represent components of language (letters, syllables,
words).
Semantic knowledge
Knowledge gained at a meaning rather than a decoding level. This involves understanding the relationship
between signifiers (words, phrases, symbols, signs) and the meanings they represent. Semantic
information is supported through reference to prior knowledge, cultural connotations and contextual
considerations.
Skimming
A text processing strategy aimed at gaining information quickly without focusing on every word.
Speak
Convey meaning and communicate with purpose. Some students participate in speaking activities using
communication systems and assistive technologies to communicate wants, and needs, and to comment
about the world
Stereotype
A widely held but fixed and oversimplified image or idea of a particular type of person or thing
Stress
An emphasis in pronunciation that is placed on a particular syllable of a word; for example, she will conduct
the orchestra; her conduct is exemplary.
Suffix
A meaningful element added after the root of a word to change its meaning (for example, to show its tense :
–ed in passed. Common suffixes in English include –ing; –ed; ness; –less; –able).
Synchronous
Occurring or existing at the same time.
Syntax
An ordering of sentence elements such as words, group/phrases and clauses. In some education settings,
the terms syntax and grammar are used interchangeably.
Talk
communication systems and assistive technologies to communicate wants, and needs, and to comment
about the world
Task
An integrated experience and use of language, set in a context, accomplishing a purpose, focused on
meaning. A task provides an organising structure and context for meaningfocused language learning.
Unlike formfocused language activities and exercises, taskbased learning involves the achievement of a
goal or authentic outcome. Learners draw from existing language resources and seek out unfamiliar
resources as needed to complete the task. Scaffolding is provided by the teacher via the task cycle, which
includes formfocused teaching. Examples of tasks: researching an issue, sharing ideas and then
categorising and presenting results; planning and having a picnic; designing and publishing an online
newsletter.
Taskbased language learning (TBLL)
An orientation to language teaching and learning, which focuses on the use of the language in meaningful
and ‘lifelike’ tasks and activities. The completion of the task is not an end in itself, as tasks are part of the
overall learning and using of the language, providing a context and purpose for developing language
competence and a means of assessing and evaluating learning outcomes. Learners work independently
and/or collaboratively, draw on existing language resources, generate solutions to communicative
problems, seek out additional or new language and other resources needed to complete the task. Focused
language work, such as grammar knowledge, vocabulary building, social and cultural competence, is
integrated with task preparation and completion processes. Tasks provide opportunities to integrate the four
modes of language use, to develop fluency, complexity and problemsolving capacity, as well as including
work on accuracy and focus on form. A task has limits as a oneoff learning event, but is used as a
meaningful component of learners’ overall learning progression.
Text
An identified stretch of language, used as a means for communication or the focus of learning and
investigation. Text forms and conventions have developed to support communication with a variety of
audiences for a range of purposes. Texts can be written, spoken or multimodal and in print or digital/online
forms. Multimodal texts combine language with other systems for communication, such as print text, visual
images, soundtrack and spoken word, as in film or computer presentation media.
Text processing strategies
Strategies learners use to decode and understand text. These involve drawing on contextual, semantic,
grammatical and phonic knowledge in systematic ways to work out what a text says. They include
predicting, recognising words and working out unknown words, monitoring comprehension, identifying and
correcting errors, reading on and rereading.
Text structure
Ways in which information is organised in different types of texts (for example, chapter headings,
subheadings, tables of contents, indexes and glossaries, overviews, introductory and concluding
paragraphs, sequencing, topic sentences, taxonomies, cause and effect). Choices in text structures and
language features together define a text type and shape its meaning. Different languages/cultures structure
texts differently in many instances.
Text types (genres)
Categories of text, classified according to the particular purposes they are designed to achieve, which
influence the features the texts employ. For example, texts may be imaginative, informative or persuasive;
or can belong to more than one category. Text types vary significantly in terms of structure and language
features across different languages and cultural contexts. For example, a business letter in French will be
more elaborated than a similar text in English; a request or an offer of hospitality will be differently
expressed in Japanese or German.
Textual features/conventions
Structural components and elements that combine to construct meaning and achieve purpose, and are
recognisable as characterising particular text types (see language features).
Tone
A use of pitch and contour in spoken language to nuance words and, in some languages, to distinguish
lexical or grammatical meaning. In Chinese, for example, the tones are distinguished by their pitch range
(register), duration and contour (shape). All Chinese syllables have a set tone, which distinguishes it and its
meaning from another syllable. However, in certain environments tones can change or be modified, while in
rapid spoken Chinese a great many unstressed syllables carry no tone at all.
Translation
A process of translating words/text from one language into another, recognising that the process involves
movement of meanings and attention to cultural context as well as the transposition of individual words.
Transliteration
Writing a letter or word using the closest corresponding letter or word from a different language or alphabet.
Verb
A part of speech which expresses existence, action, state or occurrence. For example, they watch football;
she is exhausted; the day finally came.
auxiliary verb – a verb that combines with another verb in a verb phrase to form tense, mood, voice or
condition. For example, they will go, I did eat lunch, she might fail the exam.
Word borrowing
A practice of incorporating words from one language into another. For example, the use of Italian words
such as pianissimo, cannelloni in English and the use of English ICT terms in many languages. The
increasing frequency of wordborrowing between languages reflects intercultural contact, contemporary
cultural shifts and practices in a globalised world, issues of ease of communication and efficiency and
technological specialisation.
Languages Arabic (Version 8.4)
Page 317 of 943

The Australian Curriculum: Languages Arabic
Arabic How the Subject works
The place of the Arabic culture and language in
Australia and in the world
Arabic is spoken by approximately 280 million people in 22 countries over two continents. It is the official
language of the Arab world, which includes countries of the Middle East, North Africa and the Gulf region, and
is one of the official languages of the United Nations. The Arabicspeaking world has a long history, and the
Arabic language has evolved and flourished over time, as evidenced by the richness of its literature. Arabic is
comprised of a number of dialects that reflect the cultural diversity of Arabicspeaking countries, regions and
communities.
Since the end of the nineteenth century, large communities of Arabic speakers have migrated to countries
such as the United States, Europe and Australia. More than 370,000 Australians are of Arab descent, living
predominantly in Sydney and Melbourne. Australia has strong relationships with countries in the Middle East,
North Africa, the Gulf and the wider Arabicspeaking world through family ties, trade and education.
Arabicspeaking communities in Australia comprise diverse groups, differing in ancestral origins, religious
backgrounds and histories. They hold a heritage that shares common linguistic and cultural traditions, and
these are the ties that bind. Arabic language and culture represent an important part of the linguistic and
cultural diversity of Australia. The Arabicspeaking community has made and continues to make a significant
contribution to the development and enrichment of Australian society, in areas such as commerce, agriculture,
industry, health, education, journalism, hospitality, tourism and international relations.
The place of the Arabic language in Australian
education
The study of Arabic provides background students with the opportunity to connect with their family heritage
and to communicate with speakers of Arabic in Australia and around the world. Following the early settlement
of Arabic speakers in Australia, the teaching of Arabic was established for children of Arabicspeaking
migrants in afterhours school settings. Since the 1980s, Arabic has been taught in primary and secondary
schools and tertiary institutions across Australia as well as in afterhours schools run by community
organisations. This reflected the growing Arabicspeaking community in Australia, as well as government
policies of the time supporting multiculturalism. The demand for Arabic language education in Australia has
increased due to the geopolitical importance of the Arabicspeaking world and greater awareness of business
opportunities.
The nature of Arabic language learning
Arabic is a Semitic language, and shares linguistic and phonological similarities with other Semitic languages
such as Syriac, Aramaic and Hebrew. Classical Arabic and its successor, Modern Standard Arabic, have been
and continue to be the language of religious texts as well as the basis for a rich heritage of classical poetry
and literary prose. Today, speakers of Arabic come from a variety of social, cultural and religious
backgrounds. Their views, cultures and beliefs are manifested in the language they use formally and
The Australian Curriculum: Languages Arabic
backgrounds. Their views, cultures and beliefs are manifested in the language they use formally and
informally in every aspect of their private lives and public affairs. Language is an inseparable part of their
identity and the way they view themselves and the world around them.
The Arabic language has two forms: Modern Standard Arabic ( ‫ﺍﻟﻔﺻﺣﻰ‬ ‫ﺍﻟﻌﺭﺑﻳﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ) and colloquial Arabic.
Modern Standard Arabic is the official language taught worldwide and used in formal situations, such as at
school and university and in mosques, churches and official media. Colloquial Arabic is used in everyday
situations, such as at home and in the marketplace, the street, restaurants, cafés, and popular and social
media. Modern Standard Arabic is common to all countries of the Arabicspeaking world, while colloquial
Arabic varies according to geographical location. For example, two individuals from Iraq and Morocco
speaking in dialects would not easily understand each other unless they injected elements of Modern
Standard Arabic into the conversation.
Arabic is a scripted language and is written from right to left. There are 28 letters, which are all consonants
with short and long vowels. These vowels are represented in the forms of letters and marks called diacritic
symbols which identify how words and letters are pronounced. Arabic is a highly inflectional language, with
words formed according to a root system. Various vowels, prefixes and suffixes are used with root letters to
create the desired inflection of meaning.
The diversity of learners of Arabic
The Australian Curriculum: Languages – Arabic is pitched to background language learners, the dominant
cohort of learners in the Australian context.
The background language learner pathway has been developed for students who have exposure to Arabic
language and culture, and who may engage in active but predominantly receptive use of Arabic at home. The
range of learners within the Arabic background language learner pathway is diverse, defined for the most part
by different waves of migration, and their use of Arabic may extend beyond the home to everyday interactions
with Arabicspeaking friends and involvement in community organisations and events. Other learners may
have been born in an Arabicspeaking country, where they may have completed some education.
A key dimension of the Australian Curriculum: Languages – Arabic involves understanding the
interrelationship between language and culture. The curriculum is designed with an intercultural language
learning orientation to enable students to participate meaningfully in language and cultural experiences, to
develop new ways of seeing and being in the world from a bilingual perspective, and to understand more
about themselves in the process.
Languages Arabic (Version 8.4)
Years F–10 Sequence
Page 320 of 943

Arabic Years F–10 Sequence
The nature of the learners
At this level, learners have established communication and literacy skills in Arabic that enable them to explore
aspects of Arabic language and culture as well as topical issues drawn from other key learning areas. They
are widening their social networks, experiences and communication repertoires in both Arabic and English
and developing some biliteracy capabilities. They participate in collaborative tasks that both recycle and
extend language. They are gaining greater independence and becoming more conscious of their peers and
social context, and increasingly aware of the world around them.
Arabic language learning and use
Purposeful language use in authentic contexts and shared activities in the classroom develop language skills
and enhance communication and understanding. Learning how Arabic is structured reinforces learners’ oracy
and literacy. Learners develop their speaking skills by interacting with teachers, peers, family and local Arabic
speakers to share their own and enquire about others’ experiences ‫ﺍﻟﻧﻭﻡ؟‬ ‫ﻗﺑﻝ‬ ‫ﺗﻘﺭﺃﻳﻥ‬ ‫ﻫﻝ‬ ِ‫ﻭﺃﻧﺕ‬ ‫ﺍﻟﻧﻭﻡ؛‬ ‫ﻗﺑﻝ‬ ‫ﻗﺻﺔ‬ ‫ﺃﻗﺭﺃ‬, social
activities and opinions. They have access to a broader range of vocabulary, and use a growing range of
strategies such as effective listening skills to support communication. They write more accurately and fluently
for a range of purposes, contexts and audiences. They listen to, view and read Arabic folk tales, fables and
films to engage with themes, characters and events, exploring embedded cultural beliefs, values and
practices, and use their imagination to create and perform songs, poems, short plays and video clips. They
obtain information from a range of sources about social, cultural and communicative aspects of lifestyles in
Arabicspeaking communities, and present the information in different formats for particular audiences.
Individual and group presentation and performance skills are developed through modelling, rehearsing and
resourcing the content of presentations.
Contexts of interaction
Learners use Arabic in the classroom and in their extended social space, such as family, neighbourhood and
the community, for a growing range of purposes, for example, exchanging information, expressing ideas and
feelings, and responding to experiences. They are able to work more independently, but also enjoy working
collaboratively in pairs and in groups. They explore cultural aspects of communication, and use information
and communications technologies (ICT) to support and enhance their learning.
Texts and resources
Learners interact with an increasing range of informative, persuasive and imaginative texts about
neighbourhoods, places, and Arabicspeaking communities and individuals. They refer to and use more
established grammatical and lexical resources to understand and communicate in Arabic. The use of
dictionaries is encouraged for accuracy and expansion of language acquisition.
Features of Arabic language use
Learners’ pronunciation, intonation and phrasing are more confident, and they apply appropriate writing
conventions, including spelling and punctuation, in a range of print, digital and multimodal texts. They use
grammatical structures, such as verb conjugation, suffixes, linguistic elements such as conjunctions and a
range of adjectives and adverbs to describe actions and events according to time and place ‫ﺭﻛﺿﺕ‬ ‫ﻫﻲ‬ ‫ﻛﺗﺏ؛‬ ‫ﻫﻭ‬ , َ
share information about life at home and school ‫ﺃﺳﺑﻭﻉ‬ ‫ﻛﻝ‬ ‫ﺍﻟﺳﻳﺎﺭﺓ‬ ‫ﻳﻐﺳﻝ‬ ‫ﺃﺑﻲ‬ ‫ﻟﺫﻳﺫﺍً؛‬ ً‫ﻁﻌﺎﻣﺎ‬ ‫ﺗﻁﺑﺦ‬ ‫ﺃﻣﻲ‬, elaborate on ideas and
information and express opinions relating to their personal and social worlds. They understand how language
use varies when interacting with different people and for different purposes. They explore crosslinguistic and
intercultural influences of other languages on Arabic, such as Aramaic, Syriac and Assyrian, and regional
languages such as Persian, Kurdish and Turkish.
Level of support
While learners work both independently and collaboratively at this level, ongoing support and feedback are
incorporated into task activities such as the production of written texts. Support includes the provision of
models, scaffolds, stimulus materials, and resources such as word charts, vocabulary lists and dictionaries.
The role of English
Classroom interactions are increasingly bilingual. Arabic is used primarily for communication, while English
and Arabic are used for discussion of linguistic features and cultural practices, and for reflective tasks and
explanations. Learners are given opportunities to think about personal and community identity. They explore
the relationship between language and culture, and ask questions about cultural values and practices and
how these relate to their own sense of identity as Arabic background speakers when interacting in different
Arabic and Englishspeaking contexts.
Communicating
Socialising
Socialise and maintain relationships with peers and the teacher by sharing information about their personal
experiences and social activities
[Key concepts: relationships, experiences; Key processes: describing, listening, comparing, explaining]
(ACLARC137 Scootle )

Elaborations
exchanging information about everyday experiences, for example,
‫ﺍﻟﺭﻳﺎﺿﺔ؟‬ ‫ﺗﻠﻌﺏ‬ ‫ﺃﻳﻥ‬ ‫ﺍﻟﻌﺷﺎء؟‬ ‫ﻁﻌﺎﻡ‬ ‫ﺗﺄﻛﻝ‬ ‫ﻣﺗﻰ‬ ‫ﺍﻟﻣﺩﺭﺳﺔ؟‬ ‫ﺑﻌﺩ‬ ‫ﺗﻔﻌﻝ‬ ‫ﻣﺎﺫﺍ‬
‫ﺗﻧﺎﻡ؟‬ ‫ﻣﺗﻰ‬ ‫ﻭﺃﻧﺕ‬ ‫ﺍﻟﻧﻭﻡ؛‬ ‫ﺇﻟﻰ‬ ‫ﺃﺫﻫﺏ‬ ‫ﺍﻟﺛﺎﻣﻧﺔ‬ ‫ﺍﻟﺳﺎﻋﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺩﻡ؛‬ ‫ﻛﺭﺓ‬ ‫ﺃﻟﻌﺏ‬ ‫ﺍﻟﻣﺩﺭﺳﺔ‬ ‫ﺑﻌﺩ‬
‫ﺍﻟﻧﻭﻡ؟‬ ‫ﻗﺑﻝ‬ ‫ﺗﻘﺭﺃﻳﻥ‬ ‫ﻫﻝ‬ ِ‫ﻭﺃﻧﺕ‬ ‫ﺍﻟﻧﻭﻡ؛‬ ‫ﻗﺑﻝ‬ ‫ﻗﺻﺔ‬ ‫ﺃﻗﺭﺃ‬
describing friends and family members, including physical appearance and personal
characteristics/qualities, for example,
‫ﺑﺻﺣﺗﻪ؛‬ ‫ﻭﻻ‬ ‫ﺑﺩﺭﺍﺳﺗﻪ‬ ‫ﻳﻬﺗﻡ‬ ‫ﻻ‬ ‫ﻭﻟﻛﻧﻪ‬ ‫ﻣﻬﺫﺏ‬ ‫ﺳﺎﻣﻲ‬ ‫ﺻﺩﻳﻘﻲ‬ ‫ﺑﻳﺗﻪ؛‬ ‫ﻓﻲ‬ ‫ﻭﻣﺳﺅﻭﻝ‬ ‫ﻋﻣﻠﻪ‬ ‫ﻓﻲ‬ ‫ﻣﻧﺗﻅﻡ‬ ‫ﺷﺧﺹ‬ ‫ﺃﺑﻲ‬ ‫ﺻﺣﺗﻬﺎ؛‬ ‫ﻋﻠﻰ‬ ‫ﺗﺣﺎﻓﻅ‬ ‫ﻭﺭﺷﻳﻘﺔ؛‬ ‫ﻁﻭﻳﻠﺔ‬ ‫ﺇﻣﺭﺃﺓ‬ ‫ﺃﻣﻲ‬
‫ﺑﺟﺩﻳﺔ‬ ‫ﺍﻟﻣﺩﺭﺳﺔ‬ ‫ﻳﺄﺧﺫﻭﻥ‬ ‫ﻻ‬ ‫ﻭﻟﻛﻧﻬﻡ‬ ‫ﻟﻁﻔﺎء‬ ‫ﺟﻣﻳﻌﻬﻡ‬ ‫ﺃﺻﺩﻗﺎﺋﻲ‬
sharing feelings about weekend activities, using different modes of communication such as text
messages, email or social media, and giving reasons for choices made, for example,
‫ﺣﺻﺔ‬ ‫ﻓﻲ‬ ‫ﺑﺎﻟﺳﻌﺎﺩﺓ‬ ‫ﺃﺷﻌﺭ‬ ‫ﺍﻟﺟﻣﻌﺔ؛‬ ‫ﻳﻭﻡ‬ ‫ﻟﻠﻣﻭﺳﻳﻘﻰ‬ ‫ﺣﺻﺔ‬ ‫ﺃﺣﺿﺭ‬ ‫ﺍﻟﻣﻁﻌﻡ؛‬ ‫ﺇﻟﻰ‬ ‫ﻋﺎﺋﻠﺗﻲ‬ ‫ﻣﻊ‬ ‫ﺃﺫﻫﺏ‬ ‫ﺍﻷﺳﺑﻭﻋﻳﺔ‬ ‫ﺍﻟﻌﻁﻠﺔ‬ ‫ﻓﻲ‬ ‫ﺃﺑﻲ؛‬ ‫ﻣﻊ‬ ‫ﺍﻟﺗﻧﺱ‬ ‫ﺃﻟﻌﺏ‬ ‫ﺍﻟﺳﺑﺕ‬ ‫ﻳﻭﻡ‬
‫ﺍﻟﺗﻔﻛﻳﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺗﺳﺎﻋﺩﻧﻲ‬ ‫ﺃﻟﻣﻭﺳﻳﻘﻰ‬ ‫ﻟﻠﺟﺳﻡ؛‬ ‫ﻣﻔﻳﺩﺓ‬ ‫ﻷﻧﻬﺎ‬ ‫ﺍﻟﺭﻳﺎﺿﺔ‬ ‫ﺇﺧﺗﺭﺕ‬ ‫ﺻﺑﺎﺣﺎً؛‬ ‫ﺍﻟﺳﺑﺕ‬ ‫ﻳﻭﻡ‬ ‫ﺍﻟﻌﺭﺑﻳﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﺃﺗﻌﻠﻡ‬ ‫ﻛﺛﻳﺭﺍ؛‬ ‫ﺍﻟﺑﻳﺎﻧﻭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻌﺯﻑ‬ ‫ﺃﺣﺏ‬ ‫ﺍﻟﻣﻭﺳﻳﻘﻰ؛‬
recounting experiences with family and friends in a variety of ways, for example, in conversations, diaries
or digital presentation
‫ﻣﻣﻠّﺔ‬ ‫ﺍﻟﺣﻳﻭﺍﻥ‬ ‫ﺣﺩﻳﻘﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻣﺩﺭﺳﺔ‬ ‫ﺭﺣﻠﺔ‬ ‫ﻛﺎﻧﺕ‬ ‫ﻣﻣﺗﻌﺔ؛‬ ‫ﺍﻟﺭﻛﺑﻲ‬ ‫ﻟﻌﺑﺔ‬ ‫ﻛﺎﻧﺕ‬ ‫ﺍﻟﺳﻳﻧﻣﺎ؛‬ ‫ﻓﻲ‬ ً‫ﺟﺩﻳﺩﺍ‬ ً‫ﻓﻳﻠﻣﺎ‬ ‫ﺃﺧﻲ‬ ‫ﻣﻊ‬ ‫ﺷﺎﻫﺩﺕ‬ ‫ﺍﻟﻣﺗﺣﻑ؛‬ ‫ﺇﻟﻰ‬ ‫ﻋﺎﺋﻠﺗﻲ‬ ‫ﻣﻊ‬ ‫ﺍﻟﺑﺎﺭﺣﺔ‬ ‫ﺫﻫﺑﺕ‬
Collaborate in group tasks and organise shared experiences that involve making suggestions and decisions
and engaging in transactions
[Key concepts: organisation, transaction; Key processes: negotiating, explaining, advising, making choices]

Elaborations
making collaborative decisions and arrangements using expressions for counting, ordering and
organising ideas, for example,
‫ﺩﻭﺭﻧﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻧﻌﻣﻝ‬ ً‫ﺃﺧﻳﺭﺍ‬ ‫ﺍﻷﻓﻛﺎﺭ؛‬ ‫ﻧﻌﺭﺽ‬ ‫ﺛﺎﻟﺛﺎً؛‬ ‫ﺍﻷﺩﻭﺍﺭ؛‬ ‫ﻧﻭﺯﻉ‬
ّ ً ‫ﺛﺎﻧﻳﺎ‬ ‫ﺍﻟﻔﺭﻳﻖ؛‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﻧﺧﺗﺎﺭ‬ ‫ّﺃﻭﻻً؛‬
‫ﺩﻭﺭﻧﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻧﻌﻣﻝ‬ ً‫ﺃﺧﻳﺭﺍ‬ ‫ﺍﻷﻓﻛﺎﺭ؛‬ ‫ﻧﻌﺭﺽ‬ ‫ﺛﺎﻟﺛﺎً؛‬ ‫ﺍﻷﺩﻭﺍﺭ؛‬ ‫ﻧﻭﺯﻉ‬
ّ ً ‫ﺛﺎﻧﻳﺎ‬ ‫ﺍﻟﻔﺭﻳﻖ؛‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﻧﺧﺗﺎﺭ‬ ‫ّﺃﻭﻻً؛‬
ً ‫ﺳﻭﻳّﺎ‬ ‫ﺷﻲء‬ ‫ﻛﻝ‬ ‫ﺳﻧﺟﻣﻊ‬ ‫ﺍﻟﻧﻬﺎﻳﺔ‬ ‫ﻭﻓﻲ‬ ‫ﺍﻟﻣﻌﻠﻭﻣﺎﺕ‬ ‫ﻋﻥ‬ ‫ﺍﻹﻧﺗﺭﻧﺕ‬ ‫ﻓﻲ‬ ‫ﻧﺑﺣﺙ‬ ‫ﺳﻭﻑ‬ ‫ﺫﻟﻙ‬ ‫ﺑﻌﺩ‬ ‫؛‬ ‫ﺍﻟﺻﻭﺭ‬ ‫ﺃﺟﻣﻊ‬ ‫ﺳﻭﻑ‬ ‫ﺍﻟﺑﺩﺍﻳﺔ‬ ‫ﻓﻲ‬
engaging in transactions by asking for and providing information, such as giving prices and asking for
goods and services, for example,
‫ﺩﻭﻻﺭﺍﺕ‬ ‫ﺛﻼﺛﺔ‬ ‫ﺍﻟﺗﻔﺎﺡ‬ ‫ﻛﻳﻠﻭ‬ ‫ﺳﻌﺭ‬ ‫ﻭﻧﺻﻑ؛‬ ‫ﺑﺩﻭﻻﺭ‬ ‫ﺍﻟﺧﺑﺯ‬ ‫ﺭﺑﻁﺔ‬ ‫ﺍﻟﺧﺑﺯ؟‬ ‫ﻛﻳﺱ‬ ‫ﺑﻛﻡ‬ ‫ﺍﻟﺑﺭﺗﻘﺎﻝ؟‬ ‫ﻛﻳﻠﻭ‬ ‫ﺳﻌﺭ‬ ‫ﻣﺎ‬ ‫ﺍﻟﻠﻌﺑﺔ؟‬ ‫ﻫﺫﻩ‬ ‫ﺑﻛﻡ‬ ‫؟‬... ‫ﺳﻌﺭ‬ ‫ﻣﺎ‬
‫ﺍﻟﺟﺩﻳﺩ؟‬ ‫ﺍﻟﻛﺭﺗﻭﻧﻲ‬ ‫ﺍﻟﻔﻳﻠﻡ‬ ‫ﻋﻧﺩﻛﻡ‬ ‫ﻫﻝ‬ ‫ﺃﺟﺩﻫﺎ؟‬ ‫ﺃﻳﻥ‬ ‫ﺍﻟﺩﺭﺍﺟﺔ؛‬ ‫ﻟﻘﻳﺎﺩﺓ‬ ‫ﺧﻭﺫﺓ‬ ‫ﻋﻥ‬ ‫ﺃﺑﺣﺙ‬ ‫ﺃﻧﺎ‬ ‫ﺗﺳﺎﻋﺩﻧﻲ؟‬ ‫ﺃﻥ‬ ‫ﺗﻘﺩﺭ‬ ‫ﻫﻝ‬ ‫ﻓﺿﻠﻙ؛‬ ‫ﻣﻥ‬ ‫ﻣﺳﺎﻋﺩﺓ‬ ‫ﺃﺣﺗﺎﺝ‬
ّ
making suggestions and choices in the allocation of roles and explaining the reasons for such choices,
for example,
‫ﺧﺫﻱ‬ ‫ﺍﻟﻣﺳﺗﻘﺑﻝ؛‬ ‫ﻓﻲ‬ ً‫ﻁﺑﻳﺑﺎ‬ ‫ﺃﻛﻭﻥ‬ ‫ﺃﻥ‬ ‫ﺃﺣﺏ‬ ‫ﻷﻧﻧﻲ‬ ‫ﻁﺑﻳﺏ‬ ‫ﺩﻭﺭﻱ‬ ‫ﺍﻟﻣﻁﻌﻡ؟‬ ‫ﻓﻲ‬ ‫ﺍﻟﻧﺎﺩﻝ‬ ‫ﺩﻭﺭ‬ ‫ﺗﺄﺧﺫ‬ ‫ﻻ‬ ‫ﻟﻣﺎﺫﺍ‬ ‫ﺍﻟﻣﻌﻠﻡ؟‬ ‫ﺃﻧﺕ‬ ‫ﺗﻛﻭﻥ‬ ‫ﻻ‬ ‫ﻟﻣﺎﺫﺍ‬ ‫ﺍﻟﻁﺑﻳﺏ؛‬ ‫ﺃﻛﻭﻥ‬ ‫ﺃﻥ‬ ‫ﺃﺣﺏ‬ ‫ﺃﻧﺎ‬
ّ
‫ﻗﺻﻳﺭ‬ ‫ﺩﻭﺭﻫﺎ‬ ‫ﻷﻥ‬ ‫ﺍﻷﻡ‬ ‫ﺩﻭﺭ‬
creating displays, presentations or performances for family, friends or the school community to showcase
their progress in learning Arabic
Interact in classroom activities, such as creating and following shared rules and procedures, expressing
opinions, and asking for and providing clarification
[Key concepts: attitude, values, roles, responsibility; Key processes: expressing, sharing, requesting,
clarifying, planning]

Elaborations
contributing to classroom activities by providing suggestions, such as for developing rules for a bilingual
classroom, for example,
‫ﺗﺻﺭﺥ‬ ‫ﻻ‬ ‫ﺍﻟﺻﻑ؛‬ ‫ﻓﻲ‬ ‫ﺩﺭﻭﺳﻙ‬ ‫ﻛﻝ‬ ‫ﺃﻛﻣﻝ‬ ‫ﺍﻟﻔﺭﺻﺔ؛‬ ‫ﻓﻲ‬ ‫ﺍﻟﺣﻣﺎﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺇﺫﻫﺏ‬ ‫ﻟﻙ؛‬ ‫ﻟﻳﺱ‬ ً‫ﺷﻳﺋﺎ‬ ‫ﺗﺄﺣﺫ‬ ‫ﻻ‬ ‫ﺩﻭﺭﻙ؛‬ ‫ﺇﻧﺗﻅﺭ‬ ‫ﺍﻟﺟﻣﻳﻊ؛‬ ‫ﺇﺣﺗﺭﻡ‬ ‫ﻟﻠﻣﻌﻠﻣﺔ؛‬ ‫ﺇﺳﺗﻣﻊ‬
‫ﺻﺎﺩﻗﺔ‬ ‫ﻟﻁﻳﻔﺔ؛‬ ‫ﻫﺎﺩﺋﺔ؛‬ ‫ﻛﻭﻧﻲ‬ ‫ﻭﺩﻭﺩﺍً؛‬ ‫ﻋﺎﺩﻻً؛‬ ‫ﻫﺎﺩﺋﺎً؛‬ ‫ﻟﻁﻳﻔﺎً؛‬ ‫ﻣﺅﺩﺑﺎً؛‬ ‫ﻛﻥ‬
expressing opinions about procedures and experiences, for example,
‫ﺑﻌﺩ‬ ‫ﺍﻹﻣﻼء‬ ‫ﺇﻣﺗﺣﺎﻥ‬ ‫ﺗﺻﺣﺢ‬ ‫ﻟﻡ‬ ‫ﺍﻟﻣﻌﻠﻣﺔ‬ ‫ﻭﻗﺕ؛‬ ‫ﻋﻧﺩﻱ‬ ‫ﻣﺎ‬ ‫ﻁﻭﻳﻝ؛‬ ‫ﺍﻹﻣﺗﺣﺎﻥ‬ ‫ﺻﻌﺏ؛‬ ‫ﺍﻟﻭﺍﺟﺏ‬ ‫ﻫﺫﺍ‬
asking for and providing clarification, for example,
‫ﺍﻟﺻﻭﺭﺓ‬ ‫ﺑﺟﺎﻧﺏ‬ ‫ﺍﻟﺟﻣﻠﺔ‬ ‫ﺃﻛﺗﺏ‬ ‫ﺍﻟﻛﺗﺎﺑﺔ؛‬ ‫ﺗﺣﺕ‬ ‫ﺍﻟﺻﻭﺭﺓ‬ ‫ﺿﻊ‬ :‫ﺃﻗﺻﺩ‬ ‫ﺗﻘﺻﺩ؟‬ ‫ﻣﺎﺫﺍ‬ ‫ﺍﻟﺗﺎﻟﻳﺔ؟‬ ‫ﺍﻟﺟﻣﻠﺔ‬ ‫ﺃﻛﺗﺏ‬ ‫ﺃﻳﻥ‬ ‫ﺍﻟﺻﻭﺭﺓ؟‬ ‫ﺃﺿﻊ‬ ‫ﺃﻳﻥ‬
giving advice and sharing ideas with peers about biliteracy development and learning strategies, for
example,
‫ﺍﻟﺭﺳﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻟﻭﺍﻥ‬ ‫ﻧﺳﺗﻌﻣﻝ‬ ‫ﺃﻥ‬ ‫ﺃﻗﺗﺭﺡ‬ ‫ﺍﻷﺧﺭﻯ؛‬ ‫ﻣﻥ‬ ‫ﺃﻓﺿﻝ‬ ‫ﺍﻟﻛﺗﺎﺑﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺍﻟﻌﻧﻭﺍﻥ؛‬ ‫ﺣﺟﻡ‬ ‫ﻧﻛﺑّﺭ‬ ‫ﺃﻥ‬ ‫ﺍﻷﻓﺿﻝ‬
Informing
Listen to, view and a range of texts to locate, classify and organise information relating to social and
Listen to, view and read a range of texts to locate, classify and organise information relating to social and
cultural worlds
[Key concepts: time, place, media, culture; Key processes: listening, viewing, reading, selecting, organising]

Elaborations
identifying and classifying information in texts such as advertisements, conversations, brochures and
announcements, and sharing the information with others in a different format, for example, presenting a
chart of favourite television programs or computer games
‫ﺍﻟﺣﺳﺎﺑﻳﺔ‬ ‫ﺍﻹﻟﻛﺗﺭﻭﻧﻳﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺃﻓﺿﻝ‬ ‫؛‬... ‫ﻫﻲ‬ ‫ﺍﻟﻣﻔﺿﻠﺔ‬ ‫ﺍﻹﻟﻛﺗﺭﻭﻧﻳﺔ‬ ‫ﻟﻌﺑﺗﻲ‬ ‫؛‬... ‫ﺑﺭﻧﺎﻣﺞ‬ ‫ﺃﺣﺏ‬ ‫؛‬... ‫ﺑﺭﻧﺎﻣﺞ‬ ‫ﺃﻓﺿﻝ‬ ‫؛‬... ‫ﻫﻭ‬ ‫ﺍﻟﻣﻔﺿﻝ‬ ‫ﺍﻟﺗﻠﻔﺯﻳﻭﻧﻲ‬ ‫ﺍﻟﺑﺭﻧﺎﻣﺞ‬
reading texts and extracting key points relating to a range of topics, for example, social activities for
young people in the local community, and discussing information with peers, using expressions such as
‫ﺍﻟﺳﻧﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺍﻷﻣﻁﺎﺭ‬ ‫ﻗﻠﺔ‬ ‫ﺣﺎﺭﺍً؛‬ ‫ﺳﻳﻛﻭﻥ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﻫﺫﺍ‬ ‫ﺍﻟﺻﻳﻑ‬ ‫؛‬
ّ ً ‫ﺟ ّﺩﺍ‬ ‫ﺑﺎﺭﺩ‬ ‫ﺍﻷﻳﺎﻡ‬ ‫ﻫﺫﻩ‬ ‫ﺍﻟﻁﻘﺱ‬
‫ﺃﻳﺿًﺎ؟‬ ‫ﺍﻟﺭﻗﺹ‬ ‫ﺗﺣﺑﻳﻥ‬ ‫ﻫﻝ‬ ‫ﺍﻟﺯﻭﻣﺑﺎ؛‬ ‫ﺭﻗﺹ‬ ‫ﺍﻟﺑﻧﺎﺕ‬ ّ‫ﺍﻟﺭﻳﺎﺿﻲ؛ﺗﺣﺏ‬ ‫ﺍﺍﻟﻧﺎﺩﻱ‬ ‫ﺇﻟﻰ‬ ‫ﻭﻳﺫﻫﺑﻭﻥ‬ ‫ﺍﻷﺟﺳﺎﻡ‬ ‫ﻛﻣﺎﻝ‬ ‫ﺭﻳﺎﺿﺔ‬ ‫ﻳﺣﺑﻭﻥ‬ ‫ﺍﻟﺷﺑﺎﺏ‬
reading, viewing and listening to a variety of texts to collect and organise information about an Arabic
cultural event or celebration, such as ‫ﺍﻟﺩﻳﻧﻳﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻭﻁﻧﻳﺔ‬ ‫ﺍﻷﻋﻳﺎﺩ‬, in a digital display for the class or school
community
identifying and comparing perspectives on cultural aspects of lifestyles in different Arabicspeaking
communities as represented in spoken and written texts, for example,
ّ
‫ﻳﺣﺑﻬﺎ‬ ‫ﺍﻟﺟﻣﻳﻊ‬ ‫ﻭﻟﻛﻥ‬ ‫ﻣﻣﻠﺔ؛‬ ‫ﺍﻟﺟﺩﻳﺩﺓ‬ ‫ﺍﻷﻏﺎﻧﻲ‬ ‫ﺃﻥ‬ ‫ﻛﺗﺑﺕ‬ ‫ﺍﻟﻣﺣﻠﻳﺔ‬ ‫ﺍﻟﺟﺭﻳﺩﺓ‬
Convey ideas and information on topics of interest and aspects of culture in different formats for particular
audiences
[Key concepts: audience, context, lifestyle; Key processes: using, transposing, summarising]

Elaborations
presenting information or ideas in multimodal texts for a particular audience, such as a virtual tour of the
school or neighbourhood for a sister school in an Arabicspeaking community overseas
creating a performance or interactive display to inform younger children about the benefits of maintaining
Arabic language
conveying information relating to significant people, places or events in Arabicspeaking communities
through different text types, such as a poster for a concert, a profile of a famous Arabicspeaking actor or
a digital guide to a place of interest
preparing and giving simple oral or visual presentations on aspects of their personal world, such as a
timeline of growth and change, or family celebrations of birthdays and other special occasions, for
example,
‫ﺑﻌﻳﺩ‬ ‫ﺃﺣﺗﻔﻝ‬ ‫ﺃﻳﻠﻭﻝ؛‬ ‫ﺷﻬﺭ‬ ‫ﻓﻲ‬ ‫ﻭﻟﺩﺕ‬ ‫ﻣﺎﺭﺱ؛‬ ‫ﺷﻬﺭ‬ ‫ﻓﻲ‬ ‫ﻣﻳﻼﺩﻱ‬ ‫ﻭﻋﻳﺩ‬ ‫ﺃﺳﺗﺭﺍﻟﻳﺎ‬ ‫ﻓﻲ‬ ‫ﻣﻭﻟﻭﺩ‬ ‫ﺃﻧﺎ‬ ‫ﺳﻧﻭﺍﺕ؛‬ ‫ﺧﻣﺱ‬ ‫ﻭﻋﻣﺭﻱ‬ ‫ﺃﺳﺗﺭﺍﻟﻳﺎ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺃﺗﻳﺕ‬ ‫ﺍﻟﻌﺭﺍﻕ‬ ‫ﻓﻲ‬ ‫ﻭﻟﺩﺕ‬
‫ﺁﺏ‬ ‫ﺷﻬﺭ‬ ‫ﻓﻲ‬ ‫ﻭﺃﻣﻲ‬ ‫ﺃﺑﻲ‬ ‫ﺯﻭﺍﺝ‬ ‫ﻋﻳﺩ‬ ‫ﺩﻳﺳﻣﺑﺭ؛‬ ‫ﻓﻲ‬ ‫ﻣﻳﻼﺩﻱ‬
presenting key ideas relating to aspects of lifestyle in the local community, using graphic organisers to
convey information in particular ways, for example, to show priorities (list/table), compare statistics or
ideas (Venn diagram), or highlight frequency (graphs)
‫ﻭﺍﻟﻛﺳﻝ‬ ‫ﺍﻟﺳﻣﻧﺔ‬ ‫ﺑﺎﻟﻌﺎﺋﻠﺔ؛‬ ‫ﺍﻹﺧﺗﻼﻁ‬ ‫ﻭﻋﺩﻡ‬ ‫ﺍﻹﻟﻛﺗﺭﻭﻧﻳﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﻭﺃﺿﺭﺍﺭﻫﺎ؛‬ ‫ﺍﻟﺳﺭﻳﻌﺔ‬ ‫ﺍﻟﻣﺄﻛﻭﻻﺕ‬ ‫ﻟﻠﺻﺣﺔ؛‬ ‫ﺿﺭﻭﺭﻳﺔ‬ ‫ﺍﻟﺭﻳﺎﺿﺔ‬
Creating
Share responses to a range of imaginative texts, including multimodal and digital texts, such as cartoons,
folk tales, fables and films, by expressing opinions on key ideas, characters and actions, and making
connections with own experiences and feelings
[Key concepts: connection, feelings; Key processes: interpreting, expressing, explaining, comparing]

Elaborations
listening to and viewing imaginative texts in print, digital and multimodal formats, such as cartoons, folk
tales and fables, and sharing opinions or feelings about ideas, events and experiences, using
expressions such as
‫ﻗﺻﺔ‬ ‫ﻛﺛﻳﺭﺓ؛‬ ‫ﺧﺭﺍﻓﺎﺕ‬ ‫ﻓﻳﻬﺎ‬ ‫ﺍﻟﻘﺻﺔ‬ ‫ﻣﻌﻘﻭﻟﺔ؛‬ ‫ﻭﻏﻳﺭ‬ ‫ﻣﻣﻠﺔ‬ ‫ﺍﻟﻘﺻﺔ‬ ‫ﺍﻟﺳﺣﺭﻱ؛‬ ‫ﻭﺍﻟﻣﺻﺑﺎﺡ‬ ‫ﺍﻟﺩﻳﻥ‬ ‫ﻋﻼء‬ ‫ﻗﺻﺔ‬ ‫ﺃﺣﺏ‬ ‫ﻻ‬ ‫ﻅﺭﻳﻑ؛‬ ‫ﺣﺭﺍﻣﻲ‬ ‫ﺑﺎﺑﺎ‬ ‫ﻋﻠﻲ‬ ‫ﺷﺟﺎﻉ؛‬ ‫ﺭﺟﻝ‬ ‫ﺳﻧﺩﺑﺎﺩ‬
‫ﻭﺍﻗﻌﻳﺔ‬ ‫ﻏﻳﺭ‬ ‫ﻟﻛﻧﻬﺎ‬ ‫ﻣﺛﻳﺭﺓ‬ ‫ﺍﻟﺳﺣﺭﻱ‬ ‫ﺍﻟﻣﺻﺑﺎﺡ‬
responding to questions about characters in different types of imaginative texts, such as films or
cartoons, by listing words or expressions associated with the character’s personality and explaining how
they can or cannot relate to them, for example,
‫ﺗﺣﺏ‬ ‫ﺍﻟﻛﺎﺭﺗﻭﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺑﻧﺕ‬ ‫ﺻﻐﻳﺭ؛‬ ‫ﻭﺃﻧﺎ‬ ‫ﺃﺳﺗﺭﺍﻟﻳﺎ‬ ‫ﺇﻟﻰ‬ ‫ﺍﺗﻳﺕ‬ ً‫ﺃﻳﺿﺎ‬ ‫ﻭﺃﻧﺎ‬ ‫ﺻﻐﻳﺭ‬ ‫ﻭﻫﻭ‬ ‫ﺳﺎﻓﺭ‬ ‫ﻟﻘﺩ‬ ‫ﻛﺫﻟﻙ؛‬ ‫ﻭﺃﻧﺎ‬ ‫ﺍﻟﻠﻌﺏ‬ ‫ﻳﺣﺏ‬ ‫ﻫﻭ‬ ‫ﺷﺧﺻﻳﺗﻲ؛‬ ‫ﻣﺛﻝ‬ ‫ﺍﻟﻔﻳﻠﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻭﻟﺩ‬ ‫ﺷﺧﺻﻳﺔ‬
‫ﺃﻣﻲ‬ ‫ﻛﻼﻡ‬ ‫ﻭﺃﺳﻣﻊ‬ ‫ﻫﺎﺩﺋﺔ‬ ‫ﻭﺃﻧﺎ‬ ‫ﻣﺷﺎﻏﺑﺔ‬ ‫ﻭﻟﻛﻧﻬﺎ‬ ‫ﻣﺛﻠﻲ‬ ‫ﺍﻟﻣﻠﻭﻧﺔ‬ ‫ﺍﻟﺛﻳﺎﺏ‬
comparing favourite characters or events in imaginative texts such as cartoons, stories or digital games,
using expressions such as
ّ
‫ﺳﻧﺎء‬ ‫ﺗﺣﺏ‬ ‫ﻭﺍﺣﺩﺓ‬ ‫ﺃﻛﺛﺭ‬ ‫ﻷﻧﻬﺎ‬ ‫ﻋﺑﻳﺭ‬ ‫ﺻﺩﻳﻘﺔ‬ ‫ﻫﻲ‬ ‫ﺍﻟﻘﺻﺔ‬ ‫ﻓﻲ‬ ‫ﺷﺧﺻﻳﺔ‬ ‫ﺃﻓﺿﻝ‬ ‫ﺍﻷﺧﺭﻯ؛‬ ‫ﺍﻟﻠﻌﺑﺔ‬ ‫ﻣﻥ‬ ‫ﺃﺻﻌﺏ‬ ‫ﺍﻟﻠﻌﺑﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺍﻟﺛﺎﻧﻲ؛‬ ‫ﺍﻟﻼﻋﺏ‬ ‫ﻣﻥ‬ ‫ﺃﻗﻭﻯ‬ ‫ﺍﻷﻭﻝ‬ ‫ﻋﺏ‬ ّ
‫ﺍﻟﻼ‬
‫ﻣﺿﺣﻙ‬ ‫ﻷﻧّﻪ‬ ‫ﺳﻣﻳﺭ‬ ‫ﻫﻲ‬ ‫ﻋﻧﺩﻱ‬ ‫ﺷﺧﺻﻳﺔ‬ ‫ﺃﺣﺏ‬ ‫ﻭﺗﺳﺎﻋﺩﻫﺎ؛‬
discussing key messages and cultural elements in imaginative texts, such as the moral of a story/fable,
an idea or value in a song, or the qualities or behaviour of a character
Create and perform imaginative texts in print, digital or online formats, such as songs, stories, video clips or
short plays, based on a stimulus, concept or theme
[Key concepts: imagination, creativity, expression; Key processes: , performing, imagining]
[Key concepts: imagination, creativity, expression; Key processes: composing, performing, imagining]

Elaborations
creating own imaginative texts based on characters, settings and events in familiar stories for own and
others’ enjoyment and interest
creating individual or collaborative poetry, such as an acrostic poem or rap, experimenting with rhyme
and rhythm
creating, performing and filming own imaginative texts in print, digital or online formats, such as a
commercial for a new product, a short video clip of a roleplay, or an announcement about an event
creating and performing alternative versions of known songs or short plays by creating new lyrics or
dialogue and experimenting with voices and actions to convey different moods and feelings
Translating
Translate and interpret texts from Arabic into English and vice versa for peers, family and community, and
identify words and expressions that may not readily correspond across the two languages
[Key concepts: correspondence, interpretation, audience; Key processes: translating, comparing,
explaining]

Elaborations
identifying words and expressions in Arabic and English that cannot be readily translated, clarifying
meanings and explanations, for example, ‫ﻛﺎﻟﻘﻣﺭ؛‬ ‫ﺟﻣﻳﻠﺔ‬ ‫ﻟﻌﺑﺎً؛‬ ‫ﻟﻌﺑﺕ‬ ً‫ﺳﺎﺣﻘﺎ‬ ً‫ﻓﻭﺯﺍ‬ ‫ﻓﺯﺕ‬
interpreting Arabic expressions in familiar texts such as greeting cards, menus and stories, and
considering how these expressions reflect aspects of Arabic language and culture
translating texts such as public signs, advertisements and food packaging from Arabic into English and
vice versa, for example, ‘no parking’, ‘no dogs’, ‘nosmoking zone’, ‫ﻣﻣﻧﻭﻉ؛‬ ‫ﺍﻟﺗﺩﺧﻳﻥ‬ ‫ﻣﻣﻧﻭﻋﺔ؛‬ ‫ﺍﻟﻛﻼﺏ‬ ‫ﻣﻣﻧﻭﻉ؛‬ ‫ﺍﻟﻭﻗﻭﻑ‬, to
identify differences in elements of language structure and vocabulary use
creating Arabic versions of school signs, notices and class rules, considering why some words and
expressions require flexibility in translation, for example, ‘the oval’, ‘the office’, ‘the canteen’, ‘out of
bounds’, ‘no hat, no play’
‫ﻗﺑﻌﺔ‬ ‫ﺑﺩﻭﻥ‬ ‫ﻣﺳﻣﻭﺡ‬ ‫ﻏﻳﺭ‬ ‫ﺍﻟﻠﻌﺏ‬ ‫ﺍﻟﻣﻧﻁﻘﺔ؛‬ ‫ﻫﺫﻩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻠﻌﺏ‬ ‫ﻣﻣﻧﻭﻉ‬ ‫ﺍﻟﻣﺩﺭﺳﺔ؛‬ ‫ﺩﻛﺎﻥ‬/‫ﺍﻟﻣﻘﺻﻑ‬ ‫ﺍﻹﺩﺍﺭﺓ؛‬ ‫ﻣﻛﺗﺏ‬ ‫ﺍﻟﻣﻠﻌﺏ؛‬
Produce bilingual texts and resources such as displays, instructions and newsletters for own learning and
for the school community, identifying cultural terms in either to assist meaning
for the school community, identifying cultural terms in either language to assist meaning
[Key concepts: bilingualism, linguistic landscape; Key processes: translating, modifying]

Elaborations
designing bilingual texts such as a poster for a class or school assembly performance, or a newsletter
about a sports carnival or school event
using bilingual dictionaries and electronic translating tools to create bilingual texts such as captions,
menus and timetables, comparing own version with peers’ and identifying differences in translation
creating parallel lists of informal Arabic and English expressions for own use in everyday interactions with
friends and family
creating bilingual texts, such as songs, a board game, a web page for recipes or an instruction manual
for a game, identifying and labelling culturespecific terms to support understanding
Reflecting
Reflect on their experiences of interacting in Arabic and Englishspeaking contexts, discussing adjustments
made when moving between languages
[Key concepts: biculturality, meaning, context, belonging; Key processes: comparing, explaining]

Elaborations
explaining changes they make when moving between English and Arabicspeaking contexts, for
example, adjusting the way they communicate to adults and authority figures in Arabic by using ‫ﺳﻣﺣﺕ؛‬ ‫ﻟﻭ‬
‫ﺃﺭﺟﻭﻙ‬ ‫ﻓﺿﻠﻙ؛‬ ‫ﻣﻥ‬, or how they use different introductions depending on the audience, such as using ‫ﺃﺑﻲ‬ ‫ﻳﺎ‬ ‫ﺑﺎﻹﺫﻥ‬
‫ﺍﻟﻣﺩﺭﺳﺔ‬ ‫ﻣﻥ‬ ‫ﺻﺩﻳﻘﻲ‬ ‫ﺳﻠﻳﻡ‬ ‫ﻫﺫﺍ‬ ‫؛‬ to introduce friends to their parents and ‫ﺍﻟﺟﺩﻳﺩ‬ ‫ﺻﺩﻳﻘﻧﺎ‬ ‫ﻣﺎﻫﺭ‬ ‫ﻫﺫﺍ‬ ‫ﺗﻌﺎﻝ؛‬ ‫ﻋﺎﺩﻝ؛‬ to introduce
friends to each other
identifying changes they make when interacting in an AustralianEnglish context, for example, using
different forms of address, or different ways of showing politeness, and discussing why these
adjustments are appropriate
reflecting on instances when moving between Arabic and Englishspeaking contexts has felt
comfortable, awkward or difficult and explaining why this might be the case, for example, translating to
parents what the teacher is saying, helping an elderly person who cannot speak English find the bus stop
discussing the ways in which they communicate with Arabic speakers, for example, making appropriate
eye contact, allowing for personal space, and respecting elderly people, parents and teachers, and
making comparisons with the ways in which they communicate with English speakers
Reflect on how own biography, including family origins, traditions and beliefs, impacts on identity and
communication
[Key concepts: self, complexity, belief systems; Key processes: finding connections, reflecting, discussing]

Elaborations
discussing how their Arabic cultural heritage influences who they are, how they think about things and
how they interact and behave in different contexts
identifying aspects of personal identity such as age, gender and social status that are important when
interacting in Arabicspeaking contexts and may be understood differently in Australian cultural contexts
identifying key influences on their sense of identity, such as their family origins, traditions, beliefs and
significant events, for example,
‫ﺍﻟﻣﻔﺎﻫﻳﻡ‬ ‫ﺍﻷﺻﺩﻗﺎء؛‬ ‫ﺗﺄﺛﻳﺭ‬ ‫ﻭﺍﻟﺑﻳﺕ؛‬ ‫ﺍﻟﻣﺩﺭﺳﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻁﻔﻭﻟﺔ‬ ‫ﺧﺑﺭﺍﺕ‬ ‫ﻋﻠﻳﻬﺎ؛‬ ‫ﺗﺭﺑﻰ‬ ‫ﺍﻟﺗﻲ‬ ‫ﻭﺍﻟﺗﻘﺎﻟﻳﺩ‬ ‫ﺍﻟﻌﺎﺩﺍﺕ‬ ‫ﺍﻟﻌﺎﺋﻠﺔ؛‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﻋﺩﺩ‬ ‫ﺍﻟﻌﺎﺋﻠﻳﺔ؛‬ ‫ﺍﻟﺗﺭﺑﻳﺔ‬ ‫ﺍﻟﻭﻻﺩﺓ؛‬ ‫ﻣﻛﺎﻥ‬
‫ﺍﻟﻣﺩﺭﺳﺔ‬ ‫ﻭﻓﻲ‬ ‫ﺍﻟﺷﺎﺭﻉ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺑﻳﺕ؛‬ ‫ﻓﻲ‬ ‫ﺗﺳﺗﺧﺩﻡ‬ ‫ﺍﻟﺗﻲ‬ ‫ﺍﻟﻣﻔﺭﺩﺍﺕ‬ ‫ﺍﻟﺳﺎﺋﺩﺓ؛‬ ‫ﺍﻹﺟﺗﻣﺎﻋﻳﺔ‬
exploring how they communicate with one another, their teachers and families, noticing if there are any
changes in the way they see themselves in different contexts, for example, a family celebration, a school
concert, or the birthday party of a nonArabicspeaking friend
Understanding
Systems of language
Understand patterns of intonation and pronunciation, including the way vowels soften and extend sounds,
and apply appropriate conventions to their writing
[Key concepts: sound systems, application, writing systems; Key processes: analysing, applying]
(ACLARU148 Scootle )

Elaborations
understanding that vowel marks influence the way words are pronounced, for example,
‫ﺍﻟﻣﺩﺭﺳ ِﺔ‬ ‫ﻓﻲ‬/‫ﻭﺍﺳﻌﺔ‬ ُ‫ﺍﻟﻣﺩﺭﺳﺔ‬ ‫ﺍﻟﺗﻔﺎﺣﺔ؛‬ ِ‫ﺃﻛﻠﺕ‬ ‫ﺍﻟﺗﻔﺎﺣﺔ؟‬ ُ‫ﺃﻛﻠﺕ‬
discriminating between the use of alif, waaw and yih as either consonants or long vowels in words, for
example,
‫ﺍﻟﻣﻌﻠﻣﺔ‬ ‫ﺍﻟﻭﻟﺩ‬ ‫ﺳﺄﻝ‬/‫ﺳﻌﺎﺩ‬ ‫ﻳﺩ‬ ‫ﻣﻥ‬ ‫ﺍﻟﺩﻡ‬ ‫ﺳﺎﻝ‬
applying pronunciation rules when speaking and reading aloud, for example,
…‫ﻣﻳﺫ‬/‫ﻝ‬/ِ‫ﺕ‬ ‫ﻣﺔ؛‬/‫ ِّﻝ‬/‫ﻉ‬
َ /‫ ُﻡ‬ ‫ﻭﺍﻟﻁﻭﻳﻠﺔ‬ ‫ﺍﻟﻣﺭﺑﻭﻁﺔ‬ ‫ﻭﺍﻟﺗﺎء‬ ‫ﺍﻟﻣﻘﺻﻭﺭﺓ‬ ‫ﻭﺍﻟﻳﺎء‬ ‫؛‬ ‫ﻭﺍﻟﺗﻧﻭﻳﻥ‬ ‫ﻭﺍﻟﺷﺩﺓ؛‬ ‫ﺍﻟﻣﺩﺓ‬ ‫؛‬
recognising the different ways of pronouncing the long vowel ‫ﺍ‬, for example, ‫ﻓﺗﻰ‬ ‫ﻣﺗﻰ؛‬ ‫ﻟﺩﻯ؛‬ ‫ﻟﺫﺍ؛‬ ‫ﻧﺩﻯ؛‬ ‫ﻧﺩﺍ؛‬, and
writing the long vowel ‫ء‬, for example, ‫ﻣﺳﺅﻭﻝ‬ ‫ﻗﺭﺍءﺓ؛‬ ‫ﺷﻲء؛‬
applying phonic knowledge to spell unfamiliar words, for example,
‫ﺷﻲء‬ ‫ﺁﻛﻝ؛‬ ‫ِﺟﺋﺕُ؛‬
applying accurate spelling in familiar words, phrases, sentences and texts
Develop and apply understanding of verb conjugation, suffixes, basic conjunctions and a range of
adjectives and adverbs to construct simple sentences
[Key concepts: grammar, syntax, vocabulary knowledge; Key processes: applying, explaining,
understanding]

Elaborations
applying rules of past tense verb conjugation to describe past actions and events, for example,
‫ﺗﺄﺧﺭﻭﺍ‬ ‫ﻫﻡ‬ ‫ﺿﺕ؛‬ ‫ﺫﻫﺑﺕ‬ ِ‫ﺃﻧﺕ‬ ‫ﺷﺭﺑﺕَ ؛‬ َ‫ﺃﻧﺕ‬ ‫ﺃﻛﻠﺕُ ؛‬ ‫ﺃﻧﺎ‬

َ ‫ﺭﻛ‬ ‫ﻫﻲ‬ ‫ﻛﺗﺏ‘؛‬ ‫ﻫﻭ‬ ‫ِ؛‬
َ
producing complex sentences using present tense verb conjugation, for example,
ً ‫ﻛﺛﻳﺭﺍ‬ ‫ﻳﺗﻛﻠﻣﻭﻥ‬ ‫ﺍﻟﻣﻌﻠﻣﻭﻥ‬ ‫ﺩﺍﺋﻣﺎً؛‬ ‫ﺍﻟﺑﻳﺕ‬ ‫ﺗﻧﻅﻳﻑ‬ ‫ﻓﻲ‬ ‫ﺃﺳﺎﻋﺩ‬ ‫ﺃﺳﺑﻭﻉ؛‬ ‫ﻛﻝ‬ ‫ﺍﻟﺳّﻳﺎﺭﺓ‬ ‫ﻳﻐﺳﻝ‬ ‫ﺃﺑﻲ‬ ‫ﻟﺫﻳﺫﺍً؛‬ ً‫ﻁﻌﺎﻣﺎ‬ ‫ﺗﻁﺑﺦ‬ ‫ﺃﻣﻲ‬
expressing negation in complex sentences, for example
‫ﻟﻥ‬ ‫ﻟﻡ؛‬ ‫ﻣﻔﺿّﻝ؛‬ ‫ﻁﻌﺎﻡ‬ ‫ﻋﻧﺩﻱ‬ ‫ﻟﻳﺱ‬ ‫ﺍﻟﻠﻌﺑﺔ؛‬ ‫ﻫﺫﻩ‬ ‫ﺃﻟﻌﺏ‬ ‫ﺃﻥ‬ ‫ﺃﺭﻳﺩ‬ ‫ﻻ‬
using the imperative form of verbs to address different people and groups, orally, such as in speeches
and presentations, or in writing, such as in a group email, for example,
‫ﺗﺗﺄﺧﺭﻭﺍ‬ ‫ﻻ‬ ‫ﻟﻠﺟﻣﻳﻊ؛‬ ‫ﻗﻭﻟﻭﺍ‬ ‫ﻣﻌﻧﺎ؛‬ ‫ﺷﺎﺭﻛﻭﺍ‬ ‫ﻫﻳّﺎ‬ ‫ﺃﺳﺗﺭﺍﻟﻳﺎ؛‬ ‫ﺗﻧﻅﻳﻑ‬ ‫ﻳﻭﻡ‬ ‫ﻓﻲ‬ ‫ﻧﺷﺎﺭﻙ‬ ً‫ﺟﻣﻳﻌﺎ‬ ‫ﺗﻌﺎﻟﻭﺍ‬
understanding gender and number agreement between nouns and adjectives, for example, ‫ﻭﺍﺣﺩ‬ ‫ﻛﺗﺎﺏ‬
‫ﻛﺑﻳﺭﺓ‬ ‫ﻁﺎﻭﻻﺕ‬ ‫ﺗﺳﻊ‬ ‫؛‬ ‫ﻗﺩﻳﻣﺔ‬ ‫ﻁﺎﻭﻻﺕ‬ ‫ﺃﺭﺑﻊ‬ ‫ﺛﻘﻳﻠﺔ؛‬ ‫ﻭﺍﺣﺩﺓ‬ ‫ﻁﺎﻭﻟﺔ‬ ‫ﻏﺎﻟﻳﺔ؛‬ ‫ﻛﺗﺏ‬ ‫ﻋﺷﺭﺓ‬ ‫ﺭﺧﻳﺻﺔ؛‬ ‫ﻛﺗﺏ‬ ‫ﺛﻼﺛﺔ‬ ‫ﺭﺧﻳﺹ؛‬ using irregular adjectives to
describe number, shape and colour, for example,
‫ﻣﺳﺗﻁﻳﻝ‬ ‫ﻣﺭﺑﻊ؛‬ ‫ﻣﺛﻠﺙ؛‬ ‫ﻣﺩﻭﺭ؛‬ ‫ﺷﻛﻝ‬ ‫ﺧﺿﺭﺍء؛‬ ‫ﻣﻣﺣﺎﺓ‬ ‫ﺃﺧﺿﺭ؛‬ ‫ﻗﻠﻡ‬ ‫ﺃﺣﻣﺭ؛‬ ‫ﻗﻣﻳﺹ‬ ‫ﺣﻣﺭﺍء؛‬ ‫ﺣﻘﻳﺑﺗﻲ‬ ‫ﺍﻹﻣﺗﺣﺎﻥ؛‬ ‫ﻓﻲ‬ ‫ﺍﻟﺛﺎﻧﻲ‬
ّ ُ‫ﺃﺗﻳﺕ‬ ‫ﺍﻷﻭﻟﻰ؛‬ ‫ﺍﻟﻣﺭﺗﺑﺔ‬ ‫ﻓﻲ‬ ‫ﻓﺯﺕ‬
describing a relationship using a possessive pronoun for singular and plural third person, for example
ً ‫ﺩﺍﺋﻣﺎ‬ ‫ﺃﻣﻬﺎ‬ ‫ﺇﻟﻰ‬ ‫ﺗﺳﺗﻣﻊ‬ ‫ﻫﻧﺎء‬ ‫ﻛﺛﻳﺭﺍً؛‬ ‫ﺍﺑﻲ‬ ‫ﻳﺣﺏ‬ ‫ﺳﻠﻳﻡ‬
using conjunctions (‫)ﺑﻳﻧﻣﺎ‬ to make comparisons between people or actions, for example, ‫ﺑﻳﻧﻣﺎ‬ ‫ﻭﺩﻭﺩ‬ ‫ﺻﺩﻳﻖ‬ ‫ﻛﺎﻣﻝ‬
‫ﺑﻣﻬﺎﺭﺓ‬ ‫ﺗﺳﺑﺢ‬ ‫ﻋﻠﻳﺎء‬ ‫ﺑﻳﻧﻣﺎ‬ ‫ﺍﻟﺗﻧﺱ‬ ‫ﺗﻠﻌﺏ‬ ‫ﺃﻣﻝ‬ ‫ﻏﻳّﻭﺭ؛‬ ‫ﺷﺧﺹ‬ ‫ﻣﺎﺯﻥ‬, and to link ideas and sentences, for example, ‫ﻛﺫﻟﻙ‬ ‫ﻟﻛﻥ؛‬
using adverbial phrases to expand on ideas and elaborate on information related to feelings, attitudes
and abilities, for example
‫ﻛﺑﻳﺭﺓ‬ ‫ﺑﺟﺭﺃﺓ‬ ‫ﺍﻟﺧﻁﺏ‬ ‫ﻓﻲ‬ ‫ﻳﺗﻛﻠﻡ‬ ‫ﺃﺧﻲ‬ ‫ﻣﻔﻬﻭﻣﺔ؛‬ ‫ﺑﻁﺭﻳﻘﺔ‬ ‫ﺍﻟﺩﺭﺱ‬ ‫ﻳﺷﺭﺡ‬ ‫ﺍﻟﻣﻌﻠﻡ‬ ‫ﻛﺑﻳﺭﺓ؛‬ ‫ﺑﺛﻘﺔ‬ ‫ﺗﺗﻛﻠﻡ‬ ‫ﺃﻣﻲ‬
understanding and applying rhetorical questioning techniques in oral and written interactions to provoke
thought and response, for example, ‫ﺍﻟﻛﻭﻣﺑﻳﻭﺗﺭ؟‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻠﻌﺏ‬ ‫ﻳﺣﺏ‬ ‫ﻻ‬ ‫ﻣﻧﺎ‬ ‫ﻣﻥ‬ ‫ﻛﺫﻟﻙ؟؛‬ ‫ﺃﻟﻳﺱ‬
building compound sentences to express opinions, preferences or reasons, for example
‫ﺍﻟﺧﻳﺎﻝ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺗﺣﺗﻭﻱ‬ ‫ﻣﺳﻠﻳﺔ‬ ‫ﻗﺻﺹ‬ ‫ﺍﻟﻣﻔﺎﺟﺂﺕ؛‬ ‫ﻣﻥ‬ ‫ﻛﺛﻳﺭ‬ ‫ﻭﻓﻳﻬﺎ‬ ‫ﻣﺷﻭﻗﺔ‬ ‫ﻗﺻﺻﻪ‬ ‫ﻷﻥ‬ ...‫ﻫﻭ‬ ‫ﻋﻧﺩﻱ‬ ‫ﺍﻟﻣﻔﺿﻝ‬ ‫ﺍﻟﻛﺎﺗﺏ‬
Explore the structure and language features of spoken and written Arabic texts, such as news reports and
conversations, recognising that language choices and the form of Arabic used depend on purpose, context
and audience
[Key concepts: structure, coherence, textual features; Key processes: connecting, applying]

Elaborations
identifying the purpose, context and audience of a range of familiar texts, for example, fairy tales, songs,
poems, short plays and video clips
listening to, reading and viewing different types of texts with a common topic and comparing features, for
example, examining a print report, a television report and an internet announcement about an accident
and discussing how the different features of each text combine to make similar meaning
discussing key features, audience and purpose of different types of texts, for example, a shopping list
serves as a reminder to self of items to be purchased, whereas a permission note seeks permission from
another person to do or have something
making connections between the degree of formality of a situation and the form of Arabic used, such as
the use of colloquial Arabic in informal spoken texts and of Modern Standard Arabic in formal spoken
situations and in written texts
analysing how different types of texts create specific effects by using particular aspects of language, for
example, superlative adjectives and imperative verb forms in advertisements designed to persuade
customers
Language variation and change
Explore how language use differs between spoken and written Arabic texts, and depends on the
relationship between participants and on the context of the situation
[Key concepts: language, variation, context, relationship; Key processes: observing, explaining]

Elaborations
understanding the importance of using appropriate forms of address when interacting with different
people, for example, the use of ‫ﺳﺎﻣﻳﺔ‬ ‫ﺧﺎﻟﺔ‬ ‫ﻛﺭﻳﻡ؛‬ ‫ﻋﻡ‬ ‫ﺣﺿﺭﺗﻙ؛‬ ‫ﺣﺳﻳﻥ‬ ‫ﻋﻣﻲ‬ ‫ﺭﺍﻧﻳﺎ؛‬ ‫ﺧﺎﻟﺗﻲ‬ ‫ﻋﺑﻳﺭ؛‬ ‫ﺳﻳﺩﺓ‬ ‫ﻫﺎﻧﻲ؛‬ ‫ﺃﺳﺗﺎﺫ‬ ‫ﻣﺎﺟﺩ؛‬ ‫ﺳﻳﺩ‬ with
adults, both close relatives and strangers
recognising how language use reflects the mood, feelings, attitudes or relationships of the people
involved, for example,
‫ﺍﻵﻥ؟‬ ‫ﺗﺭﻳﺩﻳﻥ‬ ‫ﻣﺎﺫﺍ‬ ،‫ﺳﻌﺎﺩ‬ !‫ﺛﺎﻧﻳﺔ‬ ‫ﻣﺭﺓ‬ ‫ﺍﻟﻣﺣﻣﻭﻝ‬ ‫ﻋﻠﻰ‬ ‫ﺗﺗﺻﻝ‬ ‫ﺃﻣﻲ‬ ‫ﺇﻧﻬﺎ‬
experimenting with different vocabulary and language structures in Modern Standard Arabic, and making
comparisons with Arabic dialects spoken by themselves and peers, discussing similarities and differences
comparing spoken and written texts, for example, a spoken and a print advertisement, or a spoken
conversation and an email, and explaining how mode relates to linguistic structures and features and
how this affects meaning
recognising differences in language use between class presentations and everyday conversations
explaining why different forms of Arabic are used depending on the context of communication, such as
the use of Modern Standard Arabic when communicating with people with different dialects or with the
teacher in the classroom, compared with the use of colloquial Arabic at home
Explore the origins of Arabic and how it has been influenced by and influences other languages
[Key concepts: language, change, borrowing; Key processes: reflecting, selecting, connecting]

Elaborations
recognising that the Arabic alphabet has similarities with the Aramaic alphabet system (alpha being the
first letter, and beta the second), and that the Arabic ordering system ‫ﺃ؛ﺏ؛ﺝ؛ﺩ‬ is based on the Aramaic
alphabet
understanding that many words in Arabic are borrowed from indigenous languages of the Arabic
speaking world, such as Assyrian, Aramaic and Syriac, Phoenician and Berber, for example, ‫ﺩﻡ؛‬ ‫ﺭﺃﺱ؛‬ ‫ﺃﺏ؛‬
‫ﻛﺗﺎﺏ‬ ‫ﺳﻣﻊ؛‬ ‫ﺑﻳﺕ؛‬ ‫ﻛﻠﺏ؛‬ ‫ﻧﺣﻥ؛‬ ‫ﻫﻭ؛‬ ‫ﺃﻧﺕ؛‬ ‫ﺃﻧﺎ؛‬ ‫ﻟﺳﺎﻥ؛‬ ‫ﺷﻣﺱ؛‬ ‫ﺃﺧﺕ؛‬ ‫ﺃﺥ؛‬ , and regional languages such as Persian, Turkish and
Kurdish, for example, ‫ﺑﺳﻁﺭﻣﺔ؛‬ ‫ﺩﻭﻟﻣﺔ؛‬ ‫ﺩﻭﻻﺏ؛‬ ‫ﺑﻭﻅﺔ؛‬
exploring the meaning of famous names of people and places and reflecting on their origin and on
naming systems, such as
‫؛‬ ‫ﺑﻳﺭﻭﺕ‬ ‫ﺃﻭﺭ؛‬ ‫ﻟﺑﻧﺎﻥ؛‬ ‫ﻣﻭﺻﻝ؛‬ ‫ﻟﺣﻡ؛‬ ‫ﺑﻳﺕ‬ ‫ﺳﻭﺭﻳﺎ؛‬ ‫ﺑﺣﺭﻳﻥ؛‬ ‫ﺑﺎﺑﻝ؛‬
investigating the influence of Arabic on other languages such as Berber, Kurdish, Amharic, Tigrinya,
Persian, Pashto, Urdu, Punjabi, Portuguese, Sindhi, Tagalog, Turkish, Spanish, Hindi, Swahili, Somali,
Malay and Indonesian, for example, the Arabic word for ‘book’ ‫ﻛﺗﺎﺏ‬ is used in most of the languages listed
identifying languages that were derived from Arabic, for example, Maltese and Nubi
Role of language and culture
Explore how language use reflects particular value systems, attitudes and patterns of behaviour by
comparing ways of communicating across cultures
[Key concepts: values, attitudes, behaviour; Key processes: exploring, describing, comparing]

Elaborations
describing own and others’ ways of communicating, and identifying aspects that reflect traditions, values
and practices in Arabicspeaking communities
exploring words or expressions commonly used in informal interactions in the Australian context, and
interpreting or explaining them for young Arabic speakers, for example, ‘mate’ or ‘fair dinkum’
noticing similarities and differences between own ways of communicating and interactions between
young Arabic and English speakers in different contexts and situations, for example, expressions of
politeness or turntaking in conversations, and reflecting on the influence of culture on language use
By the end of Year 6, students use spoken and written Arabic to exchange personal information and describe
people, places and ideas related to their personal experiences and social activities such as celebrations for
example, ‫ﺍﻷﺳﺑﻭﻋﻳﺔ‬ ‫ﺍﻟﻌﻁﻠﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻋﻳﺎﺩ؛‬ ‫ﻓﻲ‬ ‫ﻭﺟﺩﺗﻲ‬ ‫ﺟﺩﻱ‬ ‫ﻟﺯﻳﺎﺭﺓ‬ ‫ﻋﺎﺋﻠﺗﻲ‬ ‫ﻣﻊ‬ ‫ﺃﺫﻫﺏ‬, sport (for example, ‫ﺑﻌﺩ‬ ‫ﺃﺻﺩﻗﺎﺋﻲ‬ ‫ﻣﻊ‬ ‫ﺍﻟﻣﻔﺿﻠﺔ‬ ‫ﺭﻳﺎﺿﺗﻲ‬ ‫ﺃﺃﻟﻌﺏ‬
‫ﺍﻟﻌﺎﻣﺔ‬ ‫ﺍﻟﺣﺩﻳﻘﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻣﺩﺭﺳﺔ‬ and other interests such as ‫ﺇﻟﻛﺗﺭﻭﻧﻳﺔ‬ ‫ﺃﻟﻌﺎﺏ‬ ‫ﺃﻟﻌﺏ‬ ‫ﺍﻟﺳﻳﻧﻣﺎ؛‬ ‫ﻓﻲ‬ ‫ﻋﺎﺋﻠﺗﻲ‬ ‫ﻣﻊ‬ ‫ﺍﻟﻛﺎﺭﺗﻭﻥ‬ ‫ﺃﻓﻼﻡ‬ ‫ﺃﺷﺎﻫﺩ‬. They make
shared decisions, for example, ‫ﺃﻥ‬ ‫ﺃﺭﻳﺩ‬... , provide suggestions such as ‫ﺃﻥ‬ ‫ﻳﻣﻛﻥ‬... , and complete transactions.
When participating in classroom routines and activities, they follow shared rules and procedures, express
opinions and ask for clarification, for example, ‫ﻣﻌﻧﻰ‬ ‫ﻣﺎ‬ ‫؛‬...‫ﺃﻥ‬ ‫ﺃﻋﺗﻘﺩ‬ ‫ﻭﻟﻛﻥ؛‬ ‫ﻧﻌﻡ‬ ‫ﺣﺳﻧﺎ؛‬ ... . Students use patterns of Arabic
pronunciation and intonation when interacting. They locate, classify and organise information from a range of
spoken, written and visual texts related to aspects of culture and lifestyle. They present ideas and information
on topics of interest and aspects of culture in different formats for particular audiences. They respond to a
range of imaginative texts by expressing opinions on key elements for example, ‫ﺍﻝ‬ ‫ﻧﺗﻌﻠﻡ‬ ‫ﺍﻟﻘﺻﺔ‬ ‫ﻣﻥ‬..., characters
for example, ‫ﻷﻧﻪ‬ ‫ﺍﻟﻔﻳﻠﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻣﻠﻙ‬ ‫ﺃﺣﺏ‬ ‫ﻻ‬ ‫؛‬...‫ﻷﻧﻪ‬ ‫ﺍﻟﺩﻳﻥ‬ ‫ﻋﻼء‬ ‫ﺃﺣﺏ‬ and actions for example, ‫ﺃﺑﻳﻪ‬ ‫ﻛﻼﻡ‬ ‫ﻳﺳﻣﻊ‬ ‫ﺃﻥ‬ ‫ﻧﻳﻣﻭ‬ ‫ﻋﻠﻰ‬ ‫ﻳﺟﺏ‬, and
making connections with own experience, for example ‫ﻣﺛﻝ‬ ‫ﺃﻧﺎ‬ ‫؛‬...‫ﺃﻥ‬ ‫ﻳﺟﺏ‬ ‫ﺃﻳﺿﺎ‬ ‫ﺃﻧﺎ‬... . They create and perform short
imaginative texts based on a stimulus, concept or theme. They use a variety of tenses for example, ‫ﺍﻷﻓﻌﺎﻝ‬
‫ﻭﺍﻟﻣﺿﺎﺭﻋﺔ‬ ‫ﺍﻟﻣﺎﺿﻳﺔ‬ and apply verb conjugation for example,‫ﺃﻛﻠﺕ‬/َ‫ﺃﻛﻝ‬/ ُ‫ﺃﻛﻠﺕ‬, suffixes for example, ‫ﺗﺫﻫﺏ‬/‫ﻳﺫﻫﺏ‬ /‫ﺃﺫﻫﺏ‬, basic
conjunctions for example,‫ﺃﻭ‬ ‫ﻭ؛‬ and a range of adjectives for example, ‫ﻭﺍﻷﺷﺧﺎﺹ‬ ‫ﻟﻸﺷﻳﺎء‬ ‫ﻟﻠﻣﺅﻧﺙ‬ ‫ﻭﺍﻟﺻﻔﺔ‬ ‫ﻟﻠﻣﺫﻛﺭ‬ ‫ﺍﻟﺻﻔﺔ‬ and
adverbs for example, ‫ﻳﻭﻣﻳﺎ‬ ‫ﺻﺑﺎﺣﺎً؛‬ ‫ﻟﻳﻼً؛‬ ‫ﺳﺭﻳﻌﺎً؛‬ to construct sentences and to produce short texts. Students translate
texts from Arabic into English and vice versa, identifying words that are not easily translated, such as ‫ﺗﻠﻔﺎﺯ؛‬ ‫ﺃﻳﻔﻭﻥ؛‬
‫ﻛﻭﻣﺑﻳﻭﺗﺭ‬ , and create bilingual texts for their own learning and for the school community. They identify ways in
which their own biography for example, ‫ﺍﻟﺧﺎﺻﺔ‬ ‫ﺍﻟﺧﺑﺭﺍﺕ‬ ‫ﺍﻟﺫﺍﺗﻳﺔ؛‬ ‫ﺍﻟﺳﻳﺭﺓ‬, traditions for example, ‫ﻭﺍﻹﺟﺗﻣﺎﻋﻳﺔ‬ ‫ﺍﻟﻌﺎﺋﻠﻳﺔ‬ ‫ﺍﻟﻌﺎﺩﺍﺕ‬ and
beliefs for example, ‫ﺍﻟﺧﺎﺻﺔ‬ ‫ﺍﻟﻣﻌﺗﻘﺩﺍﺕ‬ impact on their identity and influence the ways in which they communicate in
Arabic and English.
Students identify the role of vowels in softening and extending sounds and apply writing conventions to own
constructions. They distinguish between the structure and features of different types of spoken and written
Arabic texts and identify ways in which audience, context and purpose influence language choices and the
form of Arabic used. They provide examples of how language use and ways of communicating vary according
to the relationship between participants and the purpose of the exchange, for example, ‫ﻭﺍﻟﻔﻌﻠﻳﺔ؛‬ ‫ﺍﻹﺳﻣﻳﺔ‬ :‫ﺍﻟﺟﻣﻝ‬ ‫ﺃﻧﻭﺍﻉ‬
‫ﻓﻳﻬﺎ‬ ‫ﺍﻟﺷﻔﻬﻳﺔ‬ ‫ﻭﺍﻟﻔﻭﺍﺻﻝ‬ ‫ﺍﻟﺟﻣﻝ‬ ‫ﻁﻭﻝ‬ ‫ﺍﻟﻌﺑﺎﺭﺍﺕ؛‬ ‫ﺑﻌﺽ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺗﺭﺩﺍﺩ‬. They identify how languages influence one another, including
the influence of indigenous languages of the Arabicspeaking world and regional languages such as Aramaic,
Syriac, Phoenician, Persian, Kurdish and Turkish on Arabic, for example ‫ﺍﻟﻛﻠﻣﺎﺕ‬ ‫ﺃﺻﻝ‬ ‫ﺍﻟﻣﺳﺗﻌﺎﺭﺓ؛‬ ‫ﺍﻟﻣﻔﺭﺩﺍﺕ‬ ‫ﺍﻷﺑﺟﺩﻳﺔ؛‬.
They give examples of how language use reflects particular value systems, attitudes and patterns of
behaviour across cultures.
Languages Auslan (Version 8.4)
Page 335 of 943

The Australian Curriculum: Languages Auslan
Auslan How the Subject works
As a native user of Auslan, and as an advocate for the language and for the Deaf community, I
am thrilled to see a national curriculum in Auslan come to fruition. For the first time, deaf children
will have access to a formal first language learner pathway for acquiring Auslan, acknowledging
their status and strengths as visual learners and offering a ‘Deaf gain’ perspective to their lives.
In turn, the second language learner pathway provides unparalleled opportunities for hearing
children to access and use Auslan in their schools and in society, reducing barriers for
participation and increasing equality in the wider community. Children learning Auslan in schools
have the potential to fundamentally change the social fabric of Australia.
—Drisana LevitzkeGray, Deaf advocate and Young Australian of the Year (2015)
Auslan (Australian Sign Language) is the language of the Deaf1 community of Australia and is descended
from British Sign Language (BSL). Auslan and other signed languages around the world are fullyfledged
languages that are visualgestural in nature. They have a complete set of linguistic structures and are
complex and highly nuanced.
Signed languages evolve naturally in Deaf communities in which signers use mutually agreed signs and ways
of ordering them to communicate with each other. Signed languages have their own grammar and lexicon
which are not based on the spoken language of the country or region although they are influenced by them.
Signed languages fulfil the same functions as spoken languages in meeting the communicative, cognitive and
social needs of a group of human beings. However, the modalities of a visualgestural language like Auslan
and those of an auraloral language like English are markedly different. Although signed and spoken
languages share many linguistic principles, the visualgestural modality results in some unique features of
signed languages not found in spoken languages.
There are many different signed languages around the world, some of which can be grouped into ‘language
families’. Auslan belongs to the BSL family, which includes the contemporary British, Australian and New
Zealand sign languages, which all share a similar lexicon and grammar. Auslan can be traced back to the
arrival of Europeans in Australia in the late 1700s, with BSL users arriving in Australia as convicts and as free
settlers. Although now considered a relatively young language in its own right, the ancestral link Auslan
shares with BSL gives it historical context as a member of one of the longest continuing signed language
families in the world.
Aboriginal and Torres Strait Islander people share the oldest surviving cultures and languages in the world.
These developed independently on the Australian continent, predating by vast periods of time the relatively
recent arrival of Europeans and the subsequent development of Auslan. The signed languages of Aboriginal
and Torres Strait Islander cultures vary greatly from one another and are quite different from Auslan in that
they are largely used as gesturalvisual representations, or substitutions, of the associated spoken languages.
However, in some contemporary Aboriginal and Torres Strait Islander communities, deaf people have
developed signed languages for independent use – for example, Yolngu Sign Language from the Northern
Territory – but there has been limited research on these. In other communities, Auslan may coexist alongside
local signed languages.
Recognition of Auslan
The Deaf community has a rich history and culture; however, the signed languages of deaf people have not
always been recognised as legitimate languages. Due in part to the modality of signed languages, they have
often been inaccurately viewed as a form of pantomime or as a manual representation of ‘broken English’,
incapable of the same kind of sophistication as spoken languages. As a result of such misunderstanding,
signed languages like Auslan have historically been discouraged from widespread use in educational settings.
Educational policies, fuelled by resolutions from a conference on the education of deaf children in Milan, Italy,
in 1880, led to the prohibition of signed languages in schools in many countries for a considerable period of
time, effectively marginalising Deaf communities and oppressing signed languages.
A language is considered legitimate by many when it has a widely accepted or standardised orthographic
writing system; because none exists for Auslan, the Deaf community has been hindered in its attempts to
capture and record its language in an effort to legitimise it. Although there are recently developed ‘sign writing’
or ‘gloss’ systems that sign linguists, teachers and researchers have developed to record and document
signs, Auslan has no written form in the traditionally understood sense.
The United States of America is widely acknowledged for pioneering signed language research and formal
development of signed language teaching programs, resulting in the first academic recognition of signed
languages as meaningful and complete languages. Starting in the 1960s, the first sign linguistics research is
credited to William Stokoe. The United Kingdom and parts of Europe followed suit in the 1970s, and Australia
a little later in the 1980s. Auslan was first officially recognised as a legitimate language by the Australian
Government in 1987 in a white paper on the languages of Australia (Lo Bianco, J, 1987).
Recent developments in digital recording and software for timealigned multimedia annotations have allowed
for improved documentation and analysis of much larger data sets of signed languages. These tools allow
Auslan data, and the rich culture of Australian deaf people, to be captured and recorded in various ways. As a
result, linguists, in consultation with the Deaf community, are increasingly conducting research on signed
languages and encouraging the documentation of Auslan and other signed languages.
Societal attitudes have changed towards Auslan and towards deaf people. As usage has been documented,
scholarly research published and dictionaries developed, policies now legitimise the use of Auslan, and
interest has grown in teaching and learning the language in formal educational settings. Recognition of Auslan
in the Australian Curriculum has significant historic value, and is to be celebrated.
The place of Auslan in Australian education
The use of Auslan for deaf children in Australian schools has been varied and inconsistent.
However, the recognition and improved status of the language in recent years has changed the educational
landscape for deaf children. The move from segregated school settings for deaf children to mainstream
school environments has influenced community and education sector interest in Auslan in recent years due to
increased visibility of Auslan in school communities. Auslan has been increasingly embraced in many more
mainstream school settings where deaf students may be placed.
In addition, between 1980 and 1990, many civil and political events around the world altered the
circumstances of the Australian Deaf community. Advocacy by various groups, including deaf people, brought
about legislative and social change in Australia, including the Disability Discrimination Act in 1992, as well as
Acts regarding telecommunications access and television captioning.
Official government recognition of Auslan as a community language, and the implementation of relevant
education and employment legislation arising from the aforementioned advocacy, have led to changes in
society that have empowered deaf people to take up further studies and to enter previously inaccessible
occupations. These shifts have also had an immeasurable impact on the perception of Auslan in the wider
community, with increased enrolment of second language learners in tertiarylevel Auslan classes for adults,
and the establishment of Auslan interpreter training programs nationwide since 1986.
The availability and increased profile of Auslan as a language of formal study in primary and secondary
schools for second language learners has, however, been less rapid or less well supported systemically in
most states/territories of Australia. Historically, schools that have provided some form of teaching and learning
in Auslan have offered informal lunchtime or hobby/interest classes rather than formal courses of study
included in a school timetable alongside spoken languages and other subjects.
Victoria has been a leading exception in this regard; Auslan has been taught in a number of schools for many
years, and a curriculum has been available at Victorian Certificate of Education (VCE) level since 1994. Other
states have followed suit over time, with Auslan now formally available in several schools in New South Wales,
Queensland, South Australia and Western Australia. A national agreement via the Collaborative Curriculum
and Assessment Framework for Languages (CCAFL) exists for the formal study of Auslan in Year 11 and Year
12. This national syllabus was developed in Victoria under the auspices of CCAFL in 2002 and is available for
endorsed use by each state and territory authority. There has been a demand to adopt this syllabus in an
increasing number of states in recent years, with Auslan of growing interest to learners as a subject
contributing to their Australian Tertiary Admission Rank (ATAR) or Overall Position score for university
entrance.
Inconsistency across Australia in the provision of formal Auslan teaching for second language learners in
schools from F–10, and the absence to date of any first language learner Auslan curriculum, means that this
dualpathway national curriculum for Auslan is groundbreaking. It systematises provision in Australian
schools, serving both deaf and hearing student populations and rightfully acknowledging the place of Auslan
and the culture of the Deaf community in Australian society. It offers access to the formal study of Auslan to
deaf children through a first language learner pathway and to students interested in learning it as an
additional language through a second language learner pathway.
When I was a school student, we were punished for using our sign language. I remember writing
100 times: 'I must not sign'. It makes me so happy to see that young people today are
encouraged to learn Auslan, and to be proud of it.
—Nola Colefax, OAM, Deaf elder
1. In referring to deaf people who belong to a linguistic and cultural minority known as the Deaf community, the ‘D’ may be capitalised in reference to
the individual, the culture or the group to accord respect and deference, for example, Deaf teacher. This is similar to being referred to as Aboriginal
people, or members of the Macedonian community living in Australia. When referring simply to audiological status of a group, for example, deaf
children, the lower case ‘d’ as in ‘deaf’ is the more common usage. ↩
The formal study of Auslan contributes to the overall intellectual and social enrichment of both first language
(L1) and second language (L2) learners by providing:
opportunities for engagement with the Deaf community and insight into its rich cultural heritage
opportunities to develop intercultural capabilities, understanding and respect for others,
appreciation of diversity and openness to different perspectives and experiences.
This curriculum provides direction for an integrated, inclusive and meaningful approach to language education
in Auslan for both first and second language learners.
As a parent of one deaf child and five hearing children, I have been lobbying for an Auslan
curriculum in schools for years. A recently implemented course at my sons’ school has changed
our world as a family. Learning Auslan formally as a second language means my sons can now
not only communicate with their deaf brother but even argue with him and share jokes! For my
deaf son, being able to access a first language learning pathway in Auslan will mean everything.
It will touch every subject and alter the trajectory of his life. It is that profound. A child armed with
language can change the world, and deaf children will have a real chance at succeeding equally
to their hearing peers if able to master their first language through recognised formal study of it in
school. This is simply revolutionary.
—Lesley Klem, hearing parent of a deaf child
Rationale for first language learners
This curriculum meets the need of young deaf people to formally learn their own language, and it recognises
the significance of Auslan in the linguistic landscape of Australia. It provides deaf children, and potentially
hearing children of deaf parents, with access to education in and about their first language, playing an
important part in the development of a strong sense of selfesteem and identity and contributing in crucial
ways to overall learning and achievements. It enables learners to develop a wider recognition and
understanding of their language, culture and identity, thus contributing to their psychological wellbeing as well
as to their academic development.
Rationale for second language learners
Many deaf children today are educated in inclusive school settings, thus raising the profile of Auslan in the
wider community. The presence of deaf students and interpreting practitioners in schools creates a need and
offers opportunities for a wider range of peergroup communication partners, and not all interactions can or
should be mediated by an interpreting practitioner. One of the key reasons for introducing Auslan in schools,
therefore, is for humanistic purposes: to increase opportunities for interaction between deaf children and their
hearing or hard of hearing peers, and to reduce barriers to communication. Through learning Auslan, L2
learners gain access to additional knowledge and understanding of the nature and purpose of human
languages and of the use of a different language modality. In addition, from a vocational perspective, greater
participation of deaf people in society in a diverse range of occupations and breadth of community spheres
creates possibilities for future career options and personal fulfilment for L2 learners. In general educational
terms, learning Auslan as a second language enables students to engage meaningfully with a different
language and culture and to enhance understanding of their own language and culture. Such intercultural
learning is essential in the increasingly diverse and changing contexts in which they live and will work.
For all learners
Learning Auslan:
broadens students’ understanding that each language is an integrated, evolving system for the
framing and communication of meaning; and encourages understanding of the role of language as
an expression of cultural and personal identity and a shaper of perspectives
contributes to the overall curriculum intent by providing distinctive reallife and intellectual
opportunities for students to expand their engagement with the wider world and to reflect on the
cultural and social assumptions that underpin their own world view and language use. Such
awareness of different perspectives is an integral part of effective communication
contributes to the development of critical thinking and the ability to adapt to change and equips
students with learning strategies and study habits that are the foundation not only for lifelong
learning but also for any subsequent language learning.
The opportunity to learn Auslan formally is becoming available in an increasing number of Australian schools,
and the aim of this national curriculum is to make this learning opportunity accessible in a systematic manner
to students around Australia. Language learning is life enhancing. This national curriculum offers all Australian
students the opportunity to benefit from the social, cultural, intellectual and emotional development that will
result from learning the unique and sophisticated visualgestural language of the Australian Deaf community.
Aims
The Australian Curriculum: Languages – Auslan aims to develop the knowledge, understanding and skills to
enable students to:
communicate in Auslan
understand language, culture and learning and their relationship, and thereby develop an
understand themselves as communicators
develop a knowledge and an understanding of the diversity of Deaf experience and the nature of
identity.
These aims are interrelated and provide the basis for two organising strands for learning Auslan:
Communicating and Understanding.
Learning Auslan
Some linguistic features of Auslan are similar to properties found in spoken languages and others are not. For
example, the 26 fingerspelled letters of the Auslan alphabet are based on the 26 letters of English. The
occasional contact Auslan has with English, such as in relation to mouthing (the use of lip patterns when
signing) or fingerspelling, may support the early stages of learning Auslan for some L2 students, as might the
apparent visual motivation of some signs. Although indigenous to the Australian Deaf community, Auslan
shares some properties with other signed languages, which may make additional signed languages relatively
easy to acquire once learners are fluent in Auslan.
Benefits
Benefits of learning Auslan include:
development of neural pathways and cognitive processes unique to using a visual language
greater access to the curriculum using increasingly sophisticated Auslan for L1 learners
capacity to communicate with peers, friends and family members who use Auslan
improved capacity for visualgestural communication
intellectual interest, engagement and personal challenge
opportunities for meaningful crosscurricular integration, for example through the use of information
and communication technology (ICT)
access to alternative ways of thinking and expressing ideas
opportunities to develop and reinforce social justice values
awareness of deafness as difference rather than as disability
development of interpersonal skills, access to wider social networks and more diverse experience
appreciation of the notions of Deafhood, cultural identity and community membership
increased understanding of inclusion and diversity
acquisition of a portable mode of communication that involves learning strategies for gesture that
may have international, crosscultural application
increased understanding of language acquisition, language systems and learning processes
enhanced development of overall literacy capabilities
accessibility for some nontraditional learners, students with disability and those who are primarily
visual learners.
Deaf students located in schools that offer a L2 Auslan program have increased opportunity to expand their
peer networks, potentially increasing their social circle, their resilience and inclusion in the school community.
L2 learners learning in a school attended by deaf students have a unique opportunity to use their new
language on a daily basis in an authentic context, impacting on accessibility and respect for linguistic and
cultural difference.
Learner diversity and learner pathways
Pathways
There is diversity in the background of learners of Auslan. Learners may be deaf, hard of hearing or hearing,
and may be learning Auslan as a first language or as a second language. To cater for distinct learner
backgrounds, the Auslan curriculum has two pathways:
First Language (L1) Learner Pathway
Second Language (L2) Learner Pathway.
Learner diversity
The rationale for providing a L1 pathway is that native signers do not usually have an opportunity to formally
study their natural first language in a classroom context. Such exploration and development of their L1 affords
these students a more sophisticated understanding of their L1, and scaffolds their acquisition of English as
their second/additional language. Formally studying Auslan at school provides L1 learners with powerful
recognition of the value and status of their language and helps strengthen their sense of identity. The impact
of this is healthier selfesteem, greater resilience, better mental health, an improved concept of self and a
greater engagement with language, community and culture. In addition, formal learning of their L1 may give
students increased opportunity to develop understanding, knowledge and valuable life skills across the
curriculum.
The L1 pathway typically caters for deaf students whose native language is Auslan (that is, deaf children of
deaf adults, or deaf children from hearing families who use Auslan at home); hearing children with signing
deaf parents; and deaf students who are introduced to Auslan at school, for whom it is a highly accessible
language and likely to be their future preferred or primary language. This latter group of deaf children might
not have access to Auslan at home. Developing a strong L1 via this pathway from Foundation to Year 10 will
particularly increase the educational capabilities of deaf children, encourage functional bilingualism in Auslan
and English, and will improve learning and future employment opportunities.
The L2 pathway typically caters for students who are not members of the Deaf community; most often,
hearing students learning Auslan as a second or additional language. It may also include deaf or hard of
hearing children already fluent in another language, such as a different signed language in the case of a
recent immigrant, or spoken English for some deaf and hard of hearing children who have residual hearing or
access to speech. These children are being introduced to Auslan for the first time as an additional language
to add to their existing linguistic repertoire.
Due to a range of complex factors, it is recognised that these two pathways may not be able to meet the
complete learning needs of all students. For example, native signers of Auslan who are hearing (such as
hearing children from deaf families) may not be adequately accounted for in an L1 pathway, due to the
teaching and learning emphasis on the primary target group, deaf children. In addition, a deaf migrant already
fluent in a native signed language from another country, such as American Sign Language, may not be
entirely suited to an L2 learning pathway for Auslan as so many ageappropriate L1 features and linguistic
competencies will already be present in his/her use of another signed language, making a second signed
language easier to learn compared to other L2 learners being exposed to learning a signed language for the
first time. Congenitally deafblind children, or other students with disability, may also present unique challenges
with regard to determining language learning pathways.
Both L1 and L2 learners of Auslan are entitled to rigorous, relevant and engaging learning programs that
address their individual learning needs. In teaching Auslan in Australian schools, it will be necessary to
account for the diversity of learners of Auslan, including accommodating:
students with a disability
gifted and talented students
students with English as an additional language or dialect
students from regional and remote contexts
students with diverse personal or cultural or religious backgrounds
Aboriginal and Torres Strait Islander students
students with a combination of equity and diversity needs.
Ultimately, this dualpathway approach recognises that the key variable in the language learning experience is
the diversity of the learners. It acknowledges that students bring specific backgrounds, diverse linguistic and
cultural experience, individual knowledge and skills to their learning of Auslan, and that the programming and
implementation in schools by teaching teams will need to reflect this, differentiating for learner diversity
accordingly and drawing on the L1 or the L2 pathway and accommodating for individual learners as
appropriate.
First Language Learner Pathway (L1): F–10 sequence
The first language learner pathway is pitched at two of the many types of potential learners in the Auslan
cohort:
native signing children from Deaf families who have fluent language models to interact with at home
and have been exposed to the language since birth
deaf children from hearing families with parents or older relatives who have learnt to sign and
exposed their children early to rich signing models, such as in bilingual preschools.
There is another significant group of children in the L1 pathway: deaf children who arrive in a signing program
in their first few years of schooling. These students begin learning Auslan with limited prior experience of any
language, and may have additional disabilities that are hidden because of their language delay. The L1
pathway is appropriate for them since they will be using the language for more hours a week than just in the
subject, thus making faster progress with language acquisition; and they have little experience of other
language to make reference to, as in the L2 pathway. Teachers working with students with delayed access to
Auslan will need to adapt and differentiate the curriculum extensively to scaffold their learning, particularly in
their first years of study. Additionally, hearing children from deaf families who have Auslan as a first language
may also benefit from the L1 pathway of learning.
The population of children who will follow the L1 pathway therefore has great variation in Auslan proficiency.
Some will have had extensive access to a range of mature language users in early learning programs, in
school and at home. Others will have limited quantity and quality of input in Auslan at home and sometimes
even in school, and may not have attended an early intervention signing program prior to school. This
pathway is primarily pitched at those students with exposure to Auslan prior to Foundation level; delayed
language learners will require extra support to participate in the learning experiences outlined in this pathway.
Typically, L1 programs occur with constant involvement from a variety of fluent signers drawn from the Deaf
community. A key expectation in the L1 pathway is that students will have opportunities to interact with elders
and the Deaf community to consolidate and enhance their learning of the language and culture, ideally face to
face, although accommodations via technology may need to be made in regional and remote areas.
First Language Learner Pathway (L1): 7–10 sequence
The nature of education of deaf students is such that some learners arrive at high school with a very limited
knowledge of English, and little, if any, Auslan. These learners may have come from other countries where
they have had no access to schooling for deaf children, or from educational programs overseas or in Australia
from which they have learnt only rudimentary speech and language and have not had access to quality
signed language models. This group of learners, therefore, comprises students who are learning their first
language well beyond the age of typical language development.
As a result, this group of learners is very different from the similarly aged cohort from the F–10 sequence,
who have had exposure to quality language since birth or early in life, and who approach high school learning
with established fluency in Auslan, which enables them to focus much of their Auslan class time on the
development of higherorder skills such as analysis and evaluation. Learners in the L1 pathway, 7–10
sequence begin learning Auslan with limited prior experience of any language. They may have additional
disabilities, sometimes hidden, often caused by their language delay. Auslan is nonetheless considered their
first or primary language, due to their lack of fluency in any other language. Learners require intensive
support and extensive input from rich language models, especially at the initial stages. These learners are
unlikely to reach nativelike levels of fluency in any language, but will benefit greatly from the explicit teaching
of Auslan as a subject to support their language acquisition and development.
First Language Learner Pathway (L1): Learner experiences
The experience of first language learners of Auslan will include:
opportunities to expand domains of use in their first language and to develop skills in registers and
genres not necessarily encountered in their home context, particularly in the case of delayed L1
learners of Auslan
enhancement of essential skills that underpin other learning, including critical thinking and literacy in
both Auslan and English
reflection on their own identities, awareness of the values and beliefs that underpin their
communication practices, and exploration of their expression of identity in Auslan and in Deaf
culture and of how this can be extended to English and other languages and cultures
understanding of the systems of Auslan and sociolinguistic variation of the language in context
development of the capacity to translate and interpret activities that provide insights into cultural and
linguistic differences and similarities between Auslan and English and between communicative
practices in the two languages
reflection on their linguistic environment at local, regional, national and international levels, including
exploration of the status of Auslan and other signed languages, of ways in which it can be expanded
to meet the needs of their own developing linguistic and cultural capabilities and their identity as a
member of the Deaf community
understanding of the history of deaf people and of their own ability to effect positive social change.
Second Language Learner Pathway (L2): F–10 and 7–10 sequences
The second language learner pathway caters for students learning Auslan as a second or additional
language. This will typically be hearing children, but may include hard of hearing or deaf children who already
have an established first language. These children are being introduced to Auslan for the first time as an
additional language. The teaching team will use the curriculum to cater for L2 learners of different
backgrounds by making appropriate adjustments to differentiate learning experiences for these students.
The first language of most L2 students will be a spoken language, and this pathway provides them with an
opportunity to study a language that is very different from a spoken language. If L2 learners are learning in a
school attended by deaf students, they will have a unique opportunity to use their new language on a daily
basis in an authentic context. Deaf students located in schools that offer an L2 Auslan program have
increased opportunity to expand their peer networks, potentially supporting transition between schools (from
primary to secondary school, for example), and increasing their resilience and social networks, decreasing
their risk of isolation, and increasing their sense of inclusion.
Typically, L2 programs occur with constant involvement from a variety of fluent signers drawn from the
community. A key expectation of the L2 pathway of learning is that students will have opportunities to interact
with elders and members of the Deaf community. This provides learners with the chance to develop a deeper
appreciation of the nature and diversity of languages and cultures, and requires the acquisition of specific
knowledge and skills necessary to learn and understand Auslan in its cultural context.
Second Language Learner Pathway (L2): Learner experiences
The experience of second language learners of Auslan will include:
developing knowledge of Auslan needed to interact with others and to communicate personal
information and ideas in a widening range of contexts
observing and interacting with Auslan users and Auslan texts and beginning to recognise the
culturespecific ways in which communication takes place
reflecting on their own linguistic and cultural practices and beginning to apply this new
understanding in their communication with others
understanding of linguistic, historic and cultural trends and developments in the context of national
and international Deaf communities and signed languages.
Developing teaching and learning
The Australian Curriculum: Languages – Auslan has two learning sequences: one from Foundation to Year
10, and another from Year 7 to Year 10 (Year 7 Entry). The curriculum is written in a series of bands, as
follows: Foundation – Year 2, Years 3–4, Years 5–6, Years 7–8 and Years 9–10. Given the limited but growing
research and pedagogical support for the teaching and learning of Auslan, there may be local flexibility in
curriculum implementation, depending on suitability of learner pathway and entry point in the sequence.
Strands and substrands
The content of the Australian Curriculum: Languages is organised through two interrelated strands, which
realise the four aims of learning Auslan. The two strands are:
exchanging meaning
Understanding: analysing language and culture as resources for interpreting and creating meaning.
1. communication
2. analysis of aspects of language and culture
3. reflection, which involves
a. reflection on the experience of communicating
b. reflection on comparative dimensions of the languages available in students’ repertoires, for
example, the first language in relation to the second language, and the self in relation to
others.
A set of substrands has been identified within each strand to reflect dimensions of language use and the
related content to be taught and learnt. The strands and substrands do not operate in isolation but are
each substrand differs for described languages, pathways and bands of learning.
Table 1 gives a brief description of each of the strands and substrands for Auslan.

strand
Communicating 1.1 Interacting to exchange ideas, opinions,

Using language for communicative Socialising experiences, thoughts and feelings; and
purposes in interpreting, creating participating in planning, negotiating, deciding and
and exchanging meaning taking action
1.2 Obtaining, processing, interpreting and conveying
Informing information through a range of Auslan texts;
developing and applying knowledge
1.3 Engaging with imaginative experience by
Creating participating in, responding to and creating a range
of texts, such as stories, poetry, art and
performance
1.4 Moving between languages and cultures,
Translating understanding that words and signs do not always
have direct equivalence and recognising different
interpretations and explaining these to others
1.5 Identity Exploring and expressing their sense of identity as
individuals and as members of the Deaf community
and culture and as deaf, hard of hearing or hearing
people
1.6 Participating in intercultural exchange, questioning
Reflecting reactions and assumptions; and considering how
interaction shapes communication and identity
Understanding 2.1 Understanding the language system, including

Analysing and understanding Systems of visualgestural language parameters, conventions
language and culture as resources language and grammar
for interpreting and shaping
meaning in intercultural exchange 2.2 Understanding how language use varies according
Language to individual difference and context and across time
variation and place
and
change
2.3 Analysing and understanding language and culture
Language over time, including language attitudes, language
awareness policy, language rights, international contexts and
language vitality
2.4 The Analysing and understanding the role of language
role of and culture in the exchange of meaning
language
and culture
The substrands are further differentiated according to a set of ‘threads’ that support the internal organisation
of content in each substrand. These threads (shown in Table 2) are designed to capture: range and variety in
the scope of learning; and a means for expressing the progression of content across the learning sequences.
Table 2: Strands, substrands and threads for Auslan across the learner pathways
Strand Sub First Language Second Language

strand Learner Pathway Learner Pathway
Communicating 1.1 Socialising and Socialising and

Using language for communicative Socialising interacting interacting
purposes in interpreting, creating and
exchanging meaning Taking action Taking action
Developing classroom Developing classroom
language and language and
protocols associated protocols associated
with Auslan learning with Auslan learning
1.2 Obtaining and using Obtaining and using

Informing information information
Conveying and Conveying and
presenting information presenting information
1.3 Participating in and Participating in and

Creating responding to responding to
imaginative experience imaginative experience
Creating and Creating and
expressing imaginative expressing imaginative
experience experience
1.4 Translating/interpreting Translating/interpreting

Translating and explaining and explaining
Creating and using Creating and using
bilingual resources bilingual resources
1.5 Identity Exploring and Expressing and

expressing their sense reflecting on identity
of identity, relationship
and community
1.6 Reflecting on the Reflecting on the

Reflecting experience of experience of
intercultural intercultural
communication communication
Understanding 2.1 Formational elements Formational elements

Analysing and understanding Systems of of signs of signs
language and culture as resources for language
interpreting and shaping meaning in Sign modifications Sign modifications
intercultural exchange
Sign classes and Sign classes and
clause structures clause structures
Text organisation Text organisation
2.2 Variation in language Variation in language
Language use use

variation
and
change
2.3 Linguistic landscapes Linguistic landscapes

Language and the nature, context and the nature, context
awareness and status of Auslan and status of Auslan
2.4 The The relationship The relationship

role of between language and between language and
language culture culture
and culture
Text types
Text types include signed or spoken texts, written texts (in English), digital texts and multimodal texts. They
are central to curriculum development, as all work in language learning can be seen as textual work. The
selection of quality Auslan texts produced by native or nativelike proficient signers is important: texts define
and reflect past and present and linguistic and cultural identity, making the people and experiences of a
particular culture distinctive; they also provide the opportunity for developing intercultural understanding.
Band descriptions
The band descriptions give a general description of language learning that is typical at particular year levels
along the F–10 continuum. They have been developed to correspond to learning in the following bands:
Foundation – Year 2, Years 3–4, Years 5–6, Years 7–8 and Years 9–10. Each band description includes
discussion of:
nature of the learner
Auslan learning and use
contexts of interaction
texts and resources
features of Auslan use
level of support
the role of English.
Developing teaching and learning programs
In developing teaching and learning programs, the two strands – Communicating and Understanding – are
integrated to ensure holistic learning in order to attend to active language use and the development of related
knowledge, understandings and reflective capabilities. The set of strands and substrands capture a range of
dimensions of language use. As such, they are designed to capture the range and variety of content to be
experienced and learnt by students. The teaching team will design teaching and learning programs by
drawing on the content descriptions from a number of substrands and integrating these to create meaningful
learning experiences for their particular learners. The emphases across the strands and substrands may
vary for different bands and pathways and for different contexts. Since the content descriptions indicate the
nature and scope of the learning over several year spans, the teaching team will make decisions about what
aspects of the content descriptions will be taught in what year of their program. Programs can then be used to
inform the development of shortterm programs year by year (for example, one term/several weeks). Taken
together, band descriptions, content descriptions, content elaborations and achievement standards provide
an overall sense of ‘level’ or expectations about language teaching and learning at a given moment in time
and over time. In the development of programs, they give a sense of the level of complexity at which student
learning can be pitched. In relation to assessment, they provide a reference point for making judgements
about students’ progress in learning. The teaching team will make decisions about pedagogies that best meet
the learning needs of their particular students and the context of their particular program.
Development and implementation protocol
Engagement and appropriate consultation with the local Deaf community in an ethical, respectful and
sustainable manner is the cornerstone of respectful Auslan program development and key to a successful
Auslan teaching program. Deaf people are the custodians of their language. Consultation with native or
nativelike and proficient users of Auslan who have ownership of the language is strongly recommended as a
special consideration for Auslan programs, to ensure the language is taught in a contextually and culturally
correct manner. Teaching Auslan without due consideration of/ liaison with the Deaf community may result in
linguistic and cultural appropriation and the disenfranchisement of deaf people.
Issues to consider
the presence of deaf students within the school environment, for whom the provision of an L1 or L2
Auslan program would be of academic, social, emotional and vocational benefit
the proportion of Deaf teachers, mentors, language models and Deaf community members in the
region, and available access to them
the availability of skilled and appropriate personnel for teaching Auslan, such as qualified Auslan
instructors/language teachers, and the capacity to team teach in deaf/hearing teams as needed in a
culturally sensitive manner
the possibility of excursions to Deaf community events and the development of ongoing
relationships with community members (such as Deaf seniors) to support pedagogy and to build
and perpetuate mutual understanding and connections for the benefit of students and the
community
the threedimensional visualspatial nature of Auslan means that it is ideally taught in a facetoface
context. ICT will play an important role in providing access to a variety of signers and signed texts,
however, particularly for rural and remote learners
the range of crosscultural considerations that need to be addressed when working in and teaching
Auslan in Aboriginal and Torres Strait Islander communities. The teaching team should consult the
local community about particular topics, local context and relevant cultural considerations, so that
offence and embarrassment can be avoided
the importance of promoting further research of Auslan and the development, collection and
digitisation of quality texts, teaching materials, resources and assessment and reporting tools for
teaching purposes
the need for investment in the professional development of suitable Auslan teachers to meet future
anticipated interest and demand in Auslan programs in schools; and for recognition of the fact that
the success of Auslan programs depends on the fundamental premise that suitably skilled and
qualified teachers, including native or nativelike proficient users of Auslan, have key roles in their
development and implementation
schools enrolling deaf and hard of hearing students on the same site may wish to consider offering
both L1 and L2 Auslan pathways or a blend of the two as needed. Authentic opportunities for deaf,
hard of hearing and hearing peers to engage with each other, either face to face or via technology,
allows L2 students to practise language in a realworld context. Such practice benefits for hearing
students transfer to deaf students by broadening their peer network, increasing communication
across the school and over several year levels for the deaf students, and potentially have social,
emotional, cultural, psychological, academic and vocational benefits for all students in the program.
For more specific guidance and to connect with the Deaf community, contact the national peak body
representing the needs and interests of Auslan users, Deaf Australia, or the relevant state association.
As a native signer, sharing my language with students is a gift I give willingly, knowing with
language comes greater understanding, acceptance and respect. Students learn to appreciate
my community and culture because they engage directly with me, a Deaf teacher, which is
incredibly powerful in the learning experience. I believe my own deaf children will grow up in a
much more tolerant and accessible society because of Auslan in schools.
—Josie Hodgetts, Deaf parent of deaf children, Auslan teacher
First Language Learner Pathway
Page 353 of 943

Auslan First Language Learner Pathway Years F–10 Sequence
This is a key transitional phase of learning. Learners communicate more confidently, are more selfdirected,
and selfreference in relation to wider contexts. Response to experience is more analytical and critical,
allowing for a reflective dimension to language learning and to referencing cultural frameworks. The
curriculum ensures that learning experiences and activities are flexible enough to cater for learner variables,
while being appropriate for learners' general cognitive and social levels.
At upper primary level, learners use Auslan for a widening range of purposes, such as paraphrasing or
summarising key ideas; conversing with visitors in formal and informal contexts, contributing their own ideas,
questions and opinions; discussing cause and effect; providing instructions for a group activity; planning and
conducting an interview; and contributing to discussions by clarifying and critiquing ideas and developing
supporting arguments.
At this level, there is focused attention on language structures and systems, and comparisons are made
between Auslan and English. Learners’ communicative capabilities are stronger and more elaborate. They
draw on a wider range of grammatical and lexical resources to compose and comprehend more complex
language. With support, they build increasing cohesion and complexity into their signing in both content and
expression. They watch a range of varied input from different sources and build more elaborate
conversational and interactional skills. This includes initiating and sustaining conversations, using turntaking
protocols, ‘reading’ language for cultural and contextual meaning, reflecting on and responding to others’
contributions, making appropriate responses and adjustments, and engaging in debate and discussion.
Shared learning activities develop social, cognitive and language skills and provide a context for purposeful
language experience and experimentation. Individual and group oral presentation and performance skills are
developed through researching and organising information, structuring and resourcing presentation of
content, and selecting appropriate language to engage a particular audience. Learners use ICT to support
their learning in increasingly independent and intentional ways, exchanging resources and information with
each other and with young people of the same age in other signing communities, accessing media resources,
maintaining vlogs and other web pages, and participating in social networks.
Learners interact in Auslan with each other and the teaching team and with members of their families who can
sign, and the Deaf community. They have access to Deaf visitors and cultural resources in wider contexts and
communities through the use of ICT and through the media. Language development and use are
incorporated into collaborative and interactive learning experiences, games and activities.
Texts and resources
Learners engage with a growing range of signers and digital signed texts. They also engage with resources
prepared by their teacher, including games, performances, presentations and language exercises. They may
have additional access to BANZSL resources created for the Australian, New Zealand or British Deaf
communities, such as children’s television programs, websites, music or video clips. They also make use of
texts from other signed languages that make extensive use of the ‘visual vernacular’.
Features of Auslan use
Learners draw on grammatical and lexical resources to produce and understand more complex language.
With support, they build increasing cohesion and complexity into their language production in both content
and expression. Learners expand their understanding of Auslan grammatical forms and features, including
mastering the range of grammatical NMFs and gaining full control of depicting signs. They increase their
pragmatic skills, such as using eye gaze to gain, hold or finish a turn; making constructive comments to keep
a conversation flowing; and sharing information and providing context to new participants to a conversation.
They build metalanguage to talk about aspects of language such as grammar, for example, identifying types
of verbs in Auslan in terms of how they use space to indicate referents, as well as recognising the types of
depiction available in Auslan. They begin learning how signers put these forms of depiction and enacting
together into composite utterances. Discussion, reflection and explanation ensure the continued development
of learners’ knowledge base and metalinguistic and intercultural capabilities.
Understanding of the relationship between language, culture and identity is developed through guided
investigation of how language features and expressions carry specific cultural meaning; through critical
analysis of cultural stereotypes, attitudes and perspectives; and through exploration of issues related to
personal and community identities. Learners take account of the variability of language use and practice in
relation to various factors. They reference themselves in relation to similar variables, reflecting on the
relationship between language, culture, identity and intercultural experience through the lens of their own
bicultural experiences.
Level of support
While learners are becoming more autonomous and independent at the upper primary years, ongoing
support is still incorporated into task activity, including explicit instruction, structured modelling and scaffolding,
and provision of appropriate stimulus materials. Additional systematic feedback and review support the
interactive process of learning. Learning experiences incorporate implicit and explicit formfocused language
learning activities and examples of texts and tasks. Learners are supported to use electronic and print
reference resources, such as word banks, dictionaries and translating tools, and are encouraged to adopt a
critical approach to resource selection.
The role of English
Auslan is the primary language for classroom routines, discussions, reflections, interactions and language
learning tasks, and for explanation of content drawn from other learning areas. English is used for
metalinguistic analyses and comparisons, and within the ‘Translation’ substrand. English may also be used
for researching cultural issues where relevant sources or materials are not available in Auslan.
Communicating
Socialising
Interact with people for different purposes, using descriptive and expressive language to give opinions, talk
about themselves and show interest in others
[Key concepts: experience, opinion, values, ideas; Key processes: comparing, socialising, discussing,
summarising, identifying]
(ACLASFC037 Scootle )

Elaborations
comparing personal experiences and opinions and expressing agreement or disagreement in a
respectful manner, for example:
AGREE YES or PRO1 AGREE
Yes, I agree.
PRO1 KNOW WHAT MEAN, BUT…
I know what you mean, but …
DOUBT
I’m not sure
AGREENOT
I don’t agree …
using NMFs and eye gaze to gain, hold or finish a turn when communicating in pairs or groups
discussing school experiences or events, for example:
THEATRE GOOD, LONGreally
I liked the theatre performance but it was soo long.
SCHOOL SWIMMING RACE, GOOD BAD, PRO2 THINK WHAT?
What did you think about the swimming carnival?
using interactional strategies such as paraphrasing, questioning and interpreting nonverbal cues when
communicating with their peers or teacher
participating in online exchanges such as vlogs with deaf Auslan users in other contexts to discuss topics
of shared interest, such as peer pressure or family expectations
exchanging views with their peers to identify values that they hold as important, for example, caring for
the environment or providing support resources for the deaf community such as subtitles on TV/movies
Collaborate with peers to plan and conduct shared events or activities such as performances,
presentations, demonstrations or transactions
[Key concepts: negotiation, perspective, design; Key processes: planning, suggesting, organising,
presenting]

Elaborations
working in teams to plan an event such as a performance for a younger audience or a presentation for
school assembly
negotiating roles, responsibilities and priorities in activities such as cooking or science experiments,
making suggestions such as:
PRO2 THINK BEST THIS FIRST, FINISH, NEXT THAT
Do you think we should do this first and when that’s done, that next
and using conditional language such as:
IF FINISH, CAN NEXT++, IF NOTYET HEADSHAKE
If we finish this we can go on to the others; if we don’t, we can’t.
organising activities such as excursions, using questions such as:
WE2 MEET WHERE?
Where are we meeting?
TIME MEET?
What time should we get there?
ARRIVE HOW?
How are we getting there?
using digital technologies to prepare a humorous, dynamic perspective on a controversial proposition,
such as ‘Homework should be banned’ to present to teachers or parents
playing games that involve working competitively within groups to categorise or classify information
problemsolving in teamwork activities, using language such as:
HOW FIX SOLVE?
How can we solve this?
WHAT DO?
What can we do next?
planning, rehearsing and producing a performance for school assembly or parent open night
working in a group to plan a visual story to present to a younger group at school or via video
planning and conducting an interview with a deaf visitor to class, using questions to elicit extra
information
working on collaborative tasks that involve negotiation and shared decisionmaking about content and
design, for example, designing a class garden, creating digital picture books for ‘buddy’ classes, or
promoting a school event
conducting, recording and presenting observations and findings of collaborative science experiments
Contribute to discussions and shared learning activities by asking and responding to questions to clarify or
indicate comprehension, managing interactions and monitoring and evaluating their learning
[Key concepts: discussion, conversation, participation; Key processes: supporting, managing, clarifying,
reflecting

Elaborations
helping to manage discussion, for example by asking specific questions to check meaning, making
constructive comments to keep conversation moving, reviewing ideas expressed and conveying tentative
conclusions
using strategies that support effective participation in shared learning activities, including signing clearly,
pausing for others to respond, asking pertinent questions, rephrasing, repeating and linking their own
contributions to those of others
exploring and clarifying others’ ideas and summarising their own, and reporting back to a larger group
engaging in conversations and discussions with guest speakers, using active watching behaviours and
contributing their own ideas, questions and opinions
reflecting on their learning experiences, checking on their own and each other’s progress and providing
each other with feedback, advice or reminders
sharing information and providing context for a new participant joining a conversation
contributing to discussions by clarifying and critiquing ideas and developing and supporting arguments,
using statements such as:
I FEEL YOU RIGHT TALK OVER …. BECAUSE…
I think it’s good you are talking about …., because…
making connections between ideas, actions and effects, using reflective language such as:
FAIL WHY? BECAUSE THAT DS:length WRONG, FAIL
Because this happened … then …
IF LIE++, HAPPEN TRUE, PEOPLE STILL DOUBT.
If you always lie, when you tell the truth, people will still doubt you.
Informing
Identify, summarise and compare information obtained from different types of Auslan texts or from their
own data collection
[Key concepts: informative text, topic, data, analysis; Key processes: interviewing, surveying, collating,
analysing, summarising, presenting]
Elaborations
viewing different types of informative Auslan texts, such as instructional sports videos or science
demonstrations, showing understanding by responding to questions in Auslan
viewing live or recorded interviews or informal conversations between Auslan users in different situations
and contexts, summarising key points and topics covered
collating and analysing information obtained from Auslan media reports on people or events, organising
the information visually in a mind map
surveying a range of hearing and deaf people on an issue of shared interest, analysing and presenting
results through short signed presentations or in chart, graph or table form
interviewing a deaf adult about their educational experiences and comparing these with their own
summarising and contrasting information contained in two differently sourced Auslan texts on a selected
topic
summarising key ideas and information provided by deaf visitors using active watching behaviours and
contributing questions and responses
Present information to describe, explain, persuade or report on different experiences or activities in ways
likely to engage the intended audience
[Key concepts: report, audience, intention, technique; Key processes: instructing, informing, persuading,
reporting]
Elaborations
providing stepbystep instructions to peers, for example directions to a location or explanations of how to
build a model
creating signed announcements that use persuasive techniques to inform others about upcoming events,
for example a Deaf theatre performance or National Week of Deaf People
reporting in digital form on their experiences of shared events such as school camps or concerts to send
as feedback to the organisers
creating a video report of an event in Deaf history as a contribution to a shared ebook resource
developing a signed news report or public announcement to inform or alert an imagined audience of a
recent or impending natural disaster
providing instructions for a group activity such as a maths or computer game
creating a digital clip or social media post that presents information on a selected issue in ways designed
to persuade or dissuade the intended audience, for example an antismoking post or a cleanupthe
environment appeal
engaging with deaf visitors from different groups and backgrounds by creating a vlog about the visits and
their responses to different identity stories
explaining a new concept encountered in content areas such as geography or history, such as erosion or
revolution
preparing a short signed presentation for their peers drawing on information obtained from library
resources or media texts on topics related to other curriculum areas such as visual arts or history
Creating
Engage with different types of creative and imaginative texts by identifying important elements, discussing
ideas, characters and themes and making connections with their own ideas and experience
[Key concepts: emotion, manner, visual expression, theatre conventions; Key processes: comparing,
responding, expressing, creating]

Elaborations
comparing their reactions to imaginative texts that evoke positive or negative emotional responses,
making connections with experiences in their own lives that have produced similar feelings
participating in performance activities such as unscripted responsetostimulus roleplays, recognising
how characters’ feelings and attitudes are expressed through NMFs and manner
viewing and comparing expressions of Deaf experience through different visual art forms, such as
painting, photography or sculpture, comparing with their own use of visual forms of expression of feelings
and experience
drawing comparisons and making connections between their own experiences and those of fictional
characters in popular television series or films
comparing the use of rhyme in written verse with the repetition of handshapes and movement paths in
signed poetry performance
identifying cultural conventions of Deaf theatre, such as maintaining eye contact and positioning of
characters
identifying key messages or values conveyed through folktales, myths or legends, for example by
creating mind maps to show relationships between concepts such as courage, loyalty, love
describing the shape and sequence of a shared story or skit, identifying elements such as setting the
scene, climax and resolution
considering how different modes of creative expression, such as theatre or visual arts, influence personal
response to texts
tracking and reflecting on the experiences of deaf dancers and choreographers, for example as
contestants in shows such as So You Think You Can Dance
viewing and responding to sign poetry from around the world, for example by comparing responses to
differences and similarities in ‘visual vernacular’
Create live or filmed performances that engage specific audiences and present imagined experiences,
people or places
[Key concepts: suspense, humour, dramatic structure, stimulus; Key processes: creating, performing,
narrating, reinterpreting, improvising]
Elaborations
working collaboratively to create a filmed episode of a pilot for a new Deaf sitcom, incorporating elements
such as conflict, suspense or humour
creating and performing imaginary scenarios that reflect experiences in their own lives
creating a performance for a class or school talent show, such as a signed song, skit or humorous
retelling of an anecdote
signing different versions of a familiar short story, changing perspectives according to different characters
creating original stories or short plays for younger learners of Auslan, incorporating scenesetting,
action/conflict and resolution, and including opportunities for audience participation
creating a video record of an imagined formal or informal interview, incorporating elements of humour or
tension and building character and mood through the use of NMFs and pauses
creating additional dimensions or changing the focus of a fictional experience by varying the use of
manner, constructed action, space and aspect
participating in a class storytelling competition, conforming to conventions of character perspective and
relationship with audience
creating amusing reinterpretations or spoofs of traditional fairytales, using exaggerated elements of sign
and gesture
improvising spontaneous responses to a stimulus such as 'Sixty Seconds to Make the Audience Laugh,
Cry …'
Translating
Translate a variety of familiar school and community texts from Auslan to English and vice versa, identifying
which words or phrases may not readily correspond across the two languages
[Key concepts: equivalence, meaning, culturespecific concepts; Key processes: identifying, interpreting,
translating, determining, predicting, creating, comparing, explaining]
Elaborations
finding and using phrases that have direct signforword translations between Auslan and English, such
as Goodnight, Happy birthday and Happy New Year, and some that do not, such as None of your
business!
identifying issues associated with translation, such as multiple meanings for words like run, the fact that
meaning is not always literal and that sign translations of a word will vary according to the meaning of the
concept in context
conducting sight translations of simple English texts such as short news articles
translating short texts such as children’s fairytales, simple song lyrics or a short poem from English to
Auslan
translating and explaining the meaning of words or expressions associated with figurative language use
in Auslan, such as TRAIN GONE, SORRY and comparing these to English idioms
determining the meaning of technical English words used in other curriculum areas, for example, natural
disasters or global warming, demonstrating how they would translate or explain them in Auslan
translating the school song into Auslan, identifying lexical challenges and finding suitable Auslan
equivalents to match the English concept
identifying and explaining signs that are not easy to translate into English because of culturespecific
meaning and history, for example, signs such as Deaf school
Create their own bilingual texts and learning resources to use themselves or to share with others, such as
Auslan–English dictionaries, posts to websites, digital newsletters or school performances
[Key concepts: equivalence, bilingualism; Key processes: composing, creating]

Elaborations
composing bilingual texts for class or school assembly performances, events or displays, for example,
National Week of Deaf People announcements
using bilingual online dictionaries and electronic tools to compose bilingual texts, for example, captioned
Auslan texts such as an online Auslan–English version of a school newsletter
constructing and comaintaining a bilingual website with a Deaf school
creating bilingual texts for younger children, such as a mini Auslan–English dictionary of schoolspecific
signs
Identity
Consider the influence of the Deaf community on identity development, focusing on language, social
systems and sense of space and place
[Key concepts: identity, relationship, community, place, space, story, social mores, history, Deafhood,
Deaf gain; Key processes: identifying, describing, investigating, discussing, explaining]
Elaborations
identifying markers of social and cultural identity that may be important across cultures as well as in the
Deaf community, for example, elements of language or behaviours associated with family, community,
location, age or gender
building a basic understanding of the concept of Deafhood and of how individual journeys of identity
contribute to social relationships and community, for example, by describing their own journey of identity
development, including elements such as family, the influence of Deaf role models, significant life events
or personal connections with the local Deaf community
working with elders to map relationships and connections within their community, for example by
identifying links between notable deaf families, and by considering how personal connections with the
community contribute to their sense of identity
investigating the historical origins of signs linked to identities, for example, the signs for LIBRARY and
ADELAIDE were derived from original name signs for people
considering how the relationship between language and identity plays a role in contributing to individual,
peer group and community wellbeing
exploring how different technologies are used by deaf people to support social networks and strengthen
their sense of shared identity
explaining the significance of stories linked to Deaf social history and the responsibility of the Deaf
community to convey shared experiences that relate to Deaf space, for example through stories about
school days by past pupils
exploring the role of personal narratives in teaching and supporting deaf children to develop strategies to
navigate a hearing world, such as carrying paper and pen or smart phone to type notes
learning from Deaf elders about roles and responsibilities with respect to caring for their culture’s places
and spaces and preserving a sense of shared identity, for example, by maintaining and passing on
artefacts, images and stories, creating new uses for Deaf places or participating in Deaf festivals, fair
days and National Week of Deaf People activities
recognising that their first language is a birthright that contributes to their identification with the Deaf
community and its traditions
identifying examples of deaf people who have been recognised for different reasons in the wider society,
for example, Alastair McEwin, and discussing whether such recognition contributes to their own sense of
identity and belonging
interviewing local Deaf elders about their experiences in Deaf schools and other Deaf places and
discussing how their experiences create a collective sense of identity
discussing the concept of ‘Deaf gain’ in relation to their personal identity, for example, in using a visual
language and being able to communicate from a distance
Reflect on how different language and cultural backgrounds and experiences influence perceptions of
Auslan and of the Deaf community and also of the hearing community
[Key concepts: influence, perspective, selfreflection; Key processes: composing, comparing sharing,
monitoring, identifying, analysing, explaining, reflecting]

Elaborations
reflecting on and providing possible explanations for assumptions that hearing people might make about
deaf people or about signed languages
examining some misconceptions about hearing people and culture held by members of the Deaf
community, for example, that hearing people hear and understand everything, or that hearing people can
hear from a distance
identifying how various emotions and attitudes, such as respect, shyness, exuberance or
embarrassment, are expressed and may be perceived across different languages and cultures,
comparing their experience of such differences in their own interactions with speakers of English or other
spoken languages
explaining how their assumptions about users of other languages and ways of understanding the world
are changing as a result of intercultural language and experiential learning
reflecting on language and cultural differences in forms of address in signed and spoken languages that
need to be taken into account when interacting interculturally, for example, the frequent use of a person’s
name when addressing them directly in Australian English but not in Auslan
reflecting on the role of personal storytelling in teaching and supporting deaf children to navigate a
hearing world
Understanding
Systems of language
Describe the elements of sign production, including nonmanual features, and explore the processes of
annotating Auslan with multimedia software and/or glossing or transcribing signed texts on paper
[Key concepts: types of iconicity, annotation, transcription; Key processes: identifying, recognising,
annotating, describing, understanding]
(ACLASFU048 Scootle )

Elaborations
describing a sign’s form in terms of handshape, hand arrangement, orientation, movement and location
identifying some iconic signs and considering how they are iconic
identifying, demonstrating and describing the various types of NMFs: movements of the eyebrows, eyes,
nose, mouth, cheeks, shoulders and body
noticing that, in a stretch of connected signing, a sign will often be produced differently to the way it is
shown in a dictionary
understanding that many features of signed languages occur simultaneously, compared to spoken
language features which typically occur sequentially
recognising that some signs can occur with a standard mouth gesture and that these are sometimes
called multichannel signs
identifying and classifying examples of DSs and CA in a video text using video annotation software, for
example, ELAN
‘reading’ a glossed text, including interpreting the markings that show how a sign is modified in space,
NMFs, DSs and examples of CA
glossing a text with support, identifying what signs are used, any NMFs, and using a system of recording
handshapes when describing DSs
Identify different types of verbs based on their ability to integrate space into the sign, and recognise types
of depiction available to a signer, namely, entity, handling and SASS depicting signs and constructed action
[Key concepts: establishing a spatial location, types of depicting signs, function of constructed action; Key
processes: identifying, distinguishing]
Elaborations
identifying where and how a signer has established a location in space, for example through the use of
points, nonbodyanchored signs or fingerspelled words
distinguishing, with support, between directional and locational indicating verbs, and noticing that verbs
differ depending on whether modification of movement happens at the start, end or start and end of a
sign
identifying examples of DSs in an Auslan text, and recognising that handshape and movement represent
different things in each type of DS, for example:
entity DSs: the handshape is an object or person, and the movement is the movement or location
of that object or person
handling DSs: the handshape represents a person’s hands touching or moving another object,
and the movement shows how the hands move
SASS DSs: the handshape and movement outline the shape or size of something
learning that the function of CA is to represent the words, thoughts or actions of a protagonist in a text,
either themselves or another
knowing that in CA a signer can shift into the role of another, or themselves at a different time, through
eye gaze change, body shift, head orientation change, and matching facial expressions
Understand that the starting point of a clause gives prominence to the message, that clauses can be linked
equally or unequally with conjunctions and connectives, and that signers can show as well as tell about an
event to provide more detail
[Key concepts: gestural overlays, clause conjunction, variable sign order; Key processes: recognising,
distinguishing]
Elaborations
recognising that quantifiers such as FEW or THERE are also types of adjective signs
recognising that some adverbs modify adjectives, not verbs, for example VERY and that these
modifications to adjectives can also be expressed with NMFs, for example changes in mouth patterns
and movement of signs can intensify adjectives, for example, RED really, PLEASED really, TALL really
distinguishing between the citation form of a sign and the adverbial NMF overlaid and what meaning
each part carries, for example: MAN SPRINT (base form), MAN SPRINT fast (manner added)
recognising how conjunctions such as PLUS, IF or BUT are used to join clauses and create cohesion
recognising that clauses can be linked equally, for example:
STUDENT BORED, TRY FOCUS
The student was bored and tried to focus.
or unequally, where one clause depends on another, for example:
IF BORED, OPENBOOK READ
If you are bored, read a book.
recognising that the element of a clause that a signer wants to focus on most in Auslan is sometimes
moved to be signed first and that this process of topicalisation involves particular NMFs
noticing that word order within a clause is freer in Auslan than in English and that parts of a clause can
be signed simultaneously, making it hard to establish word order
realising that in many clauses signers ‘tell’ with fullylexical signs at the same time as ‘show’ with DS, CA
and other gestural elements
recognising that some nouns are not signed overtly in a clause, for example in the clauses below, the
noun (the swimmer) is given in the first clause but not repeated in the second
PRO2 SWIM DETERMINED SWIM, NOT WIN
You swam really hard but you didn’t win.
Identify structures, language features and cohesive devices used in different types of texts, recognising that
language choices reflect purpose, context and audience
[Key concepts: referent, cohesion, space; Key processes: identifying, noticing]
Elaborations
examining different examples of an Auslan text type (for example, one to inform or one to persuade) and
identifying choices signers made, for example the amount of fingerspelling they used
noticing how signers achieve textual cohesion and coherence through the use of connectives that create
links between clauses, for example BUT and G:WELL
identifying the many ways signers can refer to the same referent in a text, for example by using DSs,
points, list buoys, and how such strategies support understanding
annotating in ELAN or similar software where a signer is using established locations to refer to a noun
referent
Explore variation in terms of the impact of other languages on Auslan across contexts and over time
[Key concepts: influence, language borrowing, style shifts; Key processes: noticing, recognising, explaining]
Elaborations
noticing different ways that English words are borrowed into Auslan, for example, the use of fully
fingerspelled words, such as DUE, NOUN, the fingerspelling of the first letter of corresponding
English words, for example TOILET, FATHER, or abbreviations of English words, for example, state
names: SA, NSW, VIC, TAS, and organisation names: NABS, WAAD, NSWAD, DCSSA
creating lists of fingerspelled words which have become lexicalised, for example, HOW, BUT, ABOUT,
FOR, and looking at how this process has changed the form of words over time
recognising that Auslan includes loan signs from Signed English, some of which were invented for Signed
English (for example, TOY or DAD) and some that were from the southern dialect and incorporated into
Signed English, for example, YELLOW
looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more
Englishlike structures in formal and educational settings
explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different
periods of time and discussing reasons for such influence
Language awareness
Explore the current status and profile of Auslan and of the Deaf community in contemporary Australian
society, considering issues such as language transmission, usage and documentation
[Key concepts: diversity, representation, language transmission, documentation; Key processes: describing,
discussing, investigating, representing]

Elaborations
discussing the diversity of Auslan users in the Australian community, including people who are deaf,
those who are hard of hearing and hearing people such as CODAs and interpreters
investigating the signed languages used by deaf and hard of hearing members of Aboriginal and Torres
Strait Islander communities
exploring variation in Auslan fluency among classmates and members of the Deaf community,
considering the relevance of factors such as where and when individual users learnt to sign and whether
they are from a Deaf or hearing family
mapping sign language use around the world using data from Ethnologue, for example by identifying and
labelling countries with correct naming of the sign language used, such as France = LSF: Langue des
Signes Française; Germany = DGS: Deutsche Gebärdensprache
finding representations of signing deaf people in the media or in literary texts, and evaluating how they
and the language are represented
investigating the profile and distribution of members of the Deaf community, for example across states of
Australia or by age or gender, using data from censuses and other sources to summarise and represent
information in graph/visual forms, and to suggest possible explanations of patterns or statistics
understanding the role and function of Auslan–English interpreters and Deaf interpreters and the access
and opportunities they provide to language users
recognising that many languages are welldocumented, strong, healthy and widely used by many people
across generations while others are less documented and robust
recognising that some languages have no written form and have historically been passed on face to
face/orally, which means that they are less well recorded or documented
recognising language documentation as an important means of recording, maintaining, transmitting and
revitalising a language
understanding the nature of transmission of Auslan, for example, that in most cases Auslan is not passed
on from parent to child but from peers, or is learnt by children from adults outside the family, and that
some deaf people learn Auslan later in early adulthood
describing how Auslan has been transmitted across generations and how it has been recorded,
investigating reasons for the ‘oral’ tradition language transmission
using the UNESCO atlas to map the world’s minority languages and those that are in critical
endangerment and to document the vitality of signed languages
Reflect on how communities’ ways of using language are shaped by and reflect cultural values and beliefs,
and how these may be differently interpreted by users of other languages
[Key concepts: cultural expression, transmission, values, beliefs; Key processes: observing, making
connections, discussing, investigating]

Elaborations
explaining the role of Auslan and Deaf culture in maintaining, reflecting and strengthening the Deaf
community and its networks and significant places
understanding that knowledge about past and present Deaf people and cultural experience and values is
embodied in and transmitted through Auslan, for example ways of producing the sign for SIGN reflects
cultural values placed on fluency
identifying the cultural importance of different elements of communication, such as the use of signing
space and proxemics by Auslan users, particularly in relation to a person passing between two signers or
the positioning of communication partners
identifying cultural differences between the use of personal names in Auslan and other languages, such
as the fact that Auslan signers do not use a person’s name when addressing them directly as do users of
many spoken languages
recognising that different types of expressive and imaginative performance in Auslan carry cultural as
well as linguistic information, for example, a film or theatrical performance that represents typical
miscommunication experiences
understanding that ‘sound’ is accessed differently in Deaf culture, that the meaning and importance of
sound in deaf people’s lives is usually not the same as in hearing people’s experience
exploring ways in which deaf people’s art incorporates sign language motifs and images as forms of
cultural expression
analysing stories about deaf people’s history for the ways in which they embody cultural values and
information, for example accounts of Thomas Pattison, FJ Rose and William Thomson establishing the
first schools for deaf children
By the end of Year 6, students use Auslan to interact with people for a range of different purposes. They use
descriptive and expressive language to share and compare experiences, ideas and opinions, such as
THEATRE GOOD, LONG really, LONGreally. They participate in class discussions and show interest and
respect for others, for example by using active watching behaviours, signing clearly, pausing for others to
respond, asking pertinent questions, making constructive comments, rephrasing, repeating and linking their
own contributions. Students use nonmanual features (NMFs) such as eye gaze to gain, hold or finish a turn
when communicating in pairs or groups. They provide context for a new participant joining a conversation,
PRO1 TALKOVER MATH TEACHER. They use actionoriented language to make shared arrangements,
organise events and complete transactions, negotiating roles, responsibilities and priorities and taking into
account the views of others. Students locate, summarise and compare information from a range of sources.
They present information on selected issues to inform, alert or persuade people, for example, by creating
announcements to inform about an emergency or about a cleanup the environment appeal, or instructions
for a computer game. They use a range of connectives to create textual cohesion. They view and compare
expressions of Deaf experience through different visual art forms, such as painting, photography or sculpture.
They view and respond to different types of creative and imaginative texts, discussing ideas, characters and
themes; and they identify how a signer has referred to the same referent in different ways, for example with a
lexical noun then with a depicting sign (DS). They create and perform their own short imaginative texts based
on a stimulus, concept or theme using space to track a character or location throughout a text. They translate
a variety of familiar school and community texts from Auslan to English and vice versa, identifying which
words/signs/phrases require interpretation or explanation. They create bilingual texts and resources for their
own language learning and to support interactions with nonsigning people. They describe their connections
with the Deaf community and how these contribute to their sense of identity. They reflect on differences
between how signed language and spoken language users may be perceived, for example in relation to
different protocols when joining interactions, taking turns, using names, or passing between people who are
communicating with each other.
Students describe a sign’s form in terms of all the elements and how they are put together, including types of
NMFs. They recognise when a signer has established a location in space in a text and describe how this was
done, for example through the use of points, nonbodyanchored signs or fingerspelled words. They
distinguish between the three types of DSs and what they represent and how they are used in clauses. They
identify and describe how constructed action (CA) can be shown in different ways, for example, through a
change in eye gaze, body, or head orientation, and by matching facial expressions and reference to another
character. They identify how signers use space to track a referent through a text, for example by pointing
back to an established location to refer to a noun or by modifying indicating verbs. They understand different
ways that English words are borrowed into Auslan and identify connections between Auslan and other
signed languages, for example, BSL, ISL and ASL. They recognise the diversity of Auslan users in the
community, including people who are deaf, hard of hearing and hearing people such as CODAs or
interpreters. Students recognise how Auslan has been transmitted across generations and describe different
ways it has been documented and recorded. Students reflect on the ways culture is differently interpreted by
others, for example by identifying how stereotypes about deaf and hearing people influence perceptions.
Second Language Learner Pathway
Page 375 of 943

Auslan Second Language Learner Pathway Years F–10 Sequence
Learners at this level are expanding their social networks, experiences and communication repertoire in both
their first language and Auslan. They continue to need guidance and participate in structured, collaborative
tasks that both recycle and extend language. They are gaining greater independence and becoming more
conscious of their peers and social context. They are gaining awareness of the world around them and of
nature of the Deaf community in Australia. They notice similarities and differences between Auslan and Deaf
culture and their own language(s) and culture(s).
Learners use wellknown phrases in Auslan to participate in classroom routines, presentations and structured
conversations with the teacher and peers. They focus on aspects of their personal worlds and are introduced
to content related to Auslan, the Deaf community and other learning areas. Learners develop their capability
in Auslan through scaffolded tasks and texts such as descriptions and stories. They are learning to apply their
knowledge of key signs and textual features to predict the meaning of unfamiliar language. They use
modelled language to create texts such as narratives. They use Auslan to paraphrase; form questions to
request information; interview others; plan, rehearse and deliver short presentations; and to compare
interests and activities. They extend their language use by expressing ideas through expanding and
connecting clauses.
Learners use Auslan to interact with the teacher and their classmates, and may use technology to
communicate with deaf peers in other contexts. Tasks are typically structured, collaborative and at times
competitive, such as group performances, class displays or games. Language development and use are
incorporated into collaborative and interactive learning experiences and activities. Learners may notice the
use of Auslan in the community, such as in the media.
Texts and resources
Learners engage with a growing range of signers and videoed signed texts. They also engage with resources
prepared by their teacher, including games, performances, presentations and language exercises. They may
have additional access to Auslan and Deaf culture through resources created for the Australian Deaf
community, such as children’s television programs, websites or video clips. In addition, they make use of texts
from other signed languages that make extensive use of the ‘visual vernacular’.
Features of Auslan use
Learners are expanding their knowledge of vocabulary and sentence construction. With support, they use
constructed action to show participants in a narrative, modify indicating verbs for nonpresent referents with
increasing accuracy across a text, and use more complex entity depicting signs. Learners are developing a
metalanguage for describing aspects of Auslan and how it is structured, such as how signers use different
means to refer to things for cohesion in a text. They are increasingly aware of the connection between
language and cultural practices and compare such connections to their own language and culture.
Discussion, reflection and explanation ensure the continued development of learners’ knowledge base and
metalinguistic and intercultural capabilities. Understanding of the relationship between language, culture and
identity is developed through guided investigation of how language features and expressions carry specific
cultural meaning; through critical analysis of cultural stereotypes, attitudes and perspectives; and through
exploration of issues related to personal and community identities. Students reflect on the relationship
between language, culture and identity and how these affect communication and intercultural experience
through the lens of their own bicultural experiences.
Level of support
Support provided by the teacher at this level includes explicit instruction, description, and comparison of
Auslan and English; modelled language use and examples of texts; and feedback on and review of student
work. Learning experiences incorporate implicit and explicit formfocused language learning activities and
examples of texts and tasks. Learners need practice and guidance in using dictionaries, especially Signbank,
and access to word charts, vocabulary lists and examples when translating and creating texts.
The role of English
Auslan is used for classroom routines and language learning tasks and may be used as the language of
instruction for learning the content of other learning areas. The language of response varies according to task
demands, with Auslan used primarily for communicating in structured and supported tasks and English for
openended, comparative tasks that develop learners’ understanding of language and culture. English may
also be used to research cultural issues where the source text is not available in Auslan.
Communicating
Socialising
Share ideas and feelings about people they know, their daily lives, social activities and the school
community
[Key concepts: experience, interaction, interests, relationship; Key processes: describing, discussing,
responding, comparing, expressing feelings]
Elaborations
describing experiences and how they made them feel, for example:
DEAF PERSON WILL VISIT SCHOOL PRO1 EXCITED MEET
I am excited to meet the deaf visitor.
POSS1 FRIEND CHANGE OTHER SCHOOL PRO1 SAD
I was sad when my friend moved away.
discussing aspects of their school experience, using familiar lexicalised fingerspelled signs to talk about
shared places or people they know, for example:
MON MR SMITH GIVEme BOOK THAT NEW
On Monday Mr Smith gave me a new book.
comparing weekend or holiday routines, interests and activities, using signs associated with time,
sequence and location, for example:
REGULAR SUMMER PRO1plural GROUPMOVETO BEACH STAY++ THREE WEEK
We go to the beach for three weeks in summer.
WEEKEND PRO1 GOTOANDBACK++ CAMP
I go camping on weekends.
discussing shared experiences of school events, using appropriate interactional strategies when
communicating in pairs or in groups, for example, using NMFs and eye gaze to gain, hold or finish a turn,
for example:
THEATRE GOOD, LONGreally
I liked the theatre performance but it was soo long.
SCHOOL SWIMMING RACE, GOOD BAD, PRO2 THINK WHAT?
What did you think about the swimming carnival?
describing relationships between members of their families or between classmates, for example:
PRO3 POSS1 COUSIN WE2 GOOD FRIEND.
She’s my cousin; we’re good friends.
comparing attributes or characteristics of classmates or classroom objects, for example:
SAM RUN FAST CHRIS WORSE FAST SPEED
Sam runs fast but Chris runs the fastest.
THAT BEST COMPUTER
That’s the best computer.
Collaborate with peers to plan and conduct shared events or activities such as performances,
presentations, demonstrations or transactions
[Key concepts: performance, presentation, Deaf culture; Key processes: planning, negotiating, organising]

Elaborations
working collaboratively to plan a performance or presentation for a younger class, for example on
aspects of Deaf culture or Auslan
expressing preferences in relation to roles and responsibilities in shared learning activities, using
statements such as:
PRO1 HANDWRITING PRO1 DON’TLIKE RATHER TYPING
I don’t like handwriting; I prefer to type it.
PRO1 DON’TWANT DRAW, PRO1 WANT TAKEPHOTO++
I don’t want to do the drawing; I’d rather take photos.
negotiating with a partner to prioritise or sequence tasks when planning a learning activity, using
language such as:
PRO2 THINK BEST THIS FIRST, FINISH, NEXT
Do you think we should do this first and when that’s done, next
THAT FIRST IMPORTANT THAT SECOND
That’s more important than this.
organising activities such as excursions or talent shows, using expressions related to place, time and
numbers, for example:
THAT THEATRE WHEN WHAT DAY?
What date is the show?
HOWMANY PEOPLE WILL DS:manymove?
How many people will be there?
playing games that involve detailed information exchange, such as ‘Guess Who?’, asking for and
supplying descriptions, for example:
POINT HAVE GLASSES?
Does yours have glasses?
DON’THAVE
No.
allocating responsibilities for the completion of shared tasks, such as following a recipe or building a
model
carrying out simulated transactions in different contexts, for example, playing a ‘restaurant’ game, or a
food shopping game
Communicate appropriately while involved in shared learning activities by asking and responding to
questions, managing interactions, indicating understanding and monitoring learning
[Key concepts: agreement, clarification, protocol, reflection; Key processes: responding, agreeing,
monitoring]

Elaborations
responding to signed class and school announcements such as assembly procedures
showing agreement or disagreement or asking for clarification, for example:
PRO1 AGREE
I agree.
PRO1 AGREENOT
I don’t agree …
THAT RIGHT THAT?
Is that right?
…RIGHT PRO1?
… am I right?
using discourse markers in conversation to indicate understanding, attention or consideration, for
example:
SURPRISE
oooh (with appropriate intonation)
INCREDIBLE
No way!
WOW
Wow!
UM
um
respecting protocols for interrupting conversations, for example by walking between signers, waiting for
eye contact and pauses in signing and using language such as EXCUSE or SORRY INTERRUPT
monitoring their own and each other’s learning, for example by making comments such as:
SURPRISE KNOWNOT PRO1
I didn’t know that …
THANKYOU PRO2 EXPLAIN CLEAR
Thank you – that was really clear.
following appropriate protocols when interacting with interpreters, for example not standing between the
interpreter and the deaf person
using nonauditory ways of signalling enjoyment, support or encouragement in large group or audience
activities, for example, by foot stomping at a deaf basketball game
Informing
Collect, classify and paraphrase information from a variety of Auslan texts used in school and community
contexts
[Key concept: information, findings, concepts; Key processes: identifying, collecting, classifying,
paraphrasing, responding, explaining, requesting, interviewing]
Elaborations
identifying specific points of information in procedural or descriptive Auslan texts, responding to signed
comprehension questions
paraphrasing the content of selected Auslan texts such as community announcements and relaying the
information to others
using information collected from peers about home and school routines, presenting findings to the class
using visual supports/graphic organisers
viewing Auslan texts from other content areas, using depicting signs to explain concepts such as states
of matter or climate variation
forming and signing questions to request information from a deaf organisation or person needed to
produce a digital text such as a brochure or program
interviewing Deaf peers or other Auslan users and noting unfamiliar signs, recoding and classifying these
in their personal sign dictionaries
Convey information in different formats to suit different audiences and contexts
[Key concepts: context, purpose, audience; Key processes: presenting, creating]
Elaborations
assembling an information pack about their school to support newly arrived deaf students, including a
signed glossary of key people and places and simple directions to navigate the school
creating a rehearsed digital report/reflection in Auslan for a school website on the experience of
interacting with Deaf visitors
presenting information for Deaf visitors at a school open day about significant school or community
events, such as festivals or sports carnivals
presenting information using visual support to engage the interest of the wider school community in a
selected Deaf organisation or community activity
explaining a favourite game that can be played in Auslan or English, highlighting key Auslan terms and
supporting information with pictures, gestures and demonstrations
planning, rehearsing and delivering short presentations about their use of Auslan in different contexts,
taking into account context, purpose and audience
explaining a procedural text to the class, such as a recipe
Creating
Engage with a range of creative and imaginative texts, identifying and discussing ideas and characters and
making connections with their own experiences
[Key concepts: , theatre , emotional response, humour; Key processes: sequencing,
[Key concepts: narrative, theatre performance, emotional response, humour; Key processes: sequencing,
comparing, shadowing, reflecting]
Elaborations
viewing a signed narrative text and responding by drawing a storyboard that identifies and sequences
key events
viewing a theatre performance designed for a deaf audience and sharing their reactions to the
experience of viewing a theatre performance designed for a deaf audience
comparing their reactions to imaginative texts that evoke positive or negative emotional responses,
making connections with experiences in their own lives that have produced similar feelings
engaging with different examples of Deaf humour, such as Deaf jokes, and comparing them with
examples of humour in spoken English or in silent films or mime
shadowing signed elements of theatrical or cinematographic texts that use handshapes, such as the
scene with handfaces in the film Labyrinth
tracking and reflecting on the experiences of deaf dancers and choreographers, for example as
contestants in shows such as So You Think You Can Dance
Create or reinterpret simple imaginative texts that involve favourite characters or humorous situations,
using a range of signs, gestures and supporting props to convey events, characters or settings
[Key concepts: constructed action, perspective, choreography; Key processes: adapting, performing,
retelling, dancing]

Elaborations
creating and performing an adaptation of a humorous story with two or more characters, using elements
of constructed action such as eye gaze change, body shift and head orientation change
retelling a story to compare characters’ perspectives using referents
working collaboratively to create a visual representation of a face, using the hands and bodies of at least
two classmates
using ‘visual vernacular’ to create a humorous skit for a younger group of Auslan learners
creating the next scene, a new character or an alternative ending for a signed fable, short story or
cartoon
choreographing and performing musicless dance, focusing on matching timing, beat and rhythm
creating and performing a story from the viewpoint of a single character or narrator
Translating
Translate familiar texts from Auslan to English and vice versa, noticing which words or phrases require
interpretation or explanation
[Key concepts: equivalence, meaning, interpretation; Key processes: identifying, translating, shadowing,
creating, comparing]
Elaborations
finding and using phrases that have direct translations between Auslan and English, for example,
Goodnight, Happy birthday
shadowing a story in Auslan as a preinterpreting skill, noticing which phrases and concepts need more
unpacking
demonstrating the use of a bilingual online dictionary (Signbank), for example by looking up various
meanings of the word run and comparing variation in signs for the concept in different contexts, and
using it to translate Auslan texts into English and vice versa
using resources such as Signbank to identify words which might not have a direct sign equivalent, for
example, jewellery, pets and other collective nouns
translating segments from popular children’s texts such as fairytales or short stories into Auslan,
considering why some elements cannot be translated literally
Create their own bilingual texts and learning resources such as electronic displays, websites or digital
newsletters
[Key concepts: bilingualism, meaning; Key process: composing, creating]

Elaborations
composing bilingual texts for class or school assembly performances, events or displays, for example,
National Week of Deaf People announcements
constructing and comaintaining a bilingual website with a Deaf school
creating bilingual texts for younger children, such as an online Auslan–English dictionary of school
specific vocabulary
Identity
Demonstrate understanding of the nature of identity in relation to themselves and to members of the
Deaf community
[Key concepts: identity, community, history; Key processes: documenting, creating, sharing, evaluating,
comparing]
Elaborations
describing key milestones or important influences in their lives, including people, events, experiences,
community traditions or travel experiences, explaining how these have helped shape their sense of
identity and their perspectives
viewing a series of Auslan identity stories, such as those found in the Griffith University Introduction to
Deaf Studies Unit 1 set, comparing their own experiences to those described by deaf children and adults
in the footage
making and sharing ‘hand identity charts’ to illustrate similarities and differences in how students define
themselves or may be defined by others, using sketches of signs or gloss in the fingers of the chart and
views of others outside the handshape
identifying Deaf community identities associated with significant places, such as Martha Overend Wilson
and the sites of the former Queensland Adult Deaf and Dumb Mission, or Eugene Salas and the original
South Australian Deaf Society/Mission building
Reflecting
Reflect on how language and cultural background influence perceptions of other languages and
communities, and on their experience of learning and communicating in Auslan
[Key concepts: influence, perspective, perception, selfreflection; Key processes: comparing, sharing,
monitoring, identifying, analysing, explaining, reflecting]

Elaborations
examining misconceptions held by some hearing people about deaf people, Auslan and Deaf culture,
such as the idea that all deaf people can hear with hearing aids, or that deaf people may not drive
considering possible explanations for assumptions deaf people might make about hearing people or
about spoken languages
observing and documenting their development as learners of Auslan, for example, by recording learning
experiences and reflections in blogs, learning logs or journals, considering whether their sense of identity
changes when communicating in this language
reflecting on similarities and differences between spoken language and signed language users, for
example, behaviours when joining interactions, taking turns, using name signs, or passing between
people who are communicating with each other
identifying and comparing how various emotions and different attitudes, such as respect, shyness,
exuberance or embarrassment, are expressed in and responded to by different languages and cultures
exploring ideas about identity in journal writing, for example by documenting challenges and rewards
relating to second language learning and any changes in relation to their sense of identity
Understanding
Systems of language
Identify and describe elements of sign production, including handshape and its orientation, movement,
location and nonmanual features, and explore the processes of annotating Auslan videos or reading and
transcribing glossed texts
[Key concepts: body anchored, iconicity; Key processes: identifying, recognising, annotating, glossing]
Elaborations
noticing that in a stretch of connected signing a sign will often be produced differently to the way it is
shown in a dictionary
identifying some NMFs in a signed text
recognising that some signs can occur with a standard mouth gesture and that these are sometimes
called multichannel signs
thinking of bodyanchored signs, such as head or why, and signs that are not body anchored, such as
HAVE or STOP, and recognising that nonbody anchored signs can be located in space around the
signer
identifying some iconic signs and considering how they are iconic
exploring with support software such as ELAN to annotate signed texts with some grammatical marking
such as NMFs
‘reading’ and transcribing glossed texts, including indicating understanding that there are markings to
show NMFs and spatial locations
Understand that signs can include different information, including a gestural overlay, identify types of
depicting signs and how signers establish spatial locations and show constructed action
[Key concepts: gestural overlay, establishing a spatial location, function of constructed action; Key
processes: recognising, distinguishing]
Elaborations
recognising that Auslan has fullylexical signs that are in the dictionary and have a standard handshape,
movement and location, and partlylexical signs that cannot be listed in a dictionary in all forms as they
change their form each time they are signed, such as DSs
noticing that fully and partlylexical signs can include grammatical information not included in a ‘citation’
form, for example, the sign TELLme is not listed separately to TELL (towards neutral space) and GOTO
includes GOTOoften
identifying where a signer has established a location in space (for example, through points, nonbody
anchored signs, fingerspelled words or verb movement changes)
recognising that signers must make explicit which referent is associated with a location
identifying examples of each type of DS in an Auslan text: entity DSs, handling DSs and SASS DSs
learning that the function of CA is to represent the words, thoughts or actions of a protagonist in a text,
either themselves or another
knowing that in CA a signer can shift into the role of another, or themselves at a different time, through
eye gaze change, body shift, head orientation change, and matching facial expressions
Develop understanding of the important role of nonmanual features in adverbs and joining clauses, and
know that spatial relationships in Auslan are typically expressed with depicting signs
[Key concepts: manner, locatives, topicalisation; Key processes: recognising, distinguishing]
Elaborations
recognising that quantifiers such as FEW or THREE are also types of adjective signs
noticing that sometimes Auslan signers have information about how a verb happens through NMFs not
separate signs (for example, WRITEcarelessly)
recognising that some adverbs modify adjectives, not verbs, for example VERY, and that these
modifications to adjectives can also be expressed with NMFs, for example changes in mouth patterns
and movement of signs can intensify adjectives, for example, REDreally, PLEASEreally, TALLreally
distinguishing between the citation form of a sign and the adverbial NMF overlaid and what meaning
each part carries, for example: MAN SPRINT (base form), MAN SPRINT fast (manner added)
recognising how conjunctions such as plus, if or but are used to join clauses and create cohesion
recognising that signers can give information about how a verb happens over time by changing the
movement, for example, signing WATCH versus WATCHforalongtime, or with lexical signs such as WATCH
AGAIN++
recognising that typically signers use DSs to show spatial relationships, not separate signs such as ON or
UNDER
recognising that some nouns are not signed overtly in a clause, for example in the clauses below, the
noun (the swimmer) is given in the first clause but not repeated in the second
PRO2 SWIM DETERMINED SWIM, NOT WIN
You swam really hard but you didn’t win.
noticing that clauses are elaborated and made more vivid by adding adjectives and adverbs and by
enacting or using DSs, and that they can be joined by conjunctions to make longer sentences
noticing that parts of a sentence can be signed simultaneously in Auslan, making it hard to establish word
order
recognising that the element of a sentence that a signer wants most focus on is sometimes signed first
and that this process of topicalisation involves particular NMFs
Identify and use language features of different types of Auslan texts and understand that texts are made
cohesive through language choices
[Key concepts: language features, cohesion, referent tracking; Key processes: identifying, analysing]
Elaborations
identifying structures and characteristic features of particular types of text that suit the purpose of the
text, for example, selecting language that expresses emotion in a narrative text compared to more
factual language used for objective reporting in an information report
analysing samples of particular types of text, noticing choices signers have made in the production of
their text, for example the amount of CA they have used
identifying the many ways signers can refer to the same referent in a text, for example by using DSs,
points, list buoys, and how such strategies support understanding
Explore variation in terms of the impact of other languages on Auslan across contexts and over time
[Key concepts: influence, language borrowing, style shifts; Key processes: noticing, recognising, explaining]
Elaborations
noticing different ways that English words are borrowed into Auslan, for example, the use of fully
fingerspelled words, such as DUE, NOUN, the fingerspelling of the first letter of corresponding
English words, for example TOILET, FATHER, or abbreviations of English words, for example, state
names: SA, NSW, VIC, TAS, and organisation names: NABS, WAAD, NSWAD, DCSSA
creating lists of fingerspelled words which have become lexicalised, for example, #HOW, #BUT, #ABOUT
or #FOR and looking at how this process has changed the form of words over time
recognising that Auslan includes loan signs from Signed English, some of which were invented for Signed
English (for example, TOY or DAD) and some that were from the southern dialect and incorporated into
Signed English, for example, YELLOW
looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more
Englishlike structures in formal and educational settings
explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different
periods of time and discussing reasons for such influence
Language awareness
Explore the current status and profile of Auslan and of the Deaf community in contemporary Australian
society, considering issues such as language transmission, usage and documentation
[Key concepts: diversity, representation, language transmission, documentation; Key processes:
recognising, describing, understanding, discussing, investigating]
Elaborations
describing the visibility and use of Auslan in the wider community, for example in television programs, on
the news, at community events, sporting fixtures and in emergency announcements
discussing the diversity of Auslan users in the Australian community, including people who are deaf,
those who are hard of hearing and hearing people such as CODAs and interpreters
investigating the signed languages used by deaf and hard of hearing members of Aboriginal and Torres
Strait Islander communities
exploring variation in Auslan fluency among classmates and members of the Deaf community,
considering the relevance of factors such as where and when individual users learnt to sign and whether
they are from a Deaf or hearing family
mapping sign language use around the world using data from Ethnologue, for example by identifying and
labelling countries with correct naming of the sign language used, such as France = LSF: Langue des
Signes Française; Germany = DGS: Deutsche Gebärdensprache
finding representations of signing deaf people in the media or in literary texts, and evaluating how they
and the language are represented
investigating the profile and distribution of members of the Deaf community, for example across states of
Australia or by age or gender, using data from censuses and other sources to summarise and represent
information in graph/visual forms, and to suggest possible explanations of patterns or statistics
understanding the role and function of Auslan–English interpreters and Deaf interpreters and the access
and opportunities they provide to language users
recognising that many languages are welldocumented, strong, healthy and widely used by many people
across generations while others are less welldocumented and robust
recognising that some languages have no written form and have historically been passed on face to
face/orally, which means that they are less well recorded or documented
recognising language documentation as an important means of recording, maintaining, transmitting and
revitalising a language
understanding the nature of transmission of Auslan, for example, that in most cases Auslan is not passed
on from parent to child but from peers, or is learnt by children from adults outside the family, and that
some Deaf people learn Auslan later in early adulthood
describing how Auslan has been transmitted across generations and how it has been recorded,
investigating reasons for the ‘oral’ tradition language transmission
using the UNESCO atlas to map the world’s minority languages and those that are in critical
endangerment and to document the vitality of signed languages
exploring how different technologies are used by deaf people to support social networks and strengthen
their community and language
explaining the significance of stories linked to Deaf social history and the responsibility of the Deaf
community to convey shared experiences that relate to Deaf history and significant sites, for example by
sharing stories about school days in the past
identifying examples of deaf people who have been recognised for different reasons in wider Australian
society, for example, Alastair McEwin or Drisana LevitzkeGray, and discussing how such recognition
contributes to broader awareness of Auslan in Australia
Reflect on how communities’ ways of using languages are shaped by, reflect and strengthen cultural values
and beliefs and how these may be differently interpreted by users of other languages
[Key concepts: cultural expression and transmission, values, beliefs; Key processes: observing, making
connections, discussing, investigating]

Elaborations
explaining the role of Auslan and Deaf culture in maintaining, reflecting and strengthening the Deaf
community and its networks and significant places
understanding that knowledge about past and present Deaf people and cultural experience and values is
embodied in and transmitted through Auslan, for example ways of producing the sign for SIGN reflect
cultural values placed on fluency
identifying the cultural importance of elements of communication such as the use of signing space and
proxemics by Auslan users, particularly in relation to a person passing between two signers, or to the
positioning of communication partners
identifying cultural differences in the use of personal names in Auslan and their own background
language, such as the fact that Auslan signers do not use a person’s name sign when addressing them
directly as do users of many spoken languages
recognising that different types of expressive and imaginative performance in Auslan carry cultural as
well as linguistic information, for example, a film or theatrical performance that represents typical
miscommunication experiences between deaf and hearing people
reflecting on the ways culture is interpreted by others, for example by identifying how stereotypes about
deaf and hearing people influence perceptions
understanding that ‘sound’ is accessed differently in Deaf culture, that the meaning and importance of
sound in deaf people’s lives is not the same as in hearing people’s experience
By the end of Year 6, students discuss aspects of their daily lives, social activities and school experience and
respond to each other’s comments. They describe relationships and characteristics of people and objects and
express feelings and preferences, for example, POSS1 FRIEND CHANGE OTHER SCHOOL PRO1 SAD.
They negotiate with each other to plan, organise and complete learning tasks and activities, using statements
such as PRO1 DON’TWANT DRAW, PRO1 WANT TAKEPHOTO, THANKYOU PRO2 EXPLAIN CLEAR, or
THAT FIRST IMPORTANT THAT SECOND. They follow more complex instructions and directions involving
several steps. They compare experiences, routines, interests and activities, using signs associated with time,
sequence and location. They follow protocols when interacting with each other or with interpreters or visitors
to the classroom, for example by interrupting conversations appropriately or providing context for a new
participant joining a conversation. They paraphrase the content of selected signed texts, such as community
announcements, and relay the information to others. They plan, rehearse and deliver short presentations,
taking into account context, purpose and audience. They respond to creative and imaginative texts, for
example by discussing ideas and characters, shadowing signed elements of theatrical or cinematographic
texts that use handshapes, and by making connections with their own experiences. They create or reinterpret
simple imaginative texts using elements of constructed action (CA), such as body shift, eye gaze and head
orientation change. They modify nonmanual features and lexical signs to indicate manner. They translate
familiar texts from Auslan to English and vice versa, identifying which words or phrases require interpretation
or explanation.
Students discriminate between bodyanchored and nonbodyanchored signs, and recognise how
nonbodyanchored signs can modify their locations meaningfully. They know that the function of CA is to
represent the words, thoughts or actions of a protagonist in a text, either themselves or others, and that
spatial relationships between objects are typically expressed with depicting signs in Auslan. They understand
different ways that English words are borrowed into Auslan and identify connections between Auslan and
other signed languages, for example, BSL, ISL and ASL. They recognise the diversity of Auslan users in the
community, including people who are deaf, hard of hearing, and hearing people such as CODAs or
interpreters. Students recognise how Auslan has been transmitted across generations and describe different
ways it has been documented and recorded, for example, by glossing and the use of technology such as
ELAN. Students reflect on the ways culture is differently interpreted by others, for example by identifying how
stereotypes about deaf and hearing people influence perceptions.
Glossary
Accuracy
The production of structurally correct forms of the target language.
Deaf community
A local, national or transnational network of people who share the language and culture of Deaf people and
a history of common experiences. A primary unifying factor in Deaf communities is the use of sign
language.
Clause
A basic chunk of propositional meaning, referring to a happening or a state. Information in Auslan clauses
may be either “told” or “shown” (using CA or depicting signs) or a mix of both.
Biography
A detailed account of an individual’s life; a text genre that lends itself to different modes of expression and
construction. In the context of intercultural language learning, the concept of biography can be considered
in relation to identity, to the formation of identity over time and to the understanding that language is
involved in the shaping and expressing of identity.
Lexical signs
See Fullylexical signs.
Constructed action
Constructed action (CA), also called roleshift, is a discourse strategy used in signed languages when
signers use their own face and body to represent actions, signs, thoughts or feelings of a referent in a text.
The referent can be themselves at another time, a different character, or something thought of as an
animate entity.
Corpus
A collection of texts that have been annotated to be machinereadable and can be analysed; for example,
Auslan, BSL and NGT corpora that have been collected and are available online.
Conventionalised sign
A sign or sequence of signs that has developed and become established over time to have an agreed
meaning; for example, lexicalised depicting signs such as meet or lineup.
Handling DSs
See Depicting signs.
Eugenics
A social philosophy advocating improvement of the human population through genetic intervention, either
by discouraging the reproduction of those with perceived less desirable traits, for example by sterilization,
genetic selection, or in extreme cases by killing those with the trait, or by encouraging the reproduction of
those with perceived desirable traits. At various times and places in history Deaf people have been subject
to eugenic beliefs and practices.
Discourse marker
Signs or gestures used to direct the flow of a signed text that indicate how something relates to something
earlier or how a signer feels about what they are signing.
Backchannel
Responses given by the receiver of a message in a conversation that serve a social function, such as
showing attention or nodding without interrupting the signer or giver of the message.
Auxiliary verb
A verb that combines with another verb in a verb phrase to form tense, as in will, or mood, as in should or
can.
Definite/indefinite reference
A referent may be marked as definite when it is clear from context which particular referent is being
discussed. It is marked as indefinite if it is being mentioned for the first time or the signer does not mean
any particular referent.
Bodyanchored signs
Signs that make contact with a location on the body or use the whole body and therefore cannot easily be
moved around in space.
Interpret
In the context of school based language learning, interpret refers to two distinct processes:
the act of translation from one language to another
the process of understanding and explaining; the ability to conceive significance and construct
meaning, and to explain to self or others.
Entity depicting signs
Communicative competence
An acquired capability to understand and interact in context using the target language (TL). Defined by the
use of appropriate phonological, lexical, grammatical, sociolinguistic and intercultural elements.
Eye gaze
The direction in which a signer is looking, which can have conventional associated meanings in Auslan,
such as marking a shift into character in Constructed Action.
Deaf space
A space in which deaf people feel comfortable interacting and using signed language. Deaf space can
encompass established Deaf place(s) or spaces which have been customized to enhance visual access for
deaf people, for example with good lighting, clear sightlines and architectural or design features which allow
deaf people to navigate, communicate and elicit environmental and social information easily. Classrooms
and workspaces can be modified to incorporate Deaf space design principles.
Deaf/deaf
When referring to deaf people who belong to a linguistic and cultural minority known as the Deaf
community, the ‘D’ may be capitalised in reference to the individual, the group, or the culture in order to
accord respect and deference, for example, the Deaf community. This is similar to referring to French
people, members of the Macedonian community or Indonesian culture. When referring simply to
audiological status or when cultural affiliation is not known, as in the case of a person with a hearing loss in
general, the lower case ‘d’, as in ‘deaf’, is the more common usage.
Deaf family
A family in which deaf people appear in two or more consecutive generations. Deaf families have a crucial
role in Deaf communities as they carry linguistic and cultural knowledge and expertise between
generations, and disseminate this knowledge among other deaf individuals within their community, most of
whom rely on peertopeer transmission of sign language and Deaf culture.
International sign
A pidgin form of communication used, for example, by deaf people at international gatherings when there is
no shared sign language known by all participants. An organised system of signs, gestures and nonmanual
signals that consist of some conventional lexical items and a number of borrowed elements from several
signed languages, including highly visually motivated forms of signs and gestures. International Sign is
endorsed by the World Federation of the Deaf.
Indicating verbs
A subset of verbs which can have their start or end location modified or be moved around in space to show
who, what or where is involved in the verb.
directional indicating verbs can be moved meaningfully in space
locatable indicating verbs cannot change direction but can be meaningfully signed in a nonneutral location.
ELAN
A free software program that allows a user to document, analyse and annotate multimedia recordings of
sign language, spoken language and gesture.
BANZSL
The family of sign languages which encompass British, Australian and New Zealand Sign Languages.
Depicting sign
Depicting sign (DS) is a partly lexical sign that is highly iconic and can be modified in a gradient way by a
signer. Depicting signs can act as verbs or nouns depending on their use in context.
Entity depicting signs are those in which the handshape represents an object, and the object can move
around or be located in space mirroring realworld movement and location.
Handling depicting signs are those where the handshape represents how a human hand holds or touches
an object and the movement shows how something is moved around or located in space
Size and shape specifiers (SASS) depicting signs are depicting signs in which the handshape and
movement are used to outline the size or shape of an object. The handshape is formed as if handling the
actual entity being described (or a miniature of it) and the movement is a mirror of the hands, as if they are
tracing the size and shape of the object.
Aspectual marking
Changes made to a verb to show aspect.
Communication
A mutual and reciprocal exchange of meaning.
Create
Develop and/or produce signed, spoken, written or multimodal texts in live, print or digital forms.
Deaf gain
A term used to reframe the term ‘deaf’, from the traditional pathological perspective of ‘hearing loss’ often
held by wider society to a view of deafness through the lens of bicultural diversity. Being deaf is seen as an
individual and social gain and as a positive form of diversity that involves cognitive and sensory changes
that have the potential to contribute to the greater good of humanity.
Fullylexical signs
Signs with a form that is fully specified, that is, the handshape, movement and location are conventional.
Lexical signs make up a large proportion of the signs in a sign language dictionary.
Dialect
A variant of a language that is characteristic of a region or social group.
Filler
A sign or gesture used in conversation to signal a pause, hesitation or unfinished contribution. For example,
wriggling fingers with hands upheld.
Grammar
The description of language as a system. In describing language, attention is paid to both structure (form)
and meaning (function) at the level of the sign/word, the sentence and the text.
Audience
Intended readers, listeners or viewers.
Authentic texts/materials
Texts or materials produced for ‘reallife’ purposes and contexts, as opposed to being created specifically
for learning tasks or language practice.
Deaf culture
The beliefs, values, traditions, history, social norms, literary traditions and art shared by deaf people who
belong to the Deaf community. Culture is understood as a framework in which things come to be seen as
having meaning. It involves the lens through which people:
see, think, interpret the world and experience
make assumptions about self and others
understand and represent individual and community identity.
Culture involves understandings about ‘norms’ and expectations, which shape perspectives and attitudes. It
can be defined as social practices, patterns of behaviour and organisational processes and perspectives
associated with the values, beliefs and understandings shared by members of a community or cultural
group. Language, culture and identity are closely interrelated and involved in the shaping and expression of
each other. The intercultural orientation to language teaching and learning is informed by this
understanding.
ASL
American Sign Language. Although signed languages around the world share some similar properties, they
are in fact quite different, particularly at the lexical level.
Connective
A means of linking a group of signs to whatever comes before, such as so or the gesture g:well.
Interjection
A class of word or sign that occur on their own and express an emotion such as wow or surprise.
FM systems
Systems that operate on a special radio frequency and allow the transmitter microphone used by a
speaker, such as a classroom teacher, to channel sound directly to the hearing aid worn by a deaf person
within range of the system. Reduction of background noise in the setting and channeling of the voice
directly to the hearing aid enables the FM user to hear the speaker more clearly.
Citation form
The basic form of a sign, without modifications, as found in a dictionary.
Frozen texts
Texts of a static nature that are usually culturally embedded, such as the Australian national anthem.
Iconicity
The relationship between a sign and the thing it represents, such as the sign for BABY looking like a person
rocking a baby in their arms.
Fullytransparent sign A sign with a visualrelationship so clear that nonsigners could guess the meaning,
such as the sign for DRINK, where the handshape looks like a person holding a cup and drinking.
Translucent sign A sign with some relationship between form and meaning but not obvious to a non
signer, such as the sign for FLOWER.
Arbitrary sign A sign that has no relationship to the referent, such as the sign for THING.
Aspect
How the action or event a verb describes happens over time, for example, it can be ongoing or completed.
Bilingualism
The ability to use two or more languages.
Language building
Activities and tasks that contribute to building archives from data of authentic language samples to help
protect a language and culture and to expand understanding of usage.
Identity
A person’s conception and expression of individuality or group affiliation, selfconcept and self
representation. Identity is closely connected to both culture and language. Thinking and talking about the
self is influenced by the cultural frames offered by different languages and cultural systems. Identity is not
fixed. Language learners’ experiences with different linguistic and cultural systems introduces them to
alternative ways of considering the nature and the possibilities associated with identity and community
affiliation.
Gesture
A way of communicating with the hands that uses largely unconventional forms (except for conventional
gestures such as the thumbs up for good), and that represents more imagistic thought of a speaker or
signer. In spoken languages, gestures cooccur with speech, and in signed languages they form gestural
overlays.
Etymology
The study of the origins of words or signs: that is, where they came from historically.
Active watching
Active watching or viewing, instead of active listening, is required in an Auslan class. Students concentrate
visually on the reception and understanding of the signed message.
Decentre
A capacity to step outside familiar frames of reference, to consider alternative views, experiences and
perspectives and to look critically and objectively at one’s own linguistic and cultural behaviour.
Enacting
Showing or constructing the action, thoughts or language of a referent using the whole body or part of the
body. Enactments are contextdependent for meaning.
DDA
Disability Discrimination Act.
Elder
A person in the Deaf community afforded leadership or mentorship status by the community. Elders are
typically deaf people who have been custodians of the Deaf community’s traditions, language and cultural
values and are widely considered role models and respected mentors by many members of the Deaf
community. They include pioneers of advocacy, education and community development, and those who
have contributed to the leadership, advancement and achievement of the Deaf community.
Language preservation and revitalization
The effort made to prevent languages from becoming endangered or unknown, for example, by increasing
the number of users of the language, creating resources and documenting the language to preserve it.
Fingerspelling
The manual representation of the letters of the alphabet of a spokenlanguage. In Australia, New Zealand
and the United Kingdom, a twohanded fingerspelling system is used to fingerspell English letters. In many
other countries, a onehanded fingerspelling system is used.
Cohesive devices
Features of language used to make texts cohesive, such as connectives, ellipses and the use of space in a
text.
Language functions
Varied ways in which language is used to achieve particular purposes; for example, to persuade, to
entertain, to apologise, to argue or to compliment.
Directional indicating verbs
See Indicating verbs.
Language health and vitality
The extent of the demand and the use of a language in the community and projections for its future usage.
A language that is spoken or signed by a larger number of users and is available in several domains of use
in society is likely to be more healthy and to have greater vitality and survival prospects.
Audism
The notion of superiority based on the ability to hear. Like other forms of oppression, such as racism or
sexism, audism stigmatises deaf people and limits their potential. The term was first coined by Tom
Humphries in 1977.
Language comprehension
A process of interpreting meaning from signed, spoken, written, tactile and multimodal representations of
language.
Character space
See Frames of reference.
Cues
Sources of information used to facilitate comprehension of language that may be visual, grammatical,
gestural or contextual.
Fluency
An ability to produce signed, spoken or written language with appropriate phrasing, rhythm and pace. It
involves the smooth flow of language, lack of hesitation or undue pausing and characterises the largely
accurate use and automatisation of the target language.
BSL
British Sign Language.
Intercultural capability
An ability to understand and to engage in relationship between language, culture and people from diverse
backgrounds and experience. This involves understanding the dynamic and interdependent nature of both
language and culture, that communicating and interacting in different languages involves interacting with
values, beliefs and experiences as well as with signs, words and grammars. An intercultural capability
involves being open to different perspectives, being flexible and curious, responsive and reflective; being
able to decentre, to look objectively at one’s own cultural ways of thinking and behaving, and at how these
affect attitudes to others, shade assumptions and shape behaviours. Characteristics of an intercultural
capability include cognitive and communicative flexibility and an orientation and ability to act in ways that
are inclusive and ethical in relation to diversity and difference.
Language transmission
The way a language is passed on, for example through speech, writing and signing, from one generation to
the next (vertical transmission) or from peer to peer (horizontal transmission).
Deaf interpreter
A specialist who provides interpreting and translation services, often working between a signed language, a
form of a spoken/written language, another signed language or other visual and tactile communication
forms. As a deaf person, the Deaf Interpreter has a distinct set of formative linguistic, cultural and life
experiences that enables more nuanced comprehension and interaction in interpreted events than is
possible for most hearing sign language interpreters.
Deafhood
The term coined by Dr. Paddy Ladd to describe the process by which deaf individuals become self
actualised; the journey they travel to develop their Deaf identity and to maximise their potential.
ALLP
Australian Language and Literacy Policy.
CODA
Child of Deaf Adults; the term that typically refers to hearing children of deaf parents, who often use a
signed language as their first language in their family of origin.
Horizontal language transmission
The term used to describe the process by which deaf children born into hearing families and whose parents
do not know sign language learn the language. Typically children learn language through the process of
vertical transmission, from the preceding, older, generation who share the language. This is less common
for deaf children, who often acquire sign language from deaf peers, particularly those who come from deaf
families.
Annotation
A digital code, note or comment on a video file that identifies something about the language; for example,
what signs are used or where there is a particular handshape.
Language
A human cognitive and communicative capability which makes it possible to communicate, to create and
comprehend meaning, to build and sustain relationships, to represent and shape knowledge, and to
imagine, analyse, express and evaluate.
Language is described and employed:
as code – comprising systems, rules, a fixed body of knowledge; for example, grammar and
vocabulary, sound, sign, gesture and writing systems
as social practice – used to do things, create relationships, interact with others, represent the
world and the self; to organise social systems and practices in dynamic, variable, and changing
ways
as cultural and intercultural practice – means by which communities construct and express
their experience, values, beliefs and aspiration
as cognitive process – means by which ideas are shaped, knowledge is constructed, and
analysis and reflection are structured.
Cohesion
The use of a range of language features to link parts of a signed text together, making it easy to follow and
to understand referents in the text.
Language systems
Elements that organise and represent how a language works, including the phonological, syntactic,
semantic and pragmatic systems of signs and rules that underpin language use. These systems have to be
internalised for effective communication and comprehension.
Digital texts
Audio, visual or multimodal texts produced through digital or electronic technology which may be interactive
and include animations and/or hyperlinks. Examples of digital texts include DVDs, websites, online literature
and presentations.
Comprehension
An active process of making/constructing/deciphering the meaning of language input through listening,
reading, viewing, touching (as in braille or tactile signing) and through combinations of these modes. It
involves elements of decoding, working out meaning, evaluating and imagining. The process draws upon
the learner’s existing knowledge and understanding, text–processing strategies and capabilities; for
example, making inferences or applying knowledge of text types and social and cultural resources.
Deaf place
A site of historical or cultural significance in the Deaf community; usually connected with traditional meeting
places of deaf people, such as schools or centres of regular social, religious or sporting gatherings. A Deaf
place may continue to have cultural and historical significance for the community when no longer used for
its original purpose or formally owned by deaf organisations. Deaf places are often sites where sign
languages and Deaf culture are learned, as most deaf people do not learn them from deaf families at
home.
Deaf ecosystem
A network of businesses, services and connections owned or managed by deaf people in positions of
influence and authority, who share this social or political capital with other deaf people in culturally
appropriate ways, so contributing to the status and social connectedness of the larger Deaf community.
Examples of such reciprocity and support include sponsorship, profileraising, the sharing of skills, expertise
and knowledge, status support and social entrepreneurship opportunities.
Buoys
A sign produced with the nondominant hand held in place to represent something while the dominant hand
continues to sign something else.
Handshape
The conventional form of the hand in a sign.
Intercultural language teaching and learning
An orientation to language teaching and learning that informs current curriculum design; framed by the
understanding that language and culture are dynamic, interconnected systems of meaningmaking; that
proficiency in an additional language involves cultural and intercultural as well as linguistic capabilities. The
focus is on developing communicative proficiency and on moving between language–culture systems. It
includes the reflexive and reciprocal dimension of attention to learners’ own language(s) and cultural
frame(s).
ISL
Irish Sign Language.
Formational elements of signs
The elements of the structure of signs; the physical way they are formed. (See Parameters).
Articulatory
Relating to the physical movements required to produce language.
Deaf eyes
A reference by some scholars to the cultural lens through which the world may be viewed by a Deaf person.
It can also refer to deaf people’s ability to process simultaneous information through enhanced peripheral
vision, as deaf people rely on a wider range of acute visual input rather than sound.
Comparative
A form of adjective used to compare one thing with another, such as tall versus more tall.
Conjunction
A type of word or sign that joins signs, phrases or clauses together such as but or or.
Glossing
A form of annotating signed languages, as they have no written form in the traditional sense. The gloss
conventions used in the Auslan curriculum for sign notations are based on Johnson and Schembri (2007)
and include the following elements: The English gloss of a sign written in uppercase letters (most
commonly associated or nearest translation of the sign in English); lexical matching (where one sign uses a
number of English words to gloss its meaning, they are joined together, eg lookback); fingerspelling
(shown by spacing); the use of ‘g:’ to signal gesture; the abbreviation of personal pronouns (pro1,
pro2) and possessives (poss1, poss2); referral to pointing signs as pt; depicting signs (ds[handshape label]:
description of what is depicted); indication of reduplication by the symbol ‘+’; and the use of a bar above a
sign to show NMFs.
Cochlear implant
A small electronic device that can be surgically inserted into the inner ear to provide sound signals to the
brain.
Manner
A type of adverb that tells how something happens.
Metaphor
The use of a conceptual idea to describe another idea, such as thinking of time in terms of space.
Nonlexical signs
Symbolic units of meaning that are created on the spot in a particular context, particularly in constructed
action but also gesturing. These signs cannot be listed in a dictionary.
Mouthing
The complete or partial articulation of a spoken word while signing, occurring without voice. This does not
include mouth gestures, such as ‘pah’, which are not mouthings of English words.
Name sign
A sign used to uniquely identify a person, typically bestowed by a member of the Deaf community, and
agreed upon by the individual.
Multichannel signs
The small number of signs that often occur with a particular mouth movement. Although such mouth
movement is often described as obligatory, recent research shows that they do not always occur with a
mouth gesture or with the same mouth gesture each time.
NZSL
New Zealand Sign Language.
Narrative
A story of events or experiences, real or imagined.
Native signers
Signers who have one or more deaf family members and have therefore had access to Auslan from birth,
meeting expected milestones for the natural acquisition of language in infancy and early childhood.
Locatives
Words or phrases that tell a place or location.
List buoy
A sign where the fingers on the nondominant hand are used to represent the items in a list while the
dominant hand signs something about those items.
Nativelike signers
Fluent signers who have used Auslan as their primary language since their early school years, and/or
demonstrate nativelike levels of proficiency in the language.
Nonbodyanchored signs
Signs that are made in neutral space and do not make contact with a location on the body. These signs can
easily be moved around in space.
NWDP
National Week of Deaf People; a week of cultural celebrations and festivals organised by Deaf Australia,
designed to raise awareness of the Deaf community and to celebrate Deaf pride, Auslan, and the life and
culture of deaf people.
Metalanguage
Vocabulary used to discuss language conventions and use (for example, language used to talk about
grammatical terms, such as sentence, clause, conjunction; or about the social and cultural nature of
language, such as reciprocating, register).
Metaphorical iconicity
The use of metaphor to allow iconic signs to represent abstract concepts; for example, the sign remember
is iconic, in that it shows holding something in the head, but metaphorical because thoughts are not
physical objects that can be held in the head.
Lexicalisation
The process through which a nonlexical or partlylexical sign becomes frequent enough to become a fully
lexical sign with a conventional meaning and form listed in a dictionary.
Nonmanual features
Nonmanual features (NMFs) are meaningful elements of a signed message involving any part of the body
other than the hands.
Locational indicating verbs
See Indicating verbs.
Register
A variety of language used for a particular purpose or in a particular situation, the variation being defined by
use as well as user. For example, informal register or academic register.
Parameters
The five physical features that describe how a single sign is produced: handshape, movement and location
(main parameters), and orientation of handshape and nonmanual features (minor parameters).
Scaffolding
Support provided to assist the learning process or to complete a learning task. Scaffolded language support
involves using the target language at a level slightly beyond learners’ current level of performance, and
involves incremental increasing and decreasing of assistance. Task support provides assistance to perform
just beyond what learners can currently do unassisted, to progress to being able to do the task
independently. Scaffolding includes modelling and structuring input in ways that provide additional cues or
interactive questioning to activate existing knowledge, probe existing conceptions or cue noticing and
reflecting.
Performance
The use of the language in real situations, putting language knowledge into practice. Performance involves
accuracy, fluency and complexity.
Numeral incorporation
Changing the handshape of a subset of time signs to include a number, such as twoweeksago or intwo
years.
Perceptual systems
The visual and kinesthetic means by which signers receive/produce signs
Shadowing
The simultaneous watching and copying/shadowing of a signed text.
Proxemics
The use of space, posture and touch as elements of communication.
SASS
Path movements
Movement of the hands from one location in space to another while producing a sign.
Question
A clause structured to elicit information. Questions can be categorised as either closed or open in terms of
the information required to answer them:
Closed questions require predictable answers; for example: What time is it? Do you like cats?
Open questions have unknown and unpredictable answers that invite and support more
elaborated and extended contributions from learners; for example, What do you think about that?
Questions can be structured as either yesno or wh questions, which require different non
manual features
Yesno questions are closed questions for which the response can only be yes or no
Wh questions can be closed or open questions, but include the signs WHO, WHAT, WHERE, WHEN,
WHY, HOW, HOWMUCH, or HOWMANY?
Protocols
Principles and customs which guide behavior; systems of cultural and social rules specific to a linguistic and
cultural community.
People of the Eye
A term that references the highly visual nature of deaf people.
Prosody
Changes in facial expression and other NMFs, such as the duration of signs, eyegaze, head and torso
position, pausing with or without a hold of a sign, tension of hands and eye closure; used for many
purposes, such as to mark clauses and their relationships, to accentuate or diminish emphasis and to
regulate turntaking.
Recast
A strategy frequently used as an instructional technique, where the teacher repeats a student’s incorrect
construction back to the student in correct form; a naturalistic repair of the language learner’s error,
modelling the correct version in a manner that encourages continued communication.
Orientation
The direction the palm or fingers of a handshape point in a given sign.
Oralism
A philosophy with an emphasis on teaching deaf children to communicate using speech; to depend on lip
reading and amplification devices rather than using sign language.
Sign language families
Small groups of sign languages that have a high rate of similarity in their lexicons due to historical origins or
geographic relationships; for example, BANZSL.
Partlylexical signs
Signs with a form that is not fully specified that is, the handshape, movement and/or location can change,
as in the case of pointing signs (direction or handshape can be modified), or depicting signs (movement
and location are often created on the spot).
Receptive language
One of the two components of communication through language (see Productive language): the ‘receiving’
aspect of language input, the gathering of information and making of meaning via viewing, listening and
reading processes.
Pathological model of deafness
The view that deafness is solely a pathology or medical deficit, to be ameliorated by medical or
technological interventions and intensive habilitation of speech and audition. The pathological model
discourages the use of signed languages and of educational or social settings which bring deaf people
together.
Signbank
An online Auslan language resource, including a dictionary of signs organised according to the structure of
Auslan, information on Auslan, links to Auslan classes, inbuilt search features to explore settingspecific
signs such as medical or educational signs, and links to video clips and signed examples in Auslan.
Productive language use
One of the two elements of communication through language (see Receptive language), involving the ability
to express, articulate and produce utterances or texts in the target language.
Ownership
The understanding that a natural sign language belongs primarily to the Deaf community from which it
evolved. Historical oppression and marginalisation of Auslan users have created cultural and political
sensitivities regarding the use, planning, teaching and research of signed languages. Deaf people, as
custodians of Auslan, have primary authenticity in matters concerning their language and culture.
Pragmatics
The study of how context affects communication, for example, in relation to the status of participants, the
situation in which the communication is happening or the intention of the speaker.
Observer space:
See Frames of reference.
Reciprocity
An integrating element of intercultural communication that involves movement and relationship, interpreting
and creating meaning, and understanding the process of doing so. It involves not only the exchange of
words but also an exchange of understanding between the people involved. It comes into play when the
learner ‘self’ encounters and interacts with the ‘other’ (the target language speaker or the target language
itself as text or experience); when the existing language code and cultural frame encounters a different
code and frame. This experience impacts on the learner’s perspective and sense of identity and on their
usual ways of communicating and exchanging language and values. Reciprocating involves conscious
attention to the process: attention to the self (intraculturality) and to the likely impact of the self on the other
person involved (interculturality). Things previously taken for granted are noticed in reference to new or
different ways.
Key elements of reciprocating include conscious attention, comparison, reflection and analysis:
recognition that both partners in an exchange are involved in the ‘effort of meaning’
willingness to work out what the other person means, the cultural and social context they are
speaking from and the perspectives which frame what they are saying
making necessary adjustments to their own and each other’s input, orientation and stance that
will help the exchange to be successful
exchange of goods, services and knowledge in a culturally valued transaction within the Deaf
community.
Signed English
Australasian Signed English was an artificial system of producing each part of English on the hands;
developed by a committee in the 1970s for the purposes of teaching deaf children. Signed English is not
widely used in the Deaf community and is not actively taught in schools today; however, it has significantly
influenced the lexicon of Auslan in some age groups and regions.
Referent
The person or thing being talked about with a sign or phrase
Signed languages
Visualgestural languages which evolve naturally in Deaf communities, through which signers use
conventional and mutually agreedupon symbols (signs) to communicate with each other. Signed
languages have their own grammar and lexicon. They are not based on the spoken language of the country
or region where the community is located. Signed languages are not universal. They are real languages,
with a complete set of linguistic structures; complex and highly nuanced, as sophisticated as natural spoken
languages.
Textual cohesion
See Cohesion.
Signing space
The area around a signer in which signs are articulated and can be modified.
VRS
Video Relay Service: A video relay uses visual technology to allow deaf users of Auslan to communicate
over the telephone with hearing people via a VRS interpreter.
Spatial modification
Changing a sign to point towards referents present in the environment or towards locations in the space
around the signer associated with absent referents.
Sign language acronyms
National and regional signed languages are commonly referred to in the form of acronyms, for example:
DGS Deutsche Gebärdensprache (German Sign Language); BSL British Sign Language; LSF Langue
de Signes Française (French Sign Language). A full list of acronyms and languages is available on
Ethnologue.
Topicalisation
Moving a sign or group of signs to the beginning of a clause to make it more prominent. In Auslan this is
usually accompanied by particular nonmanual features.
Vlog
A common term for a video blog. As Auslan is a visual language, signers may choose to post online in
Auslan via video rather than posting in written English.
Visualgestural languages
Signed languages are described as visualgestural because they are received through vision and signed
with hands, compared to spoken languages which are described as auditoryoral languages, as they are
received through hearing and spoken with the mouth. The term is not equating signed languages with
gesture in general.
Teaching team
Two or more teachers or instructors who combine their skills, knowledge and experience to develop and
implement lessons in the classroom. In the context of teaching Auslan, a combination of a deaf and a
hearing teacher may be linguistically and culturally appropriate, should a suitably skilled deaf teacher of
Auslan not be available to work on their own.
Time marker
A sign that refers to when an event occurred.
Text
An identified stretch of language used as a means for communication or as the focus of learning and
investigation. Text forms and conventions have developed to support communication with a variety of
audiences in different contexts for a range of purposes. Texts can be signed, written, spoken or multimodal
and in print or digital/online forms. Multimodal texts combine language with other systems of
communication, such as print text, visual images, soundtrack, signs and/or spoken word, as in film or
computer presentation media.
Transliteration
Writing a letter, sign or word using the closest corresponding letter, sign or word from a different language
or alphabet.
Spatial mapping
The use by signers of the space around themselves to locate referents in discourse; the process of
allocating a referent to a location, in order to keep track of who, what or where is being discussed.
Sociocultural model of deafness
The view that deaf people form a linguistic and cultural minority group comparable to other linguistic
minorities. This viewpoint does not see deafness as a medical deficit or pathological condition. Although it
may encompass the use of assistive listening devices and a range of communication options, it places high
value on the use of signed languages and Deaf community networks.
Translation
A process of translating signs/words/text from one language into another, recognising that the process
involves movement of meanings and attention to cultural context as well as the transposition of individual
words.
Superlative
A type of adjective used when comparing more than two things and identifying one that has the most of a
feature, such as small versus worst small or most small.
Voiceoff
The common protocol in an Auslan class to not use voice, as use of spoken English while signing can
interfere with the acquisition of quality Auslan. The directive usually given to students is ‘voiceoff’.
Visual vernacular
A highly visual form of performance often incorporated into story telling which uses features of mime,
gesture, NMFs and specific cinematic techniques in the production of signs. Techniques include close and
distant focus, dissolving of visual images and cutting between scenes, objects and characters, and time
distortion in the three dimensional delivery of visually presented information.
Languages Chinese (Version 8.4)
Page 418 of 943

The Australian Curriculum: Languages Chinese
Chinese How the Subject works
Context statement
The place of the Chinese language and culture in
Australia and the world
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 Huayu (Hwayu), the spoken language of
people of Chinese ethnicity. This term is also used in Singapore.
A number of dialects remain in active use. In addition, the character system has undergone significant
evolution, standardisation and simplification over time. In recent times, the need to create Chinese language
texts in digital format has resulted in an international effort to standardise character forms and attribute a
Unicode to each form so that computer operating systems internationally can generate and reproduce
Chinese texts in both simplified and traditional/fullform characters. It is not common for new characters to be
created. In contemporary overseas Chinese media, texts are commonly in either simplified or traditional/full
form characters, reflecting the diverse histories and preferences of these communities.
Communities of Chinese speakers are characterised by linguistic, cultural and geographic diversity and can
be found in almost every country of the world. Many of these communities have a long tradition, and they are
particularly strong on the Pacific coast of Canada and the USA, and in SouthEast Asia, Australia and some
European countries. The history of the Chinese community in Australia extends back to the mid1800s, and
patterns of migration in recent decades have seen rapid growth in Australia’s Chinese population.
Current links between Australia and China are characterised by bilateral relationships in trade and investment,
as well as educational exchanges, and research and development in science and technology. The movement
of people and ideas, as well as economic, cultural and educational exchange, adds to the richness and
complexity of this relationship.
The place of the Chinese language in Australian
education
Chinese has been taught in Australian schools since the 1950s, and experienced rapid growth in the 1980s as
China undertook a policy of opendoor and economic reform. Chinese has always been taught as an
additional language in Australia, but schools are now catering to increasingly varied cohorts of Chinese
language learners, including overseasborn Chinese speakers. The population of Chinese teachers has also
changed, with growing numbers of teachers from the People’s Republic of China now teaching in Australian
schools.
Chinese is recognised as an important language for young Australians to learn as Australia progresses
towards a future of increased trade and engagement with Asia.
The nature of Chinese language learning
The Australian Curriculum: Languages Chinese
The nature of Chinese language learning
For the purposes of the Australian Curriculum: Languages, ‘Chinese’ refers to Modern Standard Chinese,
Pinyin Romanisation and simplified characters. Given the ongoing use of both forms of Chinese characters
(simplified and full form) in the media, in education and in environmental print (advertisements and shop
signs), some knowledge or awareness of both systems is an advantage, for Chinese speakers and Chinese
learners alike. Although both writing systems and the range of dialects should be recognised in any Chinese
language curriculum, the priority in education is Modern Standard Chinese and simplified characters as the
internationally recognised ‘official form’ of Chinese.
English and Chinese have very different grammatical and vocabulary systems. The Chinese spoken language
is characterised by a high number of homophones — tonesyllables that are used to represent more than one
morpheme — each of which has its own particular character. The range of syllables in Chinese, while limited
in comparison to English, does include some sounds unfamiliar to English speakers. The task of learning
Chinese can be best addressed by a clear separation between learning to interact orally, supported by print
materials in Pinyin, and learning to read and write, supported by texts and resources in characters.
Chinese characters are logographs composed of a number of components organised into a particular
sequence within a square, parts of which are likely to suggest the sound and meaning of the whole character.
Each character is a morphemesyllable — it represents a syllable of sound and a unit of meaning. There are
3500 frequently used characters which are learnt by children in primary school in China. These characters are
composed of approximately 500 distinct components which are used with varying degrees of frequency, and
in different locations and for different functions. Literacy development (in terms of learning to read and write,
and especially to map known oral vocabulary onto the appropriate written forms) is a timeconsuming and
challenging task. Additional characteristics of Chinese writing are that texts in Chinese characters do not
display wordlevel spacing and texts may be written vertically and read from right to left down the page.
The Chinese spoken language is composed of approximately 400 syllables which may be used with one of
four tones to create a total of approximately 1200 tonesyllables. Different systems have been developed to
reproduce the sounds of the Chinese language using the Roman alphabet to assist learners who are already
familiar with the Roman alphabet. Today the Pinyin system has international recognition as the principal
means of representing the sounds of Chinese in alphabetic form. This system assists students of many
language backgrounds to learn the correct sounds of Putonghua, and is an efficient means of text input when
creating texts in characters using digital media. It is important to note that Pinyin is not recognised as a valid
alternative to written expression in characters, as its readability is limited.
The diversity of learners of Chinese
Three pathways have been developed for Chinese, to cater to the three main cohorts of learners of Chinese
in Australian schools. The Second Language Learner Pathway caters for students learning Chinese as a
second or additional language. The Background Language Learner Pathway has been developed for
students who have exposure to Chinese language and culture, and who may engage in some active but
predominantly receptive use of Chinese at home. The First Language Learner Pathway caters for students
who have had their primary socialisation as well as initial literacy development and primary schooling in
Chinese, and who use Chinese at home. Schools will make decisions about which pathway best serves their
students’ needs, and teachers will use the pathways to cater for all learners by making any appropriate
adjustments to differentiate learning experiences for their students.
Page 421 of 943

Chinese Second Language Learner Pathway Years F–10 Sequence
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 that both recycle and extend language. Students are gaining greater independence and becoming more
conscious of their peers and social context. They are gaining awareness of the world around them. Learners
are noticing similarities and differences between Chinese language and culture and their own.
Chinese language learning and use
The systems of writing and speaking in Chinese are distinct. Because of the role of character learning and its
impact on reading and writing, learners can accomplish a higher active use of spoken language than written
language. As a result, engagement with Chinese language is primarily through speaking and listening. With
teacher support, students begin to use Chinese to communicate their own ideas and participate in
collaborative decision making. Learners engage in exploration of patterns and features of the language,
talking about and making connections between known languages and cultures and comparing different ways
of communicating in familiar contexts.
Likely contexts for interaction are related to students’ personal, family and local environments, and their
everyday educational experiences. They communicate with peers, teachers, known adults, and with other
students in their class. The settings for interaction move to a more public context and include more
participants. Students begin to move from socialising in the here and now to planning and organising future
events.
Texts and resources
Text types include print and online news and media, blogs, advertisements, catalogues, popular music and
drama. Texts presented in characters are generally glossed in Pinyin. Students write in characters to
correspond with others in letters, and use Pinyin input systems to generate a variety of texts in digital format.
Features of Chinese language use
Engagement with oral language includes active listening; observing interactions between speakers in
everyday contexts; and using the spoken language in songs, rhymes, stories read aloud, and games.
Learners ask and answer questions, describe people and objects, and recount events. They speak with
attention to the sounds and tones of words, using formulaic language and applying their knowledge of familiar
language structures in new contexts. Students map character forms onto their familiar oral vocabulary, and
recognise and name characters in context. They record and learn new vocabulary by using word lists in
Pinyin, and use Pinyin to prepare drafts of spoken texts.
Level of support
Chinese language use continues to be scaffolded and prompted by the teacher. Teachers’ modelling of
correct Chinese language use is the primary source of learners’ increasing Chinese oral and written language
acquisition.
The role of English
The use of English is necessary for discussion, reflection and explanation, and for the continued development
of learners’ knowledge base and intercultural capability.
Communicating
Socialising
Initiate interactions with peers and known adults to plan and organise social activities
[Key concepts: community, leisure, nature, recreation; Key processes: planning, organising, transacting]
(ACLCHC033 Scootle )

Elaborations
experimenting with language choices to convey emotions and attitudes such as excitement and interest
when events or ideas are suggested, including making arrangements, welcoming, congratulating,
complimenting and praising
exchanging information and opinions in class discussion, responding to questions such as 你喜欢运动
吗？, and expressing agreement and disagreement with others’ opinions (for example, 对，我也很喜欢运
动); making sure that other participants are included in interaction, for example, 我去过法国，你呢？
participating in roleplays relating to shopping scenarios, and specifying quantity or type of item when
selecting from options, for example, 三斤苹果，一包糖
completing transactions by confirming prices (for example, 多少钱？五块八) and exchanging money,
recognising Chinese currency
preparing performances celebrating important events in the Chinese calendar to present at school
assemblies to raise community understanding of aspects of Chinese culture, such as a taiji performance,
a lion dance, or a Spring Festival song such as 《恭喜恭喜》
assisting in organising and hosting visitors from a sister school or guest speakers to raise school
community awareness of the importance of learning Chinese
seeking permission from the teacher or peers to participate in activities or to be excused, for example, 我
可以去喝水吗？
responding to the teacher’s questions with actions or answers (for example, answering the question 懂了
吗？), and requesting or borrowing items from others using appropriate language such as 我想看看你的
书，好吗？
Exchange correspondence and create simple written material to plan future activities and events and
contribute ideas
[Key concepts: friendship, community, recreation; Key processes: collaborating, exchanging]

Elaborations
preparing and creating photostories with captions to present personal information and aspects of
personal experience (such as friends and classmates, extracurricular activities, daily routine, and holiday
experiences) for new classmates or for class blog
creating short texts such as emails, letters and text messages to interact with others, for example, to
invite, congratulate or thank someone
producing short texts such as descriptions of a place, or the rules of behaviour for different events,
situations or activities
participating in shared blogs, exchanging information with students from sister school, for example, 你
好，我叫Ann, 我是澳大利亚的学生
using emoticons such as >_<||| in digital communication to enhance meaning conveyed
using digital media to produce a publicity flier for an upcoming cultural or sporting event such as 汉语比赛
Informing
Obtain and process specific information from multiple spoken sources, selecting and sequencing
appropriate content for specific audiences
[Key concepts: public, private; Key processes: comparing, collaborating, recording, identifying, describing]

Elaborations
identifying specific information related to places, for example, listening to a weather forecast, recognising
the names of familiar cities (such as 北京，上海), and recording the weather conditions and the
temperature
using textual clues such as 听一听小明的一天 to predict possible content when listening to spoken texts,
and preparing to hear key information such as time and activities
listening to and viewing a range of informative texts to identify key points, for example, answering
questions from classmates about the procedure and main ingredients for cooking a Chinese dish from a
cooking show
presenting a short talk using information gathered from multiple sources, for example, investigating 南京
的天气 by interviewing the teacher and listening to a podcast of a weather forecast
supporting presentations with pictures, charts or graphs as appropriate, for example, using bar charts to
show data on 澳大利亚的语言
Locate key points in written informative texts, summarising the points to report to known audiences
[Key concept: information; Key processes: reading, viewing, summarising, analysing]

Elaborations
locating key information in texts such as timetables, calendars, brochures or advertisements, using clues
such as organisation of content, for example, 星期一，星期二 etc. listed on the top row of a timetable
reading familiar texts, such as shopping catalogues, understanding key phrases such as 八折, and
working out the final price of an item
recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow
and assist with reading for overall meaning
creating a poster to convey information to Chinese peers (for example, about a local city or popular
tourist site) with pictures, maps, data, words and sentences
selecting from word lists to create informative texts such as signs, slogans and notices, using electronic
tools such as a digital dictionary to extend own expression
Creating
Engage with characters and points of view in short imaginative texts, express personal opinions and create
simple spoken imaginative texts
[Key concepts: character, viewpoint; Key processes: connecting, expressing, responding]

Elaborations
singing popular songs, exploring the intended meaning of lyrics and the use of stylistic devices such as
比喻（我爱你,我爱你，就像老鼠爱大米） or 重复（我是女生，漂亮的女生，我是女生，爱哭的女生）
retelling stories read by the teacher in Chinese and sequencing actions (using 然后), or explaining the
cause of an action (using 因为)
expressing personal opinions on TV programs or music videos, for example, 我很喜欢中国的 rap
participating in performances such as 诗朗诵 and applying specific prosodic features such as ‘tone flow’
(抑扬顿挫) to enhance the effect
creating short plays or skits and taking on roles in imagined scenarios such as a shopping trip, fashion
show, or visiting or hosting a Chinese friend
reading short stories in groups, and summarising the story and conveying the emotions and opinions of
characters using, for example, 最、非常、太
reading aloud phrases such as 哎呀！天哪！ that are used to highlight the characters reactions to
situations or the actions of others.
Create written imaginative texts, describing characters and sequencing events, using scaffolded models of
texts, learnt characters or word lists for support
[Key concepts: character, narrative, sequence; Key processes: connecting, expressing, responding]

Elaborations
experimenting with storytelling techniques by following provided models of narrative texts, for example
rewriting 她有七色花，红色，蓝色，白色… and replacing 花 with 气球 and writing 她有七色气球，红色，
蓝色，白色
using digital media to create an imaginative story to share with peers and Chinesespeaking contacts,
using both language and images to achieve particular effects, for example, using 重复（很大很大的球; 走
啊走啊走啊)
plotting a storyline, considering: Who is the main character? How can I make this character interesting to
readers? How can I sequence my story to grab the reader’s attention?
collaborating to create alternative endings to wellknown stories using learnt sequences and word lists for
support
Translating
Interpret and translate simple texts used for everyday purposes, identifying actions, words and phrases that
do not readily translate into English
[Key concept: equivalence; Key processes: interpreting, translating]

Elaborations
identifying how best to interpret key words when translating English texts into Chinese, for example, the
use of 是 after first, second and thirdperson pronouns; numbers with measure words; possessives with
的; plurals
viewing spoken interactions in Chinese between peers or in texts (for example, viewing a segment of a
movie), and interpreting the meaning of the dialogue as well as comparing and discussing culturally
determined manners or behaviour displayed in the interaction
differentiating between wordbyword meaning and intended meaning when translating from Chinese into
English, for example, the wordbyword translation of 我喜欢一个人看书 is ‘I like one person to read’, but
it means ‘I like to read alone’
comparing own translation of short texts (such as brand names, signs, slogans and billboard
advertisements) to others’, and evaluating the effectiveness of own translation
recognising the role that gesture plays in oral interaction, including emblematic (hand) gestures,
gesturing for emphasis and encouragement, and taboos within Chinese communication, such as pointing
directly at someone
identifying Chinese symbols in print and digital texts (for example, the longevity symbol), and developing
ways to convey the culturally attached value when expressing the meaning of these symbols in English
Create own bilingual texts such as signs, displays and posters
[Key concepts: equivalence, idiom; Key processes: translating, identifying, discussing]

Elaborations
producing bilingual posters to promote a healthy lifestyle, such as 健康食品
designing bilingual signs (characters/Pinyin/English) to post on key buildings and rooms around the
school that convey short messages such as descriptions of the place or the rules in that place
developing strategies for using bilingual (Chinese–English and English–Chinese) dictionaries in both print
and digital forms to assist with translation
Reflecting
Describe aspects of own identity and reflect on differences between Chinese and English language and
culture, identifying how this knowledge can help their intercultural exchanges
[Key concepts: similarity, difference, culture; Key processes: comparing, contrasting]

Elaborations
using appropriate forms of address in interactions, including nicknames for friends, greetings such as
嘿、哈罗、吃了吗、校长好, and courtesy phrases when agreeing, thanking, apologising, refusing,
declining and leavetaking, for example, 谢谢, 不客气, 对不起，没关系
presenting short spoken texts to peers and to Chinesespeaking people in other contexts via digital
media, sharing culturespecific aspects of own identity (for example, 我是希腊人，我周末学希腊语 or
football club membership) and discussing their significance
defining own identity by describing relationships with others, for example, friendship groups (我的朋友是
Lisa 和 George，我们都很聪明), ethnic group (我是德裔澳大利亚人)
engaging with Chinese speakers through organised school activities (such as through a video
conference with students at a Chinese school, or welcoming visitors to own school), observing moments
when difficulties are experienced in communication and reflecting on the cause of the difficulty
sharing with peers personal experiences of interacting with Chinese speakers, for example, ‘I was really
nervous and forgot how to say…’
observing interactions between Chinese speakers, and discussing the context and language use (for
example, a family eating out in a restaurant, noticing the environment, seating arrangements, and how
dishes are ordered and presented) and comparing to their own experience
Understanding
Systems of language
Discriminate between similar or related syllables and words by listening with attention to intonation, stress
and phrasing (ACLCHU042 Scootle )

Elaborations
recognising familiar language spoken by different voices
recognising and discriminating between homonyms in Chinese (for example, shì — 是 and 室), relying on
contextual cues to assist understanding, and differentiating syllables with different tones, for example, shì
(是) and shí (十)
connecting the sound of spoken Chinese with the spelling and tone marks of Pinyin, for example, reading
out words written in Pinyin with attention to Chinese pronunciation and tone; using Pinyin to record the
sound of words or sentences encountered
Identify how character structure, position, and component sequences relate the form of a character to its
particular sound and meaning (ACLCHU043 Scootle )

Elaborations
decoding characters by analysing their structure and the number of components, and recognising
familiar components
applying their knowledge of characters to learn to read and write new characters, and developing
strategies for learning, for example, making connections between characters with a common component
(你、他、们)
identifying different meanings of key morphemes used in different contexts, for example, 天，日，二/两，
你好 versus 好玩
Form sentences to express details such as the time, place and manner of an action and to sequence ideas
(ACLCHU044 Scootle )

Elaborations
developing knowledge of metalinguistic terminology, discussing, for example: What is the plural form?
How do we know it’s plural when reading in English? Can we tell when we read a Chinese word?
recognising that in Chinese, verbs convey tense without verb conjugation, for example, explaining why 有
can mean ‘have’, ‘had’ and ‘will have’
comparing the use of tenses in English and Chinese, for example, how future tense is often expressed
through time phrases in Chinese (我明天去北京，下个星期去上海)
identifying the use of adverbial phrases, and extending understanding of sentence structure using
subject–time–place–manner–verb–object, for example, 我星期一上学。我在墨尔本上学。我走路上学
examining the clauses of a sentence in Chinese and noticing how they are linked coherently, for
example, 他叫王晓明，(他) 是我的朋友 (i.e. no subject/pronoun)
applying processes of discourse development, including joining (也、和), contrasting (但是) and
sequencing (就) information
using alternative language to clarify intended meaning, for example, saying 我不胖不瘦 when they don’t
know the phrase 中等身材
Notice how the features of text organisation vary according to audience and purpose (ACLCHU045
Scootle )

Elaborations
describing the major features of familiar text types in Chinese, and experimenting with analysing Chinese
texts, for example, recognising the ‘problem’ and the ‘resolution’ in a narrative
identifying the purpose and intended audience and context (for example, digital, online or face to face) of
a range of familiar texts
exploring features and conventions of Chinese text, including lack of word spacing or use of punctuation,
and variability in text direction, and comparing texts in traditional characters with texts in simplified
characters
understanding the use of Chinesespecific punctuation, such as double quotation marks to signal a quote
Understand that Chinese is characterised by diversity in spoken and written forms

Elaborations
knowing that Putonghua is the standard spoken language used in China and the main Chinese language
taught in other areas of the world
understanding that there are simplified and traditional Chinese characters, and exploring examples of
both forms to identify differences, for example, 门 and 門
exploring how the Chinese language has changed in response to modern life, such as the inclusion of
English terms in everyday language; recognising ‘borrowed words’/借词 in Chinese from English (for
example, 咖啡、澳大利亚), and in English from Chinese (for example, tofu), and discussing how and why
these types of words are introduced
noticing the use of English words or phrases in Chinese interactions (for example, 拜拜, or a few words of
English in a Chinese pop song), and discussing the reason for the ‘codeswitching’
examining the role of myths, legends and 成语 in contemporary language use (for example, reading texts
containing 成语, such as 井底之蛙，画龙点睛 within 成语故事) and discussing their intended meaning,
and the cultural importance of employing classical language in contemporary contexts
Examine how language is used to clarify roles and relationships between participants in interactions

Elaborations
comparing values and beliefs across cultures and identifying how Australian cultural values such as
mateship are expressed through language
exploring the nature of the concept of ‘family’ in Chinese culture and how this influences relationships
between individuals, for example, addressing adults as 叔叔 or 阿姨
The role of language and culture
Explore the ways in which everyday language use reflects culturespecific ideas, such as the influence of
age, gender and social position on language choices (ACLCHU048 Scootle )

Elaborations
exploring cultural values conveyed in expressions relating to celebrations, for example, by asking: ‘In the
colloquial phrase 合家团圆, what is 团圆? Why wish people 团圆？ Does this have the same meaning in
Australian culture? What’s the relationship between the language use and the Chinese values in this
phrase?’
applying appropriate choices of pronouns and labels when referring to others in interactions, for example
您/你；小张/张晓琴
By the end of Year 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, 请问… ? 你是哪国人？你会说汉语吗？) and seek clarification, for example, … 对吗？
They access information from a range of print and digital resources (for example, 课文，菜单，宣传单，图
样，地图，课程表，日历，行程表，天气预报) and summarise key points in order to inform others and
organise activities, for example, 我们这个星期六去打球, 好吗？ They engage with a range of imaginative texts.
They use intonation and stress to engage audiences and participants. They translate everyday expressions
(for example, 好久不见 or 不谢) and use context to assist with interpretation. They produce short informative
and imaginative texts. Sentences include details of time (for example, 八点，十二月二日，星期五), place (for
example, 在澳大利亚，在墨尔本，在家) and participants, for example, 我的朋友，小明的哥哥. They use
prepositions and possessive clauses, including 的. They use a range of verbs, including verbs of identification
and existence (是), and some modal verbs (喜欢、会) to express interest or ability; they negate with 不 or 没.
They use simple connectives such as 和 and conjunctions to connect ideas.
Students explain the nature of tonesyllables, for example the role of tones in meaning making. They
recognise the features of the Chinese writing system and apply their knowledge of the formation of characters
in their own writing. They use Pinyin to transcribe spoken language. They identify how the relationships of
participants and context affect interactions. They identify the features of familiar text types in Chinese and use
these features to assist in interpreting meaning. They recognise that variations exist within the Chinese
spoken and written language, and identify examples of this, particularly within their own community. They
recognise and describe features of Chinese culture reflected in communication practices, and apply this
knowledge to their own interactions with Chinese people.
Background Language Learner
Pathway Years F–10 Sequence
Page 434 of 943

Chinese Background Language Learner Pathway Years F–10 Sequence
Students use their bilingual and bicultural capabilities and understandings within the world of their own
experience and imagination and draw on some topics from other learning areas. They are extending their
knowledge of language structure and of texts.
Chinese language learning and use
Students are immersed in Chinese across speaking, listening, reading, writing and viewing; where practicable,
activities may include those designed collaboratively with teachers in other learning areas to provide
opportunities for translating or interpreting. Students speak and write in Chinese to express their own
interests. They begin to appreciate how their own language use compares to modern standard forms in terms
of pronunciation, tone and rhythm. They consciously use aspects of grammar in their language learning and
employ a range of implicit and explicit models in response to teacher prompting. They consider audience,
purpose, and appropriate language choices in their cultural and communicative practices.
Students actively communicate in Chinese in classroom, school, home and community environments. They
begin to interact with other language users via the online environment and other digital forums.
Texts and resources
Students engage with visual media, music, cartoons, stories, games and documentaries. They use multimedia
for researching, exploration and collaboration. They create a range of short imaginative, informative and
persuasive texts.
Features of Chinese language use
Students learn to analyse new characters encountered in texts, with a focus on mapping these character
forms to their known spoken language. Students make comparisons between societies, social structures and
belief systems and explore how these are conveyed through language. They discover and discuss diversity in
cultural identity and experience. Students explore the Chinese past through texts such as fables and classical
stories. Written language use includes reading and comparing Chinese and English children’s literature.
Level of support
Correct Chinese language use continues to be modelled by the teacher to support students’ oracy and
literacy development. Texts often have Pinyin glossaries or include vocabulary lists to support learning.
The role of English
English is used to compare languages and explore complex ideas related to language, culture, learning and
concepts from other learning areas.
Communicating
Socialising
Interact and socialise with peers and known adults, exchanging ideas and opinions about personal
experiences and social activities
[Key concepts: place, identity, community; Key processes: negotiating, transacting, arranging]

Elaborations
engaging others in conversation and inviting responses on issues relevant to their lives, such as
traditional and modern lifestyles and values, and language learning by asking questions such as 你知道
澳大利亚的国宝是什么吗？你觉得什么最好玩？
participating in class and school debates, acknowledging others’ opinions and presenting own with
examples and personal experiences, for example, 虽然你说得很有道理，但是如果我们再想一想，如果你
也经历过… 那么你也会同意…
using social media to maintain contact with classmates and record events in everyday life, by keeping a
weekly or daily journal or blog, recording highlights of school or home life or leisure activities (for
example, 今天我的足球队又输了，真没劲!), or a holiday experience, for example, 袋鼠岛游记
describing and elaborating on details of experiences in correspondence, for example, 这次暑假过得很愉
快，我们全家去了巴厘岛。在那儿，我们天天在海边，有时候冲浪，有时候散步
composing text messages, emails, letters using appropriate formats and employing appropriate terms to
address recipient, for example, 敬爱的王老师 (for a formal letter), 嘿，小王，最近好吗 (for a casual letter
or message)
responding appropriately to invitations, including by accepting and declining, for example, 谢谢你的邀
请，祝你生日快乐。但是我星期日要…对不起，不能参加你的聚会。希望你玩得高兴
Take action, resolve issues, make shared decisions and organise shared experiences
[Key concepts: place, identity; Key processes: interpreting, negotiating, selecting]

Elaborations
collaborating to decide on a menu for a class lunch and negotiating items, prices and delivery with a local
restaurant, for example, 大家都喜欢吃春卷，那么每个人一个春卷，我们需要二十五个
locating suppliers of Chinese learning materials through websites and other sources, for example, 你这本
书是在哪儿买的？我们班要买一套图书，中国城的那家中文书店怎么样？ to select a class set of readers
listening to or viewing community media such as local Chinese radio or television, and participating in
advertised activities, for example, a singing competition or locally organised events
researching and arranging a visit by an expert (such as a calligrapher or a taiji master) to visit class and
share knowledge to promote Chinese learning in school community
captioning bilingual posters to promote community events (such as Chinese New Year celebrations, lion
dance performances, visiting performers) and school activities, such as cultural days, assembly items or
grandparents’ day
creating posters and fliers to promote cultural events to the local Chinese community, such as 悉尼艺术
节，XXX音乐剧
producing a paragraph in the school newsletter to promote an upcoming event
Informing
Locate and compare factual information from different sources about different communities and lifestyles
[Key concept: lifestyle; Key processes: informing, selecting]

Elaborations
viewing TV programs, documentaries or interviews with young people such as 《智慧树》, discussing the
participants’ experiences and comparing with own life experiences
investigating aspects of life of Chinese communities overseas, for example, webchatting with relatives
overseas to find out more about own family origins, history or circumstances
identifying and selecting visual sources (for example, 优酷, and comparing and contrasting different
perspectives on issues, such as how children in different locations in China describe their school
experience
following an instructional video in order to complete an action collaboratively, for example, watching 如何
画中国画, or preparing for a cultural celebration by following video procedures on how to 包粽子 for 端午
节
representing information in a new format, for example, watching a TV cooking show then converting each
step into a written recipe with essential information including ingredients and quantities, and amount of
time required
selecting appropriate resources to research a topic of interest such as a major place, person or event in
Chinese history, and identifying key information to share with others
researching a topic by analysing what information is needed, employing Chinese search engines to
access a range of sources of information online, and choosing the most suitable sources, for example, 这
个网站看上去像正规网站吗？这个网站是官网吗?
Plan and present key points of information to familiar audiences
[Key concept: social action; Key processes; presenting, conveying]

Elaborations
developing informed opinions to share with others, giving examples (for example, 澳大利亚人说很多语
言，比如英语，汉语，法语等等) and comparing information, for example, 中国人口比澳大利亚的多)(我觉
得我们应该帮爸爸妈妈做家务
working in teams to prepare and present an oral presentation, supported by digital media, related to own
school or community or on topics of interest, for example, endangered animals, popular singers in Asia
preparing and creating a video clip to share with peers overseas introducing aspects of local culture,
including interesting places, history, famous people, and lifestyle, for example, 墨尔本的电车
producing a digital display containing text and images to present a personal perspective on life in
Australian schools to share with peers overseas
creating poster displays using graphics, photographs and illustrations to document and convey ideas
related to topics of interest, for example, their country of origin, family tree or favourite sports team
collaborating with others to prepare a report for a school or community newsletter about Chinese
language learning experiences or activities at day school and community school
Creating
Respond to popular stories and characters from Chinese folklore, sharing opinions on aspects of the
storyline, characters and themes
[Key concepts: significance, tradition; Key processes: comparing, responding, creating]

Elaborations
exploring various forms of Chinese popular culture in audio or visual media, including 流行歌曲、电影、
电视剧、娱乐新闻, appreciating stylistic devices used in popular song lyrics, such as 重复, and comparing
them to English songs
comparing popular performance across cultures and generations, evaluating performances with attention
to the aesthetic values and the influence of Western and Asian popular culture, and comparing the
content and language, for example, 我妈妈最喜欢的中文歌是…这首歌唱的是…我最喜欢的中文歌是… …
内容和我妈妈喜欢的歌不一样
recognising the influence of traditional culture on modern popular entertainment, for example,
considering the use of traditional instruments in popular songs, the composition of modern songs from
wellknown traditional poems such as 《水调歌头•中秋》, and the representation of traditional symbolic
meanings such as 孝顺 (filial piety), 礼让 (out of courtesy or thoughtfulness) in modern performances
reading children’s literature, including fables and traditional stories; exploring values and morality tales
such as the concept of 寓意 in 动画片，小人书; and comparing values and morals conveyed through
texts across cultures, such as 凿壁偷光，塞翁失马（你能找到英语中类似的说法吗？你觉得澳大利亚人理
解这个故事的寓意吗？）
reading extracts from culturally significant children’s literature, discussing their personal responses to the
characters and storyline, and writing a journal to relate the story to personal experience or express
empathy for characters involved
Create short narratives to express the experiences, thoughts and emotions of individuals in imagined
contexts
[Key concepts: character, emotion; Key processes: comparing, responding, creating]

Elaborations
recounting an imagined encounter with a famous person, or reproducing a scenario where cultural
misunderstandings create a humorous outcome
collaborating to create dramatic performances to retell classic Chinese stories, such as 《负荆请罪》, or
famous stories in other cultures, such as 《丑小鸭》
creating narratives to describe imagined experiences, for example, a trip to China, including a visit with a
homestay family or an adventure on the Great Wall, or the experiences of a Chinese student visiting
Australia
creating stories in various literary styles (for example, 记叙文、散文、诗歌), experimenting with
descriptive language to convey the intensity of characters’ emotions, and events , using written styles of
language, for example 我看到好多漂亮的花，有粉红的，雪白的，真是太美了
Translating
Identify and account for the potential loss of subtle meanings from character components and individual
characters in compounds when translating into English
[Key concept: meaning; Key processes: translating, interpreting, negotiating meaning]

Elaborations
reading Chinese texts such as advertisements and signs that include the translation of some words or
phrases, and engaging in class discussion about the merits of translations and alternative ways of
representing the meanings expressed in the texts
reading children’s stories in bilingual form and reflecting on ideas expressed in Chinese and English
which may not be readily translated and discussing possible reasons for this
observing interactions between speakers of Chinese and attempting to describe the interaction in
English, discussing personal interpretations of the meanings conveyed and the cultural messages implicit
in the interaction, for example, watching an interaction between a teacher and students in China and
contrasting with their own experience in Australia
explaining culturespecific concepts such as humility (谦虚) to people from different cultural backgrounds,
including examples of when and how 谦虚 should be shown and how it is understood by participants of
the communication, for example, when accepting/rejecting appraisal
Create simple bilingual texts for different audiences, explaining features of the different versions and the
impact of context
[Key concepts: audience, context; Key processes: identifying, translating, interpreting, negotiating meaning]

Elaborations
acting as interpreter for visitors from diverse backgrounds and communicating their message to speakers
of other languages, applying strategies such as clarifying, rephrasing and explaining when mediating
cultural concepts
using a range of resources to assist in creating a Chinese translation of a text, exploring the functions of
print and digital translation tools and discussing their strengths and weaknesses
Reflecting
Reflect on the benefits of learning Chinese and English in both Chinese and English interactions
[Key concepts: place, biculturalism, identity; Key processes: observing, explaining, reflecting]

Elaborations
noticing and reflecting on how interacting in Chinese feels different to interacting in English, and
identifying ways of communicating or behaving that appear culturally specific
discussing language choices expected or required in diverse contexts across languages, for example,
apologising, congratulating, expressing thanks, declining, rejecting, complaining
engaging with Chinese peers in diverse contexts, identifying situations in which misunderstanding or
miscommunication occurs and exploring strategies to overcome these
recognising signals within an interaction that require adjustment of language choices
Understanding
Systems of language
Recognise the use of tone, intonation and stress of words to express emotion, opinion and attitude

Elaborations
reading aloud printed information with attention to pronunciation and tone
recognising syllable changes in speech, including change of tonal value and tone sandhi, such as 不要
Recognise the contextual meanings of individual syllables or characters to assist comprehension and
vocabulary development, and explain the form and function of components in individual characters, for
example, 心,想,情,闷 (ACLCHU155 Scootle )

Elaborations
inferring the meaning of unfamiliar characters by identifying familiar semantic and phonetic components
of compound characters, and using contextual clues to map the form of characters to sound and
meaning
using digital tools to write a specific character, and finding out its pronunciation by using online
dictionaries
writing characters with correct structure and proportion when writing with and without 田字格, and
discussing issues with remembering and reproducing individual components in characters, for example,
discriminating between characters such as 冒、昌…
exploring a range of fonts in digital form and personal styles of writing, and appreciating the aesthetic
value of calligraphy, including 硬笔书法
Understand and use basic structures and features of Chinese grammar to enhance meaning and clarity of
expression (ACLCHU156 Scootle )

Elaborations
recognising grammatical functions of common suffixes and prefixes to assist comprehension in reading,
for example, recognising that 子, 者，家 are noun suffixes (for example, 家 in 书法家、数学家)
discriminating between the contextual meanings of characters with multiple meanings, such as 家 in 家人
and in 画家
recognising words that reflect particular cultural understandings, for example, 天气 means ‘weather’ but
literally translates as ‘sky’s energy’
explaining the function of words and structures in language encountered, for example, 了 in the sentence
我早上看见了两只猫 indicates the completion of an action in the past
exploring and beginning to build more complex messages, such as using forms of cohesion, and finding
ways to generalise or nominalise ideas, for example, 因为… 所以 …, 虽然… 可是…, 不但… 而且…, 总而
言之/总的来说
recognising the different focus and purpose of alternative sentences, for example, 他把杯子狠狠地扔在地
上 and 杯子被狠狠地扔在地上
understanding that there are different applications of grammatical rules in spoken and written language,
for example, in ordering food (for example, comparing the structure of the following expressions: 来点儿
什么菜？; 您吃点儿什么？;你想吃/要吃什么？; 你想吃海鲜炒饭吗？; 海鲜炒饭要吃吗？)
differentiating use of grammar based on context, for example, using sentences with more formal
structures in report writing
recognising terms and expressions used in formal written styles, for example, 首先，其次，最后 rather
than 先…后来…后来…
Recognise and apply conventions of personal texts and compare textual features of different texts

Elaborations
exploring metaphorical and literal meaning in texts, for example, 远远的街灯亮了，像是闪着无数的明星
analysing rhetorical devices in texts, including 比喻、夸张、排比; identifying culturally specific features
such as 日月如梭，难于上青天; and experimenting with rhetorical devices in own speech and writing
Differentiate key features and apply rules for expressing meanings in spoken and written modes in diverse
contexts (ACLCHU158 Scootle )

Elaborations
identifying variability in language used in a variety of contexts, for example, at the supermarket, at the
doctor’s surgery, or when visiting a friend or relative
recognising language reflecting different levels of formality, such as 爷爷 and 祖父, and using language to
reflect formality appropriate to context, for example, l and 非常疲惫
using words and expressions reflecting their interlocutor’s seniority and authority, for example, 您老敬
请？
analysing language use to identify degree of intimacy or distance between participants, for example, 咱
俩、我们、我和您
differentiating oral and written styles of language, for example, 我要吃好吃的。中国有很多美食
Explore the impact of English on everyday communication in Chinese and the impact of Chinese on English

Elaborations
exploring language ‘borrowing’, such as English words ‘borrowed’ from Chinese (for example, ‘yum cha’
and ‘kung fu’) and the impact of English on Chinese language use today, for example, 考拉、汉堡包
analysing the impact of languages on one another such as 他写着作业（他在写作业。） and 白了 which
sounds like ‘bye’
exploring the impact of English on Chinese language use, such as recognising transliteration in Chinese,
for example, 可口可乐
Explore particular cultural meanings conveyed in everyday interactions across languages

Elaborations
exploring origins of 成语 and 歇后语 encountered in texts such as 朝三暮四，姜太公钓鱼, and using fixed
phrases to share or convey a cultural idea in own writing, for example, 塞翁失马，笨鸟先飞
exploring how the languages that people know can impact on the way they communicate in other
languages, for example, the use and frequency of ‘thank you’ and 谢谢 is a sign of westernisation,
whereas in Chinese it is not used as often as overuse indicates distance between participants in
interactions
exploring how cultural concepts of family and the importance of one’s sense of connection to others
influence use of language, for example, in the greeting 阿姨好！ (‘Hello, Aunty!’), where ‘aunty’ may be a
colleague of their mother’s and a total stranger to the child
By the end of Year 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
range of print and digital media resources, such as 童书，报纸，画册，科学书，传单，广告，教材，地图.
They write characters, paying attention to shape, and stroke order and proportion. They transcribe spoken
words and sentences in Pinyin and select simplified characters to match the sounds they hear. They use
stress, tone and intonation to express emotion and opinion. They respond to and create a range of short
informative, persuasive and imaginative texts for diverse audiences and purposes. They relate their own
experiences to those presented in texts, for example, 《如果我是…》. They create sentences that include
prepositions (给、跟、对) and possessives and attributive clauses with particle 的. They use a range of
verbs, and use verb complements to describe the direction, result or potential of an action. They use
conjunctions (for example, 可是、或者、因为、除了）to connect ideas and elaborate on or clarify opinions
and actions. They explain how their developing bilingual ability supports their identities as users of Chinese
and English.
Students explain the nature of Pinyin and apply it to their own speech. They categorise characters into groups
based on meaning, appearance, pronunciation or function and apply this information to new characters. They
compare the word order of Chinese sentences with that of English, and identify how their knowledge of
English impacts on the way they express ideas in Chinese. They describe how the features of Chinese and
English texts are used to convey meaning.
Languages Framework for Aboriginal
Languages and Torres Strait Islander
Page 446 of 943

The Australian Curriculum: Languages Framework for Aboriginal Languages and Torres Strait Islander Languages
Framework for Aboriginal Languages and Torres Strait
Islander Languages How the Subject works
Rationale
Nganki ka Kardu thipmam wa! I Murrinh warda ngatha. The nganthin ngumpanngerren. I ku
ngakumarl, da ngarra ngugumingki wurran. The da matha nganthin ngala i da bere matha wangu
ngumamath ngumpan ngarra magulkul nganki.
We are black people. We speak our language. We have our totems and Dreamings. This is what
we know and will hold always in our hearts.
It is who we are.
Deminhimpuk Francella Bunduck, Murrinhpatha teacher, OLSH Thamurrurr College,
Wadeye, ACARA consultation forum, Darwin, July 2013
The overall rationale for learning Aboriginal languages and Torres Strait Islander languages in Australian
schools is that they are the original languages of this country. Through learning them, all students gain access
to knowledge and understanding of Australia that can only come from an Aboriginal or Torres Strait Islander
perspective. The languages by their nature embed this perspective. Learning to use these unique languages
can play an important part in the development of a strong sense of identity, pride and selfesteem for all
Australian students.
Each Aboriginal and Torres Strait Islander language is unique to the Country/Place on which it arose. It gives
voice to the landscapes, thoughts and ways of seeing and interpreting the world. When the language of the
land is spoken, it brings together all of the elements of the landscape and its people. It encompasses the
relationships of these people with one another and with the landscape, past, present and future. The learning
of an Aboriginal or Torres Strait Islander language incorporates the realities of its people and facilitates
students’ deep engagement with knowledge, ways of being and ways of knowing. It develops in students an
understanding of historical, current and ongoing connection to Country/Place and culture.
Aboriginal languages and Torres Strait Islander languages are fundamental to the identity of Aboriginal and
Torres Strait Islander peoples and this is recognised throughout the Framework. It is also the right of
Aboriginal and Torres Strait Islander peoples to have access to education in and about their own languages,
as enshrined in the United Nations Declaration on the Rights of Indigenous Peoples (resolution 61/295,
adopted 13 September 2007, www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf). Education systems
can play a vital role in facilitating access to language learning and supporting community language revival and
maintenance.
To me, teaching Kaurna means sinking my toes into this sacred soil and embracing who I am. It
means being so proud of my language and culture that I want to share it with whoever wants to
listen, learn and be a part of my journey.
Ngathaitya, ngathu Kaurna Warra nguthuatpama, ngai tidna kuinyunta yartangka ngatpanthi.
Naku'athu, yailty'athu ngana ngai tiyati. Ngai kararrinthi ngaityu warraku, ngaityu tapa purrunaku
kuma. Ngai padlurninthi ngaityu warra pirrkiapititya ngapidluku, ngana padlurninthi
yuringkarnititya, tirkatitya, kumangka ngathaityangka padnititya.
Taylor Power, Kaurna language teacher, Gilles Street Primary School, with Kaurna
translation assistance from Rob Amery, Head of Linguistics, University of Adelaide
Learning Aboriginal languages and Torres Strait Islander languages meets the needs and rights of young
people to learn their own languages and recognises the significance of these languages in the language
ecology of Australia. For Aboriginal and Torres Strait Islander students, learning their own language is crucial
to their overall learning and achievements. It enables them to develop a wider recognition and understanding
of their language, culture, Country and Place, land, water, sea and sky, and this contributes to their wellbeing.
For all students, learning Aboriginal languages and Torres Strait Islander languages provides a distinctive
means of understanding the Country/Place in which they live, including the relationship between land, the
environment and people. The ongoing and necessary revival, maintenance and development of these
languages also contribute to reconciliation.
Language is my connection to my Ancestral Dreaming and country. Teaching Gumbaynggirr in
schools benefits the whole community. It breaks down barriers, leads to a better understanding of
Aboriginal people, and brings Aboriginal and nonAboriginal people together. This kind of sharing
is our cultural way.
Michael Jarrett, Gumbaynggirr language learner, teacher, and active language user
Aboriginal languages and Torres Strait Islander languages are complex and diverse. Engaging with the study
of an Aboriginal or Torres Strait Islander language will develop communication skills in the language studied
and will also contribute to the intellectual enrichment of students. For nonIndigenous students, the study of
an Aboriginal language or Torres Strait Islander language will provide intellectual challenge and development
while also giving them insight into and understanding of Indigenous Australian cultures and knowledge. In
some cases it will provide these students with the opportunity to communicate with Indigenous Australians in
their own language. In other cases, in addition to communication skills, it will give insight into language
change and language revival within its historical context.
The government report ‘Our Land Our Languages: Language Learning in Indigenous Communities’ (House of
Representatives Standing Committee on Aboriginal and Torres Strait Islander Affairs, Commonwealth of
Australia, September 2012), found that there is an ongoing and close relationship between the work of
communities to maintain and revive their languages and that of schools as vehicles for language instruction.
The study ‘Indigenous Languages Programs in Australian Schools: A Way Forward’ (Purdie et al., 2008,)
found that over 16 000 Indigenous students and 13 000 nonIndigenous students located in 260 Australian
schools were involved in Aboriginal and Torres Strait Islander languages programs.
The opportunity to learn an Aboriginal language and/or a Torres Strait Islander language is becoming
available in an increasing number of Australian schools, and an aim of this Framework is to make that option
available for all students. In this way, all students will have the opportunity to benefit from the social and
intellectual development that results from this learning.
Students at our school see the inclusion of a Kaurna language program as an empowering and
authenticating approach to Reconciliation. Aboriginal learners of Kaurna develop pride in their
culture and gain deeper insights into their own being by learning how to speak Kaurna and think
in Kaurna. They greatly appreciate the effort undertaken by the whole school community to
integrate into the curriculum and school ethos the language and culture of the land on which they
live and learn. By the same token, our school community regards it as a privilege to be able to
engage with Kaurna traditions. Our Welcomes to Country were originally performed by just the
Aboriginal Year 12s, but now our Year 9s are rising to the challenge and to be able to do so with
the blessing of their Elders is a real boost to their sense of self, cultural pride and identity.
Rob Shepherd, Principal, Le Fevre High School
Aims
The Australian Curriculum: Framework for Aboriginal Languages and Torres Strait Islander Languages aims
to develop the knowledge, understanding and skills necessary to ensure that students:
communicate in the language
understand language, culture, and learning and their relationship, and thereby develop an
understand themselves as communicators
understand the process of language building as a means to extend the potential of the language (in
vocabulary, expression and discourse) and to develop knowledge of linguistic techniques (such as,
collecting, describing and recording language), including processes of language revival.
These four aims are interrelated and provide the basis for the two organising strands: Communicating and
Understanding.
Aboriginal Languages belong to the Country and the Aboriginal people of that Country. It is
important for Aboriginal people to learn Aboriginal Languages for our identity; being proud of
being Aboriginal people. Language is connected to Aboriginal spirit and our Country. The
language and Country is our spirit.
Mary Noonan, Rockhampton Downs, Wogyala Community, ACARA consultation forum,
Alice Springs, June 2013
What is the Framework?
The Framework for Aboriginal Languages and Torres Strait Islander Languages (the Framework) is the first
national curriculum document Foundation to Year 10 to provide a way forward for all schools in Australia to
support the teaching and learning of the languages indigenous to this country. The Framework has been
developed from the many individual responses to the experience of teaching Aboriginal languages and Torres
Strait Islander languages created by the education systems of each state and territory, and it draws
particularly on the landmark Australian Indigenous Languages Framework (Senior Secondary Assessment
Board of South Australia, 1996).
I believe that learning Wirangu is vital for students to understand their identity. Learning their
language helps them connect with their land through being able to identify parts of the land, sea
and nature. It provides opportunities for students to work with Elders and experts to teach not
only the language, but how and where to use it. This strengthens school communities and
empowers students to continue the language, pass it down and gives them a sense of belonging.
Wade Branford, Principal, Koonibba Aboriginal School
The prime purpose of the Framework is to guide the development of teaching and learning curricula for
particular Aboriginal and Torres Strait Islander languages. By providing a national framework it is intended
that future educational development in Australia’s Indigenous languages will result in curriculum development
and school programs that are nationally commensurate in terms of teaching, learning and assessing. Also,
the provision of a framework in preference to languagespecific curriculum documents will allow for greater
flexibility in developing programs for any Aboriginal language or Torres Strait Islander language.
Language curriculum provides an important place for Aboriginal knowledges, dreaming stories,
belief systems, and material culture. It is also a pathway for young people on their journey to
becoming leaders and future Elders. Language allows us to weave the past into the future, one
sentence at a time.
Jodi Edwards, Dharawal language and culture revitaliser
Aboriginal languages and Torres Strait Islander languages are unique and distinct within the languages
learning area in the Australian Curriculum. There are at least 250 distinct Aboriginal languages and Torres
Strait Islander languages, many having several dialects. Each language has an intimate connection with
‘Country’ or ‘Place’, which is how Aboriginal and Torres Strait Islander people refer to areas of land, water, sea
and sky to which they belong. Each Aboriginal or Torres Strait Islander person inherits language as part of his
or her birthright, along with membership of a particular group and attachment to Country/Place. In this way,
people become owners and custodians of areas of land, water, sea, and of language. A crucial part of a
person’s identity, therefore, is sourced through language and Country or Place. All this has important
implications for the framing of appropriate principles and protocols for the provision of schoolbased programs
in Aboriginal languages and Torres Strait Islander languages. It also emphasises the need for ongoing
consultation with relevant language communities in developing school programs.
KAURNA
Ngaityu warra ngathaitya ngai. Ngaityu warra yaintya yartaana tarraitpayinthi. Warraitya
tampinthi yaintya yarta tampiapinthi.
My language is more than just a way to converse with me. It is my identity and the doorway to
understanding my culture as a whole. Understanding my language helps me to understand the
place around me and connects me to this country.
Vincent ‘Jack’ Buckskin, Cultural Mentor, Tauondi College and Kaurna language leader
Since 1788, most of the traditional languages have ceased to be languages of everyday communication
because many Aboriginal and Torres Strait Islander peoples were forced to stop speaking their languages as
a result of government policies aimed at assimilating communities into the nonIndigenous population.
However, communities across Australia are now working actively towards getting the languages back into
everyday use, and schools can play a key role in helping communities achieve this aim. Where languages are
used for everyday communication by whole communities across all generations, schools can provide
opportunities to maintain and strengthen these languages.
Through helping to reawaken Aboriginal languages and Torres Strait Islander languages, students develop
understanding of linguistic techniques and practices that apply to language revival and grow in their
understanding of Australia’s history and their own capacity to effect positive social change.
It is well demonstrated that Aboriginal and Torres Strait Islander students are strongly motivated to study their
own and other Aboriginal languages and Torres Strait Islander languages, and that enthusiasm for their
language studies often increases their engagement at school more generally.
The benefits of Aboriginal languages taught in schools can be astronomical. For example there is
one school our town with students from numerous different ethnic backgrounds. By teaching
Wiradjuri, the first culture of this country, the whole school community (including students,
teachers, parents) also becomes respectful of all cultures, so much that we boast zero racism.
Through learning to respect and trust our local Aboriginal culture, they become open to other
cultures as well.
Geoff Anderson, Parkes Wiradjuri Language Group
This Framework potentially caters for all Aboriginal languages and Torres Strait Islander languages,
irrespective of the ecology of each language, whether it be a language of everyday communication used by a
community, a language at any point in the continuum of revival or one of the many creole languages that have
evolved through the history of language contact in Australia. At present there are two major creole languages:
Kriol and Torres Strait Creole.
To cater for differences between the ecologies of the languages and the communities who are owners and
custodians of the languages, and to cater for students who come from a variety of learner backgrounds, the
Framework has three pathways:
First Language Learner Pathway (L1)
Second Language Learner Pathway (L2)
Language Revival Learner Pathway (LR).
The pathway approach recognises that the two key variables are ‘the learner’ and ‘the nature of the
language’.
The Framework is designed to be flexible. When developing languagespecific curricula and programs,
aspects of the content and achievement standards from across the pathways can be selected, adapted and
modified in ways that best suit the particular language and its context and learners.
Just as the languages have changed over time, and most rapidly since 1788, so have Aboriginal and Torres
Strait Islander communities. The Framework takes into account that the study of Aboriginal languages and
Torres Strait Islander languages is as much about what it is to be an Aboriginal or Torres Strait Islander
person today as it is about ancient traditions and social, cultural and linguistic continuity with the past.
Ngoeymun yadayl ngoeymun muruygungu ngapa koeyma maykuykuya mulupa
gethawoeyamoeydhin. Ngoeymun moeginakoezin ngoeymun muruygaw yadayl
guythwayamoeyngu. Ngoeymun ya, na ngoeymun igililnga. Ngoeymun ya ngoeymun pawaw
muydhoedhazinga.
Ngoeymun moeginakoezil na ngoeymun yangu ngulaygasimoeyn, thana ngoeymun pawal a
igililmayl mina ridhapa gasamoeyn. Thana na ngoeymun yangu koerawayg, thana ngoeymun
pawal a igililnga mamu mina gasamoeyginga a thoelathoeyayginga.
Thonar ina thanamulpa lak ngoeymun muruygaw yangu ngurpay ayman, thana setha ngoeymun
yadaylgal moerali koey moebaygal matha igililmayl; na bal ngoeymun muruygaw yadayl matha
karngemipu mura goeygiya pawpa bangal.
Our languages were handed down through many generations from our first ancestors. Our
children have lost our ancestors’ languages. Our language is our way of life. Our language is the
centre piece of our culture.
When our children get to know our languages, they get to strongly understand our culture and
our way of life. If they don’t know our languages, they don’t get to fully grasp and understand our
culture and our way of life.
Dana Ober, Torres Strait Linguist
Guiding principles
Appropriate consultations with relevant Aboriginal or Torres Strait Islander communities are always central to
the development of languagespecific curricula and the provision of language learning programs in schools.
The following guiding principles and protocols are integral to the development and provision of language
curricula and programs at all stages of development, implementation and evaluation.
Principles
Each Aboriginal language or Torres Strait Islander language is recognised as belonging to a group of people
who are its owners or custodians. This means that permission and consent must be sought from the owners
when developing languagespecific curricula and planning language programs, including visits, excursions to
the Country/Place and use of cultural material as part of the teaching and learning program.
Sufficient time and resources should be allowed for thorough and ongoing consultation processes in
accordance with local contexts and situations. Often there will be more than one Aboriginal or Torres Strait
Islander language represented in the local setting, so a decision needs to be reached as to which language or
languages will be developed and taught and who is appropriate to teach and learn the language(s). The
ultimate authority regarding the choice of language rests with the local Aboriginal and/or Torres Strait Islander
community.
Protocols
A comprehensive survey of the local language situation should be conducted before a languagespecific
curriculum is developed or a language program is commenced. The development of a languagespecific
curriculum that is not the language of the land also requires consultation with both the local community and
the community of the language.
The curriculum development team at either school or systems level needs to identify the appropriate persons
in the local Aboriginal and/or Torres Strait Islander community to consult. These would typically be local
Elders, traditional owners, individuals with historical links to the language, and relevant local community
organisations. Issues to be considered might include:
whether the proposed language is the language of the land on which it will be learnt
the proportion of students in the proposed program identifying directly with the language
the availability of appropriate human resources for developing and teaching the language
the level of documentation and resources available for the language, including issues of copyright
and Indigenous cultural and intellectual property.
Allowance should be made for the possibility that a different language to that preferred by the curriculum
development team or the school may eventually be requested and/or chosen by the local community, or that
there may be no agreement within the local community as to choice of language. In cases where there is no
agreement, the curriculum development or learning program would not proceed.
Schools and state and territory education systems and authorities should consult all local community
organisations that have interests and responsibilities in local language, school programs or community
governance. These organisations will include local language centres, health centres, land councils, native title
bodies, professional associations, representative bodies, networks of schools, local Aboriginal education
consultative groups or equivalent, groups of educators and any other relevant key stakeholders.
Schools should also ensure that language and cultural materials produced by their language programs are
kept in safekeeping places with appropriate deposit and access processes in place. In these ways schools
will be supporting communities to build and keep safe a range of resources for their language programs.
NGARRINDJERI
Ngarrindjeri ngulamaldar ngratun palaiambi, kar yuntiwarrun rawulinyeri thunggari wunyi kar
tambiwarrun kaltjar.
Ngarrindjeri students learning for the future, bringing together past language and keeping culture
alive.
Anita WanoSumner, Aboriginal Secondary Education Transition Officer, Victor Harbor
High School
Structure
Pathways
To cater for differences between the ecologies of languages and the communities who are owners and
custodians of those languages, and to cater for students who come from a variety of learner backgrounds, the
Framework has three pathways:
Language Revival Learner Pathway (LR).
This approach recognises that the two key variables are ‘the learner’ and ‘the nature of the language’.
The Framework is designed to be flexible in use for developing languagespecific curricula and programs.
Aspects of the content and achievement standards from the various learner pathways can be selected,
adapted and modified in ways that best suit a particular language, to ensure that the curriculum and
subsequent programs are appropriately pitched and to recognise the nature of the language, the nature of
the learners and the context of learning.
Languages studied in the First Language Learner Pathway (L1) are typically used in spoken form as the
language of everyday communication by whole communities across all generations.
Typically, but not exclusively, L1 programs will occur on Country/Place and will have constant involvement
from a variety of speakers from the community. A key expectation in the L1 pathway is that of students having
opportunities to interact with Elders and particular places on Country/Place.
Learners are typically Aboriginal or Torres Strait Islander children who have learnt the language from their
families as a first language and continue to use it naturally at home and play. Students may have varying skills
in other languages, including varieties of English.
The First Language Learner Pathway provides students with an opportunity to study a first language at
school. For these students, having the opportunity to learn their own language at school supports their
cognitive development and signals recognition of the value and status of their language and ways of using
and understanding language. Learning and using one’s own language at school also meets a widely held
community aim to strengthen students’ identity and their connection between their families, community and
Country/Place.
YANKUNYTJATJARA
Wai, ngayulu pukul mula waaka nyangatja ikuntananyi nganampa wangka wiru, nganampa
Wapar pulka tjuta munu Ananguku ara tjuta.
Wangka nganampa pulka mula kutjuliku.
Palya alatjika.
Hello, I am very pleased to see this work is recognising our beautiful language, our Ancestral
stories and our Aboriginal ways.
Our languages are very important for everyone.
Thank you very much
Karina Lester, Mobile Language Team, University of Adelaide
Students develop language skills to expand the domains of use in the language. This includes developing
skills in registers and genres not normally encountered in their family and home community; in effect, this may
involve the students in the creative development of new registers/genres, vocabulary and expressions in the
language. As well as continuing to develop, extend and strengthen oracy, a key feature of the First Language
Learner pathway is the development of written literacy.
The curriculum content and achievement standards in the First Language Learner Pathway are generalised in
order to cater for the range of Aboriginal or Torres Strait Islander languages that may be learnt as a first
language. The curriculum content and achievement standards will need to be adapted when developing
languagespecific curricula, and will need to be modified if the program occurs offCountry.
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 second language learner pathway has been written on the assumption that learning will occur off
Country, involving students who are typically not from the language community and having little or no
experience of the language and culture. They are introduced to learning the language at school as an
additional, new language.
The language chosen for curriculum development should have a sizeable set of resources in a variety of
media, such as local documentaries, bilingual narrative and descriptive texts, and educational materials in
print and digital form. Learning is enriched and authenticated by interaction with visiting Elders and community
speakers, and where possible visits to Country/Place. Information and communications technologies provide
additional resources to support a range of language and culture experiences.
The Second Language Learning Pathway provides students with an opportunity to study a language that is
structurally very different from English and one from a culture quite distant from the Englishspeaking
mainstream. This develops a deeper appreciation of the nature and diversity of languages and cultures, and
supports the acquisition of knowledge and skills necessary to learn and understand an Aboriginal or Torres
Strait Islander language and its cultural context.
For students who are from the language community but who did not grow up speaking the language, it is an
opportunity to reaffirm their cultural identity through learning the language of their community.
The curriculum content and achievement standards in the Second Language Learner Pathway are
generalised in order to cater for the range of Aboriginal or Torres Strait Islander languages that may be learnt
as a second language. The content descriptions, content elaborations and achievement standards for the
Second Language Learner Pathway will need to be adapted for use with the particular language being taught
and will need to be modified if the program occurs onCountry or if the learners are from the language
community.
Language Revival Learner Pathway (LR)
The Language Revival Learner Pathway (LR) provides opportunities for students to study Aboriginal or Torres
Strait Islander languages that are being revived by their owners or custodians and are in various stages of
revitalisation, renewal and reclamation.
LR covers a much broader range of language types and ecologies than either L1 or L2, and the vast majority
of Aboriginal languages and Torres Strait Islander Languages are included in the LR category.
Schools teaching the Language Revival Learner Pathway (LR) will most likely be located broadly within the
geographical region of the language and culture, sometimes in towns and cities and other times in rural and
remote regions. Classes will likely include students who relate closely to the language and culture as well as
students with varying degrees of affiliation with the language and culture, including some with no connections
to the language and culture. A key expectation in the LR pathway is that students have opportunities to
interact with Elders and particular places on Country/Place.
Proper Language revival process needs that cultural knowledge, the cultural context and the
underpinning knowledge, to make it make sense. There’s no point in talking about that tree,
unless you really understand what that tree means. So yes, we’re doing Language revival, but
that underpinning knowledge is really important to that Language revival.
Doris Paton, Victorian Aboriginal Corporation for Languages – Gunnai Language teacher
The Language Revival Learner Pathway draws on the Australian Indigenous Languages Framework (AILF)
and takes into account key variables such as: how much is known about and documented for the language;
the extent to which languages are used or remembered, ranging from languages no longer spoken (owners
often use the term ‘sleeping’) to those spoken fluently by members of the older generations; and the extent to
which languages have been reintroduced into the community of owners and custodians.
These variables give rise to the following broad categories of language revival:
Language Revitalisation: where there are fluent L1 speakers (typically members of the older
generation) but intergenerational transmission of the language has been interrupted. In this case,
younger generations may understand some of the language and may use some words and phrases
but they do not speak it as their first language. Examples of revitalisation languages include:
Walmajarri in the Kimberley, Yindjibarndi in the Pilbara, Meriam in the Torres Strait, Dyirbal in north
eastern Queensland, Wubuy (Nunggubuyu) in Arnhem Land, and Adnyamathanha (Yura Ngawarla)
in the Flinders Ranges. .
Language Renewal: where there are a number of adult speakers who use the language to varying
degrees in the community, but not ‘right through’, and where other language resources are drawn
upon. Examples of languages being renewed include: Noongar in southwest Western Australia,
Gumbaynggirr on the north coast of New South Wales, Ngarrindjeri on the Lower Murray Lakes in
South Australia, Djabugay in the Atherton Tablelands in northern Queensland and Yugambeh in
southern Queensland. .
Language Reclamation: where language revival by necessity relies primarily on historical
documentation of the language in the absence of active community knowledge of it. Examples of
reclamation languages include: Kaurna from Adelaide, Narungga from the Yorke Peninsula, Dharuk
or Eora (Iyora) from Sydney, Yuwibara from central Queensland, WembaWemba and Woiwurrung
from Victoria, and Awabakal from the Newcastle area in New South Wales.
Reviving our languages connects us to our country, to our Old People, to our stories, and our
belonging to each other and our ways of knowing. Reviving our language is our connection and
understanding of who we are, it isn’t a revival for now, it is our future generations to come.
A number of factors and variables need to be considered when developing a language revival curriculum:
What is known and documented about the language
Many languages may only be known from wordlists, which are typically of widely varying quality. Some may
have sketchy grammars; others may have recorded texts from which some grammar may be extracted;
some, which have slipped from everyday use, may have audio and film resources. In the case of poorly
documented languages where speakers no longer exist and sound or film resources were never made there
will be many gaps to fill. Source materials will need to be interpreted through comparison with each other and
with closely related languages, if indeed documentation of such languages exists.
Where there are still speakers of the revival language, fewer gaps will need to be filled and fewer assumptions
will need to be made, because the remaining speakers will be the arbiters of what is correct or not. It is not
unusual in such cases to have widely differing opinions about what is right, which may simply reflect
underlying dialect differences or language change. Where a language is only known from written, historical
records, there will be more need for interpretation and the application of historical and comparative linguistics
in rebuilding the language, with the understanding that the revived language will most likely never match
precisely the original language in structure, vocabulary and usage.
The extent to which languages are used or remembered
Revival languages also differ in relation to the extent to which they have been reintroduced into the
community of owners and custodians, for example:
the range of functions for which the language is now used (for example, private conversations,
written communication, digital messaging, social media)
the extent of its use in the public domain (for example, public speeches, Welcomes to Country,
Acknowledgements of Country, naming various public entities and institutions)
its use in educational programs (for example, at school or postschool level, in community schools,
involvement of nonIndigenous as well as Indigenous people)
the degree of development of contemporary resources (for example, alphabet books, dictionaries,
grammars, learner’s guides, readers, animations, radio shows, television shows, websites with
online language lessons, phone apps).
Some languages have only just begun their journey of revival, while others have advanced to a point where
initial generations of new first language speakers are beginning to emerge as parents use the revived
languages with their children.
For languages with limited documentation, English or another community language might be used in a
complementary fashion in school programs, for example, to fill in for missing words or expressions.
Alternatively, language owners and the general community may decide to sidestep these gaps altogether and
entirely avoid the use of English or other languages for these purposes.
Implications for developing language specific curricula and language programs
The curriculum content and achievement standards in the Language Revival Learner Pathway are
within this pathway.
The Language Revival Learner Pathway is pitched approximately at middleoftherange revival languages;
that is, those that no longer have fluent first language speakers but have sufficient resources, including a
grammar and dictionary, to enable a comprehensive, cumulative, rigorous and meaningful teaching program
to be developed. Where there are major gaps in knowledge or documentation relating to a language,
consideration needs to be given to how far the curriculum content and achievement standards can be realised
and sustained for longterm, cumulative learning. An Aboriginal and/or Torres Strait Islander cultural studies
program may be a better option under circumstances of severe constraint.
Many teaching and learning programs will use the LR pathway for languages that have few, if any, speakers
and associated language community. It is conceivable that over time a language functioning well in revival
mode could develop a sufficiently substantial speech community across all generation levels for it to be taught
in either the L1 or L2 pathway. Until a revival language achieves this critical mass, however, the
recommended learning pathway is LR.
The willingness and interest that comes from the kids to learn my language fuels my motivation.
I’ve had a couple of students from other classes approach me and ask to teach their class
Kaurna too, because their siblings go home speaking the language and teach it to their families.
The children absolutely love it when I speak only in Kaurna – when it sounds natural and fluent.
You can see the amazement on their faces. They want to be able to speak like me, and so
conversing smoothly in Kaurna has become our main focus. It is so empowering.
Ngai Kaurna Warra wangkama, wakwakurna purtinthi. Parna Kaurna Warra numa nakunthi,
warra marltawiltarnima. Parna murki nakunthu! Parna padlurninthi ngairli wangkatitya. Kaurna
Warrarlu taingiwilta ngaini yungkunthi.
Taylor Power, Kaurna language teacher, Gilles Street Primary School, with Kaurna
translation assistance from Rob Amery, Head of Linguistics, University of Adelaide
The content descriptions, content elaborations and achievement standards for the Language Revival Learner
Pathway will need to be adapted when developing a languagespecific curriculum.
Languagespecific curriculum development for languages that are being revived, still have first languages
speakers, are regaining fluent speakers, or have substantial resources, could consider some aspects of the
content and achievement standards from the First Language Learner or Second Language Learner Pathways
. The L2 pathway could be used as a basis for curriculum development. In these instances, content
descriptions, elaborations and achievement standards would need to be adapted and modified to ensure that
the curriculum is appropriately pitched and to reflect the nature of the language, the nature of the learners,
and the context of learning.
The following table provides a summary of the three learner pathways.
Table 1: Summary of the three learner pathways
First Language spoken right through — full linguistic code
Language Substantial range of speakers across all generations
Learner Language used as the language of community
Pathway Learners typically Aboriginal or Torres Strait Islander children who
have learnt the language as a first language
Curriculum written on the assumption that L1 programs will occur
onCountry/Place
Second Language spoken right through — full linguistic code,
Language Substantial range of speakers across all generations
Learner Curriculum written on the assumption that L2 programs will occur
Pathway offCountry/Place and learners are typically not from the target
language community
Language Languages being revived by their owners and in various stages of
Revival revitalisation, renewal and reclamation
Learner Learners who relate closely to the language and culture as well as
Pathway learners with varying degrees of connection to the language and
culture and some with no connections
Curriculum written on the assumption that LR programs will typically
occur broadly within the geographical region of the language and
culture
Curriculum pitched approximately at middleoftherange revival
languages
NGARRINDJERI
Ngul! Nginti elun piltenggi, platjinggun po:rli. Ngumawi thunggaril piltenggiruwarrun. Kilium
yuntiwarrun ngumawi ru:wangk wunyi kaltjar. Tarnaulo kulyulainkun ngangelinti wunyi yarndel
inti.
Remember! You are a strong, proud Ngarrindjeri child. Your language makes you even stronger.
It connects you to your country and culture. So never be ashamed of who you are and where you
come from.
Phyllis Williams, Ngarrindjeri language teacher and Elder and MaryAnne Gale, support
linguist.
The Framework for Aboriginal Languages and Torres Strait Islander Languages is written in the bands
Foundation – Year 2, Years 3–6 and Years 7–10. In the absence of pedagogical evidence across the country
for all these languages, these broad bands of learning provide maximum local flexibility in curriculum
development.
Strands, substrands and threads
The content of the Framework for Aboriginal Languages and Torres Strait Islander Languages is organised
through two interrelated strands that realise the four aims. The two strands are:
exchanging meaning
Understanding: analysing language and culture as resources for interpreting and creating meaning.
1. communication
2. analysis of aspects of language and culture
3. reflection that involves, for example,
a. reflection on the experience of communicating
b. reflection on comparative dimensions of the different languages used by students (for
example, the first language in relation to the second language and self in relation to others).
A set of substrands has been identified within each strand, which reflects dimensions of language use and
the related content to be taught and learned. The strands and substrands do not operate in isolation, but are
each substrand differs for described languages, pathways and bands of learning.
Table 2: Relationship between strands and substrands

strand
Communicating: 1.1 Interacting orally and in writing to exchange ideas, opinions,

Socialising experiences, thoughts and feelings; participating in planning,
Using language for negotiating, deciding and taking action.
communicative purposes in
interpreting, creating and
exchanging meaning.
1.2 Obtaining, processing, interpreting and conveying
Informing information through a range of oral, written and multimodal
texts; developing and applying knowledge.
1.3 Engaging with real and imagined experience by participating
Creating in, responding to and creating a range of texts, such as
stories, songs, dances and paintings and visual designs.
1.4 Moving between languages and cultures orally and in
Translating writing, recognising different interpretations and explaining
these to others.
1.5 Identity Exploring and expressing their sense of identity as
individuals and as members of particular speech
communities and cultures.
1.6 Participating in intercultural exchange, questioning reactions
Reflecting and assumptions; considering how interaction shapes
communication and identity.
Understanding: 2.1 Understanding the language system, including sound,

Systems of writing, grammar and text.
Analysing and understanding language
language and culture as
resources for interpreting and
shaping meaning in
2.2 Understanding how languages vary in use (register, style,
intercultural exchange.
Language standard and nonstandard varieties) and change over time
variation and place.
and
change
2.3 Analysing and understanding the general nature and
Language function of language and culture, focusing on areas such as

strand
awareness the changing relationship of languages and cultures over
time, and the ability of new media and technologies to shape
communication.
2.4 The Analysing and understanding the role of language and
role of culture in the exchange of meaning.
language
and culture
2.5 Role of Analysing and understanding language building as a means
language to extend the potential of the language in the areas of
building vocabulary, expression and discourse, and developing
knowledge of linguistic techniques such as collecting,
describing and recording language.
of content in each substrand. These ‘threads’ are designed to capture: (1) range and variety in the scope of
learning; and (2) a means of expressing progression of content across the learning sequences.
Table 3: Summary of threads across the three learner pathways
Strand Sub Thread

strand
L1 L2 LR
Communicating 1.1 Socialising/interacting Socialising/interacting Socialising/interacting

Socialising
Taking Taking Taking

action/collaborating action/collaborating action/collaborating
Developing the Developing language Developing language

language of schooling for classroom for classroom
interaction interaction
1.2 Obtaining and using Obtaining and using Obtaining and using

Informing information information information
Conveying information Conveying information Conveying information
1.3 Participating in and Participating in and Participating in and

Creating responding to stories, responding to stories, responding to stories,
song, dance and visual song, dance and visual song, dance and visual
design design design
Creating and Creating and Creating and

performing performing performing
1.4 Translating/interpreting, Translating/interpreting Translating/interpreting

Translating transcribing and and explaining and explaining
explaining
Creating Creating bilingual texts Creating bilingual texts

bilingual/multilingual
texts
1.5 Identity People, kinship and Expressing identity Expressing identity
Strand Sub Thread

strand
L1 L2 LR
community

Country/Place
History/Story
1.6 Reflecting on Reflecting on Reflecting on

Reflecting intercultural experience intercultural intercultural
experience experience
Understanding 2.1 Sound and writing Sound and writing Sound and writing

Systems of systems systems systems
language
Grammar and Grammar and Grammar and

vocabulary knowledge vocabulary knowledge vocabulary knowledge
Ways of communicating Ways of Ways of

and creating text communicating and communicating and
creating text creating text
Links between Links between
language, kin and land language, kin and land
2.2 Variability in language Variability in language Variability in language

Language use according to social use according to social use according to social
variation and cultural context and cultural context and cultural context
and
change
The dynamic nature of The dynamic nature of The dynamic nature of
language language language
2.3 Linguistic landscape Linguistic landscape Linguistic landscape

Language and ecology and ecology and ecology
Strand Sub Thread

strand
L1 L2 LR
awareness

Protocols for working Protocols for working Protocols for working
with Aboriginal with Aboriginal with Aboriginal
languages and Torres languages and Torres languages and Torres
Strait Islander Strait Islander Strait Islander
languages languages languages
2.3 The The relationship of The relationship of The relationship of

role of language culture language culture language culture
language
and culture
2.4 Role of Maintaining and Maintaining and Processes and

language strengthening language strengthening protocols of language
building language building
Techniques of
language building
Concepts, processes and text types
Concepts
Concepts are the big ideas that students work with. The choice of the word ‘concept’ rather than ‘topic’ is
deliberate: it marks a shift from description to conceptualisation. The curriculum invites students not only to
describe facts or features of phenomena, situations and events but also to consider how facts and features
relate to concepts or principles. For example, a description of a house can lead to a consideration of the
concept of ‘home’ or ‘space/place’; a description of a landmark or waterway can lead to a consideration of the
Aboriginal or Torres Strait Islander concept of ‘Country/Place’ or ‘Kinship’. This shift is necessary because
concepts lend themselves more fruitfully to intercultural comparison and they engage students in personal
reflection and more substantive learning.
Language revival is listening to the land, language revival is understanding knowledge and
language revival is our connection to ways of knowing. It is for the future generation to come.
The key concepts for Aboriginal languages and Torres Strait islander languages and knowledge include:
Country/Place: links to land, water, sea, sky
Identity: individual, social, cultural
Relationships: family and kinship, skin, totem, moiety, sections
History/Story/Journey
Community life: past and present
Ecology: management of natural resources, landcare
Natural environment: seasons and cycles, topigraphical features of the region, landforms, plants
and animals, category systems, fire, water, night sky and stars, meteorological phenomena, tides
and the moon, bush tucker
Built environment: artefacts, tools, shelters/houses and urban environments
Artistic expression: storytelling, music and dance, visual design
Health and wellbeing: physical, spiritual, mental; cultural safety, body parts, age, change and
growth (social, emotional)
Language as system: sound, grammar, orthography, conventions in speaking, writing and signing,
ways of communicating
Register, variation and structure: age, gender, and relationshipappropriate language use;
regional variation; loans and cognates; creoles and young people’s talk; structural relatedness
Language ecology: language diversity, growth, endangerment
Language and cultural revival: language building, reconstruction, maintenance and development,
advocacy
Cultural protocols: values, respect, reciprocity.
Language revival gives knowledge, it strengthens our ways of knowing, and connects our future
generations to ways of thinking.
Processes
Processes include skills (for example, listening, speaking, reading, viewing, signing, writing, performing,
classifying, noticing), as well as higherorder thinking processes (such as, conceptualising, interpreting,
reasoning, analysing, explaining, comparing, reflecting) and the processes of collecting, describing and
recording language.
Texttypes
Texttypes include oral, written, visual and multimodal texts. Country/Place, sea and sky are also considered
by Communities to be texts. The selection of texts is important because they define and reflect past and
present, and linguistic and cultural identity, helping to make the people and experiences of a particular culture
distinctive. They also provide opportunities for intercultural dialogue.
Curricula developed from the Framework for particular Aboriginal or Torres Strait Islander languages may
draw upon a variety of historical and contemporary types of text. Individual language teaching programs will
benefit from incorporating a diversity of support and enrichment materials and experiences, community
knowledge and individual expertise, all of which serve as texts.
Oral texts provide the rich experience and engagement characteristic of live performance, and may range
from the relatively free forms of informal storytelling and yarning to the more canonically fixed forms of song
and associated dance and ceremony. The performance of oral texts encourages interactive learning at all
stages and for all orientations of language learning; they are the forms of expression in which Aboriginal and
Torres Strait Islander cultures excel and which are intrinsic to their communicative structures and styles.
Visual texts are also key texts to guide learning of Aboriginal and Torres Strait Islander languages. These may
include ephemeral works, such as ground paintings, tracks left by ceremonial dancers, body painting as well
as visual design in more permanent forms worked onto stone, wood, canvas or sporting guernseys. These
texts are often collaborative in origin, identifying specific knowledge of Country/Place, linking groups of people
and transmitting knowledge to community, and, increasingly, to wider Australian and international audiences.
Ground paintings, for example, are traditional expressions of the interactions between humans, History,
ancestors, and the environment.
Some Aboriginal and Torres Strait Islander languages are known virtually only through written texts, usually in
the form of archival material dating from previous generations when the language was more widely known
and used. Presentday owners of these languages may choose to research the texts to retrieve what can be
known about them. By so doing they seek to bring them back to a life and culture in which performance once
more assumes its central role, and in which everyday forms of the spoken language can be adapted for
contemporary life. For these programs in revival languages, historical texts form a crucial starting point for
developing new language forms and uses, even though available written texts may vary greatly in detail and
accuracy.
Archival material for revival languages, however, may be skewed by the interests, intentions and biases of
original recorders and writers; for example, a language may have a substantial grammar recorded for it but
large areas of missing lexicon, because it was not of interest to the original recorders. On the other hand,
early literacy work with firstlanguage speaker communities may have spawned a flourishing vernacular
literacy rich in socialising and informing styles, for example, letterwriting, but little material describing the
language structure.
Some languages may be spoken fluently only by the older generation, who therefore become the referenced
authors of new texts that reflect changing social and educational conditions and needs, and where the
purpose is to reengage younger generations in acquiring their language, thus ensuring its survival. The role
of Elders in these situations is fundamental.
Revival pathways developed for different languages will therefore potentially have access to a wide variety of
texts on which programs can be based: some fixed in the archives and some living and everchanging; some
comprehensively descriptive of the internal structure and resources of the language but needing to be
enlivened with conversational detail; and some voluble but masking underlying structures needed to generate
new language for young learners.
Multimodal and digital media texts have assisted greatly in the transmission of Indigenous knowledge and
taxonomies and in the artistic expression of contemporary personal and cultural identity, with a
responsiveness often approaching the living nature of traditional oral transmission. There are interactive
maps and seasonal calendars describing Country, digital animations depicting Story and Journey, and
hyperlinked texts integrating several texttypes, all available on personal digital devices small enough to travel
with the learner. By engaging in these enhanced texts, learners develop a set of multiple literacies that
support not only the learning and transmission of Australia’s precious linguistic heritage but the acquisition of
techniques and attitudes to learning that boost learners’ achievements across the whole curriculum.
Language learning and literacy development
Languages play a crucial role in the educational experience of students and in the curriculum as a whole.
Given the diversity of students in Australian schools, it is important to recognise that a range of languages is
used either as part of the formal curriculum or as part of learners’ socialisation and experience in and out of
school.
Learners bring to school their experience of their first language(s), the one(s) they use for initial socialisation
in family or community. For the majority, this is English. For many others, it can be a range of different
languages. Learners also encounter the language or languages of instruction at school. For most learners in
Australian schools, this is English. For many students, this language of instruction is not the same as their first
language. These students may learn through English as an additional language or dialect (EALD) programs.
In contemporary understandings of language acquisition and learning, importance is placed on the role of the
languages through which individual learners socialise and learn. All learners have their own repertoires of
linguistic and cultural experience and capabilities. These are variously developed by both the experience of
schooling and broader social community experience. These repertoires are an integral part of each learner’s
identity, of what they bring to the experience of learning an additional language as part of their school
curriculum.
While the curriculum for languages primarily addresses the processes involved in learning languages, this
learning cannot be separated from the development of learners’ more general educational experience and
communicative repertoires. A relational and holistic approach to languages education and to learning and
using multiple languages ensures that learners develop their overall language capabilities and knowledge,
which impacts on their overall conceptual and communicative development.
In various kinds of bilingual programs, students are afforded an opportunity to learn through the medium of
English and another language (learners’ first or additional language). These programs are of particular value
in ensuring that learners continue to develop capabilities in at least two languages that are of value and
relevance to them, in terms of conceptual development, communicative capabilities and identity formation.
Aboriginal and Torres Strait Islander communities recognise the importance of literacy for their children. They
support literacy education programs that are founded on the principle of establishing literacy in their children’s
first language, the Aboriginal and Torres Strait Islander languages used in their communities. Literacy in
English is regarded as concomitant on first establishing students’ literacy in this first language. Although many
bilingual programs in Aboriginal and Torres Strait Islander languages are designed to help students’ transition
into learning in English, their fundamental value is in the development of bilingual literacy. Strengthening the
bilingual literacy of Aboriginal and Torres Strait Islander students contributes significantly to improving overall
academic achievement and success.
Using the Framework
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 achievement standards are pitched at a higher level of generality than
in languagespecific curricula in order to cater for the full range of Aboriginal or Torres Strait Islander
languages that may potentially be learnt within a particular pathway.
The next stage of Australian Curriculum development for Aboriginal languages and Torres Strait Islander
languages may lead to the development of some languagespecific exemplars of content and achievement
standards to be included in the Framework in order to support and guide the process of developing specific
content and achievement standards for specific languages.
Developing languagespecific curricula for particular
Aboriginal languages and Torres Strait Islander
languages
It is intended that the Framework be used by state and territory education jurisdictions, schools and
communities to develop languagespecific curricula and programs. Any languagespecific curriculum
development must be undertaken with appropriate consultation with language owners or custodians and
development must be undertaken with appropriate consultation with language owners or custodians and
members of the relevant Aboriginal or Torres Strait Islander communities, as outlined in the Principles and
Protocols section of this Framework. Consideration must be given to the availability of appropriate human
resources to develop the curriculum and to the level of documentation and resources available for the
particular language.
The curriculum development team will include members of the Aboriginal or Torres Strait Islander community
whose language is the focus, as well as curriculum specialists, language experts and languageteaching
practitioners, as necessary.
Determining the appropriate pathway
In selecting the pathway that will be used as a base for development of languagespecific curricula,
consideration should be given to the nature of the language, the nature of the learners, and the context of
learning, for example:
the ecology of the language and the nature of the speech community
the profile of learners and the degree of affiliation with the language
the likelihood of the program occurring on or off Country/Place.
The Framework is designed to be flexible in use. When developing languagespecific curricula and programs
the curriculum development team can select, adapt and modify aspects of the content and achievement
standards from across the pathways in ways that best suit the particular language, its context and its learners.
For example, languagespecific curriculum development for languages that are being revived, still have first
language speakers, are regaining fluent speakers, or have substantial resources, could potentially adapt and
modify some aspects of the content and achievement standards from the LR, L2 and L1 pathways.
The Framework for Aboriginal Languages and Torres Strait Islander Languages is written as a Foundation –
Year 10 learning sequence and presumes continuous learning of the same language across the bands
Foundation – Year 2, Years 3–6, and Years 7–10.
The content and achievement standards will require modification if the languagespecific curriculum is to be
written for different entry points, for example, developing a curriculum for a Year 7 entry point.
Context Statement
A context statement will be developed for each specific language to describe the distinctiveness and nature of
that language, including its use in the community, the place of the language in Australian education, the
nature of learning the language, and the diversity of students who will be learning the language.
Content and Achievement Standards
In developing a languagespecific curriculum, the generalised content and achievement standards within a
particular pathway may need to be adapted and modified to reflect the nature of the language, the nature of
the learners, and the context of learning. This includes adapting band descriptions, content descriptions,
content elaborations, and achievement standards.
Languagespecific examples such as concepts, key words and phrases should be included in the content and
achievement standards. The use of languagespecific examples provides teachers with a point of reference
when developing programs and provides indications of pitch and expected levels of performance in language
use and understanding.
Content elaborations develop aspects of each content description: illustrations, descriptions or examples to
indicate opportunities for learning. They are intended as complementary support material. They are neither
indicate opportunities for learning. They are intended as complementary support material. They are neither
prescriptive nor comprehensive. The elaborations included for each pathway of the Framework allow for the
various ecologies of languages, the various contexts of learning, and the diversity of learners within a
particular pathway. This is particularly the case for the LR pathway.
Languagespecific curriculum developers should select, adapt and modify elaborations in ways that best suit
the particular language and its context and learners, or should create particular content elaborations to
accompany the content descriptions for the specific language.
Developing teaching and learning programs
The Australian Curriculum: Languages has been developed for languageassubject programs (where a
language is studied as a subject as part of the school curriculum). Schools and jurisdictions will allocate a
larger number of hours in implementing contentbased programs (where the content from another learning
area is taught in the target language) and bilingual programs.
I feel that there's a genuine respect and appreciation from the school community for the
language and what I'm doing. They make me feel like they're lucky to have me. Their
encouragement and determination to help me and help keep Kaurna thriving amazes me. I feel
like we share the same passion. And that's so comforting to me.
Taylor Power, Kaurna language teacher, Gilles Street Primary School
The Australian Curriculum: Framework for Aboriginal Languages and Torres Strait Islander Languages is
designed to achieve four aims that are realised through two interrelated strands: communicating and
understanding. In developing teaching and learning programs, the two strands are integrated to ensure
holistic learning and to attend to active language use and the development of related knowledge,
understandings and reflective capabilities.
The set of strands and substrands capture a range of dimensions of language use. As such, they are
designed to capture the scope; that is, the range and variety of content to be experienced and learned by
students. Teachers will need to design teaching and learning programs by drawing on the content
descriptions from a number of substrands, and integrate these to create meaningful learning experiences for
their particular learners. The emphases across the strands and substrands may vary for different languages,
bands and pathways, and for different program contexts. Since the content descriptions indicate the nature
and scope of the learning over severalyear spans, teachers will need to make decisions about what aspects
of the content descriptions will be taught in what year of their program. Year by year, programs can then be
used to inform the development of shortterm programs (that is, one term/several weeks).
Taken together, band descriptions, content descriptions, content elaborations, and achievement standards
provide an overall sense of ‘level’ of, or expectations about, language teaching and learning at a given
moment in time and over time. They give a sense of the level of complexity at which student learning can be
pitched, and in relation to assessment they provide a reference point for making judgements about students’
progress in learning. Teachers will make decisions about pedagogies that best meet the learning needs of
their particular students and that best reflect the context of their particular program.
Page 470 of 943

Framework for Aboriginal Languages and Torres Strait Islander Languages First Language Learner Pathway (L1) Years F–10 Sequence
Years 3 to 6 Level Description
The nature of the learner, the pathway and particular language
Languages studied in the First Language Learner Pathway (L1) are typically used in spoken form as the
language of everyday communication by whole communities across all generations.
Typically, but not exclusively, L1 programs will occur on Country/Place and will have constant involvement
from a variety of speakers from the community. A key expectation in the L1 pathway is that of students having
opportunities to interact with Elders and particular places on Country/Place.
Learners are typically Aboriginal or Torres Strait Islander children who have learnt the language from their
families as a first language and continue to use it naturally at home and play. Students may have varying skills
in other languages, including varieties of English.
The curriculum content and achievement standards in the First Language Learner Pathway are generalised in
order to cater for the range of Aboriginal or Torres Strait Islander languages that may be learnt as a first
language. The curriculum content and achievement standards will need to be adapted when developing
languagespecific curricula, and will need to be modified for programs occuring offCountry.
Learners at this level are expanding their social networks, experiences and communicative repertoire in the
language. They benefit from varied, activitybased learning that builds on their interests and capabilities and
makes connections with other areas of learning. The curriculum ensures that learning experiences and
activities are flexible enough to cater for learner variables while being appropriate for learners' general
cognitive and social levels.
Language learning and use
Students interact with peers, the teaching team, Elders and community members in a variety of learning
experiences and activities. They continue to build vocabulary that relates to a wider range of domains, such
as curriculum areas that involve some specialised language use.
Students engage in a range of listening activities and build oral proficiency through responding to rich
language input and opportunities to engage in meaningful communicative activities. They follow instructions,
exchange information and express ideas and feelings related to their immediate environment and personal
worlds. They participate in shared tasks, performance and play.
Students’ development of written literacy progresses from supported comprehension and use of high
frequency and personally significant sight words to more elaborated simple texts which take account of
context, purpose and audience. The development of reading skills and textual knowledge is supported
through interaction with a range of spoken, written, visual and multimodal texts, including sign language as
appropriate.
At upper primary level, learners use the language for a widening range of purposes: collaborating, creating,
performing and responding to resources and experiences. They have greater control of vocabulary and
grammatical resources and use an increasingly sophisticated range of nonverbal strategies to support
communication. Shared learning activities develop social, cognitive and language skills and provide a context
for purposeful language experience and experimentation.
Oracy development includes listening to a range of varied language input from different sources and building
more elaborated conversational and interactional skills. These include initiating and sustaining conversations,
reflecting on and responding to others’ contributions, making appropriate responses and adjustments, and
engaging in debate and discussion. Individual and group oral presentation and performance skills are
developed through researching and organising information, structuring and resourcing presentation of
content, and selecting appropriate language to engage a particular audience.
At this level, there is focused attention on language structures and systems. Learners draw on more
established grammatical and lexical resources to compose and comprehend more complex language. With
support they build increasing cohesion and complexity into their writing in terms of both content and
expression. They use ICT to support their learning in more independent and intentional ways and make
comparisons between the language they are learning and other languages they speak or are learning,
including English.
Learning occurs largely through interaction with peers and the teaching team. Additional enrichment and
authentication of learning experience is provided through interactions with Elders and other speakers living in
the community. Interacting with Country/Place and exploring the environment with Elders and other
community members is essential to learning at all stages. Students may also have access to community
facilities and functions, such as the health clinic, art centre, coast patrol, local interpretative centre, and the
office of the park ranger or land council.
Elders and community members may teach about cultural elements of language and communication, such as
genderdifferentiated roles, working separately with male and female students when appropriate.
Students may have some access to speakers of the language or related languages in other communities and
regions through digital technologies.
Texts and resources
Country/Place and the community are the most important resources for learning the language. They are the
origin of most of the texts and communicative situations students engage with.
Learners interact with a growing range of spoken, visual, written and digital texts, including photographs,
maps, oral histories, community texts such as posters from health clinics, community notices, landcare
programs, songs, raps, dances, stories, painting and visual design, music, video clips and films.
Level of support
While learners work more independently at this level, ongoing support is incorporated into task activity and the
process of learning is supported by systematic feedback and review. Formfocused activities build student’s
grammatical knowledge and support the development of accuracy and control in written language.
Opportunities to use this knowledge in meaningful activities build communicative skills, confidence and
fluency. Tasks are carefully scaffolded: teachers provide models and examples; introduce language, concepts
and resources needed to manage and complete learning activities; make time for experimentation, drafting
and redrafting; and provide support for selfmonitoring and reflection. Discussion supports learning and
develops children’s conceptual frame for talking about systems of language and culture.
While learners are becoming more autonomous and independent at the upper primary years, ongoing
support is still needed, including explicit instruction, structured modelling and scaffolding, and provision of
appropriate stimulus materials and timely feedback. Learning experiences incorporate implicit formfocused
language learning activities and examples of texts and tasks.
The role of languages
The language of study is the principal medium of instruction in First Language Learner Pathway classrooms.
Other known languages play a complementary role, for example, used when translating, creating
bilingual/multilingual texts or comparing and contrasting writing systems, language structures and language
features and use.
Years 3 to 6 Content Descriptions
Communicating
Socialising
Interact with others, sharing and comparing experiences, personal perspectives and points of view on
topics related to immediate environment and personal world
[Key concepts, family, community, relationships, interaction protocols, experience, health and wellbeing,
personal and cultural safety; Key processes: sharing, participating, recounting, discussing]
(ACLFWC023 Scootle )

Elaborations
using appropriate ways of talking and interacting in different social situations or with different social
groups, including talking to people from different areas/Countries/Places or to people in positions of
authority, senior people
recounting and sharing stories of personal experiences, journeys or discoveries, for example, hunting,
tracking, navigating, road trips, trips to town, football matches, significant milestones, social and cultural
activities and celebrations
participating in class, group and paired discussions about shared experiences and topics of interest,
learning how to listen to others, to compare experiences, contribute ideas and provide feedback, noticing
and talking about how the same event can be presented from different perspectives
sharing and explaining personal opinions and attitudes about school, entertainment, sporting and leisure
activities
identifying and discussing behaviours, practices, facilities and events that contribute to their own physical
and spiritual health and wellbeing and that of the class, school and community, for example, identifying
how important people in their life influence them to act or behave in healthy, safe and culturally
appropriate ways
discussing and evaluating protective behaviours to stay safe in different situations, including near water
or roads, in the bush or when a person or situation makes them feel uncomfortable or unsafe
identifying and discussing traditional ways of preventing sickness and staying healthy
discussing shared values that they see as being important to family, school and community, for example,
reciprocating, respect, care for the land/sea/water and community
persuading others in the class to consider a particular point of view or action
engaging in conversations and discussions with guest speakers, using culturally appropriate interaction
protocols such as active listening behaviours, asking questions and offering opinions and ideas
sharing and explaining opinions about issues of shared interest, for example, parental, school and
community expectations, peer pressure and intergenerational perspectives, identifying possible points of
agreement or tension
engaging in online discussions with other young language learners to exchange information about
cultural practices, experiences and shared interests, for example, leisure activities, community life, music
and sport
recognising listener and speaker roles and the role of assumed and shared knowledge in everyday
communication
Plan and participate in collaborative activities and events, negotiating and performing different roles and
responsibilities that are appropriate to local cultural traditions
[Key concepts: collaboration, experience, shared decision making; Key processes: making arrangements,
designing, making, planning, suggesting, negotiating]

Elaborations
participating with Elders/community members in local cultural traditions and activities, such as, tracking,
hunting, gathering and preparing food, looking for schools of fish, searching for honey ants, digging
soakages, using hand signs as appropriate
following instructions from Elders, for example, cooking bush tucker, making different traditional tools,
weaving baskets, collecting beans or shells to make necklaces, making bush shampoo, recording,
remembering and explaining the processes to younger students
collecting resources used for cultural practices in the bush under supervision of Elders, for example, oil,
greases, ochre, feathers
planning and negotiating roles for a class event, such as a cookup, class display or performance,
making a short video or presenting a schoolassembly item, planning and conducting an interview with a
special class guest
working together on collaborative tasks that involve negotiation and shared decisionmaking about
content and design, for example, designing posters or menus for special events, designing a class
garden, creating picture books for ‘buddy’ classes
working together to design posters or web pages to promote a school or community event
conducting, recording and presenting observations and findings of collaborative science experiments, for
example, monitoring the movement of cane toads
working with visual, print and digital modes of expression to create texts such as invitations to/programs
for a class performance or event, for example, a reading night
collaborating to design an item such as a language flag, artefact or logo that incorporates elements of
importance to the language community
Participate in classroom interactions that involve some changes to ways of communicating at school and
the development of learning related language and interaction patterns
[Key concepts: interaction patterns, cooperation, domains of language use, agreement/disagreement,
reflection; Key processes: working together, contributing, enquiring, building language, monitoring,
clarifying, acknowledging, explaining]

Elaborations
discussing differences between ways that they are expected to listen and speak in class and ways they
do so in home and community
identifying particular domains of language use, words and expressions used at school which may be
unfamiliar, such as terms related to particular content areas or interactions between teachers and
students
taking on different roles in group and pair work, for example, being leader, recorder, time monitor, or
reporting back to the larger group or providing feedback to others about their roles
using sign language for interactions in the classroom as appropriate
formulating different types of questions to ask a class visitor, such as open and closed questions and
when, why and how questions
building the language of classroom interaction, for example, by asking relevant questions, prompting and
checking individual and group understanding, using descriptive and expressive language when
recounting experiences
developing language that supports planning of learning tasks and activities, organising resources,
monitoring and recording learning experiences, such as clarifying and explaining, giving opinions,
justifying, reporting results of group discussions
acknowledging others’ ideas and opinions and indicating agreement or disagreement in nonjudgemental
ways
developing language to evaluate and reflect on their own learning, for example, describing how they feel
when they are learning a new skill, strategies they use to persevere until they are successful, identifying
ways they use their strengths to help themselves and others
Informing
Gather, organise and compare information from a range of sources relating to Country/Place, community
and past and present ways of living
[Key concepts: past and present, natural environment, caring for Country/Place, social and cultural events,
health and wellbeing; Key processes: enquiring, investigating, comparing, describing, tracking, mapping,
measuring, charting, explaining, analysing]

Elaborations
listening to stories of the past from Elders and community members, for example, accounts of where they
grew up, what they did, their way of life, where they visited, how they communicated, practices such as
the use of smoke in healing and purification, funeral practices, what values were important, how
knowledge was transmitted; making comparisons with their own experience and contemporary life and
discussing how daily lives have changed
comparing traditional and contemporary roles in the community, for example, those of store keeper,
nurse, teacher, park ranger, traditional healer and people responsible for Law, song and dance
examining and analysing a range of sources, such as photographs, maps and oral histories, to collect
information about people, places and events in their community’s past and present to develop an
annotated timeline or other visual representation of significant changes to community life, for example,
contact history, modifications to water supply, establishment of the community store, clinic and school,
introduction of currency, changing community and school policies with respect to language learning
comparing photographs that reflect changes from the past to the present in a specific environment or
location, identifying elements of both change and continuity
creating charts, pictorial stories, maps, digital and oral presentations to represent and to explain
elements of past times
describing the seasons, identifying and recording indicators of seasonal and weather changes, for
example, behaviour of animals, reptiles, birds, insects, plants; changes in wind direction, charting
different forms of plants during the seasons, such as flowering, fruiting, shedding of bark, night sky and
star formations; developing their own (class) seasonal calendar
measuring daily meteorological data, for example, temperature, humidity build up, rainfall, wind direction,
sun intensity, times of tides, and constructing charts, column and picture graphs to record gathered
information
investigating and describing how seasons and weather and availability of natural water sources affect
people’s lives and practices
researching information about practices that care for Country/Place, for example, waterhole
management and protection, fire management, species management
observing and reading signs of Country/Place, such as the presence of bees, changing colours of bark,
different tracks, tides, seaweed dumps, burnt ground, regeneration of vegetation, special (warning) calls
of birds, ripening of fruit, changes in the night sky
using appropriate cultural categories to classify different types of plants and parts of plants and their
uses, for example, what different parts of plants are used for, which parts/plants are poisonous,
presenting findings in chart, poster, table, graphic or digital form
undertaking plant and animal surveys, for example, by recording details of plants that grow at school, in
the community, on the side of the road, in the bush, of animals found in communities, on the roads, in the
uplands, and of their habitats
observing and presenting information through photos, captions and commentary on how different bush
foods grow in different ways, for example, underground, on a vine or on a bush
investigating with Elders some common bush medicines, talking about how they are used for different
purposes, recording details through photos, pictures, diagrams, captions, descriptions and commentary
making and recording observations of how living things such as insects, frogs or plants develop through
their life cycles, recognising the effect on these cycles of different environmental factors
mapping Country/Place in various forms, for example, on paper, in sand or mud, labelling key
topographical features and infrastructure, key community facilities, indicating distances and describing
Country/Place from a birdseye view
creating a calendar of key social and cultural events and activities in the community, for example,
important celebrations, football matches, dog vaccinations, cattle mustering, annual school dances
visiting the arts centre and learning how to make and decorate artefacts and make paint
investigating the languages used and roles played by people in different community contexts, such as the
store manager, administrator, arts coordinator, health worker, ranger, traditional healer, tour guide,
mechanic, interpreter, Law person, cattle ringer
surveying peers and community members on various topics, for example, favourite television programs,
football teams, sports or bands, after school activities/time spent in those activities, languages spoken;
presenting results in chart, graph or digital format
conducting facetoface or online interviews or surveys with peers, family members or community
contacts to compare accounts of similar experiences
naming and explaining inside and outside body parts, for example, stomach, blood, bone
reading/viewing/ listening and obtaining information from community texts such as posters from health
clinics, school magazines or community notices
comparing and surveying healthy ways of eating, identifying what is available from the community store
and which healthy foods they like to eat
extracting key points from a range of spoken, written or digital texts such as posters, charts or brochures
on topics such as health, wellbeing and cultural safety, and discussing key messages
keeping a diary of food consumption over a week, classifying types of food consumed, analysing how
much bush food is in their daily diet
visiting the health clinic to gather information about services the clinic provides and general health issues
Convey information on specific topics using formats such as oral or digital presentations, displays,
diagrams, timelines, narratives, descriptions and procedures
[Key concepts: Country/Place, community life, identities; Key processes: creating, editing, presenting,
profiling, sequencing]

Elaborations
collecting information about each other’s likes, dislikes or interests to create a class profile, chart or
database, using checklists, surveys or question cues
creating a class book or digital display about topics they have been studying in their language classes
and/or other curriculum areas
writing narratives about their community’s past and present based on researched facts, characters and
events
creating and editing a presentation that includes text, images and sounds to record and explain aspects
of life in their school, community, region
constructing a multimedia profile of their school and community
recounting an event, an experience or a journey, for example, a hunting trip, providing details such as
how they travelled, who was with them, what animals they tracked and sighted, who cooked the animal
writing procedural texts, for example, to explain how to prepare and cook bush tucker, how to make
tools, how to decorate artefacts, how to play a favourite computer game, sport or playground game
creating profiles to present to the class of significant people, for example, favourite sports personalities,
music groups, celebrities, community leader/negotiator/spokesperson
introducing a guest speaker or visitor to the class, providing information on their background, purpose of
visit, achievements
collaboratively planning, rehearsing and delivering short presentations, providing key details in
chronological sequence
creating texts such as flyers, posters or posts on the school website to advertise an upcoming event
describing milestones or significant events in their lives that have shaped their identity, for example, by
creating timelines or visual representations
Creating
Listen to, read and view a variety of texts, describing and discussing key elements, ideas, characters,
events and messages, making connections with own life and experiences
[Key concepts: visual design, representation, journey; Key processes: participating, describing, predicting,
recalling, responding, listening, shared/guided reading; Key text types: songs, raps, dances, traditional and
contemporary stories, paintings and visual design, video clips]

Elaborations
participating in and responding to shared and guided reading of traditional and contemporary texts, for
example, by retelling or reenacting the story to others in spoken, written, or multimodal form, by creating
a timeline of events or a profile of a favourite character
creating digital profiles of characters they enjoy in texts, providing physical and character descriptions
and examples of their ways of communicating and behaving
conveying understanding of plot and sequence in texts, for example, by recreating a sequence using a
storyboard, labelling key events or creating a timeline with supporting commentary
describing and discussing characters, main ideas, events and settings of different texts and exploring
how language is used to present these features in different ways
participating in shared and guided reading of texts, making predictions about the development or flow of
ideas, using contextual and visual cues and responding to questions about characters, ideas and events,
sharing and comparing reactions and responses
listening to Elders/community speakers telling stories and singing songs, interpreting signs and gestures,
talking about key messages and using correct protocols to ask clarifying questions; understanding the
significance and role of storytelling and singing in traditional and contemporary times
making connections between their own lives and experiences (as members of families and communities)
and the events represented in traditional stories
recognising that there are different ways of telling a story, for example, through dance and paintings, and
discussing the uniqueness of symbols, colours, stories and feelings represented and reflected in dances
and paintings from different regions of Country/Place
interpreting and explaining artistic traditions and visual design, for example, paintings, etchings, rock art,
etching or dance, interpreting messages conveyed through these forms
discussing key messages, social values and traditional Histories expressed in stories, songs and dance
in oral, print and digital formats
responding to a creative contemporary text by manipulating the original to create a new version, for
example, resequencing events, adding a new element, changing location or character, or creating an
alternative ending
understanding and discussing the importance of story and informal yarning and their role in transmitting
language, culture and traditional knowledge
retelling stories to feature different places, species or social groups
composing a review of a song, story, cartoon, IndigiTUBE clip or television program, providing positive
and negative critique, using modelled language and textual features
participating in shared reading experiences, selfcorrecting when the reading does not make sense,
using pictures, context, meaning, phonics and grammatical knowledge to help comprehension
Create, present and perform expressive and imaginative texts that involve different modes of presentation,
such as stories, dance, skits or video clips, based on a stimulus concept, theme or resource
[Key concepts: imagination, entertainment; Key processes: imagining, creating, experimenting, performing,
storytelling; Key text types: raps, songs, dances, performances, digital texts, video clips, skits, paintings and
visual design]

Elaborations
creating and performing imaginative texts such as stories, songs, raps and skits based on a stimulus
concept, theme or resource, and incorporating elements of humour to entertain others
experimenting with different ways of telling stories, using a range of different texts and modes of
presentation, for example, oral texts, photo stories, ebooks, dance, visual design or digital texts,
incorporating cultural elements, symbols and conventions as appropriate
creating imaginary characters, places or animals and presenting them through performance, digital
display or visual representation
creating and presenting real or imaginative texts, incorporating humorous and expressive language to
entertain younger audiences, for example, audio Big Books, puppet plays, cartoons, short video clips or
voki animations, selecting language and images that enrich the visual or listening experience
telling the story of a real or imagined journey involving a variety of characters, places and events
reading a storyboard and retelling the information in their own words
composing dialogues between real/imagined characters in challenging or amusing situations, using
expressions and behaviours that convey emotion or humour
creating a video clip to launch a real or imagined product designed to appeal to their peer group
Translating
Translate short texts from the language into other known languages and vice versa, including the register
of sign language, noticing words or expressions that are not easy to translate and identifying elements
which require explanation rather than literal translation
[Key concepts: equivalence, meaning, culturespecific concepts; Key processes: identifying, translating,
transcribing, predicting, deducing, selecting, comparing, explaining]

Elaborations
translating a range of familiar texts, for example, information from the health clinic, songs, reports,
recounts, using visual and print dictionaries, word lists and pictures
transcribing short, simple spoken texts, such as instructions or procedures, for example, making a
coolamon or fishtrap, digging for honey ants, identifying words and phrases that have more than one
literal meaning
showing others how different signs and hand talk are used and explaining their meaning and symbolism
explaining visual design and performances to others, including the use of symbolism
translating texts such as songs and stories, identifying culturespecific concepts and expressions that do
not easily translate into English, for example, language related to artefacts, landforms, traditional foods,
kinship terms of address, name substitutes
identifying and explaining concepts, practices and expressions in the language which do not easily
translate into English, and vice versa for example, the number system, time, terms for colour, daily and
seasonal cycles, kinship terms, environmental sounds and elements such as noises made by different
birds
translating and matching words to describe family and relationships in the language and English, finding
examples of words that have no English equivalents
identifying and working out the meaning of unfamiliar English words and expressions used in other
curriculum areas, including technical language, and discussing how they would explain their meaning in
the language, for example, paper, bunsen burners, safe houses, GPS, photocopying, clicking and
dragging
identifying and discussing contexts in their community where translators and interpreters are required
demonstrating and explaining to others elements of nonverbal communication in the language that
require interpretation, such as hand talk, sign language, facial expressions, eye contact, lip pointing
Create bilingual/multilingual texts for the classroom and the school community, such as records of
excursions and shared learning experiences, songs, photo stories, posters, brochures, maps
[Key concepts: bilingualism, expression; Key processes: creating, performing, describing, codemixing]

Elaborations
creating bilingual/multingual signs, posters, notices and labels to be displayed in the classroom and
around the school
creating a bilingual/multingual brochure about their community for a visitor, including a map of key
features, protocols, cultural information
creating bilingual/multingual texts such as cartoons, songs, photostories, reflecting on how different
meanings are communicated in different languages for different audiences
creating bilingual/multingual texts to promote school or community events, such as, invitations,
brochures, digital presentations, posters, maps, newsletter items
creating bilingual//multingual resources for ‘buddy classes’, for example, stories, animations, games
creating bilingual//multingual captions and commentaries for a school display, for example, an art display
Identity
Describe kinship relations as a system and explain its role in determining social behaviour
[Key concepts: identity, relationship, kinship, family terms, social groupings/subgroupings, story, behaviour,
ways of talking; Key processes: investigating, explaining, describing, categorising]

Elaborations
working with Elders to map community–wide links between families according to traditional kinship
systems, for example, skin, clan, moieties, other social groupings
explaining how moieties, skin groups or other social groupings form patterns through the generations
investigating and explaining appropriate behaviours for different relationships, such as friends,
boyfriends/girlfriends, right skin marriage partners and inlaws
identifying and categorising personal and family names, for example, names affiliated with the land,
sea/water or sky, names belonging to a moiety or other social groupings
investigating and discussing the meanings of personal and family names and of other ways of referring to
people
designing visual representations, such as concept maps, posters, slide presentations with captions, to
identify and explain group memberships, for example, friendship, family, sporting, interest and community
groups, discussing what such memberships mean to their sense of identity
using appropriate behaviours and ways of talking in specific kinship relationships, for example, using
avoidance language, name substitution, respecting name/word taboos, averting gaze
talking about ways their community expresses elements of identity, for example, behaviours associated
with sporting teams, coastal versus inland communities, community events
considering the role identity plays in contributing to individual, peer group and community health and
wellbeing
identifying markers of identity that may be important across other cultures, for example, elements of
language or behaviours associated with family, community, location, age or gender
Interact with Country/Place, for example, by discussing roles within the family, ownership, custodial and
totemic affiliations, and links between History, social groups and natural species
[Key concepts: Country/Place, identity, significance, family, Dreaming/History, totemic affiliation, role
connections; Key processes: identifying, naming, describing]

Elaborations
identifying and naming traditional Country/Place of parents and grandparents
naming and describing features of Country/Place that belong to different family and kinship groups
recognising that certain places have special significance to certain social groups and represent special
bonds between people, place and story
learning from Elders about their own developing roles and responsibilities with respect to caring for
Country/Place
identifying the traditional owners and managers of tracts of Country/Place and their roles in respect to
Country/Place
Describe and explain behaviour, rights and responsibilities in relation to the kinship ownership of songs,
stories, dances and designs
[Key concepts: identity, rights, responsibilities, ownership, behaviour; Key processes: describing,
explaining, discussing]

Elaborations
identifying and explaining how art forms, such as body paintings, designs, paintings, funeral poles, songs
and dances, identify people and places
explaining how different family members have different responsibilities in the performance of ceremonies,
traditional performances and other social and cultural events
explaining how ceremonial body designs, songs, dances and paintings are determined by family, skin,
other subgroups and story
identifying and explaining the significance of stories that belong to particular social groups and of natural
features, including animals and natural species
understanding that ownership of songs, stories, dances and designs is determined by traditional kinship
and other social groupings, place, History and story
listening to Elders’ traditional stories, making links between people, stories, songs of Country/Place and
the social importance of connections to History
Reflecting
Notice and describe similarities and differences in ways of using language and interacting with people when
communicating in the language and in other known languages, including English
[Key concepts: language, culture, values, similarity and difference, communication, emotion; Key
processes: noticing, comparing, describing, reflecting]


Elaborations
recognising cultural differences in ways of showing attitudes or expressing feelings when using the
language, English or other known languages, for example, ways of showing respect, being polite,
thanking or showing sympathy
describing how they communicate differently in the language, English or other known languages when
interacting with different people, for example, with Elders, friends, parents, teachers, administrators,
health professionals
comparing how they refer in the language and in English to other people, such as younger relatives,
authority figures, inlaws
noticing how respect is shown to Elders in the community, for example, through the use of terms of
address and expressions of deference, and comparing this to terms and expressions used in other
languages and cultures
reflecting on the range of gestures and other forms of nonverbal behaviour used when communicating
in the language or other languages
reflecting on situations where they switch between the language, English and other known languages,
discussing why they do this, for example, when talking about different issues or topics, such as sport,
food, music or social media
reflecting on the experience of being bilingual/multilingual, identifying benefits of knowing more than one
language and considering whether moving between languages affects their sense of identity or
‘belonging’
comparing observations about how interacting in the language feels different to interacting in English,
identifying different ways of socialising or communicating that seem to be culturespecific
Understanding
Systems of language
Compare and use the patterns of speech sounds, intonation and rhythm in the language and learn the
written forms of these and associated conventions
[Key concepts: sound system, writing system, intonation, rhythm, sound–symbol correspondence,
punctuation, conventions, alphabetic order; Key processes: listening, recognising, comparing, reading
aloud, transcribing]
(ACLFWU036 Scootle )

Elaborations
linking written morphemes, words and phrases with the spoken forms of the language
linking written devices/techniques to spoken differentiation between statements, questions, requests,
exclamations, as well as to beginnings, pauses and ends
understanding how to use sound–symbol relationships and knowledge of spelling rules, compound
words, prefixes, suffixes, morphemes and sound changes
recognising that there are constraints in the ways speech sounds may be ordered to form words, for
example, sounds allowed at the beginnings and ends of words, what consonants may cluster together
making onetoone correspondences between speech sounds, morphemes, words, phrases and
sentences and their representations in written texts
using knowledge of sound–symbol correspondences to read syllables and familiar words, phrases,
sentences and extended texts out loud
identifying words from the language that have been borrowed by English, noting any difference in
pronunciation that occurs as English words
paying attention to consistency in spelling, checking spelling using dictionaries and other standard
sources
identifying different uses of commas in texts, including to separate clauses and items in a list
recognising and using alphabetic ordering as a storing and sorting device
noticing the role of parts of the mouth, nose and throat in the production of speech sounds
recognising the difference between vowels and consonants and the role of vowels in syllables
transcribing elements of spoken language using their knowledge of the language and its writing system
identifying words in the language they think would be difficult for a nonspeaker to transcribe
Understand and describe the word formation processes in the language, including the use of prefixes and
suffixes
[Key concepts: word formation, word class, grammatical person and number, negation, metalanguage; Key
processes: noticing, comparing, applying, understanding, modifying meaning]
Elaborations
increasing and developing vocabulary across domains of language use, including synonyms and different
forms, giving examples of the common word classes in the language and in other known languages
including English, such as examples of nouns, pronouns, verbs, adjectives, adverbs
describing how word classes are treated differently in the language and in other known languages,
including English, for example, the use of:
number in nouns and pronouns (singular, dual, plural)
tense and mood in verbs (affixation and separate words)
case in nouns and adjectives and case agreement
order of words in sentences
discussing the formation of words, for example, the addition or change of a suffix or prefix to convey
different meanings
recognising that languages from the same region may have words in common and identifying patterns in
such sets of shared words
understanding that languages have systematic structures and are rulebound
understanding that rules vary between languages, for example, in relation to wordformation, word order
at phrase and sentence level
making comparisons and identifying patterns in and between languages, for example, free and fixed
word order, tense in verbs, use of affixes versus prepositions
noticing similarities between particular vocabulary sets in languages from the same region, such as
words for body parts
developing metalanguage for talking about language, for example, noun phrases, word order, suffixes,
prefixes, tense, transitivity
identifying in which areas of vocabulary the language has many more words than English, and vice
versa, explaining possible reasons for this
demonstrating main topical areas of vocabulary, for example, groupings of natural species, cardinal
directions, kinship system, and contrast these with English vocabulary groupings
Understand that texts such as stories, paintings, songs and dances have a distinct purpose and particular
language features, and understand and apply text conventions
[Key concepts: purpose, language features; Key processes: recognising, identifying, distinguishing,
applying, linking]

Elaborations
distinguishing the purpose of a text and its features, for example, narratives are usually about journeys
across Country/Place and convey explanations of features of Country/Place, mudmaps are for
conveying basic directions
investigating the purpose and use of sign language, for example, for hunting, for recently bereaved, for
communicating at a distance, for restricting who can understand the message
applying emerging knowledge of text conventions using classroom models, for example, determining
points in written versions of oral texts at which commas, full stops and paragraph breaks might be used;
accommodating in written texts the repetition and parallelism that characterise oral texts
recognising language features typically associated with familiar texts, for example, the use of imperatives
in games, instructions and procedures, and the use of past tense in traditional narratives and recounts
linking ideas using appropriate grammatical forms, for example, connectives, serialisation, embedding
sequencing content according to text structure
recognising the role played by different elements in texts to contribute to meaningmaking, for example,
the layout, title, illustration and use of punctuation in a picture book or the use of speech bubbles in a
cartoon
noticing differences between spoken and written texts, for example, by comparing a written story with a
spoken version of the same story
becoming familiar with the conventions of a range of text types, for example, narratives and instructions
Understand that speakers vary language forms and styles according to kin relationship and context
[Key concepts: kinship, respect, register, silence, taboo; Key processes: observing, examining, explaining,
investigating, noticing, recognising]

Elaborations
observing how language is used to establish, maintain and reflect kinbased relationships
recognising and using specific ways of communicating messages that are linked with relationships, for
example, indicating respect within families and extended kinship groups by avoiding direct eye contact,
using indirect references and the use of silences and gestures
investigating word taboo and reasons for its existence
observing that verbal interactions can be more or less formal to suit the relationship between speakers,
for example, relaxed, joking styles used with some kin compared to respectful, restrained language used
with others
noticing differences in the ways speakers communicate with different people, for example, with young
children, with unfamiliar adults or with Elders
reflecting on how they communicate with their own family and friends and with people less close to them,
noticing differences in their language use and communicative behaviour
recognising that older people in the community use some different words to talk about familiar things
explaining differences in the ways language is used in different situations, for example, talking to their
siblings, participating in cultural performances, talking in a big group
Recognise that languages change over time
[Key concepts: language shift, language loss, borrowing and relatedness; Key processes: identifying,
recognising]
Elaborations
identifying and discussing words in the language that have been borrowed from other languages to
describe new concepts, for example, words for new things such as, technological innovations
understanding that language and culture together continually change as a result of contact with other
Language awareness
Explore the language situation of their community and the diversity of language situations in Australia
[Key concepts: change, sign; Key processes: recognising, discussing, investigating]

Elaborations
identifying immediate neighbours and the languages they speak, noting differences and similarities with
their own language, shared vocabulary and regional variations in language structure and use
investigating the distribution of speakers of the language across Australia, and the use of the language in
the media, for example, in TV programs, films, IndigiTUBE
understanding the current situation and status of the language and how strong it is across generations
recognising how the language has been transmitted across generations and how it has been recorded,
discussing reasons for different spellings of words within the language
recognising that Aboriginal and Torres Strait Islander languages are in various states of maintenance,
development and revival, and investigating the historical reasons for such variation
investigating language revival programs, for example, processes and protocols involved, success stories
and challenges, and considering what these efforts mean to the communities
understanding that the language is among the small number of Aboriginal and Torres Strait Islander
languages still spoken across all generations
exploring how physical and biological environments affect linguistic ecology
recognising that some words are shared across several Aboriginal and Torres Strait Islander languages,
understanding why there might be differences in spelling
Understand that the use of stories and names in Aboriginal and Torres Strait Islander languages is
culturally determined
[Key concepts: cultural safety; Key processes: recognising, observing, discussing]

Elaborations
understanding that there are open and closed versions of stories and ceremonies
observing and discussing protocols surrounding the retelling and sharing of stories
understanding that specific people as custodians of songs, stories and dances have the right to share
these
understanding that certain people have the authority to give strangers access to certain areas of
Country/Place
Reflect on how a community’s ways of using language are shaped by values and beliefs
[Key concepts: Country/Place, cultural expression, transmission, value, belief, spirituality; Key processes:
observing, making connections, discussing, investigating]


Elaborations
showing awareness that languages carry cultural ides and values, for example, through culturespecific
words, styles of addressing people, use of silence, speech prohibitions, respect, landlanguage
associations, and nonverbal communicative behaviours
identifying terms of address or expressions that reflect community values and traditions, for example, at
ceremonies, during sorry business, when visiting other Countries, or when visiting significant sites on
Country/Place
recognising/noticing how family and community values and behaviours, such as familiarity, mutual
obligation, reciprocity, deference or respect and caring for Country/Place are conveyed in the language
recognising that the language has various social, spiritual and cultural functions in their community
recognising that in each culture there are general rules about what to say and do, when, where, with
whom, and that these rules differ from culture to culture
comparing elements of communication, such as the role of silence or eye contact, in different cultural
contexts and exchanges
understanding that people ‘read’ intercultural experiences in different ways depending on their own
cultural perspectives, recognising the validity of different perspectives and questioning notions of ‘right’ or
wrong’ ideas
investigating how their community expresses its relationship with the natural environment through
language, for example, with seasons, stars, reef, rivers, waterholes, plants and animals
understanding that Aboriginal languages and Torres Strait Islander languages are storehouses of
cultural, environmental and social knowledge
recognising that song and song language play a central role as keepingplaces of knowledge
understanding that the language has a rich oral literature, which recounts the important journeys and
events associated with totemic ancestors/important Elders, and understanding that these stories also
map the land and the values of the culture
understanding and discussing the importance of story and the role of storytelling in transmitting language
and culture
discussing the fact that concepts may be culturespecific, for example, referencing how relationships are
structured, how time and quantity are expressed, how elements such as land, sea/water and sky are
viewed, spatial awareness
identifying how the language categorises things differently from English, for example, in relation to
generic and specific words for plants and animals, such as ‘tree’ or ‘kangaroo’ and, considering reasons
for such differences
Role of language building
Understand ways the language and culture can be maintained and strengthened in changing contexts
[Key concepts: language maintenance and development ; Key processes: discussing, exploring,
considering, investigating, language building]

Elaborations
exploring ways that language and culture have been maintained and strengthened in their community, for
example, by using the language in families and school language programs, storytelling, writing,
recording, archiving material, media services, songs and music, visual design
recognising the existence of materials such as audiotapes and visual and historical documents available
through community organisations and in local, state and national archives, libraries, literature production
centres, language centres and bilingual schools
exploring some of the complexities and challenges involved in keeping oral traditions strong and
understanding the role they can play in this process
documenting and storing texts they have created themselves in appropriate safekeeping places
Years 3 to 6 Achievement Standards
The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander
Languages First Language Learner Pathway are generalised in order to cater for the range of languages that
may be learnt as an L1 in the school context. The achievement standards will need to be adapted for use for
specific Aboriginal and Torres Strait Islander languages.
By the end of Year 6, students use spoken and written language to share and compare experiences, personal
perspectives and points of view on topics related to their immediate environment and personal, cultural and
social worlds. They use appropriate ways of talking when interacting in different social situations and with
different social groups, and apply principles and protocols of cultural safety when engaging with cultural
property. Students participate in class discussion, asking questions to clarify content and to offer opinions and
ideas and taking into account other perspectives. They locate, classify and compare information from a range
of sources relating to Country/Place, community, culture, environment and past and present ways of living.
They interact with Country/Place under the guidance of Elders and older family members, making and
recording observations in different formats, reading signs, classifying natural objects according to Indigenous
cultural categories and mapping key topographical features. They respond to stories, songs, dances and
artistic expression by describing how events, characters and settings are depicted through sound, image and
performance, by interpreting messages conveyed through these forms and by sharing opinions, responses
and reactions. They understand that ownership of songs, stories, dances and designs is determined by
traditional kinship and other social groupings, as well as by place, History and story. Students create, with the
support of models, a variety of spoken, written and multimodal texts for different purposes and audiences.
They use descriptive and expressive language to write narratives and expressive and imaginative texts, and
to recount experiences. They use specialised language to present information on specific topics, for example
by presenting researchbased factual reports. They use procedural language, for example to explain how to
prepare and cook food, how to make tools, decorate artefacts or play a game. They apply their grammatical
and vocabulary knowledge and their understanding of spelling and punctuation conventions in a range of
sentence and text types. They translate familiar texts, identifying and explaining culturespecific concepts and
expressions. They create bilingual/multilingual texts for the school community on a range of topics. They
explain the family basis of the kin and skin systems and their role in determining social behaviour. They
elaborate their own positions and identities within these systems, explaining their roles and responsibilities
with respect to caring for family, land/sea/water. They explain links between ceremonies, people, stories and
ancestral areas of Country/Place. They identify places which have special significance to particular sub
groups in the community and which represent special bonds between people, place and story.
Students know that the language has its own rules for pronunciation, spelling and grammar and they apply
this knowledge to predict the sound, spelling and meaning of new words and to create their own texts. They
read aloud with developing fluency and intonation. Students use metalanguage to explain language features
and elements, using appropriate grammatical terms and making comparisons with English and other known
languages. They explain how language use is adjusted to suit different contexts, situations and relationships,
for example, registers of deference and respect, avoidance language, speaking to the side, indirect
references, generational differences and the use of silence. They provide examples of how languages change
over time by identifying words borrowed from English and other languages, including words that are similar to
or borrowed from neighbouring Indigenous languages. Students understand that Aboriginal and Torres Strait
Islander languages are in various states of maintenance, development and revival and can explain some
historical reasons for this. They recognise the importance of maintaining and strengthening Aboriginal and
Torres Strait Islander languages for their community and for the broader Australian community and describe
ways that language and culture have been maintained and strengthened in their community. They reflect on
their own ways of communicating, discussing how these might be interpreted by others.
Language Revival Learner Pathway
(LR) Years F–10 Sequence
Page 495 of 943

Framework for Aboriginal Languages and Torres Strait Islander Languages Language Revival Learner Pathway (LR) Years F–10 Sequence
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 are in various stages of
revitalisation, renewal and reclamation.
LR covers a much broader range of language types and ecologies than either L1 or L2, and the vast majority
of Aboriginal languages and Torres Strait Islander Languages are included in the LR category.
Schools teaching the Language Revival Learner Pathway (LR) will most likely be located broadly within the
geographical region of the language and culture, sometimes in towns and cities, at other times in rural and
remote regions. Classes will likely include students who relate closely to the language and culture, students
with varying degrees of affiliation with the language and culture, and students who have no connections to
either the language or culture. A key expectation in the LR pathway is that of students having opportunities to
interact with Elders and particular places on Country/Place.
The Language Revival Learner Pathway draws on the Australian Indigenous Languages Framework (AILF)
and takes into account key variables such as: how much is known about and documented for the language;
the extent to which it is used or remembered, ranging from no longer being spoken (owners often use the
term ‘sleeping’) to being spoken fluently by members of the older generations; and the extent to which the
language has been reintroduced into the community of owners and custodians.
These variables give rise to the following broad categories of language revival:
Language Revitalisation: where there are fluent L1 speakers (typically members of the older
generation) but the intergenerational transmission of the language has been interrupted. Younger
generations may understand some of the language and may use some words and phrases but do
not speak it as their first language. Examples of revitalisation languages include Walmajarri in the
Kimberley, Yindjibarndi in the Pilbara, Meriam in the Torres Strait, Dyirbal in northeastern
Queensland, Wubuy (Nunggubuyu) in Arnhem Land, and Adnyamathanha (Yura Ngawarla) in the
Flinders Ranges.
Language Renewal: where there are a number of adult speakers who use the language to varying
degrees in the community, but not ‘right through’, and where other language resources are drawn
upon. Examples of languages being renewed include Noongar in southwest Western Australia,
Gumbaynggirr on the north coast of New South Wales, Ngarrindjeri on the Lower Murray Lakes in
South Australia, Djabugay in the Atherton Tablelands in northern Queensland, and Yugambeh in
southern Queensland.
Language Reclamation: where language revival, by necessity, relies primarily on historical
documentation of the language in the absence of active community knowledge of it. Examples of
reclamation languages include Kaurna from Adelaide, Narungga from the Yorke Peninsula, Dharuk
or Eora (Iyora) from Sydney, Yuwibara from central Queensland, WembaWemba and Woiwurrung
from Victoria, and Awabakal from the Newcastle area in New South Wales.
A number of factors and variables will need to be considered when planning for a language revival curriculum
or program, and further information on these is presented in the context statement for this pathway and in the
section Using the Framework.
At this level children are developing awareness of their social worlds and of their membership of various
groups. They are widening their social networks, experiences, and communicative repertoires, and gaining
greater awareness of the world around them. They benefit from varied activitybased learning that builds on
their interests and capabilities and makes connections with other learning areas.
Learners interact with peers, the teaching team, Elders and community members in a variety of learning
experiences and activities, using as much language as possible and incorporating sign language as
appropriate. Learners use formulaic phrases to participate in classroom routines, presentations and
structured conversations. They respond to teachergenerated questions about texts, participate in games,
and follow instructions and procedures.
They focus on aspects of their personal worlds and are introduced to content related to the Country/Place and
language community.
The development of oral proficiency relies on rich language input. Learners engage in a lot of listening,
developing activelistening and comprehension skills by using contextual, grammatical, phonic and nonverbal
cues. They extend their oral fluency by focusing on sentencelevel intonation and stress, including elements
of sign language as appropriate.
Learners participate in shared and guided reading and learn to apply their knowledge of key words and
textual features to predict the meaning of unfamiliar language. They use modelled language to create new
texts. They require opportunities to extend their language use, for example, by connecting sentences and
expanding vocabulary, to the extent made possible by the resources available in the revival language.
Learners are expanding their knowledge of vocabulary and sentence construction. They develop
metalanguage for describing additional aspects of the target language and exploring how it works.
Learning occurs largely through interaction with peers and the teaching team, with additional enrichment and
authentication of the learning experience provided through access to Elders and other speakers living in the
same community. Interacting with Country/Place to explore the environment and learn about Country/Place
with Elders and other community members is essential to learning the language. Students may also have
access to community centres, such as interpretative museums or art and language centres.
Texts and resources
Country/Place and the community are the most important resources for learning and are the origin of most of
the texts children engage with.
Learners interact with a growing range of spoken, visual, written and digital texts that use as much language
as possible. These include historical documents, photographs, maps, songs, raps, performance, stories, local
environmental and social programs, painting and visual design. Additional teachergenerated materials
include games and items from the community and local environment. Some texts will include the use of
English or another community language in a complementary role, for example by filling in for items or
expressions that have not yet been reconstituted in the language. Other texts will be bilingual, without mixing
languages.
Level of support
The primary source of support for learners is the teaching team, who provide instruction, explanation,
examples, modelled language use, repetition, reinforcement, and feedback on student work. Tasks and
activities are carefully scaffolded and resourced, with sufficient time allowed for experimentation, drafting and
redrafting. Learners are provided with opportunities for practice and with guidance in using dictionaries, word
charts, vocabulary lists and historical documents.
Learners are encouraged to use the language whenever and to the extent possible in class interactions and
daily routines with the teaching team, Elders and community members. Maximal use of the language will
increase learners’ development of language proficiency and enhance the process of language revival.
English and other known languages are used for explanation and discussion, allowing learners to talk about
differences and similarities they notice between the language and their first language(s) and culture(s), to ask
questions about language and culture, to consider how they feel when they hear or use the language, and to
talk about how they view different languages and the people who speak them. This introduction to the ‘meta’
dimension of intercultural learning develops the ability to consider different perspectives and ways of being as
mediated by language.
For those revival languages that are at the ‘beginning’ end of the revival spectrum, English or another
community language might be used in a complementary fashion, for example, to fill in for missing words or
expressions. Alternatively, language owners and the community in general may decide to sidestep these
gaps altogether, thus avoiding the need to use other languages.
Communicating
Socialising
Interact with peers, the teaching team and visiting Elders/community members about aspects of personal
worlds, such as experiences at school, home, everyday routines, interests and activities
[Key concepts: relationship, kinship, family, experience; Key Processes: describing, sharing, responding,
recounting]

Elaborations
describing self in relation to daily routines, family and friends, pastimes and aspects of school and home
life
sharing and reflecting on learning experiences, such as visits, meetings, school and community activities
with class members, using gestures, illustrations and graphics to support commentary
recounting specific events or experiences, using familiar and modelled language
asking and responding to questions to identify/describe features of people, plants, animals and items in
the environment, for example, by referring to colour, size, number, location
talking about aspects of their personal worlds, such as interests and leisure activities
describing other people, such as family members, friends and teachers, for example, by identifying their
kin relationship
showing interest in and respect for others, for example, by expressing praise or encouragement
expressing personal experiences and future plans, using modelled sentence patterns
Participate in guided tasks that involve following instructions, making things, cooperating with peers,
planning for and conducting shared events, activities or school performances
[Key concepts: collaboration, planning, performance; Key processes: compiling, planning, rehearsing,
making]

Elaborations
participating in excursions with Elders and community members to experience story places or keeping
places, listening to associated stories
visiting community centres, art centres or language centres and recording the experiences, for example,
by developing a digital presentation or photostory
working with Elders/community members to develop a short ‘Welcome to Country/Place’ and/or
‘Acknowledgment of Country/Place’ to use at formal school functions or community events
working together on collaborative tasks, such as designing posters, menus or invitations for special
events, designing class bush tucker or a garden, creating picture books for buddy classes
interacting with Elders/community speakers, following instructions, for example when making an artefact,
creating an art work or preparing bush tucker, using hand signs as appropriate
participating in and sharing responses to local cultural events and celebrations
participating in national celebrations and significant events, for example, NAIDOC Week, Reconciliation
Week, Harmony Day, labelling and captioning photos for a class display and sharing responses through
class discussion
creating a skit, performance or action game to introduce a buddy class to aspects of the language and
associated culture, for example, individual words, gestures or expressions associated with common
exchanges such as introductions, items and artefacts
engaging in shared tasks which involve planning and collaborating, for example, preparing, rehearsing
and conducting public presentations and performances, such as an item for a school assembly or a
digital presentation about a significant event
giving directions, for example, to guide others to specific locations
Participate in everyday classroom activities and routines, such as responding to questions and requests,
asking permission, requesting help
[Key concepts: routine, interaction; Key processes: responding, contributing, enquiring]

Elaborations
using rehearsed phrases and sentences to initiate and respond to language used in familiar classroom
routines and exchanges, such as requesting a drink, asking permission to leave the classroom,
borrowing equipment using rehearsed phrases and sentences
recognising and rehearsing interjections or fillers used in everyday conversations
asking simple questions and responding with simple statements, for example, asking for help, providing
repetition or clarification
enquiring about and describing the location of classroom items and materials
preparing and displaying a set of agreed classroom procedures
participating in class activities that involve vocabulary, actions, signed expression or board/digital games
Informing
Gather, record and classify information from a range of sources from Country/Place, historical documents
and contemporary resources
[Key concepts: community life, leisure, environment, Indigenous knowledge, health, wellbeing; Key
processes: identifying researching, compiling, presenting, tabulating, categorising, giving directions]

Elaborations
finding out the origins of Indigenous names, for example, of streets, city parks, rivers, public institutions,
social programs in their area
labelling, ordering and classifying natural objects from the environment according to Indigenous
taxonomies
obtaining information from a variety of sources about the natural environment, for example, by listening
to visiting Elder/community members, reading, viewing, consulting historical resources and photos, and
presenting findings in chart, poster, table, graphic or digital form
reading, viewing or listening to simple texts such as posters, signs, historical documents, word lists,
answering questions by selecting from options and filling in gaps
viewing a demonstration, for example, of cooking bush tucker, cooking in an earth oven, and recording
key words/phrases related to processes associated with the collection and preparation of food
surveying peers and community members on different topics, for example, favourite television programs,
video games, foods, football teams, sports or bands, after school activities/time spent in those activities,
languages spoken; and presenting results in chart, graph or digital formats
labelling, drawing and matching inside and outside body parts
observing and reading signs of Country/Place with the guidance of Elders/community speakers, for
example, the presence of bees, dragonflies, changing colours of bark, different tracks, tides, seaweed
dumps, regeneration of vegetation, special (warning) calls of birds, turtle mating, ripening of fruit,
changes in the night sky; and recording these details through photos, pictures, diagrams, captions,
simple descriptions and commentaries
classifying different types of plants/parts of plants and their uses, for example, what different parts are
used for or which are poisonous, presenting findings in chart, poster, table, graphic or digital form
mapping Country/Place in various forms, for example, on paper, in sand or mud, labelling key
topographical features and infrastructure and making simple statements about their locations in relation
to other places, for example, east, west, near, far, other side of…
investigating and discussing where appropriate the meaning of personal and family names of Aboriginal
and Torres Strait Islander origin
surveying and comparing healthy ways of eating, for example, by identifying what is available from the
school canteen and listing which healthy foods they like to eat, recording and presenting results in chart,
graph or digital format or by giving an oral presentation
diagrams
[Key concepts: Country/Place, community life; Key processes: creating, presenting, profiling]

Elaborations
talking about Country/Place, using a range of location and direction terms
presenting information about events and activities in Country/Place through spoken, print and digital
forms
creating a profile of a prominent community figure, for example, a sports personality, community
leader/negotiator/spokesperson, a musician or artist
organising and presenting information relating to language and culture, for example different expressions
of storying, art or dance, using simple sentence structures, familiar vocabulary and concrete materials
creating a video clip that incorporates captions and commentary to demonstrate procedures for activities
such as preparing and cooking bush tucker, making tools, decorating artefacts, playing a favourite
computer game, sport or playground game
creating texts such as flyers, posters or posts on the school website to advertise an upcoming event
Creating
Listen to, read and view different real and imaginative texts, identifying and making simple statements
about key elements, characters and events, and interpreting cultural expressions and behaviours
recalling, responding, listening, shared/guided reading; Key types: songs, dances, stories, paintings
recalling, responding, listening, shared/guided reading; Key text types: songs, dances, stories, paintings
and visual design, video clips]

Elaborations
recalling, illustrating and describing main characters and events in stories, songs and performances, for
example, by selecting descriptive modelled statements as captions to their pictures or responding to
questions, such as, Who? Where? How long? What?
participating in shared and guided reading/listening/viewing of real and imaginative texts, for example by
making predictions about the development or flow of ideas, using contextual and visual cues, responding
to questions and comparing responses to different characters, ideas and events
storyboard, labelling key events or creating a timeline
mapping sites, landforms and other features of Country/Place through which a travelling story/storyline
passes
listening to Elders/community members tell stories on Country/Place, interpreting hand signs and
gestures, retelling parts of the story, for example, in sand, through painting or by performing, using a
combination of words/phrases, illustrations, movements and visual props
listening to Elders/community members telling stories from their local area, and responding by retelling
parts of the story
interacting/engaging with artistic expression/techniques appropriate to Country/Place, such as paintings,
drawings, etchings, sculptures and dance, interpreting messages conveyed through these different forms
discussing key messages expressed in stories, songs and dance, such as social values and rules for
living, comparing them to messages conveyed by stories in other cultures and languages
responding to a specific creative text by adapting the original to create a new version, for example, by re
sequencing events, adding new elements, changing time, location or character, or creating an alternative
ending
understanding and discussing the importance of story/ storytelling in transmitting and maintaining
language and culture
Create and present real and imaginative texts suitable for a particular audience, using familiar expressions
and modelled language
[Key concepts: imagination, entertainment, audience; Key processes: imagining, creating, experimenting,
performing, storytelling; Key text types: raps, songs, dramatic performances, digital texts, video clips, skits,
paintings and visual design]

Elaborations
creating and performing their own stories, songs and skits, incorporating nonverbal elements to
enhance audience comprehension and entertainment, for example, gesture, facial and vocal expression
experimenting with different ways of telling stories, using a range of different texts, for example, oral
texts, photo stories, ebooks, dance, visual design, drawings on soft and hard surfaces
creating, performing and presenting imaginative texts such as skits, songs and raps, using digital
techniques
creating real or imaginary characters, places or animals and presenting them through performance,
digital display or visual representation
incorporating onomatopoeic sounds into written/performed texts to enrich the texts and to entertain
readers/the audience
creating imaginative texts to entertain younger audiences, for example, audio Big Books, puppet plays,
performances for the school or community, cartoons, video clips, vokis or animation, selecting language
and images that enrich the visual or listening experience
creating shared art work (visual or performative) to tell a story, using symbols and expressive techniques
appropriate to Country/Place
Translating
Translate simple texts from the language to English and vice versa, identifying elements which require
interpretation rather than translation and involve cultural references
[Key concepts: equivalence, meaning, translation; Key processes: translating, predicting, selecting,
comparing]

Elaborations
using visual or print dictionaries, word lists and pictures to translate simple familiar texts such as labels,
signs, captions, charts, posters, applying knowledge of grammatical rules and context, for example, by
locating word stems or by removing affixes
translating texts, identifying culturespecific concepts and expressions that do not easily translate into
English, for example, language related to artefacts, place names, landforms, kinship relations
explaining to others culturespecific words that do not easily translate, such as language associated with
artefacts, implements and kinship terms of address
identifying words and phrases that have more than one literal meaning
explaining the meaning of art works and performances to others, including the use of symbolism
Create bilingual texts for the classroom and the school community, such as songs, picture dictionaries,
captions for images and displays, photo stories
[Key concepts: bilingualism, expression; Key processes: performing, describing, codemixing, captioning]

Elaborations
creating bilingual wall charts or picture dictionaries with captions and simple descriptions in English to
explain language words and related cultural ideas
performing bilingual versions of familiar songs, for example by alternating lines/verses between the two
languages
creating bilingual texts such as posters and songs, and discussing how to represent meaning in different
languages for different audiences
creating bilingual texts such as brochures, posters or invitations to inform others about upcoming events
Identity
Explore their own sense of identity, including elements such as family, friends, interests, membership of
groups, and consider markers of identity that may be important across all cultures
[Key concepts: identity (individual and group), kinship, community, membership; Key processes: creating,
representing, discussing, comparing]

Elaborations
creating a class wall chart or family tree, labelling with appropriate kinship terms (Aboriginal and Torres
Strait Islander students may be able to source information about their totems/moieties and other
affiliations from home, family and community sources)
investigating and discussing, as culturally appropriate, the meaning of personal, family and other names
and their significance as markers of identity
working with Elders to map communitywide links between families according to known kin links
designing visual representations, such as concept maps, posters or captioned slide presentations, of
their group memberships, for example, friendship, family, sporting, interest and community groups,
moieties, and discussing what such membership means to their sense of identity
creating a profile to capture their sense of personal identity, for example, through an avatar or montage,
using key words and expressions and commenting on the significance of particular events, influences or
interactions
considering how their individual upbringing and experiences impact on their assumptions/attitudes when
participating in intercultural interactions, for example, in relation to notions of leisure/free time or family
and community responsibilities
talking about ways local Aboriginal and Torres Strait Islander communities express elements of their
shared identity, for example, through behaviours associated with sporting teams, distinctions between
coastal versus inland communities, through community events and profiling of identities from their
community
noticing and comparing their use of words or expressions from different languages when communicating
in English and discussing how this relates to their sense of identity
monitoring their development as learners of the language, for example, by recording learning
experiences, reflections in blogs, learning logs or journals
identifying markers of identity that may be important across all cultures, for example, family, community,
location, language, age, gender
exploring the concept of collective identity by designing an item, such as a language flag or artefact, that
incorporates elements of importance to the language/community
Reflecting
Notice and describe ways in which the language and associated communicative behaviours are similar or
different to other known languages and cultures
[Key concepts: language, culture, values, similarity, difference, communication; Key processes: noticing,
comparing, describing, explaining, questioning, reflecting]

Elaborations
noticing how respect is shown to Elders in the community, through practices such as terms of address
and expressions of deference, and comparing to practices associated with other languages and cultures
noticing aspects of communication and cultural expression characterised or reflected in language stories,
songs, visual design, dance or audio/visual media such as IndigiTUBE, and reflecting on/comparing their
individual responses to these elements
comparing their own and each other’s reflections on the experience of participating in and learning the
language, and considering whether their attitudes or understandings have in some respects changed
through the experience
comparing observations about how interactions in the language feel different to interactions in English
and other known languages, identifying different ways of socialising or communicating that seem to be
culturespecific
Understanding
Systems of language
Distinguish and produce the speech sounds of the language, understanding how these are represented in
writing
[Key concepts: punctuation, upper and lower case letters, diacritics, intonation, spelling; Key processes:
identifying, discriminating, noticing,listening, reading]
Elaborations
identifying meaningful sounds, syllables and morphemes in words and phrases
confirming sound–symbol correspondences in the language by reading syllables, morphemes and words
for meaning
using conventions of the written language, for example, punctuation, capitalisation, diacritics, digraphs, to
support links with the spoken language
identifying morphemes, words and phrases in speech and matching these with their written forms
paying attention to consistency in the spelling of the language, with direct reference to the sound system
of the language
noticing variations in pronunciation of the same word by different speakers and discussing whether this
can be reflected in the spelling of the word
recognising that in some cases the original sound/parts of the sound of some words in the language may
be unknown, considering possible reasons for this
understanding that other languages may suggest historical pronunciations for the language
learning that very similar languages may have different spelling systems, and how this may mask
similarities of their sound systems
recognising which speech sounds are not typical for the language, and which sounds are very common,
identifying where these can occur in words
using knowledge of sound–symbol correspondences to read familiar and new words out aloud from their
written forms
noticing the various roles of the speech organs in the production of sounds in the language, and
comparing these with English and other known languages
Expand vocabulary in the language through wordformation processes and recognise and use simple
language structures
[Key concepts: word formation, word class, grammatical person and number, negation, metalanguage; Key
processes: noticing, comparing, applying, understanding, modifying meaning]
Elaborations
exploring known word formation processes, for example, changing a word with the addition or change of
a suffix or prefix to convey different meanings
constructing expressions that refer to people, places, things and events using:
nouns and adjectives in phrases, for example, compound nouns, reduplications and
nominalisations, adjectives without an associated noun
sentences without verbs, for example, ‘This (is) my bag’
pronouns, for example, personal, kinship, demonstrative and interrogative in all persons and
numbers
determiners and quantifiers, for example, ‘some’, ‘every’, ‘other’, ‘few’, ‘much’, ‘all’, and words for
groups
marking to indicate possession and other types of association, for example, ‘Let’s go for water’
transitive and intransitive verbs
verbs of stance used in existential expressions, for example, ‘There is a creek lying near the
road’
verbs to talk about actions, processes, thoughts and feelings
moods of verbs, including statements, questions, imperatives, commands, intention, purpose,
likelihood, reported speech
negation
expressing time, manner, attitude and place according to available language resources, such as:
tenses, including past, present and future/nonpast
temporal expressions, for example, day–night cycle, lunar and seasonal cycles, ‘before’, ‘after’,
‘soon’, ‘recent’, ‘long ago’, expressions for cosmological time
expressions of frequency, for example, ‘often’, ‘always’, ‘once’, ‘briefly’
attitudinal particles, for example, ‘maybe’, ‘it is said’, ‘what do you say?’, ‘would you mind?’, ‘you
see’
locational cases, for example, ‘in’, ‘an’, ‘at’, ‘near’, ‘besides’, ‘to’, ‘towards’, ‘from’
adverbs of manner, location and time, for example, ‘again’, ‘more’, ‘in turn’, ‘too late’, ‘as well’
structuring and linking clauses, for example, using coordination, subordination, embedding
understanding that rules vary between languages, for example, in relation to wordformation, word order
at phrase and sentence level
making comparisons and identifying patterns in and between languages, for example, free and fixed
word order, tenses in verbs, use of affixes versus prepositions
words for body parts, kinship terms
developing metalanguage for talking about language, for example, noun phrases, suffixes, prefixes,
tense, transitivity, using resources from both the language and English
Understand that texts such as stories, paintings, songs and dances have distinct purposes and particular
language features
[Key concepts: text, features, purpose; Key processes: recognising, identifying, distinguishing, applying,
linking]

Elaborations
distinguishing the purpose and characteristic features of different types of texts, for example, stories are
usually about journeys across Country and convey explanations about why features of Country exist and
are important
understanding that for many Aboriginal and Torres Strait Islander languages conventions of written text
are in the process of being developed
in games, instructions and procedures, and the use of past and habitual tenses in stories
linking ideas using appropriate grammatical forms and processes, for example, connectives, serialisation,
embedding
cartoon
investigating the purpose and use of sign language in various Aboriginal and Torres Strait Islander
languages, for example, for hunting, for recent bereavement, for communicating at a distance, for
restricting who can understand the message
Recognise how kin relationships link people, Place and story
[Key concepts: kinship system, ways of talking, human relationships, interrelatedness; Key processes:
recognising, interpreting, discussing

Elaborations
interpreting kinship charts to identify kin terms for wider family groupings, and comparing these with
terminology used in other languages and cultures, for example, for maternal versus paternal
grandparents, the presence or absence of birth order names
discussing links between people, stories and Country/Place and the social importance of connections to
History
recognising that certain places have historical and contemporary significance to the community,
representing special bonds between people, Place and story
understanding that songs, stories and other forms of artistic expression can be recreated/traced and
contextualised in contemporary circumstances
Understand that speakers vary language forms according to kin relationship and context of situation
[Key concepts: kinship, respect, register, silence, taboo; Key processes: observing, examining, explaining,
investigating; noticing, recognising]

Elaborations
noticing word taboo in Aboriginal languages and Torres Strait Islander languages
observing that expressions can be made more or less formal or casual to suit the relationship between
speakers
noticing differences in language use and communicative behaviour
[Key concepts: regional languages, language shift, language loss, borrowing, relatedness; Key processes:
identifying, recognising, comparing]

Elaborations
identifying words that are the same as or similar to neighbouring languages
understanding ways in which languages influence one another, for example, language shifts, shared
writing systems, loan words
discussing loan words that have been incorporated from other languages to describe new concepts, for
example, words for new things, including technological innovations
Language awareness
Explore the language situation of language communities and the diversity of language contexts in Australia
[Key concepts: change, sign, context; Key processes: recognising, discussing, investigating]

Elaborations
investigating the nature and state of health of Aboriginal and Torres Strait Islander languages across
Australia and in their region
recognising that many Aboriginal and Torres Strait Islander people are multilingual, and discussing
reasons for this
learning about the current language situation in the language: its state of health, the nature of the speech
community and generational differences, and discussing reasons for these characteristics
development and revival, and investigating the diversity of historical causes for this
recognising how Aboriginal and Torres Strait Islander languages have been transmitted and recorded
across generations
recognising shared vocabulary across Aboriginal and Torres Strait Islander languages, and
understanding why there might be variations in spelling
recognising dialectal differences and similarities within languages
investigating ways in which Aboriginal and Torres Strait Islander languages are used in the local region
and in the wider Australian community, for example, in the media, in art galleries, festivals, on public
transport
[Key concepts: ownership, custodianship, cultural safety; Key processes: recognising, observing,
discussing]

Elaborations
recognising and using principles and protocols of cultural safety when engaging with cultural
material/property, such as names of things, peoples and places, visual and aural recordings, art work
understanding how and when Welcomes and Acknowledgements are required and who is entitled to
deliver them
Explore connections between identity and cultural values and beliefs and the expression of these
connections in Aboriginal and Torres Strait Islander languages
[Key concepts: Country/Place, cultural expression and transmission, values, beliefs, spirituality; Key
processes: observing, making connections, discussing, investigating]

Elaborations
understanding the role of Aboriginal and Torres Strait Islander languages and cultures in caring for
Country/Place and the environment
investigating how Aboriginal and Torres Strait Islander peoples express their relationship with the natural
environment through language, for example, words/expressions associated with seasons, stars, winds,
reefs, rivers, waterholes, plants and animals
gaining understanding through discussions with Elders of the importance and significance of Welcome to
Country/Place
understanding that Aboriginal languages and Torres Strait Islander languages are keeping places for
recognising that song and song language play a central role as keeping places of knowledge
understanding that Aboriginal languages and Torres Strait Islander languages have a rich oral literature,
which recounts epic journeys and events associated with totemic ancestors/cultural heroes, and that
these stories map the land and embody values and mores of Aboriginal and Torres Strait Islander
cultures
understanding and discussing the importance of story and the role of storytelling in transmitting
recognising ways in which cultural values are expressed in language, for example, through forms of
address, speech prohibitions and styles, language of respect, land–language associations and non
verbal communicative behaviours
observing that concepts may be culturespecific, for example, expressing spatial awareness, how
relationships are structured, how time and quantity are expressed, how land, water, sea and sky are
viewed
recognising that Aboriginal languages and Torres Strait Islander languages have various social, spiritual
and cultural functions within communities
Identify available resources and protocols to be followed when building language
[Key concept: language revival, language building, language resources, keeping places, protocols; Key
processes: identifying, locating, discussing]

Elaborations
identifying and locating available language resources suitable for language building, for example, living
speakers and rememberers, visual, aural and written documents, archival material
identifying the existence and location of keeping places for texts and resources as language is rebuilt, for
example, in the community, national archives, purposebuilt interpretative centres
understanding that there are protocols to be followed when building language, such as consulting and
involving language owners who may want to determine how the language expands into new domains of
use
discussing potential limits and constraints of school language programs in relation to building language
learning about language building efforts in their community and the role of particular groups in this
process, for example, by visiting the local language centre, history museum or by inviting people involved
in the process to talk to the class
identifying language revival programs in other regions and reporting on processes used and resources
developed
finding examples of language revival in the categories of language revitalisation, language renewal and
language reclamation, and consider what these examples contribute to the processes of language
building
understanding how language revival serves to enrich Australia’s linguistic and cultural resources
Understand how the language has been recorded in the past, and how this affects language building
processes
[Key concepts: language revival, language resources, linguistic techniques, documentation, keeping places,
protocols; Key processes: identifying, discussing, language building]

Elaborations
understanding how the language was recorded in the past, by whom and for what purposes
understanding the techniques of how the language was recorded in the past, what this means to the
language and how it has affected current representation of the language
understanding reasons for different spellings of words within the language, for example, how sounds may
have been misheard, meanings been misunderstood and other unintentional errors introduced in the
documentation process of the language
understanding how language resources such as living speakers, recorded texts and archival information
are used in the language building process
identifying gaps in the vocabulary of the language, considering what responses may be necessary
helping to build a community of learners–speakers who use the language, for example, by teaching
younger members of the school community and/or classes in local primary schools
Languages LR pathway are generalised in order to cater for the wide range of languages which may be learnt
as an LR within the school context. The achievement standards will need to be adapted for use for specific
Aboriginal and Torres Strait Islander languages.
The Achievement Standards in the Language Revival Learner Pathway will be shaped by the current progress
of language revival for a particular language and the amount of vocabulary and variety of language structures
available for teaching and learning.
By the end of Year 6, students use familiar language and modelled sentence patterns to share information
about aspects of their personal worlds, such as their family and friends, interests, everyday routines and
activities. They interact appropriately with Elders and community speakers and apply principles and protocols
of cultural safety when interacting with Country/Place and engaging with cultural material such as artefacts,
works of art, texts and performances. Students ask and respond to simple questions, request help, repetition
or clarification, and respond to questions and requests using rehearsed phrases and sentences. Whenever
possible they use the language to interact and collaborate in games and other activities, including the use of
hand signs as appropriate. They interact with Country/Place to gather information and knowledge and
demonstrate their understanding of Country/Place, for example, by explaining the origins and meanings of
Aboriginal and Torres Strait Islander names of streets, parks, public institutions and social programs. They
label, order and classify natural objects, animals and plants, by making simple statements about key features.
They identify features of landforms, infrastructure and built environment, identifying places which have special
significance to community. Students listen to, read and view a range of resources in the language, such as
historical documents, stories, photos, images and art works, and demonstrate understanding of content by
locating, recording and interpreting key words and phrases, and locating key points of information. They
present information they have obtained that relates to language, culture, environment and community
personalities, using short sentence structures, familiar vocabulary, photos and concrete materials. They
demonstrate understanding of stories, songs, visual design and performance, for example by mapping sites,
landforms and features through which a travelling story or songline passes, or by selecting and writing simple
modelled statements to describe main characters and events. They create their own texts and works of art to
tell a story, incorporating illustrations and visual props, significant symbols and techniques appropriate to
Country/Place.
Students use simple, formulaic language to retell excerpts from stories and to create new songs and stories,
understanding their role in helping to build a community of learnerspeakers who use the language. They
apply their knowledge of grammar and vocabulary to translate short texts, such as word lists, labels, songs
and historical texts, explaining culturespecific concepts and expressions that do not translate easily into
English. They create bilingual texts for the classroom and school community that explain words and
associated cultural ideas. Students identify markers of identity across cultures, and recognise the importance
of language, Country/Place and culture to the identity of Aboriginal and Torres Strait Islander peoples. They
reflect on their own cultural identity in light of their experience of learning the language, considering how their
ideas and ways of communicating are influenced by their own cultural backgrounds.
Students know that the language has its own pronunciation, spelling and grammar. They apply this knowledge
to predict the sound, spelling and meaning of new words. They use metalanguage for language explanation,
for making comparisons with English forms and other known languages, for reflecting on the experience of
learning the language and culture, and for explaining the purpose and techniques of language building. They
describe different ways of communicating in Aboriginal and Torres Strait Islander languages, for example,
through story, song, sign and artistic expression. Students know that use varies according
through story, song, sign language and artistic expression. Students know that language use varies according
to age, relationships and situation, and they identify and explain kin terms in particular Aboriginal or Torres
Strait Islander languages where it is appropriate. They provide examples of how languages change over time.
They recognise that Aboriginal and Torres Strait Islander languages are in various states of maintenance,
development and revival and can give some historical reasons for this. They explain the current situation of
the language they are learning, including details about what is known about it, its current usage, generational
differences and revival plans. They explain the importance of maintaining, strengthening and reviving
Aboriginal and Torres Strait Islander languages for specific communities and for the broader Australian
community. They demonstrate their understanding of the link between language, culture, Country and Place
by working with the community language groups to develop a short ‘Welcome to Country/Place’ and/or
‘Acknowledgement of Country/Place’ to present at formal school functions or community events. Students
describe language building efforts in their community. They explain protocols for language building, such as
consulting and involving language owners. They identify contemporary and historical language materials that
may assist communities with language building efforts and the challenges involved in using these. They
understand their own role in helping to build a community of languagelearner speakers and in the
development of new language resources. They explain how the language was recorded in the past, by whom
and for what purpose, and can give reasons for some different spellings of words within the language.
Students know that the language is primarily oral and explain the importance of story and storytelling in
transmitting language and culture. They recognise that ownership of songs, stories, dances and designs is
determined by traditional kinship and other social groupings, place, History and Journey. They know that
language in its various forms carries Indigenous knowledge in the context of Country/Place.
(L2) Years F–10 Sequence
Page 517 of 943

Framework for Aboriginal Languages and Torres Strait Islander Languages Second Language Learner Pathway (L2) Years F–10 Sequence
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 second language learner pathway has been written on the assumption that learning will occur offCountry
involving students who are typically not from the language community and have little or no experience of the
language and culture. They are introduced to learning the language at school as an additional, new language.
The language chosen for curriculum development should have a sizeable set of resources in a variety of
media, such as local documentaries, bilingual narrative and descriptive texts, and educational materials in
print and digital form. Learning is enriched and authenticated by interaction with visiting Elders and community
speakers, and where possible visits to Country/Place. Information and communications technologies provide
additional resources to support a range of language and culture experiences.
The curriculum content and achievement standards in the Second Language Learner Pathway are
as a second language. The content descriptions, content elaborations and achievement standards for the
Second Language Learner pathway will need to be adapted for use with the particular language being taught
and will need to be modified if the program occurs onCountry or if the learners are from the language
community.
At this level, children are developing awareness of their social worlds and of their membership of various
groups. They are widening their social networks, experiences and communicative repertoires. They are
gaining greater awareness of the world around them. They benefit from various forms of activitybased
learning that build on their interests and capabilities, and make connections with other learning areas.
Learners use formulaic phrases in the target language to participate in classroom routines, presentations and
structured conversations with the teaching team, peers, visiting Elders and community speakers. They
respond to teachergenerated questions about texts, participate in games, and follow instructions and
procedures.
They focus on aspects of their personal worlds and are introduced to content related to the target language
Country/Place and the communities where it is spoken.
The development of oral proficiency relies on rich language input. Learners engage in different types of
listening and develop activelistening and comprehension skills using contextual, grammatical, phonic and
nonverbal cues. They extend their oral fluency by focusing on sentencelevel intonation and stress.
They participate in shared and guided reading and learn to apply their knowledge of key words and textual
features to predict the meaning of unfamiliar language. Learners use modelled language to create new texts
and to extend their language use through expanding and connecting sentences to express more complex
ideas and situations. To support their developing knowledge of vocabulary and sentence construction,
learners continue to build metalanguage for describing aspects of the target language and how it works.
Learning occurs largely through interaction with peers and the teaching team. Learners may have some
access to visiting Elders and community speakers, opportunities to communicate with peers in the target
language region using technology, perhaps visit the target language region themselves, or view touring
performances or art displays from there.
Texts and resources
Learners engage with a growing range of visual, spoken, written and digital texts, such as photographs,
maps, bush calendars, seasonal charts, posters, songs, raps, dances, stories, paintings and visual design
accompanying performance, video clips and films.
Level of support
The primary support for learners is the teaching team, which provides instruction, explanation, examples of
modelled language use, repetition, reinforcement and feedback on student work. Learning experiences and
activities are carefully scaffolded and resourced, with sufficient time allowed for experimentation, drafting and
redrafting. Learners need practice and guidance in using resources such as dictionaries, word charts,
vocabulary lists and exemplars when translating and creating texts.
Learners use the target language for classroom routines and language learning tasks, for listening to, reading
and viewing texts and in interactions with the teaching team, visiting Elders and other community speakers.
The language of response varies according to the nature and demands of the learning experience, with the
target language used primarily for communicating in structured and supported tasks and English and other
known languages used for openended, comparative tasks that develop learners’ understanding of language
and culture.
Communicating
Socialising
Interact with peers, the teaching team and visiting Elders/community speakers about aspects of their
personal worlds, such as experiences at school, home, everyday routines and favourite pastimes, interests
and activities
[Key concepts: relationship, kinship, family, experience; Key Processes: describing, sharing, responding,
recounting]

Elaborations
describing self in relation to daily routines, family and friends, pastimes and aspects of school and home
life, using familiar and modelled language
sharing and comparing their responses to learning experiences such as visits or school and class
activities, using gestures, illustrations and graphics to support the elaboration of meaning
asking and responding to questions to identify or describe features of people, creatures and objects in
the environment, for example, by referring to colour, size, number, location
corresponding with young target language learners in other contexts in print or digital form, asking and
answering factual questions about self, their class, interests, leisure activities, likes and dislikes
giving opinions about aspects of their personal worlds, such as interests and leisure activities
describing other people, such as family members, friends and teachers, for example, by identifying their
kin relationship, physical appearance and characteristics/qualities
showing interest in and respect for others, for example, by expressing praise or encouragement
expressing personal experiences, feelings and plans, using modelled sentence patterns
Participate in guided tasks that involve following instructions, making things, cooperating with peers,
planning for and conducting shared events or activities or presenting at a school performance
[Key concepts: collaboration, planning; Key processes: compiling, rehearsing, presenting, making]

Elaborations
working with others to take action, such as producing a poster or invitation for a special event or creating
a bush tucker garden
interacting with Elders/community speakers, following instructions/procedures, for example, to make an
artefact, create an art work or prepare bush tucker, including hand signs as appropriate
discussing young people’s interests and preferences in different contexts, such as favourite activities,
foods, television programs, computer games, how they get to school, leisure activities at different times
of the year, languages they speak at home
participating in national celebrations and significant events, for example, NAIDOC Week, Reconciliation
Week, Harmony Day, then reflecting or reporting on the experience, for example by labelling and
captioning photos for a class display
creating a skit, performance or action game to introduce a buddy class to aspects of the target language
and culture, for example, protocols for introducing others, individual words or expressions that have
particular social/cultural significance, common items and artefacts and gestures
engaging in shared tasks which involve planning and collaborating, for example, preparing, rehearsing
and conducting public presentations and performances, such as an item for a school assembly or a
digital presentation about a significant event
giving directions, for example, to guide others to locations or through an obstacle course
Participate in everyday classroom activities and routines, such as responding to questions and requests,
asking permission, requesting help, praising or complimenting one another and apologising
[Key concepts: routine, interaction; Key processes: responding, contributing, enquiring]

Elaborations
initiating and responding to language for classroom routines and needs, such as requesting a drink,
asking permission to leave the classroom, borrowing equipment, using rehearsed phrases and
sentences
recognising and rehearsing interjections or fillers commonly used in conversations
asking and responding to questions with simple statements, for example, asking for/providing help,
repetition or clarification, asking how/explaining how to say or write something
praising, complimenting and encouraging one another and apologising
enquiring about and describing the location of classroom items and materials
contributing to the creation and display of a set of class rules
participating in class activities such as word, board, movement or digital games
expressing preferences among different offered options
Informing
Gather, classify and compare information from a range of sources associated with the target language
Country/Place, community and daily life
[Key concepts: community life, leisure, environment, Indigenous knowledge, health and wellbeing; Key
processes: identifying, researching, compiling, presenting, tabulating, categorising, giving directions]

Elaborations
labelling, ordering and classifying natural objects from the environment using, Indigenous categories
obtaining information from a variety of sources about characteristic elements of the target language
region, such as habitats and life cycles of different animals/birds or insects; bush plants, water supply,
night sky and stars, for example, by listening to visiting Elder/community speakers and presenting
findings in chart, poster, table, graphic or digital form
viewing, reading and interpreting texts such as bush calendars and seasonal charts, identifying features
of seasons, weather patterns, plant cycles, animal behaviour and associated activities and comparing
these with other seasonal calendars
reading, viewing or listening to simple community texts such as posters from health clinics, school
magazines, community notices, answering questions by selecting from options and filling in gaps
viewing a demonstration, for example, cooking bush tucker, cooking in an earth oven, recording key
words and phrases related to the processes of collecting and preparing
extracting key points from a range of spoken, written or digital texts such as posters, charts or brochures
on topics such as health, wellbeing and cultural safety, discussing key messages and relating to them to
issues in their own situations
giving and following directions, for example, how to get to key community facilities such as the store,
football ground or school, using maps or images of the relevant area
locating information about social and cultural events in the target language community, such as the time
of year they occur and associated activities, presenting findings in chart, poster or digital form
obtaining and compiling information from children in the target language community about aspects of
their daily lives, using facetoface or digital modes of communication, and presenting findings to others
surveying peers and community members on different topics, presenting results in chart, graph or digital
format, for example, favourite television programs, video games, foods, football teams, sports or bands,
after school activities/ hours spent in those activities, languages spoken in their homes and communities
diagrams, timelines and guided descriptions
[Key concepts: Country/Place, community life; Key processes: creating, presenting, profiling]

Elaborations
talking about Country/Place, using a range of location and direction terms
presenting information in spoken, print and digital form about the target language region, events and
daily activities
using a range of methods to record and display information about the target language region, drawing on
local practices used by the target language community to represent Country/Place
creating a profile of a prominent community figure, for example, a sports personality, community
negotiator/spokesperson, musician, artist
organising and presenting information relating to aspects of target language traditional and
contemporary culture, for example, art, dance, sports, artefacts, using simple sentence structures,
familiar vocabulary and concrete materials
Creating
Listen to, read and view different real and imaginative texts, identifying and making simple statements
about key elements, characters and events, and interpreting cultural expressions and behaviours
recalling, responding, listening, shared/guided reading; Key text types: songs, raps, dances, traditional and
contemporary stories, paintings and visual design, video clips]

Elaborations
recalling, illustrating and describing main characters and events in stories, songs and performances, for
example, by selecting descriptive modelled statements as captions to their pictures and responding to
questions, such as, Who? Where? How long? What?
reading, listening to and viewing texts, using contextual and visual cues to make predictions about the
development or flow of ideas, responding to questions and sharing opinions about characters, ideas and
events
mapping sites, landforms and other features of Country through which a travelling story passes
listening to Elders/community speakers tell stories, interpreting signs and gestures, retelling the story to
others in spoken, written or multimodal form, using a combination of key words and phrases, illustrations
and visual props
interacting/engaging with and interpreting artistic traditions and visual designs associated with the target
language community, for example, paintings, sculptures, dance
discussing key messages, such as social values and rules for living, that are expressed in stories, songs
and dance in oral, print, digital and performance formats, comparing to messages conveyed by similar
texts in their own cultures
responding to a creative contemporary text by manipulating the original to create a new version, for
example, by resequencing events, adding new elements, changing locations or characters, or creating
alternative endings
understanding and discussing the cultural importance of story and the role of storytelling in transmitting
Create and present imaginative texts that use familiar expressions and modelled language for a range of
audiences
[Key concepts: imagination, entertainment; Key processes: imagining, creating, experimenting, performing,
storytelling; Key text types: raps, songs, performances, digital texts, video clips, skits, paintings and visual
design]

Elaborations
creating and performing own stories, songs and skits, including the use of paralinguistic elements such
as gesture and facial expression, to enhance audience comprehension and entertainment
experimenting with different ways of telling stories, using a range of different texts, for example, oral
texts, photo stories, ebooks, dance, visual design, drawings on soft and hard surfaces
creating, performing and presenting imaginative texts such as skits, songs and raps, using digital
techniques and both rehearsed and spontaneous language
creating and presenting real or imaginary characters, places or animals through performance, digital
display or visual representation
incorporating onomatopoeic sounds into written/performed texts to enrich the texts and entertain others
creating imaginative texts to entertain younger audiences, for example, audio Big Books, puppet plays,
performances for the school or community, cartoons, short video clips or vokis, selecting language and
images that enrich the visual or listening experience
creating shared art work (visual/ performing) to tell a story, using selected elements, symbols and
conventions from the target language culture/community as appropriate
recounting stories about their own family and community, using different styles of presentation
Translating
Translate simple texts from the target language into English and vice versa, identifying elements which
require interpretation rather than translation and involve cultural references
[Key concepts: equivalence, meaning; Key processes: translating, predicting, selecting, comparing]

Elaborations
using visual or print dictionaries, word lists and pictures to translate simple familiar texts, such as labels,
captions, charts, posters, applying knowledge of grammatical rules and understanding of context to
assist in translation, for example, by identifying word stems or removing affixes
translating texts, identifying culturespecific concepts and expressions that do not easily translate into
English, for example, language related to artefacts, place names, kinship relations, name substitutes
interpreting terminology for parts of the body and their metaphoric use in relation to landscape and
artefacts, drawing comparisons with English or other languages
identifying words and phrases that have more than one literal meaning
showing others how different signs and hand talk are used and explaining their meaning and symbolism
interpreting art works and performances to others, including the use of symbolism
Create bilingual texts for the classroom and the school community, such as songs, picture dictionaries,
photo stories, captions for images and displays
[Key concepts: bilingualism, expression; Key processes: performing, describing, codemixing, captioning]

Elaborations
creating bilingual wall charts or picture dictionaries with captions, stickers and simple descriptions in
English to explain target language words and related cultural ideas
performing bilingual versions of familiar songs, alternating between the two languages and switching key
words in repeated phrases or refrains
creating bilingual texts for the classroom and the school community, for example, posters, songs and
online newsletter items, discussing with others how to represent meaning in different languages for
different audiences
creating bilingual texts such as brochures, posters or website posts to inform others about upcoming
events
Identity
Interact with others, noticing how ways of communicating with and responding to each other shape and
reflect identity
[Key concepts: identity, kinship, community, membership; Key processes: creating, representing,
comparing]

Elaborations
developing a class wall chart or creating family trees, labelling with appropriate kinship terms for
extended family members
using visual representations such as concept maps, posters or captioned slide presentations to identify
group memberships, for example, friends, family, sporting, interests and community groups, discussing
what such associations contribute to their sense of identity )
creating a profile to capture their sense of self, for example, through an avatar or montage, using key
words and simple expressions to comment on the significance of particular events, relationships or
experiences
considering how their own upbringing and experiences impact on assumptions they bring to in
intercultural interactions, for example, in relation to concepts such as leisure and free time, family and
community responsibilities, reflecting on whether these assumptions have changed in the process of
learning the target language
noticing and comparing their own and each other’s ways of communicating, identifying elements that
reflect cultural differences or influences of other languages
monitoring their own development as a learner of the target language, for example, by recording learning
experiences and reflections in blogs, learning logs or journals
identifying markers of identity that may be important across all cultures, for example, family, community,
location, language, age, gender
Reflecting
Notice and describe some ways in which the target language and associated communicative behaviours
are similar or different to their own language(s) and forms of cultural expression
[Key concepts: language, culture, values, similarity, difference, communication; Key processes: noticing,
comparing, describing, explaining, questioning, reflecting]

Elaborations
noticing how respect is shown to Elders in the community through practices such as terms of address
and expressions of deference, and comparing to practices associated with their own languages and
cultures
noticing and describing similarities and differences between target language and AustralianEnglish
language and communicative behaviours used in certain social situations, for example, forms of address,
the use of body language, intonation, facial and vocal expression and eye contact; etiquette associated
with meal times, expressions used when leaving or returning home
identifying elements of communication and cultural expression represented in target language stories,
songs, visual design, dance or audio/visual media, such as IndigiTUBE, and responding by sharing/
comparing individual responses to these
comparing their own and each other’s reflections on the experience of learning the target language,
considering whether their attitudes or understandings have changed in any respects
Understanding
Systems of language
Produce sounds, stress, intonation patterns of the target language, using developing phonemic awareness
linked to the writing system
[Key concepts; punctuation, upper and lower case letters, diacritics, intonation, spelling; Key processes:
identifying, discriminating, noticing,listening, reading]

Elaborations
discriminating meaningful sounds, morphemes and intonation patterns in words, phrases, statements,
questions, commands, requests and exclamations
using knowledge of sound–symbol correspondences in the language to identify morphemes, words and
phrases in speech and to match these with their written forms
using appropriate conventions of the written language, including punctuation, capitalisation, diacritics,
digraphs to support links with spoken language
paying attention to consistency in target language spelling with reference to the sound system of the
language
using knowledge of sound–symbol correspondences to read familiar and new words out aloud from their
written forms
noticing the various roles of the speech organs in the production of sounds in the language and
comparing these with the pronunciation of English and other known languages
Expand vocabulary in the target language through wordformation and building processes, and recognise
and use simple structures
[Key concepts; word formation, word class, grammatical person and number, negation; Key processes:
noticing, comparing, applying, understanding, modifying meaning]

Elaborations
understanding the concept of word formation, for example, how a word changes meaning and form with
the addition/change of a suffix or prefix to convey different meanings
constructing expressions referring to people, places, things and events in building and varying
messages, using:
nouns and adjectives in phrases for people, characters, places and objects, for example,
compound nouns, reduplications and nominalisations, adjectives used without an associated
noun
sentences without verbs, for example, ‘this (is) my bag’
different types of pronouns, for example, personal, kinship, demonstrative and interrogative in all
persons and numbers
determiners and quantifiers, for example, ‘some’, ‘every’, ‘other’, ‘few’, ‘much’, ‘all’, and words for
groups
marking to indicate possession and other types of association, for example, ‘let’s go for water’
appropriate use of transitive and intransitive verbs
verbs of stance used in existential expressions, for example, ‘there is a creek lying near the road’
verbs to talk about actions, processes, thoughts and feelings
moods of verbs including statements, questions, imperatives, commands, intention, purpose,
likelihood, reported speech
negation
expressing time, manner, attitude and place, using:
tenses, including past, present and future/nonpast
temporal expressions, for example, relating to day–night cycle, lunar and seasonal cycles,
‘before’ and ‘after’, ‘soon’, ‘recent’, ‘long ago’
expressions of frequency, for example, ‘often’, ‘always’, ‘once’, ‘briefly’
sentencelevel attitudinal particles, for example, ‘maybe’, ‘it is said’, ‘what do you say?’, ‘would
you mind?’, ‘you see’
locational cases, for example, ‘in’, ‘an’, ‘at’, ‘near’, ‘besides’, ‘to’, ‘towards’, ‘from’
adverbs of manner, location and time, for example, ‘again’, ‘more’, ‘in turn’, ‘too late’, ‘as well’
structuring and linking clauses, for example, relating to coordination, subordination, embedding
understanding that languages are rulebound and systematic
understanding that rules vary between languages, for example, in relation to wordbuilding and word
order at phrase and sentence level
making comparisons and identifying patterns in and between languages, for example, in relation to free
and fixed word order, tenses in verbs, the use of affixes versus prepositions
words for body parts
developing metalanguage for talking about elements of language, for example, noun phrases, suffixes,
prefixes, tense, transitivity
Understand that texts such as stories, paintings, songs and dances have a distinct purpose and particular
language features, and understand and apply text conventions
[Key concepts: purpose, genre, text features; Key processes: recognising, identifying, distinguishing,
applying, linking]

Elaborations
distinguishing the purpose of a text and its features, for example, narratives are usually about journeys
across Country and convey explanations about why features of Country exist and are important, while
mudmaps are for conveying basic directions
investigating the purpose and use of sign language, for example, for hunting, for recent bereavements,
for communicating at a distance, for restricting who can understand the message
understanding and using a combination of signs to convey a message
understanding that many Aboriginal and Torres Strait Islander languages are primarily oral and
conventions of written text are being developed
applying emerging understanding of text conventions using classroom models, for example, determining
points in written versions of oral texts at which commas, full stops and paragraph breaks might be used
accommodating features such as repetition and parallelism that characterises oral texts in written
language
in games, instructions and procedures, and the use of past and habitual tense in traditional narratives
and recounts
linking ideas using appropriate grammatical forms, for example, connectives, serialisation, embedding
cartoon
Understand the core role of the kinship system in social behaviour and the relationship between Place,
History and society
[Key concepts: kinship system, ways of talking, human relationships, interrelatedness; Key processes:
recognising, interpreting, discussing]

Elaborations
interpreting kinship charts to identify kin terms for wider family groupings and comparing these with their
own languages and cultures, for example, maternal versus paternal grandparents, presence or absence
of birth order names
recognising that individuals may belong to certain types of subgroups, for example, moiety, clan and skin
and identifying these
understanding that interactions and behaviour, including ways of talking, are patterned by kinship
structures
discussing the links between ceremonies, people, stories and Country/Place and the social importance of
connections to History
recognising that certain places have special significance to the community, representing special bonds
between people, place and story
understanding that ownership of songs, stories, dances and designs is determined by traditional kinship,
other social groupings, place, History and story
Understand that speakers vary language forms according to kin relationship and context of situation
[Key concepts: kinship, respect, register, silence, taboo; Key processes observing, examining, explaining,
investigating; noticing, recognising]

Elaborations
recognising that there are specific ways of communicating messages that are linked with relationships,
for example, deference and respect within families and for respected kin, such as speaking on the side,
using indirect references, silences, gestures, eye contact, different registers and modes
investigating word taboo and reasons for their existence
observing that expressions can be made more or less formal and more casual to suit the relationship
between speakers, for example, relaxed, joking styles used between brothersinlaw
noticing differences in the ways in which both target language speakers and English speakers
communicate with different people, for example, with young children, with unfamiliar adults or with Elders
noticing differences in language use and communicative behaviour
[Key concepts: regional languages, language shift, language loss, borrowing and relatedness; Key
processes: identifying, recognising]
Elaborations
identifying words that are the same as or similar to words in neighbouring languages
understanding ways in which languages influence one another, for example, language shift, language
loss, shared writing systems and concepts, loan words
discussing loan words that have been incorporated from other languages to describe new concepts, for
example, words for new things, including technological innovations
Language awareness
Explore the language situation of target language communities and the diversity of language situations in
Australia
[Key concepts: language communities, language transmission, language maintenance and development,
language revival, change, sign; Key processes: recognising, discussing, investigating]

Elaborations
investigating the nature of the distribution of target language speakers across Australia, the nature and
extent of target language use in Australia, the use of the target language in the media, for example, TV
programs, films, IndigiTUBE
learning about the current situation of the target language: its state of health and the nature of the
speech community, particularly in relation to generational differences
recognising that many community members are multilingual and discussing the reasons for this
recognising that Aboriginal languages and Torres Strait Islander languages may have two or more
regional varieties and consider reasons for this
recognising how the target language has been transmitted across generations and how it has been
recorded, understanding reasons for different spellings of words within the target language
development and revival and investigate the diversity of historical reasons for this
investigating language revival programs, for example, associated processes and protocols, success
stories and challenges, and what these efforts mean to the communities
understanding that the target language is among the small number of languages still spoken across all
generations
investigating the intergenerational transmission of Aboriginal and Torres Strait Islander languages
recognising that some words are shared across several Aboriginal and Torres Strait Islander languages,
understanding why there might be differences in spelling
[Key concepts: cultural safety, protocol; Key processes: recognising, observing, discussing]

Elaborations
understanding that there are open and closed versions of stories and ceremonies
recognising and using principles and protocols of cultural safety when engaging with cultural
material/property, such as names of things, peoples and places, visual and aural recordings, including art
work and family homes
Explore connections between identity and cultural values and beliefs and the expression of these
connections in an Aboriginal and/or Torres Strait Islander language
[Key concepts: Country/Place, cultural expression and transmission, values, beliefs, spirituality; Key
processes: observing, making connections, discussing, investigating]

Elaborations
understanding the role of Aboriginal and Torres Strait Islander languages and cultures in caring for
Country/Place and the environment
investigating how Aboriginal and Torres Strait Islander peoples express their relationship with the natural
environment through language, for example, in relation to seasons, stars, reef, rivers, waterholes, plants
and animals
understanding the importance and significance of Welcome to Country/Place, for example, through
discussions with Elders
understanding that Aboriginal languages and Torres Strait Islander languages are storehouses of
recognising that song and song language play a central role as storehouses of knowledge
understanding that Aboriginal languages and Torres Strait Islander languages have a rich oral literature,
which recounts the epic journeys and events associated with totemic ancestors/cultural heroes, and
understanding that these stories map the land and embody the values and mores of Aboriginal and
Torres Strait Islander cultures
understanding and discussing the importance of story and the role of storytelling in transmitting language
and culture
recognising ways cultural values are expressed in language, for example, through forms of address,
speech prohibitions and styles, respect, land–language associations and nonverbal communicative
behaviours
observing that concepts may be culturespecific, for example, capturing how relationships are structured;
how time and quantity are expressed; how land, water, sea and sky are viewed, spatial awareness
recognising that Aboriginal languages and Torres Strait Islander languages have various social, spiritual
and cultural functions in communities
identifying how the target language categorises things differently from English, for example, generic
words and specific words for animals and plants, such as ‘kangaroo’ and ‘tree’, and consider reasons for
this
Understand ways the target language and culture can be maintained and strengthened in changing
contexts
[Key concepts: language maintenance, and development ; Key processes: discussing, exploring,
considering, investigating, language building]

Elaborations
exploring ways that language and culture have been maintained and strengthened in the target language
communities, for example, using the language in families and school language programs, storytelling,
writing, recording, archiving material, media services, songs and music, visual design
recognising that there are target language materials, such as audiotapes, visual and historical
documents, available through community organisations and in local, state and national archives and
libraries
exploring some of the complexities and challenges involved in keeping oral traditions strong
Languages Second Language Learner Pathway are generalised in order to cater for the range of languages
that may be learnt as an L2 in the school context. The achievement standards will need to be adapted for use
for specific Aboriginal and Torres Strait Islander languages.
By the end of Year 6, students share information about aspects of their personal worlds, such as their family
and friends, interests, everyday routines and experiences, using familiar language and modelled sentence
patterns. They interact appropriately with Elders and community speakers, and apply principles and protocols
of cultural safety when engaging with cultural material such as artefacts, works of art, texts and performances.
When interacting in the classroom, they ask and respond to questions, request help, repetition or clarification,
and respond to requests and instructions. Students locate key points of information and messages in a range
of spoken, written, visual and multimodal sources associated with the target language region, community and
culture. They demonstrate their understanding of the language region, community and culture, for example,
by labelling, organising and classifying natural objects, plants and animals from the environment, identifying
and describing key features and landforms, seasonal characteristics, and aspects of traditional and
contemporary ways of life. Students view, read and listen to stories, songs, dances and artistic traditions, and
demonstrate understanding, for example, by describing characters and events, creating timelines, explaining
iconographies and identifying key messages, comparing these to messages conveyed by stories in their own
cultures. They recognise that ownership of songs, stories, dances and designs is determined by kinship and
other social groupings. They know that song and story carry Indigenous knowledge in the context of
Country/Place and family. Students use simple and formulaic language, with the support of structured models,
to create short informative and imaginative connected texts in various modes and formats. They translate a
range of community texts, such as signs, notices, health charts, posters, relying on key words, and they
identify and describe culturespecific concepts and expressions. They create bilingual texts for the classroom
and school community that explain target language words and related cultural ideas. They identify markers of
identity across cultures and recognise the importance of language, Country/Place and culture to the identity
and future aspirations of Aboriginal and Torres Strait Islander peoples. Students reflect on their own cultural
identity in light of their experience of learning the language, explaining how their ideas and ways of
communicating are influenced by their own cultural backgrounds.
Students know that the target language has its own pronunciation, spelling and grammar, and they apply this
knowledge to predict the sound, spelling and meaning of new words and expressions. They use
metalanguage for language explanation, for making comparisons with English forms, and for reflecting on the
experience of learning the target language and culture. They identify the distinct purpose, language features
and conventions of texts such as stories, paintings, songs and dances. Students demonstrate understanding
of core elements of the kinship system and its role in social behaviour, by identifying and explaining kin terms,
recognising that everyone belongs to certain types of subgroups and recognising that interactions are
patterned by these structures. Students know that language use must be adjusted to suit different contexts,
situations and relationships. They provide examples of how languages change over time by identifying words
and phrases borrowed from English and other languages, including words that are similar to or borrowed from
neighbouring Indigenous languages. Students recognise that Aboriginal and Torres Strait Islander languages
are in various states of maintenance, development and revival and can give some historical reasons for this.
They identify connections between identity and cultural values and beliefs, and explain the importance of
maintaining and strengthening Aboriginal and Torres Strait Islander languages for the particular community
involved and for the broader Australian community. They make connections with their own experience when
talking about languages and cultures.
Languages Framework for Classical
Page 536 of 943

The Australian Curriculum: Languages Framework for Classical Languages
Framework for Classical Languages How the Subject
works
Nature and purpose of the Framework
Classical languages are distinct within the languages learning area of the Australian Curriculum. While they
have ceased to be languages of everyday communication, Classical languages provide a key to the literature,
history, thought and culture of the ancient worlds and societies that produced them. Each is removed from the
others in time and place and boasts its own often large and rich body of ancient literature.
The Framework for Classical Languages (the Framework) is the first national curriculum document for Years
7–10 to guide the development of curricula and teaching and learning programs for a range of Classical
languages in these years of schooling. By providing a national framework, it is intended that future
educational development in Classical languages will result in curricula and school programs that are nationally
consistent.
The purpose of the Framework is to guide the development of languagespecific curricula or teaching and
learning programs for Classical languages. The Framework was used to develop the curricula for Latin and
Classical Greek. Taken together, the Framework and the languagespecific curricula for Latin and Classical
Greek may be used as the basis for state and territory education and school authorities to develop language
specific curricula, or for schools to develop teaching and learning programs for other Classical languages,
including those that are offered in Australian schools (Classical Hebrew and Sanskrit) and others, such as
Classical Chinese.
Rationale
The study of Classical languages allows students to enter and explore ancient worlds that have shaped
contemporary life and societies. Authentic engagement with seminal works of great literature and antiquities
gives direct access to ancient ways of living in and viewing the world, and an appreciation of the languages,
cultures, literatures and traditions that are derived from those of ancient societies.
Studying Classical languages enables students to develop their understanding of how language works as a
system, enhances their capability to communicate and extends their literacy repertoires. It acquaints students
with basic philological principles, such as consistent sound changes between related languages and the ways
in which vowels shift within a language. Students become familiar with many complex linguistic operations and
with the metalanguage used to denote different usages and structures. Such principles can be applied to the
study of other languages, ancient or modern, related or distant. Students are able to increase their
understanding of the workings of languages they seek to learn, and those already in their background.
The study of Classical languages exercises students’ intellectual curiosity; strengthens their cognitive,
analytical and reflective capabilities; and enhances creative and critical thinking. Students develop skills in
research, communication, selfmanagement and collaboration – skills that are essential in preparing for life at
school and beyond. Through their reading, analysis and translation of texts, students of Classical languages
develop their thinking processes, such as close attention to detail, precision, accuracy, memory, persistence
and logic. When translating, students make sense of ancient ideas, experiences, values and attitudes, giving
prominence to shades of meaning, thus increasing their dexterity of thought. Through the focus on analysis
and precise translation of texts, students develop their capacity to learn in a systematic and disciplined
manner.
Studying Classical languages enhances students’ enjoyment and understanding of their own and other
cultures. Students examine the language used to denote values in different cultures, both ancient and
modern, and understand the diversity that exists, and has always existed, in cultural values. They gain a deep
understanding of literature dealing with enduring moral and social issues, such as the conflict between
individual freedom and the common good of society; the role of the family; discrimination based on race,
gender or religion; or the causes of revolution. Through critical reflection on and comparisons with the history,
culture, values and practices of the ancient world, learning Classical languages contributes to students’
development as responsible citizens, locally and globally.
Aims
The Australian Curriculum: Framework for Classical Languages aims to develop the knowledge,
understanding and skills to ensure students:
engage with the language, history and culture of the Classical world through interaction with texts
understand language, culture and learning and their relationship, through the medium of ancient
texts and artefacts, and thereby develop intercultural understanding
understand how their own experiences of learning a Classical language extend their ways of
viewing, engaging in and interpreting the contemporary world.
These three aims are interrelated and provide the basis for the two organising strands: Engaging with texts
and Understanding.
Structure
To reflect current custom, practice and the needs of learners in Australian schools, the Framework has been
developed for Years 7–10.
The following interrelated strands are derived from the aims, and describe different facets of learning the
language, and understanding and reflecting on these processes:
Engaging with texts: engaging with the language, culture and history of the Classical world through
the interpretation, analysis and translation of (language) texts
Understanding: analysing Classical language and culture as resources for understanding meaning
and interpreting the ancient and modern worlds.
A set of substrands has been identified within each strand; the substrands reflect dimensions of language
learning, through which the content is organised. The strands and substrands do not operate in isolation but
are integrated in relation to language use for different purposes in different contexts.
of content in each substrand. These threads are designed to capture, firstly, a range and variety in the scope
of learning and, secondly, a means of expressing progression of content across the learning sequence.
Table 1 identifies the strands, substrands and threads.
Table 1: Framework for Classical Languages strands, substrands and threads
Strand Substrand Description Threads
Engaging with texts: 1.1 Engaging with people and ideas Engaging with people

Engaging with the language, Accessing in the ancient world through and ideas in the
culture and history of the the ancient texts that reveal language use ancient world, by
Classical world through the world and social and cultural practices reading, analysing and
interpretation, analysis and through interpreting
translation of (language) texts (language) (language) texts
texts
Conveying information
and ideas about
ancient society and
culture
1.2 Engaging with and responding Responding to

Responding to (language) texts as literature (language) texts as
to texts literature
Responding to
(language) texts
through reading aloud,
reciting or performing
1.3 Translating (language) texts Translating and

Translating into English, comparing explaining (language)
different interpretations of the texts
same text and explaining these
to others Comparing and
evaluating translations
Understanding: 2.1 Understanding the language Sound and writing

Analysing Classical language Systems of system, including sound, systems
and culture as resources for language writing, grammar, vocabulary
understanding meaning and and text structure Grammatical system
interpreting the ancient and
Vocabulary acquisition
modern worlds
and building
Text structure and
organisation
2.2 The Understanding how languages (Language) in the

powerful vary in use (register, style, ancient world and its
influence of standard and nonstandard linguistic legacy
language varieties) and change over time
and culture and place. Cultural legacy of the
ancient world in the
modern world
2.3 The Understanding the relationship Relationship between

role of between language and culture language and culture
language
and culture
Strand Substrand Description Threads

2.4 Questioning reactions and Reactions to engaging
Reflecting assumptions in response to with the ancient world
engaging with the Classical
world, and considering how this Identity as language
affects own identity and world learner
view
Concepts, processes, texts and text types
Concepts
Concepts are the ‘big ideas’ that students work with in engaging with Classical languages. The choice of the
word ‘concept’ rather than ‘topic’ is deliberate: it marks a shift from description to conceptualisation. The
curriculum should invite students not only to describe facts or features of phenomena, situations and events,
but also to consider how facts and features relate to concepts or principles. For example, a description of a
house can lead to a consideration of the concept of ‘home’ or ‘space’. This shift is necessary because it is
concepts that lend themselves most fruitfully to intercultural comparison and engage learners in personal
reflection and more substantive learning.
Key concepts for Classical languages include:
language
culture
experience
representation (words, icons, symbols)
equivalence
nation (origins, social order, politics, religion)
citizenship
relationship (family, community, government)
history and historical appreciation
attitude, value and belief
power
aesthetics
time (the past in the present)
modernity
tradition
linguistic evolution
interconnection across concepts
intercultural comparisons.
Further examples of concepts for languages can be found in the Australian Curriculum: Languages
Foundation to Year 10 Curriculum Design.
Processes
Processes include skills (reading, listening, writing) as well as higherorder thinking processes, such as
translating, interpreting, obtaining, presenting, informing, conceptualising, analysing, reasoning, connecting,
explaining and comparing, evaluating, simplifying, rephrasing, intertextualising, decentring, empathising,
mediating and reflecting.
Texts and text types
Texts are central to curriculum development, as all work in language learning can be seen as textual work.
The selection of texts for Classical languages is important because they define and reflect the linguistic and
cultural identity of the ancient world. Classical languages texts may be synthetic, modified or authentic; they
may be in oral, written, digital or multimodal form. Text types for Classical languages include narratives,
stories, texts in the public domain, speeches, rhetoric, poetry, plays/drama, written translation, oral
interpretation, discussion and explanation.
Using the Framework to develop languagespecific curricula or programs for Classical
languages
It is intended that the Framework will be used by state and territory jurisdictions to develop languagespecific
curricula, or by schools and communities to develop teaching and learning programs for Classical languages
other than Latin and Classical Greek. The Framework has been designed to be applicable to the range of
Classical languages that are currently or could be offered in Australian schools.
Educational jurisdictions, schools and communities may use the Framework in differing ways. This is to be
expected, and is consistent with the Framework as a document of guidance. The Framework allows the
freedom to be creative and innovative in devising teaching and learning programs which will engage, excite
and challenge students. The curricula and programs that are developed using the Framework should be
stimulating, enjoyable and challenging, reflecting students’ increasing maturity and offering them inspiration to
engage closely with cultures and societies that are removed in time and place from their own, and are a
bridge between the contemporary world and the civilisations of the ancient world.
The languagespecific curricula for Latin and Classical Greek may also be used to support and guide the
process of developing curricula or programs for other Classical languages.
In developing languagespecific curricula or programs, the following aspects of the curriculum will need to be
modified or developed.
A context statement that describes:
the place of the language and the heritage of the ancient society
the place of the language in Australian education
the nature of learning the language
the learning pathway and curriculum design.
Band descriptions for Years 7–8 and Years 9–10 that outline:
the nature of the learners
language learning and use
contexts of interaction
texts and resources
features of target language use
level of support
the role of English.
Content descriptions for each thread that describe the knowledge, understanding, skills, key
concepts and key processes that teachers are expected to teach and students are expected to
develop at each band level.
Content elaborations that elaborate on aspects of each content description: illustrations,
descriptions or examples to indicate possibilities for teaching. These are intended as
complementary support material. They are neither comprehensive nor exhaustive. Content
elaborations may include:
contexts of language use
further detail on dimensions of the content description
aspects of relevant linguistic and cultural knowledge
key language
possible tasks and experiences
connections across concepts.
Achievement standards for Year 8 and Year 10 that describe what students are typically able to
understand and do having been taught the curriculum content for the respective band. Across Years
7–10, the set of achievement standards should describe a broad sequence of expected learning.
The sequence of achievement standards should give teachers a framework of growth and
development in the language area and help teachers plan and monitor learning and make
judgements about student achievement.
Languagespecific examples such as concepts, key words and phrases are included in the content
elaborations and achievement standards. The use of languagespecific examples gives teachers a point of
reference when developing programs and provides indications of pitch and expected levels of performance in
language use and understanding.
More information about these aspects of the curriculum can be found in the Australian Curriculum: Languages
Foundation to Year 10 Curriculum Design.
Glossary
Crasis
A contraction in which two vowels merge into one, making one word out of two (Classical Greek).
Oratory
The oral delivery of ideas in a persuasive style.
Assonance
Repetition, usually of the same vowel sound or diphthong in nonrhyming words that are found close
together, for example, longo sermone (i.e. a correspondence of vowel sounds, but not of consonants).
Synthetic text
Text in Classical Greek or Latin written in modern times to assist reading comprehension for a diversity of
learners.
Paradigm
The listing of the inflected forms of noun, pronoun, adjective or verb; an example of a conjugation or
declension showing a word in all its inflected forms.
Diphthong
Two vowel sounds pronounced together in a single syllable to form a new vowel sound.
Hybrids of Greek and Latin
Words or expressions in English that combine elements of Classical Greek and Latin (for example,
‘television’).
Enclitic
A particle attached to a preceding word.
Alliteration
The repetition of the same consonant sound especially at the beginning of words or syllables.
Responding
Engaging with a literary text. ‘Responding’ involves identifying, selecting, describing, comprehending,
imagining, interpreting, analysing and evaluating.
Case
A grammatical term that describes the inflected form of a noun, pronoun or adjective by which its function in
a clause can be identified.
Metrical effects
The special effects created by poets through a choice of words that varies the light and heavy syllables in
their verse.
Contract verbs
Verbs with stems ending in a short vowel (α, ε, ο). The vowel is absorbed in Attic Greek, but may be written
in full in Homeric Greek and other dialects.
Inflection
A change that expresses one or more grammatical meanings through a prefix, suffix or infix, or some other
internal variation, for example, a vowel change.
Conjunction
A word that joins other words, phrases or clauses in logical relationships, for example, contrast, time, cause
or comparison; conjunctions include coordinating conjunctions and subordinating conjunctions (for example,
and, but, because, although, when, since).
Transliteration
The conversion of a text from one script to another.
Genres
The categories into which texts may be grouped (for example, epic, satire, love poetry, epigram, ode,
oratory).
Literary features
The ways in which writers express their ideas to create an impact on their audiences, for example, to
persuade or to entertain.
Artefact
Something made or shaped by humans for their use, such as a stone tool, metal sword or letter, usually of
historical interest.
Mood
There are two types of usage–
Grammatical: the form of a verb which shows whether it is indicative, imperative, subjunctive or optative
(Classical Greek).
Literary: the emotional atmosphere or perspective created by a writer.
Euphemism
The substitution of a mild expression for one thought to be harsh or offensive.
Voice
There are two forms–
Grammatical: the form of the verb that shows its relation to the subject i.e. active or passive voice.
Literary: the individual writing style of an author or a narrator.
Juxtaposition
The placement of two or more concepts, characters, actions, settings, phrases, or words side by side for a
particular purpose (for example, for rhetorical effect or to highlight contrast).
Periodic sentence
A long sentence with several clauses designed to arouse interest or suspense by keeping the meaning
unclear until its end especially by postponing the main verb.
Repetition
A word, phrase, part of a sentence or line of verse that is repeated to emphasise its significance. Repetition
can be used as a rhetorical device.
Nested clause
A clause that interrupts another clause.
Rhetorical device
Language designed deliberately to evoke emotion or persuade an audience (for example, imagery,
metaphors, repetition, rhetorical questions).
Evidence
What can be learnt from a historical source to help construct a historical narrative. In the Classical
languages curriculum, ‘evidence’ also means the support from a written text provided for an opinion about
its literary qualities.
Supine
The fourth principal part of a Latin verb from which some other forms can be predicted, and from which
many English words can be derived.
Periods of Roman history
Roman history is conventionally divided into The Monarchy (753–509 BCE), the Republic (509–27 BCE)
and the Empire (27 BCE – 510 CE).
Authentic text
Text in Classical Greek or Latin written in ancient times.
Modified text
Text in Classical Greek or Latin written in ancient times, with omissions or parts rewritten to cater for the
diversity of learners (ie abridged or adapted text).
Ecphrasis
A graphic, often dramatic, description of a visual work of art, either real or imagined inserted into a
narrative, particularly epic poetry (also known as ekphrasis).
Declension
A group of nouns, adjectives, or pronouns that share a variation of form by which their number and case
can be identified.
Tone
The attitude or feeling the writer expresses through choice of words and/or literary devices, for example,
solemn, playful, defensive or sinister.
Conjugation
A group of verbs that inflect in the same way, often featuring a particular vowel.
Restored pronunciation
Reconstruction, based on research, of the way in which Classical Greek or Latin is believed to have been
spoken in ancient times.
Elision
The suppression of a vowel (and the letter m in Latin) at the end of a word when the following word begins
with a vowel.
Context
The general social, historical and cultural conditions in which an ancient text was written, or the wording
surrounding an unfamiliar word that an audience uses to deduce meaning. Context may also refer to the
setting of an extract of text within a literary narrative.
Gnomic statement
An observation or sentiment in the form of a proverbial saying (Classical Greek).
Deponent verbs
Verbs which have passive forms but active meanings.
Root
A word/word element that cannot be reduced to a smaller unit, and from which other words are formed, for
example, duc in reducere.
Sentence
A group of words with a finite verb that can stand alone to make a statement, give a command or ask a
question.
a simple sentence has only one finite verb;
a compound sentence has two or more main clauses of equal grammatical status, usually introduced by a
coordinating conjunction such as ‘and’, ‘but’ or ‘or’;
a complex sentence has one or more subordinate clauses that are dependent on another clause, usually
introduced by a subordinating conjunction such as ‘when’, ‘because’ or ‘if’.
Mycenaean
Anything relating to ancient Mycenae or Mycenaean Greeks (15th – 13th century BCE).
Hyperbole
Extravagant exaggeration, not intended to be taken literally.
Word order variation
The placement of a word or a significant concept in an unexpected position, such as at the beginning or
end of a sentence or line of verse, to draw the audience’s attention to it.
Languages French (Version 8.4)
Page 550 of 943

The Australian Curriculum: Languages French
French How the Subject works
Context statement
The place of the French language and culture in
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 language speakers include the 67 million
inhabitants of mainland France; those living in the territorial communities of New Caledonia, French
Polynesia, and the Wallis and Futuna Islands, as well as in French overseas departments such as French
Guiana, Martinique, Guadeloupe and the island of Réunion; 80 percent of the inhabitants of Québec; and
significant communities in Luxembourg, Belgium, Monaco, Switzerland and the Democratic Republic of the
Congo. There are also many Frenchbased creole languages, such as Haitian, developed through French
colonial contact. French is a language of diplomacy, used by many international organisations, and is the
dominant working language at the European Court of Justice. French culture has contributed to the shaping
of global movements and traditions associated with domains such as the arts, cinema, philosophy and cultural
theory, as well as fashion, design, food and wine.
Australia and the Frenchspeaking world have significant shared history and strong contemporary
connections. First French arrivals in the eighteenth century were explorers, followed by small numbers of
prisoners, refugees and government officials who involved themselves in trade, commerce and agriculture.
Migrants from maritime regions such as Aquitaine and Normandy arrived in the early nineteenth century,
followed by French recruits to the Victorian gold rush (1852–71). Many stayed and settled as agriculturalists,
winemakers, traders and tradesmen. By the beginning of the twentieth century there was an established
French community in the colony, with its own chamber of commerce, Frenchlanguage newspaper, major
shipping interests and involvement in the growing wool trade. The ends of both world wars brought further
migrants, including war brides of Australian servicemen, and people taking advantage of the government
assisted passage scheme at the close of World War II. The gaining of independence by French colonies in
the 1950s and 1960s saw numbers of French families choosing to migrate to Australia rather than return to
France. The past five decades have continued to see a steady movement of migrants between France and
other Frenchspeaking countries and territories and Australia, with approximately 0.5 percent of the Australian
population identifying as having French ancestry.
Current links between Australia and the Frenchspeaking world are strong, characterised by bilateral
relationships in trade and investment, educational exchanges, research and development in science and
technology, humanitarian and environmental initiatives, and communications, strategic and defence priorities.
The Pacific region is a particularly important focus of bilateral engagement. France is a leading destination for
Australian travellers, and a partner in workexchange opportunities in hospitality, tourism and international
relations. Large numbers of young Australians visit France and other Frenchspeaking countries each year on
student or working visas.
The place of the French language in Australian
education
French has been taught in Australian schools and universities since the 1880s. Originally offered with Italian
and German as a modern language option alongside classical languages, it was valued as an important
academic and cultural discipline and a means of accessing the intellectual and cultural heritage of France.
The move to communicatively based approaches to teaching in the 1970s, together with improved
communications and travel opportunities, increased interest in French as an option for more learners. As
Asian languages joined European languages in school programs, numbers of students learning French
declined, but French continues to be studied at all levels across all states and territories and is currently the
third most widely studied language in schools. Wider community interest in learning French is strong, as
evidenced by enrolments in courses offered by regional branches of the Alliance Française and the
proliferation of informal communitybased French conversation groups and language clubs.
The nature of French language learning
French is an IndoEuropean language and belongs to the family of Romance languages derived from the
spoken Latin language of the Roman Empire. It is closely related to English, due to the shared influence of
Latin and to the fact that French was the official language of the English court, administration and culture for
300 years after the Norman Conquest in the eleventh century. This involvement with French contributed
significantly to the developing English language. There are more than 1700 words that are used in both
languages (for example, danger, saint, magazine, tact). In this sense French is already partly familiar to
Englishspeaking learners. This familiarity supports early stages of learning.
French uses the same Roman alphabet as English, although its pronunciation of the letters differs significantly
and the use of accents on some letters is an additional complexity for Englishspeaking learners. There are
many similarities between the two grammatical systems, such as the same basic subjectverbobject order,
but also differences, such as in the use of tenses, the gendering of nouns and adjectives, the marking of
plural forms of nouns and adjectives, and the use of articles and capital letters. The sound system is usually
the main challenge for Englishspeaking learners, including as it does some novel sounds (such as the
pronunciation of the letters r and u), letters which are silent, and unfamiliar liaisons and intonation and rhythm
patterns.
The diversity of learners of French
French programs in Australian schools are offered to a range of learners, including some who are following
immersion or partial immersion programs. Many are monolingual English speakers who are learning French
as their first experience of another language. A relatively small number have existing connections with
French, either as background speakers, second or thirdgeneration French Australians, or through
professional, personal or other forms of connection. For learners from language backgrounds with very
different grammatical and vocabulary systems such as Chinese or Korean, learning French will represent
similar challenges to those which frame their experience of learning English as their language of schooling;
but these learners have the advantage of having developed skills and understandings associated with
learning and using additional languages.
The Australian Curriculum: Languages for French is pitched to second language learners; that is, to the
dominant cohort of learners in the current Australian context for whom French is an additional language. It
has been developed according to two main learning trajectories for these learners, Foundation to Year 10
Sequence and Years 7–10 (Year 7 Entry) Sequence. Teachers will use the curriculum to cater for learners of
different backgrounds by making appropriate adjustments to differentiate learning experiences for these
students.
For students learning French for the first time in a school language program, a key dimension of the
curriculum involves understanding the cultural dimension that shapes and is shaped by the language. The
curriculum is designed with an intercultural language learning orientation to enable students to participate
meaningfully in intercultural experiences, to develop new ways of seeing and being in the world, and to
understand more about themselves in the process.
Languages French (Version 8.4)
Page 554 of 943

French Years F–10 Sequence
At this level, students are widening their social networks, experiences and communication repertoires in both
their first language and French. They continue to need guidance and participate in structured, collaborative
conscious of their peers and social context. They are gaining greater awareness of the world around them.
Learners are noticing additional similarities and differences between French language and culture and their
own.
French language learning and use
Learners’ communicative capabilities are stronger, and their pronunciation, intonation and phrasing are more
confident and accurate. They control and access wider vocabulary resources and use a range of nonverbal
strategies to support communication. Shared tasks develop social, cognitive and language skills and provide a
context for purposeful language use. Focused attention to grammar, literacy skills development and
exploration of cultural elements of communication are conducted at least in part in French. Learners use ICT
to support their learning in increasingly independent and intentional ways, exchanging resources and
information with each other and with young people in Frenchspeaking communities, accessing music and
media resources, and maintaining blogs and web pages. Oracy development at this level includes active
listening to a range of input from different sources. Learners develop conversational and interactional skills
such as initiating and sustaining conversation, using turntaking protocols, and ‘reading’ language for cultural
and contextual meaning. Individual and group oral presentation and performance skills are developed through
researching and organising information, rehearsing and resourcing presentations, and selecting language
appropriate for particular audiences. French is used increasingly for classroom interactions, routines and
exchanges, for demonstrating understanding and for communicating simple information.
Learners use French with each other and the teacher for an increasing range of purposes. They have some
access to French speakers and cultural resources in wider contexts and communities through the use of ICT.
Language development and use are typically incorporated into collaborative and interactive tasks, games and
activities, and learners are supported to use French spontaneously when interacting with each other.
Texts and resources
Learners engage with a growing range of oral and written texts. They use cues and decoding strategies to
assist comprehension and to make connections between contexts, ideas and language within and between
texts. They create their own texts for a range of purposes and audiences, such as emails, dialogues, notes
and letters, presentations and performances. With support they build cohesion into their spoken and written
texts in terms of both content and expression. They write more accurately and fluently, extending their writing
from simple phrases to more elaborated sentences and different types of text. They use modelled language
and coproduce shared texts such as class stories, journals or captions for storyboards. They have some
access to texts created for young French speakers, such as stories, cartoons, magazines, websites, music
clips and television programs.
Features of French language use
Learners increase their range of French vocabulary, pronunciation, grammar and textual knowledge. They
are aware of the role of liaisons and accents and are familiar with frequent vowel–consonant combinations (
ille, ette, tion). They use present tense forms of regular er, ir and re verbs, a small number of irregular
verbs (être, avoir, aller, faire), and some reflexive verbs (se lever, s’habiller). They use plural forms of nouns
and adjectives and some possessive adjectives. They move between statement and question forms and use
simple negative constructions. They develop a metalanguage to describe patterns, rules and variations in
language structures. Learners are building awareness of the relationship between language and culture, and
exploring ideas relating to identity and communication. They question stereotypes, explore how attitudes are
shaped by cultural perspectives, and consider their own cultural and communicative behaviours.
Level of support
While learners work more independently at this level, ongoing support, including modelling and scaffolding, is
incorporated into task activity and focused language learning. Support includes provision of models, stimulus
materials, and resources such as word charts, vocabulary lists, dictionaries and electronic reference
resources.
The role of English
While the use of French in the classroom increases at this level, the use of English for discussion, reflection
and explanation ensures the continued development of learners’ knowledge base and intercultural capability.
The language of response around learning tasks depends on the nature of task demands. French is used for
communicating in structured and supported tasks, and English for openended tasks that involve discussion
and reflection and develop understanding of language and culture.
Communicating
Socialising
Interact using descriptive and expressive language to share ideas, relate experiences and express feelings
such as concern or sympathy
[Key concepts: communication, exchange, interests; Key processes: expressing, comparing, socialising]
(ACLFRC037 Scootle )

Elaborations
interacting via different modes of communication to exchange personal information and opinions,
express views, agree or disagree, for example, Excusemoi, Sophie, mais…à mon avis, je pense que…
bien sûr…, d’accord…, au contraire…
using communication strategies such as active listening skills, turntaking cues, and requests for
clarification or more detail to support the exchange of ideas and information, for example, Ah oui? c’est
vrai? c’est intéressant…dismoi…
comparing routines, interests and favourite activities, using language associated with time, sequence and
location, for example, J’arrive à l’école à 8h 30; le samedi je fais du cheval; le soir, je fais les devoirs et je
joue aux jeux vidéos
identifying and describing key friends or family members, using simple descriptive and expressive
language, for example, C’est mon frère — il est sympa! C’est ma tante Lilianne — je l’adore! C’est mon
grandpère — il est très vieux
apologising and expressing concern or sympathy to friends and family members, for example, Pardon,
excusemoi; je suis désolé; fais bien attention! mon pauvre ami…
Participate in guided tasks such as organising displays, developing projects or budgeting for events
[Key concepts: task, collaboration, budget; Key processes: planning, organising, budgeting]

Elaborations
designing and completing collaborative projects such as building a model of the place du marché in a
French village or designing an environmentally friendly cour de récréation, and composing spoken,
written or digital instructions and specifications, using, for example, devant, à côté de, 500 mètres, trois
étages
planning and organising activities such as outings or performances, using expressions related to place,
time and numbers, for example, quelle date? où? quand? à quelle heure? combien de…?
budgeting for virtual shopping expeditions, consulting online catalogues and websites, comparing prices
and values, and discussing intended purchases, for example, je vais acheter…, j’espère trouver…qu’est
ce que tu cherches?
creating displays, presentations or performances for family, friends or school community to showcase
their progress in learning and using French
allocating roles and organising class or school activities such as an appeal or fundraiser, creating
timelines, schedules or programs
Use questions, statements and responses to participate in learning activities, to indicate understanding and
to monitor learning
[Key concepts: mindful learning, process, outcome; Key processes: discussing, planning, monitoring,
reflecting]

Elaborations
indicating understanding or asking for help, using comments such as Oui, je comprends; non, je ne
comprends pas; c’est trop compliqué! c’est quoi ça?
consulting each other when completing individual or group activities, for example, c’est juste? montre
moi; comme ça? comment ça s’écrit?
negotiating tasks and shared activities, for example, Tu préfères lire ou écrire? moi, je préfère travailler
sur l’ordinateur
checking on progress during learning tasks or activities, using comments and questions such as C’est
fini? Pas encore, bientôt..; tu comprends, toi?
sharing ideas about the experience of learning and using French, comparing what they can and cannot
do, for example, Je sais compter jusqu’à cent; je sais chanter 5 chansons; Tu aimes parler en français?
c’est difficile! Je n’aime pas parler au téléphone. J’adore jouer au foot en français!
Informing
Gather and compare information from a range of sources relating to social and cultural worlds
[Key concepts; environment, communication, social behaviours; Key processes: researching, reading,
listening, collating, evaluating]

Elaborations
extracting points of information from sources such as websites, books and magazines on social and
environmental issues such as le recyclage or la conservation de l’eau, and recording key phrases and
vocabulary for use in group projects
conducting surveys with peers and family members to report on social behaviours such as preferred
modes of communication, for example, le téléphone, le courriel, les conversations face à face, les textos
drawing from a range of informative texts such as videos, books and websites to collect and compare
information on topics such as family life, housing or schooling in different cultural contexts, for example,
la campagne, les villes, les appartements
viewing subtitled video clips on different francophone communities, commenting on key facts and
features, and recording new vocabulary and expressions for use in shared texts
working with simple informative texts such as advertisements, video clips or features in teen magazines
to share impressions of the lifestyles of young French speakers in different contexts
Convey information and ideas in different formats to suit specific audiences and contexts
[Key concepts: content, audience, purpose; Key processes: organising, comparing, selecting]

Elaborations
creating a website for a contact group of French students, posting information on own interests and
experiences (for example, les vacances, les amis, les sports, les médias), and using resources such as
sound, visuals or graphics to highlight elements which may be unfamiliar to French students
constructing a visual, digital or narrative profile of the local community for people arriving from overseas,
collecting information from public and community texts such as fliers, newsletters, advertisements and
brochures
creating a video to present information or ideas to a particular audience, such as a virtual tour of the
school or classroom for exchange student groups
creating an interactive display or performance to inform younger children of the benefits of learning
French
Creating
Share responses to characters, events and ideas in texts such as stories, cartoons or films, making
connections with own experience and feelings
[Key concepts: character, plot, imagination, feelings; Key processes: interpreting, expressing, comparing]

Elaborations
creating storyboards to represent key events in different types of imaginative texts, including captions or
word bubbles to capture moods or feelings, for example, la peur, le bonheur, l’étonnement
comparing favourite characters in plays, stories or cartoons, and listing words or expressions associated
with their role or personality (for example, timide, gros, géant, minuscule, rigolo, belle) and explaining
how they can relate to them
introducing a character from a story, cartoon or television series that reminds them of themselves, a
close friend or a family member, using performative, narrative or graphic modes of presentation
responding to questions about characters, events or effects in different types of imaginative texts such as
puppet shows, stories and films, using modelled language to express reactions, for example, c’est triste,
j’ai peur, elle est folle!
Present, reinterpret or create alternative versions of songs or stories, adapting events or characters to
different modes or contexts
[Key concepts: adaptation, genre, plot, character; Key processes: imagining, creating, interpreting]

Elaborations
introducing new elements to a familiar story, for example, a new neighbour in Astérix’s village in Gaul, an
additional ailment for Nicolas in Le Petit Nicolas: Je suis malade, or an alternative ending to a traditional
tale such as Cendrillon
teaching younger children French versions of familiar nursery rhymes and songs with repetitive phrases
and actions, for example, comptines such as A vous diraisje Maman, La chanson de l’alphabet
illustrating and captioning alternative versions of traditional stories or songs such as La Fée Quenotte or
Les Trois Petits Cochons, for example, transposing them to contemporary or Australian contexts
adapting French children’s stories, songs or cartoons to suit particular audiences, for example, scripting,
rehearsing and performing a puppet show version of Pirouette Cacahuète or children’s songs such as Ah
les crocrocro…, Coucou, Petit Loulou
Translating
Translate simple texts from French to English and vice versa, noticing which words or phrases require
interpretation or explanation
[Key concepts: meaning, , ; Key processes: comparing, interpreting, translating]
[Key concepts: meaning, translation, word borrowing; Key processes: comparing, interpreting, translating]

Elaborations
finding and using phrases that have direct translations between French and English, for example,
Bonsoir/ ‘good evening’, un beau jour/ ‘one fine day’, MessieursDames/ ‘Ladies and Gentlemen’
creating French versions of Australian school signs and notices, considering why some words or
expressions require freer translation than others, for example, the swimming pool, the sports oval, the
tuck shop, the library, the office
interpreting expressions in familiar texts such as greeting cards or story titles that do not translate easily
into English (for example, bonne fête! Quelle porcherie!), and considering how these expressions reflect
aspects of French language or culture
translating and explaining the meaning of words or expressions associated with celebrations in French
speaking regions of the world, for example, le poisson d’avril, la bûche de Noël, le Ramadan, Aïd elFitre,
la Toussaint, la Fête de la Musique
Create own bilingual texts and learning resources such as displays, websites, newsletters or word banks
[Key concepts: bilingualism, word borrowing, meaning; Key processes: identifying, classifying, selecting,
explaining]

Elaborations
creating parallel lists of informal French and English expressions for everyday interactions with friends
and family, for example, à tout à l’heure! /‘ See you later’; génial/ ‘cool’; salut, ça va!/ ‘Good day!’; Amuse
toi bien/ ‘have fun’; bisous/ ‘love’
composing bilingual texts such as posters for class or school assembly performances, events or displays,
for example, Les pays francophones, les fêtes françaises, le 14 juillet
using bilingual dictionaries and electronic translation tools to compose bilingual texts such as captions,
menus or school timetables, comparing results and noticing problems associated with translation
constructing and comaintaining a bilingual website with a sisterschool or contact group of young English
learners in a Frenchspeaking community
creating bilingual texts for younger readers based on models such as Oops et Ohlala, involving one
Englishspeaking and one Frenchspeaking character and incorporating instances of possible
intercultural miscommunication
Reflecting
Compare ways of communicating in Australian and Frenchspeaking contexts, and identify ways that
culture influences language use
[Key concepts: difference, language, culture; Key processes: noticing, reflecting, describing]

Elaborations
observing interactions between French speakers and comparing them with interactions in similar
Australian contexts, for example, students in a school cantine selecting une entrée, un plat principal et un
dessert; and people interacting in the street, in shops or at réunions de famille, using either tu or vous
forms of address
exploring how children from Frenchspeaking communities around the world use different words and
expressions (for example, tchop for manger, chamboul for la chambre, n’damba for le football in
Cameroun; le chum (tchomme) for le copain, and l’avantmidi for le matin in Québec), and considering
why such variations exist
reflecting on instances when interactions in French have felt awkward or difficult (for example, using
polite or gendered forms of language), and explaining why this might be the case for speakers of
Australian English
planning a virtual or actual visit to a French school, and deciding on strategies for effective
communication, for example, planning how to ‘read’ cultural information and to adjust own behaviour if
required
Reflect on aspects of own identity and language use, for example, by creating personal or group profiles or
portfolios
[Key concepts: identity, community, bilingualism; Key processes: identifying, presenting, explaining]

Elaborations
creating a selfprofile, using captioned photos, slide presentations, posters or concept maps to highlight
key characteristics, relationships and ways of using language
preparing a class profile to exchange with Frenchspeaking students, showing language backgrounds,
interests and personalities represented in the class, and using captions and symbols such as flags,
emoticons, and words from different languages
exploring the idea of stereotypes associated with languages and identities, discussing how groups of
people tend to think about themselves and others, and how stereotypes affect attitudes and
communication and can be inaccurate
comparing own ways of using language with those of peers, considering how family and community
shape identity and communication, for example, using more than one language, celebrating or
expressing feelings in various ways
considering whether learning and using French impacts on identity either in or out of the classroom
Understanding
Systems of language
Recognise and apply features of intonation, pronunciation and writing conventions used in different types of
texts and contexts
[Key concepts: listening discrimination, accuracy, fluency; Key processes: listening, reading, recognising]
(ACLFRF048 Scootle )

Elaborations
recognising and using liaisons when appropriate, for example, les élèves, les petits enfants, joyeux
anniversaire
understanding that the letter h is never pronounced and is referred to as a silent letter, for example,
l’hôtel, l’herbe, heureux, habiter, le héros, la hache
understanding that the aigu é at the end of a word is pronounced, unlike e without an accent (for
example, le passé, je passe; le soufflé, je souffle), and that other accents also change the sound of a
letter, for example, the cédille (ç) softens the c sound (le garçon, la façon, le français)
recognising how pitch, stress and rhythm help to convey meaning even if individual words are unfamiliar,
for example, J’ai eu très, très peur! Doucement…
applying phonic and grammatical knowledge to spelling and writing unfamiliar words, for example, letter
combinations such as eau, eur or ette, and words involving two or more distinct vowel sounds, such as
la voiture, important, le pompier, l’aspirateur, la ceinture
Develop knowledge of grammatical elements such as tenses, and combine them with an increasing range
of nouns, adjectives and adverbs to construct simple statements, questions and exclamations
[Key concepts: grammatical rules, patterns, exceptions; Key processes: classifying, discriminating,
vocabulary building]

Elaborations
building a metalanguage to talk about grammar, using terms such as ‘tenses’ and ‘personal pronouns’,
and identifying language elements and talking about how they are used
using all forms of the present tense of regular er, ir and re verbs and of highfrequency irregular verbs
such as avoir, être, aller and faire
becoming familiar with l’imparfait when encountered in familiar expressions and scaffolded language
contexts, for example, Il était une fois…C’était…
using the indicative plus the infinitive (for example, J’aime jouer au tennis, il sait conduire) and le futur
proche, for example, je vais partir
becoming familiar with and using with support le passé composé, for example, j’ai mangé trois biscuits,
elle a dormi sous les étoiles
playing games such as ‘matching pairs’ to reinforce grammatical rules, for example, pairing nouns and
subject pronouns (Jean travaille: il travaille; Marianne aime le fromage: elle aime le fromage) or a subject
with a conjugated verb (nous parlons, tu manges)
using a range of nouns, including more unusual plural forms (for example, les bureaux, les chouxfleurs,
mes grandsparents), more complex adjectives (for example, beau, belle, beaux, belles) and possessive
forms (mon, ma, mes, ton, ta, tes…)
formulating questions using estce que…, the inverted form of the verb, or changed intonation, for
example, estce que tu as un chien? astu un chien? tu as un chien…?
understanding and using negative constructions (for example, tu ne viens pas ce soir?), including the use
of de after a negative verb form, for example, je n’ai pas de photos
using exclamations to indicate agreement, disagreement, intention or understanding, for example,
D’accord! Mais non! bien sûr; voilà!
using a range of adverbs to elaborate or accentuate meaning, for example, il parle si doucement; moi
j’écoute attentivement
Understand how different French texts use language in ways that create different effects and suit different
audiences
[Key concepts: genre, structure, audience, sequencing; Key processes: comparing, noticing, explaining]

Elaborations
describing key features of different types of text, for example, a shopping list serves as a reminder to self
and consists of items and quantities (6 oranges, 500 g de beurre), whereas a shopping transaction
involves interaction and negotiation and more extended language (une baguette, s’il vous plaît, Madame;
et avec ça, jeune homme?)
recognising and describing key features of familiar texts such as advertisements, reports or letters from
sources such as Astrapi, Le Petit Quotidien and Images Doc, and comparing with similar texts from
Australian sources
identifying the purpose, context and intended audience of a range of familiar texts, for example, phone
messages, sports reports, takeaway food orders
recognising differences between spoken and written texts, noting that some types of text such as emails
or text messages combine elements of each
Understand that language is used differently in different contexts and situations
[Key concepts: language, identity, culture, context; Key processes: observing, comparing, analysing,
explaining]

Elaborations
explaining why speakers use French differently in different situations (for example, in the classroom and
in the playground), among different groups (for example, girls/boys, young people/older people) and in
different relationships, for example, close friends or strangers
people, for example, using tu when speaking with close friends, family members or other young people,
and using vous for other adults
reflecting on the use of colloquial or abbreviated language by young people in informal, written and
technologically mediated contexts (for example, G for j’ai and pa for pas in text messages), as well as the
use of borrowed words from other languages (for example, ciao, cool, super), hybrid terms (for example,
allezbye!) or verb contractions in informal spoken language, for example, chais pas for je ne sais pas
considering own and others’ ways of communicating with different people in different contexts
Understand that the French language is constantly changing due to contact with other languages and to
the impact of new technologies and knowledge
[Key concepts: language contact, word borrowing, digital media; Key processes: observing, identifying,
classifying]

Elaborations
investigating influences on the French language of major community languages in France such as Arabic
(for example, le toubib, le bled, kifkif), Italian (for example, le fiasco, bravo, espresso) or Chinese, (for
example, le ginseng, le taichi, le litchi)
understanding that French, like all languages, is constantly expanding to include new words and
expressions in response to changing technologies, digital media and intercultural experiences, for
example, skyper, googliser, le courriel, photophoner
Understand that there are different forms of spoken and written French used in different contexts within
France and in other regions of the world
[Key concepts: diversity, creoles, dialects, accents; Key processes: mapping, comparing, distinguishing]

Elaborations
distinguishing differences in accents, dialects and vocabulary in different regions of mainland France and
within Frenchspeaking communities around the world (for example, la Bretagne, Le Midi, Le Québec, La
Réunion), identifying degrees of variation and ease of comprehension
comparing forms of cultural expression in different Frenchspeaking communities, such as forms of
celebration, systems of schooling and concerns associated with young people in society, and comparing
these with similar diversity in multicultural Australia
recognising and considering the effects of language mixing and blending, for example, the usefulness
and/or perceived risks associated with le franglais
Reflect on how ways of using language are shaped by communities’ ways of thinking and behaving and
may be differently interpreted by others
[Key concepts: cultures, norms, perspectives; Key processes: reflecting, observing, comparing]

Elaborations
reflecting on how different languages and cultures represented in the classroom influence ways of talking
about and relating to social and physical environments, for example, Aboriginal and Torres Strait Islander
traditions in relation to place, language and culture

identifying elements of AustralianEnglish vocabulary, expressions and behaviours, discussing how they
might be explained to people from different language backgrounds, for example, ‘the bush’, ‘fair go’,
‘she’ll be right’
comparing responses and reactions to the experience of learning the French language and culture,
examining whether initial attitudes or understandings have changed
By the end of Year 6, students use written and spoken French for classroom interactions and transactions,
and to exchange personal ideas, experiences and feelings. They ask and answer questions in complete
sentences in familiar contexts (For example, Estce que je peux … ? Tu peux..… ?), using appropriate
pronunciation, intonation and nonverbal communication strategies. They use appropriate forms of address
for different audiences, such as tu forms with friends and family members, and vous for teachers and other
adults or when more than one person is involved. They gather and compare information from a range of
texts. They identify key points and supporting details when reading and listening, and interpret and translate
short community texts such as signs or notices. They create connected texts such as descriptions,
conversations and picture books, using structured models and processes of drafting and redrafting. They
convey information in different formats to suit specific audiences and contexts. Students use present tense
verb forms, conjunctions and connectives (such as et, mais, parce que, plus tard, maintenant), positive and
negative statements (such as j’ai trois amis, je n’ai plus d’amis), and adverbs such as très, aussi, beaucoup,
un peu and lentement. They recognise and use with support verb forms such as le futur proche (je vais +
l’infinitif) and le passé composé (j’ai + regular forms of past participle) as set phrases. They identify l’imparfait
when reading (for example, c’était, il était). They use possessive pronouns and adjectives with modelling and
support, and prepositions to mark time and place (such as avant, après, devant, derrière).
Students identify differences between spoken and written forms of French, comparing them with English and
other known languages. They identify differences in commonlyused text types (for example, greetings,
instructions and menus), commenting on differences in language features and text structures. They use
metalanguage for language explanation (for example, formal and informal language, body language) and for
reflecting on the experience of French language and culture learning. They identify relationships between
parts of words (such as suffixes, prefixes) and stems of words (for example, préparer, préparation; le marché,
le supermarché, l’hypermarché). Students make comparisons between French and their own language and
culture, drawing from texts which relate to familiar routines and daily life (such as la vie scolaire, la famille, les
courses, les loisirs, la cuisine). They explain to others French terms and expressions that reflect cultural
practices (for example, bon appétit, bonne fête). They reflect on their own cultural identity in light of their
experience of learning French, explaining how their ideas and ways of communicating are influenced by their
membership of cultural groups.
Languages German (Version 8.4)
Page 569 of 943

The Australian Curriculum: Languages German
German How the Subject works
Context statement
The place of the German language and culture in
German is an official language of Germany, Austria, Switzerland and Liechtenstein, Belgium, Luxembourg and
in South Tyrol in Italy. It is also used as an official regional or auxiliary language in a number of other countries
in Europe, and in Namibia in Africa. As one of three procedural languages for the European Union and the
first language of 120 million Europeans, the German language showcases the cultural diversity and range of
these Germanspeaking communities. In particular, the interplay between culture and language can be seen
in the global influence of the past and contemporary achievements of Germanspeaking communities in
architecture, the arts, engineering, philosophy, recreational pursuits, and scientific innovations, particularly
those related to environmental sustainability. The conceptual understandings that sit behind this influence are
reflected in the selection of text types and key concepts through which students will have opportunities to use
German actively.
The place of the German language in Australian
education
German has been taught in schools, universities and communities in Australia since the mid1800s and by the
1930s was a wellestablished part of the Australian educational landscape. As well as being a core element of
the tradition of a broad humanistic education, German can also be seen as a cultural marker of the waves of
immigration from Western Europe. Migration from Germanspeaking countries is ongoing, thus continuing the
contribution that German speakers have made in shaping Australian culture from the time of the first German
settlements.
Strong partnerships have developed with organisations such as the GoetheInstitut, the German Embassy,
the GermanAustralian Chamber of Industry and Commerce, the Bavarian Youth Ring student exchange
organisation (BJR) and the German Academic Exchange Service (DAAD), to provide solid support for the
teaching and learning of German in Australia.
The nature of German language learning
German and English are both derived from the Germanic branch of the IndoEuropean language family and
share many similar lexical items (cognates) as well as grammatical features. Consequently, a native speaker
of English has some immediate access to spoken and written German, and from an early stage learners can
engage with authentic texts. Modern German also borrows from modern English, for example, der Computer,
as does English from German, for example, ‘kindergarten’. German is a pluricentric language with different
standards and regional varieties.
German is a largely phonetic language with many of the same sounds as English, and the same Roman
alphabet. In addition to the standard 26 letters, there is the use of the Umlaut (Ä/ä, Ö/ö and Ü/ü) and the
The Australian Curriculum: Languages German
alphabet. In addition to the standard 26 letters, there is the use of the Umlaut (Ä/ä, Ö/ö and Ü/ü) and the
Eszett (ß). A major difference in orthography from English is the capitalisation of all nouns, a feature that
assists the comprehensibility of written texts.
German is well known for its morphological creativity in forming long words through compounding. The
German language has two different forms of address, formal and informal, dependent on the relationship
between the communicators. German speakers generally rely more heavily than native speakers of Australian
English on the use of the imperative to effect action, thus sometimes appearing to be more direct.
Other distinctive features of German are noun gender (masculine, feminine or neuter) and the case system.
Changes in the articles of nouns and in pronouns and adjective endings mark the four cases, indicating
subject and direct and indirect objects, as well as possession. Marking cases in this way leads to flexibility in
word order which is not possible in English. Sentences may appear long to English users, but the case
markers and clear and consistent punctuation rules aid comprehension.
The diversity of learners of German
The cohort of learners of German in Australian schools generally comprises students who are second
language learners.
Within this pathway, learners demonstrate a range of degrees of exposure to and experience in German.
Some learners will have little familiarity with German, although they will most likely have experience of English,
another Germanic language; others will have German heritage or a family member who has knowledge of
German and/or connections with Germanspeaking countries.
There are a number of different types of schools in Australia that cater for a range of pathways. In addition,
communitydriven earlyyears playgroups are growing in number. Mainstream school provision for
background learners is limited, although there are some notable examples of bilingual programs which also
cater for nonbackground students. There are also several complementary providers for German, including
distance education and community schools.
The Australian Curriculum: Languages, Foundation to Year 10 – German is pitched to second language
learners; that is, to the dominant cohort of learners of the language in the current Australian context.
Teachers will make appropriate adjustments to the curriculum to cater for learners of different backgrounds
and differentiate learning experiences for these students.
Languages German (Version 8.4)
Page 572 of 943

German Years F–10 Sequence
At this level, students are expanding their social networks, experiences and communication repertoire in both
their first language and German. They continue to need guidance and participate in structured, collaborative
tasks that both recycle and extend language. They are gaining greater independence and becoming more
conscious of their peers and social context, and of the world around them. They are noticing additional
similarities and differences between German language and culture and their own.
German language learning and use
Learners use German with one another and the teacher for an increasing range of purposes: exchanging
information, expressing ideas and feelings, and functioning within a German learning environment. They are
able to work increasingly independently, but enjoy working collaboratively as well as competing with one
another. Learners’ ability to communicate within familiar contexts is developing in terms of fluency and
accuracy. Their pronunciation, intonation and phrasing are more confident, and they control and access wider
vocabulary resources and use an increasing range of strategies to negotiate meaning. Shared tasks develop
social, cognitive and language skills, and provide a context for purposeful language experience and
experimentation. Focused attention to language structures and systems, literacy skills development, and
exploration of cultural elements of communication are conducted at least in part in German. Learners use
digital technologies to support their learning in increasingly independent and intentional ways, such as
exchanging resources and information with one another and with young people of the same age in German
speaking communities, accessing music and media resources, maintaining blogs and other web pages,
creating presentations, and participating in social networks.
Oracy development at this level includes active listening to a range of input from different sources and
building more elaborated conversational and interactional skills. This involves turntaking, ‘reading’ language
for cultural and contextual meaning, building on others’ contributions, and making appropriate responses and
adjustments. Learners begin to engage in debate and discussion. Individual and group oral presentation and
performance skills are developed through researching and organising information; structuring, rehearsing and
resourcing the content of presentations; and selecting appropriate language to engage particular audiences.
The contexts in which learners interact in learning and using German are sometimes extended beyond the
classroom, school, home and community as they have some access to German speakers and cultural
resources in wider contexts and communities such as through the use of digital technologies.
Texts and resources
Literacy development involves increasingly independent engagement with a wider range of texts. Learners
use a range of cues and decoding strategies to assist comprehension. They make connections between
ideas, contexts and language within and between texts. Learners are able to provide simple summaries of
and responses to texts. They begin to produce clearly structured original texts for different audiences and
purposes. With support they are able to edit their own written work for common grammatical and orthographic
errors.
Features of German language use
Learners increase their range of German vocabulary, pronunciation, and grammar and textual knowledge.
They use present tense forms of regular
and irregular verbs, including some modal verbs and common separable verbs, and use plural forms of nouns
and possessive adjectives. They add detail and expand simple sentences by using adverbs, phrases and
some conjunctions. They move between statement, question and imperative forms and use simple negative
constructions. They develop metalanguage to comment on grammar and vocabulary. As they use German to
interact in different situations and to engage with different resources, learners develop an understanding of
how language and culture influence each other. They learn to recognise how language features and
expressions reflect cultural values and experiences, for example, language variation relating to age, gender,
and relationship between participants, and how grammatical forms or vocabulary choices can affect the
‘meaning’ that is made, for example, using informal or formal forms of address, or using adjectives expressing
approval or disapproval. This leads to considering their own ways of communicating and using language, and
to thinking about the construction of personal identity and the notion of multiple identities.
Level of support
While learners work more independently at this level, ongoing and systematic scaffolding, feedback and
review support the interactive process of learning. Modelling and scaffolding are incorporated into task
activity. Support materials include models, stimulus materials, and resources such as word charts, vocabulary
lists, dictionaries and electronic reference resources.
The role of English
While the use of German in the classroom increases at this level, the use of English for discussion, reflection
and explanation ensures the continued development of learners’ awareness of the nature and function of
language generally as well as of their own emerging intercultural capability. Using both German and English in
the classroom develops a sense of what it means to be bilingual.
Communicating
Socialising
Interact using descriptive and expressive language to share information about daily life, relate experiences
and express feelings
[Key concepts: school, home, routines, relationships; Key processes: listening, describing]
(ACLGEC137 Scootle )

Elaborations
exchanging information with peers and adults (online, in writing or facetoface) about daily routines and
leisure activities, using modelled language associated with time, sequence and location, for example, Ich
stehe um 7.30 Uhr auf. Dann frühstücke ich. Ich schwimme und surfe oft.
expressing feelings (Wie geht’s? Es geht mir nicht gut. Ich bin krank.) using adjectives (aufgeregt,
glücklich, nervös, sauer, traurig)
using communication strategies such as active listening skills, turntaking cues, and requests for
clarification or more detail to support interaction, for example, Und du, was meinst du? Stimmt das?
Warum?
describing key friends or family members, using simple descriptive and expressive modelled language,
for example, Das ist mein Bruder. Er ist sehr sportlich und intelligent. Er spielt sehr gern Fuβball und liest
gern Comics. Ich liebe meinen Bruder.
recounting social and cultural experiences with family and friends, for example, Wir haben eine Reise
nach Neuseeland gemacht. Unser Campingplatz war direkt am See und wir sind jeden Tag
geschwommen.
apologising and expressing concern or sympathy to friends and family members, for example, Tut mir
Leid. Schade! Du Arme(r)!
Participate in guided tasks such as planning and organising events and completing transactions
[Key concepts: collaboration, organisation, responsibility; Key processes: organising, planning, budgeting]

Elaborations
organising and conducting collaborative activities, for example, a Deutsch macht fit session for a younger
class, or designing badges or bilingual posters on healthy eating or recycling (Trinkt lieber Wasser!;
Recycelt eure Dosen!)
participating in real or simulated transactions such as buying food, for example, Ich nehme ein
Käsebrötchen. Was kostet ein Eis? Das macht 6,50 Euro.
participating in sourcing goods and services, such as budgeting for virtual shopping expeditions,
consulting online catalogues and websites, comparing prices and value, and discussing intended
purchases, for example, Dieses Handy ist zu teuer. Der Hut passt dir gut.
exchanging and comparing currencies, for example, converting Euro or Schweizer Franken into
Australian dollars
Use simple questions, statements and responses to participate in and support classroom interactions and
learning activities, and to indicate understanding and monitor own learning
[Key concepts: process, progress, outcome; Key processes: discussing, monitoring, reflecting]

Elaborations
politely asking peers to do something and responding to requests, for example, giving and receiving
things (Gib mir itte den Stift! bitte schön; danke schön)
discussing and creating shared class rules and procedures, for example, Dürfen wir auf dem Boden
sitzen? Wir müssen immer aufpassen.
checking on progress during learning tasks or activities, using comments and questions such as Kein
Problem! Das schaffen wir. Was machst du jetzt? Verstehst du das?
sharing ideas about the experience of learning and using German, and comparing what they can and
cannot do, for example, Ich kann gut sprechen, aber ich finde das Lesen und Schreiben schwierig.
Informing
Gather, compare and respond to information from different sources relating to social and natural worlds
[Key concepts: environment, lifestyles, relationships; Key processes: researching, collating, reading,
viewing]

Elaborations
collecting and comparing information from a range of informative print media and digital texts on topics
related to social and environmental issues, for example, family life, schooling in different cultural
contexts, endangered animals, or innovative technology
obtaining information from simple texts such as advertisements or features in teen magazines to share
impressions of the lifestyles of young German speakers in different contexts
viewing subtitled video clips on different Germanspeaking communities, identifying key facts and
features, and recording new vocabulary and expressions for use in shared texts
compiling information from a survey of peers and adults on social behaviours and reporting on results,
for example, mode of transport to school/work (zu Fuβ, mit dem Rad/Bus/Auto) and how environmentally
friendly it is, or preferred modes of communication (Hast du ein Handy? Wie oft telefonierst/simst du?
Wie oft schaust du einen YouTube clip an?)
viewing a news item or short documentary about a festival in a Germanspeaking country, such as die
Basler Fasnacht or Karneval in Köln, describing and giving an opinion on the main aspects, for example,
Ich finde die Fasnacht in Basel super. Ich mag die Masken und die Musik. Aber ich möchte nicht um 4
Uhr aufstehen.
Convey information and opinions in different formats to suit specific audiences and purposes, selecting
appropriate print and multimodal elements
[Key concepts: youth issues, audience; Key processes: representing, transposing, comparing]

Elaborations
analysing and presenting the results of a class survey, for example, by creating a poster or digital
presentation using graphs showing what foods students buy and/or would like to be able to buy at the
school canteen (27 Schüler kaufen Süßigkeiten. 34 Schüler wollen andere Getränke.)
writing a blog entry for a youth website discussing an aspect of social behaviour, for example, Partys
creating a website for a contact group of Germanspeaking students, posting information on own
interests and experiences, for example, Ferien, Freunde, Freizeit, Schule, Medien, and highlighting
elements which may be unfamiliar to the intended audience using sound, visuals or graphics
creating a factual selfprofile using Voki or VoiceThread for a group of young German speakers
recording, comparing and representing statistics related to Germanspeaking countries and Australia, for
example, population and physical size, daily temperatures, number and type of dwellings, pet ownership,
most popular leisure activities
Creating
Share and compare responses to characters, events and ideas in imaginative texts, making connections
with own experience and feelings
[Key concepts: plot, mood, character; Key processes: recounting, describing, sequencing]


Elaborations
producing a timeline of the main events of an imaginative text or creating a sociogram illustrating how the
main character links with other characters
responding to a text such as a poem by selecting an appropriate image to illustrate an aspect (message,
mood) and explaining choice, for example, Das ist die Sonne. Die Sonne ist heiß und gelb. Die Sonne
scheint im Sommer. Ich bin glücklich, wenn die Sonne scheint.
using modelled structures such as Das Ende war lustig/traurig/blöd or Die Hauptperson war sehr
mutig/schön/schlau to express a personal opinion on aspects of a text, such as the beginning, ending,
plot and characters
creating storyboards to represent key events in different types of imaginative texts, including captions or
word bubbles to capture moods or feelings, for example, using a digital cartoon tool
Present, reinterpret or create alternative versions of imaginative texts, adapting events, characters or
settings
[Key concepts: imagination, adaptation, character, setting; Key processes: imagining, creating, interpreting]

Elaborations
creating and performing a new version of a familiar song or poem, for example, using digital tools and
apps for movie making and voice recording
creating dialogue/lines for characters from a text, describing in spoken or written form their opinions and
emotional responses, for example, as an interview, email or diary entry
creating and presenting an adapted text such as a story, for example, by introducing new elements
(changing the gender of the main character or the setting, adding a new character or dilemma), and
presenting it to a younger audience
Translating
Explain aspects of German language and culture for family or peers, noticing that there are not always
equivalent expressions in English
[Key concepts: equivalence, meaning; Key processes: interpreting, explaining, predicting]

Elaborations
identifying when literal translation is or is not possible, for example, in idiomatic expressions such as Bist
du satt? (not voll) or Es geht mir gut. (not Ich bin)
using German–English cognates to predict meaning, for example, Brot/‘bread’, kalt/‘cold’, Maske/‘mask’,
trinken/‘to drink’
recognising long compound words, collecting and analysing interesting examples (das Schlagzeug,
babyleicht, abenteuerlustig), and discussing how best to translate them into English
explaining in English the use and meaning of German expressions such as Gesundheit, Hals und
Beinbruch, Toi, toi, toi!
Create a range of bilingual texts such as notices, announcements, photo stories, dialogues and instructions
for language learning and the school community
[Key concepts: bilingualism, meaning; Key processes: translating, selecting, connecting]

Elaborations
creating and using bilingual resources for language learning, such as glossaries or personal German–
English and English–German print and digital word lists and dictionaries with examples and explanations
of parts of speech and language use
creating bilingual texts for the school community, such as a virtual tour for a school website, or a
translation of the school canteen menu into German
creating bilingual/multilingual texts for specific audiences, for example, a Big Book or game for young
learners of German, or invitations, posters, programs or menus for a class event, performance or
celebration, such as a Deutschabend or Maskenfest
Reflecting
Engage in intercultural interactions, describing aspects of language and culture that are unfamiliar or
uncomfortable, and discussing own reactions and adjustments
[Key concepts: language, culture, reaction; Key processes: observing, evaluating, reflecting]

Elaborations
observing how language use reflects politeness and the closeness of social relationships, such as
different levels of formality through the use of du/ihr/Sie, and familiarity with friends, for example,
nicknames (Spitznamen) and various uses of diminutives (chen, lein)
noticing the use of and evaluating whether or not to adopt German expressions such as exclamations
(Ach so! Echt!), and gestures such as indicating approval with ‘thumbs up’ (comparing with the use of
one thumb to indicate the number ‘one’) and ‘applauding’ by rapping knuckles on the table
reflecting on how own cultural etiquette and behaviour such as gestures affect interactions and may be
interpreted, for example, noticing similarities and differences in body language when interacting with
people from Germanspeaking countries (shrugging, nodding one’s head)
noticing own reaction (level of comfort/discomfort) to different cultural practices such as asking Wie
geht’s? and not expecting a detailed response about health and current medical conditions
recognising aspects of own language use that reflect own cultural perspective and experiences, for
example, references to climate and environment, animals, activities and routines such as chores, and
celebrations and events
Reflect on aspects of own identity and language use, commenting on and suggesting reasons for what is
similar/different and easy/difficult
[Key concepts: reflection, perception; Key processes: reflecting, analysing, comparing]

Elaborations
participating in a discussion in English about the impact of a school uniform on personal identity, and
imagining how German students might view wearing a school uniform
preparing a digital ‘language passport’ documenting different stages in learning German, intercultural
experiences and reflections on the impact of learning German on self and others, and considering
possible reasons for perceived similarities and differences between experiences or degree of difficulty
evaluating own preferred learning style, identifying own strengths, and contributing to a class list of
German Fachleute/Experten for others to consult for advice, in areas such as Aussprache, Technologie
and Vokabeln
exploring the idea of stereotypes associated with languages and identity discussing how groups of
communication and can be inaccurate
comparing own ways of using language with those of peers, considering how family and community
shape identity and communication, for example, using more than one language, expressing feelings or
celebrating in various ways
considering whether learning and using German impacts on identity either in or out of the classroom
Understanding
Systems of language
Explain and apply basic rules for German pronunciation, intonation, spelling and punctuation
[Key concepts: pronunciation, writing systems, punctuation; Key processes: spelling, making connections,
applying rules]
(ACLGEU148 Scootle )

Elaborations
applying basic pronunciation rules, such as the two different pronunciations of ch
applying different intonation for statements, questions, exclamations and instructions
understanding that β can only be used in lower case, otherwise SS, and that ä, ö and ü can be written as
ae, oe and ue respectively, for example, in upper case signs or word puzzles such as crosswords
applying phonic and grammatical knowledge to spell and write unfamiliar words containing, for example,
ch, j, w and z, and diphthongs such as au, ei, eu and ie
noticing distinctive punctuation features of personal correspondence in German, such as Hallo
Annette!/Lieber Klaus, followed respectively by upper or lower case for the beginning of the first sentence
understanding and applying punctuation rules (full stops, question marks, exclamation marks, commas,
quotation marks) in German, including the meaning and use of full stops and commas in ordinal and
decimal numbers (die 3. Klasse and 9,50 Euro), and capitalisation rules
Develop and apply knowledge of German grammatical elements such as verb tenses, modal verbs and
case, combining them with an increasing range of nouns, adjectives and adverbs to construct sentences
[Key concepts: verb tenses and forms, variation, metalanguage; Key processes: applying, noticing patterns,
understanding]

Elaborations
referring to a person, place or object using the nominative and accusative definite and indefinite articles,
for example, Das Mädchen hat einen Hockeyschläger. Der Film hat ein Happy End.
noticing how articles and pronouns change after certain verbs (Ich danke dir.) and after particular
prepositions associated with location, for example, Wir sind in der Stadt. Die Party ist bei Stefan im
Garten.
understanding and describing current, recurring and future actions, including by using common
separable verbs such as aufstehen, ausgehen, aussehen, fernsehen, mitkommen and mitnehmen
understanding the concept of regular and irregular verbs and noticing that this is a feature of both
German and English (and other languages, such as French, Italian and Spanish)
understanding and expressing obligation and permission using the modal verbs müssen and dürfen,
such as in descriptions of school rules, for example, Wir dürfen in der Klasse nicht texten. Wir müssen
eine Uniform tragen.
comparing the meaning of the modal verbs wollen, sollen, mögen and können with their English
equivalents
making comparisons using simple structures such as Ich mag Erdbeeren lieber als Kiwis. Radfahren ist
besser als Autofahren.
giving instructions to one or more peers, for example, Trink(t) mehr Wasser!
understanding and speaking about past events by adapting modelled sentences in the present perfect
tense and using knowledge of common verbs in the simple past tense, for example, Ich habe heute
meine Hausaufgaben nicht gemacht. Wir sind nach Bali geflogen. Früher konnte ich Klavier spielen.
noticing that some verbs can be combined with a separable or inseparable prefix which alters the
meaning of the base verb, for example, Er kommt um 17.15 Uhr. Kommst du mit? Ich bekomme $50 zum
Geburtstag.
describing frequency using adverbs and adverbial expressions such as oft, manchmal, jeden Tag, ab und
zu and nie
understanding the meaning of the conjunctions dass and weil
understanding questions using warum and responding with a simple sentence, for example, Warum bist
du müde? Ich habe heute Fuβball gespielt.
referring to a date, including the year, for an event such as a birth date, for example, Meine Oma ist am
elften April 1956 geboren.
understanding and locating events in time, including the use of the 24hour clock, prepositions such as
nach and vor, and formulaic expressions such as früher, später, am Wochenende, in den Ferien
referring to quantities of people and things (including Meter, Kilometer; Quadratmeter, Quadratkilometer
for length/height/distance and area) using cardinal numbers up to 10 000 including decimals, common
fractions and negative numbers, for example, 85,5 Prozent haben ein Handy. Die Tagestemperatur liegt
bei minus 8 Grad. Ich habe eine Halbschwester.
building metalanguage to comment on grammar and vocabulary (for example, Substantive/Nomen,
Verben, Ordinalzahlen, Präpositionen, Fragewörter, groβ/klein schreiben), comparing with equivalent
English terms
Recognise that different types of texts, such as narratives, recounts and informative and procedural texts,
have certain conventions and can take different forms depending on the context in which they are
produced
[Key concepts: context, audience, functionality; Key processes: identifying, classifying, transforming]

Elaborations
identifying the purpose, context and intended audience of a range of familiar texts, for example, fairy
tales, sports reports or recipes
reading, viewing and/or listening to different digital and other texts with a common topic and discussing
structural and linguistic similarities and differences, for example, comparing a print, radio, TV and social
media announcement for the same event
describing key features of different text types, for example, a shopping list serves as a reminder to self
and consists of items and quantities (6 Brötchen, 500 g Butter, Marmelade), whereas a shopping
transaction involves interaction and negotiation and more extended language (Ich möchte eine Bratwurst
mit Pommes, bitte. Noch etwas? Das macht 5,80 Euro bitte.)
transforming a text such as a poem into another text type, such as a conversation, cartoon or SMS
Recognise that there are variations in German as it is used in different contexts by different people, such as
formal/informal register and regional variations
[Key concepts: variation, place, identity; Key processes: observing, comparing, analysing]

Elaborations
using the plural informal ihr when addressing more than one person, for example, Was meint ihr? Hört
gut zu!
noticing when the more polite Sie is used, for example, by children to unknown adults
recognising that there are differences in what people say when answering the family landline or their own
mobile phone, for example, Schmidt, Guten Tag! or Hallo Lisa!
being aware of some regional variations in German language use, for example, in greetings such as the
Swiss Grüezi and Austrian Servus, or the lack of the Eszett in Switzerland
comparing diversity in accents, dialects and vocabulary in Germanspeaking communities with similar
diversity in the use of English within and beyond Australia
Understand why language is important and recognise that languages and cultures change over time and
influence one another
[Key concepts: change, borrowing, impact; Key processes: discovering, exploring, understanding]

Elaborations
exploring the function of language in social and educational life, for example, listing and discussing how,
where and why they use language in the course of a day
discovering some of the English words used by German speakers (das Internet, die App, Stopp!, Sorry!)
and considering if they are the same kinds of words as those borrowed from German by English
understanding that German, like all languages, is constantly expanding to include new words and
expressions in response to changing intercultural experiences, for example, Fast Food, Fairness
Understand that own and others’ language use is shaped by and reflects the values, ideas and norms of a
community
[Key concepts: norms, values; Key processes: observing, comparing, connecting]

Elaborations
recognising that texts such as stories have a social and cultural purpose, for example, the moral of a fairy
tale (Aschenputtel) and comparing the kinds of personal characteristics that are depicted in texts as
desirable
recognising that language use can have connections to cultural practices, such as expressions from
family or religious celebrations, or from outdoor activities such as sports, for example, Gott sei Dank!,
‘Howzat!’, ‘fair go’
discussing situations of culturally inappropriate language use and noticing what makes them
inappropriate and how this may be addressed, for example, addressing an adult who is not a family
member with du instead of Sie
noticing the impact of own assumptions about people from Germanspeaking countries, their language
and culture, when listening to, reading and viewing texts, and considering how German speakers too
may make assumptions and generalisations about Australians
By the end of Year 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 jetzt? Verstehst du
das? respond to requests and share experiences of learning, for example, Ich kann gut sprechen, aber ich
finde das Lesen und Schreiben schwierig. They use descriptive and expressive vocabulary, including
adjectives such as aufgeregt, glücklich, nervös, sauer and traurig, to express feelings and make statements
such as Ich nehme ein Käsebrötchen. They use appropriate intonation for simple statements, questions and
exclamations, and correct pronunciation, for example, for the two different pronunciations of ch. They gather
and compare information from different sources about social and natural worlds, and convey information and
opinions in different formats to suit specific audiences and purposes. They describe characters, events and
ideas encountered in texts, and recreate imaginative texts to reflect their imaginative experience. When
creating texts, they manipulate modelled language to describe current, recurring and future actions, for
example, Wir gehen morgen schwimmen. Kommst du mit? Es geht mir nicht gut. and produce original
sentences with common regular and irregular verbs in the present tense, including limited forms of the modal
verbs dürfen and müssen and some common separable verbs such as mitbringen and fernsehen. They use
adjectives, adverbs and adverbial phrases to qualify meaning, for example, viel Wasser, neue Schuhe; lieber,
oft, jeden Tag. They explain aspects of German language and culture, recognising that there are not always
equivalent expressions in English, and create a range of bilingual texts to support their own language learning
and the school community. They describe aspects of their intercultural interactions that are unfamiliar or
uncomfortable, and discuss their own reactions and adjustments.
Students give examples of how German language and culture are continuously changing and are influenced
by other languages and cultures. They identify and apply some of the systematic sentence structure and word
order rules of German. They identify rules for pronunciation and apply phonic and grammatical knowledge to
spell and write unfamiliar words, for example, words containing ch, j, w and z, and diphthongs such as au, ei,
eu and ie. They apply the conventions of commonly used text types, and identify differences in
language features and text structures. They give examples of the variety of ways German is used by different
people in different contexts. They make connections between culture and language use, and identify ways
that language use is shaped by and reflects the values, ideas and norms of a community.
Languages Hindi (Version 8.4)
Page 586 of 943

The Australian Curriculum: Languages Hindi
Hindi How the Subject works
Context statement
The place of the Hindi language and associated
cultures in Australia and the world
Hindi is an official language of India and Fiji. It is the most widely spoken language of the Indian subcontinent
and is also widely spoken throughout the world in countries that include the United States, the United
Kingdom, Canada, Mauritius, the Gulf countries and Australia. The language and associated cultures have
evolved over time due to processes such as colonialism, globalisation and technological change, and to
India’s geopolitical and historical position in the world.
The languages of India belong to several language families. Modern Hindi evolved into a distinct language in
the New IndoAryan Period (from the 11th–12th century). Current understandings of the language are based
on the idea of there being a Modern Standard Hindi (मानक िहंद ी), based on the Khari Boli dialect spoken in the
Delhi area and written in Devanagari script. More broadly, the notion of Hindi also includes a variety of dialect
forms that are not covered by this curriculum, such as Braj Bhasa (ᘀज भाषा) and Avadhi (अवधी), which have
their own distinctive grammatical standards. Following independence in 1947, the Indian Government
instituted a standardisation of grammar, using the Devanagari script to standardise orthography and bring
about uniformity in writing. The Constituent Assembly adopted Hindi as the Official Language of the Union on
14 September 1949, now celebrated each year as Hindi Day.
Hindi follows a consistent set of grammatical standards that derive from the same roots as classical Sanskrit.
Its vocabulary includes elements not only from Sanskrit but also from Persian, Arabic, Dravidian, other Indian
languages and from world languages such as Turkish, Portuguese and English. The lexicon comprises of
words taken directly (तퟀ�म words) and derived from Sanskrit (त埈�व words), as well as other languages. Like all
languages, Hindi has multiple registers and freely uses loan words in different registers of speech and writing.
Popular everyday registers incorporate many words derived from Persian and Arabic and increasingly
incorporate English loan words and expressions.
Hindi is the first language of a large proportion of the population of India and is spoken by more than half the
overall population. It is an official language in Delhi, Uttar Pradesh, Uttarakhand, Chhattisgarh, Himachal
Pradesh, Chandigarh, Bihar, Jharkhand, Madhya Pradesh, Haryana and Rajasthan. By virtue of its role as a
lingua franca, Hindi has also developed regional dialects, such as Bambaiya Hindi in Mumbai, Dakhini in parts
of Telangana and Bangalori Urdu in Bangalore, Karnataka. Hindi’s role as a lingua franca is evidenced in
many forms of popular culture, such as music and film.
Hindi has been an important element of Indian educational systems, both as a first and second language and
as a language of instruction. In nonHindi states, Hindi may be learnt as the third language.
Significant Indian migration to Australia began in the 1980s and continued through the 1990s. The majority of
migrants come to Australia through family connections, and the number of skilled migrants continue to grow.
According to the Australian Census, in 2011 there were 111,352 Hindi speakers in Australia. Most Indians are
multilingual and Hindi is one of the most widely spoken languages in the Australian Indian community.
The place of the Hindi language in Australian education
The community’s commitment to maintain and to express Hindi identity through language, culture and religion
is reflected in the strength of Hindi language use in home and community contexts and in wellestablished
afterhours Hindi school programs. Since 2007, there has been an increase in numbers of students learning
Hindi, primarily in community language schools and weekend language schools in New South Wales, Victoria
and South Australia. Some programs are now offered in mainstream schools, including programs that cater
for second language learners. Total student numbers are relatively low, but increasing enrolments reflect the
growing Indian community in Australia and the Australian Government’s commitment to support linguistic
diversity in the community and to develop capabilities in the languages of the region, including Hindi (Australia
in the Asian Century white paper 2012).
The nature of Hindi language learning
Hindi language learning in the context of this curriculum reflects the profile of the cohort of learners for whom
it is designed. They are background language learners, with different levels of familiarity with the language
and associated cultures. For many, this existing capability is more oral than literacybased, and initial
challenges associated with learning relate primarily to literacy development. Modern Standard Hindi is written
in the Devanagari script, which is also used for Sanskrit, Marathi and Nepali. It is a phonetic script, which
accurately represents the sounds and syllabic structure of Hindi. Study of the script involves learning the 13
sounds classified as vowels in their long and short forms and the 33 consonant sounds, distinguished
between unaspirated and aspirated consonants and of retroflex and dental ‘ta’ and ‘da’ sounds. There are five
Persian and Arabic consonant sounds used in Hindi and represented in script, as well as two ‘flapped’ forms
of retroflex ‘r’ sounds. The syllabic structure of Hindi is represented in Devanagari by a system where vowels
following consonants are represented by symbols called matra, and two or more consonants can be
combined in a syllable without intervening vowels by conjunct forms of consonants.
Learning the Hindi grammatical system is supported by the regularity of key elements. These include a
normative subjectobjectverb sentence structure and the use of postpositions that impact on agreements with
nouns, pronouns and adjectives. Sociolinguistic aspects of Hindispeaking communities are reflected in
aspects of the grammar, such as the system of three levels of pronouns for ‘you’ and linguistic variations that
indicate levels of respect. Hindi is a highly inflected language. All nouns are grammatically masculine or
feminine, so adjectives agree with nouns, and verbs show agreement for both number and gender. Actions
are distinguished not only by time and manner of performance but also through a distinction between habitual
actions and actions completed at a particular time. Learning Hindi involves some complexities at higher levels
of study, as learners need to understand complex combinations of verbs and the use of causative verb forms,
and to recognise ways in which Hindi draws on Sanskrit, Persian and Arabic in the formation of complex
compound words in higher registers of speech.
The Hindi language used in the Australian Curriculum reflects the use of Hindi in contemporary times,
engaging learners in the full range of contexts in which the language is presently used in India and Australia.
The diversity of learners of Hindi
The Australian Curriculum: Languages – Hindi is pitched to background language learners, the dominant
cohort of learners in the Australian context. Students vary significantly in terms of language and cultural
experience, variability being defined in part by home language environments, generational language shifts
and parental cultural and linguistic backgrounds. Learners may be first, second or thirdgeneration
Australians. Some may have established literacy skills in Hindi; others will use Hindi in the home or community
alongside other languages; others will extend their use of it to social or friendship groups. Others may have
learnt the language in large part from forms of mass media, such as Bollywood productions, music and
popular fiction. Some have more receptive than productive language capabilities.
The Australian Curriculum: Languages – Hindi has been developed according to two learning sequences:
Foundation – Year 10, and Years 7–10 (Year 7 entry). Teachers will use the curriculum to cater for learners of
students.
The intercultural language learning orientation of the curriculum explores the cultural dimension that shapes
and is shaped by languages. Background learners of Hindi already have lived experience of this relationship,
‘living between’ Hindi and English in the Australian context. The curriculum provides opportunities for analysis,
explicit focus and reflection on this lived experience and further opportunities for students to participate in
intercultural experiences, to extend their ways of perceiving and being in the world, and to understand
themselves and others as culturally, biculturally and interculturally situated.
Languages Hindi (Version 8.4)
Page 590 of 943

Hindi Years F–10 Sequence
The nature of learners
allowing for a reflective dimension to language learning and to referencing cultural frameworks. Language
and literacy capabilities in Hindi and English are developing in parallel trajectories within the curriculum. For
some learners there will be greater discrepancy between proficiency in the two languages than for others.
The curriculum ensures that learning experiences and activities are flexible enough to cater for learner
variables, while being appropriate for learners' general cognitive and social levels.
Hindi language learning and use
Learners use Hindi in the classroom for a widening range of purposes: exchanging information, expressing
ideas and feelings, competing and cooperating, performing, and responding to resources and experiences.
Their communicative capabilities are stronger and more elaborated. They control and access wider
vocabulary resources and use an increasingly sophisticated range of nonverbal strategies to support
communication. Shared activities develop social, cognitive and language skills and provide a context for
purposeful language experience and experimentation. At this level, focused attention to language structures
and systems, literacy skills development and exploration of cultural elements of communication are conducted
primarily in Hindi. Learners use ICT to support their learning in increasingly independent and intentional ways,
exchanging resources and information with each other and with young people of the same age in other Hindi
speaking communities, accessing music and media resources, maintaining blogs and other web pages, and
participating in social networks.
Oracy development at this level includes listening to a range of varied input from different sources and
building more elaborated conversational and interactional skills. This includes initiating and sustaining
conversations, using turntaking protocols, ‘reading’ language for cultural and contextual meaning, reflecting
on and responding to others’ contributions, making appropriate responses and adjustments, and engaging in
debate and discussion. Individual and group oral presentation and performance skills are developed through
researching and organising information; structuring, rehearsing and resourcing the content of the
presentation; and selecting appropriate language to engage a particular audience.
Learners interact in Hindi with each other and the teacher, and with members of their families and
communities. They have some access to Hindi speakers and cultural resources in wider contexts and
communities through the use of ICT and through the media. Language development and use are
incorporated into collaborative and interactive learning experiences, games and activities.
Texts and resources
Learners engage with a growing range of published texts in print and digital forms, such as stories, videos,
readers, songs and computergenerated learning materials. They also engage with resources prepared by
their teacher, including games, performances, presentations and language exercises. They may have
additional access to Hindi language and cultural resources created for Hindispeaking communities, such as
children’s television programs, websites, music or video clips.
Features of Hindi language use
Learners expand their understanding of Hindi grammatical forms and features, including the function of
tenses to express actions or events in the past, present or future, जाता था, जाता ,ँ जाऊँगा, and of the passive
voice to convey the distinction between actions happening and being caused to happen, बनना, बनाना, बनवाना.
They use nouns and pronouns in singular and plural forms, म, हम, यह, ये and conjunctions to connect
elements, phrases or sentences, राम ने खाना खाया और सो गया।. Literacy development involves increasingly
independent interaction with a wider range of texts. Learners draw on more established grammatical and
lexical resources to compose and comprehend more complex language. They use a range of cues and
decoding strategies to help comprehension and to make connections between ideas, contexts and language
within and between texts. They write more accurately and fluently for a wider range of purposes and
audiences. With support, they build increasing cohesion and complexity into their written language production
in terms of both content and expression. While learners work more independently at this level, ongoing
support is incorporated into task activity, and systematic feedback and review support the interactive process
of learning. The use of Hindi and English for discussion, reflection and explanation ensures the continued
development of learners’ knowledge base and metalinguistic and intercultural capabilities.
personal and community identities. Learners take account of the variability of language use and textual
practice in relation to factors such as gender, generation and status; and geographical, cultural and ethnic
diversity. They reference themselves in relation to similar variables, and reflect on the relationship between
language, culture and identity and how these affect communication and intercultural experience through the
lens of their own bicultural experiences.
Level of support
While learners become more autonomous and independent, ongoing support is still needed, including explicit
instruction, structured modelling and scaffolding, provision of appropriate stimulus materials and timely
feedback. Learning experiences incorporate implicit formfocused language learning activities and examples
of texts and tasks. Learners are supported to use electronic and print reference resources, such as word
banks, dictionaries and translating tools, and are encouraged to adopt a critical approach to resource
selection.
The role of English
Hindi is the primary language for classroom routines, interactions and language learning tasks with English
used in a supporting role. While the use of Hindi for discussion, reflection and explanation of content drawn
from other learning areas is encouraged as much as possible, the use of some English for these aspects of
learning supports the continued development of learners’ knowledge base, metalanguage and intercultural
capability. The language of response varies according to task demands, with Hindi used primarily for
communicating in structured and supported tasks and familiar interactions, and both Hindi and English for
more openended and comparative discussions that develop understanding of language and culture.
Communicating
Socialising
Interact using descriptive and expressive language to give opinions, talk about themselves and their
feelings and show interest in and respect for others
[Key concepts: communication, feelings, experiences; Key processes: interacting, responding, describing,
comparing]
(ACLHIC037 Scootle )

Elaborations
comparing personal experiences and opinions and expressing agreement or disagreement in a
respectful manner, for example, रमा मुझ े माफ़ करना लेिकन मुझ े लगता है िक ...; सच पूछो तो मेरे िवचार से; म榕� इस बात से
सहमत ㋘�ँ िक ...
using strategies such as active listening skills, turntaking cues or requests for more detail to show
interest in each other’s opinions and to support continued interaction, for example, 㓛�ा यह सच है?; िदलच∈�
है ....; मुझ े बताओ; अ㒚�ा!; आप इस िवषय म灞� 㓛�ा सोचते ह榕�?
using descriptive and expressive language, including colloquial expressions and idioms, to describe
people, places or experiences and to express feelings, for example, अँगल ु ी पर नचाना; नाक म灞� दम करना; मेरी
चाची मुझसे ब�त ㈋�ार करती ह榕�; म榕� उनकी आँ खों का तारा ㋘�ँ; अपने घर म灞� कु�ा भी शेर होता है।
identifying and using words, phrases or interjections that are used as ‘hooks’ or fillers in conversation to
show interest and maintain the flow of conversation, for example, आह: यह अ㒚�ी बात है; तो ठीक है ...; अ㒚�ा;
ओहो!; अरे वाह!
engaging in conversations and discussions with guest speakers, using active listening behaviours and
contributing ideas, questions and opinions
participating in online exchanges, such as video blogs with sisterschools in India or other Hindi
language contexts to describe and compare routines, interests and activities
Use actionoriented language to plan and conduct shared events and activities, such as performances at
school assembly, activities with a buddy class or real or simulated shopping transactions
[Key concepts: performance, demonstration, exchange, transaction; Key processes: planning,
collaborating, presenting, transacting]

Elaborations
planning presentations or performances for school assemblies or community events such as होली, गाँध ी
जयंती, using expressions such as आज हम आप के सामने 㓜�㇐�ुत करने जा रहे ह榕�....
working collaboratively to create instructional or procedural texts to demonstrate and explain activities,
such as रोटी बनाना; दीया बनाना; राखी बनाना
introducing a buddy class to aspects of Hindi language and associated cultures, for example, presenting
a workshop on भांगड़ा or डांिडया, or demonstrating protocols associated with giving or receiving gifts on
occasions such as ि恛�समस/बड़ा िदन; ईद; or भाईदू ज
participating in authentic or simulated exchanges and transactions, such as ordering in Indian shops or
restaurants or buying items from mobile street vendors, using appropriate gestures, expressions and
exchanges, for example, हाँ भैया, ये आम िकतने के ह榕�? आप के भोजनालय म灞� सबसे 〛�ािद玏� ꁊ�ंजन कौन सा है? मुझ े दो रोटी
के साथ एक दाल म⩚�नी दे दीिजएl
carrying out real or simulated transactions and exchanges that involve Indian and Australian currencies,
comparing values and associated transactional behaviours
Participate in familiar classroom interactions by asking and responding to questions, seeking clarification,
reflecting on learning experiences and expressing preferences
[Key concepts: respect, negotiation, reflection; Key processes: initiating, responding, reflecting]

Elaborations
indicating understanding using comments such as जी हाँ, म榕� समझ गई। यह तो ब�त आसान है। ठीक है।
using interaction skills such as topic initiation or change and negotiation of differences in perspectives, for
example, मुझ े ऐसा लगता है…; 㓛�ा हम इस बात पर चचा忑� कर सकते ह榕�?
checking on their own and each other’s progress during learning activities, using comments and
questions such as सब ख़⍙� हो गया? अभी नही ं, पर जꈜ� ही हो जाएगा… आप समझते ह榕�, है न? आप िकतनी तेज़ी से िलख
सकते ह榕�?
requesting help or clarification, for example, नही ं, मुझ े समझ नही ं आया। कृपया िफर से दोहराइए। यह ब�त किठन है।

इस म灞� मुझ े 㓛�ा करना है?
reflecting on the process of learning and using Hindi in the classroom context, for example, मुझ े िहंद ी पढ़ना

अ㒚�ा लगता है लेिकन सबके सामने बोलने म灞� िझझक होती है।
Informing
Collect, classify and compare information from a range of sources relating to social and cultural worlds
[Key concepts: environment, social worlds, community, values; Key processes: classifying, reviewing,
comparing, analysing]

Elaborations
collecting facts, figures and vocabulary from resources such as posters, books and websites, and using
them to prepare for inclass discussions about topics such as healthy eating or animal protection
collecting information from each other and from family members to create an overview of selected trends
or social behaviours, for example, preferred modes of communication, फ़ोन; ईमेल; आमने सामने बातचीत;
टे ⇛�瀝�ंग
interviewing older members of their families or communities about different cultural traditions, comparing
what they say with their own thoughts on similar issues, for example, जब आप छोटे थे तब लोग कैसे कपड़े पहनते
थे? आपके और हमारे ∗�ूल म灞� 㓛�ा अंतर है? क�㈋�ू टर के िबना आप अपने दो㇐�ों से कैसे बात करते थे?
comparing information accessed via videos, books and websites produced in different cultural contexts
on topics such as family life, housing or schooling
viewing documentaries that reflect lifestyles in Hindispeaking communities in different regions of the
world, for example, Fiji, Mauritius or Trinidad, recording key facts and noting unfamiliar vocabulary or
expressions
researching media texts produced for teen markets in Hindi and Englishspeaking communities,
comparing representations of young people’s values and lifestyles in different contexts
Convey information about aspects of language and culture in formats to suit different audiences and
contexts
[Key concepts: content, cultural experience, audience; Key processes: planning, selecting, presenting]

Elaborations
planning presentations that showcase their bilingual and bicultural experience, incorporating multimodal
elements and opportunities for active audience participation
creating a website for contact groups of Hindispeaking students in overseas contexts, posting
information on their personal interests and experiences, for example, छु िꈟ�याँ, लोकि㓜�य खेल, िफ़㆜� जगत
constructing a multimedia profile of the local community for Hindi speakers arriving from overseas, using
information collected from websites, newsletters and brochures
creating informative videos for audiences such as sisterschools or overseas visitors that present
elements of Australian cultural traditions in and out of school
creating an interactive presentation for younger children, friends or members of their extended families to
highlight the benefits of operating in two or more languages and cultural worlds
creating a multimodal profile of an important Hindi community or family occasion such as र뎝�ाब�न,
selecting language that reflects cultural traditions and values
Creating
Respond to texts such as folktales or contemporary cartoons or comic books, comparing responses to
elements such as storylines, characters and themes
[Key concepts: characterisation, response, identification; Key processes: comparing, evaluating, identifying;
Key text types: fables, comic books, songs, stories]

Elaborations
describing and illustrating favourite characters and events in texts such as चाचा चौधरी और साबू ; िव恛�म और
बे ताल; िपंकी और बबलू; अकबर बीरबल के िक़爈�े
making connections between their own experiences and events represented in traditional folktales such
as एकता म灞� बल है, �वण कुमार की कहानी, स焛�वादी राजा ह燏�रニ��
comparing favourite comic book characters or superheroes such as चाचा चौधरी; बहादु र नागराज, identifying
language or behaviours they associate with them, for example, चाचा चौधरी का िदमाग़ क�㈋�ू टर से भी तेज़ चलता
है। बे ताल कहता है " तू बोला िव恛�म और मै गया, हा हा हा।”
discussing messages, morals and character traits featured in fables, songs and stories, for example,
मातािपता की आ�ा का पालन करना। सूझबू झ से किठन से किठन काय忑� भी संभव है।
creating short plays, performances or stories based on extracts from familiar texts about historical
events, such as �वणकुमार और राजा ह燏�रニ��, सीता हरण, दांडी या⫚�ा
Compose and perform expressive and imaginative texts such as stories, songs, skits or video clips based
on a stimulus concept, theme or resource
[Key concepts: adaptation, genre, audience, effect; Key processes: creating, adapting, performing,
experimenting; Key text types: stories, poems, cartoons, songs, fables]

Elaborations
adapting a familiar story, cartoon or poem to include a new character, event or change of mood, for
example, an Australian partner for चाचा चौधरी; a lullaby that is exciting rather than soothing
developing storylines, characters and settings that explore themes or concepts that are relevant to their
own social worlds, for example, िम⫚�ता; प燏�रवार; दया
creating and performing expressive texts that incorporate features such as mime, music, video clips and
evocative language to convey concepts such as दो㇐�ी; 㓜�ेम; अिहंसा; अितिथस�ार; अनेकता म灞� एकता
adapting an existing resource such as a story, fable or cartoon to suit a younger or different kind of
audience
experimenting with text structures and language features to create entertaining or expressive effects
suitable for specific audiences, such as younger children or people with limited Hindi proficiency
Translating
Translate simple school, community or media texts from Hindi to English and vice versa, explaining words
or phrases that need to be interpreted or explained
[Key concepts: meaning, translation, interpretation, culture; Key processes: translating, interpreting,
explaining, evaluating]

Elaborations
translating simple texts such as signs, menu items or public announcements from Hindi to English and
vice versa, comparing which words they chose to convey the closest equivalent meaning
explaining Hindi words or expressions that they find difficult or amusing to explain to nonHindispeaking
friends, for example, पेट म灞� चूह े दौड़ रहे ह榕�।
identifying and working out the meaning of unfamiliar English words used in other curriculum areas, such
as erosion, fraction, consumer, discussing how they would translate or explain them in Hindi
collecting proverbs used in their families, such as दू र के ढोल सुहावने, considering how to explain their
meaning to nonHindispeaking friends
providing a literal translation of commonlyused expressions such as the greeting नम㇐�े, and comparing
with greetings used in English
learning to use bilingual print and digital dictionaries, identifying issues such as multiple meanings for
words and the fact that meaning is not always literal
Create bilingual texts such as websites, posters, games and word banks to support their own and others’
learning
[Key concepts: equivalence, alternatives; Key processes: explaining, commenting, reviewing]


Elaborations
creating bilingual learning resources for shared use in the classroom, for example, glossaries of Hindi
terms that have no direct translation in English
creating bilingual texts for specific audiences, for example, a Big Book or interactive digital game for
younger learners of Hindi
creating short animations in Hindi with subtitles in English
creating bilingual brochures or posters to promote school or community events
creating and performing short bilingual chants, songs or raps that move between Hindi and English
Reflecting
Discuss the effects of switching between languages, noticing when they choose to use either Hindi or
English and how each language and associated cultures influences their ways of communicating
[Key concepts: intercultural communication, difference, language domains; Key processes: monitoring,
adjusting, reflecting, describing]

Elaborations
reflecting on the experience of moving between Hindi and Englishspeaking contexts, comparing
instances that have resulted in difficulties, surprises or amusement due to differences in cultural
expectations
comparing gestures and other forms of nonverbal behaviour used when communicating in Hindi, English
and other languages
reflecting on situations when they use both Hindi and English, discussing why they do this, for example,
when talking about sport, food or music or when using social media
identifying adjustments they make when moving between languages, for example, to ways of addressing
people or expressing affection or respect, discussing why these adjustments are necessary and whether
they are easy to make
developing metalanguage for explaining the relationship between languages and cultures and for
describing intercultural communication in different contexts, for example, discussing the need to apply
distinctions such as तू जा, तुम जाओ, आप जाइए, आप जाइएगा or using forms of language to show respect or
status
Compare their experiences of moving between Hindi and English, considering advantages and challenges
involved in using more than one language
[Key concepts: identity, intercultural communication; Key processes: reflecting, evaluating, comparing]

Elaborations
reflecting on the experience of being bilingual or multilingual, identifying ways in which they draw upon
different language and cultural resources to make meaning
identifying benefits of knowing more than one language and considering whether moving between
languages affects their sense of identity or ‘belonging’
comparing their family cultures, considering how their family and community life shape their sense of
identity and how culture is reflected in their daily activities and interests
evaluating their ability to communicate across and through different languages and to use their language
and cultural skills in Hindi and English to best effect
comparing observations about how interacting in Hindi feels different to interacting in English, identifying
ways of socialising or communicating that they see to be culturespecific
Understanding
Systems of language
Understand how the conventions of written script determine the structure and organisation of written
language, and understand the relationship between word formation and pronunciation
[Key concepts: variation, discrimination, representation; Key processes: understanding, recognising,
applying conventions]
(ACLHIU048 Scootle )
Elaborations
understanding that the Hindi language varies from region to region as it is influenced by local culture,
practices and customs, and that this variation impacts on pronunciation but is not represented in written
Hindi; for example, the word for ‘much/many’ is pronounced by many speakers as बहौत but is spelled
according to its standard spelling as ब�त
recognising the Hindi pronunciation and Devanagari spelling of old loan words from English into Hindi,
such as अ∈�ताल/ह∈�ताल; अफ़सर; पल㇐�र
understanding the conventions by which new loan words are written in Hindi, for example, the way in
which English ‘t’ and ‘d’ sounds are represented normally as ट and ड, the replacement of English ‘th’
sounds by थ and ways in which English vowels such as short ‘a’ sounds are replaced by Hindi vowel
sounds, as in डॉलर versus डालर
recognising and practising the spelling of words in Devanagari script that involve combinations of
pronouns and postpositions that lose the inherent ‘a’ inside a word such as उसका, and understanding
how the loss of the inherent ‘a’ at the end of a verb stem is not represented in Devanagari, for example,
सुनना/सुनता
Consolidate knowledge of grammatical elements such as distinctions between active and passive voice, the
form and function of tenses, markers of cohesion such as conjunctions and adverbs, verb moods and
number and gender distinctions
[Key concepts: word order, mood, tense, rules; Key processes: discriminating, classifying, applying rules]
Elaborations
knowing how to place adverbs correctly in sentences, for example, धीरे धीरे , जꈜ�ी म灞�, दौड़ते �ए
using ordinal numbers such as पहला, दू सरा
distinguishing between questions and requests, for example, 㓛�ा म榕� पानी पीने जा सकता ㋘�ँ? कृपया मुझ े पानी पीने
जाने दीिजए।
situating actions or events through the correct use of past, present and future tenses, for example, जाता
था, जाता ㋘�ँ, जाऊँगा
using conjunctions to connect different elements of a sentence, for example, राम ने खाना खाया और सो गया।
using the singular and plural forms of nouns and pronouns, for example, म榕�, हम, यह, ये
using negative forms of verbs and adjectives, for example, सोहन ने िफ㆜� नही ं दे खी। झूठ कभी मत बोलो।
distinguishing between intonation patterns of statements, questions and exclamations, for example, वह
पास हो गया! 㓛�ा आप वहाँ जाएँ गे? तुम अ㒚�े ब눚�े हो।
locating events in time, for example, by using days of the week and months and correct tenses
extending knowledge of negative constructions, such as कभी नही ं, सोचना भी मत
recognising and understanding how Hindi verbs indicate the idea of actions happening or being made to
happen बनना, बनाना, बनवाना
Understand how different forms, such as prose and verse, effects to suit different audiences
Understand how different text forms, such as prose and verse, create effects to suit different audiences
[Key concepts: genre, imagery, register; Key processes: noticing, comparing, experimenting, explaining]
Elaborations
experimenting with language appropriate to particular types of texts, such as descriptive language in
recounts or narratives, persuasive language in advertisements and humorous language in comic verse
comparing the use of imagery or satire in a range of imaginative texts, discussing how these features are
used to convey meaning and engage/entertain the audience
understanding the significance and cultural importance of features of different types of texts, such as
language associated with rituals or celebrations, such as आदरणीय, पू瀜�, मा㎛�वर, महोदय (formal), ि㓜�य िम⫚�
(informal)
considering how the choice of language features and text organisation reflect the purpose and audience
of different types of text, for example, the use of suspense and vocal effects in children’s stories or the
use of instructions and lists of ingredients in cooking recipes
Demonstrate awareness that Hindi language use involves variations in formal and informal styles, in
spoken and written forms, and that it reflects relationships between participants
[Key concepts: mode, register, nonverbal language; Key processes: noticing, comparing, identifying]

Elaborations
distinguishing between spoken and written forms of Hindi, identifying examples of colloquialisms and
words and expressions used mainly in spoken conversation, for example, the nonstandard मेरे को in
place of the formal Hindi मुझ े or the use of मतलब ... at the beginning of spoken utterances
knowing that meaning is shaped not only by words but also by expression, gestures and use of the voice,
and that these variations occur in both formal and informal language
recognising how language use varies to reflect different feelings, relationships, moods or attitudes, for
example, the respectful tone of devotional texts compared to the liveliness, humour and colour of
Bollywood scripts
noticing patterns in language use that reflect age, gender and social status as well as the context and
purpose of interaction
recognising how language use such as levels of politeness or of Sanskritderived terms such as �ीमान
reflects the intention of a speaker or writer and the relationship between participants
Recognise that Hindi has evolved and developed through different periods of influence by other languages
and cultures
[Key concepts: language contact, language change, globalisation; Key processes: observing, analysing,
discussing, reflecting]

Elaborations
understanding key influences and stages of development of Hindi over time and through different cultural
influences
exploring the relationship between Hindi and English across different historical and cultural contexts up to
today
identifying changes to contemporary forms of Hindi due to the influence of globalisation, technology and
intercultural relationships
identifying Hindi words derived from other languages, such as च捘�ा, borrowed from Persian, 뎝�े ⫚� directly
from Sanskrit versus खेत from Hindi via Pali/Prakrit
recognising the influence of Sanskrit on Hindi and other languages, for example, by identifying Sanskrit
words adopted and adapted in different ways in different languages
identifying influences from other languages in their own/their family’s use of Hindi, for example, the use of
terms associated with social media, popular culture and technology �ीन, माउस
understanding that all languages change in response to changing circumstances, for example, the
addition of new terms for new inventions or experiences, wordborrowing from other languages or, as in
the case of Aboriginal languages and Torres Strait Islander languages, the reversal of language loss
through revival and retrieval programs
Reflect on their own use of Hindi, English and other languages or dialects for different social purposes, and
recognise that they sometimes mix and switch between languages
[Key concepts: language domains, multilingualism; Key processes: comparing, explaining, analysing,
reflecting]

Elaborations
creating individual language profiles, explaining which languages or dialects they use in their family,
social and community lives
recognising that language use among bilingual/multilingual speakers varies according to ethnicity, age,
profession or social status and to the context of use
reflecting on the different role of elements such as gestures, body language and the use of space or
silence when they are using different languages
reflecting on the impact on their lives and on their sense of identity of speaking more than one language
reflecting on how they use language differently in interactions across different contexts, and how these
differences help to signal social roles and relationships
sharing examples of how they sometimes mix and switch between languages when they are speaking to
each other
Reflect on how communities’ ways of using languages are shaped by values and belief systems, and how
these may be differently interpreted by speakers of other languages
[Key concepts: perspective, culture, place, values; Key processes: questioning, analysing, identifying]

Elaborations
understanding that people ‘read’ intercultural communication in different ways depending on their own
cultural perspectives, and recognising the validity of different perspectives and questioning notions of
‘right’ or ‘wrong’ ideas
noticing ways in which the Hindi language reflects values and traditions of Indian communities, for
example, understanding concepts such as स痘�ंग, घूँघट
reflecting on how different languages and cultures represented in the classroom influence ways of talking
or acting in social, physical and temporal environments, for example, Aboriginal and Torres Strait
Islander relationships with place, language and culture; the concept of nonlinear time expressed in Hindi
कल, परसों, the concepts of अिहंसा and कम忑�
identifying Australian values and traditions such as informality, mateship and loyalty that resonate in
particular words, expressions or behaviours that may be misunderstood by others, for example, ‘bring a
plate’, ‘fair dinkum’, ‘mate’
By the end of Year 6, students use spoken and written Hindi to exchange personal information and
experiences, to give opinions and express feelings. When interacting with others, they use expressive and
descriptive language, for example, नम े आप कैसे ह, म ठीक ।ँ मेरी माँ मुझ े ब त ार करती है, म उनकी आँ खों का तारा ।ँ
मेरे प रवार म हम सब साथ साथ रहतेह।, मुझल े गता है आप ठीक कह रहे ह। Students show interest in and respect for
others, for example, मुझ े माफ़ कीिजये, यह ब त अ ा है। ब त खूब , मजा आ गया, यह ब त अ ा है। रमा मुझ े माफ़ करना
लेिकन मुझ े लगता है िक...। सच पूछो तो मेरे िवचार से…। म इस बात से सहमत ँ िक….। They use actionoriented language
to plan and conduct shared activities, for example, हम यह कहना चाहते ह िक...। म आज आप को कुछ जानकारी दे न े जा
रहा ।ँ हमारे समूह का िवचार है िक..., हम आप के सामने आप एक नाटक पेश करने जा रहे ह, आज हम आप के सामने ुत करने
जा रहे ह... and complete transactions, for example, इसका ा दाम है? , मुझ े एक िकलो दाल दीिजये। यह पोशाक िकतने की
है ये आम िकतने के ह? आपकी दु कान म सब से अ ी फोटो कौन सी है , मुझ े ठं डा शरबत चािहये। ा आप के यहाँ शाकाहारी भोजन
िमलता ह? आप के भोजनालय म सबसे ािद ंजन कौन सा है? मुझ े दो रोटी के साथ एक दाल म नी दे दीिजए.. When
participating in classroom routines and activities, they ask and respond to questions, express opinions and
ask for clarification, for example, है न?, नही, हाँ, यह ा है?, मुझ े समझ नही ं आया िफर से समझाइये, ठीक है, यह कैसे करनाहै,
मेरे िहसाब से वहाँ जाना ठीक नही ंहै, यह खाना ब त ािद है, हमे वहाँ से खाना लेना चािहये. Students use patterns of Hindi
pronunciation and intonation when interacting, identifying regional variations. They gather, classify and
compare information related to social and cultural worlds from a range of spoken, written and visual texts.
They present information about aspects of language and culture in different formats selected to suit audience
and context. They respond to a range of imaginative texts by identifying and discussing key elements such as
storylines, characters and themes, for example, अमर िच कथा, पँचतं की कहािनयाँ, दादी की कहािनयाँ, अ ा ीन का
िचराग, चाचा चौधरी और साबू , िव म और बै ताल, िपंकी और बबलू, अकबर बीरबल के िक़ े. They create and perform short
imaginative texts based on a stimulus, concept or theme, for example, दो ी, म े , अिहंसा, अितिथस ार, अनेकता म
एकता. When constructing texts, students use a variety of tenses, for example, खा रहा था, खा रही थी, खा रहा ,ँ
खाऊँगा, खायेगा, खायेगी, जा रहा था, जाऊँगा, जा रहा ँ adverbs, for example, साथसाथ, अगरमगर, कभीकभी, धीरे धीरे , ज ी
म, दौड़ते ए and verb forms expressing actions happening, being made to happen or caused to happen, for
example, बनना, बनाना, बन जाना। They connect their ideas using conjunctions, for example, मने ेटर पहना ोंिक
मुझ े ठ लग रही थी, तुम यहाँ बै ठो या वहाँ जा कर खड़े हो जाओ, उसने दवाई खाई पर असर नही ं आ, राम ने खाना खाया और सो गया।
They use number and gender distinctions such as एक आदमी, कई आदमी, एक लड़का, तीन लड़के, बे टी, बे िटयाँ, नदी,
निदयाँ. Students translate texts from Hindi into English and vice versa, identifying words and phrases that need
interpretation, for example, उँ गली पर नचाना, नाक म दम करना, अपने घर म कु ा भी शेर होता है, अंगरू ख े ह. They create
bilingual texts for their own and others’ learning. They identify how being bilingual and bicultural contributes to
their own identity and influences their ways of communicating.
Students identify the relationship between word formation and pronunciation and apply the conventions of
written script to their own constructions. They distinguish between active and passive voice and the intonation
patterns of statements, questions and exclamations, for example, वह पास हो गया! ा आप वहाँ जाएँ गे? तुम अ े ब े
हो।. They identify negative constructions, including negative forms of verbs and adjectives and the form and
function of tenses, for example, सोहन ने िफ नही ं दे खी। झूठ कभी मत बोलो. They distinguish between the structure
and features of different forms of spoken and written texts and identify ways that texts create effects to suit
different audiences. They give examples of how language use and ways of communicating vary according to
the degree of formality and context, purpose and audience. They explain factors that have affected Hindi
language over time, including the impact of other languages and cultures such as Sanskrit, Persian, English
and Arabic. They give examples of how their language use varies according to social context and purpose
and identify how ways of using languages are shaped by values and belief systems.
Languages Indonesian (Version 8.4)
Page 605 of 943

The Australian Curriculum: Languages Indonesian
Indonesian How the Subject works
Context statement
The place of the Indonesian language and culture in
The languages of the Indonesian archipelago have been used in Australia since contact several centuries ago
between the peoples of the islands now known as Indonesia and the Aboriginal and Torres Strait Islander
peoples of northern Australia. Trade between these peoples left lasting effects on languages, cultures and
communities, such as in Makassar and Arnhem Land, which continue to this day.
Indonesian — or Bahasa Indonesia as it is known by Indonesian speakers — is spoken by approximately 230
million people throughout the Indonesian archipelago. Closely related dialects of the same language, usually
called Malay, are used in Malaysia, Singapore, Brunei and southern Thailand. Modern Indonesian and Malay
trace their origins to Old Malay, which was used in the Srivijayan empire during the seventh century and later
in the powerful trading kingdom of Malacca. As a language of trade, Malay spread throughout the
archipelago. The colonial rulers of the Dutch East Indies used Malay for treaties, administration and, from the
late nineteenth century onwards, education of the local people.
In 1928, Indonesia’s nascent nationalist movement declared that there would be a single national language as
the language of Indonesian unity. Following independence in 1945, Bahasa Indonesia was adopted as the
new nation’s official language; it became the medium of instruction and an area of study in all schools.
Successive generations of Indonesians have now been educated in Indonesian, and for the majority it is one
of a number of languages that are used for communication.
Following the countries’ experience of being allies during World War II, close ties were forged between
Indonesia and Australia, and many Indonesians arrived in Australia to study as part of the Colombo Plan,
which was designed to educate a professional class in order to advance a stable, democratic Indonesia. A
number of Indonesians settled in Australia and formed small communities in various capital cities. These
communities currently remain small but are steadily growing, with numbers of tertiary students and families
from Indonesia living and studying in Australia.
The ties between Australia and Indonesia continue to develop, with an increasing number of Australians
(almost one million in 2012) travelling to Indonesia, for leisure, business and education purposes; numbers of
Indonesians visiting Australia are also increasing. Indonesia currently has Australia’s largest overseas
diplomatic presence, and Australia is the only country outside of Indonesia to host two specialist Indonesian
language and cultural centres, known as Balai Bahasa; these provide Indonesian language study for the
Australian community.
The place of the Indonesian language in Australian
education
Indonesian has been taught in Australian schools and universities since the 1950s. Today Australia is the
largest provider outside of Indonesia itself of Indonesian language education for schoolaged children. In fact,
Australia is recognised as a world leader in expertise on the Indonesian language and Indonesian language
education.
Historically the demand for Indonesian language study in Australian schools has been driven by the Australian
Government rather than as a direct response to the language maintenance needs of local speakers of the
language. Since its introduction, a number of government policy initiatives have supported the teaching of
Indonesian, largely for economic and national security reasons. The introduction of Indonesian language
studies in 1955 was in response to the Australian Government’s concerns about regional stability in Asia.
During the 1990s, with growing national interest in trade with Asia, the Australian Government introduced the
National Asian Languages and Studies in Australian Schools (NALSAS) Strategy, which enabled a major
expansion of Indonesian in schools, particularly in the primary sector. Indonesian rapidly became the third
most studied foreign language in Australian schools. The NALSAS ended in 2002; however, its aims to
encourage young Australians to study one of four targeted Asian languages were reignited through the
National Asian Languages and Studies in Schools Program (2008–2012), which renewed an economic and
strategic focus on Asia. In recent years, the commitment of the Australian Government to the teaching and
learning of Indonesian in schools has continued, as reflected in documents such as the Australia in the Asian
Century White Paper (2012) and election policy announcements.
The nature of Indonesian language learning
Indonesian is a standardised language that is the official language of government, education, business and
the media. It has been and continues to be shaped (for example, in terms of lexicon, grammatical structures
and idiomatic usage) by other languages, most significantly Javanese, Dutch, Arabic and English. Colloquial
forms of Indonesian, such as bahasa seharihari and bahasa gaul, are used for informal daily interactions.
Indonesian is written using the Roman alphabet, and there is a clear correlation and a degree of consistency
between its sound and its written form. This feature generally makes it easy for speakers of English as a first
language to predict how to say, read or write Indonesian words. It has a number of sounds that require
learning, such as the trilled r, the ch sound of the letter c, the combined vowel sounds ai and au, the
distinction between ng and ngg, and the glottal stop k when it is a final syllable.
Indonesian grammar is characterised by a system of affixation where prefixes and suffixes attached to base
words form new words belonging to different word classes or with changed grammatical function. The most
common among these that are relevant to this curriculum are the noun and verb forms using the prefixes
ber, me, pe and ke, and the suffixes kan, i and an.
There is a significant distinction between oral and written, as well as formal and informal, Indonesian. Written
language, for example, follows grammatical rules of affixation, whereas spoken language often drops affixes,
and vowels are often reduced to single sounds; for example, the formal hijau often appears informally as ijo.
Spoken language is also frequently meshed with local languages and slang forms.
A major feature of Indonesian is its extensive pronoun system, which can be quite simple in its initial stages
(for example, saya, Anda, kamu) but becomes increasingly complex, with multiple forms according to
situations and contexts of use. In addition, the use of objectfocus construction is marked, and it is frequently
used in both spoken and written contexts to create distance between the agent and the action.
Language features are strongly embedded in the cultural worldview that underpins and shapes the language.
For example, Indonesia is a unified nation within which there are multiple languages; cultural, religious and
ethnic groups; and geographical and political regions. The sense of diversity is reflected in the national motto,
Bhinneka Tunggal Ika (‘Unity in Diversity’).
The diversity of learners of Indonesian
Most recent figures show that there are approximately 190 000 learners of Indonesian in Australian schools,
with the majority in primary schools: F–6 (123 538), 7–10 (64 333) and 11–12 (3713). These figures reflect a
relatively strong base for Indonesian in primary schools in particular. The majority of students who study
Indonesian at primary school do not continue with the language at secondary school due to factors such as
lack of availability of the language or opting to study a different language. Secondary school also represents a
new entry point for learners who have not previously studied Indonesian.
The majority of learners of Indonesian in Australian schools are second language learners, with smaller
numbers of background learners and first language learners. The Australian Curriculum: Languages for
Indonesian is pitched for the majority of the cohort of learners of Indonesian for whom Indonesian is an
additional language (referred to in the Australian Curriculum as second language learners). The curriculum
has been developed according to two main learning sequences for these learners, Foundation to Year 10
Sequence and Years 7 to 10 (Year 7 Entry) Sequence.
For students learning Indonesian for the first time in a school language program, a key feature of learning the
language is understanding the cultural dimension that shapes and is shaped by the language. The curriculum
is designed with an intercultural language learning orientation to enable students to participate in intercultural
experiences, develop new ways of perceiving and being in the world, and understand themselves in the
process.
Languages Indonesian (Version 8.4)
Page 609 of 943

Indonesian Years F–10 Sequence
Students are expanding their social networks, experiences and communication repertoire in both their first
language and Indonesian. They continue to need guidance and participate in structured, collaborative tasks
that both recycle and extend language. Students are gaining greater independence and becoming more
conscious of their peers and social context. They are gaining awareness of the world around them and the
proximity of Indonesia to Australia. Learners are noticing similarities and differences between Indonesian
language and culture and their own.
Indonesian language learning and use
Learners use formulaic phrases in Indonesian to participate in classroom routines, presentations and
structured conversations with the teacher and peers. They focus on aspects of their personal world and are
introduced to content related to Indonesia and other learning areas. Learners develop oral language through
scaffolded tasks and texts such as songs, descriptions and stories. They extend their oral fluency by focusing
on sentencelevel intonation and stress.
In pairs and as a class, learners read texts such as signs, posters, scripts, lyrics and instructions (for example,
for recipes or games). They are learning to apply their knowledge of key words and textual features to predict
the meaning of unfamiliar language. Learners use modelled language to create texts such as a class story,
script or contribution to a wiki space. They require opportunities to extend their language use by expressing
ideas through expanding and connecting sentences.
Learners use Indonesian to interact with the teacher and classmates, and may use technology to
communicate with peers in Indonesia. Tasks are typically structured, collaborative and at times competitive,
such as a group performance, class display or games. Learners may notice use of Indonesian in the
community, such as in the media.
Texts and resources
Learners engage with a range of published texts such as readers, songs and computer games, as well as
those prepared by the teacher of Indonesian, including language exercises, games and presentations. In
addition, learners gain exposure to Indonesian language and culture through texts created for the Indonesian
community, such as websites, music clips and television programs.
Features of Indonesian language use
Learners are expanding their knowledge of vocabulary and sentence construction. They develop a range of
ber verbs, simple conjunctions and prepositions, noticing that sentences follow a similar word order to
English, apart from possessive pronouns and adjectives. They need to develop a metalanguage for
describing aspects of Indonesian language and how it works. They are increasingly aware of the connection
between language and cultural practices (for example, tawarmenawar, selamatan) and compare such
connections to their own language and culture.
Level of support
Supports provided by the teacher at this level include explicit instruction, description, and comparison of
Indonesian and English, modelled language use and examples of texts, and feedback on student work.
Learners need practice and guidance in using dictionaries and access to word charts, vocabulary lists and
examples when translating and creating texts.
The role of English
Indonesian is used for classroom routines and language learning tasks and may be used as the language of
instruction for learning the content of other learning areas. The language of response varies according to task
demands, with Indonesian used primarily for communicating in structured and supported tasks, and English
(and other known languages) used for openended, comparative tasks that develop learners’ understanding
of language and culture.
Communicating
Using language for communicative purposes in interpreting, creating and exchanging meaning.
Socialising
Interacting orally and in writing to exchange, ideas, opinions, experiences, thoughts and feelings; and
participating in planning, negotiating, deciding and taking action.
Interact with peers to describe aspects of daily life, school, friends and pastimes
[Key concepts: friendship, leisure; Key processes: corresponding, interacting]
(ACLINC035 Scootle )

Elaborations
giving opinions about aspects of personal world such as likes and dislikes, interests and leisure activities,
for example, saya lebih suka bermain futbal daripada sepak bola
describing significant people such as family members, friends and teachers, their relationship, physical
appearance and characteristics/qualities, for example, Teman saya baik hati dan lucu
recounting experiences with family and friends, for example, Saya suka berbelanja dengan teman saya
pada hari Sabtu
sustaining interactions with others by using strategies such as asking questions, for example, Oh begitu,
ya, maaf? Dan kamu?
Collaborate with peers to plan and conduct a shared event or activity such as hosting a class guest or
working with a buddy class
[Key processes: planning, organising, negotiating]

Elaborations
engaging in shared tasks which involve planning, collaborating and evaluating, for example, performing
an Indonesian item at assembly, or creating a warung for a school open day
organising and taking on roles with others, for example, preparing for an Indonesian Day, writing a
newsletter item, reading with a buddy student
making invitations and arrangements for a shared event or experience, for example, a class party, an
Indonesian visitor or a film afternoon
participating in roleplays of purchasing goods and services, such as bargaining scenarios, buying
souvenirs, or ordering food at a kaki lima/warung
exchanging currency, noticing the respective values of each, and using Indonesian rupiah to carry out
real or simulated transactions
participating in sourcing goods and services, noting where these can be found and the different
purchasing processes and language involved, for example, fixed prices (Harga pas) and negotiable
prices (Boleh tawar?)
Participate in classroom interactions and structured tasks by asking and responding to questions, seeking
permission and expressing preferences
[Key concepts: collaboration, responsibility; Key processes: requesting, interacting]

Elaborations
asking and responding to questions, and asking for repetition or clarification, for example, Sekali lagi, Bu,
Maaf, Bu, saya tidak mengerti, Di mana kata itu?
responding to instructions and commands, for example, Masuklah, Bukalah laptop kamu, Jangan lari,
Tulislah di bukumu, Bacalah lebih keras, Berdirilah di depan kelas, Dengarkanlah, Ulangilah
asking permission, for example, Boleh saya ke WC?, Boleh pinjam kamus/penggaris/pena merah?
giving advice and reminders to peers, for example, Pakailah sepatumu, Kamu harus menulis di bukumu,
Jangan bercakapcakap
Informing
Obtaining, processing, interpreting and conveying information through a range of oral, written and
multimodal texts; developing and applying knowledge.
Locate, classify and compare factual information from texts about aspects of daily life and significant events
across cultures
[Key concepts: lifestyle, event; Key processes: classifying, comparing]

Elaborations
identifying information in texts such as advertisements, conversations, brochures and announcements,
and sharing this information with others in another format, for example, presenting a chart of favourite
television programs or computer games
reading texts and extracting key points about an issue or topic (such as housing, living in the city or a
rural area, types of activities for young people and their daily routines), and discussing information with
peers, Anak itu tinggal di kampung…
reading, viewing and listening to texts to research information about concepts related to other learning
areas such as the Arts, Humanities and Science
identifying and comparing perspectives about information in spoken and written texts , for example,
Apakah informasi ini benar?, Informasi ini dari mana?, Siapa yang menulis teks ini?, Berapa orang
setuju?
Convey information about aspects of language and culture using diagrams, charts, timelines, descriptions
and guided reports
[Key concept: literacy; Key processes: describing, reporting]

Elaborations
presenting factual information related to cultural activities and events of significance, for example, daily
routines, celebrations, sporting events and concerts
conveying information about activities and environment using a range of text types and modes, for
example, a report about an excursion for a school newsletter, a class website, a short documentary
about the neighbourhood/region
using graphic organisers to convey information in particular ways, for example, to show priorities
(list/table), to compare statistics or ideas (Venn diagram), or to highlight frequency (graphs)
reporting information (for example, about city and village life) based on own or group research, and
supporting the information with photos, illustrations, captions or diagrams
Creating
Engaging with imaginative experience by participating in responding to and creating a range of texts, such
as stories, songs, drama and music.
Engage with texts such as cartoons, dialogues and fairy tales, and respond by describing aspects such as
characters and actions
[Key concepts: fact, fiction; Key process: describing; Key text types: story, script, cartoon]

Elaborations
recalling and/or illustrating main characters and events in texts, for example, responding to questions
(Siapa?, Di mana?, Berapa lama? Apa?) about a story or song
conveying understanding of plot and sequence in texts, such as by recreating the sequence using a
discussing reactions to texts such as stories, television programs and songs that reflect contemporary
Indonesian values such as respecting parents, appreciating diversity or being a good friend
discussing key messages in creative texts, such as the moral of a fable/story, an idea or value in a song,
or a quality of a character (cerdik, sombong, baik hati)
responding to a creative text by manipulating the original text to create a new version, for example,
resequencing events, adding a new element, changing the location or creating an alternative ending
writing a review, using modelled language, of a song, story, comic or television program
Compose and perform texts such as a skit, rap or video clip, based on a stimulus, concept or theme
[Key concepts: imagination, drama; Key processes: performing, composing; Key text types: dialogue,
narrative]

Elaborations
composing texts for own and others’ enjoyment and interest, for example, a description of an imaginary
character, animal or event
creating texts to share with others, for example, a commercial for a new product, a short film or rap, or a
poster for an imagined event
creating a poem, rap or song, experimenting with rhyme and rhythm, for example, writing a shape or
acrostic poem, or a song about sport (Tim saya hebat!)
performing or presenting own texts, for example, a photo story, advertisement or rap
Translating
Moving between languages and cultures orally and in writing, recognising different interpretations and
explaining these to others.
Translate texts from Indonesian to English and vice versa, selecting from possible choices to create
appropriate meaning
[Key concept: meaning; Key processes: translating, selecting]

Elaborations
comparing translations of written texts from English into Indonesian and from Indonesian into English,
such as advertisements, websites, food packaging and menus, and considering how meanings may be
interpreted from a different cultural perspective
suggesting ways to modify some terms and expressions that do not translate directly and considering
how this may affect text length, style and word choices
interpreting meanings in Indonesian texts by ‘reading’ the context, for example, the phrase Ayo cepat!
may be encouraging or scolding depending on who uses it and why
Create for the school community simple bilingual texts such as reports, instructions and games
[Key concept: equivalence; Key processes: comparing, modifying]

Elaborations
producing recounts of events and experiences, such as articles for a newsletter or captions for a photo
story, and comparing choices available in both languages
performing a roleplay or skit for an audience such as parents or younger students, providing an
explanatory English commentary, for example, explaining the use of specific terms or gestures
creating bilingual texts for the school community, such as a virtual tour for a school website or signs
illustrating acceptable/unacceptable actions and gestures, for example, kissing, hugging or staring
interpreting aspects of oral texts in Indonesian for others, for example, providing a commentary on an
Indonesian item at an assembly, or explaining a dialogue or game at a languages evening
preparing bilingual versions of a text, noticing what differs and explaining why particular language may
have been added or omitted, and how the meaning may have changed
Reflecting
Participating in intercultural exchange, questioning reactions and assumptions; and considering how
interaction shapes communication and identity.
Engage in intercultural experiences, describing aspects that are unfamiliar or uncomfortable and discussing
own reactions and adjustments
[Key concepts: reaction, strangeness; Key processes: accommodating/rejecting, suggesting]

Elaborations
comparing the impact of gestures across cultures (for example, beckoning by pointing with index finger
or with palm down, touching top of head, or laughing loudly) and noticing own comfort with these
describing ways of showing politeness, for example, giving an answer that may be incorrect as a way of
saving face, or using body language such as smiling often
recognising and exploring aspects of own language use that reflect own cultural perspective and
experiences, for example, references to climate and environment, animals, activities and routines such
as chores; celebrations and events such as school camp, Easter and Anzac Day; and expressions such
as ‘g’day’, ‘howzat’ and ‘morning tea’
noticing the impact of own assumptions about Indonesian people and culture when engaging with texts
(such as being surprised if dogs are kept as pets, or assuming that all Indonesians live a subsistence
lifestyle), and considering what assumptions Indonesians might hold about Australian people and culture
Share experiences of learning and using Indonesian, and comment on aspects that have been accepted or
rejected and how this has impacted on own identity
[Key concepts: belonging, identity; Key processes: recording, evaluating]

Elaborations
monitoring own development as a learner of Indonesian, for example, recording learning and reflections
in blogs, learning log or journal
comparing with peers experiences of learning Indonesian, and considering any impact on own identity,
for example, noting own reactions when others such as teachers or extended family ask about learning
Indonesian
creating texts that express their own identity, including their identity as a learner of Indonesian (for
example, personal emblem/motto, poster, profile, photo journal, or caricature/selfportrait), and reflecting
on how these may be understood from an Indonesian perspective
considering how own upbringing and experiences impact on their assumptions in intercultural interactions
(for example, notions of leisure and free time, pocket money, backyard with swimming pool), and whether
these assumptions have changed in the process of learning Indonesian
Understanding
Analysing and understanding language and culture as resources for interpreting and shaping meaning in
intercultural exchange.
Systems of language
Understanding the language system, including sound, writing, grammar and text.
Notice of phonemes such as ng/ngg/ny, and notice the difference in of loan
Notice pronunciation of phonemes such as ng/ngg/ny, and notice the difference in pronunciation of loan
words from English
[Key concepts: loan, emphasis; Key processes: experimenting, predicting]
(ACLINU046 Scootle )

Elaborations
comparing different pronunciation of phonemes in the middle of words (ng, ngg, dengan, tangan, tinggal,
tanggal), and intonation of polysyllabic words, for example, mendengarkan, berbelanja, berselancar
noticing the phonemes ny and ng at the beginning of words, for example, nyamuk, Nyoman, ngantuk
recognising the Indonesian pronunciation of loan words from English (for example, komputer, roket
system), and applying conventions to unfamiliar loan words
understanding how to use emphasis to enhance meaning, for example, extending the stress on word
endings (besarrr, takuuuut)
Understand how to express actions and events in time and place using prepositions, and continue to
expand knowledge of ber verbs and vocabulary
[Key concepts: time, place; Key processes: applying, understanding]

Elaborations
referring to people and things using pronouns (for example, kami, kita, kamu semua paman, bibi,
sepupu, ibu tiri) and concrete nouns, such as those related to food and drink (for example, sambal,
rendang, es kelapa muda), and indicating possession using nya, mereka, kami/kita
describing locations, for example, kota, restoran, bioskop, warung, pasar
referring to relationships between people and things using prepositions, for example, untuk, kepada
describing actions using ber verbs (for example, berselancar, berbicara) and me verbs, for example,
menonton, melihat, menjual, mendengarkan, membeli, memakai
knowing how to direct others using imperatives (for example, jangan, dilarang) and invite others using
polite forms, for example, lah, Silahkan
seeking information and explanation using question words, for example, Berapa lama? Untuk apa?,
Dengan siapa?, Dengan apa?
describing character and qualities using adjectives, for example, menarik, bosan, enak, bodoh, pandai,
rajin, nakal, mahal, murah, sakit, capai, segar
indicating location in time using pada and place using di and atas, dalam, belakang
describing frequency using adverbs, for example, selalu, sering, kadangkadang
creating cohesion using conjunctions, for example, lalu, sebelum, sesudah
expressing reactions with exclamations, for example, kasihan!, hebat!, asyik!
comparing and evaluating using comparatives and superlatives, for example, lebih…daripada, paling…
extending subjectfocus construction by adding preposition or adverb to subjectverbobject word order,
for example, Saya menonton film di bioskop, Pada hari Minggu saya berselancar dengan bapak di pantai
Develop understanding of how grammatical structures and rules influence textual organisation
[Key concept: coherence; Key processes: connecting, applying]

Elaborations
noticing that different text types have a different register, for example, BapakBapak dan IbuIbu
(speech), kamu semua (dialogue with peers), Anda (advertisement) , Yth (email or letter to someone in
authority)
analysing how different text types use linguistic features to create effects, such as superlatives in
advertisements designed to persuade (terbaru, paling sehat), the imperative in signs designed to advise
or prohibit (Dilarang), salutations in emails designed to maintain relationships (yang baik, salam dari),
and declaratives in announcements designed to inform (Minggu depan pada waktu…)
Understanding how languages vary in use (register, style, standard and nonstandard varieties) and
change over time and place.
Develop awareness that language use reflects different contexts, purposes and audiences
[Key concepts: social distance/intimacy, context; Key processes: analysing, predicting]

Elaborations
recognising that there are linguistic choices available to vary the level of politeness in interactions, such
as when giving instructions, for example, duduk, duduklah, silakan duduk
observing how language use reflects respect and social distance, such as making requests with different
levels of formality (Minta, Mohon, Boleh, Bolehkah?), showing respect for authority figures (Pak Guru,
Mas, Mbak), and expressing familiarity with friends such as by using nicknames (nama panggilan)
reflecting on how language varies depending on the situation, for example, ordering a meal in a fast food
restaurant, Satu paket… compared to a dinein restaurant, Minta segelas air, Bu
Recognise that Indonesian contains influences from other languages, such as regional and foreign
languages
[Key concepts: change, borrowing; Key processes: identifying, discussing]

Elaborations
noticing how Indonesian is influenced by other languages and cultures, such as the influence of foreign
languages in words for food, music and sport, for example, wortel, bakso, kriket, tenis, musik pop, musik
klasik
keeping a class record of borrowings from regional languages, such as hangat (Minangkabau), batik
(Javanese), juara (Sundanese)
noticing the use of loan words from English in texts such as advertisements and television programs to
suggest values such as ‘modern’, ‘sophisticated’ and ‘educated’, for example, paket family, berinternet,
koneksi bisnis
Analysing and understanding the role of language and culture in the exchange of meaning.
Recognise that language and culture are integral to the nature of identity and communication
[Key concept: assumptions; Key processes: exploring, examining connections]

Elaborations
recognising that texts such as stories have a social and cultural purpose, and comparing values depicted
in texts, for example, the moral of a story such as ‘Cinderella’ compared to that of Bawang Putih dan
Bawang Merah
noticing how Indonesians describe self, such as often including regional language, ethnic group and
religious affiliation
understanding that Indonesian as a national language enables communication across diverse groups of
people and languages, and is part of national identity
recognising generalisations and stereotypes about cultural groups (for example, ‘all Indonesians are
Muslim’), and noticing that the reality is more complex and varied
considering connections between language and culture in own experiences and perspective, such as
how own language use reflects cultural practices, for example, participating in outdoor activities such as
sports
By the end of Year 6, students use Indonesian 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 to describe and share factual and imaginative
ideas and experiences, using formulaic phrases and modelled language. Students produce ng/ny/ngg
sounds, and apply knowledge of pronunciation and spelling to predict the sound, spelling and meaning of new
words. They ask and respond to questions using Apa?, Siapa? Berapa? and Di mana?, and interact
spontaneously with peers in discussions on familiar topics. Students use subjectfocus construction with a
range of ber verbs (such as bermain, berjalan, bercakapcakap, berenang) and formulaic me verbs (such as
membaca, mendengarkan, menonton). They express numbers using ratus and ribu, and describe character
and appearance using noun + adjective word order, (for example, Rumah Budi besar; Dia tinggi dan lucu).
Students use possessive word order (for example, Nama teman saya…) and describe events in time using
pada with whole numbers and days of the week. They use prepositions (such as di atas/dalam/belakang), and
conjunctions (such as karena and tetapi). They translate texts, relying on key words and formulaic
expressions, describing how meanings may vary across languages and cultures. Students identify aspects of
language use that relate to people’s (including their own) cultural perspectives and experiences.
Students know that Indonesian is a language system that has rules, and that word order in (subjectfocus)
sentences is similar to English. They identify features of texts such as adjectives in descriptions, superlatives
in advertisements and imperatives in signs. Students know 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 identify loan words from English and their Indonesian spelling (televisi) and pronunciation (kriket). They
describe similarities and differences between aspects of language and culture, such as celebrations (for
example Idul Fitri and Hari Ulang Tahun), leisure (for example, takraw, bulu tangkis) and the environment (for
example, desa, hutan). Students know that in both Indonesian and English some terms and expressions
reflect culturespecific items and practices (for example, Selamat siang, mandi, guling) that cannot be directly
translated.
Languages Italian (Version 8.4)
Page 623 of 943

The Australian Curriculum: Languages Italian
Italian How the Subject works
Context statement
The place of the Italian language and culture in
Italian, also known as Standard Italian or italiano standard, is the official language of Italy, the Vatican City,
San Marino and parts of Switzerland. It is also an official language of the European Union, and a major
community language in countries such as Australia, Luxembourg, the United States, Canada, Brazil, Uruguay
and Argentina, and in parts of Africa.
Italian is, and has been for many years, one of the major community languages in Australia.
The place of the Italian language in Australian
education
Italian has been taught in Australian schools and universities since the 1930s. Initially it was offered alongside
French and German as a ‘language of culture’, and Italian curricula borrowed a strong literary and
grammatical emphasis from the precedent of Latin. Italian was an important area of academic study providing
access to the rich literary, musical and artistic heritage of Italy, with less attention paid to actual
communication or contemporary culture. The distance between this academic approach to Italian learning
and the realworld experiences of Italianspeaking communities was considerable.
In addition to the presence of Italian learning in schools, in the 1960s the Italian community established
extensive Saturday morning schools to provide Italian language learning for their children. In the 1980s,
Italian learning and teaching in Australia increased significantly, especially in primary schools, as a result of
policies supporting multiculturalism, in particular the release of the National Policy on Languages (1987),
which strongly promoted linguistic and cultural pluralism. In this decade, Italian community organisations
established ‘insertion’ programs, hosted within regular day schools, to supplement the weekend and after
hours classes directly run by communities. This coincided with a new emphasis in all language teaching and
learning on linking school language learning directly to language use in communities, moving away from
traditional grammar or literatureoriented to more communicatively oriented programs. The focus in these
communicative programs was on learning language for use in ‘real’ everyday interactions.
The nature of Italian language learning
Italian belongs to the Romance family of languages and is closely connected to its ‘sibling’ languages of
Spanish, Portuguese and French. It also has many commonalities and connections with English, sharing
many Latinderived words and using the same Roman alphabet. The meaning of many Italian words can be
instantly recognised through their similarity to English. There are points of difference between Italian and
English grammars — for example, variations in word order, tense use, the use of articles, and the gendering
in Italian of nouns and adjectives — but overall the Italian language is not linguistically or culturally ‘distant’ for
Englishspeaking learners. Phonologically, Italian is relatively accessible to the Englishspeaking learner. It is a
The Australian Curriculum: Languages Italian
Englishspeaking learners. Phonologically, Italian is relatively accessible to the Englishspeaking learner. It is a
mostly phonetic language, pronounced generally as it is written, which is especially helpful in the development
of listening and speaking skills. There is clear emphasis on all syllables, and intonation follows regular
rhythms and patterns.
As Italian is widely spoken in Australia, many opportunities exist to hear and use the language in reallife
situations, as well as through the Italian media in Australia and in actual and virtual connections with Italian
communities in Italy and beyond.
There are also regional dialects of Italian that are used in local contexts both in Italy and beyond. Some
students may bring their experience of the use of regional dialects to the Italian classroom.
The diversity of learners of Italian
Learners of Italian in Australian schools come from a wide range of backgrounds, and include learners for
whom this represents a first experience of learning Italian; learners who have existing connections with Italian,
most directly as background Italian speakers, as second or thirdgeneration Italian Australians; and learners
who may have experience in a related variety of Italian or another Romance language.
The Australian Curriculum: Languages — Foundation–Year 10 Italian is pitched to second language learners
as the dominant group of learners of the Italian language in the Australian context. Teachers may use the
Italian F–10 curriculum to cater for learners of different backgrounds by making appropriate adjustments.
Languages Italian (Version 8.4)
Page 626 of 943

Italian Years F–10 Sequence
Students are expanding their social networks, experiences and communicative repertoires in both their first
language and Italian. They continue to need guidance and participate in structured, collaborative tasks that
both recycle and extend language. Students are gaining greater independence and becoming more
conscious of their peers and social context. They are gaining awareness of the world around them and of the
relationship of Australia with Italy and other Italianspeaking communities. They are noticing similarities and
differences between Italian language and culture and their own.
Italian language learning and use
Students’ pronunciation, intonation and phrasing are more confident, and they access wider vocabulary
resources and use nonverbal strategies appropriately to support communication. They participate in shared
tasks and purposeful language experiences as well as focusing explicitly on language structures and systems,
literacy skills and cultural elements of communication.
Oracy development at this level includes active listening to a range of input from different sources, and
building interactional skills such as maintaining conversations, turntaking, and contributing to discussions with
observations and opinions. They learn skills in ‘reading’ language for cultural and contextual meaning.
Individual and group oralpresentation and performance skills are developed through researching and
organising information, rehearsing and resourcing the content of presentations, and selecting appropriate
language to engage particular audiences.
Learners use Italian with each other and the teacher for a range of purposes: exchanging information,
expressing ideas and feelings, performing and responding to Italian texts and experiences. They use ICTs to
interact with each other and with peers in Italianspeaking communities, exchanging resources and
information, accessing music and media resources, and contributing to class activities such as a blog or
webpage.
Texts and resources
Learners engage with a range of oral, written, multimodal and digital texts that are increasingly public in
nature. They use cues and decoding strategies to assist comprehension and to make connections between
contexts, ideas and language within and between texts. They create texts for a range of purposes and
audiences, such as emails, dialogues, public signs, presentations and performances. With support, they build
cohesion into their Italian production in terms of both content and expression.
Features of Italian language use
Students increase their range of Italian language vocabulary, grammatical knowledge and textual knowledge.
They learn how to describe present and immediate future actions, situations and events using familiar verbs.
They use adverbs, adjectives and prepositions to create more complex sentences. They develop a
metalanguage to describe patterns, rules and variations in language structures.
Learners consider how language features and expressions reflect cultural values and experiences (for
example, language variation relating to gender, generation, status or cultural context). This leads to
considering their own ways of communicating and to thinking about personal and community identities,
stereotypes and perspectives reflected in language.
Level of support
While learners work more independently at this level, ongoing support, including modelling and scaffolding, is
incorporated into task activity. Ongoing feedback and review support the interactive process of learning. While
first language capabilities are more developed than learners’ Italian language proficiency, learning tasks and
experiences need to take account of both their second language linguistic level and their more general
cognitive and social levels of development.
The role of English
The use of English, in conjunction with Italian, for discussion, reflection and explanation ensures the continued
development of learners’ knowledge base and intercultural capability and provides opportunities for learners
to share understanding and experiences.
Communicating
Socialising
Interact to share interests, leisure activities, feelings, opinions and preferences
[Key concepts: leisure, neighbourhood; Key processes: exchanging, corresponding]
(ACLITC039 Scootle )

Elaborations
contributing ideas and opinions in interactions by acknowledging, replying, agreeing/disagreeing and
concluding, for example, E tu? È vero. Davvero? Va bene. Non sono d’accordo. Mi dispiace ma non
capisco. Allora ci vediamo dopo. Arrivederci, Giorgio, a domani! Ho dimenticato … Sei molto gentile.
Penso di sì. Penso di no.
asking and responding to questions that elicit personal information about themselves and others, for
example, Da dove vieni? Vengo da Melbourne. Sei australiana? No, non sono australiana, sono cinese.
Sì, e sono di origine greca. Quanti siete in famiglia? In famiglia siamo in sei. È/non è interessante … Che
bello!
writing short texts such as emails, letters and text messages to interact with others, for example, to invite,
congratulate or thank someone
using formal and informal greetings and forms of address when opening and closing conversations and
written correspondence, for example, Pronto, chi parla? Ciao mamma. ArrivederLa. Mio caro
fratello/Carissima nonna/ Gentile signora. Bacioni/Distinti saluti
asking about personal preferences, for example, Quale materia ti piace? Mi piace … /Non mi piace …, È
facile/È difficile. Quale sport fai? E tu? Bravissimo! Eccezionale!
expressing feelings, such as about a singer or sports figure, for example, È simpatico e bravo, mi piace
tanto. Vorrei...Mi piacerebbe …
describing a person’s physical state, for example, Ha fame/sete/freddo/caldo; Ho mal di … Sono
stanco/sono rilassato
expressing preferences, for example, Mi piace il caldo. Mi piace/non mi piace la musica rock/pop/classica
…
talking about the local environment and expressing opinions, for example, Qui c’è molto verde. A/In …
c’è tanto inquinamento
providing options and choices, inviting, accepting or refusing, for example, Vuoi venire a …?
D’accordo/No, non posso … un’altra volta. Vuoi il CD di … o di …? Che buona idea!
Take action, make shared decisions and organise shared experiences
[Key concepts: environment, plan; Key processes: participating, reflecting]

Elaborations
participating in taking action in relation to care of the environment, or class rules and routines, for
example, Butta la carta nel contenitore giallo. Aiuta i bambini della prima ad attraversare la strada. Voi
due, create il poster
discussing projects as a whole class, for example, Cosa possiamo riciclare? Come possiamo diminuire
l’inquinamento intorno alla scuola? Come possiamo rendere più sicura la strada da casa a scuola?
Participate in simple transactions such as purchasing and ordering goods and services
[Key concepts: service, transaction; Key processes: transacting, exchanging, planning]

Elaborations
visiting a café, deli or other store and participating in transactions, for example, Buongiorno, vorrei un
etto di... per piacere. Quanto costa? È troppo caro/costoso
organising a swap of toys, magazines, stickers or posters, for example, Facciamo uno scambio di
cartoline. Mi dai questo/questa …? Io ti offro....
participating in buying and selling, using Grazie, Prego, Quanto costa? Due euro
participating in roleplays that involve transactions and opinions (for example, È bellissimo. È di moda),
asking the price (for example, Quanto viene? C’è lo sconto?) and requesting opinions, for example, Che
cosa ne pensi? Secondo me, è … Trovo … un po’ …
Interact in classroom activities and create shared class routines
[Key concepts: routine, class culture; Key processes: explaining, participating, sharing]

Elaborations
interacting in small groups in class routines, for example, Come si scrive? Di chi è questo/questa? È
mio/mia. È di mio fratello
asking to receive things, for example, Per favore, dammi una penna blu. Per piacere, mi porti …?
Sì/D’accordo/Non posso
asking the time, for example, Che ora è? Sono le … Quanto manca? 10 minuti.
asking where an event is taking place, for example, Dove si fa la festa? Dove si trova …? Dov’è …? In
Italia/vicino/lontano/ al numero 6
participating in a class dis cussion on a theme, activity or experience, for example, La musica di … è più
interessante di … Secondo me …
Informing
Listen to, view and read texts and gather information from a range of sources, including concepts drawn
from other learning areas
[Key concepts: lifestyle, leisure, health/wellbeing; Key processes: selecting, researching, comparing,
synthesising]

Elaborations
surveying classmates on specific topics and presenting the findings using tables, concept maps, graphs
and digital presentations, making comparisons with children’s lifestyles in Italy, for example, Chi? Dove?
Quando? Perché? Che cosa?
gathering information by interpreting a range of texts, including signs, instructions, directions and
diagrams, and then participating in class discussions on this information or presenting information
independently in a variety of forms, for example, using a flowcart to explain the life cycle of a butterfly, or
reporting (Metà della classe … La maggior parte … Pochi …. Tanti …. Alcuni … quasi tutti …)
researching topics such as leisure, recycling, the water cycle, the solar system, or geographical features
of Italy, in a range of sources, including magazine articles, books and websites, and ordering and sharing
the information in print or digital format
reordering information, for example, using tables or concept maps and retrieval charts
viewing documentaries about Australian/Italian cities or the natural environment to complete a list of facts
or to collect information to discuss and compare with peers
Represent information appropriately for different audiences, using a variety of modes
[Key concepts: learning area concepts; Key processes: connecting, informing]

Elaborations
preparing and giving presentations on familiar, factual topics, incorporating material from print and
multimedia texts and class discussion, for example, a summary structured according to a series of
questions such as Chi …? Dove...? Cosa …? Perché?Quando?
creating a video to present ideas and information to others, using graphics to represent ideas, providing
captions for images and labelling maps
conveying information to others through different text types, for example, an advertisement such as la
festa della cioccolata di Perugia: Vuoi partecipare …? Ti piace …? Preferisci …? Allora vieni a …
Creating
Share and compare opinions about ideas in imaginative texts
[Key concepts: description, story, narrative; Key processes: comparing, reviewing; Key text types: recount,
narrative, biographical description]

Elaborations
comparing cultural concepts and messages expressed in stories and song lyrics, for example, La
domenica mangiano la pizza. La famiglia fa la passeggiata in piazza; Le famiglie fanno molte cose
insieme
exploring the sequence of events in texts by creating a storyboard
relating what they read or view to their own life experiences, for example, asking what the author means
by writing: La mia squadra è ‘forte’ ma la tua è ‘finita’, and considering how important sport is in their own
life for example, È motto importante, È importantissimo. Per me è/non è importante perché ….
noticing and describing commonalities and differences in experiences and ideas of particular characters
and aspects of their own daily life, such as in the Bambini di tutti i colori story, for example, In Italia, il
pranzo è più … Mi piace di più lo stile di vita … Anch’ io … Sono d‛accordo
Create imaginative texts for different audiences such as digital stories and raps using imaginary characters,
places, ideas and events
[Key concepts: text, imagination; Key processes: exchanging, performing, creating; Key text types:
narrative, description, song lyrics]

Elaborations
producing songs or short scripted plays or video clips to perform to younger students
writing and performing own texts, adapting patterns from familiar stories, such as booklets, board games,
or creating a different version based on the characters, settings and events of an Italian story, for
example, Tante famiglie tutte speciali
completing the end of a story
Translating
Translate texts, recognising that words and meanings do not always correspond across languages, and
expanding descriptions or giving examples where necessary to assist meaning
[Key concepts: alternative, equivalence; Key processes: translating, comparing]

Elaborations
noticing that there is not always wordforword equivalence when moving between English and Italian, for
example, in advertisements, websites, shop signs (Tabacchi) and warning signs (Vietato entrare!, Ė
Vietato, calpestare l’erba!)
applying intercultural awareness when explaining to others learnt words and expressions, for example,
practices related to hospitality (Grazie per l’invito … Volentieri! Certo! Come no! …) or idioms such as
Non vedo l’ora!
explaining in English the meaning of culturally significant phrases and concepts encountered in everyday
interactions and in signs, for example, È vietato calpestare l’erba, È vietato attraversare i binari
interpreting the meaning of particular word choices and gestures made in conversations between
speakers of Italian, for example, explaining the use of idioms such as Diamoci del tu! Dai! Via! Evviva!
observing and reporting on the Italian language present in the Australian community, for example,
noticing public signs in Italian, texts such as magazines and television programs, and computer games
Create simple bilingual texts and discuss what translates easily or not
[Key concepts: translation, explanation; Key processes: identifying, selecting, modifying]

Elaborations
creating bilingual texts such as invitations to class or school events, posters to advertise an upcoming
event, charts and lists to inform a range of audiences
Reflecting
Compare everyday social experiences and related use and consider own responses and
Compare everyday social experiences and related language use and consider own responses and
reactions and those of others
[Key concept: intercultural understanding; Key processes: comparing, reflecting, connecting]

Elaborations
comparing how Italian and English are used in learning to agree/disagree politely with others when
questioning and evaluating, for example, (non) sono d’accordo. Anch’io. Secondo me non è
vero/bello/giusto
exploring with the teacher aspects of Italian culture that may create comfort/discomfort with the ideas and
language used by others, for example, fare il bidet
learning the appropriate phrases to mark respect for age, gender, or social authority
reflecting on experiences of the Italian language and culture being located in and intertwined with the
language and culture of English speakers in Australia, for example, in shop signs (Barbiere, Panificio,
Macelleria, Farmacia, Moda, Cibo, Fiori, Assaggio)
Share aspects of own identity such as appearance, character, background, family, preferences and
experiences, including own role as a learner of Italian, and consider how these aspects contribute to
identity formation
[Key concept: intracultural understanding; Key processes: sharing, connecting, reflecting]

Elaborations
connecting various experiences of learning Italian and describing how learning Italian has influenced own
everyday behaviour and language use, for example, using Italian outside the Italian classroom, playing
Italian games online, going to dinner at an Italian restaurant and being able to read some of the signs
and/or the menu
connecting various experiences and reflecting on self in interaction with others and how each person is
perceived by others, for example, Sono fiero perché … Gli italiani in Australia amano.. Mia nonna è
contenta quando … lo sono contento di parlare … Sono timido … Non parlo … Ho imparato … Ho visto
…. Sono sorpreso di scoprire...
Understanding
Systems of language
Develop pronunciation and intonation of Italianspecific sounds (ACLITU051 Scootle )

Elaborations
learning to pronounce double consonants, for example, la mattina, il cappello, la piazza, fa freddo
learning to pronounce z and t sounds
understanding that there are both grave, for example è and acute for example, perché accents and
learning to insert these into their work electronically
Use grammatical knowledge, to interpret and create meaning in Italian (ACLITU052 Scootle )

Elaborations
using both regular and irregular plural nouns, for example, un ginocchio/due ginocchia
using suffixes to modify Italian nouns and adjectives, for example, treno — trenino; casa — casetta;
parola — parolaccia; bravo — bravissimo; fratello — fratellino; povero —poverino
recognising the imperative as a formulaic expression, for example, Dammi!
noticing adjective–noun agreement, for example, I bambini piccoli; Anna è alta ma Mario è basso
expressing positive and negative preferences using adverbs to intensify the meaning, for example, Mi
piace molto la cioccolata; Non mi piace tanto ballare
expressing negation, for example, Non sono italiano. Non mi piace l’ insalata
formulating questions and requests, for example, Che ora è? Pronto, chi parla? Quando comincia la
scuola? Dove andiamo stasera?
using ordinal numbers to sequence, for example, la seconda classe, la quinta, la terza aula
recognising the position of adverbs in sentences, for example, Non vado mai al cinema; Cammino
lentamente
using present tense of regular, some irregular verbs, and immediate future tense to present situations
and events for example, using avere, essere, stare, giocare, dormire, fare, leggere, scrivere, andare in
sentences such as: Andrea va a casa alle sei. Anna ha due fratelli. Vado al cinema domani
using reflexive verbs and simple past tense as formulaic expressions, for example, Mi alzo alle sette.
Sono andato/a al cinema
developing metalanguage to describe patterns, grammatical rules and variations in language structures
Notice and use distinctive features of text organisation in Italian (ACLITU053 Scootle )

Elaborations
noticing and using the main features of familiar text types in Italian, for example, emails, text messages,
letters and narratives
expanding the basic sentence structure by using simple conjunctions, for example, ma, e
Recognise that language use varies according to the contexts of situation and culture (ACLITU054
Scootle )

Elaborations
discussing the differences in register when using language in different contexts, for example, when giving
an oral presentation to the class, talking to friends in the schoolyard, going shopping, or visiting the
doctor
observing that language changes depending on the age and gender of the participants
noticing that language varies depending on how people feel, who they are interacting with and their
relationship with each other, for example, emotive language is used with friends and peers (Ma dai! Non
ci credo! Che barba!), more formal language is used with unknown adults (Scusi? Per cortesia), and a
range of salutations of varying degrees of formality are used in written communication (Tanti cari
bacioni/Un grande abbraccio/Distinti saluti)
comparing language use in similar social situations in Italian and English
Recognise the dynamic nature of language and culture (ACLITU055 Scootle )

Elaborations
investigating how media and digital technologies have changed the way Italian is used, for example,
noticing the influence of English words in television programs, advertisements, and text messages
considering and explaining why word borrowing occurs in the Italian language, asking, for example, Why
do you think Italian uses English words for sports like rugby, tennis, cricket and hockey? How would you
explain netball or cricket to an Italian student? Why are there no separate Italian words for iPod,
Nintendo DS, MP3 or email?
Understand the diversity of languages and cultures represented in the classroom, and the multilingual and
multicultural character of Australian society (ACLITU056 Scootle )

Elaborations
developing an awareness of the different dialects spoken in Italy and used in Italianspeaking
communities in Italy and in the diaspora
comparing the words they have heard in their home and/or community to ones learnt in class and
noticing that there are different dialects in Italian, for example, bambino in Italian is the equivalent to
picciriddu in Sicilian dialect
discussing the local linguistic landscape, including the presence of Aboriginal and Torres Strait Islander
languages
Reflect on their own assumptions about the values, beliefs and cultural norms of Italians compared to their
own (ACLITU057 Scootle )

Elaborations
explaining to others the significance of some Italian cultural practices and events such as greetings,
mealtimes, school or family routines, concepts and values, recognising cultural differences in their
interpretation of meaning, for example, Qual è la differenza? Capisco ma non sono d’accordo
noticing similarities and differences between own personal experiences and people, places, events and
ideas depicted in Italian print and digital texts, and sharing responses with others
discussing some generalisations and stereotypes about Italian people and reflecting on their own
experiences
By the end of Year 6, students interact using spoken and written Italian to describe and give information about
themselves, family, friends, home and school routines, experiences, interests, preferences and choices. They
share aspects of their environment, express opinions, for example, È buonissimo ...è molto bravo, mi piace di
più ..., penso di sì/no, secondo me..., accept or reject ideas, agree and disagree, for example, No,non sono
d’accordo! Hai ragione/torto. They ask simple questions, for example, Ti piace? Cosa prendi? Chi viene alla
festa? Vieni anche tu? They understand the main points in spoken interactions consisting of familiar language
in simple sentences. When speaking, they imitate pronunciation and intonation. They understand short written
texts with some variation in sentence structures and some unfamiliar vocabulary. In reading independently,
they begin to use context, questioning, and bilingual dictionaries to decode the meaning of unfamiliar
language. They connect ideas in different informative and creative texts, expressing and extending personal
meaning by giving reasons or drawing conclusions. Students create sentences with some elaboration, for
example, using coordinating conjunctions and comparisons to build short coherent texts on familiar topics, for
example, La musica di ... è bella, ma mi piace di più ... They write descriptions, letters, messages, summaries,
invitations and narratives They use the present tense of verbs, noun and adjective agreements and some
adverbs; they choose vocabulary appropriate to the purpose of the interaction, such as to describe, to plan or
to invite.
Students use some metalanguage to talk about both linguistic and cultural features. They discern familiar
patterns and features of written and spoken language and compare them with English, understanding that
language, images and other features of texts reflect culture. They demonstrate an understanding of variation
in language use, adapting language forms according to audience and context. They identify linguistic and
cultural differences know that Australia is a multilingual and multicultural society, and that dialects are spoken
both in Italy and in Italianspeaking communities around the world. Students compare, identify and discuss
their responses and reactions in intercultural exchanges.
Languages Japanese (Version 8.4)
Page 639 of 943

The Australian Curriculum: Languages Japanese
Japanese How the Subject works
Context statement
The place of Japanese culture and language in
Japanese is the official language of Japan, Australia’s northern neighbour in the Asia region. It is also widely
used by communities of speakers in Hawaii, Peru and Brazil, and learnt as an additional language by large
numbers of students in the Republic of Korea, China, Indonesia and Australia.
Australia has a significant number of Japanese national residents, particularly in the major cities on the
eastern seaboard. Japanese culture influences many areas of contemporary Australian society, including the
arts, design, technology, fashion, popular culture and cuisine. Japan has been a close strategic and economic
partner of Australia’s for more than 50 years, and there is ongoing exchange between the two countries in the
areas of education, trade, diplomacy and tourism. Japan is an important nation within Asia and a significant
contributor to economic, political and diplomatic relations in the region.
The place of the Japanese language in Australian
education
Japanese has been taught in Australia for more than 100 years and is widely taught as a second language in
Australian schools. The 1960s saw significant growth in the learning of Japanese, with the establishment of
many university programs that produced graduate language teachers who worked alongside nativespeaking
teachers to establish schoolbased programs. Increased trade and tourism activity between Japan and
Australia in the following decades strengthened interest in Japaneselanguage learning, and government
funding such as the National Asian Languages and Studies in Australian Schools (NALSAS) Strategy (1994
2002) and the National Asian Languages and Studies in Schools Program (NALSSP, 200812) contributed to
growth and further development in both the primary and secondary sectors. The strong relationship between
Australia and Japan has led to many collaborative projects in education and intercultural exchange. The
Japanese government and private foundations support the teaching and learning of Japanese in Australia
through funding professional learning and resource development centres and through involvement in
educational exchanges.
The nearparallel time zones and the geographical proximity of Japan to Australia facilitate access, interaction
and communication between the two countries. Student exchanges, community engagement such as sister
school and city relationships, and connections developed through other curriculum areas such as art, design
and literature provide opportunities for Australian learners of Japanese to interact with Japanese people and
to engage in cultural experience. Increasing numbers of students benefit from exchanges and incountry
experience. Technology provides many additional opportunities for interaction and exchange with Japanese
speaking people and cultures.
The nature of Japanese language learning
The Australian Curriculum: Languages Japanese
Japanese is the language used by the Japanese for education, business and media communication. Some
dialect variations are used in spoken interactions in different regions of the country.
Japanese is a phonetic language. Pronunciation is predictable, and new words can be pronounced easily
upon mastery of hiragana characters.
Japanese uses three scripts for writing: hiragana, the basic phonetic script representing the sounds of
Japanese; katakana, the companion phonetic script that is largely used for loan words; and kanji, Chinese
characters that represent meaning rather than sound (ideographs). The three scripts are used
interdependently. Hiragana is typically the first script learnt, with katakana and kanji first introduced in context
then taught systematically, contributing to script knowledge and competence. The many loan words from
other languages expressed through katakana reflect the impact of globalisation, technology and popular
culture on Japanese language and culture.
Japanese grammar is relatively uniform, with few irregularities, no grammatical gender, and predictable and
systematic conjugation of adjectives and verb tenses. There are some differences between Japanese and
English elements and patterns, such as the Japanese word order of subject–object–verb. This order forms
the basis of sentences that can then be enhanced by the addition of details usually placed before the main
items. Pronouns can be omitted and it is not always necessary to articulate the subject of a sentence.
Counting and numbering in Japanese involve using classifiers that reflect the nature of the item. Particles are
used to mark sentence elements and to indicate the nature of verbs.
An element of the language that may be unfamiliar to some Australian learners is the system of plain and
polite forms, which reflect hierarchical relations, social and businessrelated positioning and issues of respect
and status. Plain and polite forms are represented differently in both spoken and written language.
Conversational Japanese can be less formal than written Japanese, using shortened sentences, abbreviated
plain forms and some omitted particles.
Another feature of Japanese culture reflected in language use is the importance accorded to expressing
humility and maintaining harmony. Refusing or deflecting praise of self or family, deferential behaviour and
avoidance of direct disagreement or refusal are common characteristics of communicative interactions.
A key aspect of the curriculum involves understanding the cultural dimension that shapes and is shaped by
Japanese language. The curriculum is designed with an intercultural language learning orientation to enable
students to participate meaningfully in intercultural experiences, to develop new ways of seeing and being in
the world, and to understand more about themselves in the process.
The diversity of learners of Japanese
While learners of Japanese in Australian schools vary in terms of language backgrounds, cultural experience
and prior learning experience, they are predominantly second language learners. Classes may include
students with a background in Japanese or in a scriptbased Asian language. Some students will have had
exposure to Japanese language and culture through social interactions, travel or exchange experiences.
The Australian Curriculum: Languages – Japanese is pitched for the majority of the cohort of learners of
Japanese for whom Japanese is an additional language (referred to in the Australian Curriculum as second
language learners). The curriculum has been developed according to two main learning sequences for these
learners, Foundation to Year 10 Sequence and Years 7 to 10 (Year 7 Entry) Sequence.
Teachers will use the curriculum to cater for the range of different learner backgrounds described above by
making appropriate adjustments to personalise learning experiences for these students.
Languages Japanese (Version 8.4)
Page 642 of 943

Japanese Years F–10 Sequence
their first language and Japanese. They continue to need guidance and participate in structured, collaborative
conscious of their peers and social context. They are gaining a greater awareness of the world around them.
Learners are noticing similarities and differences between Japanese language and culture and their own.
Japanese language learning and use
Learners use Japanese with peers and the teacher for a widening range of purposes: asking and responding
to questions, exchanging information, expressing ideas and feelings, performing, responding to learning
experiences, and interacting with Japanese language resources. They are developing greater fluency and
accuracy in communication. As they draw on a growing range of vocabulary resources and grammatical
structures, their pronunciation, intonation and phrasing improve. They begin to use Japanese more
spontaneously when interacting with one another, and use an increasing range of body language and
gestures. Shared tasks provide a context for purposeful language experience and experimentation. Focused
attention on language structures, literacy skills development and exploration of cultural elements of
communication are conducted at least in part in Japanese. Learners use digital media to support their
learning in increasingly independent ways, such as exchanging resources and information with other
Japanese speakers. In doing this, they may access music and media resources.
Learners use Japanese with one another and with the teacher for a growing range of purposes. They may
have some access to other Japanese speakers and cultural experiences in wider contexts and communities
through the use of information and communications technology (ICT).
Texts and resources
Learners engage with a growing range of oral, written and multimodal texts, including published texts such as
modified folk stories, songs and computer games, as well as teachergenerated resources such as language
games, exercises and presentations. In addition, learners have some access to Japanese language and
culture through texts created for young Japanese people, such as stories, music clips, anime/manga and
video clips.
Features of Japanese language use
Learners notice the relationship between stress, pacing and meaning, and use appropriate intonation patterns
to exclaim, make a statement or ask a question. They continue to acquire a wider range of vocabulary and to
build grammatical and textual knowledge. They use verbs, nouns and adjectives, a variety of particles,
prepositions, counters and conjunctions. They differentiate between animate and inanimate objects and apply
their knowledge of こそあど in context. They develop metalanguage to describe patterns, rules and variations
in language structures. As they use Japanese to interact in different situations, they develop understanding of
how language and culture influence each other, and reflect on their own ways of communicating and using
language. Learners begin to experience and reflect on the challenges and opportunities involved in moving
between languages and different ways of making meaning.
Level of support
While learners work more independently at this level, ongoing support is incorporated into tasks and activities.
Systematic feedback and review assist the interactive process of learning. Support includes provision of
models, stimulus materials, scaffolded opportunities for reflection, and resources such as word and character
charts, vocabulary lists, dictionaries and electronic reference materials. Learning tasks and activities take
account of both learners’ current level of Japanese capability and their more general cognitive and social
levels of development.
The role of English
While the use of Japanese in the classroom increases at this level, the use of English for discussion, reflection
Communicating
Socialising
Interact with peers and the teacher to describe aspects of daily life such as routines and pastimes, or
celebrations and special days; to express preferences; and to show interest in and respect for others
[Key concepts: communication, correspondence, exchange, interests; Key processes: interacting,
communicating, greeting, describing]
(ACLJAC145 Scootle )

Elaborations
communicating with peers and other Japanese speakers in local or online communities or digital forums,
using strategies such as active listening skills, turntaking cues, requests for clarification, and respectful
language for agreeing or disagreeing, for example, へー、そうですね、すみません、もういちどおねが
いします、ちょっと…
showing interest in, respect and concern for others by asking questions such as だいじょうぶです
か。
exchanging simple correspondence such as greeting cards in print or digital form based on modelled
language such as おたんじょうびおめでとう(ございます)。あけましておめでとうございます。お
かあさん、ありがとう。～へ～より
using formulaic language to exchange emails with young Japanese speakers to provide personal
information such as ～さんへ、～より、じゃあまた, their names, likes and dislikes, family members or
leisure activities
exchanging information with one another or with other Japanesespeaking students about school or
home routines, leisure activities, interests or preferences, popular culture or sport, for example, サッカ
どび
ーをしますか。いつしますか。土よう日にサッカーをします。サッカーがす
きですか。ぼくもすきです。
どび
recounting experiences with own family and friends, for example, 土よう日にともだちとうみ
じょうび
にいきました。たん生日にケーキをたべました。
exchanging gifts using appropriate body language/gestures, such as giving and receiving with two hands
and using expressions such as すみません。どうぞ。どうもありがとうございます。
Collaborate with peers to plan and conduct shared events or activities such as teaching and working with a
buddy class, organising a shared event, or rehearsing and presenting a school performance
[Key concepts: collaboration, performance, transaction; Key processes: planning, organising, introducing,
explaining, transacting, budgeting]

Elaborations
planning and organising activities such as a class event, visit or performance, using language related to
place, people, time and numbers and creating promotional materials, for example, たいこのえんそ
もくび
う、木よう日、十一時、たいいくかん
creating a skit, performance or action game to introduce a buddy class to aspects of Japanese language
and culture, for example, introducing hiragana, individual words or expressions, or behaviours such as
bowing appropriately or receiving a gift
participating in simulated transactions such as purchasing goods or ordering food, using appropriate
gestures, formulaic expressions and relevant question–answer exchanges such as いらっしゃいませ。
これをください。いくらですか。3000 円です。はい、どうぞ。
becoming familiar with the value of Japanese yen by carrying out real or simulated transactions and
exchanges
budgeting for virtual shopping expeditions, for example, by consulting online catalogues and menus,
comparing prices and values, and discussing intended purchases, using formulaic expressions such as
たか
ちょっと高いです。でも、おいしそうです。
Participate in everyday classroom activities and routines such as asking how to say or write something,
asking for help or repetition, praising or complimenting one another, thanking, apologising and expressing
preferences
[Key concepts: roles, interaction, communication; Key processes: reading, naming, describing, requesting]

Elaborations
とうばん
taking on different roles and responsibilities in the classroom (当番), such as taking the roll, identifying
ほん
the day of the week, describing the weather or acting as monitor, for example, 本をください。ノー
トをください。(どうも) ありがとう。
にっちょく
doing 日直, taking turns to lead the class in routines such as opening and closing lessons, for example,
きり,つれい、ちゃくせき, using appropriate gestures
indicating that something is either correct or incorrect using はい (>そうです) 。ちがいます。
using appropriate language, actions and gestures to participate in interactions such as interrupting or
asking for clarification, for example, 先生、すみません。ちょっとわかりません。ゆっくり (おねがい
します) 。
Informing
Gather, classify and compare information from a range of sources related to concepts from other learning
areas
[Key concepts: interests, behaviours, social interactions, cultural expression; Key processes: researching,
compiling, presenting, identifying]

Elaborations
surveying and compiling information about young people’s interests and preferences in different
contexts, such as favourite activities, television and websites, preferred means of transport or
communication, or leisure activities at different times of the year, and presenting findings in formats such
as flow charts, graphs, diagrams or oral presentations, for example, ぜんぶで二十人です。六人
はゲームがすきです。
extracting key points from a range of spoken, written or digital texts on topics such as healthy eating,
school lunches, or home or school routines, discussing findings and comparing opinions, for example, 日
本人はがっこうでそうじをします。オーストラリア人はそうじをしません。
identifying points of information in texts such as advertisements, conversations, brochures or
announcements, and representing them in different formats, such as charts, concept maps, skits or
digital presentations
viewing video clips or reading simple texts containing social interactions such as exchanges between
parents and children or customers and shop assistants, identifying and recording new words and
expressions for use in their own language production
identifying words, expressions and behaviours associated with important Japanese cultural activities or
events, and comparing them with equivalent Australian expressions or behaviours, for example, locating
ねんがじょう
あけましておめでとうございます on a New Year’s card (年賀状)
diagrams, timelines and guided descriptions
[Key concepts: content, profile, audience, format; Key processes: presenting, profiling, referencing]

Elaborations
organising and presenting information relating to aspects of Japanese culture, for example, fashion,
famous landmarks/icons or festivals, using supporting resources such as sound, visuals or graphics, and
providing a structured summary, for example, です。高いです。そして、ゆうめいです。かざんで
す。 or さっぽろです。さっぽろはとてもさむいです。ゆきがふります。ふゆにゆきま
つりがあります。
creating a profile in digital format of a context, situation or event for a specified audience, such as a
virtual tour of the school or classroom for an intending exchange student group or sister school
creating a class book or digital display about topics that connect with other curriculum areas and are
relevant to their own lives, such as sports, environmental sustainability, transport or health
Creating
Listen to, read and view different imaginative texts such as anime, folk stories and manga, describe and
give opinions about characters and events, and identify cultural elements
[Key concepts: character, plot, context, values, emotion; Key processes: analysing, discussing, responding,
expressing, comparing]

Elaborations
discussing key messages in print, digital or multimodal texts, such as the moral of a folk story, ideas or
values expressed in songs or characterisation in anime, and comparing their treatment across cultural
contexts and time
recalling and/or illustrating main characters and events in stories, songs or anime, for example, by
responding to questions such as だれ、いつ、どこ
responding to simple spoken, written or digital narratives such as folk tales, anime, manga or films that
evoke positive or negative emotions such as happiness, amusement or affection, fear or anger,
connecting these with their own experiences by using stem statements such as わくわくします。だい
すきです。こわいです。どきどきします。びっくりしました。へんですね。
Create and present or perform imaginative texts for a variety of purposes and audiences
[Key concepts: performance, audience, rhythm, digital text; Key processes: creating, performing, designing]

Elaborations
creating and performing a presentation for a particular audience, for example, a puppet show or play for
a buddy class or a performance for the school or community
designing and presenting a commercial for a new or existing product likely to appeal to consumers in
their age group
creating a rap or song that involves experimentation with rhyme and rhythm
teaching younger children songs that involve repetitive phrases and actions, for example, songs from
popular anime films
using familiar and modelled language to create imaginative digital texts, such as a photo story, an ebook
ちい
or profile of an imagined avatar, for example, これはたからじまです。大きいとりいと、小さ
した
いとりいがあります。じてんしゃで、大きいとりいにいきます。大きいとりいの下
なかきん
にはこがあります。はこの中に金があります。
producing and presenting picture books/Big Books/mini books or short scripted scenarios for younger
students, incorporating elements of Japanese language and culture that are likely to be unfamiliar,
engaging or challenging
Translating
Explain aspects of spoken, written and nonverbal communication in Japanese interactions that require
interpretation and carry cultural meaning
[Key concepts: meaning, culture, interpretation, equivalence; Key processes: explaining, interpreting,
demonstrating, experimenting, reflecting]

Elaborations
providing explanations or interpretations of formulaic expressions such as おめでとう used in a range of
situations and celebrations, for example, congratulations おめでとうございます and birthday wishes お
たんじょうびおめでとう
collecting, using and explaining Japanese words and expressions that do not translate easily into English,
such as おかえり、いらっしゃいませ、ごちそうさま
demonstrating and explaining elements of nonverbal Japanese communication that require
interpretation for nonJapanese speakers, such as hand gestures, eye contact and counting systems
experimenting with bilingual dictionaries and/or online translators, considering relative advantages or
limitations of each resource
Create bilingual texts and learning resources such as displays, websites, posters, picture books, games,
word banks and menus
[Key concepts: bilingualism, learning resources, translation; Key processes: classifying, glossing,
annotating, composing]

Elaborations
creating shared bilingual learning resources such as print or digital word banks or glossaries of Japanese
and English expressions used in formal and informal everyday interactions
performing a roleplay or skit for an audience, using Japanese for the performance and English for
supporting explanations
using dictionaries and electronic translation tools to compose bilingual texts such as captions, menus,
posters or invitations, comparing results and identifying how bilingual texts support intercultural
communication
creating bilingual texts for the classroom or school community, for example, invitations to attend class or
school assembly performances, posters advertising Languages Day
Reflecting
Reflect on the experience of learning and using Japanese, and identify how language reflects cultural
practices and norms
[Key concepts: language, culture, similarity and difference, values; Key processes: identifying, analysing,
comparing, reflecting]

Elaborations
identifying frequently used Japanese phrases and behaviours in everyday social exchanges that reflect
cultural traditions or values that appear different to their own, for example, おてがみありがとうござ
います。いらっしゃいませ。
comparing their own and one another’s reactions to the experience of learning Japanese, and
considering whether their attitudes or understandings have changed in relation to cultural diversity and
intercultural experience
reflecting on the experience of using Japanese language, gestures and body language, and considering
how their responses reflect their own attitudes and experience
noticing aspects of communication and cultural expression represented in Japanese stories, songs or
audio/visual media, responding to teacher prompts such as ‘What do you see?’ ‘What do you notice
about …?’ ‘Why do you think …?’ ‘How is this similar/different to …?’
Discuss the experience of speaking and interacting in a different language, what they understand by ‘
identity’, and whether learning Japanese has any effect on their sense of self
[Key concepts: identity, communication, stereotype, protocol; Key processes: reflecting, identifying,
exploring]

Elaborations
identifying elements of identity that are important across all cultures, for example, family, community,
location
creating multimodal texts that represent elements of their own identity, such as personal
emblems/mottos, selfprofile, photo journal, or caricature/selfportrait, and considering how Japanese
children of the same age might respond to these
exploring the idea of stereotypes and how people think about others from different cultural backgrounds
practising formulaic expressions such as those exchanged before and after meals or when giving or
receiving gifts or food, for example, いただきます、ごちそうさまでした, and reflecting on the experience
of using such exchanges
considering whether learning and using Japanese impacts on their sense of identity or influences their
behaviour in or out of the classroom, for example, when playing Japanese games online, eating in
Japanese restaurants and reading signs or menus
Understanding
Systems of language
Engage with authentic spoken language, recognising how words blend and understanding the relationship
between sounds, words and meaning
[Key concepts: phonemic awareness, spelling, rhythm; Key processes: identifying, discriminating,
pronouncing, spelling]
(ACLJAU156 Scootle )

Elaborations
knowing how to pronounce all the sounds in the kana chart, including voiced and unvoiced sounds (てん
てん and まる), combined and long vowel sounds and double consonants, for example, きって and りょ
うり
understanding that the sounds of hiragana and katakana are identical even though the associated scripts
are different
knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example,
‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を
noticing that certain combinations of two moras make one rhythm unit (foot), for example, the copula で
す and the verb suffix ます
Recognise some single and whole word katakana and develop the ability to use hiragana and kanji in a
single text
[Key concepts: scripts, characters, stroke order, punctuation; Key processes: reading, writing, recognising]

Elaborations
reading and writing all hiragana (including voiced, combined and long vowel sounds and double
consonants) using the kana chart
learning that kanji were brought from China and that hiragana was formed by simplifying the form of
kanji, while katakana was formed using a part of kanji
learning to apply the basic principles of stroke order to write all hiragana and highfrequency kanji such
as 月、日、木、人
recognising frequently used katakana words such as オーストラリア
reading and writing words, phrases and sentences using kana, for example, わたしの本、これは
かぞくです。
understanding the use of basic Japanese punctuation marks such as まる(。) and てん(、), and
katakana long vowel marks, for example, in a student’s name such as ルーク
understanding the use of furigana as a reading aid
Recognise the systematic nature of Japanese grammatical rules and apply these to generate new
language for a range of purposes
[Key concepts: metalanguage, grammar, counters; Key processes: identifying, explaining, discriminating,
applying]

Elaborations
expanding metalanguage for communicating about language, using additional terms such as ‘pronoun’
and ‘conjunction’
understanding and identifying elements of different sentence structures and the use of particles such as
へ、で
understanding the use of ～があります/います。 to refer to inanimate/animate objects
describing locations of homes, people, animals and items, using basic structures, for example, noun
は place にあります。 noun は place にいます。
knowing how to use prepositions to describe the position of objects, for example, つくえの上に, い
すの下に
understanding the use of こそあど series in concrete contexts, for example, これ、それ、あれ、どれ
using the verb て form as a formulaic expression, such as when giving instructions or seeking
permission, for example, 見てください。トイレにいってもいいですか。
knowing how to use common counters and classifiers such as ～こ、～ひき/ びき/ ぴき、～えん
ひゃくせんまん
understanding Japanese numerical place order: 一、十、百、千、万
understanding location words and expressions indicating direction or means of transportation, for
example, くるまでがっこうにいきます。
understanding different question words such as いくら、どれ
using conjunctions such as そして、それから to link ideas
Recognise the use of formulaic expressions and textual features in familiar texts such as emails, letters,
postcards or telephone conversations
[Key concepts: textual features, context, variation; Key processes: recognising, identifying, explaining,
reflecting]

Elaborations
ねん
recognising the order for writing the components of the date in Japanese, for example, 年、月、日、よう
日
understanding the significance of features of different types of texts, such as opening and closing emails,
letters or phone conversations, for example, ～さんへ、～より、もしもし
considering how the composition of texts in different languages reflects cultural values, such as the
ordering of information on Japanese ID cards or when kanji or Arabic numerals are used in Japanese
texts
understanding conventions associated with using げんこうようし、for example, the size of small
characters, the position in the square and the placing of punctuation
Understand that different ways of using Japanese language shape and reflect different relationships, such
as deciding to be formal or informal
[Key concepts: register, context, tenor; Key processes: observing, reflecting, comparing]

Elaborations
noticing that language can be made casual or ‘softer’ by adding particular endings, such as そうですね。
すみません。ちょっと。
observing how language use reflects respect and social distance, such as showing respect for authority
figures, for example, しつれいします。よろしくおねがいします。, or expressing familiarity with friends
by using first names rather than surnames
noticing differences in interaction styles in some familiar situations in Japanese and Australian contexts,
such as interactions in classrooms or shops
Recognise that the Japanese language is both influenced by in turn influences other languages and
cultures
[Key concepts: language contact, word borrowing, globalisation, technology, change; Key processes:
identifying, classifying, reflecting]

Elaborations
exploring how the Japanese language is influenced by other languages and cultures, for example, in
relation to food パン、スパゲッティー、クレープ、ハンバーガー, music and sport ミュージカル、ロッ
ク、ダンス、サッカー、バスケットボール, and technology パソコン、メール、インターネット
investigating the influence of Japanese language and culture on their own language and experience, for
example, by creating a glossary of Japanese words and expressions used in fields such as martial arts
(‘judo’, ‘karate’, ‘sensei’, ‘sumo’), food (‘sushi’, ‘tofu’, ‘wasabi’) or communication/culture (‘haiku’, ‘anime’,
‘manga’, ‘sudoku’)
understanding that there are Japanesespeaking communities outside Japan, for example, in Hawaii and
South America, and that Japanese is widely taught in many countries around the world, including
Australia and other countries of the AsiaPacific region
understanding that all languages change, that some are constantly growing and expanding while others
are disappearing or being revived, for example, many indigenous languages, including Aboriginal
languages and Torres Strait Islander languages
Make connections between cultural practices and values and language use, such as formulaic expressions,
and consider how these affect intercultural communication
[Key concepts: language, culture, expression, values, perspectives; Key processes: noticing, identifying,
comparing, reflecting]

Elaborations
noticing ways in which Japanese language and behaviour reflect values and traditions, for example,
reluctance to volunteer or compete for attention in class, responding to compliments じょうずです
ね。いいえ, and prioritising the group rather than the individual
understanding that people ‘read’ intercultural experiences in different ways depending on their cultural
perspective, recognising the validity of different perspectives and questioning notions of ‘right’ or ‘wrong’
ideas
imagining potential challenges for a visiting Japanese student spending time in an Australian classroom,
and identifying phrases, expressions and behaviours that may need explaining, and elements of
interaction, such as the use of personal space or volume of voice, that may appear inappropriate
reflecting on how different languages and cultures represented in the classroom influence ways of
communicating about or relating to social and physical environments, for example, Aboriginal and Torres
Strait Islander traditions in relation to place, language and culture
identifying and comparing traditional and contemporary cultural images used in Japanese and Australian
print and media advertising and tourist brochures, considering when they are used and what message
they convey
noticing similarities and differences between their own ways of communicating and observed interactions
between young Japanese speakers in contexts such as everyday social situations or online forums, for
example, responding to offers of food or drink, turntaking in conversations
By the end of Year 6, students use formulaic and modelled language in classroom interactions to carry out
transactions and to share or convey information about daily routines, activities and events, using time
expressions such as まい日、ときどき. They ask and respond to questions in familiar contexts using
complete sentences and appropriate pronunciation, rhythm and intonation. They ask for clarification and
assistance, negotiate turntaking and follow instructions. They extend their answers by using conjunctions
such as そして、それから. They show concern for and interest in others by making enquiries such as だいじ
ょうぶ？, and apologise and express thanks using appropriate gestures. They read and write all hiragana,
including voiced sounds, long vowel sounds, double consonants and blends, and highfrequency kanji, for
いぬあめ
example, 犬, 小さい、雨. Students locate specific information and some supporting details in a range of
spoken, written and multimodal texts on familiar topics. They express reactions to imaginative texts, such as
by describing qualities of characters, for example, やさしい人です。. They create connected texts of a
few sentences, such as descriptions, dialogues or skits. They structure sentences using particles, for
うえ
example, へ、で、を、がand prepositions, for example, の上に, and apply the rules of punctuation when
writing. They describe and recount events and experiences in time, for example, adjective です。noun です/で
み
した。 and present/past/negative verb forms, for example, のみます、たべます、見ました、いきません. They
use counter classifiers in response to questions such as いくらですか。なんびき？なんこ？. Students
translate familiar texts, recognising formulaic expressions and culturally specific textual features and language
use. They comment on similarities and differences in ways of expressing values such as politeness,
consideration and respect in Japanese compared to other languages and cultures.
Students understand and use the hiragana chart to pronounce contracted and blended sounds and
exceptions to phonetic rules, such as を、へ、は, and です. They understand and apply the rules and
phonetic changes related to counter classifiers, such as さんぜんえん、いっこ、はっぴき. They apply their
knowledge of stroke order to form characters. They give examples of ways in which languages both change
over time and are influenced by other languages and cultures. They identify words from other languages used
in Japanese, such as パソコン、メール、パスタ, and how the pronunciation, form and meaning of borrowed
words can change when used in Japanese. Students identify behaviours and values associated with
Japanese society and incorporate these into their own language use, such as ways of deflecting praise, for
example, じょうずですね。いいえ。.
Languages Korean (Version 8.4)
Page 657 of 943

The Australian Curriculum: Languages Korean
Korean How the Subject works
Context statement
The place of the Korean culture and language in
Korean is the language of one of Australia’s important neighbours in the Asian region and is spoken by
around 80 million people in the Korean Peninsula and worldwide. With the rapidly growing popularity of and
interest in Korean culture across the world, the number of people learning Korean is also growing fast in many
countries in Asia, Oceania, the North and South Americas, Europe and Africa. In Australia, Korean is spoken
by more than 150 000 people, and the presence of the Korean culture and language, together with Korean
brands of hightechnology products, is increasingly evident in various sectors of society.
Australia and the Republic of Korea have established and reinforced peopletopeople relationships through
cultural and educational exchanges for more than half a century. The first recorded contact between Australia
and Korea took place in the late 19th century through Australian missionaries visiting the Korean Peninsula. In
the early 20th century, there was a period when contact between the two countries was not possible due to
the Japanese colonial rule over Korea. With the end of World War II and Australia's participation in the United
Nations Commissions on Korea (UNCOK) in 1947 and in the Korean War (1950–1953), the two countries
formed a strong bond and have established a strong trade partnership. With an increasing awareness of the
need to expand the partnership to other sectors, awareness of the need to better understand the country and
culture, and to learn the language, has also increased as opportunities for exchanges and collaborations are
expanding to education, science and technology, culture, media, sports, leisure, tourism and community
activities. Visitors from Korea, including primaryaged students on study trips, may provide young Australian
learners of Korean with opportunities for rich cultural and linguistic experiences.
The place of the Korean language in Australian
education
There have been a number of government policy initiatives that have supported the teaching of Korean in
Australian education since it was introduced to Australian schools in the early 1990s. During the 1990s, with
growing national interest in trade with Asia, the Australian Government introduced the National Asian
Languages and Studies in Australian Schools (NALSAS) Strategy. Later, the aims of NALSAS were reignited
through the National Asian Languages and Studies in Schools Program, which ran from the late 2000s until
the early 2010s with a renewed economic and strategic focus on Asia, encouraging young Australians to
study Korean, one of four targeted Asian languages. In recent years, the commitment of the Australian
Government to the teaching and learning of Korean in schools has continued as is evident in documents such
as South Korea: Country Strategy (Australian Government, Department of Foreign Affairs and Trade, 2013).
With the support of the Australian Government for learning and teaching Korean in Australian schools and
growing interest in Korean culture and opportunities to encounter Koreans and Korean products, there is an
increasing demand for Korean language education from the community. Among young learners in Australia,
there has been a significant increase in the popularity of Korean culture, including traditional and youth/pop
The Australian Curriculum: Languages Korean
culture, as seen in frequent performances of traditional Korean dance and music and in the surge of
popularity of Kpop (Korean pop). There is also an increasing awareness of possible career opportunities for
those who have attained a high level of proficiency in the Korean language and a sound intercultural
understanding.
The nature of Korean language learning
The Korean language has its own alphabetic writing system called Hangeul. Hangeul consists of 24 basic
letters, comprising 14 basic consonants and 10 basic vowels. Learning Hangeul involves learning how to
combine consonants and vowels to produce a syllable in Korean, which corresponds to a syllabic block in its
written form. As students learn Hangeul, they also learn about its philosophical, scientific, linguistic and
cultural underpinnings, where the three elements of vowel letters (•, ㅡ, ㅣ) symbolise the three respective
elements in oriental cosmology – heaven, earth and human – and consonant letters symbolise the shapes of
the speech organs: lips, teeth, tongue and throat. Students’ learning is enhanced by understanding the
importance of Hangeul’s creator, King Sejong the Great, who, in the 15th century, believed that his people’s
wellbeing was directly related to literacy and could be enhanced through the creation of a writing system that
would represent their spoken language.
Korean is an agglutinative language. Students learn how to agglutinate various particles or suffixes to
nominals or verb stems to express a range of grammatical, semantic or pragmatic information. The word
order of Korean is subject–object–verb (SOV); however, learners also learn that word order in Korean is
flexible as long as the verbfinal rule is observed, and that contextually understood elements may be left
unexpressed in Korean discourse. Honorifics are one of the important features of Korean. Students learn how
to use Korean to express their thoughts with cultural bearing through the systematic use of honorifics and
through nonverbal behaviour that corresponds to the chosen honorific. The Korean language easily
incorporates words from other languages. Students learn about Korean culture as well as how to use the
language in culturally appropriate ways.
The diversity of learners of Korean
Australian students have multiple, diverse and changing needs that are shaped by different individual,
personal and learning histories as well as personal, cultural and language backgrounds. Learners of Korean
in Australia can be identified in three major groups: second language learners (learners who are introduced to
learning Korean at school); background language learners (learners who may use Korean at home, not
necessarily exclusively, and have knowledge of Korean language and culture to varying degrees); and first
language learners (learners who have had their primary socialisation as well as initial literacy development in
Korean, and use Korean at home as their first language).
The Australian Curriculum: Languages, Foundation to Year 10 for Korean is pitched to second language
learners. The curriculum has been developed according to two main learning sequences for these learners:
Foundation – Year 10, and Years 7–10. Teachers will use the Korean F–10 curriculum to cater for learners of
students.
For students learning Korean for the first time in a school language program, a key component of their
learning is to understand the cultural dimension that shapes and is shaped by the language. The curriculum is
designed with an intercultural language learning orientation to enable students to participate meaningfully in
intercultural experiences, to develop new ways of seeing and being in the world and to understand more
Languages Korean (Version 8.4)
Page 660 of 943

Korean Years F–10 Sequence
their first language and Korean. They continue to need guidance and participate in structured, collaborative
They are noticing additional similarities and differences between Korean language and culture and their own.
Korean language learning and use
Learners increasingly use Korean for a range of everyday interactions and in classroom activities to
communicate with their teacher and peers. They share ideas and opinions on a range of topics related to
personal interests and wellbeing and those drawn from other learning areas through collaborative and shared
tasks. They make simple arrangements and transactions, organise and present information and create
performances based on real or imaginative experiences with support of scaffolding and modelled language.
They express, reason or elaborate on opinions using language in complex structures as set phrases. As they
build their competence in Korean, learners comprehend and produce short texts such as songs, video clips,
roleplays, skits and stories, using simple structures and familiar vocabulary. With increasing literacy in
Hangeul, learners make connections between spoken and written forms of Korean and begin to read and
write short texts in Hangeul. Students apply spacing and spelling rules to their reading and writing with
increasing grammatical and phonological awareness. They develop metalinguistic knowledge of basic forms
and structures and of honorification in Korean, and use it with their knowledge of grammar and vocabulary to
predict meaning of unfamiliar language.
Learners interact in Korean with each other and the teacher, and may communicate with peers in Korea using
technology. Tasks at this level are typically collaborative, structured and sometimes competitive, such as
games, class displays and performances. Korean traditional games such as yunnori that involve interactive
and spontaneous language use, collaborative problemsolving procedures, collective decisionmaking and
physical movements are integrated into tasks. Learners may notice use of Korean in the media and wider
community and have access to Korean speakers and cultural resources through the use of ICT.
Texts and resources
Learners engage with a range of published texts in print and digital forms such as readers, stories, songs and
computerbased language learning materials, as well as those prepared by the teacher of Korean, including
language exercises, games and presentations. Learners may have extra access to Korean language and
culture resources through texts created for the Korean community such as websites, television programs and
music or video clips.
Features of Korean language use
Learners expand their knowledge of Korean vocabulary, grammar and honorific elements. They are aware of
some patterns of sound changes at syllable boundaries such as 연음법칙, 비음화 and 구개음화 in familiar
words and expressions. They express past tense and use some verb phrases in complex structures as set
phrases. They are increasingly familiar with verbfinal sentence structures, and basic case markers and
particles, noticing the importance of grammatical elements such as particles or suffixes rather than word order
in making sense of Korean sentences. They use a range of vocabulary including basic common descriptive
and action verbs, number words with counters, basic adverbs and simple negations. They develop a
metalanguage for describing aspects of the Korean language and how it works. Learners are increasingly
aware of the relationship between language and culture, and of the dynamic nature of language. They
explore the relationship between language and identity and how attitudes are shaped by cultural perspectives
and revealed through language, and consider their own cultural and communicative behaviours.
Level of support
While learners are gradually gaining independence in learning, they still need ongoing support, including
explicit instruction, structured modelling and scaffolding with stimulus materials. Task activities incorporate
implicit formfocused language learning approaches and examples of texts. Learners start using dictionaries
with teacher support and have access to word charts, vocabulary lists and electronic and print reference
resources.
The role of English
Korean is the primary language for classroom routines and language learning tasks with English in a
supporting role. While it is encouraged to use as much Korean for discussion, reflection and explanation and
for the content drawn from other learning areas as possible, the use of English for these aspects of learning
activities ensures the continued development of learners’ knowledge base and intercultural capability. The
language of response varies according to task demands, with Korean used primarily for communicating in
structured and supported tasks and for familiar interactions, and English for openended, comparative tasks
and discussions that develop understanding of language and culture.
Communicating
Socialising
Describe people, places, objects and everyday routines relating to school and home environments; express
feelings and share interests and preferences
[Key concepts: routine, interests, leisure; Key processes: describing, corresponding, interacting]
(ACLKOC153 Scootle )

Elaborations
exchanging experiences of everyday life and leisure activities using –해요/했어요 as a chunk, for
example, 오늘 한국어를 공부해요 / 어제 영어를 공부했어요
sharing experiences and feelings such asweekend activities and likes/dislikes using 나/저도 …–어/아요
and 나/저도 …–었/았어요 as set phrases, for example, 나/저도 좋아요/좋았어요,나/저도 한국어를 공부해
요/공부했어요
interacting via different modes of communication including class blogs or wikis to exchange personal
information and to express opinions, for example, … 어때요/어땠어요?
recounting experiences with family and friends in speaking and writing, for example, in conversations,
diaries or blogs (토요일에 저는 친구하고 쇼핑했어요.제니하고 웨스트필드에 갔어요 ...)
Collaborate in group tasks and shared experiences that involve making collective arrangements, such as
making decisions or suggestions in group games, or creating and performing a roleplay that involves
simple transactional exchanges
[Key concepts: task, organisation; Key processes: planning, organising, decisionmaking]

Elaborations
making collaborative decisions and arrangements using Korean in traditional Korean games either in
online or offline mode, for example, playing 윷놀이(yunnori) counting (하나, 둘, …), ordering (첫 번째, 두
번째, …), numbering (일, 이, 삼, …) and using other expressions in Korean to decide on the movement
of markers
creating and performing roleplays such as simulating simple transactions that involve asking for or giving
prices or asking for goods or services, for example, 얼마예요?; 오천 원이에요; 아이스크림 한 개 주세요
allocating and swapping roles in group games or simulated transactional exchanges
Interact in classroom activities such as creating and following shared class rules and procedures,
expressing opinions and asking for permission or clarification
[Key concepts: interaction, politeness; Key processes: requesting, clarifying]

Elaborations
expressing opinions using set phrases such as 저는 ...이/가 맞는/틀린 것 같아요, for example, 저는 미나
가 맞는 것 같아요
asking for permission using ...에 가도 돼요? as a set phrase, for example, 화장실에 가도 돼요?
asking for clarification, for example, … 이/가 한국어로 뭐예요?
giving advice and reminders to peers, for example, 빨리/천천히 해요; 숙제했어요?
Informing
Listen to, view and read texts for specific information drawn from a range of sources relating to social and
cultural worlds in different times, places and communities, and to different learning areas
[Key concepts: lifestyle, event, environment; Key processes: collating, comparing, tabulating]

Elaborations
identifying information in texts such as advertisements, conversations, brochures and announcements,
and sharing this information with others in another format, for example, presenting a chart of favourite
television programs or computer games
reading texts and extracting key points about an issue or topic (such as weather, types of activities for
young people, daily routines), and sharing information with peers, for example, 날씨가 어때요? 비가 와요;
언제 만나요? 내일 두 시에 만나요
reading, viewing and listening to texts to collect information about concepts related to other learning
areas such as the arts, humanities and science
identifying and comparing perspectives represented in spoken and written informative texts, for example,
누가 썼어요/말했어요? ...이/가 맞는 것 같아요? 왜 맞아요?
Convey ideas and information indifferent modes to suit particular audiences and contexts on subjects of
interest to young people
[Key concepts: content, audience, purpose; Key processes: describing, reporting, using digital tools]


Elaborations
creating a website for a contact group of Korean students, posting information on own interests and
experiences, for example, 방학, 친구, 운동, 미디어, and using resources such as sound, visuals or
graphics to highlight elements which may be unfamiliar to Korean students
collecting information from public and community texts such as fliers, newsletters, advertisements and
brochures
creating a video clip to present information or ideas to a particular audience, for example, a virtual tour of
the school or classroom for exchange student groups
creating an interactive display or performance to inform younger children of the benefits of learning
Korean
Creating
Share responses to a range of imaginative texts in different forms including digital texts by expressing
opinions and feelings about key ideas, characters and actions, making connections with own experience or
feelings
[Key concepts: fact, fiction; Key process: expressing, describing, explaining]

Elaborations
listening to and viewing texts in various modes including those in digital mode (for example,
performances, game shows and artwork), sharing opinions or feelings about them using expressions
such as … 어때요?; 좋아요/좋았어요; 재미있어요/재미있었어요
producing storyboards to represent key events in different types of imaginative texts, including captions
or word bubbles to capture moods or feelings, for example, 무서워요; 행복해요; 이상해요
asking about and providing reasons for feelings and opinions using 왜요? and 왜냐하면 … as set
phrases
responding to questions about characters, events or effects in different types of imaginative texts such as
puppet shows, stories and films, using modelled language to express reactions, for example, 용감해요,
예뻐요, 슬퍼요, 아파요
comparing favourite characters in stories, plays or cartoons, listing words or expressions associated with
their personality (…은/는 착해요, 예뻐요, 멋있어요, 무서워요,이상해요, …) and explaining how they can
relate to them (저는 …이/가 좋아요, 싫어요, …)
Compose and perform a variety of creative texts based on a stimulus concept or theme, sharing them face
toface and online to present to different audiences
[Key concepts: imagination, expression; Key processes: performing, creating]

Elaborations
composing texts for own and others’ enjoyment and interest, for example, a description of an imaginary
character, animal or event
creating texts to share with others faceto face or online, for example, a commercial for a new product, a
short film, video clip or rap, or a poster for an imagined event
creating and performing alternative versions of known songs or raps by creating lyrics with support of
language model or scaffolding
creating a poem, rap or song, experimenting with rhyme and rhythm, for example, writing a shape poem,
an acrostic poem or 삼행시
Translating
Translate simple texts identifying words and expressions that may not readily correspond across
languages, and expanding descriptions or giving examples where necessary to clarify meaning
[Key concepts: correspondence, interpretation; Key processes: selecting, interpreting, translating]

Elaborations
creating Korean versions of Australian school signs and notices, considering why some words or
expressions require freer translation than others, for example, the sports oval, the tuckshop, the office
identifying words in Korean and English that cannot be readily translated, clarifying meanings for such
words by providing examples, explanations or extra information, for example, 벼 (‘rice as a crop’), 쌀
(‘rice as raw grains’), 밥 (‘cooked rice/meals’)
interpreting Korean expressions in familiar texts such as greeting cards or story titles that do not translate
easily into English, for example, 생신 축하합니다, considering how these expressions reflect aspects of
Korean language or culture
Create bilingual texts and resources such as signs, notices, captions, displays, websites or word banks for
own learning, and share them in the school community and with learners of Korean in the virtual community
[Key concepts: bilingualism; Key processes: translating, comparing, modifying]

Elaborations
creating bilingual texts for digital or multimodal resources for the community, for example, a virtual tour
for school with signs, notices, labels and short comments in Korean and English, for example, 조용히 하
세요 (‘Be quiet’), 도서실 (‘Library’)
creating parallel lists of informal Korean and English expressions for everyday interactions with friends
and family in print and digital modes
composing bilingual texts such as posters for class or school assembly performances, events or displays,
for example, 10 월 3일 개천절
constructing and comaintaining a bilingual website with a sister school or contact group ofyoung
learners of English in a Korean speaking community
Reflecting
Examine their perceptions of and reactions to Korean culture embedded in the language, and reflect on the
relationship between language and culture
[Key concepts: etiquette, reaction, assumption; Key processes: comparing, describing, reflecting]

Elaborations
finding examples of the significance of gestures across cultures, for example, (not) making eye contact
when talking to older people, and reflecting on these
comparing interactions between Korean speakers and interactions in similar Australian contexts by
observing them in their immediate environments or from resources such as video clips or films (for
example, students and teachers, or people interacting on the street or in shops, identifying who bows at
the beginning and end of the interaction, who uses –요 at the end of sentences or how they shake
hands)
recognising and exploring cultural aspects embedded in or accompanying language use, for example,
the use of honorifics and different terms of address
noticing the impact of their own assumptions about Korean people and culture when engaging with texts,
and considering what assumptions Koreans might hold about Australian people and culture
Explore connections between aspects of identity such as nationality, ethnicity and language use,
considering how these are related to culture and own identity, and to learning Korean language and culture
[Key concepts: sense of belonging, identity; Key processes: comparing, relating, reflecting]


Elaborations
experiencing aspects of traditional Korean culture, for example, trying on traditional costumes (한복) or
carrying out traditional performances (for example, 사물놀이), and commenting on the experience, for
example, 한복이 멋있어요; 한복을 입어 보세요; 사물놀이가재미있어요, comparing their experiences of
Korean culture with their own culture/s, making connections between them
reflecting on their individual cultural experiences and relating these to the enrichment of their sense of
identity
considering whether learning and using Korean impacts on their sense of identity either in or out of the
classroom
Understanding
Systems of language
Understand the relationships between letters and sounds, and between intonation and punctuation/printing
conventions in Korean, applying this understanding to own speech, reading and writing
[Key concepts: pronunciation, spelling, punctuation, correspondence; Key processes: recognising,
analysing, relating, predicting]
(ACLKOU164 Scootle )

Elaborations
pronouncing words following basic pronunciation rules, for example, pronouncing 한국어, 같이 and 감사
합니다 as 항구거, 가치 and 감사함니다
using basic punctuation in writing, including a question mark (?) for questions and a full stop (.) for other
types of sentences
recognising spacing and spelling rules in reading and writing, for example, 소라가 방에 있어요 versus 소
라 가방에 있어요
comparing spacing and spelling rules in Korean with such rules in English and other known languages
Understand and use aspects of the Korean grammatical system such as verb conjugations, suffixes, some
particles, basic conjunctions and the honorific system, building a metalanguage to talk about basic
grammatical features in Korean
[Key concepts: grammatical rules, grammatical terminology, forms, functions, speech levels; Key
processes: classifying, applying, explaining, distinguishing]

Elaborations
expressing simple events occurring in the past using –었/았–, for example, 캔버라에 살았어요
making simple negation using 안 and 못, for example, 비가 안 와요, 김치를 못먹었어요
expressing events occurring in sequence by using:
conjunctive adverbs such as 그리고 at the beginning of the second of two sentences, for
example, 밥을 먹어요. 그리고 운동해요
a conjunctive suffix (clausal connective) in acoordinative structure –고, for example, 밥을 먹고 운
동해요
using particles –하고 (as a meaning of ‘together with’) and –에서, for example, 친구하고 쇼핑했어요, 학교
에서 공부해요
using a structure, a noun + –(으)로, as a set phrase and understanding the meaning of the particle –(으)
로, for example, 펜으로 쓰세요. 한국어로 뭐예요?
using the complex structures –(으)ㄴ/는 것 같다 and –도 되다 in the informal polite style ending – 어/아요
to express opinions and give/request permission, for example, 맞는 것 같아요; 가도 돼요?
using question words to ask about reasons and prices in set phrases 왜요? and 얼마예요? and asking
about states, feelings or opinions using 어때요, for example, 영화가 어땠어요?
recognising the formal polite ending –ㅂ/습니다 and the intimate ending –어/아, 해, and understanding
the different contexts where different levels of politeness and formality are indicated by verb endings, for
example, 미안합니다/미안해요/미안해
recognising how word orders are different and syntactic functions are realised differently in simple
sentences in Korean and English, for example, ‘저는 (subject) 사과를 (object) 먹어요 (verb)’ versus ‘I
(subject) eat (verb) an apple (object)’
Identify and use appropriate terms and expressions, such as honorific and qualifying words and counters
for specific purposes and contexts
[Key concepts: honorification, time, descriptive/action verbs, context; Key processes: predicting, applying,
relating]

Elaborations
using vocabulary to describe basic activities in school and home environments including leisure activities
using common verbs such as 공부해요,쇼핑해요, 운동해요, 먹어요, 살아요, …, and nouns such as
names of basic facilities (방, 교실, 화장실, ...) and of the days of the week (월요일,화요일, …)
describing emotions, feelings or viewpoints using basic descriptive verbs, for example, 재미있어요, 무서
워요, 행복해요, 이상해요, 용감해요, 예뻐요, 슬퍼요, 맞아요, 틀려요, 싫어요, 아파요, 멋있어요
describing the weather using 날씨가 좋아요/나빠요 or 비가 와요 as set phrases
using basic words specifically related to everyday life of Koreans, for example, 밥, 김치
using basic adverbs to describe ways in which a certain action takes place, for example, 빨리, 천천히, 조
용히 (빨리 하세요, 천천히 가세요, 조용히 하세요) and to indicate time using 어제, 오늘 and 내일
using basic honorific/humble words appropriately for peers or adults, for example, 생신, 계세요, 저
using counters with numbers in two systems (장, 잔, 권, 그루, 송이, 원, 시, 분, 번째, …) and Arabic
numerals with appropriate pronunciations, for example, 책 세 권, 10살,6학년, 7시
Identify and use distinctive features of different types of spoken and written texts in Korean such as
salutations in different contexts
[Key concepts: genre, structure, audience; Key processes: comparing, connecting, applying]

Elaborations
identifying the functions of parts of simple discourse such as letters/cards of invitation, for example, … 에
게/께 (‘to’ in salutation) and … (으)로부터/올림 (‘from’ in closing), and comparing them with English
identifying the purpose, context and intended audience of a range of familiar texts, for example, phone
messages, sports reports, takeaway food orders
recognising differences between spoken and written texts, noting that some types of text such as emails
or text messages combine elements of each
Recognise that variables such as age and personal and social relationships impact on language use in
Korean, considering similar variations in language use in English and other languages represented in the
classroom
[Key concepts: social distance/affinity, crosscultural differences; Key processes: identifying, analysing,
reflecting]

Elaborations
recognising social relationships between participants in interactions through their language use, for
example, 미안합니다/미안해요/미안해
reflecting on how such differences are expressed in own and other cultures and languages
analysing how the language of texts such as invitations and greeting cards can vary depending on the
occasion and the degree of closeness of the relationship between people
Recognise the dynamic nature of languages and cultures, and the changing and influential relationships
that exist between languages
[Key concepts: language contact, change; Key processes: collecting data, identifying, connecting,
reflecting]

Elaborations
listening to and viewing stories onthe creation of Hangeul and reflecting on the background/rationale for
its creation, for example, stories about 세종대왕, 홍익인간, • (천), ㅡ (지), ㅣ (인)
sharing knowledge of some historical aspects of own languages, including Australian English and
Aboriginal languages, for example, koala/gula, kangaroo/gangurru
identifying Korean words used in Australia and sharing own experience of using/encountering them, for
example, 비빔밥 (bibimbap), 아리랑 (arirang)
matching Korean loan words from English and other languages, and exploring their origins, for example,
피아노 (piano), 피자 (pizza), 케밥 (kebab)
Investigate how language can be used to influence people, ideas and the understanding of cultures
[Key concepts: perceptions, influence; Key processes: comparing, explaining, predicting, reflecting]

Elaborations
exploring various ways language is used to influence perceptions of people, through verbal interactions,
for example, using polite language or slang, or other means of communicating, for example, fashion or
graphic design
experimenting with spoken and written Korean to enhance and explore others’ perceptions of Korea and
Korean, forexample, by designing art work using Korean letters/expressions and by predicting and
reflecting on responses
Explore how beliefs and value systems are reflected in everyday language use
[Key concepts: diversity, beliefs, attitudes; Key processes: examining connections, comparing, describing,
reflecting]

Elaborations
understanding the significance of social conventions and cultural concepts, for example, 잘 먹겠습니다,
잘 먹었습니다
reflecting on diverse interpretations of everyday language use in Korean, for example, possible
interpretations of such phrases as 어디 가요? and 밥 먹었어요? as either greetings or genuine questions
depending on the context
reflecting on and comparing culturally embedded meanings of equivalent proverbs inKorean and English,
providing possible reasons for the differences in expression of the same meaning, for example, 식은 죽먹
기 versus ‘piece of cake’
By the end of Year 6, students engage in classroom interactions to carry out collaborative tasks, to exchange
information and to express feelings and ideas related to specific contexts, personal interests and daily
routines at home and school. They ask and answer questions with appropriate intonation and gestures,
changing sounds on syllable boundaries in a word as appropriate (for example, pronouncing words such as
한국어, 같이 and 감사합니다 as 항구거, 가치 and 감사함니다). They use simple structures for a range of
functions, including making simple arrangements and conducting simple transactions (for example, 아이스크
림 한 개 주세요. 얼마예요? 오천 원이에요), and some complex structures such as –도 되다 and –(으)ㄴ/는 것
같다 as set phrases to ask for permission (for example, 화장실에 가도 돼요?) and to offer their own opinions
(for example, 저는 …이/가 맞는/틀린 것 같아요). They use particles such as –(으)로, –하고 and –에서 as part
of a set phrase (a noun/pronoun + particle) to indicate instrument (with/in …, for example, 연필로 쓰세요, 한국
어로 뭐예요?), accompaniment (together with …, for example, 친구하고 쇼핑했어요) and location (at/in …, for
example, 학교에서 공부해요). They describe two events occurring in sequence, such as daily routines, using
two sentences with a 그리고 at the beginning of the second sentence or the –고 coordination (for example, 밥
을 먹어요. 그리고 운동해요;밥을 먹고 운동해요), and past experiences using a suffix –었/았– (for example, 캔
버라에 살았어요). They negate statements (for example, 안 가요, 못 먹었어요) and construct questions about
reasons, prices and opinions/feelings, using set phrases such as 왜요? 얼마예요? and 어때요?/어땠어요? (for
example, 영화가 어땠어요?). They use descriptive language (such as 예뻐요, 멋있어요) and manner and time
adverbs (such as 빨리, 천천히, 어제, 오늘, 내일). Students describe amounts of familiar items, including
currency and time, using number words from either the pure Korean or the SinoKorean number system in
their appropriate forms, with a range of counters (such as 장, 잔, 권, 그루, 송이, 원, and 시) and in appropriate
word order (for example, 책 세 권). They pronounce Arabic numerals appropriately according to the
accompanying counters (for example, 10살, 6학년). Students locate specific information in a range of familiar
spoken, written and digital texts, identifying familiar vocabulary and grammatical features to support
understanding. They use simple and formulaic language with the support of structured models and scaffolding
to create short texts with familiar structures and features, in various modes and formats. Students translate
texts between Korean and English in familiar formats, and create their own simple bilingual texts, using known
words and expressions. They provide extra information or explanations for words or expressions that have no
equivalents in the other language or cannot be readily translated, such as 벼 versus ‘rice as a crop’, 쌀 versus
‘rice as raw grains’ and 밥 versus ‘cooked rice or meals’. They identify aspects of Korean language in which
Korean culture is embedded, such as politeness embedded in –(으)세요.
Students differentiate between spoken and written forms of Korean by applying their understanding of rules
that govern pronunciation and writing using Hangeul syllable blocks, and by associating spoken forms of
known words with their written forms. They change verb forms using suffixes such as –었/았– and –고 by
applying their understanding of grammatical elements that affect different grammatical meanings and
functions. They identify the topic/subject and the object in simple sentences and explain how word order in
Korean is different to English using basic metalinguistic terms such as word order, subject, object and verb.
Students identify distinctive features of familiar spoken and written texts in different genres, such as language
used at the beginning or closing (for example, …에게/께; …(으)로부터/올림), and relate them to distinctive
purposes, intended audiences and social contexts of texts. Students apply their understanding of the
importance of context, age and social relationships in language use during interaction, and identify age as
particularly important in determining the level of politeness and formality in using Korean (for example, 미안합
니다 versus 미안해요 versus 미안해). Students provide examples of how spoken and written forms of
language change over time, and explain how Hangeul was initially created and continues to change. They
explain how languages borrow words with culturespecific meanings from each other and provide such
examples from Korean words borrowed from English and other languages (for example, 피아노, 케밥) and
Korean words used in Australia (for example, 비빔밥 (bibimbap), 아리랑 (arirang)). Students provide relevant
comments on how language is used to influence people’s perceptions (such as in advertisements or
campaigns), and identify their own ways of thinking about Korean associations such as brand names or
names of cultural items. They compare gestures or body languages involved in communication using Korean
and other languages and identify similarities and differences across cultures. They provide examples where
direct translation is not possible, such as terms or expressions that reflect cultural practices (for example, 잘
먹겠습니다/잘 먹었습니다, 식은 죽 먹기), and determine whether their equivalents exist in their own language
/s.
Languages Modern Greek (Version
8.4)
Page 675 of 943

The Australian Curriculum: Languages Modern Greek
Modern Greek How the Subject works
Context statement
The place of the Modern Greek language and culture in
Modern Greek is the official language of Greece and Cyprus. It is spoken throughout the world – wherever
there are Greekspeaking communities. One of the major characteristics of the extensive Greek Diaspora is
the maintenance of the Greek language and culture, especially in Australia, the United States, Canada,
Britain, Germany, countries of Latin America and Africa, and areas around the Black Sea, the Balkans, the
Mediterranean and the Middle East. Modern Greek is also one of the official languages of the European
Union.
The Hellenic civilisation and language have significantly shaped Western civilisation, particularly in the areas
of science, the arts, architecture, medicine, mathematics, literature, politics and philosophy. Modern literature
and thought in particular have been influenced by the works of Homer and the ancient Greek playwrights,
philosophers and historians. The Greek language gives expression to a rich and varied culture and tradition
and is still used widely in many fields to coin new terms. The study of the etymology of English words with
Greek origins helps in not only the understanding of English and other languages, but also a broad range of
other areas of study.
The first Greek people who came to Australia arrived in the 1820s and since then there have been waves of
Greek migration to Australia, in particular throughout the early 1900s and prior to World War II. The largest
periods of mass migration occurred between the 1950s and 1970s. The migrants’ need to maintain Greek
identity through language, culture and religion contributed towards the Greek language flourishing in the
home and in the delivery of Greek in afterhours school settings.
Historically, Greeks have made and continue to make a significant contribution to the development and
enrichment of Australian society, not only in the areas of commerce, agriculture, industry, trade, education,
the arts, medicine, law, politics, government and scientific research, but also in cultural and lifestyle
influences.
The place of the Modern Greek language in Australian
education
After the early settlement of Greeks in Australia, afterhours community schools were set up to teach the
language, predominantly to children of Greek immigrants. From the 1970s, due to government policies
supporting multiculturalism, Modern Greek programs were introduced at all levels in the Australian education
system, including tertiary level, offering all students regardless of their background the opportunity to study
Modern Greek.
Modern Greek is currently taught across all school sectors and contexts.
The nature of Modern Greek language learning
The Australian Curriculum: Languages Modern Greek
The nature of Modern Greek language learning
The modern standard version of Modern Greek (Neoelliniki: Νεοελληνική) is the demotic form of the written
and spoken language and is the official language taught worldwide. It is an alphabetic (nonRoman)
language, with 24 letters, and has remained relatively unchanged since ancient times. Modern Greek is a
phonetic language, with a simple form of accentuation and highly structured grammar and syntax. Although
many English words are derived from Greek, the language structure is very different. There are, for example,
marked differences in the use of articles, gender agreement for adjectives and nouns, verb conjugations,
declensions of nouns and variations in word order. These distinctive features influence how Modern Greek is
taught in the classroom. They will be seen through the key text types and processes chosen as a vehicle to
develop learners’ understanding of them and in the context for interactions through which learners will
develop the skills for their sustained use.
The diversity of learners of Modern Greek
Due to the passage of time, shifting trends in migration and the changed nature of the learner, Modern Greek
is no longer the exclusive domain of students of Greek background. Learners of Modern Greek in Australian
schools come from a diversity of backgrounds, including learners for whom this represents a first experience
of learning Modern Greek. Learners of Modern Greek may also be background speakers or second, third or
fourthgeneration Australians who may have connections to the customs and traditions of their heritage but
whose linguistic knowledge may be limited or nonexistent.
The Australian Curriculum: Languages for Modern Greek is pitched to second language learners, the
dominant cohort of learners in the Australian context. There are two learning pathways for students: the
Foundation to Year 10 Sequence and the Years 7–10 (Year 7 Entry) Sequence. Teachers will use the
curriculum to cater for learners of different backgrounds by making appropriate adjustments to personalise
learning experiences.
For students learning Modern Greek for the first time in a school language program, a key dimension of the
curriculum involves understanding the cultural dimension that shapes and is shaped by the language. The
curriculum is designed with an intercultural language learning orientation to enable students to participate
meaningfully in language and cultural experiences, to develop new ways of seeing and being in the world, and
to understand more about themselves in the process.
Languages Modern Greek (Version
8.4)
Page 678 of 943

Modern Greek Years F–10 Sequence
At this level, students are widening their social networks, experiences and communication repertoires in their
first language and Modern Greek. They continue to need guidance, and participate in structured, collaborative
Learners are noticing extra similarities and differences between Modern Greek language and culture and their
own.
Modern Greek language learning and use
Learners use Modern Greek in the classroom for a widening range of purposes: exchanging information,
expressing ideas and opinions, performing roleplays, dialogues, and responding to experiences. Key
concepts that underpin language use are associated with this extended social space such as family,
neighbourhood, locality and community. Students’ pronunciation, intonation and phrasing are more confident.
Learners have access to a broader vocabulary, and use a widening range of strategies to support
communication. Purposeful contexts and shared activities in the classroom develop language skills and
enhance understanding and communication. More attention is paid to language structure and reinforcing
oracy and literacy. Individual and group presentation and performance skills are developed through modelling,
rehearsing and resourcing the content of presentations, and selecting appropriate language to use with
particular audiences (γειά, χαίρετε, να, τι, ορίστε). Students enjoy reading for meaning and apply their
language knowledge and skills to decode unknown words and predict meaning. They write more accurately
and fluently for a wider range of purposes and audiences, for example, creating birthday invitations, emails
and advertisements.
Learners use Modern Greek with each other and the teacher for an increasing range of purposes. They are
able to work more independently, but also enjoy working collaboratively and in groups. They explore cultural
elements of communication, and use information and communication technologies (ICT) to support and
enhance their learning.
Texts and resources
Learners interact with an increasing range of informative, persuasive and imaginative texts about
neighbourhoods, places, Greekspeaking communities and individuals. They refer to and use more
established grammatical and lexical resources to understand and communicate in Modern Greek. The use of
dictionaries is encouraged for accuracy in language acquisition, such as ensuring the correct interpretation of
similar words (βάζω, βάζο, σήκω, σύκο, γέρος, γερός, ώμος, ωμός, μήλο, μύλος, μιλώ).
Features of Modern Greek language use
Learners begin to reflect on language and how it is used in different ways to communicate. As they use
Modern Greek for a wider range of interactions, learners develop a stronger understanding of the
interconnection between language and culture. They begin to recognise how language features and
expressions reflect cultural values, for example, κέφι, φιλοξενία, and the cultural and social impact of some
grammatical forms or vocabulary, for example, using informal or formal language to address others, or using
masculine forms of some professional titles when referring to women (η γιατρός, η δικηγόρος).
Level of support
While learners work independently and collaboratively at this level, ongoing support and feedback are
incorporated into task activities such as the production of written text. Support includes the provision of
models, scaffolds, stimulus materials, and resources such as word charts, vocabulary lists and dictionaries.
The role of English
The language of response varies according to task demands, with Modern Greek being the primary language
of communication, while English may be used for reflective tasks and explanations. Learners are given
opportunities to think about personal and community identity. They engage with texts that reflect Greek
culture, and ask questions about cultural values and practices and how these relate to their own.
Communicating
Socialising
Initiate interactions and exchange information with peers, facetoface or online, describing opinions and
preferences, aspects of daily life, school, friends and hobbies
[Key concepts: friendship, leisure; Key processes: asking, responding, interacting]
(ACLMGC137 Scootle )

Elaborations
asking and responding to questions about shared interests, hobbies or friends, for example, Σου αρέσει η
μουσική; Είναι ωραία! Πάμε να παίξουμε; Θέλω ..., Είμαι ..., Έχω δύο φίλες
sharing experiences and preferences, such as weekend activities and likes/dislikes using set phrases,
using online technologies, for example, Το Σάββατο ... Είναι ... Έχει ... Μου αρέσει ... Δε μου αρέσει ...
using communication strategies such as adding interjections and common expressions to dialogues,
active listening skills, turntaking cues and requests for clarification or more detail to support the
exchange of information, for example, Α, ναι! Πες μου, Λέγε! Γρήγορα, Περίμενε, Γιατί; Σταμάτα. Σοβαρά;
Τι λες! Δε νομίζω!
comparing routines, interests and hobbies, using language associated with time, sequence and location,
for example, Τη Δευτέρα παίζω τέννις, χτες, σήμερα, αύριο θα ..., στο πάρκο, στο σχολείο, στο σπίτι μου
Collaborate in group tasks and shared experiences, online or facetoface, which involve planning, making
suggestions and completing transactions, such as hosting a party, working with another class or group or
creating and performing a roleplay
[Key concepts: collaboration, contribution; Key processes: planning, organising, negotiating]

Elaborations
planning and organising an event, such as inviting a special guest, for example, γιαγιά, to share
information with the class about Greek celebrations (βάφτιση, γάμος) or to share a traditional recipe
(πίτα)
working with another group, for example, by reading books to younger students facetoface or via the
internet, or teaching a skill, such as dyeing eggs, to another class
planning and organising an activity such as an excursion or party, using expressions related to place,
time and numbers
creating displays, presentations or performances for family, friends or the school community to showcase
their progress in learning Greek or to promote the learning of Greek language and culture
Interact in class activities, using questions, statements and responses to enhance, demonstrate and share
understanding
[Key concepts: mindful learning, process, outcome; Key processes: discussing, planning, monitoring,
reflecting]

Elaborations
collaborating with peers during individual or group activities, for example, Κοίτα, Άκου, Κάνε το έτσι, Πες
το, Τι κάνεις τώρα;
checking on progress during learning tasks or activities, using comments and questions such as
Κατάλαβες; Εντάξει, Πώς πας; Τελείωσες; Το ξέρω, Το έκανα, εύκολο
asking peers politely to do something and responding to requests, for example, giving and receiving
things, Ένα μολύβι παρακαλώ, Ορίστε. Ευχαριστώ πολύ. Παρακαλώ. Θα ήθελα ... Μου δίνεις;
reflecting on the experience of learning and using Greek, comparing what they can and cannot do, for
example, Ξέρω να γράφω, να μιλώ, να μετρώ μέχρι τα 100
Informing
Obtain, organise and compare information about aspects of daily life and significant events from written,
spoken, or digital texts
[Key concepts: lifestyle, event; Key processes: classifying, comparing]

Elaborations
identifying information in texts, such as conversations, brochures or maps, and sharing this information
with others in a different format, for example, presenting a chart of favourite television programs or
computer games
obtaining information about and comparing seasons and festivals in Greece or Cyprus and Australia, for
example, kite flying on Clean Monday, summer holidays in July, Australia Day
viewing advertisements on television and in other media, to develop a shared set of vocabulary and
expressions to create own advertisements
viewing, listening to and reading simple texts about a Greek celebration, and drawing on key points of
information to recreate the event as a class
Convey and present information about aspects of personal world through prepared texts such as digital
presentations, diagrams, dialogues and timelines
[Key concepts: self, family, community, significant events; Key processes: understanding, sharing,
reflecting, presenting]

Elaborations
collecting information from public and community texts, such as flyers, newsletters, advertisements and
brochures
preparing and giving simple presentations on personal world, for example, a timeline of growth and
change Εδώ είμαι δύο χρονών. Εδώ είμαι πέντε χρονών. Πάω στο σχολείο, family celebrations of
birthdays/name days and other special occasions
presenting the results of a class survey about aspects of personal world such as daily routines, for
example, by creating a poster or digital presentation using diagrams, charts or timelines
conveying information to others using descriptive language, for example, producing a simple brochure or
an advertisement about a city or tourist attraction in Greece or Cyprus, or a food item such as olive oil or
mastiha gum
preparing a dialogue with a partner about self, for example, Έχεις αδέρφια; Ναι, έχω, εσύ;
using graphic organisers to convey information in particular ways, for example, to show priorities
(list/table), to compare statistics or ideas (Venn diagram) or to highlight frequency (graph)
reporting information, for example, about city and village life, based on own or group research, and
supporting the information with photos, illustrations, captions or diagrams
Creating
Listen to, read and view imaginative spoken, written, digital or multimodal texts and respond by expressing
ideas and opinions about the storyline and characters
[Key concepts: theme, myth, legend; Key processes: sharing, responding, understanding]

Elaborations
responding to stories, myths, fables and films, using modelled language to describe themes, characters
and actions, for example, Είναι σε βάρκα, είναι σε σπηλιά, είναι τέρας, είναι πόλεμος, ο ήρωας κέρδισε
producing storyboards, using digital technologies, to represent key events in different types of
imaginative texts, including captions or word bubbles to capture moods or feelings, for example, Μου
αρέσει, Δε μου αρέσει
introducing and comparing favourite characters in stories, myths, fables and films, listing associated key
words or expressions, for example, O Οδυσσέας είναι γενναίος. Η Κίρκη είναι μάγισσα. Φοβάμαι. Είναι
φοβερό τέρας.
commenting on elements of humour and drama, and the use of sound effects and facial expressions
relating to the characters depicted in stories, myths and fables, for example, Φοβάμαι, είναι αστείο, γελώ
με ...
Create and perform imaginative texts such as stories, skits or rap, using familiar language
[Key concept: imagination; Key processes: experimenting, performing]

Elaborations
producing short scripted plays with teacher support, to perform to class, younger students or the school
community
creating and performing simple songs, rhymes and rap to teach vocabulary and word patterns to
younger Greek language classes
creating and using own texts, such as storyboards, digital stories, booklets or board games, based on
characters, settings and events from a myth or commonly relayed story, for example, a story based on
one of the gods of Olympus, Aesop’s fables, or a fairytale such as Τα τρία γουρουνάκια ...
Translating
Translate simple texts from Greek to English and vice versa, identifying words and expressions that do not
always translate literally and may have more than one meaning
[Key concepts: nonequivalent words, contexts and situations, intercultural; Key processes: translating,
noting, comparing]

Elaborations
comparing translations of written texts from English into Greek and from Greek into English, such as
advertisements, websites, food packaging and menus, and considering how meanings may be
interpreted from a different cultural perspective
translating simple sentences into Greek, noticing that there is not always wordforword equivalence
when moving between English and Greek or vice versa because of word order or multiple meanings, for
example, Κρυώνω, Ζεσταίνομαι, Κάνω μπάνιο, Βρέχει, Ο μπαμπάς μου δεν είναι ψηλός.
recognising that some Greek words cannot be translated into English without losing some of the
meaning, or cannot be translated using only one word, for example, το φιλότιμο
identifying and explaining expressions and idioms in Greek that do not make sense when translated
wordforword, for example, Χρόνια Πολλά, Και του χρόνου , Τα μάτια σου δεκατέσσερα, Καλό χειμώνα!
recognising that some words have many different meanings, for example, the multiple meanings of γεια
σου (hello, goodbye, cheers, bless you) and είναι (he is, she is, it is, they are, is, are)
Create bilingual texts and learning resources, such as signs, notices, games, displays, websites or word
banks, for the school community
[Key concepts: bilingualism, meaning; Key processes: identifying, classifying, selecting, explaining]

Elaborations
creating simple bilingual texts in print or digital form for specific audiences, such as school signs for
Greek visitors, invitations to parents for class or school events, posters for the school community to
advertise an upcoming event, online bilingual story books including text and images for a younger
audience, or a bilingual game, such as Snap, using words only
creating and posting Greek versions of existing school signs, recognising difference in word order, for
example, staffroom, canteen
constructing and maintaining a bilingual website for a sisterschool or a contact group of young learners
of English in a Greekspeaking community
creating a word bank which includes words, phrases and common expressions, as a classroom resource
to reinforce learning
Reflecting
Engage in intercultural experiences, comparing ways of communicating in Australian and Greekspeaking
contexts and identifying ways that culture influences language use
[Key concepts: difference, language, culture, respect; Key processes: recognising, comparing, questioning,
understanding]

Elaborations
exploring how children from Greekspeaking communities may use different words and expressions, and
considering why such variations exist (in Australia – κάρο instead of αυτοκίνητο, ρούφι instead of σκεπή,
or φλόρι instead of πάτωμα – these are not Greek words and they are used incorrectly, as compared to
words such as μπασκετμπολίστας, τενίστας, which are official Greek words)
investigating aspects of own language use that reflect own cultural perspective and experiences, for
example, using colloquialisms and idioms such as ‘arvo’, ‘g’day’, ‘howzat’, ‘mozzie’
reflecting on situations where interactions in Greek have felt awkward or difficult, discussing own
reactions and adjustments, for example, kissing on both cheeks
considering what linguistic or cultural information they would need to know to visit a school in Greece or
Cyprus and discussing adjustments they may need to make in language use and behaviour
Share experiences of learning and using Greek, in person or online, and reflect on the effect of language
learning on own identity
[Key concept: identity; Key processes: discussing, interconnecting, agreeing, disagreeing]

Elaborations
preparing a class profile to exchange with students in Greece or Cyprus online, showing language
backgrounds and interests represented in the class, using captions and symbols such as flags and words
from different languages
exploring the idea of stereotypes associated with languages and identities, and discussing how
stereotypes affect attitudes and communication and can be inaccurate
exploring how their linguistic and cultural background, for example, languages spoken, key relationships
and intercultural experiences, influence their sense of who they are
connecting various personal experiences of learning Modern Greek, and describing how learning Greek
has influenced own everyday behaviour and language use, for example, using Greek outside the
language classroom, playing Greek games, or having lunch at a Greek restaurant and being able to read
some of the menu
considering whether learning and using Greek impacts on their sense of identity either in or out of the
classroom
Understanding
Systems of language
Identify and reproduce letter clusters, the digraphs/diphthongs, reproduce key features of intonation and
pronunciation, experiment with the spelling of common words and apply basic punctuation rules
[Key concepts: sound and writing systems; Key processes: recognising, understanding]
(ACLMGU148 Scootle )

Elaborations
applying different intonation for statements, questions, interjections, exclamations and commands, for
example, Είναι εδώ, Τι κάνεις; Ποπό! Σταμάτα! Άντε! Κρίμα!
reading simple texts and highlighting digraphs/diphthongs, including ου, μπ, ντ, αι, ει, οι
applying and using accent marks on all words which have more than one syllable and on a few
monosyllable words, for example, πού; πώς; ή, and recognising that the position of the accent mark can
change the meaning, for example, μάτια, ματιά, γέρος, γερός
experimenting with spelling simple words, for example, the spelling of verbs in the first person ending in
ω, verbs in the third person ending in ει, the most common noun and adjective endings including ος, ας,
ης, οι, η, α, ες, ι, ο, α, plural articles οι, τα, for example, θέλω, θέλει, ο άντρας, οι άντρες, η ντομάτα, οι
ντομάτες, το παιδί, τα παιδιά, καλός, καλή, καλό
applying phonic and grammatical knowledge to spell and write unfamiliar words
understanding and applying punctuation marks in writing, for example, full stop, comma, exclamation
mark, apostrophe, speech marks and question mark
Develop knowledge of grammatical elements such as tenses, combining them with an increasing range of
verbs, nouns and adjectives, and use conjunctions to construct and expand sentences
[Key concepts: grammatical rules, patterns; Key processes: applying, building vocabulary, expanding on
meaning]

Elaborations
describing present, past and future actions, situations and events using familiar verbs, for example,
Παίζω στο σχολείο, Θα διαβάσω αύριο, Κάνει ζέστη σήμερα, Xθες ήταν Τρίτη, Αύριο θα είναι Σάββατο
expressing preferences, for example, Μου αρέσει πολύ, Δε μου αρέσει
using correct word order to ask questions and make requests, for example, Θέλεις το βιβλίο; Τον λένε
Γιώργο;
using numbers in different contexts, such as telling the time, stating dates, ordering/shopping, or in
simple descriptions, for example, Είναι μία η ώρα, Τα γενέθλιά μου είναι στις 8 Απριλίου, Πέντε κιλά
πατάτες παρακαλώ
using the plural form of common nouns, for example, το αγόρι, τα αγόρια, η μπανάνα, οι μπανάνες
recognising the agreement between nouns, adjectives and gender, for example, Μία μεγάλη τσάντα, δύο
μικρές τσάντες, η κόκκινη πόρτα, ο άσπρος γάτος
using simple conjunctions such as και, αλλά, γιατί to create compound or complex sentences, for
example, in descriptions of self, family, friends, hobbies, for example, Παίζω πιάνο, αλλά μου αρέσει και η
κιθάρα
expanding vocabulary base by using and recognising common everyday nouns
Identify and use language features of different types of oral, digital and written texts, such as dialogues,
descriptions, short narratives and reports, recognising that linguistic choices depend on audience and
purpose
[Key concepts: genre, structure, audience, sequencing; Key processes: comparing, noticing, explaining]

Elaborations
identifying the purpose, context and audience of a range of familiar texts, for example, fairytales, sports
reports, recipes
reading, viewing and listening to different texts with a common topic, for example, comparing a print, TV
and internet announcement for the same event
describing key features of different types of text and discussing audience and purpose, for example, a
shopping list serves as a reminder to self and consists of items and quantities, whereas a shopping
transaction involves interaction and negotiation
Understand the importance of register in a range of contexts and situations, such as at home, at school or
in more formal situations
[Key concepts: language contact, word borrowing; Key processes: observing, identifying]

Elaborations
using appropriate language according to age, gender, relationship and social status when meeting
people for the first time or when introducing friends, teachers or other adults
comparing the meaning of words heard in the community to those learnt in class and noticing that there
are different ways of saying the same thing in Greek, for example, η χτένα, η τσατσάρα,
identifying the appropriate way to communicate things in Greek, for example, το αυτοκίνητο instead of το
κάρο
reflecting on the use of colloquial or abbreviated language in technologically mediated contexts, for
example by email or phone, as well as the use of borrowed words from other languages, for example,
στικάκι (memory stick), σερφάρω (surfing the internet)
Explore the influence of Greek on the English language, such as morphemes in medical/scientific fields and
in everyday language, such as school subjects and occupations, and how Greek has been influenced by
the impact of new technology and knowledge
[Key concepts: language contact, word borrowing; Key processes: observing, identifying]

Elaborations
recognising Greek morphemes (prefixes, suffixes and base words) in English, to explain spelling patterns
in English, and to help work out meanings of unknown words, for example, anti, astro, auto, bio,
deca, demo, geo, gram, graph, hyper, hypo, ic, ism, itis, kilo, logue, macro, mega, meter,
micro, mono, morph, neo, octo, ology, pent, peri, phil, phobia, photo, poly, psych, scope,
tech, tele, therm, tri
understanding that words derived from Ancient Greek are still being used today to create new words
such as names of new technological/scientific discoveries for example, disc, giga, mega, metro
identifying familiar words in Greek and recognising their English equivalents, for example, το τηλέφωνο, η
φωτογραφία, ο ποδίατρος, το δράμα, το θέατρο
using knowledge of familiar patterns and structures to decode and interpret meaning, for example, the
Greek prefix ‘a‘ in words can make the opposite meaning (ψητό – άψητο, symmetrical – asymmetrical)
understanding that English words are used in Modern Greek, but that Greek equivalents to these terms
often also exist, for example, το κομπιούτερο υπολογιστής, μπλεγαλάζιο
Explore the relationship between language and culture and how they are reflected in communication styles
[Key concepts: language use, cultural behaviour and practices; Key processes: recognising exploring,
discussing, connecting]

Elaborations
discussing own and peers’ understanding of concepts and messages expressed in stories/myths/lyrics,
for example, the adventures of Odysseus and the concept of life’s ‘odyssey’ or journey, stories of
migration or the teachings of Aesop’s fables
recognising that language use can have connections to cultural practices, such as celebrating birthdays
and name days, 25η Μαρτίου in the diaspora
reflecting on the experience of learning Greek language and culture and identifying situations that have
provided awareness of own cultural practices and values, for example, attending a Greek festival or show
understanding the meaning of wishes such as Να σας ζήσει, Καλά στέφανα, Χρόνια Πολλά, Να τα
εκατοστίσεις and the concepts of φιλότιμο and φιλοξενία
discussing the meaning of culture, how it involves visible elements such as symbols, food, national
costumes, dancing and language, and invisible elements such as values and beliefs
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 σκάκι στο κομπιούτερ. When participating in collaborative activities,
transactions and classroom routines, they ask and respond to questions (for example, Πώς σε λένε;), plan
collaboratively, and make suggestions and statements such as, Τώρα το βρήκα! When interacting, students
use key features of pronunciation and intonation, including accents (for example, η οικογένειά μου, η and ή).
They obtain and compare information from a variety of texts related to aspects of daily life and events (for
example, Τι καιρό θα κάνει σήμερα;). They present information about their personal world in different formats
(for example, Μου αρέσει ο τραγουδιστής ...). They respond to the storyline and characters encountered in
texts and create and perform simple imaginative texts using familiar language such as, Ο αγαπημένος μου
δάσκαλος ... . They use verbs (for example, Έχω, θέλω, είμαι, ήταν, θα είναι), nouns (for example, ο
άνθρωπος, η μητέρα, το παιδί), adjectives (for example, καλός, μεγάλος, ωραία) and conjunctions to construct
and expand sentences and apply basic rules of spelling and punctuation, such as question marks, capital
letters, commas, exclamation marks and speech marks. They translate and interpret simple texts, identifying
words that are not easily translated (for example, το φιλότιμο) and create bilingual texts for the classroom and
school community. They compare ways of communicating in Greek and English to identify similarities and
differences and suggest how culture influences language use.
Students identify and reproduce orally and in writing letter clusters, and the digraphs/diphthongs. They identify
the relationship between language choices, and the audience and purpose of different text types. They
describe the importance of register in different contexts and situations (for example, Έλα / Ελάτε σπίτι μου, Σε
/ σας περιμένω). They identify the impact of Greek on other languages, especially English (for example, το
κινητό, ο υπολογιστής), and appreciate the dynamic nature of Greek, identifying changes that have occurred
due to new technologies and knowledge. They describe ways that identity and communication are directly
related to language and culture, for example, greeting familiar people by kissing them on both cheeks.
Languages Spanish (Version 8.4)
Page 692 of 943

The Australian Curriculum: Languages Spanish
Spanish How the Subject works
Context statement
The place of the Spanish language and the cultures of
Spanish speakers in Australia and in the world
Spanish is a global language spoken by approximately 500 million people across the world. Spanish evolved
from Latin on the Iberian Peninsula in around the ninth century, and travelled from Spain to the Caribbean
and to North, Central and South America as a result of the expeditions of the fifteenth and sixteenth centuries.
The language has been enriched by many other languages, including Arabic, Basque, Greek, French, English
and the indigenous languages of the Americas.
Today, most Spanishspeaking countries are plurilingual, and the indigenous languages of these countries –
such as the Guaraní language of Paraguay, and Quechua, Aymara and more than 30 other languages in
Bolivia – are coofficial with Spanish. Spain also has other official languages besides Spanish, including
Catalan, Galician and Basque/Euskera.
The migration of Spanish speakers to Australia began in the nineteenth century and increased during the
twentieth century with people migrating from countries such as Spain, Chile, Argentina, Uruguay, El Salvador,
Nicaragua, Peru and Guatemala. Patterns of migration of Spanish speakers to Australia during the twentieth
century were influenced by a variety of factors, including economic and political circumstances. Migration from
Spanishspeaking countries such as Colombia, Venezuela, Mexico and Ecuador continues in the twentyfirst
century and is currently influenced by interest in tertiary education and employment opportunities presented
by trade agreements in sectors such as mining, agriculture, defence, technology and education. Due to this
steady history of migration from Spanishspeaking countries to Australia, Spanish remains an important
community language throughout Australia.
The place of the Spanish language in Australian
education
The universities were the first Australian educational institutions to undertake the formal teaching of Spanish.
By the end of the 1960s, Spanish language departments had been established in a number of Australian
universities.
Spanish language programs are currently available in all states and territories at all levels of schooling.
Programs are offered across all educational sectors, including community language schools and other after
hours providers. Many university and school Spanish programs provide opportunities for Australian students
to enrich their language learning through travel to Spanishspeaking countries.
The work of Spanishspeaking artists, musicians, writers and scientists is studied in a range of learning areas
across the curriculum in Australian schools. These works inform the selection of key types of texts and
learning experiences offered to students through the Spanish language curriculum. These crosscurricular
links make language learning more meaningful for students.
The Australian Curriculum: Languages Spanish
The nature of Spanish language learning
As Spanish belongs to the family of Romance languages, derived from Latin, it has many lexical and structural
connections with English as well as other European languages. As a result of this relationship, knowledge of
Spanish can facilitate the learning of other languages from the Romance family, such as Catalan, Galician,
Italian, French, Portuguese and Romanian.
Distinctive characteristics and features of the Spanish language guide the teaching and learning of the
language in schools. The close correspondence between the written and spoken forms of Spanish assists
with spelling and the development of literacy in general as well as with speaking and listening skills.
Although the Spanish alphabet and writing system are similar to those of English, there are some differences
in these features that present challenges for Australian students. These features include the use of accents,
inverted question and exclamation marks at the beginning of questions and exclamations, and the distinctive
letter ñ.
Word order in Spanish differs from English, most noticeably in the positioning of adjectives after nouns.
Subject pronouns are often omitted in Spanish where they would be required in English. It is not necessary to
invert the subject and the verb to form a question, or to use auxiliary verbs in negative and interrogative
constructions, hence intonation and stress are important for making meaning.
The diversity of learners of Spanish
The majority of learners of Spanish in Australia are studying it as a second or additional language. There are
also a number of background learners of Spanish, who have varying degrees of prior knowledge of the
language. Most students from Spanishspeaking backgrounds are second or third generation, and in many
cases several languages are spoken in their home environment. Despite having some exposure to Spanish at
home, students may have varying levels of language and literacy skills. The Australian Curriculum:
Languages – Spanish Foundation to Year 10 has been developed for second language learners but is flexible
enough that teachers can adapt it to suit the varying needs of the full range of other learners in the
classroom.
Languages Spanish (Version 8.4)
Page 695 of 943

Spanish Years F–10 Sequence
their first language and Spanish. They continue to need guidance and participate in structured, collaborative
conscious of their peers and social context. They are gaining greater awareness of the world around them,
and noticing additional similarities and differences between Spanish language and culture and their own.
Spanish language learning and use
Learners use Spanish with peers and the teacher for a widening range of purposes: exchanging information,
expressing ideas and feelings, performing, and responding to experiences and resources from the Spanish
speaking world. Learners’ ability to communicate is developing in terms of fluency, accuracy and complexity.
As they draw on a growing range of vocabulary resources and grammatical structures, their pronunciation,
intonation and phrasing steadily improve and they use an increasing range of body language, such as hand
gestures, used by Spanish speakers. Shared tasks provide a context for purposeful language experience and
experimentation. Focused attention on language structures and systems, literacy skills development and
exploration of cultural elements of communication are conducted at least in part in Spanish. Learners use
digital media and social networks to support their learning in increasingly independent ways, such as
exchanging resources and information with one another, with young people of the same age in Spanish
speaking communities, and with students in other settings who are also learning Spanish. In doing this, they
may access music and media resources, maintain blogs and web pages, and use online forums.
Oracy development at this level includes active listening to input from different sources (including different
varieties of Spanish) and extending conversational and interactional skills. This involves initiating and
sustaining conversations, turntaking, ‘reading’ language for cultural and contextual meaning, building on
others’ contributions, making appropriate responses and adjustments, and engaging in debate and
discussion. Individual and group oral presentation and performance skills are developed through researching
and organising information, and structuring and rehearsing presentations. Literacy development involves
more independent interaction with a wider range of texts. Learners draw on their growing grammatical and
lexical resources to compose and comprehend more complex language. They use a range of cues and
decoding strategies to assist comprehension and to make connections between ideas and language within
and between texts. They write more accurately and fluently for a wider range of purposes and audiences.
Learners use Spanish with one another and with the teacher for an increasing range of purposes. They have
some access to Spanish speakers and cultural experiences in wider contexts and communities through the
use of ICT. At this level, language development and use are typically incorporated into collaborative and
interactive tasks, games and learning activities. Learners begin to use more Spanish spontaneously when
interacting with one another.
Texts and resources
Learners engage with a growing range of spoken and written texts, including published texts such as readers,
songs and computer games, as well as teachergenerated resources such as language games, exercises and
presentations. In addition, learners have some access to Spanish language and culture through texts created
for young people in Spanishspeaking communities, such as websites, stories, music clips, cartoons and
television programs.
Features of Spanish language use
Learners use an increasing range of vocabulary, become more confident in terms of pronunciation and
continue to build grammatical and textual knowledge. They apply phonic knowledge to unfamiliar language
and notice the relationship between accents and stress or intonation. They use present, past and near future
tenses to describe or locate actions. They use comparative forms and apply rules of agreement between
subjects and verbs and between nouns and adjectives. They use appropriate verb forms and intonation
patterns to exclaim, make a statement or ask a question. They develop a metalanguage to describe patterns,
rules and variations in language structures. As they use Spanish to interact in different situations, learners
develop an understanding of how language and culture influence each other. They recognise how language
reflects cultural values and experiences and how grammatical forms and vocabulary choices affect the
meaning that is made. This offers the opportunity for reflection on their own ways of communicating and using
language, and also on personal and community identities, stereotypes and perspectives. Learners begin to
experience and reflect on the challenges involved in moving between languages and different ways of making
meaning.
Level of support
While learners work more independently at this level, ongoing support is incorporated into task activity.
Systematic feedback and review assist the interactive process of learning. Support includes provision of
models, stimulus materials, scaffolded opportunities for reflection, and resources such as word charts,
vocabulary lists, dictionaries and electronic reference materials. Learning tasks and activities take account of
both learners’ current level of Spanish capability and their more general cognitive and social levels of
development.
The role of English
While the use of Spanish in the classroom increases at this level, the use of English for discussion, reflection
Communicating
Socialising
Interact using descriptive and expressive language to share interests, special celebrations and leisure
activities, and to express feelings, state preferences and give opinions
[Key concepts: friendship, leisure, interests; Key processes: expressing, sharing, comparing]
(ACLSPC145 Scootle )

Elaborations
thanking, inviting or congratulating one another, for example, Gracias por tu ayuda, ¿Quieres venir a mi
fiesta de cumpleaños el sábado? Enhorabuena por tu medalla
participating in online exchanges such as video blogs with sister schools to describe and compare
routines, interests and activities, using language associated with time, sequence and location, for
example, Llego a la escuela a las 8.30 de la mañana, Los jueves por la tarde juego al baloncesto. Cada
día, a las 12.00, como bocadillos en el patio de mi colegio
expressing feelings (Estoy emocionado por la fiesta. Estoy desilusionada... ¡Qué guay! ¡Qué chévere!
¡Qué lindo!) and recounting experiences with family and friends
apologising and expressing concern or sympathy to friends and family members, for example, Lo siento
mucho, ¡Cuídate! Te quiero
expressing preferences and opinions, for example, Hacer los deberes es aburrido. Prefiero comer
helado. Me encanta el Barça porque es el mejor, Me fascina la música del mundo hispanohablante
sustaining interactions by using strategies such as asking questions and using conversation fillers, for
example, ¿Y tú? Yo también; Claro; sí, sí
Collaborate with peers to plan and conduct different elements of shared tasks, transactions or activities
[Key concept: cooperation; Key processes: planning, participating, making, transacting]

Elaborations
collaborating with peers to organise class or school activities by taking responsibility for different
elements, such as creating schedules, posters or programs or organising fundraising activities, using
expressions related to place, time and numbers, for example,¿Qué día es hoy? ¿Dónde? ¿Cuándo? ¿A
qué hora?)
developing interview questions to ask a Spanishspeaking guest, for example, ¿De dónde es? ¿A qué se
dedica? ¿Cuándo llegó?
participating in real or imagined transactions that involve requesting information, considering options,
buying and selling, for example, ¿Cuánto cuesta? ¿Qué colores tienen? ¿Tienen descuento? ¡Qué caro!
¡Qué chollo!
creating digital displays, presentations or performances for family, friends or school community to
showcase their progress in learning and using Spanish
making simple recipes such as macedonia or churros, using appropriate language features and text
structures such as imperative verb forms (añade, corta, remueve, amasa) and vocabulary for ingredients
and quantities (un kilo, 300 gramos, la harina; fruta; mantequilla, un poco de...)
Interact in class activities and routines by asking and responding to questions, asking for clarification and
making suggestions
[Key concepts: routine, responsibility; Key processes: participating, sharing, taking turns]

Elaborations
interacting in small groups to complete learning activities by asking questions or making suggestions, for
example, ¿Qué significa…? Podemos hacer…
stating opinions, making suggestions or indicating understanding, using modelled sentence structures,
for example, No me parece bien…; ¿Por qué no...? Tienes que…; vale, de acuerdo, Sí, claro…
checking on own and/or others` progress during learning tasks, using comments and questions such as
¿Está bien así? ¿Ya terminaste? Terminé/No he acabado. Necesito más tiempo
participating in scaffolded class discussion on themes, activities or experiences, for example, El clima de
Melbourne es más … que… En mi opinión…
asking and telling the time, for example, ¿Qué hora es? Son las cinco y cuarto
asking for clarification, for example, No entiendo… Tengo una pregunta… Tengo una duda
Informing
Listen to, view and read texts in order to identify aspects of life in Spanishspeaking contexts and
communities
[Key concepts: lifestyle, diversity; Key processes: collating, connecting, comparing]

Elaborations
reading, viewing and listening to texts such as websites, books, recorded interviews, video clips and
magazine articles, extracting key points relating to aspects of life in Spanishspeaking communities, such
as housing, urban and rural lifestyles, and young people’s interests, activities and daily routines, and
recording key phrases and vocabulary for use in own projects and activities
researching topics such as recycling, the water cycle, the solar system, or the geography of Spanish
speaking countries, and reordering information to share with others, in formats such as tables, concept
maps or retrieval charts
working with simple informative texts such as advertisements, video clips or features in teen magazines
to collate and share impressions of young people’s lifestyles in different Spanishspeaking communities
and contexts
Present information about aspects of language and culture in the Spanishspeaking world for specific
audiences, using diagrams, charts, timelines and guided reports
[Key concepts: lifestyle, people, places; Key processes: organising, informing]

Elaborations
presenting factual information relating to cultural activities and events of significance in the Spanish
speaking world, such as las Fallas, el Día de los Muertos, carnavales in Bolivia, candombe in Uruguay,
romerías, procesiones religiosas and el camino de Santiago, supporting information with a range of
visual, digital and multimodal resources
using graphic organisers to convey information in ways that suit specific purposes and content, for
example, lists or tables to show priorities, Venn diagrams to compare statistics or ideas, graphs to
highlight frequency or timelines to narrate sequences of events
conveying information relating to significant people, places or events in different formats, for example, an
advertisement or poster for an event, a profile of a Spanishspeaking celebrity or a digital guide to a
place of interest
creating an interactive display for younger children, highlighting aspects of Spanish language and
Hispanic culture
Creating
Share and compare understandings and opinions about ideas encountered in imaginative Spanish
language texts such as works of art, fables, performances and television programs
[Key concepts: plot, idea, moral; Key processes: adapting, comparing, responding]

Elaborations
recording and/or illustrating key characters, events and ideas encountered in different types of
imaginative texts, for example, by responding to questions such as ¿Qué es…? ¿Por qué…? ¿Cuál es la
moraleja? and ¿Qué sientes cuando…? or by creating storyboards
comparing favourite characters or moments in imaginative texts such as cartoons, stories or digital
games, listing key words or expressions associated with their character’s role or personality
(extrovertido/a, simpático/a, travieso/a, Daniel el travieso, Zipi y Zape) and explaining how they can
relate to them
adapting a creative text, for example, by resequencing events, adding a new element, changing the
location or creating an alternative ending
discussing key messages and cultural elements in creative texts, such as the moral of a fable/story, an
idea or value in a song, or a quality of a character
responding to famous artworks and images, such as works by Botero, Frida Kahlo or Picasso, with
simple words or phrases, for example, Este cuadro me gusta porque tiene muchos colores, Este mural
es más original que el otro
Produce a variety of texts such as scripted performances, raps and digital stories using imaginary
characters, places, ideas and events
[Key concepts: imagination, drama; Key processes: performing, representing]

Elaborations
producing songs, raps, short scripted plays or video clips based on modelled examples of these genres
to perform to younger children who are learning Spanish
creating individual or collaborative poetry, experimenting with rhyme and rhythm, for example, a shape or
acrostic poem or jingle, riddle or rap
creating, performing and recording/filming own texts such as a commercial for a new product, a photo
story, a cartoon, or a poster for an imagined event
representing key events in imagined scenarios, using formats such as digital storyboards, cartoon maker,
talking books or memes, using different voices, captions or word bubbles to capture different moods or
feelings
Translating
Translate simple texts that provide comparisons between cultural aspects of meaningmaking in Spanish
and English and note how language cannot always be directly translated
[Key concept: meaning; Key processes: translating, comparing, explaining]

Elaborations
identifying words and expressions that do not translate directly from Spanish into English, for example,
tomar el pelo, saltarse la clase de español, ¡Es pan comido!
collecting examples of ‘false friends’ identified when translating between Spanish and English, for
example, carpeta/‘folder’, contestar/‘answer’, pie/‘foot’
interpreting words and expressions encountered in simple texts such as greeting cards, menus or story
titles that do not translate easily into English and that reflect aspects of culture from the Spanish
speaking world, for example, Feliz día de tu Santo, Feliz Día de Reyes. ¡Buen provecho!
translating texts such as public signs to identify differences in elements such as levels of politeness or
directness, for example, No pisar el cesped, Prohibido comer y beber, Silence please
creating Spanish versions of Australian school signs and notices, considering why some words or
expressions require freer translation than others, for example, the sports oval, the tuck shop, out of
bounds, sick room, ‘No hat, no play’
Create own bilingual texts and learning resources, such as displays, posters, word banks and glossaries for
the classroom/school environment
[Key concepts: translation, explanation; Key processes: identifying, selecting, modifying]

Elaborations
composing bilingual texts such as posters for class or school assembly performances, displays or events,
for example, Día del pelo loco; cuida tu planeta
using bilingual dictionaries and electronic translating tools to create bilingual captions, menus or
timetables, comparing results and noticing problems associated with translation
creating parallel lists of informal Spanish and English expressions for own use in everyday interactions
with friends and family, for example, hasta luego/‘see you later’, no pasa nada/‘no worries’, guay/‘cool’
creating bilingual texts for specific audiences, for example, songs, a Big Book or board game for younger
learners of Spanish, or instructions for an online event/game that involves both English and Spanish
speaking participants
creating bilingual signs for the classroom or school that reflect school community values and priorities,
acceptable or unacceptable behaviours, for example, ¡Ponte el sombrero! ¡Recoge tu basura! Levanta la
mano antes de preguntar, No te olvides de reciclar, ¡Bajad la voz!
Reflecting
Compare ways of communicating in particular Australian and Spanishspeaking contexts
[Key concepts: diversity, reaction; Key processes: observing, considering, reflecting,]

Elaborations
identifying features of observed interactions between Spanish and English speakers in specific contexts
such as the classroom, the home or the shops, noticing similarities and differences
planning a virtual or actual visit to a school in a Spanishlanguage environment, deciding on strategies for
successful communication, for example, how to interpret cultural information and how to be flexible in
own ways of communicating
reflecting on instances when interactions in Spanish have felt challenging or awkward, and explaining
why this might have been the case
Discuss how it feels to interact in a different language, what they understand by ‘identity’, and whether
learning Spanish has any effect on their sense of self
[Key concept: intracultural understanding; Key processes: identifying, describing]

Elaborations
identifying elements of identity that may be important across all cultures, for example, family, community,
location
monitoring their development as a learner and user of Spanish, for example, through recording progress
in learning logs, blogs or journals
discussing whether learning and using Spanish affects their sense of identity in or out of the classroom,
making reference to experiences such as eating in restaurants, playing games or communicating with
Spanish speakers
exploring the idea of stereotypes associated with languages and identities, discussing how groups of
communication
creating a selfprofile such as an avatar or montage with selfintroduction, making choices about the
design, content and language used
Understanding
Systems of language
Attend to the pronunciation of sounds and intonation patterns used in social interactions and apply writing
conventions such as question and exclamation marks
[Key concepts: auditory discrimination, stress, intonation, punctuation; Key processes: listening, reading,
recognising]
(ACLSPU156 Scootle )

Elaborations
recognising how pitch, stress and rhythm assist meaning when individual words are unfamiliar, for
example, ¡Qué miedo! ¡Rápido! ¡Vamos!
recognising the Spanish pronunciation of English loan words (bistec, jonrón, fútbol) and applying this
awareness to unfamiliar loan words
reproducing Spanish sounds such as d/t, ce/ci, ga/gi, gue and gui
recognising variations in forms of spoken Spanish associated with particular regions, such as the
pronunciation of j in Ecuador compared with northern Spain
applying phonic knowledge to spell unknown words, for example, estrella, llamar, tortilla, taxi, México
understanding the function of accents and learning to insert these into their own work electronically
understanding that accents in written Spanish indicate where the stress falls on a word, for example, mi
mamá está en la fiesta and learning to insert these into their own work electronically
using correct writing conventions such as inverted question and exclamation marks at the start of
sentences, for example, ¿qué tal?; ¡cuidado!; ¡qué onda!
Understand and use grammatical elements such as tenses, pronouns, prepositions, conjunctions, adverbs
and nounadjective agreements to construct simple texts for different purposes
[Key concepts: grammatical rules, patterns and irregularities; Key processes: applying rules,
understanding, vocabulary building]

Elaborations
noticing that there are two verbs in Spanish for ‘to be’, ser (José es mi hermano) and estar (Estoy
cansada)
using simple forms of present and past tenses in context (Ayer fue martes y hoy es miércoles), and
describing intended actions using the near future tense ir + a + infinitive, for example, Manuel va a mirar
su celular/móvil
using the conditional mode as a formulaic expression, for example, Me gustaría ser pintor, No me
gustaría vivir en una isla pequeña
identifying the use and omission of subject pronouns in familiar structures, for example, Vivo en Australia,
Ella es Lourdes
using interrogative pronouns and correct word order to ask questions and make requests, for example,
¿Cuál es tu número de teléfono?¿Quieres jugar en el patio?
building compound sentences to express opinions, preferences or reasons using words such as porque,
también and pero, for example, Me gusta cantar, pero prefiero bailar porque es divertido. No me gusta
ver la televisión porque es aburrido. Mi comida favorita es el pescado, pero también como carne
indicating frequency using adverbs, for example, siempre, a veces, nunca
noticing the flexibility of word order in relation to verbs and adverbs, for example, En verano, voy siempre
a la playa/En verano, voy a la playa siempre/ En verano, siempre voy a la playa
using ordinal numbers, for example, Rosario Arjona es la primera de la lista, Luis vive en la quinta planta
understanding gender and number agreement between articles, nouns and adjectives, for example,
Tengo un libro nuevo, Las montañas rocosas son muy bonitas
comparing the use of diminutives to express affection in Spanish (hermanita, periquita, gatico/gatito) to
some equivalents in English, for example, ‘dear little sister’, ‘lovely little cat’
using comparatives based on models, for example, tan grande como …, más caro que …, menos frío
que…Australia es más grande que Europa
recognising that some nouns do not follow the regular masculine/feminine ending pattern, for example, el
mapa, el problema, la mano
expressing reactions as exclamations, for example, ¡qué susto!; ¡qué hermoso!; ¡qué rico!;¡qué chulo!
Identify how different Spanish texts such as comics, cartoons, magazines or emails use language in ways
that create different effects
[Key concepts: genre, structure, audience; Key processes: noticing, explaining]

Elaborations
comparing features of simple spoken and written texts in Spanish, such as phone calls or cartoons, with
similar texts in English
analysing how different types of texts in Spanish create specific effects by using particular kinds of
language, such as superlatives in advertisements designed to persuade (lo mejor… el nuevo…) or the
imperative form in signs designed to advise or prohibit (Prohibido patinar aquí)
identifying the purpose, context and intended audience of a range of familiar text types such as phone
messages, sports reports or takeaway food orders
recognising grammatical elements associated with particular texts, for example, the use of imperatives in
games (tira el dado) and time markers in stories (primero, después, de pronto…)
Recognise that language use varies according to the contexts of situation and culture
[Key concepts: levels of formality, language, identity, variation; Key processes: observing, comparing]

Elaborations
finding examples of informal language used by young people in Spanish, such as shortened noun forms
(la profe, la bici, la compu) or the use of emoticons, comparing with the use of similar abbreviations by
young Australians (‘vegie’, ‘ta’, ‘telly’), and considering why these forms of language are used
people, for example, using tú when speaking with close friends, family members or other young people,
and using usted for other less familiar adults
noticing that language use often reflects the mood, feelings or relationships of the people involved, such
as the use of emotive or affectionate language between close friends and family members, or persuasive
language used in advertisements
Understand that the Spanish language constantly changes due to contact with other languages and the
impact of new technologies
[Key concepts: language contact, digital media; Key processes: observing, identifying, classifying]

Elaborations
investigating how media, digital technologies and popular culture have influenced the Spanish language,
for example, tuitear, email, correo, electrónico, chatear, textear, bloguear, rapear, rapero, un , un selfie
discussing why the Spanish language borrows particular words from English and other languages, for
example, chofer, carné, tenis, golf, corner, kiwi and parking, smartphone, link
identifying Spanish words and aspects of lifestyle absorbed into English (‘fiesta’, ‘rumba’, ‘tapas’), and
considering the reasons for the adoption of particular words or expressions
understanding that Spanish shares a history and many similar words with other languages for example,
English, French, Italian, Portuguese, Tagalog/Filipino and Rumanian
understanding that some languages are growing and adapting, while others (such as indigenous
languages across the world, including some in Spanishspeaking countries) are endangered,
disappearing, reviving, or blending with stronger languages
Recognise that the Spanish language has different forms, roles and functions in different contexts and
communities
[Key concepts: diversity, language origins; Key processes: mapping, comparing, discussing]

Elaborations
exploring the different forms and functions of Spanish in different contexts, regions and communities, for
example, as an official language in more than 20 countries and as a community language in many others
recognising that there are many different varieties of Spanish spoken in different countries and regions,
involving different accents, dialects and vocabulary
comparing regional variations in vocabulary for example, ‘baby’ is guagua in Chile but bebé in most other
Spanishspeaking countries; ‘cake’ is pastel in some countries, and tarta or torta in others
comparing forms of cultural expression in different Spanishspeaking communities, such as celebrations,
systems of schooling and concerns associated with young people, and comparing these with similar
diversity in multicultural Australia
Reflect on own language use at home, at school and in the community, considering how this may be
interpreted by young Spanish speakers
[Key concepts: norms, standpoints; Key processes: observing, reflecting, comparing]

Elaborations
describing own/one another’s ways of communicating, identifying aspects that may reflect Australian
traditions, values and practices
choosing words or expressions commonly used in informal Australian interactions, and deciding how to
interpret or explain them to young Spanish speakers, for example, ‘mate’, ‘fair dinkum’
noticing similarities and differences between own ways of communicating and aspects observed in
interactions between young Spanish speakers in different contexts and situations, for example, the
expression of politeness or turntaking in conversations
identifying things they take for granted about communication in familiar cultural contexts, for example,
shared understanding of gestures and tones of voice
noticing culturally appropriate ways of offering praise, recognition, gratitude or encouragement
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 to ask and respond to questions (for example, ¿quién?/¿quiénes?, ¿por
qué?¿por dónde? sí, por supuesto), seek clarification (for example, ¿Ella dice que apaguemos la
computadora?) and give advice (for example, No debes comer tantos dulces). When interacting, students use
appropriate pronunciation of Spanishspecific sounds such as ci/ca and ga/gi, and intonation patterns. They
gather information relating to language and culture and present it in different formats. They describe
characters, experiences and ideas encountered in texts, and create short imaginative texts using structured
models and descriptive and expressive vocabulary (divertido, alto, gordo, grande). They use regular and
common irregular verbs in present tense (for example, estudio español, voy a mi casa), simple past tense (for
example, Ayer comí helado, Fueron a la cafetería) and near future (for example, Voy a ir a la playa, Vamos a
comer frutas). Students use pronouns (for example, él/ella nosotros/as ellos/ellas, usted/ustedes/
vosotros/as), prepositions (for example, debajo de, por, al lado de, cerca de), adverbs (for example, muy,
poco, bien, mal, lentamente), agreement of nouns and adjectives (for example, gente simpática, juegos
divertidos ), and adverbs to mark time (for example, hoy, ayer, mañana, ya, todavía) and place (for example,
dentro de, encima de, a la izquierda, a la derecha). They apply rules of punctuation such as question and
exclamation marks (for example, ¿cuándo?, ¡cuidado!) and accents (for example, sofá, árbol, música). They
translate and interpret short texts, identifying aspects of the Spanish language and culture that are similar or
different to their own and create bilingual texts for the classroom and school community. They describe their
own experiences of using Spanish and identify ways in which learning and using Spanish' may impact on their
own identity.
Students know that Spanish has its own rules for pronunciation and grammar and that language use must be
adjusted to suit different contexts, situations and relationships (for example, ¡Hasta pronto Doña Clara! ¡Adiós
chicos!). They use metalanguage to explain basic features of language, texts and grammar, making
connections with English terms they are familiar with such as ‘verb’, ‘adverb’, ‘noun’ and ‘agreement’.
Students identify Spanish as a global language and describe the distribution of communities of Spanish
speakers in different countries and regions. They identify ways that languages change through contact with
other languages and due to new technologies, and give examples of Spanish words used in English (for
example, ‘patio’, ‘chocolate’) and words used in Spanish that are borrowed from other languages (for
example, chofer, carné, tenis, golf, corner, kiwi, parking, gol, tiquet, chao ). They reflect on the language they
use at home, at school and in the community and identify how young Spanish speakers would use language
in the same contexts.
Languages Turkish (Version 8.4)
Page 710 of 943

The Australian Curriculum: Languages Turkish
Turkish How the Subject works
Context statement
The place of the Turkish language and culture in
Turkish is the official language of the Republic of Turkey and one of the official languages of Cyprus.
It originated many centuries ago in the Northern Siberian Altay Mountain Range. Nomadic people brought the
language with them as they expanded out to Turkmenistan, Uzbekistan, Azerbaijan, Kazakhstan and a
number of other countries. Today, Turkish is the most commonly spoken Turkic language worldwide.
The first written records of the Turkish language date back about 1,300 years, and originate from central Asia.
Turkish is also called Istanbul Turkish or Anatolian Turkish. As the language was developing, it was influenced
by the language spoken during the Ottoman Empire. Eventually, in 1928, the Ottoman alphabet was replaced
by the Latin alphabet by the founder of the Republic of Turkey, Mustafa Kemal Atatürk. The new alphabet
made reading and writing of the language easier and resulted in significant increases in literacy levels in
Turkey. The Turkish Language Association, founded in 1932, worked to reform the language and to officially
standardise it among Turkish speakers. In the process, many loan words from other languages were removed
and many old Turkish words that had not been used for centuries were reintroduced.
Turkish Cypriot migration to Australia began in the late 1940s, the first migrants coming for work
opportunities. Numbers grew from 1963 onwards as a result of the conflict in Cyprus. Larger scale migration
from Turkey began once a bilateral agreement was signed in 1967 between the Turkish and Australian
governments. Migration from Turkey continued in the 1980s, involving family reunion programs and an
increase in general skilled and educational migration. While more than half of the migrant population settled in
Victoria, mostly in Melbourne, significant numbers also settled in Sydney, New South Wales (NSW), and
smaller numbers in other states and territories. Turkish is a strong community language in many major
Australian cities and in regional centres, such as Mildura and Shepparton in Victoria.
According to the Australian Census, in 2011 there were 59,624 Turkish speakers in Australia. The Turkish
speaking community in Australia includes people from Turkey, Cyprus, Bulgaria, Western Thrace and smaller
groups from other Turkic backgrounds.
The campaign of the Gallipoli Peninsula during World War I laid the foundations of what later developed as
strong, steadily growing Australian–Turkish connections. Tens of thousands of Australians, including Turkish
Australians, visit Gallipoli each year to pay tribute and to gain understanding of shared Australian–Turkish
history. The two countries enjoy strong contemporary connections, characterised by productive and steadily
developing economic and bilateral trade relationships, cultural exchange and consular cooperation.
The place of the Turkish language in Australian
education
Turkish has been taught in Australian schools since the 1950s. Originally offered by communitybased
The Australian Curriculum: Languages Turkish
organisations, it became part of the mainstream school curriculum in Victoria and NSW in the early 1970s.
Enrolments in Turkish language classes in some government and nongovernment schools and in community
language school programs in Victoria and NSW have increased in recent years. Some students from non
Turkish backgrounds now learn Turkish as a second language in school, and communitybased organisations
such as the Council of Adult Education offer Turkish language classes for adult learners wishing to develop
their language skills in particular domains of Turkish language use.
The nature of Turkish language learning
Turkish is a phonetic language with 29 letters derived from the Latin alphabet. Each letter represents only one
sound. The decoding of Turkish words is assisted by a familiarity with English or other languages that use the
Latin alphabet. Learning Turkish is also aided by the regularity of the grammatical system and the
agglutinated nature of the language (that is, the addition of suffixes to root words regulates grammatical
elements and generates new words and meanings, for example, the root word gör (see) becomes görmek (to
see) and gördüm (I saw)).
While Turkish uses the same Latin alphabet as English, the pronunciation of some letters differs significantly.
The use of diacritics on some letters represents an extra complexity. While the grammatical system is
comparatively regular, there are differences between it and languages spoken by some learners, for example,
the lack of gender forms and articles such as ‘the’ in English. The Turkish word order is subject + object +
verb; however, this may change in spoken language or when there is variation in required emphasis or
meaning, as when the word that is emphasised in terms of meaning is placed closest to the verb.
The diversity of learners of Turkish
The Australian Curriculum: Languages, Foundation – Year 10 (F–10) for Turkish is pitched to background
learners, the dominant cohort of learners in the current Australian context for whom Turkish is a background
but not necessarily the first language. Some students speak Turkish at home and have strong connections to
mainland Turkey, Cyprus and Turkic countries; others are second or thirdgeneration Turkish Australians,
with varying degrees of knowledge of Turkish language and culture; others are members of bicultural families,
who may use some Turkish at home.
Small numbers of students from other language backgrounds may be studying Turkish in schools. For such
learners, Turkish will represent similar challenges to those which frame their experience of learning English as
their language of schooling. Teachers will use the Turkish F–10 curriculum to cater for learners of different
backgrounds by making appropriate adjustments to differentiate learning experiences for these students.
The Australian Curriculum: Languages – Turkish has been developed according to two learning sequences:
Foundation – Year 10, and Years 7–10 (Year 7 entry). Teachers will use the curriculum to cater for learners of
students.
The intercultural language learning orientation of the curriculum explores the cultural dimension that shapes
and is shaped by languages. Background language learners of Turkish already have lived experience of this
relationship, ‘living between’ Turkish and English in the Australian context. The curriculum gives students
opportunities for analysis, explicit focus and reflection on this lived experience and further opportunities to
participate in intercultural experiences, to extend their ways of perceiving and being in the world, and to
understand themselves as culturally, biculturally and interculturally situated.
Languages Turkish (Version 8.4)
Page 713 of 943

Turkish Years F–10 Sequence
allowing for a reflective dimension to language learning and to referencing cultural frameworks. Language
and literacy capabilities in Turkish and English are developing in parallel trajectories within the curriculum. For
some learners, there will be greater discrepancy between proficiency in the two languages than for others.
The curriculum ensures that learning experiences and activities are flexible enough to cater for learner
variables while being appropriate for learners' cognitive and social levels.
Turkish language learning and use
Learners use Turkish in the classroom for a widening range of purposes: exchanging information, expressing
ideas and feelings, competing and cooperating, performing, and responding to resources and experiences.
Their communicative capabilities are stronger and more elaborated. They control and access wider
vocabulary resources and use an increasingly sophisticated range of nonverbal strategies to support
communication. Shared tasks develop social, cognitive and language skills and provide a context for
purposeful language experience and experimentation. At this level, focused attention to language structures
and systems, literacy skills development and exploration of cultural elements of communication are conducted
primarily in Turkish. Learners use ICT to support their learning in increasingly independent and intentional
ways, exchanging resources and information with each other and with young people of the same age in other
Turkishspeaking communities, accessing music and media resources, maintaining blogs and other web
pages, and participating in social networks.
Oracy development at this level includes listening to a range of varied input from different sources and
building more elaborated conversational and interactional skills. This includes initiating and sustaining
conversations, using turntaking protocols, ‘reading’ language for cultural and contextual meaning, building on
others’ contributions, making appropriate responses and adjustments, and engaging in debate and
discussion. Individual and group oral presentation and performance skills are developed through researching
and organising information; structuring, rehearsing and resourcing the content of the presentation; and
selecting appropriate language to engage a particular audience.
Learners interact in Turkish with each other, the teacher and members of their families and communities.
They have some access to Turkish speakers and cultural resources in wiser contexts and communities
through the use of ICT and through the media. Language development and use are incorporated into
collaborative and interactive learning experiences, games and activities.
Texts and resources
Learners engage with a growing range of published texts in print and digital forms, such as stories, videos,
readers, songs and computergenerated learning materials. They also engage with resources prepared by
their teacher, including games, performances, presentations and language exercises. They may have
additional access to Turkish language and cultural resources created for Turkishspeaking communities, such
as children’s television programs, websites, music or video clips.
Features of Turkish language use
Learners draw on more established grammatical and lexical resources to compose and comprehend more
complex language. They recognise and use verb conjugations and common noun and adjective forming
suffixes, such as (lı, li, lu, lü) as in karlı, kirli, tozlu..; (lik, lık, luk, lük) as in yazlık, gözlük…; (cı, ci,
cu, cü/çı, çi, çu, çü) as in gemici, kiracı, sucu, çiçekçi..; (gı, gi, gu, gü) as in sargı, silgi,..; (sız, siz,
suz, süz) as in evsiz… They apply the rule of great vowel harmony when adding nominal case endings,
(e), (i), d(e), d(e)n to different nouns, such as eve, evi, evde, evden, evin. They use the conditional
marker s(e) and/or the word eğer in compound sentences, for example, yağmur yağarsa gitmeyeceğiz, and
appropriate endings for subject–verb agreements in simple and compound sentences.
They use a range of cues and decoding strategies to assist comprehension and to make connections
between ideas, contexts and language within and between texts. They write more accurately and fluently for a
wider range of purposes and audiences. With support, they build increasing cohesion and complexity into
their written work in terms of both content and expression. While learners work more independently at this
level, ongoing support is incorporated into task activity, and systematic feedback and review support the
interactive process of learning. They build metalanguage to talk about aspects of language such as grammar,
for example, bağlaçlar, özne ile yüklem uyumu, de/da ekler, ilgi zamiri –ki, edatlar, and the use of both
Turkish and English for discussion, reflection and explanation ensures the continued development of learners’
knowledge base and metalinguistic and intercultural capabilities.
personal and community identities. Learners take account of the variability of language use and textual
practice in relation to factors such as gender, generation, status, and geographical, cultural and ethnic
diversity. They reference themselves in relation to similar variables, and reflect on the relationship between
language, culture and identity and how these affect communication and intercultural experience through the
lens of their own bicultural experiences.
Level of support
While learners are becoming more autonomous and independent, ongoing support is still needed, including
explicit instruction, structured modelling and scaffolding, provision of appropriate stimulus materials and timely
feedback. Task activities incorporate implicit formfocused language learning activities and examples of texts
and tasks. Learners are supported to use electronic and print reference resources, such as word banks,
dictionaries and translating tools, and are encouraged to adopt a critical approach to resource selection.
The role of English
Turkish is the primary language for classroom routines, interactions and language learning experiences, with
English used more in a supporting role. The use of Turkish for discussion, reflection and explanation of
content drawn from other learning areas is encouraged as much as possible, and English is used for
comparative analysis between languages and for the continued development of metalanguage in both
languages.
Communicating
Socialising
Participate in spoken, written and digital interactions to share ideas and experiences, showing interest and
respect for others
[Key concepts: discussion, correspondence, interests, experiences; Key processes: composing, describing,
discussing, responding]
(ACLTUC035 Scootle )

Elaborations
expressing own views and preferences and asking about those of others, for example, Ne tercἊh
edersἊnἊz? Ne ἊçersἊnἊz?, using appropriate language to agree or disagree, for example, Bence AtἊlla çok
ἊyἊ bἊr sporcu. Bence de. Haklısın aynı fἊkἊrdeyἊm. Bence öyle değἊl. Ben sana katılmıyorum. Ben senἊn gἊbἊ
düşünmüyorum.
composing written or digital texts such as cards, emails or letters to invite, congratulate or thank
someone, for example, Lütfen buyurun! DavetlἊsἊnἊz. Gözün aydın! Güle güle oturun! Hayırlı ve uğurlu
olsun! TebrἊkler! Teşekkür ederἊm
describing and comparing experiences of social activities, special community celebrations or events, for
example, 29 EkἊm CumhurἊyet Bayramında ben şἊἊr okudum. Ramazan bayramında dedem bana harçlık
verdἊ
participating in online exchanges such as video blogs with sister schools in Turkey or other Turkish
speaking contexts, comparing interests, routines and social activities
sustaining interactions with others by asking questions, using active listening skills and providing
feedback, for example, SἊz ne düşünüyorsunuz? Evet! TabἊἊ kἊ. İlgἊnç! Sen ne dersἊn?
Plan shared activities or events, such as a display or presentation, an interview, awareness campaign or
virtual shopping expedition
[Key concepts: collaboration, action, plan; Key processes: planning, designing, budgeting]

Elaborations
preparing performance texts such as Hacıvat ve Karagöz oyunları, skeçler, pἊyesler, marşlar, Ramazan
manἊlerἊ, to present to younger students at a community event or school assembly
planning and creating displays or resources such as timelines, schedules, posters or appeals for a
fundraiser
planning for a Turkishspeaking guest by developing an interview schedule using questions such as
KendἊnἊzἊ tanıtır mısınız? Ne tür müzἊkten hoşlanırsınız?
creating interactive learning experiences to encourage children in a buddy class to learn Turkish or to
use their existing Turkish language in different domains
budgeting for hypothetical shopping expeditions, for example, by consulting online catalogues and
websites, comparing prices and values and discussing intended purchases, for example, Bu çok pahalı,
İndἊrἊmlἊ satışlar varmış, Ay, bu en son çıkan, Bu kelepἊr!
planning a campaign, for example, to introduce healthy Turkish food at the school canteen, raise
awareness about pollution or prevent bullying, for example, by creating posters, pamphlets and flyers or
by making presentations to school council/board
Participate in classroom interactions that involve asking and responding to questions, seeking clarification,
indicating understanding, reflecting and providing feedback
[Key concepts: classroom interaction, debate, responsibility; Key processes: questioning, responding,
evaluating]

Elaborations
interacting during group learning experiences by asking each other questions, making suggestions or
checking on progress, for example, Ben ne yapabἊlἊrἊm? Sen not alır mısın? Bu sayfayı mı okuyacaktık?
Cevapları maddeler halἊnde yazsak daha ἊyἊ olur. Ne dersἊnἊz?
participating in discussions and debates on issues and experiences that affect their school, home or
community lives, for example, Zorbalık, evde Ἂş bölümü, Türk festἊvalἊnde çocuklar ἊçἊn neler yapılmalı,
and clarifying their own statements, for example, Bence, bana göre
evaluating each other’s comments or suggestions when working together, indicating agreement or
disagreement and negotiating changes, for example, Anladım, Anlayamadım, Yardım eder mἊsἊn?
Cevabım doğru mu? EmἊn değἊlἊm, şöyle yaparsak… daha ἊyἊ olur, pekἊ öyle olsun … Bence … daha
güzel olur
reflecting on their learning experiences and providing each other with feedback, advice or reminders, for
example, Süper, harἊka, mükemmel, unutma, çok zor
Informing
Gather, classify and compare information from print, digital and multimodal resources relating to their
physical environment and social and cultural worlds
[Key concepts: environment, values, experience, heritage; Key processes: investigating, comparing,
classifying]

Elaborations
gathering information from a range of digital and print resources about social and cultural activities in
their community, making a list of terms, expressions or behaviours, such as Bayramınız kutlu olsun!,
Başınız sağ olsun!, Hayırlara vesἊle olsun, Allah ἊzἊn verἊrse, Hayırlı olsun
conducting interviews with family members or friends to collect stories of migration to Australia,
identifying words and expressions that reflect important values and feelings, such as gurbet, özlem,
heyecan, güvenlἊk, dostluk, komşuluk
gathering and comparing information on topics such as significant elements of family life, community or
schooling in Australian and Turkish contexts
surveying friends and family members to report on cultural trends or changing social behaviours, such as
preferred modes of communication
researching their own bicultural biographies, for example, by talking with relatives in Australia and
elsewhere to know more about their family’s heritage, history or circumstances, comparing their details
with those of their friends
collecting and presenting information from a range of print and digital resources about features of their
local environment, for example, su, orman yangınları, ekosἊstem, yabanἊ yaşam
viewing documentaries that reflect lifestyles of Turkishspeaking communities in different regions of the
world, such as Kuzey Kıbrıs Türk CumhurἊyetἊ,TürkmenἊstan, recording key facts and unfamiliar
vocabulary or expressions
gathering information about wellknown people in fields such as sport, entertainment, pop culture, the
arts or history, to create a profile to present to their peers
Convey information about aspects of their own language(s), culture(s) and communities in suitable formats
for different audiences and contexts
[Key concepts: culture, interests, transition; Key processes: creating, resourcing, explaining]

Elaborations
presenting information related to elements of Turkish lifestyles and culture, for example, kırsal ve kentsel
yaşam, hamam, Türk kahvesἊ, el sanatları, halk dansları to present to students in the school who are not
learning Turkish
creating a multimodal profile of their local community for newly arriving migrants from Turkishspeaking
regions of the world
creating a website for a contact group of Turkishspeaking students, posting information on their interests
and experiences and using sound, visual or graphic resources to feature elements which may be
unfamiliar to the intended audience
writing a post on a website for young people that flags upcoming events in their community, for example,
mezunἊyet balosu, eğlence gecesἊ, 19 Mayıs ve GençlἊk ve Spor Bayramı
assembling an information pack to support new students arriving at their school, including a glossary of
key terms that may need explaining, for example, sınıf, müdür odası, öğretmenler odası, nöbetçἊ
öğretmen, revἊr, kantἊn, ofἊs, lavabo, kütüphane, spor salonu, konferans salonu
creating an interactive presentation for younger children, friends or members of their extended families to
showcase their bilingual/multilingual experience and identify the advantages of being able to
communicate in more than one language
Creating
Respond to imaginative texts such as TV programs, folktales, performances or cartoons by sharing
opinions on elements such as storylines, messages, characters and themes
[Key concepts: characterisation, response, storytelling; Key processes: comparing, describing, identifying;
Key text types: folktales, comic books, songs, stories]

Elaborations
listening to, reading or viewing traditional folktales, contemporary stories and cartoons, responding by
retelling or reenacting the story in their own words or by creating a timeline to track sequences of events
creating digital profiles of characters they enjoy in different stories, plays or poems, providing physical
and character descriptions and examples of the ways they speak and behave
composing a personal response or commentary, such as a letter or journal entry, to a message conveyed
by a character in a folktale, legend or fable relating to a concept such as truthfulness, courage or honesty
presenting a critical review of a song, story or television program, using evaluative language such as Ben
… çok beğendἊm çünkü …, … hἊç sevmedἊm. Çok üzücüydü
sharing responses to recorded performances of Türk Halk Oyunları by making expressive and
descriptive statements to interpret the meaning and impact of the music and movements
describing their reactions to imaginative texts that evoke responses such as sadness, fear or excitement,
relating them to their own experiences by using stem statements such as BἊr defa benἊm de başıma
gelmἊştἊ, Ben de benzer bἊr olay yaşadım
recognising that there are different ways of telling a story, as in the case of Türk halıları ve kἊlἊmlerἊ,
discussing the uniqueness of symbols, colours, stories and feelings represented in carpets and rugs from
different regions
Create and perform expressive and imaginative texts such as stories, dance, skits or video clips based on a
stimulus concept, theme or resource
[Key concepts: adaptation, genre, audience, effect; Key processes: creating, adapting, performing,
experimenting; Key text types: stories, poems, cartoons, songs, fables]

Elaborations
creating and performing texts to entertain others which incorporate elements such as dance, mime,
singing and narration and reference values and traditions associated with Turkish communities
creating a video clip to launch an imagined product designed to appeal to their peer group
creating their own music and lyrics modelled on a traditional Turkish song such as Tren GelἊr Hoş GelἊr,
TἊn TἊn TἊnἊ MἊnἊ Hanım
adopting the role of parent or older sibling to tell a bedtime story or sing a lullaby, using props, gestures
and appropriate language
creating their own presentations adapted from performances they have enjoyed to perform at a school or
community event, combining language, music and movements to communicate key messages and
cultural expression
creating stories based on a theme such as values associated with Turkish communities to share with
younger learners, for example, by creating Big Books, comics or digital texts
Translating
Translate simple texts from Turkish to English and vice versa, identifying elements that require
interpretation rather than translation and noticing words that are similar but pronounced differently
[Key concepts: meaning, interpretation, culture; Key processes: identifying, translating, classifying]

Elaborations
explaining in English the meaning of Turkish expressions that do not translate literally, comparing with
expressions in English for which there are no easy Turkish translations
finding expressions in English that convey similar meanings to those expressed in phrases used in
advertisements, shop signs or folktales, such as ateş pahası, darısı başına, küplere bἊnmek, kulakları
çınlamak, pabucu dama atılmak, güme gἊtmek, demlἊ çay and ocakbaşı
identifying words that are similar in Turkish and English, comparing their spelling, pronunciation,
intonation and stress in the two languages, for example, ağustos, alfabe, ansἊklopedἊ, çἊkolata, doktor,
elektrἊk, fotoğraf, laboratuvar, paraşüt, tren, veterἊner, yoğurt
creating and crossreferencing banks of Turkish words and phrases that do or do not have direct
equivalents in English
working out the meaning of unfamiliar English words and expressions used in other curriculum areas,
such as ‘drought’, ‘starvation’, ‘flood’, ‘snowstorm’, and considering how they would convey their meaning
in Turkish, for example, kuraklık, açlık, kıtlık, sel, kar fırtınası
collecting examples of proverbs used in their families, such as Damlaya damlaya göl olur, Ak akçe kara
gün ἊçἊndἊr, DenἊze düşen yılana sarılır, and discussing how to explain their meaning to nonTurkish
speaking friends
learning to use bilingual print and digital dictionaries, identifying issues such as multiple meanings for
words and the fact that meaning is not always literal
Create bilingual texts such as websites, posters, class journals and menus to support their own learning
and to assist interactions with nonTurkish speakers
[Key concepts: equivalence, alternatives; Key processes: considering, selecting, translating]

Elaborations
creating bilingual texts such as invitations to performances, newsletters, cartoons or menus, reflecting on
how different meanings are communicated in different languages
designing a menu for a Turkish meal which includes footnotes in English to explain characteristics and
ingredients of unfamiliar dishes such as Ἂmambayıldı, AlἊnazἊk, mücver, hünkarbeğendἊ
creating bilingual brochures, digital presentations or posters to promote community events, providing
English translations for key words, expressions and items of information
designing and comaintaining a bilingual website with a sister school or contact group of young English
learners in a Turkishspeaking community elsewhere
contributing to a shared class journal that records significant learning experiences and events in both
Turkish and English
Reflecting
Discuss the experience of switching between languages, noticing when they choose to use either Turkish
or English and how each culture influences ways of communicating
[Key concepts: codeswitching, intercultural communication, language domains; Key processes: monitoring,
adjusting, reflecting, describing]

Elaborations
identifying and comparing instances when they switch between Turkish and English, considering why
they do this in particular situations or interactions
comparing experiences of using Turkish and English with a particular person, such as a parent or older
relative, noticing which topics or interactions fit more easily into one language than the other and
considering reasons for this
reflecting on experiences of feeling either uncomfortable or comfortable when switching between
languages, explaining why this might have been the case, for example, when translating for parents or
other family members or interpreting for visitors
identifying adjustments they make when moving between Turkish and English at school and at home,
such as using different forms of address and showing respect or affection in particular ways, discussing
why these adjustments are necessary
reflecting on instances when their use of Turkish, English or other languages has been misinterpreted
and discussing possible reasons for this
Compare their experiences of moving between Turkish and English, identifying advantages and challenges
in respect to being bilingual or multilingual
[Key concepts: identity, culture, communication, bilingualism; Key processes: reflecting, evaluating,
comparing]

Elaborations
reflecting on the experience of being bilingual or multilingual, discussing the benefits of knowing more
than one language and considering whether moving between languages affects their sense of identity
comparing family cultures, considering how their own upbringing has shaped their sense of identity, for
example, how Turkish and Australian cultural influences are differently reflected in their daily lives,
interests and social activities
reflecting on how interacting in Turkish feels different to interacting in English and identifying elements
that feel culturally specific
considering how identity is expressed across languages and cultures, discussing the idea of belonging as
expressed in different languages
Understanding
Systems of language
Understand the relationships between intonation and stress in Turkish, and apply this understanding to
their own written and spoken language and meaningmaking
[Key concepts: accent, emphasis, vowel harmony, discrimination; Key processes: understanding,
recognising, applying conventions]
(ACLTUU046 Scootle )
Elaborations
recognising differences in the pronunciation of long and short vowels with and without accent, and
understanding that the length of a vowel and accent can change meaning, as in halahâlâ, and palatalise
the previous consonant, as in karkâr
understanding sound assimilation, for example, how in words ending in k, the k softens to become
yumuşak g (soft g), ğ before suffixes starting with a vowel, for example, kulak – kulağıma, küçük
küçüğüm
understanding how to use emphasis to enhance meaning, for example, using highpitch tone and
primary stress at the end of words, as in gel′dἊm ya!
understanding how stress is usually placed on the last syllable in Turkish, except in the case of some
question words, compounds and place names, such as ′Ankara, ′TürkἊye but BulgarἊs′tan, GürcἊs′tan,
′hangἊ, ′nἊçἊn
applying the principles of vowel harmony and sound assimilation of consonants and grammatical
knowledge to the spelling and writing of unfamiliar words, for example, suffixes such as cı, kapkaççı,
bankacı, yolcu, oduncu, examples of sound assimilation, sokak+da = sokakta, süt+de = sütte, kebap+cı
= kebapçı, sἊmἊt+cἊ = sἊmἊtçἊ
noticing the pronunciation of loan words, including vowels and consonant clusters, for example, plaj,
spor, tren
recognising the effect of nonverbal language and tone in reinforcing meaning in spoken Turkish, for
example, Buyrun! Vay be! Mahvoldum ya!, İnanmıyorum! GἊt yaa! Eeee, başka? HadἊ be! Öf ya!
Recognise and apply grammatical features of spoken and written language, such as verbal conjugations
and nominal declensions and modifications, negative and interrogative sentence structures and subject–
verb agreements
[Key concepts: word order, conjugation, marker, word endings; Key processes: discriminating, classifying,
applying rules]
Elaborations
recognising and using verb conjugations for example, ‘okumak’: okurum, okursun, okur okuruz,
okursunuz, okurlar; And okuyorum, okuyorsun, okuyor, okuyoruz, okuyorsunuz, okuyorlar
recognising and using nominal conjugations through adjective and nounmaking suffixes such as (lı, lἊ,
lu, lü) as Ἂn karlı, kἊrlἊ, tozlu..; (lἊk, lık, luk, lük) as in yazlık, gözlük…; (cı, cἊ, cu, cü/çı, çἊ, çu,
çü) as in gemἊcἊ, kἊracı, sucu, çἊçekçἊ..; (gı, gἊ, gu, gü) as in sargı, sἊlgἊ,..; (sız, sἊz, suz, süz) as
Ἂn evsἊz…
applying the rule of great vowel harmony when adding nominal case endings (e), (i), d(e), d(e)n to
different nouns, such as eve, evi, evde, evden, evin
learning the correct written form of suffixes, for example, instead of using spoken/colloquial predicates
such as gelcem or alcan, using the written form, geleceğἊm and alacaksın; instead of using gelἊyom,
using the correct spelling gelἊyorum
using the conditional marker s(e) and/or the word eğer in compound sentences, for example, (Eğer)
yağmur yağarsa gezἊye gἊtmeyeceğἊz, comparing this with conditional verb forms in English
using interrogative word endings in different tenses and personal prounouns, for example, GelἊyor
musun? Gelecek mἊsἊnἊz?
using the negative marker m(a), as in Ramazan Bayramı’nda tüm okullar tatἊle gἊrmeyecek, and the
adverb for negation değἊl to negate any sentences without a verb, and using appropriate suffixes as in
değἊlἊm, değἊlsἊn – Ramazan Bayramı’nda tüm okullar tatἊle gἊrmeyecek değἊl mἊ?
using appropriate endings for subject–verb agreements in simple and compound sentences
recognising different types of formal and informal honorific forms such as EfendἊ, Sayın, Bey/Hanım,
Amca,Teyze
using conjunctions and comparatives to evaluate and express opinion, for example, a göre, sence, hἊç/
çok uzun değἊl
recognising and using compound and some complex sentences
learning basıc metaphors, similes such as aslan gἊbἊ and common idiomatic expressions and proverbs,
for example, Damlaya damlaya göl olur, ateş pahası, nazar değmesἊn
building metalanguage to talk about grammar, using terms such as bağlaçlar, Özne Ἂle yüklem uyumu,
de/da ekler, ἊlgἊ zamἊrἊ –kἊ, edatlar
Understand how different types of text in Turkish, including prose and verse, create effects to suit different
audiences
[Key concepts: genre, text features, imagery, register; Key processes: noticing, comparing, analysing]
Elaborations
analysing and comparing language used in particular types of texts, for example, descriptive language in
recounts or narratives, persuasive language in advertisements, humorous language in comic verse or
puppet theatre plays, instructional language in recipes and manuals, expository language and factual
statements in news reports
analysing characteristic features of texts that they use and interact with in their everyday lives, for
example, the use of abbreviations and emoticons in texting, rhetorical questions in advertisements,
numerical terms in recipes and receipts, emotive and rhyming words in song lyrics, headings in blogs and
on websites
discussing the use of imagery in different kinds of creative or performative texts, identifying how this
helps to convey meaning and engage/entertain the audience
understanding the cultural significance of features of particular types of texts, such as forms of address
and language associated with rituals or celebrations, anonymous or AnatolἊan stories in the lyrics of türkü
songs, the use of dialogue and oaths in Andımız, characterisation in TurkἊsh NasrettἊn Hoca ve dἊğer
fıkralar, kukla oyunu and masal, the use of deyἊmler ve atasözlerἊ in Turkish legends and short stories
discussing how poems or song lyrics, such as Arkadaşım Eşşek and Çanakkale Türküsü, create
particular moods (özlem ve acıma) and tap into particular emotions by using techniques such as
repetition, rhyme and direct forms of address
Understand that spoken and written forms of Turkish both vary in terms of formality according to context,
purpose and audience
[Key concepts: mode, register, respect; Key processes: noticing, comparing, identifying]

Elaborations
understanding how language is adapted to control levels of politeness and formality and to reflect
relationship, age and intention, for example, the use of the pronoun sἊz and the second plural indicator Ἂz
indicates more politeness in requests such as gelἊr mἊsἊnἊz lütfen? compared with gelἊn lütfen
recognising that written forms of Turkish vary depending on levels of formality and informality, for
example, formal letters adopt the use of Ἂz and of titles such as Hanım/Bey sayın instead of sevgἊlἊ,
canım, compared to the use of first names to address family and friends in informal letters
understanding that the use of honorifics such as AlἊ Ağabey (AbἊ), Fatma Abla, Mehmet Amca, Mustafa
Dayı, Ahmet Bey, NazmἊye Hanım can be varied when speaking to older people who are less familiar,
depending on their age and degree of closeness
recognising characteristic differences between spoken and written forms of Turkish, for example, by
identifying colloquialisms and expressions used mainly in spoken conversation, for example, the non
standard abἊ in place of the more formal ağabey or the use of ya at the beginning of spoken utterances
knowing that meaning is shaped not only by words but also by expression, gestures and use of voice,
and that these elements also vary in formal and informal language
recognising how variations in language use reflect different feelings, moods or attitudes, for example, the
respectful tone of devotional texts compared to the liveliness, humour and colour of NasrettἊn Hoca
fıkraları, Temel fıkraları, ÇἊzgἊ fἊlmler, fabllar
Understand that the Turkish language has evolved and developed through different periods of influence
from other languages, cultures and changes
[Key concepts: language contact, language change, globalisation; Key processes: observing, analysing,
discussing, reflecting]
Elaborations
identifying loan words and phrases used in particular domains, such as food, music or social media,
discussing how the Turkish language and associated behaviours reflect contemporary and global
influences, for example, the use of web sἊtesἊ, rap yapmak, fast food, part tἊme, sἊngle
understanding causes and effects of historical developments and reforms to the Turkish language, such
as changes implemented under the leadership of Atatürk and changing the script from Arabic to Latin in
1928
understanding that languages constantly expand to include new words and expressions, due to
influences such as changing technologies, digital media and intercultural exchange, for example, e
posta, yazıcı, tarayıcı, çevrἊmἊçἊ; and that they sometimes lose terms or expressions which have no
relevance to current contexts, such as karatahta, telgraf, arzuhalcἊ
identifying how loan words are incorporated into Turkish by changing the spelling to fit Turkish
pronunciation and the principles of great vowel harmony, for example, mektup, kalem, sandalye, polἊs
Reflect on how communities’ ways of using languages are shaped by values and belief systems, and how
these may be differently interpreted by speakers of other languages
[Key concepts: culture, perspective, values, practice; Key processes: comparing, explaining, analysing,
reflecting]

Elaborations
understanding that people interpret and respond to intercultural experiences in different ways depending
on their own cultural perspectives, recognising the validity of different perspectives and questioning
notions of ‘right’ or ‘wrong’ ideas or behaviours
noticing ways in which the Turkish language reflects values and traditions of Turkish communities, such
as Nazar değmesἊn
comparing superstitions across cultures, for example, Yerde uzanan çocukların üzerἊnden atlama,
GeceleyἊn tırnak kesἊlmez, tahtaya vurmak, yıldız kayarken dἊlek tutmak compared to ‘breaking a mirror
will bring you seven years of bad luck’, researching their origins and considering their relevance today
considering how Turkish interaction patterns around familiar routines such as meal times reflect cultural
practices and values associated with family life, food and social relationships, for example, selamlaşma,
yemek zamanıöğünler, sofra adabı
identifying examples of Australian values and traditions reflected in ways of communicating that may not
be familiar to members of other language communities, for example, ways of addressing people,
behaviour and interactions around meal times
By the end of Year 6, students use spoken and written Turkish to interact by sharing ideas and experiences,
for example, 23 Nisan Ulusal Egemenlik ve Çocuk Bayramında ben şiir okudum. Ramazan Bayramında
dedem bana harçlık verdi. When interacting, they show interest and respect for others by actively listening
and providing feedback, for example, Siz ne düşünüyorsunuz? Evet! Tabii ki. İlginç! Sen ne dersin? They use
actionoriented language to make shared arrangements, organise events and complete transactions. When
participating in classroom and collaborative activities, they ask and respond to questions, for example, Ben ne
yapabilirim? Sen not alır mısın? Cevapları maddeler halinde yazsak daha iyi olur. and seek clarification, for
example, Bu sayfayı mı okuyacaktık? They use evaluative language to reflect on learning activities and to
provide each other with feedback, for example, Süper, harika, mükemmel, unutma, çok zor. Students use
specific features of pronunciation, intonation and stress when interacting. They locate, classify and compare
information about their physical environment and social and cultural worlds from a range of sources in
different modes. They present information about aspects of language and culture in different formats selected
to suit audience and context. They respond to a range of imaginative texts by identifying and sharing opinions
on key elements such as storylines, characters, messages and themes, for example, Ben … çok beğendim
çünkü …, … hiç sevmedim, Çok üzücüydü, and create and perform short imaginative texts based on a
stimulus, concept or theme. When constructing texts, students use grammatical features of spoken and
written language, such as negative and interrogative sentence structures, for example, Ramazan
Bayramı’nda tüm okullar tatile girmeyecek; conjugations of verbs, for example, ‘okumak’: okurum, okur
sun, okur okuruz, okursunuz, okurlar; And okuyorum, okuyorsun, okuyor, okuyoruz, okuyorsunuz,
okuyorlar; and subject–verb agreements. When writing, they apply appropriate spelling and punctuation to a
range of sentence types. Students translate simple texts from Turkish into English and vice versa, identifying
words that are easy or difficult to translate, and create bilingual texts and resources for their own language
learning and to support interactions with nonTurkish speakers. Students identify ways in which their bilingual
and bicultural experiences impact on their identity and influence how they communicate in Turkish and
English.
Students apply their knowledge of vowels, consonants and suffixes to form new words, for example, kapkaççı,
bankacı, yolcu, oduncu; sokak+da=sokakta, süt+de= sütte, and identify how vowel length and accent affect
the meaning of words, for example, halahâlâ and karkâr. They distinguish between the structure and
features of different types of texts and identify ways that texts create effects to suit different audiences. They
give examples of how language use and ways of communicating vary according to the degree of formality and
context, purpose and audience, for example, gelir misiniz lütfen?/gelin lütfen. Students provide examples of
influences on the Turkish language over time, including the influence from other languages and cultures, for
example, eposta, yazıcı, tarayıcı, çevrimiçi. They explain how language use is shaped by values and belief
systems, and identify why these may be interpreted differently by speakers of other languages.
Languages Vietnamese (Version 8.4)
Page 729 of 943

The Australian Curriculum: Languages Vietnamese
Vietnamese How the Subject works
Context statement
The place of the Vietnamese language and culture in
Vietnamese is the official language of Vietnam. It is spoken by approximately 90 million people in Vietnam and
approximately four million Vietnamese people living in other countries around the world, with the majority
residing in the United States, Cambodia, France, Taiwan and Australia.
Vietnamese language and culture have evolved and continue to change over time due to processes such as
globalisation and technological change and in responsParagraphe to Vietnam’s geopolitical and historical
position in the world. The lasting influence of historical contact and exchanges between Vietnamese, Chinese
and French people can be seen in the Vietnamese lexicon, for example, SinoVietnamese words (từ Hán Việt)
such as phụ nữ, phi trường and hàng hải, and Vietnamese words of French origin such as cà rốt, xếp and ga
lăng. Chinese allusions (điển tích) are also common in classical Vietnamese literature. Westernisation,
globalisation and technological advances have also enriched the Vietnamese vocabulary, with new words
such as Tây hóa, lai căng, tự do cá nhân, nhật ký điện tử, mạng lưới toàn cầu and điện thoại thông minh.
In Australia the place of Vietnamese culture and language is defined by patterns of migration. The first major
wave of Vietnamese migration to Australia began in the mid1970s with the arrival of large numbers of
refugees following the fall of Saigon at the end of the Vietnam War. In more recent years, the vast majority of
Vietnamese migrants have come to Australia through family connections, and there are growing numbers of
skilled migrants. The migrants’ need to maintain Vietnamese identity through language, culture and religion
contributed to the Vietnamese language flourishing in the home and being delivered in afterhours
Vietnamese school settings.
Vietnamese language and culture represent an important part of the linguistic and cultural diversity of
Australia. Vietnamese people have made and continue to make a significant contribution to the development
and enrichment of Australian society in areas such as commerce, agriculture, industry, health, the arts,
education, hospitality, tourism and international relations.
The place of the Vietnamese language in Australian
education
Since the 1990s, the place of the Vietnamese language in Australian education has benefited from expanding
diplomatic and trade relationships between Australia and its Asian neighbours. Since that time, there has
been an increase in the number of students studying Vietnamese in primary and secondary schools and in
afterhours Vietnamese language schools run by Vietnamese community organisations. The dramatic
increase of students studying Vietnamese reflects the growing Vietnamese community in Australia, as well as
government policies supporting multiculturalism.
The nature of Vietnamese language learning
The Australian Curriculum: Languages Vietnamese
The nature of Vietnamese language learning
The modern standard version of Vietnamese is Tiếng Việt. Vietnamese is a tonal language written in the
Roman alphabet with additional diacritics for tones. The tone system is a distinctive characteristic of
Vietnamese phonology; for example, a word may be repeated with any one of six tones to indicate six
different meanings (ma (ghost), má (mother), mà (but/that), mã (horse), mả (grave) and mạ (rice seedling)).
Consequently, pronunciation and intonation play a key role in the learning of Vietnamese, with a clear
correlation between sound and writing systems.
The importance of intercultural awareness in language learning is illustrated by distinctive features of
Vietnamese such as the complex system of personal pronouns, which is vital to building and defining
relationships, with use of the personal pronouns em, anh, chị, cô, ông, bà, con and cháu contingent on the
relationships between speakers in contexts of communication. The frequent use of idioms, proverbs, similes
and metaphors in both daily interactions and literature is another key feature of Vietnamese language use.
The diversity of learners of Vietnamese
The Australian Curriculum: Languages – Vietnamese is pitched to background language learners, the
dominant cohort of learners of Vietnamese in the Australian context.
The background language learner pathway has been developed for students who have been exposed o
Vietnamese language and culture, and who may engage in active but predominantly receptive use of
Vietnamese at home. The range of learners within the Vietnamese background language learner pathway is
diverse, defined for the most part by different waves of migration. Learners may be first, second or third
generation Australians, and their use of Vietnamese may extend beyond the home to involvement in
community organisations and events and to everyday interactions with Vietnamese friends. Other learners
may have been born in Vietnam, where they may have completed some education.
A key dimension of the Australian Curriculum: Languages – Vietnamese involves understanding the
interrelationship between language and culture. The curriculum is designed with an intercultural language
learning orientation to enable students to participate meaningfully in language and cultural experiences, to
develop new ways of seeing and being in the world from a bilingual perspective, and to understand more
Languages Vietnamese (Version 8.4)
Page 732 of 943

Vietnamese Years F–10 Sequence
At this level, learners have established communication and literacy skills in Vietnamese that enable them to
explore aspects of Vietnamese language and culture as well as topical issues or themes drawn from other key
learning areas. They are widening their social networks, experiences and communicative repertoires in both
Vietnamese and English, and developing some biliteracy capabilities. They participate in collaborative tasks
that both recycle and extend language. They are gaining greater independence and becoming more
conscious of their peers and social context, and have an increased awareness of the world around them.
Vietnamese language learning and use
Purposeful language use in authentic contexts and shared activities in the classroom develop language skills
and enhance communication and understanding. Learning how Vietnamese is structured reinforces their
oracy and literacy. Learners develop their speaking skills by interacting with teachers, peers, family and local
Vietnamese speakers to share their own and enquire about others’ experiences, interests and opinions. They
have access to a broader range of vocabulary, and use strategies such as effective listening skills to support
communication. They explore Vietnamese language and culture by engaging with simple folk tales (truyện cổ
tích), fables (truyện ngụ ngôn) and folk songs (ca dao). They read extracts from both Vietnamese and
Australian imaginative texts to engage with themes, characters and messages, and explore embedded
cultural beliefs, values and practices. They read nonfiction texts to obtain information about significant places,
figures and events relating to Vietnamesespeaking communities, and apply their language knowledge and
skills to decode unknown words and predict meaning. Individual and group presentation and performance
skills are developed through modelling, rehearsing and resourcing the content of presentations. Learners
write more accurately and fluently for a wider range of purposes and audiences, for example, creating
imaginative narratives and weekly journals describing personal experiences to share with their peers.
Learners use Vietnamese in the classroom and in their extended social space, such as family, neighbourhood
and community, for a widening range of purposes, for example, exchanging information, expressing ideas and
feelings, and responding to experiences. They are able to work more independently, and also enjoy working
collaboratively. They explore cultural aspects of communication, and use information and communication
technologies (ICT) to support and enhance their learning.
Texts and resources
Learners interact with an increasing range of informative, persuasive and imaginative texts about their
neighbourhood, Vietnamesespeaking communities and individuals. They refer to and use a broad range of
grammatical and lexical resources to understand and communicate in Vietnamese. The use of dictionaries is
encouraged to support language acquisition and accuracy of language use, ensuring the correct
interpretation of similar words, for example, ‘old’ as già or cũ; ngon as ‘tasty’ or ‘delicious’.
Features of Vietnamese language use
Learners’ pronunciation, intonation and phrasing are more confident. They apply appropriate sentence
structures, using nouns, adjectives, verbs, conjunctions and writing conventions to express opinions (for
example, Tôi thích học tiếng Việt để nói chuyện với ông bà), and describe actions and events in relation to
time and place (for example, Tuần trước tôi đi dự hội chợ Tết ở Richmond or Hôm qua ba mẹ tổ chức sinh
nhật cho tôi ở nhà), in a range of written texts. They use comparative modes (for example, đẹp, đẹp hơn, đẹp
nhất), possessive cases (for example, cái áo của anh, trường tôi) and time expressions (for example, năm
trước, năm nay, tháng sau, hôm kia, ngày mai) to express themselves in a range of social situations. They
reflect on language and how it is used in different ways to communicate. They explore crosslinguistic and
intercultural influences on the Vietnamese language, such as words derived from Chinese (phụ huynh, sư
phụ, phụ nữ) and French (ga ra, cà rốt and căntin). As they use Vietnamese for a wider range of interactions,
they recognise how language features and expressions reflect cultural beliefs and practices (for example, con
số hên, ngày tốt, tốt ngày, Cháu chúc ông bà sống lâu trăm tuổi, Chúc em bé ngoan ăn chóng lớn), and the
cultural and social impact of some grammatical forms or vocabulary, for example, using informal or formal
language to address others in specific contexts (Cháu biếu ông bà/Tôi tặng bạn/Anh cho em một món quà).
Level of support
While learners work both independently and collaboratively at this level, ongoing support and feedback are
incorporated into activities such as the production of written texts. Support includes the provision of models,
scaffolds, stimulus materials, and resources such as word charts, vocabulary lists and dictionaries.
The role of English
Classroom interactions are increasingly bilingual. Vietnamese is used primarily for communication, while
English and Vietnamese are used for discussion of linguistic features and cultural practices, and for reflective
tasks and explanations. Learners are given opportunities to think about personal and community identity.
They engage with texts that reflect Vietnamese culture, and ask questions about cultural values and practices
and how these relate to their own sense of identity when interacting in Vietnamese and Englishspeaking
contexts.
Communicating
Socialising
Interact and socialise with peers and the teacher to exchange information and opinions related to daily life,
school, friends, leisure and social activities
[Key concepts: school, daily life, leisure, place; Key processes: socialising, sharing]
(ACLVIC140 Scootle )

Elaborations
interacting via different modes of communication such as text messages, emails or social media to
exchange personal information, express opinions, and agree or disagree, for example, Cuối tuần, tôi
thích đi bơi hơn học võ. Còn bạn thích làm gì? Tôi thấy bài đọc này khó quá. Còn bạn thì sao? Tôi không
nghĩ vậy
sharing information and opinions with peers in class and in online communities about aspects of their
lives, such as being a member of the Vietnamese community in Australia, and sustaining communication
by asking questions, for example, Hôm qua là Tết Trung thu, bạn có đi xem múa lân không? Tết Trung
thu năm nay tổ chức ở đâu vậy? Có gì đặc biệt không? Lớp mình có bao nhiêu người đi dự hội chợ Tết?
Bạn có biết ở Úc, thành phố hay tiểu bang nào đông người Việt nhất không?
comparing routines, interests and favourite activities, using language associated with time, sequence and
location, for example, Tôi đi học về lúc 4 giờ 30 phút /4 giờ rưỡi chiều. Tối thứ Bảy, tôi thích xem phim và
nghe nhạc sau khi làm xong bài tập
describing and elaborating on details of experiences or social activities with family and friends, for
example, Thứ Bảy vừa qua là sinh nhật của bà nội, cả nhà tôi tới mừng sinh nhật bà
creating own versions of familiar texts, for example, cards for special occasions such as weddings, or
greeting cards such as postcards for imagined special occasions
Collaborate with peers in group tasks and shared experiences to make choices and arrangements,
organise events and complete transactions
[Key concept: negotiation; Key processes: making decisions and arrangements, transacting]

Elaborations
engaging in shared activities that involve planning, collaborating and evaluating, such as performing a
Vietnamese item at a school assembly, or creating lanterns for Tết Trung thu
allocating and swapping roles in group activities, games and authentic or simulated transactions
planning and making arrangements for activities such as outings or performances, using expressions
related to place, time and numbers, for example, ở đâu, khi nào, bảy giờ kém 15 phút
creating and performing roleplays such as simple transactions that involve asking or giving price or
purchasing goods and services, for example, Bao nhiêu tiền một lít sữa? Một kílô nho giá bao nhiêu?
collaborating to decide on a menu for a class lunch, and negotiating items, prices and delivery with a
local restaurant, for example, Bạn thích ăn món gì? Mình nên đặt cơm hay mì xào? Có giá đặc biệt cho
30 người không? Khi nào mình muốn họ mang đồ ăn tới?
Engage in classroom interactions by asking and responding to questions and expressing opinions
[Key concepts: engagement, interaction; Key processes: responding, questioning]

Elaborations
contributing to the development of a set of class rules, for example, Trong lớp học này chúng ta chỉ nói
tiếng Việt vì đây là dịp để thực tập môn tiếng Việt
asking and responding to questions, for example, Thưa thầy, em làm chung với ai? Thưa cô, khi nào em
phải nộp bài này? Em chọn câu A. Thưa cô, em đồng ý với bạn Hà
checking on one another’s progress during learning tasks or activities, using questions such as Bạn làm
sắp xong chưa? Sao bạn làm nhanh thế?
participating in class discussions and offering opinions on various topics, such as water and road safety,
a class recycling program or physical fitness and wellbeing
expressing opinions on classwork and school life, for example, Giờ học tiếng Việt vui quá! Bài thi toán
khó quá! Buổi đi cắm trại rất thú vị và bổ ích. Phòng vệ sinh trường mình rất sạch. Căntin trường mình
bán đồ ăn ngon và rẻ
Informing
Locate, classify and compare information relating to personal, social and natural worlds from a range of
spoken, written, digital and visual texts
[Key concepts: place, media, private and public world; Key processes: listening, reading, viewing, locating,
classifying]

Elaborations
locating, classifying and summarising information from a range of sources, such as notices, results of
class surveys, announcements and reports, using memory tools such as tables, charts and concept
maps to organise and sequence information
collecting information from sources such as class surveys, online forums or blog posts about aspects of
Vietnamese culture at home, for example, ngày giỗ) and in the local community, for example, Tết Nguyên
đán, lễ Vu lan, giỗ tổ Hùng Vương
investigating aspects of life in Vietnamesespeaking communities overseas, for example, through web
chatting with relatives in Vietnam to find out more about their own family’s origins, history or
circumstances
collecting and comparing information from a range of print and digital texts on topics related to personal
and social worlds, for example, how to balance schoolwork, hobbies and time with friends
locating information about geographical features in Vietnam and classifying them as natural (động Hương
Tích, vịnh Hạ Long) or constructed features (Văn Miếu, chùa Một Cột, chùa Thiên Mụ, lăng tẩm Huế)
Present ideas and information related to topics of interest in a range of formats, including digital
presentations, for different audiences
[Key concepts: audience, context, presentation; Key processes: presenting, relating]

Elaborations
presenting information in graphs or tables in print or digital form, for example, results from a class survey
on preferred leisure activities, foods or idols; or statistics related to Vietnam and Australia, such as
population and physical size, climate, number and types of dwellings, pet ownership or most popular
leisure activities
explaining to others a procedure or practice, for example, community recycling, a recipe, fashion or
healthcare tips, a tutorial on the rules of a sport or game, or instructions on keeping a pet
presenting information in a range of texts, including multimodal and digital texts, for different audiences,
for example, a recount of the Year 5 camp for a school newsletter, an invitation to parents to attend the
Year 6 information evening, or a review of the latest movie for peers
sharing information with peers or family members in Vietnamesespeaking communities overseas, for
example, via a video clip or an online blog or wiki, introducing aspects of local culture, including
interesting places, people and lifestyle, for example, phương tiện giao thông, cuộc sống của người thành
thị và nông thôn, xã hội đa văn hóa
Creating
Engage with imaginative texts, including digital and multimodal, by identifying and describing key elements
such as themes, settings, characters and events
[Key concepts: morality, experience, interconnection; Key processes: expressing, explaining]

Elaborations
identifying and describing key elements of an imaginative text, such as settings, characters and events,
by asking and responding to questions such as ở đâu? khi nào? ai? làm gì? như thế nào? tại sao?, or by
producing a profile of a character or a timeline of events
reading or viewing imaginative texts in print, digital or multimodal forms, such as poems, cartoons,
stories, folk tales or films, and performing scenes that illustrate aspects of a character’s attitudes,
personality or reactions, the story’s ending or the writer’s message
illustrating an extract of text by selecting images, for example, a picture, colour, symbol or emoticon, to
express the content, mood or key message of the text
participating in imaginative exchanges such as a roleplay between characters from a story
Present, reinterpret or create alternative versions of imaginative texts, adapting events or characters to
different modes and contexts
[Key concepts: character, event; Key processes: recreating, transforming, performing]

Elaborations
creating the next scene, a new character or an alternative ending for Vietnamese imaginative texts, such
as a folk tale, short story, drama or film
creating and telling a story in the form of a photo slideshow, using modelled language and speech
bubbles, captions or other visual/audio aids to enhance effect
producing and performing short scripted plays to retell a traditional folk tale in a modern context
composing and participating in imagined interactions with characters from familiar texts, for example, a
conversation between characters, or meeting a character from a Vietnamese story or film for the first
time
Translating
Translate and interpret texts from Vietnamese into English and vice versa, noticing which words or
concepts are easy or difficult to translate
[Key concepts: translation, equivalence; Key processes: judging, comparing, interpreting]

Elaborations
identifying words or phrases that are hard to translate, for example, food items (bánh chưng, bánh tét,
bánh xèo, phở) or traditional customs (cúng ông bà, xin xăm, coi ngày, coi tuổi), and explaining possible
reasons for difficulty of translation
translating and interpreting a range of simple texts, including idioms, from Vietnamese into English and
vice versa, and developing strategies to deal with words that are difficult to translate, for example, tiên
học lễ, hậu học văn, gần mực thì đen, gần đèn thì rạng/sáng, ăn vóc học hay
translating words and expressions in familiar texts, including multimodal and digital texts, such as
greeting cards, menus, road signs or story titles, and considering how meaning may be interpreted from
a different cultural perspective
comparing own translations of simple texts with peers’, commenting on differences between versions and
collaborating to develop a wholeclass version
exploring diverse ways in which meaning is conveyed in Vietnamese and English, such as multiple
meanings of words, for example, ‘old’ may be translated as già or cũ, ngon as ‘tasty’, ‘delicious’,
‘mouthwatering’, ‘scrumptious’ or ‘rich’, and comparing synonyms for verbs, for example, ‘running’,
‘sprinting’, ‘dashing’, ‘jogging’ and chạy nhanh, chạy vụt, chạy bộ
examining the risks of literal (wordforword) translation when translating expressions, idioms and
proverbs, for example, ‘An eye for an eye’ should not be translated as Một con mắt cho một con mắt but
as Ăn miếng trả miếng
Produce a range of bilingual texts and resources for their own language learning and for the school
community such as posters, menus, recipes or stories, including multimodal and digital forms
[Key concept: linguistic landscape; Key processes: translating, designing]

Elaborations
creating parallel lists of informal Vietnamese and English expressions for everyday interactions with
teachers, friends and family in print and digital modes
making and using bilingual resources for language learning, such as glossaries or personal Vietnamese–
English and English–Vietnamese print and digital dictionaries
producing glossaries of cultural terms in English and Vietnamese to inform Vietnamese and Australian
visitors about events in each country, such as Australia Day, Anzac Day, Christmas/New Year
celebrations or Moon/food/boat racing festivals, and explaining culturespecific elements
composing bilingual resources for the school community, such as posters for class or school
performances, displays or events, for example, Ngày hội Thể thao (Sports Carnival), Ngày hội Đa văn
hóa (Multicultural Day), a translation of the school canteen menu into Vietnamese, or a virtual tour of the
school with signs, notices, labels and short comments in Vietnamese and English, for example, Thư viện
(Library), Hội trường (Hall), Hãy giữ im lặng! (Be quiet!), Xin vui lòng bỏ rác đúng chỗ! (Please do the
right thing!)
creating subtitles for short video clips or slideshow presentations of intercultural experiences to share
with the school community, such as going on a holiday, attending a wedding ceremony, giving or
accepting a gift, or informing Vietnamese peers and community of school or cultural events
Reflecting
Reflect on their experiences of interacting in Vietnamese and Englishspeaking contexts, and discuss
adjustments to language and behaviours made when moving between languages
[Key concepts: society, background, belonging; Key processes: comparing, explaining]

Elaborations
explaining adjustments they make when moving between English and Vietnamesespeaking contexts,
for example, adjusting the way they communicate to adults and authority figures in Vietnamese by using
‘please’ (Dạ, phải. Thưa bác), or the use of different introductions depending on the participants, such as
using Thưa ba mẹ, đây là Nam, bạn con to introduce friends to their parents and Đây là Hải, bạn tôi to
introduce friends to each other
identifying adjustments they make when interacting in an AustralianEnglish context, for example, using
different forms of address, or different ways of showing politeness, and discussing why these
adjustments are appropriate
reflecting on instances when moving between Vietnamese and Englishspeaking contexts has felt
comfortable, awkward or difficult and explaining why this might be the case
discussing the ways they communicate with Vietnamese speakers, for example, making appropriate eye
contact, allowing for personal space, and making language choices to show respect to elderly people,
parents and teachers; and drawing comparisons with the ways they communicate with English speakers
Reflect on how own biography, including family origins, traditions and beliefs, impacts on identity and
communication
[Key concepts: self, complexity, belief systems; Key processes: finding connections, reflecting, discussing]

Elaborations
discussing how having a Vietnamese background influences who they are and how they interact and
behave in different contexts
identifying aspects of personal identity such as age, gender and social status that are important when
interacting in Vietnamesespeaking contexts
identifying key influences on their sense of identity, such as their family origins, traditions and beliefs and
significant events, for example, Ra ngoài đường con phải lễ phép để người ta đừng cười ba mẹ không
biết dạy con. Người lịch sự/có văn hóa/có giáo dục không bao giờ chửi thề hay nói bậy
exploring how they communicate with one another, their teachers and families, noticing whether they see
themselves differently in different contexts, for example, Khi nói chuyện ở nhà tôi cảm thấy mình là người
Việt. Khi nói chuyện ở trường tôi cảm thấy mình là người Úc
Understanding
Systems of language
Recognise and apply features of intonation and pronunciation and writing conventions used in different
types of texts and contexts
[Key concepts: sound systems, pronunciation, punctuation; Key processes: recognising, applying]
(ACLVIU151 Scootle )

Elaborations
applying basic pronunciation rules, including adding or changing tone markers, initial consonants or
vowels to form new words, for example, buổi, cuối, đuổi, tuổi, chuối
understanding and reproducing Vietnamese words with different tone markers, and understanding that
pitch changes affect the meaning of a word, for example, thương, thường, thưởng, thượng
understanding the variability of sound–letter matches and distinguishing between similar sounds such as
ch and tr, s and x (chai/trai or song/xong)
exploring Vietnamese sounds such as heterographs, for example, giai and dai, dây and giây, and
homonyms, for example, bàn (bàn bạc) or bàn (cái bàn)
analysing Vietnamese pronunciation and intonation, for example, Anh ăn trưa chưa? Anh chưa ăn trưa?
and Anh chưa ăn trưa
applying Vietnamese spelling rules, for example, k, gh and ngh only go with i, e, and ê (kiến, kẻ, kể, ghi,
ghe, ghế, nghỉ, nghe, nghệ)
comparing Vietnamese words that end with i and y, and identifying words that are commonly misspelled,
such as tai and tay, mai and may, ngài and ngày
using appropriate punctuation in writing, including commas, full stops, question marks, semicolons,
colons, inverted commas and exclamation marks
Understand and use basic grammatical structures and explore a range of nouns, adjectives, adverbs, verbs
and conjunctions, to express opinions, actions and events in time and place
[Key concepts: nouns, adjectives, verb forms, conjunctions; Key processes: understanding, expressing]

Elaborations
applying basic sentence structure in spoken and written texts, for example, subject + predicate, and
understanding the grammatical function in sentences of adjectives, nouns, verbs and adverbs
using different types of compound words, for example, nhà cửa, đường phố, trường lớp, anh chị em, and
understanding how they are formed, for example, trường + học< = trường học; học + hành = học hành
using adverbs and adjectives to expand and elaborate meaning in sentences, for example, (hát) hay,
(học) giỏi, (làm việc) nhanh nhẹn/chậm chạp and (người con) ngoan ngoãn/có hiếu, (căn phòng) sạch
sẽ/ngăn nắp
exploring a range of comparative and superlative forms of adjectives, for example, đẹp, đẹp hơn, đẹp
nhất
extending vocabulary by learning and using reduplicative words, for example, nho nhỏ, to to, đo đỏ
exploring and using synonyms, for example to, lớn, nhỏ, bé, siêng năng, chăm chỉ, and antonyms, for
example, tốt ≠ xấu, mới ≠ cũ, ngày ≠ đêm, nóng ≠ lạnh, hiền ≠ dữ, giàu ≠ nghèo
expanding use of verbs to express actions, for example, Tôi chơi đá banh, and feelings, for example, Tôi
cảm thấy vui khi được cô khen; and imperative forms, for example, Im lặng! Nghe cô giảng bài!
using conjunctions to link words, phrases or sentences, for example, và, với, hay, tại vì, hoặc, tuy, nhưng
Understand the structure and language features of familiar texts such as recipes, recounts, narratives,
procedures, emails and stories, recognising that linguistic choices depend on purpose, context and
audience
[Key concepts: genre, language features; Key process: exploring]

Elaborations
identifying and comparing the language features of different text types, such as descriptive language in
narratives or persuasive language in advertisements, and making connections between these features
and the purpose of the text, for example, the use of descriptive language to entertain, or emotive
language to persuade
identifying the context, purpose and audience of a range of imaginative, procedural, persuasive or
informative texts, such as stories, recipes, advertisements and news reports
identifying the context, audience, purpose and structural features of short familiar texts in Vietnamese,
such as messages, notes, signs, instructions, personal emails/letters, diary entries/blog posts,
advertisements, announcements, recipes, stories, songs and poems
recognising structural features of familiar personal, informative and imaginative Vietnamese texts, for
example, dates on diary entries and letters, greetings in emails or conversations, and titles of stories
discussing ways in which different sets of vocabulary are seen in different contexts, for example, the use
of imperatives in a set of instructions (Đứng lên! Ngồi xuống! Mở tập ra! Nghe và lặp lại), the frequent
use of time and place markers (ngày xửa ngày xưa, hôm qua, hôm nay, ngày mai, tuần tới) in narratives,
the types of adjectives (đẹp, tốt, bền, tiện lợi) seen in advertisements, and personal pronouns (ông, bà,
tôi, anh, chị, em) in everyday conversations
understanding how to create textual cohesion by using elements such as adverbs of sequence for
example, thứ nhất, thứ nhì, trước tiên, kế đến, rồi, sau cùng, and conjunctions, for example, và, với, hay,
hoặc, vì, nhưng, to sequence and link ideas
Understand that language is used differently in different contexts and situations, for example, at home, at
school, at the market or at the doctor’s surgery
[Key concepts: variation, context; Key processes: analysing, explaining]

Elaborations
discussing with peers how they vary language use when communicating with people in different contexts,
such as talking to a teacher, chatting with friends or going shopping, for example, Thưa cô, cho em nộp
bài trễ một ngày được không ạ? Lan này, chừng nào có bài kiểm tra tiếng Việt? Chào cô, ở đây có bán từ
điển tiếng Việt không?
identifying ways in which tone and body language vary in daily interactions depending on context, for
example, the same sentence may be spoken in a different tone (friendly/unfriendly, respectful/impolite)
and body language may change according to the setting (serious/interactive in the classroom,
casual/friendly in the playground, relaxed at home/careful in the street)
explaining variations in aspects of language use such as tone, gestures, word choice or sentence
structure in various situations and contexts, for example, interactions between customer and
salesperson, doctor and patient, tour guide and tourist
identifying specialised language used in specific contexts, for example, at the market (giá bao nhiêu, trả
giá, mắc, rẻ, giảm giá, hàng tốt/xấu) or at the doctor’s surgery (bị cảm, ho, nhức đầu, chóng mặt)
recognising differences in language use between class presentations and everyday conversations, such
as Xin chào cô và các bạn versus Lan nè/Ê Lan, khỏe không?
Explore how the Vietnamese language has changed over time and how it has been influenced by dialects
and accents across regions of Vietnam
[Key concepts: regional variance, language exchange; Key processes: exploring, connecting]

Elaborations
recognising ways in which the Vietnamese language has changed over time, for example, the
romanisation of the writing system, the declining use of SinoVietnamese words such as quốc kỳ and sư
phụ, and the increasing use of English words such as ‘OK’, ‘jeans’, ‘shopping’ and ‘hello’
recognising and understanding new and borrowed words, phrases and concepts that have been created
or incorporated as a result of contact with other cultures, for example, kimono, koala, sushi, pizza, mì Ý
(pasta), bánh mì kẹp thịt (hamburger), thức ăn nhanh (fast food)
understanding that Vietnamese has different dialects, such as Southern, Central and Northern
Vietnamese, for example, má/mẹ (mother), ba/bố (father), dứa/thơm, khóm (pineapple)
distinguishing between the three main dialects in Vietnamese, for example, noticing that the Southern
and Central Vietnamese dialects have fewer tone markers in spoken language than the Northern
Vietnamese dialect
exploring the expansion of vocabulary in the Vietnamese language due to the influence of regional
dialects, for example, Southerners have adopted some Northern words (ba mẹ) and vice versa (cù lần)
Understand that language use is shaped by the values and beliefs of a community
[Key concepts: social norms, values, attitudes; Key processes: understanding, reflecting]

Elaborations
discussing connections between the Vietnamese language and cultural beliefs, for example, con số hên,
số đẹp, ngày tốt/tốt ngày
understanding that Vietnamese values and beliefs influence language choices, for example, the use of
family terms such as chú, bác, cô or dì instead of first names reflects the importance of family in
Vietnamese culture
discussing the meaning of ‘culture’, how it involves visible elements such as language, symbols, food,
national costumes and dancing, and invisible elements such as values and beliefs, including respect for
the environment; and comparing these visible and invisible elements of Vietnamese culture to other
cultures of the Asia region

making connections between language and culture, such as vocabulary and expressions related to
people, lifestyle and the environment, for example, con rồng cháu tiên, khéo ăn thì no, khéo co thì ấm,
trời nắng tốt dưa, trời mưa tốt lúa
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. They make shared decisions and arrangements, organise events and complete
transactions. When participating in classroom and collaborative activities, they ask and respond to questions,
and express opinions, for example, Bạn thích ăn cơm hay phở? Tôi thích ăn phở vì nó thơm ngon và bổ.
Students use specific features of pronunciation and intonation, including tones, when interacting. They locate,
classify and compare information from a range of familiar texts, and share information and ideas on topics of
interest in paragraphs or short texts selected to suit different audiences. They respond to imaginative texts by
describing key elements, and create short imaginative texts or alternative versions of texts they have heard,
read or viewed. Students use everyday language and topicspecific vocabulary to express ideas and opinions
and discuss events in time and place. They construct sentences using nouns, pronouns, adjectives, adverbs
and familiar expressions and idioms (for example, đen như mực, hiền như Bụt, có công mài sắt có ngày nên
kim), to suit the context and purpose of communication. Students use simple sentences and form compound
sentences using conjunctions such as và,hay/hoặc, vì, nhưng, nên. When writing, they apply appropriate
spelling and punctuation in a range of sentence types. Students translate simple texts from Vietnamese into
English and vice versa, identifying words that are easy or difficult to translate, and create bilingual texts for
their own language learning and for the school community. Students identify ways in which their family origins,
traditions and beliefs impact on their identity and influence how they communicate in Vietnamese and English.
Students form new words by adding or changing tone markers, initial consonants and vowels (for example,
buổi, cuối, đuổi, tuổi, chuối), and identify how changes to pitch affect the meaning of words, for example,
thương, thường, thưởng, thượng. They compare the structure and language features of familiar texts and
identify ways in which audience, context and purpose influence language choices. They identify ways in which
language use varies according to context and situation, for example, Chào các bạn. Kính thưa thầy/cô.
Students provide examples of how the Vietnamese language has changed over time and identify ways in
which regional dialects and accents have influenced the language, for example, dialectal variations such as
bố/ba, mẹ/má, cái thìa/cái muỗng, Em tên gì?/Em tên chi? Đi đâu?/Đi mô? They identify language choices
that reflect the influence of Vietnamese values and beliefs, and apply culturally appropriate behaviours and
language when communicating in a range of familiar situations.
English (Version 8.4)
Page 747 of 943

The Australian Curriculum: English
English How the Subject works
The study of English is central to the learning and
development of all young Australians. It helps Curriculum introduction eng…
create confident communicators, imaginative
thinkers and informed citizens. It is through the
study of English that individuals learn to analyse,
understand, communicate and build relationships
with others and with the world around them. The
study of English plays a key role in the
development of reading and literacy skills which
help young people develop the knowledge and
skills needed for education, training and the
workplace. It helps them become ethical,
thoughtful, informed and active members of society. In this light, it is clear that the Australian Curriculum:
English plays an important part in developing the understanding, attitudes and capabilities of those who will
take responsibility for Australia’s future.
Australia is a linguistically and culturally diverse country, with participation in many aspects of Australian life
dependent on effective communication in Standard Australian English. In addition, proficiency in English is
invaluable globally. The Australian Curriculum: English contributes to nationbuilding and to
internationalisation.
The Australian Curriculum: English also helps students to engage imaginatively and critically with literature to
expand the scope of their experience. Aboriginal and Torres Strait Islander Peoples have contributed to
Australian society and to its contemporary literature and its literary heritage through their distinctive ways of
representing and communicating knowledge, traditions and experience. The Australian Curriculum: English
values, respects and explores this contribution. It also emphasises Australia’s links to Asia.
The Australian Curriculum: English aims to ensure that students:
learn to listen to, read, view, speak, write, create and reflect on increasingly complex and
sophisticated spoken, written and multimodal texts across a growing range of contexts with
accuracy, fluency and purpose
appreciate, enjoy and use the English language in all its variations and develop a sense of its
richness and power to evoke feelings, convey information, form ideas, facilitate interaction with
others, entertain, persuade and argue
understand how Standard Australian English works in its spoken and written forms and in
combination with nonlinguistic forms of communication to create meaning
develop interest and skills in inquiring into the aesthetic aspects of texts, and develop an informed
appreciation of literature.
Texts
Texts provide the means for communication. They can be written, spoken, visual, multimodal, and in print or
digital/online forms. Multimodal texts combine language with other means of communication such as visual
images, soundtrack or spoken words, as in film or computer presentation media. Texts include all forms of
images, soundtrack or spoken words, as in film or computer presentation media. Texts include all forms of
augmentative and alternative communication; for example, gesture, signing, real objects, photographs,
pictographs, pictograms and braille. Texts provide important opportunities for learning about aspects of
human experience and about aesthetic value. Many of the tasks that students undertake in and out of school
involve understanding and producing imaginative, informative and persuasive texts, in media, everyday and
workplace contexts.
The usefulness of distinctions among types of texts relates largely to how clearly at each year level these
distinctions can guide the selection of materials for students to listen to, read, view, write and create, and the
kinds of purposeful activities that can be organised around these materials.Although many types of texts will
be easy to recognise on the basis of their subject matter, forms and structures, the distinctions between types
of texts need not be sharply defined or formulaic. The act of creating texts, by its nature, involves
experimentation and adaptation of language and textual elements from many different writing styles and
categories of texts. As a result, it is not unusual for an imaginative text to have strong persuasive elements, or
for a persuasive text to contain features more typically seen in informative texts, such as subheadings or
bullet points.
Communication processes
Listening, reading and viewing
These are the language modes or communication processes through which individuals process, decode,
comprehend, interpret and analyse spoken, written, visual and multimodal texts. These processes share a
receptive approach to imaginative, informative and persuasive texts, as they involve retrieving literal
information, making and supporting inferences and evaluating information and points of view. When students
listen and respond to spoken, written, visual and multimodal texts, they apply topic knowledge, vocabulary,
word and visual knowledge to interpret the given information, with or without the aid of augmentative and
alternative forms of communication. They also use text processing skills and comprehension strategies to
receive, make and monitor meaning as it is being developed.
Speaking, writing and creating
These are the language modes or communication processes through which individuals express and create
spoken, written, visual and multimodal texts, including those made with the aid of augmentative and
alternative forms of communication. These processes share a productive approach to the creation of
imaginative, informative and persuasive texts, in spoken, print or digital forms, for an extensive range of
everyday, workplace and literary purposes. When students plan, draft and publish texts, they use applied topic
knowledge, vocabulary, word and visual knowledge to make considered and deliberate choices about text
structure and organisation to coherently express and develop ideas and communicate information in formal
and informal social contexts.
The English language
The Australian Curriculum: English provides students with a broad conceptual understanding of what a
language is, and its importance in and out of school. Language as a body of knowledge draws largely from
historical and linguistic accounts of the English language which draw attention to the ways in which languages
change, and to the distinction between language in use and language as system. These accounts
acknowledge that students’ cability to use grammar will exceed their ability to explicitly reflect on grammar.
Young children, for example, will use complex sentences before they can explain how these are structured.
These accounts, in describing language, also pay attention to the structure (syntax) and meaning (semantics)
at the level of the word, the sentence and the text.
at the level of the word, the sentence and the text.
The Australian Curriculum: English uses standard grammatical terminology but applies it within a contextual
framework, in which language choices are seen to vary according to the topics at hand, the nature and
proximity of the relationships between the language users, and the modes or processes of communication
available.
Literacy is language in use
There are many approaches to concepts of literacy, ranging from the traditional focus on print literacy to the
inclusive, multimodal and social basis for language use. The Australian Curriculum: English holds that literacy
serves the big and small practical, everyday communication purposes associated with living and participating
in societies such as contemporary Australia. Literacy is the capacity to interpret and use language features,
forms, conventions and text structures in imaginative, informative and persuasive texts. It also refers to the
ability to read, view, listen to, speak, write and create texts for learning and communicating in and out of
school. Literacy learning is based on the development of language and communication skills, social and
psychological growth, and critical and cultural knowledge. The Australian Curriculum: English draws broadly
from a range of approaches and emphasises:
fluency in lettersound correspondences of English
an expanding vocabulary and grasp of grammatical and textual patterns sufficient to understand
and learn from texts encountered in and out of school
fluency and innovation in listening to, reading, viewing and creating texts for different purposes and
contexts
the skill and disposition needed to analyse and understand the philosophical, moral, political and
aesthetic bases on which many texts are built
an interest in expanding the range of materials listened to, viewed and read, and in experimenting
with ways of expressing increasingly subtle and complex ideas to create effective and innovative
texts.
Language features, visual features and text structures
When creating and interpreting written, spoken and multimodal texts in the Australian Curriculum: English,
authors make choices about language features, visual features and text structures. These are the interrelated
elements which shape and support meaningmaking in texts. The choices and the effects they create vary
from text to text to suit different purposes and contexts. The features of language include language choices
such as vocabulary and punctuation, sound devices such as alliteration, and language devices in literary texts
such as imagery. In visual and multimodal texts, visual language choices include visual features such as
salience, social distance and camera angle. Various text structures enable different ways of organising
information and expressing ideas in texts, and include such structural elements as overviews, subheadings,
topic sentences, concluding paragraphs and causeandeffect statements. The choices that authors make in
language features, visual features and text structures work together to define the type of text and create
certain meanings and effects which shape the way that texts are interpreted, analysed and evaluated by their
audiences.
The appreciation of literature
There are many different ways to engage with literature, ranging from personal preferences for literature to
the way in which texts reflect the context of culture and situation in which they are created. The appreciation
of literature in one or more of these ways provides students with access to mediated experiences and truths
that support and challenge the development of individual identity. Through engagement with literature,
students learn about themselves, each other and the world.
English educators use many ways of categorising texts. The descriptions of texts used in the Australian
Curriculum: English are based on practical as well as conceptual considerations. The specific designation of a
strand labelled ‘literature’ is aimed at encouraging teachers working at all year levels not only to use texts
conventionally understood as ‘literary’, but also to engage students in examining, evaluating and discussing
texts in increasingly sophisticated and informed ‘literary’ ways.
The term ‘literature’ includes literary texts from across a range of historical and cultural contexts that are
valued for their form and style and are recognised as having enduring or artistic value. While the nature of
what constitutes literary texts is dynamic and evolving, they are seen as having personal, social, cultural and
aesthetic value and potential for enriching students' scope of experience. Literature includes a broad range of
forms such as novels, poetry, short stories and plays; fiction for young adults and children, multimodal texts
such as film, and a variety of nonfiction. Literary texts also include excerpts from longer texts. This enables a
range of literary texts to be included within any one year level for close study or comparative purposes.
The range of literary texts for study from Foundation to Year 10 comprises classic and contemporary world
literature. It emphasises Australian literature, including the oral narrative traditions of Aboriginal and Torres
Strait Islander Peoples, as well as the contemporary literature of these two cultural groups. It also includes
texts from and about Asia.
The Australian Curriculum: English acknowledges a variety of approaches to the study of literature. Each
makes different assumptions about the purposes of literature study, the nature of literary texts and methods of
analysis. The Australian Curriculum: English draws on a number of approaches and emphasises:
enjoyable encounters with a wide variety of literary texts
the different ways in which literature is significant in everyday life
close analysis of literary works and the key ideas and values on which they are based; for example,
the detailed stylistic study of differing styles of literary work
comparisons of works of literature from different language, ethnic and cultural backgrounds
historical study of the origins, authorship, readership and reception of literary texts
exploration of the relationships between historical, cultural and literary traditions.
Teachers and schools are best placed to make decisions about the selection of texts in their teaching and
learning programs to address the content in the Australian Curriculum: English while also meeting the needs
of the students in their classes.
Links to lists of illustrative texts appropriate for students at different levels are provided below. These lists also
include texts relevant to the crosscurriculum priorities of Aboriginal and Torres Strait Islander Histories and
Cultures, Asia and Australia’s Engagement with Asia and Sustainability.
Premiers’ reading challenges
Australian Capital Territory
New South Wales
Queensland
South Australia
Victoria
(The Western Australian Premier's reading challenge is no longer active).
Other websites that may be of interest include
Children’s Book Council
AustLit: The Australian Literature Resource
Speech Pathology Australia
The Australian Curriculum: English Foundation to Year 10 is organised into three interrelated strands that
support students' growing understanding and use of Standard Australian English (English). Each strand
interacts with and enriches the other strands in creative and flexible ways, the fabric of the curriculum being
strengthened by the threads within each substrand.
Together, the three strands form an integrating framework of disciplinary knowledge and focus on developing
students’ knowledge, understanding and skills in listening, reading, viewing, speaking and writing from
Foundation to Year 10. The three strands are:
Language: knowing about the English language
Literature: understanding, appreciating, responding to, analysing and creating literary texts
Literacy: expanding the repertoire of English usage.
Content descriptions in each of the three strands are grouped into substrands that, across the year levels,
present a sequence of development of knowledge, understanding and skills. The substrands are shown in
the table below.
Table1: Overview of sub strands and threads in the Australian Curriculum: English (F10)
Strands
Language Literature Literacy
Sub
strands Language variation and Literature and context Texts in context
and change
How texts reflect the Texts and the
threads
Language context of culture and contexts in which
variation and situation in which they they are used
change are created
Language for interaction Responding to literature Interacting with others
Language for Personal responses to Listening and

social the ideas, characters speaking
interactions and viewpoints in texts interactions
Evaluative Expressing preferences (purposes and
language and evaluating texts contexts)
Listening and
speaking
interactions
(skills)
Oral
presentations
Text structure and Examining literature Interpreting, analysing and

organisation evaluating
Features of literary texts
Purpose Language devices in Purpose and
audience and literary texts audience
structures of Reading
different types of processes
texts Comprehension
Text cohesion strategies
Punctuation Analysing and
Concepts of print evaluating texts
and screen
Expressing and developing Creating literature Creating texts

ideas
Creating literary texts Creating texts
Sentences and Experimentation and Editing
clause level adaptation Handwriting
grammar Use of software
Word level
grammar
Visual language
Vocabulary
Spelling
N/A N/A
Phonics and word
knowledge
Phonological and
phonemic
awareness
Alphabet and
phonic
knowledge
Spelling
Each strand contributes to the study of English its own distinctive goals, body of knowledge, history of ideas
and interests, and each relates to material worth studying in its own right. Teaching, learning and assessment
programs should balance and integrate the three strands to support the development of knowledge,
understanding and skills. The key focal point for a unit of work or a learning activity may arise from any one of
the strands, but the intention is that units and activities draw on all three strands in ways that are integrated
and clear to learners.
Language strand
In the language strand, students develop their knowledge of the English language and how it works. They
learn that changes in English are related to historical developments and the geographical differences of its
users over the centuries, and that there are many differences in dialect and accent. They learn how language
enables people to interact effectively, to build and maintain relationships and to express and exchange
knowledge, skills, attitudes, feelings and opinions. They discover the patterns and purposes of English usage,
including spelling, grammar and punctuation at the levels of the word, sentence and extended text, and they
study the connections between these levels. By developing a body of knowledge about these patterns and
their connections, students learn to communicate effectively through coherent, wellstructured sentences and
texts. They gain a consistent way of understanding and talking about language, language in use and
language as system, so they can reflect on their own speaking and writing and discuss these productively with
others. This strand informs the planning and conduct of teaching and learning activities in English and
provides resources that connect to key concepts and skills in the other strands.
Language variation and change: Students learn that languages and dialects are constantly
evolving due to historical, social and cultural changes, demographic movements and technological
innovations. They come to understand that these factors, along with new virtual communities and
environments, continue to affect the nature and spread of English.
Language for interaction: Students learn that the language used by individuals varies according
to their social setting and the relationships between the participants. They learn that accents and
styles of speech and idiom are part of the creation and expression of personal and social identities.
Text structure and organisation: Students learn how texts are structured to achieve particular
purposes; how language is used to create texts that are cohesive and coherent; how texts about
more specialised topics contain more complex language patterns and features; and how the author
guides the reader/viewer through the text through effective use of resources at the level of the
whole text, the paragraph and the sentence.
whole text, the paragraph and the sentence.
Expressing and developing ideas: Students learn how, in a text, effective authors control and use
an increasingly differentiated range of clause structures, words and word groups, as well as
combinations of sound, image, movement, verbal elements and layout. They learn that the
conventions, patterns and generalisations that relate to English spelling involve the origins of words,
word endings, Greek and Latin roots, base words and affixes.
Phonics and word knowledge: Students develop knowledge about the sounds of English
(phonemes) and learn to identify the sounds in spoken words. They learn the letters of the alphabet
(graphemes) and how to represent spoken words by using combinations of these letters. They
attend to the speech stream and learn that sentences are made up of words, and are introduced to
understandings about the complexities and subtleties of learning English. Students learn that
patterns and generalisations relate to the spelling of words in English and involve word origins,
prefixes and suffixes, visual and meaning strategies. Reading skills are inherently complex, have
infinite possibilities for use, and therefore require practice and application when students engage in
the receptive modes of communication (listening, reading and viewing) and the productive modes of
communication (speaking, writing and creating) not just in English, but across the curriculum. The
application of phonemic awareness and phonic knowledge to the development of reading,
especially from Foundation to Year 2, is of critical importance.
Literature strand
The literature strand aims to engage students in the study of literary texts of personal, cultural, social and
aesthetic value. These texts include some that are recognised as having enduring social and artistic value
and some that attract contemporary attention. Texts are chosen because they are judged to have potential for
enriching the lives of students, expanding the scope of their experience, and because they represent effective
and interesting features of form and style. Learning to appreciate literary texts and to create their own literary
texts enriches students’ understanding of human experiences and the capacity for language to deepen those
experiences. It builds students’ knowledge about how language can be used for aesthetic ends, to create
particular emotional, intellectual or philosophical effects. Students interpret, appreciate, evaluate and create
literary texts such as short stories, novels, poetry, prose, plays, film and multimodal texts, in spoken, print and
digital/online forms. Texts recognised as having enduring artistic and cultural value are drawn from world and
Australian literature. These include the oral narrative traditions of Aboriginal and Torres Strait Islander
Peoples, texts from Asia, texts from Australia’s immigrant cultures and texts of the students’ choice.
Each year level description in the Australian Curriculum: English Foundation to Year 10 gives information
about the nature of texts to be studied including appropriate types of texts and typical linguistic and structural
features. Across the years of schooling, students will engage with literary texts in spoken, written and
multimodal form, including digital texts, such as narratives, poetry, prose, plays and films.
Literature and context: Students learn how ideas and viewpoints about events, issues and
characters that are expressed by authors in texts are drawn from and shaped by different historical,
social and cultural contexts.
Responding to literature: Students learn to identify personal ideas, experiences and opinions
about literary texts and discuss them with others. They learn how to recognise areas of agreement
and difference, and how to develop and refine their interpretations through discussion and
argument.
Examining literature: Students learn how to explain and analyse the ways in which stories,
characters, settings and experiences are reflected in particular literary genres, and how to discuss
the appeal of these genres. They learn how to compare and appraise the ways authors use
language and literary techniques and devices to influence readers. They also learn to understand,
interpret, discuss and evaluate how certain stylistic choices can create multiple layers of
interpretation and effect.
interpretation and effect.
Creating literature: Students learn how to use personal knowledge and literary texts as starting
points to create imaginative writing in different forms and genres and for particular audiences. Using
print, digital and online media, students develop skills that allow them to convey meaning, address
significant issues and heighten engagement and impact.
Literacy strand
The literacy strand aims to develop students’ ability to interpret and create texts with appropriateness,
accuracy, confidence, fluency and efficacy for learning in and out of school, and for participating in Australian
life more generally. Texts chosen include media texts, everyday texts and workplace texts from increasingly
complex and unfamiliar settings, ranging from the everyday language of personal experience to more
abstract, specialised and technical language, including the language of schooling and academic study.
Students learn to adapt language to meet the demands of more general or more specialised purposes,
audiences and contexts. They learn about the different ways in which knowledge and opinion are represented
and developed in texts, and about how more or less abstraction and complexity can be shown through
language and through multimodal representations. This means that print and digital contexts are included,
and that listening, speaking, reading, viewing, writing and creating are all developed systematically and
concurrently.
Texts in context: Students learn that texts from different cultures or historical periods may reveal
different patterns in how they go about narrating, informing and persuading.
Interacting with others: Students learn how individuals and groups use language patterns to
express ideas and key concepts to develop and defend arguments. They learn how to promote a
point of view by designing, rehearsing and delivering spoken and written presentations and by
appropriately selecting and sequencing linguistic and multimodal elements.
Interpreting, analysing, evaluating: Students learn to comprehend what they read and view by
applying growing contextual, semantic, grammatical and phonic knowledge. They develop more
sophisticated processes for interpreting, analysing, evaluating and critiquing ideas, information and
issues from a variety of sources. They explore the ways conventions and structures are used in
written, digital, multimedia and cinematic texts to entertain, inform and persuade audiences, and
they use their growing knowledge of textual features to explain how texts make an impact on
different audiences.
Creating texts: Students apply knowledge they have developed in other strands and substrands
to create with clarity, authority and novelty a range of spoken, written and multimodal texts that
entertain, inform and persuade audiences. They do so by strategically selecting key aspects of a
topic as well as language, visual and audio features. They learn how to edit for enhanced meaning
and effect by refining ideas, reordering sentences, adding or substituting words for clarity, and
removing repetition. They develop and consolidate a handwriting style that is legible, fluent and
automatic, and that supports sustained writing. They learn to use a range of software programs
including word processing software, selecting purposefully from a range of functions to
communicate and create clear, effective, informative and innovative texts.
Language modes
The processes of listening, speaking, reading, viewing and writing – also known as language modes – are
interrelated, and the learning of one often supports and extends learning of the others. To acknowledge these
interrelationships, content descriptions in each strand of the Australian Curriculum: English incorporate the
processes of listening, speaking, reading, viewing and writing in an integrated and interdependent way.
Classroom contexts that address particular content descriptions will necessarily draw from more than one of
these processes to support students’ effective learning. For example, students will learn new vocabulary
through listening and reading and apply their knowledge and understanding in their speaking and writing as
well as in their comprehension of spoken and written texts.
Mode icons
Each content description is identified with all relevant language modes through the allocation of the following
icons:
English (Version 8.4)
Curriculum F10
Page 758 of 943

English Curriculum F10
The English curriculum is built around the three interrelated strands of language, literature and literacy.
Teaching and learning programs should balance and integrate all three strands. Together, the strands focus
on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing
and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and
teachers will revisit and strengthen these as needed.
In Years 5 and 6, students communicate with peers and teachers from other classes and schools, community
members, and individuals and groups, in a range of facetoface and online/virtual environments.
Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate
spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to
inform and persuade. These include various types of media texts including newspapers, film and digital texts,
junior and early adolescent novels, poetry, nonfiction and dramatic performances. Students develop their
understanding of how texts, including media texts, are influenced by context, purpose and audience.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral
narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of
these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend students in Years 5 and 6 as independent readers describe complex
sequences, a range of nonstereotypical characters and elaborated events including flashbacks and shifts in
time. These texts explore themes of interpersonal relationships and ethical dilemmas within realworld and
fantasy settings. Informative texts supply technical and content information about a wide range of topics of
interest as well as topics being studied in other areas of the curriculum. Text structures include chapters,
headings and subheadings, tables of contents, indexes and glossaries. Language features include complex
sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types of
graphics.
Students create a range of imaginative, informative and persuasive types of texts such as narratives,
procedures, performances, reports, reviews, explanations and discussions.
Language
Understand that different social and geographical dialects or accents are used in Australia in addition to
Standard Australian English (ACELA1515 Scootle )

Elaborations
recognising that there are more than 150 Aboriginal languages and two Torres Strait Islander languages
and that they relate to geographic areas in Australia

recognising that all languages and dialects are of equal value, although we use different ones in different
contexts, for example the use of Standard Australian English, Aboriginal English and forms of Creole
used by some Torres Strait Islander groups and some of Australia’s near neighbours

Language for interaction
Understand that strategies for interaction become more complex and demanding as levels of formality and
social distance increase (ACELA1516 Scootle )

Elaborations
identify and appreciate differences in language used in diverse family settings

Understand the uses of objective and subjective language and bias (ACELA1517 Scootle )

Elaborations
understanding when it is appropriate to share feelings and opinions (for example in a personal recount)
and when it is appropriate to remain more objective (for example in a factual recount)

differentiating between reporting the facts (for example in a news story) and providing a commentary (for
example in an editorial)

Text structure and organisation
Understand how authors often innovate on text structures and play with language features to achieve
particular aesthetic, humorous and persuasive purposes and effects (ACELA1518 Scootle )

Elaborations
exploring a range of everyday, community, literary and informative texts discussing elements of text
structure and language features and comparing the overall structure and effect of authors’ choices in two
or more texts

examining different works by an author who specialises in humour or pathos to identify strategies such as
exaggeration and character embarrassment to amuse and to offer insights into characters’ feelings, so
building empathy with their points of view and concern for their welfare

Understand that cohesive links can be made in texts by omitting or replacing words
(ACELA1520 Scootle )

Elaborations
noting how a general word is often used for a more specific word already mentioned, for example ‘Look
at those apples. Can I have one?'
recognising how cohesion can be developed through repeating key words or by using synonyms or
antonyms

observing how relationships between concepts can be represented visually through similarity, contrast,
juxtaposition, repetition, classsubclass diagrams, partwhole diagrams, causeandeffect figures, visual
continuities and discontinuities

Understand the uses of commas to separate clauses (ACELA1521 Scootle )

Elaborations
identifying different uses of commas in texts
Expressing and developing ideas
Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas
(ACELA1522 Scootle )

Elaborations
investigating how the choice of conjunctions enables the construction of complex sentences to extend,
elaborate and explain ideas, for example ‘the town was flooded when the river broke its banks’ and ‘the
town was flooded because the river broke its banks’
Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses
and a range of adverb groups/phrases (ACELA1523 Scootle )

Elaborations
knowing that verbs often represent actions and that the choice of more expressive verbs makes an
action more vivid (for example 'She ate her lunch' compared to 'She gobbled up her lunch')

knowing that adverb groups/phrases and prepositional phrases can provide important details about a
happening(for example, ‘At nine o'clock the buzzer rang loudly throughout the school’) or state (for
example, ‘The tiger is a member of the cat family’)

knowing the difference between the simple present tense (for example 'Pandas eat bamboo.') and the
simple past tense (for example 'She replied.')

knowing that the simple present tense is typically used to talk about either present states (for example,
‘He lives in Darwin’) or actions that happen regularly in the present (for example, ‘He watches television
every night’) or that represent ‘timeless’ happenings, as in information reports (for example, ‘Bears
hibernate in winter’)

knowing that there are various ways in English to refer to future time, for example auxiliary ‘will’, as in
‘She will call you tomorrow’; present tense, as in ‘Tomorrow I leave for Hobart’; and adverbials of time, as
in ‘She arrives in the morning’

Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our
understanding of verbal information in factual and persuasive texts (ACELA1524 Scootle )

Elaborations
observing how sequential events can be represented visually by a series of images, including comic
strips, timelines, photo stories, procedure diagrams and flowcharts, lifecycle diagrams, and the flow of
images in picture books

observing how concepts, information and relationships can be represented visually through such images
as tables, maps, graphs, diagrams, and icons

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling
and opinion (ACELA1525 Scootle )

Elaborations
identifying (for example from reviews) the ways in which evaluative language is used to assess the
qualities of the various aspects of the work in question

Phonics and word knowledge
Understand how to use knowledge of known words, word origins including some Latin and Greek roots,
base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including
technical words (ACELA1526 Scootle )

Elaborations
using a dictionary to explore and use knowledge of word origins, including some Greek roots, to spell
words. For example, the Greek roots: ‘ath’ meaning ‘contest’ or ‘outstanding skill’, ‘pent’ meaning the
number five, and ‘dec’ meaning the number ten, inform the spelling and meaning of the words ‘athlete’,
‘decathlon’ and ‘pentathlon’
applying accumulated knowledge of a wide range of letter patterns and spelling generalisations to spell
new words, for example ‘vacuum’, ‘yacht’, ‘ratio’ and ‘synthesis’
expanding knowledge of prefixes and suffixes and exploring meaning relationships between words for
example ‘disappearance’, ‘submarine’, ‘subterranean’, ‘poisonous’ and ‘nervous’
applying accumulated knowledge of a wide range of letter patterns and spelling generalisations to spell
new words, for example knowing how and why these words are spelt as follows: ‘reliability’,
‘handkerchief’ ‘receive’, ‘lollies’, ‘trolleys’, ‘climbing’, ‘designed’ and ‘emergency’
spelling technical words by applying morphemic knowledge, for example ‘metaphorical’, ‘biology’ and
‘biodegradable’
learning about words from other languages, for example ‘umbrella’ comes from the Italian word ombrello,
and the word for ‘yabby’ is derived from the Aboriginal word ‘yabij’

Understand how to use phonic knowledge and accumulated understandings about blending, lettersound
relationships, common and uncommon letter patterns and phonic generalisations to read and write
increasingly complex words (ACELA1830 Scootle )

Elaborations
using phonic generalisations to read and write complex words with uncommon letter patterns, for
example ‘pneumonia’, ‘resuscitate’ and ‘vegetation’
Literature
Literature and context
Make connections between students’ own experiences and those of characters and events represented in
texts drawn from different historical, social and cultural contexts (ACELT1613 Scootle )

Elaborations
recognising the influence our different historical, social and cultural experiences may have on the
meaning we make from the text and the attitudes we may develop towards characters, actions and
events

Responding to literature
Analyse and evaluate similarities and differences in texts on similar topics, themes or plots
(ACELT1614 Scootle )

Elaborations
exploring texts on a similar topic by authors with very different styles, for example comparing fantasy
quest novels or realistic novels on a specific theme, identifying differences in the use of narrator,
narrative structure and voice and language style and register

Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor,
influence personal response to different texts (ACELT1615 Scootle )

Elaborations
noting how degrees of possibility are opened up through the use of modal verbs (for example, ‘It may be
a solution’ as compared to ‘It could be a solution’), as well as through other resources such as adverbs
(for example, ‘It’s possibly/probably/certainly a solution’), adjectives (for example, ‘It’s a
possible/probable/certain solution’); and nouns (for example, ‘It’s a possibility/probability’)
Examining literature
Identify, describe, and discuss similarities and differences between texts, including those by the same
author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616
Scootle )

Elaborations
exploring two or more texts by the same author, drawing out the similarities, for example subject or
theme, characterisation, text structure, plot development, tone, vocabulary, sense of voice, narrative
point of view, favoured grammatical structures and visual techniques in sophisticated picture books

Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry
such as ballads, limericks and free verse (ACELT1617 Scootle )

Elaborations
identifying how language choice and imagery build emotional connection and engagement with the story
or theme

describing how a character’s experience expressed through a verse novel impacts on students
personally, how the author controls the revelation of the experiences and how the verse story builds
meaning to its climax when we understand the whole

Creating literature
Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways
(ACELT1618 Scootle )

Elaborations
creating narratives in written, spoken or multimodal/digital format for more than one specified audience,
requiring adaptation of narrative elements and language features

planning and creating texts that entertain, inform, inspire and/or emotionally engage familiar and less
familiar audiences

Experiment with text structures and language features and their effects in creating literary texts, for
example, using imagery, sentence variation, metaphor and word choice (ACELT1800 Scootle )

Elaborations
selecting and using sensory language to convey a vivid picture of places, feelings and events in a semi
structured verse form

Literacy
Texts in context
Compare texts including media texts that represent ideas and events in different ways, explaining the
effects of the different approaches (ACELY1708 Scootle )

Elaborations
identifying and exploring news reports of the same event, and discuss the language choices and point of
view of the writers

using display advertising as a topic vehicle for close analysis of the ways images and words combine for
deliberate effect including examples from the countries of Asia (for example comparing Hollywood film
posters with Indian Bollywood film posters)

Interacting with others
Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting
arguments, sharing and evaluating information, experiences and opinions (ACELY1709 Scootle )

Elaborations
using strategies, for example pausing, questioning, rephrasing, repeating, summarising, reviewing and
asking clarifying questions

exploring personal reasons for acceptance or rejection of opinions offered and linking the reasons to the
way our cultural experiences can affect our responses

recognising that closed questions ask for precise responses while open questions prompt a speaker to
provide more information

Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and
pace, according to group size, formality of interaction and needs and expertise of the audience
(ACELY1816 Scootle )

Elaborations
participating in pair, group, class, school and community speaking and listening situations, including
informal conversations, discussions, debates and presentations


using effective strategies for dialogue and discussion in range of familiar and new contexts, including
speaking clearly and coherently and at appropriate length, acknowledging and extending the
contributions of others, asking pertinent questions and answering others’ questions

choosing vocabulary and spoken text and sentence structures for particular purposes and audiences,
adapting language choices to meet the perceived audience needs, such as recounting an excursion to a
younger class or welcoming a visitor to a school function

experimenting with voice effects for different audiences and purposes, such as tone, volume, pitch and
pace, recognising the effects these have on audience understanding and engagement

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal
elements for defined audiences and purposes, making appropriate choices for modality and emphasis

Elaborations
using technologies to collaboratively prepare a humorous, dynamic group view on a debatable topic,
such as ‘Kids should be allowed to read and view what they like,’ to be presented to teachers and
parents

Interpreting, analysing, evaluating
Analyse how text structures and language features work together to meet the purpose of a text

Elaborations
comparing the structures and features of different texts, including print and digital sources on similar
topics, and evaluating which features best aid navigation and clear communication about the topic

Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies
and interpreting structural features, for example table of contents, glossary, chapters, headings and
subheadings (ACELY1712 Scootle )


Elaborations
bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting,
evaluating and using texts for their pertinence to the task and the accuracy of their information

using word identification, selfmonitoring and selfcorrecting strategies

using research skills including identifying research purpose, locating texts, gathering and organising
information, evaluating and using information

identifying and using texts for a wide range of purposes, selecting texts by favourite authors and trying
new ones

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a
variety of textual sources including media and digital texts (ACELY1713 Scootle )

Elaborations
making connections between the text and students’ own experience or other texts

making connections between information in print and images

finding specific literal information
using prior knowledge and textual information to make inferences and predictions

asking and answering questions

finding the main idea of a text
summarising a text or part of a text

Analyse strategies authors use to influence readers

Elaborations
identify how authors use language to position the reader and give reasons

Creating texts
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text
structures, language features, images and digital resources appropriate to purpose and audience

Elaborations
creating informative texts for two different audiences, such as a visiting academic and a Year 3 class, that
explore an aspect of biodiversity

using rhetorical devices, images, surprise techniques and juxtaposition of people and ideas and modal
verbs and modal auxiliaries to enhance the persuasive nature of a text, recognising and exploiting
audience susceptibilities

Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices

Elaborations
editing for coherence, sequence, effective choice of vocabulary, opening devices, dialogue and
description, humour and pathos, as appropriate to the task and audience

Develop a handwriting style that is legible, fluent and automatic and varies according to audience and
Develop a style that is legible, fluent and automatic and varies according to and
purpose (ACELY1716 Scootle )

Elaborations
using handwriting efficiently as a tool for a wide range of formal and informal text creation tasks
Use a range of software, including word processing programs, learning new functions as required to create
texts (ACELY1717 Scootle )

Elaborations
selecting and combining software functions as needed to create texts

Receptive modes (listening, reading and viewing)
By the end of Year 6, students understand how the use of text structures can achieve particular effects. They
analyse and explain how language features, images and vocabulary are used by different authors to
represent ideas, characters and events.
Students compare and analyse information in different and complex texts, explaining literal and implied
meaning. They select and use evidence from a text to explain their response to it. They listen to discussions,
clarifying content and challenging others’ ideas.
Productive modes (speaking, writing and creating)
Students understand how language features and language patterns can be used for emphasis. They show
how specific details can be used to support a point of view. They explain how their choices of
language features and images are used.
Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make
presentations and contribute actively to class and group discussions, using a variety of strategies for effect.
They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance
cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and
explain editorial choices based on criteria.
Glossary
accent
A distinctive way of pronouncing a language, usually associated with a particular country, region, or social
class (for example, the American accent is unmistakable).
adjective
A word class that describes, identifies or quantifies a noun or a pronoun.
Different types of adjectives include:
number or quantity adjectives (for example, ‘twelve’, ‘several’)
possessive adjectives (for example, ‘my’, ‘his’)
descriptive adjectives (for example, ‘beautiful’, ‘ancient’)
comparative adjectives (for example, ‘shorter,’ ‘more difficult’)
classifying adjectives (for example, ‘wooden’ (box), ‘passenger’ (vehicle).
adverb
A word class that may modify a verb (for example, ‘beautifully’ in ‘she sings beautifully’), an adjective (for
example, ‘really’ in ‘he is really interesting’) or another adverb (for example, ‘very’ in ‘she walks very
slowly’). In English many adverbs have an ly ending.
adverbial
A word or group of words that modifies or contributes additional, but nonessential, information about a
sentence or a verb.
Adverbials are classified on the basis of the kind of meaning involved including:
time (for example, ‘yesterday’ in ‘I spoke with him yesterday’)
duration (for example, ‘for several years’ in ‘they have lived together for several years’)
frequency (for example, ‘three times a year’ in ‘the committee meets three times a year’)
place (for example, ‘in Brisbane’ in ‘we met in Brisbane’)
manner (for example, ‘very aggressively’ in ‘he played very aggressively’)
degree (for example, ‘very deeply’ in ‘he loves her very deeply’)
reason (for example, ‘because of the price’ in ‘we rejected it because of the price’)
purpose (for example, ‘to avoid embarrassing you’ in ‘I stayed away to avoid embarrassing you’)
condition (for example, ‘if I can’ in ‘I’ll help you if I can’)
concession (for example, ‘although she was unwell’ in ‘she joined in although she was unwell’).
Adverbials usually have the form of:
adverb group: a group/phrase includes an adverb as the head word and answers questions such
as 'how?' or 'where?' or 'when?' (for example, ‘it ran extremely quickly’, ‘it ran quicker than a
cheetah)
a prepositional phrase (for example, ‘in the evening’ in ‘she'll be arriving in the evening’)
a noun group/phrase (for example, ‘this morning’ in ‘I finished it this morning’)
a subordinate clause (for example, ‘because he had an assignment to finish’ in ‘He didn’t go out
because he had an assignment to finish’). In some schools of linguistics, such subordinate
clauses are treated as dependent on, rather than embedded in, the main clause.
aesthetic
Relates to a sense of beauty or an appreciation of artistic expression. The selection of texts that are
recognised as having aesthetic or artistic value is an important focus of the literature strand.
alliteration
A recurrence of the same consonant sounds at the beginning of words in close succession (for example,
‘ripe, red raspberry’).
allusion
A brief hint or reference to a person, event, idea or work of art through a passing comment, where a
composer expects a reader to have the knowledge to recognise the allusion and grasp its importance in the
text (for example, ‘chocolate was her Achilles’ heel’).
analogy
A comparison between one thing and another, typically for the purpose of explanation or clarification.
antonym
A word opposite in meaning to another (for example, ‘empty’ is an antonym for ‘full’; ‘cold’ is an antonym for
‘hot’).
apostrophe
A punctuation mark used to indicate either possession or omission of letters and numbers.
The two main uses of apostrophes are:
apostrophe of possession indicates that a noun owns something (for example, ‘the student’s
work’, ‘David’s phone’). Plural nouns that end with s have an apostrophe added after the s (for
example, ‘the teachers’ staff room’).
apostrophe of contraction replaces omitted letters in a word (for example, ‘isn’t’, ‘don’t’, ‘he’s’).
apposition
When one noun group/phrase immediately follows another with the same reference, they are said to be in
apposition (for example, ‘our neighbour, Mr Grasso ...’, ‘Canberra, the capital of Australia, ...’).
appreciation
An act of discerning quality and value of literary texts.
appropriation
Taking a text or a part of a text, like an image, character or technique, from one context and placing it in
another. This may be a technique used to give new insights into the original text (for example, a film that
appropriates the plot or characters of an earlier novel, or a version of a traditional text given an
unconventional perspective as in fairy tales retold in a modern context).
audience
An intended group of readers, listeners or viewers that a writer, designer, filmmaker or speaker is
addressing.
author
A composer or originator of a work (for example, a novel, film, website, speech, essay, autobiography).
base word
A form of a word that conveys the essential meaning. A base word is not derived from or made up of other
words and has no prefixes or suffixes (for example, ‘action’, ‘activity’, ‘activate’, ‘react’ are all words built
from the base word ‘act’).
bias
Bias occurs in text where a composer presents one perspective, favouring one side in an argument or
discussion, often accompanied by a refusal to consider possible merits of alternative points of view.
blending
A process of saying the individual sounds in a word then running them together to make the word. The
sounds must be said quickly so the word is clear (for example, sounding out /b//i//g/ to make ‘big’).
body language
Movements or positions of a body, which express a person's thoughts or feelings.
camera angle
An angle at which a camera is pointed at a subject. Vertical angle can be low, level or high. Horizontal angle
can be oblique (side on) or frontal.
clause
A grammatical unit that refers to a happening or state (for example, ‘the netball team won’ [happening], ‘the
cartoon is an animation’ [state]).
A clause usually contains a subject and a verb group/phrase (for example, ‘the team [subject] has played
[verb group/phrase] a fantastic game’), which may be accompanied by an object or other complements
(elements that are closely related to the verb – for example, ‘the match’ in ‘the team lost the match’) and/or
adverbials (for example, ‘on a rainy night’ in ‘the team won on a rainy night’).
A clause can be either a ‘main’ clause (also known as an ‘independent’ clause) or ‘subordinate clause’ (also
known as a ‘dependent’ clause), depending on its function.
A main clause does not depend on or function within the structure of another clause.
A subordinate clause depends on or functions within the structure of another clause. It may function directly
within the structure of a larger clause, or indirectly by being contained within a noun group/phrase.
In these examples square brackets have been used to indicate a subordinate clause:
I took my umbrella [because it was raining].
[When I am studying Shakespeare], my time is limited.
The man [who came to dinner] is my brother.
cohesion
Grammatical or lexical relationships that bind different parts of a text together and give it unity. Cohesion is
achieved through:
various devices such as connectives, ellipses and word associations (sometimes called ‘lexical
cohesion’). These associations include synonyms, antonyms (for example, ‘study / laze about’,
‘ugly/beautiful’), repetition (for example, ‘work, work, work – that’s all we do!’) and collocation (for
example, ‘friend’ and ‘pal’ in, ‘My friend did me a big favour last week. She’s been a real pal.’).
collocation
Words that commonly occur in close association with one another (for example, ‘blonde’ goes with ‘hair’,
‘butter’ is ‘rancid’ not ‘rotten’, ‘salt and pepper’ not ‘pepper and salt’. Collocation can also refer to word sets
that create cohesion by building associations between words (for example, beach, sun, waves, sand).
colon (:)
A punctuation mark used to separate a general statement from one or more statements that provide
additional information, explanation or illustration. Statements that follow a colon do not have to be complete
sentences.
complex sentence
A sentence with one or more subordinate clauses. In the following examples, the subordinate clauses are
indicated by square brackets:
[Because I am studying for an exam], my time is limited.
compound sentence
A sentence with two or more main clauses of equal grammatical status, usually marked by a coordinating
conjunction such as ‘and’, ‘but’ or ‘or’. In the following examples below, the main clauses are indicated by
square brackets:
[Jill came home this morning] [but she didn't stay long].
[Kim is an actor], [Pat is a teacher], [and Sam is an architect].
comprehension strategy
A set of processes used by readers to make meaning from texts. Key comprehension strategies include:
activating and using prior knowledge
identifying literal information explicitly stated in the text
making inferences based on information in the text and their own prior knowledge
predicting likely future events in a text
visualising by creating mental images of elements in a text summarising and organising
information from a text
integrating ideas and information in texts
critically reflecting on content, structure, language and images used to construct meaning in a
text.
concepts about print
Concepts about how English print works. They include information about where to start reading and how a
print travels from left to right across a page. Concepts about print are essential for beginning reading.
conjunction
A word that joins other words, phrases or clauses together in logical relationships such as addition, time,
cause or comparison. There are two types of conjunctions: coordinating conjunctions and subordinating
conjunctions.
Coordinating conjunctions are words that link words, groups/phrases and clauses in such a way that the
elements have equal grammatical status. They include conjunctions such as ‘and’, ‘or’, ‘but’:
Mum and Dad are here. (joining words)
We visited some of our friends, but not all of them. (joining noun groups/phrases)
Did he miss the train or is it just late? (joining clauses)
Subordinating conjunctions introduce certain kinds of subordinate clauses. They include conjunctions such
as ‘after’, ‘when’, ‘because’, ‘if’ and ‘that’:
When the meeting ended, we went home. (time)
That was because it was raining. (reason)
I'll do it if you pay me. (condition)
I know that he is ill. (declarative)
I wonder whether/if she’s right. (interrogative)
connective
Words that link paragraphs and sentences in logical relationships of time, cause and effect, comparison or
addition. Connectives relate ideas to one another and help to show the logic of the information. Connectives
are important resources for creating cohesion in texts. The logical relationships can be grouped as follows:
temporal – to indicate time or sequence ideas (for example, ‘first’, ‘second’, ‘next’)
causal – to show cause and effect (for example, ‘because’, ‘for’ , ‘so’)
additive – to add information (for example, ‘also’, ‘besides’, ‘furthermore’)
comparative – to compare (for example, ‘rather’, ‘alternatively’)
conditional/concessive – to make conditions or concession (for example, ‘yet’, ‘although’)
clarifying – for example, ‘in fact’, ‘for example’.
consonant
All letters of the alphabet that are not vowels. The 21 consonants in the alphabet are b, c, d, f, g, h, j, k, l,
m, n, p, q, r, s, t, v, w, x, y, z.
consonant blend
A group of two or three consonants that are all pronounced individually (for example, /b/ and /l/ in the word
‘black’; /g/and /r/ in the word ‘green’).
consonant cluster
Groups of two or more consonants that can occur at the beginning, middle, or end of a word (for example,
/sp/ in the word ‘spot’; /nt/ in the word ‘bent’).
context
An environment in which a text is responded to or created. Context can include general social, historical
and cultural conditions in which a text is responded to and created (context of culture) or specific features of
its immediate environment (context of situation). The term is also used to refer to wording surrounding an
unfamiliar word, which a reader or listener uses to understand its meaning.
convention
An accepted language practice that has developed over time and is generally used and understood (for
example, use of punctuation).
coordinating conjunctions
Words that link words, groups/phrases and clauses in such a way that the elements have equal
grammatical status. They include conjunctions such as ‘and’, ‘or’, ‘but’:
Mum and Dad are here. (joining words)
We visited some of our friends, but not all of them. (joining noun groups/phrases)
Did he miss the train or is it just late? (joining clauses)
create
Develop and/or produce spoken, written or multimodal texts in print or digital forms.
decodable
Decodable texts are texts that can be read using decoding skills a student has acquired. Decodable text is
usually associated with beginning readers.
decode
A process of efficient word recognition in which readers use knowledge of the relationship between letters
and sounds to work out how to say and read written words.
design
A way that particular elements are selected and used in a process of text construction for particular
purposes. These elements might be linguistic (words), visual (images), audio (sounds), gestural (body
language), spatial (arrangement on the page, screen or 3D), and multimodal (a combination of more than
one).
dialect
A form of a language distinguished by features of vocabulary, grammar and pronunciation particular to a
region or social group.
digital text
An audio, visual or multimodal text produced through digital or electronic technology, which may be
interactive and include animations and/or hyperlinks. Examples of digital texts include DVDs, websites, e
literature.
digraph
Two letters that represent a single sound:
vowel digraphs have two vowels (for example, ‘oo’, ‘ea’)
consonant digraphs have two consonants (for example, ‘sh’, ‘th’)
vowel/consonant digraphs have one vowel and one consonant (for example, ‘er’, ‘ow’).
eliterature
An electronic publication of literature using multimedia capabilities of digital technologies to create
interactive and possibly nonlinear texts, through combining written text, movement, visual, audio and
spatial elements. E‑literature may include hypertext fiction, computer art installations, kinetic poetry and
collaborative writing projects, allowing readers to contribute to a work. It also includes texts where print
meanings are enhanced through digital images and/or sound, as well as literature that is reconstituted from
print texts (for example, online versions of The Little Prince or Alice in Wonderland).
ellipsis
Types of ellipses include:
an omission of words that repeat what has gone before. The repetition is not necessary because
the meaning is understood (for example, ‘The project will be innovative. To be involved will be
exciting.’ – ‘in the project’ is ellipsed in the second sentence).
where a word such as ‘one’ is substituted for a noun group/phrase, as in ‘There are lots of apples
in the bowl and you can take two big ones’ (substitution).
a cohesive resource that binds text together and is commonly used in dialogue for speed of
response and economy of effort (for example, [do you] ‘Want a drink?’ / ‘Thanks, I would.’ [like a
drink]).
a use of three dots. This form of punctuation (also known as points of ellipsis) can be used to
indicate such things as surprise or suspense in a narrative text or to indicate that there is more to
come in an onscreen menu.
etymological knowledge
Knowledge of the origins and development of a form and meanings of words and how meanings and forms
have changed over time.
evaluative language
Positive or negative language that judges the worth of something. It includes language to express feelings
and opinions, to make judgments about aspects of people such as their behaviour, and to assess quality of
objects such as literary works. Evaluations can be made explicit (for example, through the use of adjectives
as in: ‘she’s a lovely girl’, ‘he’s an awful man’, or ‘how wonderful!’), however, they can be left implicit (for
example, ‘he dropped the ball when he was tackled’, or ‘Mary put her arm round the child while she wept’).
figurative language
Word groups/phrases used in a way that differ from the expected or everyday usage. They are used in a
nonliteral way for particular effect (for example: simile – ‘white as a sheet’; metaphor – ‘all the world’s a
stage’; personification – ‘the wind grabbed at my clothes’).
framing
A way in which elements in a still or moving image are arranged to create a specific interpretation of a
whole. Strong framing creates a sense of enclosure around elements while weak framing creates a sense
of openness.
function and class
How one grammatical unit relates to another is its function. For example, in the clause ‘the meeting started
late’, ‘the meeting’ is the subject. This describes its relation to ta verb (and a clause). However, in the
clause ‘they started the meeting late’, the same words (‘the meeting’) stand in a different relation to the
verb: they are functioning as its object.
A class is a set of grammatical units that are alike in a language system, such as noun, verb, adjective and
corresponding groups/phrases: noun group/phrase, verb group/phrase, adjective group/phrase.’ For
example, to say that ‘the meeting’ is a noun group/phrase is to say that it is the same kind of unit as ‘a
book’, ‘that car’, ‘my uncle’.
genre
How texts are grouped depending on their social purpose (for example, to recount, to describe, to
persuade, to narrate). In literary theory, the term is often used to distinguish texts on the basis of their
subject matter (for example, detective fiction, romance fiction , science fiction, fantasy fiction), or their form
and structure (for example poetry, novels, short stories).
grammar
A description of a language as a system. In describing a language, attention is paid to both structure (form)
and meaning (function) at the level of a word, a sentence and a text.
grapheme
A letter or group of letters that spell a phoneme in a word (for example, /f/ in the word ‘fog’; /ph/ in the word
‘photo’).
graphophonic knowledge
A knowledge of how letters in printed English relate to the sounds of the language.
group/phrase
The terms group and phrase are used by different schools of linguistics to refer to units intermediate
between a clause and a word. In the English curriculum, group/phrase is used to recognise these different
usages. For example, the units enclosed in brackets in the following sentence are examples of a
group/phrase: ‘(the carnival) (had made) (the two little girls with the red shirts) (very tired)’.
In the example, ‘the carnival’ and ‘the two little girls with the red shirts’ are called noun groups/phrases
because they have a noun (‘carnival’ and ‘girls’) as their major element; similarly, ‘had made’ is a verb
group/phrase and ‘very tired’ an adjective group/phrase.
handwriting
A production of legible, correctly formed letters by hand or with the assistance of writing tools, for example,
pencil grip or assistive technology.
highfrequency words
The most common words used in written English text. They are sometimes called ‘irregular words’ or ‘sight
words’. Many common or highfrequency words in English cannot be decoded using sound–letter
correspondence because they do not use regular or common letter patterns. These words need to be
learnt by sight (for example, ‘come’, ‘was’, ‘were’, ‘one’, ‘they’, ‘watch’, ‘many’).
homophone
A word identical in pronunciation with another but different in meaning (for example, ‘bear’ and ‘bare’, ‘air’
and ‘heir’).
hybrid text
A composite text resulting from a mixing of elements from different sources or genres (for example,
‘infotainment’). Email is an example of a hybrid text, combining the immediacy of talk and the expectation of
a reply with the permanence of print.
idiomatic expression
A group of (more or less) fixed words having a meaning not deducible from individual words. Idioms are
typically informal expressions used by particular social groups and need to be explained as one unit (for
example, ‘I am over the moon’, ‘on thin ice’, ‘a fish out of water’, ‘fed up to the back teeth’).
imagery
A use of figurative language to represent objects, actions and ideas in such a way that they appeal to the
senses of the reader or viewer.
intertextuality
Associations or connections between one text and other texts. Intertextual references can be more or less
explicit and selfconscious. They can take the form of direct quotation, parody, allusion or structural
borrowing.
juxtaposition
Placement of two or more ideas, characters, actions, settings, phrases, or words side by side for a
particular purpose (for example, to highlight contrast or for rhetorical effect).
language features
Features of language that support meaning (for example, sentence structure, noun group/phrase,
vocabulary, punctuation, figurative language). Choices in language features and text structures together
define a type of text and shape its meaning. These choices vary according to the purpose of a text, its
subject matter, audience and mode or medium of production.
language patterns
An arrangement of identifiable repeated or corresponding elements in a text. These include patterns of
repetition or similarity (for example, a repeated use of verbs at the beginning of each step in a recipe, or a
repetition of a chorus after each verse in a song). The patterns may alternate (for example, a call and
response pattern of some games, or a toandfro of a dialogue). Other patterns may contrast (for example,
opposing viewpoints in a discussion, or contrasting patterns of imagery in a poem). Language patterns of a
text contribute to the distinctive nature of its overall organisation and shape its meaning.
layout
A spatial arrangement of print and graphics on a page or screen including size of font, positioning of
illustrations, inclusion of captions, labels, headings, bullet points, borders and text boxes.
lexical cohesion
A use of word associations to create links in texts. Links can be made through the use of repetition of
words, synonyms, antonyms and words that are related such as by class and subclass.
listen
To use the sense of hearing as well as a range of active behaviours to comprehend information received
through gesture, body language and other sensory systems.
media texts
Spoken, print, graphic or electronic communications with a public audience. They often involve numerous
people in their construction and are usually shaped by a technology used in their production. Media texts
studied in English can be found in newspapers, magazines and on television, film, radio, computer software
and the internet.
medium
A resource used in the production of texts, including tools and materials used (for example, digital text and
a computer, writing and a pen or a typewriter).
metalanguage
Vocabulary used to discuss language conventions and use (for example, language used to talk about
grammatical terms such as ‘sentence’, 'clause’, 'conjunction').
metonymy
A use of the name of one thing or attribute of something to represent something larger or related (for
example, using a word ‘Crown’ to represent a monarch of a country; referring to a place for an event, as in
‘Chernobyl’ when referring to changed attitudes to nuclear power, or a time for an event, as in ‘9/11’ when
referring to changed global relations).
modality
An area of meaning having to do with possibility, probability, obligation and permission. In the following
examples, the modal meanings are expressed by the auxiliary verbs ‘must’ and ‘may’:
Sue may have written the note. (possibility)
Sue must have written the note. (probability)
You must postpone the meeting. (obligation)
You may postpone the meeting. (permission)
Modality can also be expressed by several different kinds of words:
adverbs (for example, ‘possibly’, ‘necessarily’, ‘certainly’, ‘perhaps’)
adjectives (for example, ‘possible’, ‘probable’, ‘likely’, ‘necessary’)
nouns (for example, ‘possibility’, ‘necessity’, ‘obligation’)
modal verbs (for example, ‘permit’, ‘oblige’).
monologue
A long speech or discourse given by a single character in a story, movie, play or by a performer.
modal verb
A verb that expresses a degree of probability attached by a speaker or writer to a statement (for example, ‘I
might come home’); or a degree of obligation (for example, ‘You must give it to me’).
mode
Various processes of communication – listening, speaking, reading/viewing and writing/creating. Modes are
also used to refer to the semiotic (meaning making) resources associated with these communicative
processes, such as sound, print, image and gesture.
morpheme
The smallest meaningful or grammatical unit in a language. Morphemes are not necessarily the same as
words. The word ‘cat’ has one morpheme, while the word ‘cats’ has two morphemes: ‘cat’ for the animal
and ‘s’ to indicate that there is more than one. Similarly, ‘like’ has one morpheme, while ‘dislike’ has two:
‘like’ to describe appreciation and ‘dis’ to indicate the opposite. Morphemes are very useful in helping
students work out how to read and spell words.
morphemic knowledge
A knowledge of morphemes, morphemic processes and different forms and combinations of morphemes
(for example, the word ‘unfriendly’ is formed from the stem ‘friend’, the adjectiveforming suffix ‘ly’ and the
negative prefix ‘un’).
multimodal text
A combination of two or more communication modes (for example, print, image and spoken text, as in film
or computer presentations).
narrative
A story of events or experiences, real or imagined. In literary theory, narrative includes a story (what is
narrated) and a discourse (how it is narrated).
narrative point of view
The ways in which a narrator may be related to a story. For example, a narrator might take a role of first or
third person, having full knowledge or restricted in knowledge of events, reliable or unreliable in
interpretation of what happens.
neologism
A newly created word or expression. This can occur in a number of ways, for example, an existing word
used in a new way (deadly') and through abbreviations (for example, 'HIV').
nominalisation
A process for forming nouns from verbs (for example, ‘reaction’ from ‘react’ or ‘departure’ from ‘depart’) or
adjectives (for example, ‘length’ from ‘long’, ‘eagerness’ from ‘eager’). Nominalisation is also a process for
forming noun groups/phrases from clauses (for example, ‘their destruction of the city’ from ‘they destroyed
the city’). Nominalisation is a way of making a text more compact and is often a feature of texts that contain
abstract ideas and concepts.
nonverbal cues
Behaviours, other than words, that transmit meaning (for example, body language, inflexion, eye contact,
posture).
noun
A word class that includes all words denoting physical objects such as ‘man’, ‘woman’, ‘boy’, ‘girl’, ‘diamond’,
‘car’, ‘window’ etc. These are called ‘concrete nouns’. ‘Abstract nouns’ express intangibles such as
‘democracy’, ‘courage’, ‘success’, ‘fact’, ‘idea’. The most important grammatical property of nouns concerns
their function. A noun group/phrase, which contains a noun as its major element, can function as:
subject (for example, ‘(the sun) was shining’)
object (for example, ‘I'd like (an apple)’)
a part of a prepositional phrase (for example, ‘they arrived (on time)’).
Most nouns can be marked for plural (for example, ‘dog’–‘dogs’, ‘woman’–‘women’), and for possessive (for
example, ‘dog’–‘dog’s’, ‘woman’–‘woman's’.
There are three major grammatical types of nouns: common nouns, proper nouns and pronouns.
common nouns include words such as ‘hat’, ‘phone’, ‘pollution’ that do not name a particular
person, place, thing, quality and so on. They can be concrete or abstract nouns.
proper nouns include words such as ‘Australia’, ‘Mary Smith’, ‘October’, which serve as the
names of particular persons, places, days/months and festivals. They usually occur without a
determiner, such as ‘the’.
noun group
Consists of a noun as a major element, alone or accompanied by one or more modifiers. A noun
functioning as a major element may be a common noun, proper noun or pronoun. Expressions belonging to
a range of classes may function as modifiers:
Those that precede the main noun include:
determiners (for example, ‘the car’, ‘a disaster’, ‘some people’, ‘many mistakes’)
possessive noun groups/phrases and pronouns (for example, ‘the old man's house’, ‘Kim's
behaviour’, ‘my father’)
numerals (for example, ‘two days’, ‘thirty casualties’, ‘a hundred students’)
adjectives (for example, ‘grave danger’, ‘a nice day’, ‘some new ideas’, ‘poor Tom’)
nouns (for example, ‘the unemployment rate’, ‘a tax problem’, ‘a Qantas pilot’)
Those that follow the main noun usually belong to one or other of the following classes:
prepositional phrases (for example, ‘a pot of tea’, ‘the way to Adelaide’, ‘work in progress’)
subordinate clauses (for example, ‘the woman who wrote it’, ‘people living near the coast’).
objective language
A language that is factbased, measurable and observable, verifiable and unbiased. It does not include a
speaker or writer’s point of view, interpretation or judgement.
onset
Separate phonemes in a syllable can normally be broken into two parts. An onset is the initial consonant
(for example, in ‘cat’ the onset is /c/); or consonant blend (for example, in ‘shop’ the onset is /sh/). Word
families can be constructed using common onsets such as /t/ in ‘top’, ‘town’.
personification
A description of an inanimate object as though it were a person or living thing (for example, ‘the last chance
he had, just walked out the door’).
phonemic awareness
An ability to hear, identify and manipulate separate, individual phonemes in words.
phoneme
The smallest unit of sound in a word (for example, the word ‘is’ has two phonemes: /i/ and /s/; the word
‘ship’ has three phonemes: /sh/, /i/, /p/).
phoneme deletion
Involves forming a different word by removing a phoneme (for example, take the /t/ away from the word
‘train’ to make a new word ‘rain’).
phoneme substitution
Involves students manipulating spoken words by substituting certain phonemes for others (for example,
changing the /r/ in the word ‘rat’ to /b/ to make new word ‘bat’.) Phoneme substitution can occur with middle
and final phonemes (for example, changing the /a/ in ‘cat’ to /o/ to make new word ‘cot’.
phonological knowledge
Information about the sounds of language and letter–sound relationships when comprehending a text (for
example, single sounds, blends).
phonological awareness
A broad concept that relates to the sounds of spoken language. It includes understandings about words,
rhyme, syllables and onset and rime. NOTE: the term ‘sound’ relates to a sound we make when we say a
letter or word, not to a letter in print. A letter may have more than one sound, such as the letter ‘a’ in ‘was’,
‘can’ or ‘father’, and a sound can be represented by more than one letter such as the sound /k/ in ‘cat’ and
‘walk’. The word ‘ship’ had three sounds /sh/, /i/, /p/, but has four letters ‘s’, ‘h’, ‘i’, ‘p’. Teachers should use
the terms ‘sound’ and ‘letter’ accurately to help students clearly distinguish between the two items.
phonic
The term used to refer to the ability to identify the relationships between letters and sounds when reading
and spelling.
phrase
A group of words often beginning with a preposition but without a subject and verb combination (for
example, ‘on the river’; ‘with brown eyes’).
poetic devices
Particular patterns and techniques of language used in poems to create particular effects.
point of view
Refers to the viewpoint of an author, audience or characters in a text. Narrative point of view refers to the
ways a narrator may be related to a story. A narrator, for example, might take a role of first or third person,
omniscient or restricted in knowledge of events, reliable or unreliable in interpretation of what happens.
possessive
A possessive shows ownership, generally marked by an apostrophe followed by the suffix 's' (for example,
'woman's', 'Anne's'). The main exception is that in plural nouns ending in '(e)s' the possessive is marked by
the apostrophe alone. With proper nouns ending in 's', there is variation between the regular possessive
form and one marked by the apostrophe alone: compare 'James's' and 'James'. The regular form is always
acceptable but a variant form without the second 's' is sometimes found (for example, 'James’s house' or
'James' house). The irregular form is often found with names of religious, classical or literary persons (for
example, 'Moses' life', 'Sophocles' ideas', 'Dickens' novel).
predictable text
A text that is easily navigated and read by beginning readers because they contain highly regular features
such as familiar subject matter, a high degree of repetition, consistent placement of text and illustrations,
simple sentences, familiar vocabulary and a small number of sight words.
prediction
An informed presumption about something that might happen. Predicting at the text level can include
working out what a text might contain by looking at the cover, or working out what might happen next in a
narrative. Predicting at the sentence level is identifying what word is likely to come next in a sentence.
prefix
A meaningful element (morpheme) added to the beginning of a word to change its meaning (for example,
‘un’ to ‘happy’ to make ‘unhappy’).
preposition
A word class that usually describes the relationship between words in a sentence. Prepositions can indicate:
space (for example, ‘below’, ‘in’, ‘on’, ‘to’, ‘under’. 'She sat on the table.')
time (for example, ‘after’, ‘before’, ‘since’. 'Í will go to the beach after lunch.')
those that do not relate to space and time (for example, ‘of’, ‘besides’, ‘except’, ‘despite’, ’He ate
all the beans except the purple ones').
Prepositions usually combine with a noun group/phrase to form a prepositional phrase (for example, ‘in the
office’, ‘besides these two articles’).
prepositional phrase
Typically consists of a preposition followed by a noun group/phrase. Prepositional phrases occur with a
range of functions, including:
adverbial in clause structure (for example, ‘on the train’ in ‘we met on the train’)
modifier in noun group/phrase structure (for example, ‘with two children’ in ‘a couple with two
children’)
modifier in adjective group/phrase structure (for example, ‘on golf’ in ‘keen on golf’).
pronoun
A word that takes a place of a noun (for example, I, me, he, she, herself, you, it, that, they, few, many, who,
whoever, someone, everybody, and many others).
There are different types of pronouns:
personal pronouns represent specific people or things (for example, I, he, she, it, they, we, you,
me him, her, them). Example of personal pronoun use: David and Max (proper nouns) went to
school. They went to school. Personal pronouns can also be objective (for example, David kicked
the ball to Max. David kicked the ball to him.)
demonstrative pronouns represent a thing or things (for example, this, these, that, those).
Example of demonstrative pronoun use: ‘Who owns these?’
possessive pronouns to refer to the belonging of one thing or person to another person or thing
(for example, mine, hers, his, ours, yours, theirs). Examples of possessive pronoun use: ‘Max
looked for the book. He could not find his own book but he did find yours.’
reflexive pronouns refer back to the subject of a sentence or clause. Reflexive pronouns end in ‘
self’ (singular) or ‘selves’ (plural) (for example, myself,yourself,himself, herself, itself,
ourselves, yourselves themselves). Example of possessive pronoun use: ‘David looked at himself
in the mirror.’
reciprocal pronouns refer to two subjects acting in the same way toward each other. There must
be two or more subjects involved and they must be doing the same thing (for example, each
other, one another). Example of reciprocal pronoun use: David and Max like each other.
relative pronouns introduce a relative clause. They are called relative because they relate to the
words that they modify. There are five relative pronouns: who, whom, whose, which,that.
Example of relative pronoun use: ‘The car, which was in the garage, was damaged.’
interrogative pronouns represent things that we do not know and are asking the questions about
(for example, who, whom, whose, which, what). Some interrogative pronouns can also function as
relative pronouns. Examples of interrogative pronoun use: ‘Who told David?’ ‘Which of these
would David like?’
indefinite pronouns do not refer to any specific person, thing or amount (for example, all, another,
anybody, anyone, anything, each, everybody, everyone, everything, many, nobody, none, one,
several, some, somebody, someone). Example of relative pronoun use: ‘Have you taken anything
from the cupboard?’
pronoun reference
A clear reference from a pronoun to a noun (for example, ‘Mary lost her phone’).
pun
Humorous use of a word to bring out more than one meaning; a play on words.
read
To process words, symbols or actions to derive and/or construct meaning. Reading includes interpreting,
critically analysing and reflecting upon the meaning of a wide range of written and visual, print and nonprint
texts.
repetition
A word, a phrase or a full sentence or a poetical line repeated to emphasise its significance. Repetition is a
rhetorical device.
return sweep
The way English print travels from left to right and then returns to the left of a page for the next and each
subsequent line.
rhetorical device
Use of language that is intended to have an effect on an audience such as evoking an emotion or
persuading an audience (for example, metaphors, repetition, rhetorical questions).
rhetorical question
A question that is asked to provoke thought rather than require an answer.
rime
Separate phonemes in a syllable can normally be broken into two parts. The rime is a vowel and any
subsequent consonants (for example, in the word ‘cat’ the rime is /at/). Word families can be constructed
using common rimes such as /at/ in ‘cat’, ‘pat’.
salience
A strategy of emphasis, highlighting what is important in a text. In images, salience is created through
strategies like placement of an item in the foreground, size and contrast in tone or colour. In writing,
salience can occur through placing what is important at the beginning or at the end of a sentence or
paragraph or through devices such as underlining or italics.
satire
Exposing and criticising the shortcomings or behaviour of an individual or a society in a text, using
techniques such as exaggeration, humour, ridicule and irony.
scanning
When reading, moving eyes quickly down a page, seeking specific words and phrases. Scanning is also
used when a reader first finds a resource to determine whether it will answer their questions.
segmenting
Recognising and separating out phonemes in a word. Students may say each sound as they tap it out.
Stretching (for example, mmmaaannn) is an example of segmenting. When segmenting words, there is a
pause between each phoneme (for example, /m//a//n/ is an example of segmenting).
semantic knowledge/information
information related to meanings used when reading. Semantic information includes a reader’s own prior
knowledge and the meanings embedded in a text. Readers use semantic information to assist in decoding
and to derive meanings from a text.
semicolon (;)
a punctuation convention used to join clauses that could stand alone as sentences. In this way, clauses that
have a close relationship with one another may be linked together in a single sentence.
sentence
In writing, a sentence is marked by punctuation, but in speech the boundaries between sentences are not
always so clear.
There are different types of sentences:
simple sentence – has a form of a single clause (for example, ‘David walked to the shops.’ or
‘Take a seat.’)
compound sentence – has two or more main clauses of equal grammatical status, usually marked
by a coordinating conjunction such as ‘and’, ‘but’ or ‘or’. In the following examples below, the main
clauses are indicated by square brackets
[Jill came home this morning] [but she didn't stay long].
[Kim is an actor], [Pat is a teacher], [and Sam is an architect].
complex sentence – has one or more subordinate clauses. In the following examples, subordinate
clauses are indicated by square brackets:
[Because I am reading Shakespeare], my time is limited.
silent letter
A letter that is in the written form of a word but is not pronounced in the spoken form (for example, ‘t’ in the
word ‘listen’ or ‘k’ in the word ‘knew’).
simple sentence
Has a form of a single clause (for example, ‘David walked to the shops.’ or ‘Take a seat.’).
sound devices
Resources used by poets to convey and reinforce the meaning or experience of poetry through the skillful
use of sound (for example, alliteration, onomatopoeia, rhythm, rhyme).
sound effect
Any sound, other than speech or music, used to create an effect in a text.
sound‒letter correspondence
The relationship of spoken sounds of English to letters of the alphabet or to letter clusters.
speak
communication systems and assistive technologies to communicate wants and needs, and to comment
about the world.
spoonerism
A slip of the tongue where the initial sounds of a pair of words are transposed (for example, wellboiled
icicle for welloiled bicycle).
Standard Australian English
The variety of spoken and written English language in Australia used in more formal settings such as for
official or public purposes, and recorded in dictionaries, style guides and grammars. While it is always
dynamic and evolving, it is recognised as the ‘common language’ of Australians.
stereotype
When a person or thing is judged to be the same as all others of its type. Stereotypes are usually formulaic
and oversimplified.
stylistic features
The ways in which aspects of texts (such as words, sentences, images) are arranged and how they affect
meaning. Style can distinguish the work of individual authors (for example, Jennings’s stories, Lawson’s
poems), as well as the work of a particular period (for example, Elizabethan drama, nineteenthcentury
novels). Examples of stylistic features are narrative viewpoint, structure of stanzas, juxtaposition.
subject
A function in the structure of a clause usually filled by a noun group/phrase (for example, ‘The dog [subject]
was barking’). The normal position of the subject is before the verb group/phrase, but in most kinds of
interrogatives (questions) it follows the first auxiliary verb (for example, ‘Was the dog barking?’, ‘Why was
the dog barking?’).
In main clauses the subject is an obligatory element, except in imperative (command) clauses (for example,
‘Be very tactful’) and in casual style (for example, ‘Want some?’).
Most personal pronouns have a different form when they are the subject of a main clause (for example, I
caught the ball. She has the answer etc.), than when they are the object (for example, Max threw the ball to
me; Max told me the answer) Similarly ‘Give it to Mary and me’ is correct, not ‘Give it to Mary and I.’).
In the present tense, and the past tense with the verb ‘be’, the verb agrees with the subject in person and
number (for example, ‘Her son lives with her’ ‘Her sons live with her’).
Subject matter refers to the topic or theme under consideration.
subjective language
Use of language which reflects the perspective, opinions, interpretations, points of view, emotions and
judgment of the writer or speaker.
subordinating conjunction
Subordinating conjunctions introduce certain kinds of subordinate clauses. They include conjunctions such
as ‘after’, ‘when’, ‘because’, ‘if’ and ‘that’.
Examples of different types of subordinating conjunctions:
‘When the meeting ended we went home.’ (time)
‘That was because it was raining.’ (reason)
‘I'll do it if you pay me.’ (condition)
‘I know that he is ill.’ (declarative)
‘I wonder whether/if she’s right?’ (interrogative)
suffix
A meaningful element added to the end of a word to change its meaning (for example, to show its tense : ‘
ed’ in ‘passed’). Common suffixes are ‘ing’; ‘ed’; ‘ness’; ‘less’; ‘able’).
syllabification
The process of dividing words into syllables.
syllable
A unit of sound within a word (for example, ‘bat’ has one syllable; ‘batting has two syllables).
synonym
A word having nearly the same meaning as another (for example, synonyms for ‘old’ would be ‘aged’,
‘venerable’, ‘antiquated’).
syntax
The ways in which sentences are formed from words, group/phrases and clauses. In some education
settings, the terms ‘syntax’ and ‘grammar’ are used interchangeably.
tense
A grammatical category marked by a verb in which the situation described in the clause is located in time
(for example, present tense ‘has’ in ‘Sarah has a headache’ locates the situation in present time, while past
tense ‘had’ in ‘Sarah had a headache’ locates it in past time.)
However, the relation between grammatical tense and (semantic) time is not always as simple as this. For
example, present tense is typically used to talk about:
present states, as in ‘He lives in Darwin’
actions that happen regularly in the present, as in ‘He watches television every night’
‘timeless’ happenings, as in informative texts such as ‘Bears hibernate in winter’
references to future events, as in ‘The match starts tomorrow’ where the tense is present but the
time future. Likewise in ‘I thought the match started tomorrow’ where the subordinate clause ‘the
match started tomorrow’ has past tense but refers to future time.
text
A means for communication. Their forms and conventions have developed to help us communicate
effectively with a variety of audiences for a range of purposes. Texts can be written, spoken or multimodal
and in print or digital/online forms. Multimodal texts combine language with other systems for
communication, such as print text, visual images, soundtrack and spoken word as in film or computer
presentation media.
text navigation
A way readers move through text. Readers generally read novels in a linear fashion from the beginning to
the end; readers of nonfiction books often use the contents page and index and move between chapters
according to the information sought. Readers often read digital texts more flexibly, according to interest and
purpose, using hyperlinks to move between pages and digital objects, such as videos or animations,
making quick judgments about relevance of material.
text processing strategies
Strategies readers use to decode a text. These involve drawing on contextual, semantic, grammatical and
phonic knowledge in systematic ways to work out what a text says. They include predicting, recognising
words and working out unknown words, monitoring the reading, identifying and correcting errors, reading
on and rereading.
text structure
A way in which information is organised in different types of texts (for example, chapter headings,
subheadings, tables of contents, indexes and glossaries, overviews, introductory and concluding
paragraphs, sequencing, topic sentences, taxonomies, cause and effect). Choices in text structures and
language features together define a text type and shape its meaning.
theme
Refers to the main idea or message of a text.
Grammatical theme indicates importance both within a clause and across a text. In a clause the theme
comes in first position and indicates what the sentence is about. Theme is important at different levels of
text organisation. A topic sentence serves as a theme for the points raised in a paragraph. A pattern of
themes contributes to the method of development for the text as a whole.
types of texts
Classifications according to the particular purposes they are designed to achieve. These purposes influence
the characteristic features the texts employ. In general, in the Australian Curriculum: English, texts can be
classified as belonging to one of three types: imaginative, informative or persuasive, although it is
acknowledged that these distinctions are neither static nor watertight and particular texts can belong to
more than one category.
Imaginative texts – their primary purpose is to entertain through their imaginative use of literary elements.
They are recognised for their form, style and artistic or aesthetic value. These texts include novels,
traditional tales, poetry, stories, plays, fiction for young adults and children including picture books and
multimodal texts such as film.
Informative texts – their primary purpose is to provide information. They include texts that are culturally
important in society and are valued for their informative content, as a store of knowledge and for their value
as part of everyday life. These texts include explanations and descriptions of natural phenomena, recounts
of events, instructions and directions, rules and laws and news bulletins.
Persuasive texts – their primary purpose is to put forward a point of view and persuade a reader, viewer or
listener. They form a significant part of modern communication in both print and digital environments. They
include advertising, debates, arguments, discussions, polemics and influential essays and articles.
verb
A word class that describes a kind of situation such as a happening (for example, ‘climbed’ in ‘she climbed
the ladder’) or a state (for example, ‘is’ in ‘a koala is an Australian mammal’).
verbs are essential to clause structure: all clauses contain a verb, except in certain types of
ellipsis (for example, ‘Sue lives in Sydney, her parents, in Melbourne’, where there is ellipsis of
‘live’ in the second clause).
virtually all verbs have contrasting past and present tense forms. Some are signalled by
inflections such as ‘s’ and ‘ed’. For example:
walk/walks (present tense)
walked (past tense).
other verbs have irregular forms that signal a change in tense. For example:
present – ‘am/is/are’ and past – ‘was/’were’
present participle ‘being’ and past participle ‘been’.
Auxiliary verbs and modal verbs are two types of verbs:
auxiliary verbs are also referred to as ‘helping’ verbs. They precede the main verb – for example,
‘draw’ (main verb) ‘has drawn’ (auxiliary verb assisting)
modal verbs express a degree of probability (for example, ‘I might come home’) or a degree of
obligation (for example ‘You must give it to me’, ‘You are not permitted to smoke in here’).
verb groups
Consists of a main verb, alone or preceded by one or more auxiliary or modal verbs as modifiers.
Verb groups/phrases:
create tense, as in ‘He [was running]’, ‘She [is working] at home’, ‘I [have seen] him before’
express modality using modal verbs such as ‘can’, ‘may’, ‘must’, ‘will’, ‘shall’ and so on, as in ‘You
[must be] mad’, ‘He [will have arrived] by now’, ‘She [may know] them’
create passive voice, as in ‘A photo [was taken]’
view
Observe with purpose, understanding and critical awareness. Some students participate in viewing activities
by listening to an adult or peer describing the visual features of text, diagrams, pictures and multimedia.
visual features
Visual components of a text include placement, salience, framing, representation of action or reaction, shot
size, social distance and camera angle.
visual language choices
Choices that contribute to the meaning of an image or the visual components of a multimodal text and are
selected from a range of visual features like placement, salience, framing, representation of action or
reaction, shot size, social distance and camera angle.
vocal effects
A speaker selects and uses particular vocal qualities including volume, tone, pitch, pace and fluency to
engage and impact upon their audience.
voice
Voice, in a grammatical sense, applies to verbs. Voice expresses the relationship of the subject to the
action. Voice can be active or passive. Active voice places the subject before the verb so the subject does
the action (for example, Max drew the picture). Passive voice places the receiver of the action before the
verb (for example, The picture was drawn by Max).
Voice, in a literary sense, is the distinct personality of a piece of writing. The writer's voice is the individual
writing style of the composer, created through the way they use and combine various writing features
including syntax, punctuation, vocabulary choices, character development and dialogue (for example, a
scientific explanation may be written in ‘expert voice’).
vowel
Letters of the alphabet (a, e, i, o, u, and sometimes y) that represents a speech sound created by the
relatively free passage of breath through the larynx and oral cavity. Letters that are not vowels are
consonants.
vowel digraphs
Two successive vowels that represent a single phoneme (for example, /ai/ in the word ‘rain’; /ea/in the word
‘beach’; /ee/ in the word ‘free’).
word
A single distinct element of speech or writing that communicates meaning.
word association
A spontaneous connection and production of words in response to a given word.
word play
A literary technique based on the meanings and ambiguities of words where the words are used primarily
for the purpose of intended effect or amusement. Word play is often based on homophones, puns and
idioms (for example, ‘A will is a dead giveaway.’ ‘Time flies like an arrow. Fruit flies like a banana.’).
write
Plan, compose, edit and publish texts in print or digital forms. Writing usually involves activities using
pencils, pens, word processors; and/or using drawings, models, photos to represent text; and/or using a
scribe to record responses or produce recorded responses.
Mathematics (Version 8.4)
Page 802 of 943

The Australian Curriculum: Mathematics
Mathematics How the Subject works
Rationale
Learning mathematics creates opportunities for
and enriches the lives of all Australians. The Curriculum introduction: Ma…
Australian Curriculum: Mathematics provides
students with essential mathematical skills and
knowledge in number and algebra, measurement
and geometry, and statistics and probability. It
develops the numeracy capabilities that all
students need in their personal, work and civic
life, and provides the fundamentals on which
mathematical specialties and professional
applications of mathematics are built.
Mathematics has its own value and beauty and
the Australian Curriculum: Mathematics aims to instil in students an appreciation of the elegance and power of
mathematical reasoning. Mathematical ideas have evolved across all cultures over thousands of years, and
are constantly developing. Digital technologies are facilitating this expansion of ideas and providing access to
new tools for continuing mathematical exploration and invention. The curriculum focuses on developing
increasingly sophisticated and refined mathematical understanding, fluency, reasoning, and problemsolving
skills. These proficiencies enable students to respond to familiar and unfamiliar situations by employing
mathematical strategies to make informed decisions and solve problems efficiently.
The Australian Curriculum: Mathematics ensures that the links between the various components of
mathematics, as well as the relationship between mathematics and other disciplines, are made clear.
Mathematics is composed of multiple but interrelated and interdependent concepts and systems which
students apply beyond the mathematics classroom. In science, for example, understanding sources of error
and their impact on the confidence of conclusions is vital, as is the use of mathematical models in other
disciplines. In geography, interpretation of data underpins the study of human populations and their physical
environments; in history, students need to be able to imagine timelines and time frames to reconcile related
events; and in English, deriving quantitative and spatial information is an important aspect of making meaning
of texts.
The curriculum anticipates that schools will ensure all students benefit from access to the power of
mathematical reasoning and learn to apply their mathematical understanding creatively and efficiently. The
Mathematics curriculum provides students with carefully paced, indepth study of critical skills and concepts. It
encourages teachers to help students become selfmotivated, confident learners through inquiry and active
participation in challenging and engaging experiences.
Aims
The Australian Curriculum: Mathematics aims to ensure that students:
are confident, creative users and communicators of mathematics, able to investigate, represent and
interpret situations in their personal and work lives and as active citizens
develop an increasingly sophisticated understanding of mathematical concepts and fluency with
processes, and are able to pose and solve problems and reason in number and algebra,
measurement and geometry, and statistics and probability
recognise connections between the areas of mathematics and other disciplines and appreciate
mathematics as an accessible and enjoyable discipline to study.
Key ideas
In Mathematics, the key ideas are the proficiency strands of understanding, fluency, problemsolving and
reasoning. The proficiency strands describe the actions in which students can engage when learning and
using the content. While not all proficiency strands apply to every content description, they indicate the
breadth of mathematical actions that teachers can emphasise.
Understanding
Students build a robust knowledge of adaptable and transferable mathematical concepts. They make
connections between related concepts and progressively apply the familiar to develop new ideas. They
develop an understanding of the relationship between the ‘why’ and the ‘how’ of mathematics. Students build
understanding when they connect related ideas, when they represent concepts in different ways, when they
identify commonalities and differences between aspects of content, when they describe their thinking
mathematically and when they interpret mathematical information.
Fluency
Students develop skills in choosing appropriate procedures; carrying out procedures flexibly, accurately,
efficiently and appropriately; and recalling factual knowledge and concepts readily. Students are fluent when
they calculate answers efficiently, when they recognise robust ways of answering questions, when they
choose appropriate methods and approximations, when they recall definitions and regularly use facts, and
when they can manipulate expressions and equations to find solutions.
Problemsolving
Students develop the ability to make choices, interpret, formulate, model and investigate problem situations,
and communicate solutions effectively. Students formulate and solve problems when they use mathematics to
represent unfamiliar or meaningful situations, when they design investigations and plan their approaches,
when they apply their existing strategies to seek solutions, and when they verify that their answers are
reasonable.
Reasoning
Students develop an increasingly sophisticated capacity for logical thought and actions, such as analysing,
proving, evaluating, explaining, inferring, justifying and generalising. Students are reasoning mathematically
when they explain their thinking, when they deduce and justify strategies used and conclusions reached,
when they adapt the known to the unknown, when they transfer learning from one context to another, when
they prove that something is true or false, and when they compare and contrast related ideas and explain
their choices.
Click here for further information, illustrations of practice and student work samples portfolios for the
Mathematics proficiencies
Structure
The Australian Curriculum: Mathematics is organised around the interaction of three content strands and four
proficiency strands.
The content strands are number and algebra, measurement and geometry, and statistics and probability.
They describe what is to be taught and learnt.
The proficiency strands are understanding, fluency, problemsolving and reasoning. They describe how
content is explored or developed; that is, the thinking and doing of mathematics. The strands provide a
meaningful basis for the development of concepts in the learning of mathematics and have been incorporated
into the content descriptions of the three content strands. This approach has been adopted to ensure
students’ proficiency in mathematical skills develops throughout the curriculum and becomes increasingly
sophisticated over the years of schooling.
Content strands
Number and algebra
Number and algebra are developed together, as each enriches the study of the other. Students apply number
sense and strategies for counting and representing numbers. They explore the magnitude and properties of
numbers. They apply a range of strategies for computation and understand the connections between
operations. They recognise patterns and understand the concepts of variable and function. They build on
their understanding of the number system to describe relationships and formulate generalisations. They
recognise equivalence and solve equations and inequalities. They apply their number and algebra skills to
conduct investigations, solve problems and communicate their reasoning.
Measurement and geometry
Measurement and geometry are presented together to emphasise their relationship to each other, enhancing
their practical relevance. Students develop an increasingly sophisticated understanding of size, shape,
relative position and movement of twodimensional figures in the plane and threedimensional objects in
space. They investigate properties and apply their understanding of them to define, compare and construct
figures and objects. They learn to develop geometric arguments. They make meaningful measurements of
quantities, choosing appropriate metric units of measurement. They build an understanding of the
connections between units and calculate derived measures such as area, speed and density.
Statistics and probability
Statistics and probability initially develop in parallel and the curriculum then progressively builds the links
between them. Students recognise and analyse data and draw inferences. They represent, summarise and
interpret data and undertake purposeful investigations involving the collection and interpretation of data. They
assess likelihood and assign probabilities using experimental and theoretical approaches. They develop an
increasingly sophisticated ability to critically evaluate chance and data concepts and make reasoned
judgements and decisions, as well as building skills to critically evaluate statistical information and develop
intuitions about data.
Substrands
Content descriptions are grouped into substrands to illustrate the clarity and sequence of development of
concepts through and across the year levels. They support the ability to see the connections across strands
and the sequential development of concepts from Foundation to Year 10.
Table 1: Content strands and substrands in the Australian Curriculum: Mathematics (F–10)
Number and algebra Measurement and geometry Statistics and probability
Number and place value (F–8) Using units of measurement Chance (1–10)

(F–10)
Fractions and decimals (1–6) Shape (F–7) Data representation and

interpretation (F–10)
Real numbers (7–10) Geometric reasoning (3–10) N/A
Money and financial mathematics Location and transformation N/A

(1–10) (F–7)
Patterns and algebra (F–10) Pythagoras and trigonometry N/A

(9–10)
Linear and nonlinear N/A N/A

relationships (7–10)
Mathematics (Version 8.4)
Curriculum F10
Page 807 of 943

Mathematics Curriculum F10
The proficiency strands understanding, fluency, problemsolving and reasoning are an integral part of
mathematics content across the three content strands: number and algebra, measurement and geometry,
and statistics and probability. The proficiencies reinforce the significance of working mathematically within the
content and describe how the content is explored or developed. They provide the language to build in the
developmental aspects of the learning of mathematics. The achievement standards reflect the content and
encompass the proficiencies.
At this year level:
understanding includes describing properties of different sets of numbers, using fractions and
decimals to describe probabilities, representing fractions and decimals in various ways and
describing connections between them, and making reasonable estimations
fluency includes representing integers on a number line, calculating simple percentages, using
brackets appropriately, converting between fractions and decimals, using operations with fractions,
decimals and percentages, measuring using metric units and interpreting timetables
problemsolving includes formulating and solving authentic problems using fractions, decimals,
percentages and measurements, interpreting secondary data displays and finding the size of
unknown angles
reasoning includes explaining mental strategies for performing calculations, describing results for
continuing number sequences, explaining the transformation of one shape into another and
explaining why the actual results of chance experiments may differ from expected results.
Number and Algebra
Number and place value
Identify and describe properties of prime, composite, square and triangular numbers (ACMNA122 Scootle
)

Elaborations
understanding that some numbers have special properties and that these properties can be used to
solve problems

representing composite numbers as a product of their prime factors and using this form to simplify
calculations by cancelling common primes

understanding that if a number is divisible by a composite number then it is also divisible by the prime
factors of that number (for example 216 is divisible by 8 because the number represented by the last
three digits is divisible by 8, and hence 216 is also divisible by 2 and 4)

Select and apply efficient mental and written strategies and appropriate digital technologies to solve
problems involving all four operations with whole numbers (ACMNA123 Scootle )

Elaborations
applying strategies already developed for solving problems involving small numbers to those involving
large numbers

applying a range of strategies to solve realistic problems and commenting on the efficiency of different
strategies

Investigate everyday situations that use integers. Locate and represent these numbers on a number line
(ACMNA124 Scootle )

Elaborations
understanding that integers are ...3, 2, 1, 0, 1, 2, 3,.....

solving everyday additive problems using a number line

investigating everyday situations that use integers, such as temperatures

using number lines to position and order integers around zero
Fractions and decimals
Compare fractions with related denominators and locate and represent them on a number line (ACMNA125
Scootle )
Elaborations
demonstrating equivalence between fractions using drawings and models

Solve problems involving addition and subtraction of fractions with the same or related denominators
(ACMNA126 Scootle )

Elaborations
understanding the processes for adding and subtracting fractions with related denominators and
fractions as an operator, in preparation for calculating with all fractions

solving realistic additive (addition and subtraction) problems involving fractions to develop understanding
of equivalent fractions and the use of fractions as operators

modelling and solving additive problems involving fractions by using methods such as jumps on a
number line, or by making diagrams of fractions as parts of shapes
Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies
(ACMNA127 Scootle )

Elaborations
recognising that finding one third of a quantity is the same as dividing by 3

Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check
the reasonableness of answers (ACMNA128 Scootle )

Elaborations
extending wholenumber strategies to explore and develop meaningful written strategies for addition and
subtraction of decimal numbers to thousandths

exploring and practising efficient methods for solving problems requiring operations on decimals, to gain
fluency with calculating with decimals and with recognising appropriate operations

Multiply decimals by whole numbers and perform divisions by nonzero whole numbers where the results
are terminating decimals, with and without digital technologies (ACMNA129 Scootle )

Elaborations
interpreting the results of calculations to provide an answer appropriate to the context

Multiply and divide decimals by powers of 10 (ACMNA130 Scootle )
Elaborations
multiplying and dividing decimals by multiples of powers of 10
Make connections between , decimals and percentages (ACMNA131 Scootle )
Make connections between equivalent fractions, decimals and percentages (ACMNA131 Scootle )
Elaborations
connecting fractions, decimals and percentages as different representations of the same number, moving
fluently between representations and choosing the appropriate one for the problem being solved

Money and financial mathematics
Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without
digital technologies (ACMNA132 Scootle )

Elaborations
using authentic information to calculate prices on sale goods

Patterns and algebra
Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to
create the sequence (ACMNA133 Scootle )

Elaborations
identifying and generalising number patterns

investigating additive and multiplicative patterns such as the number of tiles in a geometric pattern, or the
number of dots or other shapes in successive repeats of a strip or border pattern looking for patterns in
the way the numbers increase/decrease

Explore the use of brackets and order of operations to write number sentences (ACMNA134 Scootle )
Elaborations
appreciating the need for rules to complete multiple operations within the same number sentence
Measurement and Geometry
Using units of measurement
Connect decimal representations to the metric system (ACMMG135 Scootle )
Elaborations
recognising the equivalence of measurements such as 1.25 metres and 125 centimetres

Convert between common metric units of length, mass and capacity (ACMMG136 Scootle )
Elaborations
identifying and using the correct operations when converting units including millimetres, centimetres,
metres, kilometres, milligrams, grams, kilograms, tonnes, millilitres, litres, kilolitres and megalitres

recognising the significance of the prefixes in units of measurement

Solve problems involving the comparison of lengths and areas using appropriate units
(ACMMG137 Scootle )

Elaborations
recognising and investigating familiar objects using concrete materials and digital technologies

Connect volume and capacity and their units of measurement (ACMMG138 Scootle )

Elaborations
recognising that 1ml is equivalent to 1cm3

Interpret and use timetables (ACMMG139 Scootle )


Elaborations
planning a trip involving one or more modes of public transport

developing a timetable of daily activities

Shape
Construct simple prisms and pyramids (ACMMG140 Scootle )
Elaborations
considering the history and significance of pyramids from a range of cultural perspectives including those
structures found in China, Korea and Indonesia

constructing prisms and pyramids from nets, and skeletal models

Location and transformation
Investigate combinations of translations, reflections and rotations, with and without the use of digital
technologies (ACMMG142 Scootle )

Elaborations
designing a school or brand logo using transformation of one or more shapes

understanding that translations, rotations and reflections can change the position and orientation but not
shape or size

Introduce the Cartesian coordinate system using all four quadrants (ACMMG143 Scootle )

Elaborations
understanding that the Cartesian plane provides a graphical or visual way of describing location

Geometric reasoning
Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically
opposite angles. Use results to find unknown angles (ACMMG141 Scootle )

Elaborations
identifying the size of a right angle as 90° and defining acute, obtuse, straight and reflex angles

measuring, estimating and comparing angles in degrees and classifying angles according to their sizes

investigating the use of rotation and symmetry in the diagrammatic representations of kinship
relationships of Central and Western Desert people

recognising and using the two alternate conventions for naming angles

Statistics and Probability
Chance
Describe probabilities using fractions, decimals and percentages (ACMSP144 Scootle )

Elaborations
investigating games of chance popular in different cultures and evaluating the relative benefits to the
organisers and participants (for example Pachinko)

Conduct chance experiments with both small and large numbers of trials using appropriate digital
technologies (ACMSP145 Scootle )

Elaborations
conducting repeated trials of chance experiments, identifying the variation between trials and realising
that the results tend to the prediction with larger numbers of trials

Compare observed frequencies across experiments with expected frequencies (ACMSP146 Scootle )

Elaborations
predicting likely outcomes from a run of chance events and distinguishing these from surprising results

Data representation and interpretation
Interpret and compare a range of data displays, including sidebyside column graphs for two categorical
variables (ACMSP147 Scootle )

Elaborations
comparing different studentgenerated diagrams, tables and graphs, describing their similarities and
differences and commenting on the usefulness of each representation for interpreting the data

understanding that data can be represented in different ways, sometimes with one symbol representing
more than one piece of data, and that it is important to read all information about a representation before
making judgements

Interpret secondary data presented in digital media and elsewhere (ACMSP148 Scootle )

Elaborations
investigating data representations in the media and discussing what they illustrate and the messages the
people who created them might want to convey

identifying potentially misleading data representations in the media, such as graphs with broken axes or
nonlinear scales, graphics not drawn to scale, data not related to the population about which the claims
are made, and pie charts in which the whole pie does not represent the entire population about which the
claims are made


By the end of Year 6, students recognise the properties of prime, composite, square and triangular numbers.
They describe the use of integers in everyday contexts. They solve problems involving all four operations with
whole numbers. Students connect fractions, decimals and percentages as different representations of the
same number. They solve problems involving the addition and subtraction of related fractions. Students make
connections between the powers of 10 and the multiplication and division of decimals. They describe rules
used in sequences involving whole numbers, fractions and decimals. Students connect decimal
representations to the metric system and choose appropriate units of measurement to perform a calculation.
They make connections between capacity and volume. They solve problems involving length and area. They
interpret timetables. Students describe combinations of transformations. They solve problems using the
properties of angles. Students compare observed and expected frequencies. They interpret and compare a
variety of data displays including those displays for two categorical variables. They interpret secondary data
displayed in the media.
Students locate fractions and integers on a number line. They calculate a simple fraction of a quantity. They
add, subtract and multiply decimals and divide decimals where the result is rational. Students calculate
common percentage discounts on sale items. They write correct number sentences using brackets and
order of operations. Students locate an ordered pair in any one of the four quadrants on the Cartesian plane.
They construct simple prisms and pyramids. Students describe probabilities using simple fractions, decimals
and percentages.
Glossary
acute angle
An acute angle is bigger than 0° but smaller than 90°.
adjacent angles
Adjacent angles share a common ray and a common vertex, and lie on opposite sides of the common ray.
In the diagram, ∠AOC and ∠COB are adjacent angles.
algebraic expression
An algebraic expression is formed by combining numbers and algebraic terms using arithmetic operations
(addition, subtraction, multiplication, division, and exponentiation). The expression must be unambiguous.
For example, $a^2+3ab2b^2$ is an algebraic expression, but $2x+\div3$ is not one because it is
ambiguous.
algebraic fraction
An algebraic fraction is a fraction in which both, numerator and denominator, are algebraic expressions.
algebraic term
An algebraic term forms a part of an algebraic expression. For example, $\;2,\text{ }3x$, and $\;5x^2$ are
terms of the algebraic expression $2+3x5x^2.$. Terms are separated by + or – signs.
alternate angles
Alternate angles are formed when two lines are crossed by another line (the transversal). The alternate
angles are on opposite sides of the transversal, but inside the two lines. In each diagram below, the two
marked angles are alternate angles as they are on opposite sides of the transversal.
If the lines AB and CD are parallel, then each pair of alternate angles are equal.
Conversely, if a pair of alternate angles are equal, then the lines are parallel. Line segment CD is parallel to
line segment AB, because ∠CGF equals ∠GFB.
angle
An angle is the figure formed by the rotation of a ray about a point, called the vertex of the angle. The size
of an angle is usually measured in degrees (°).
There are different ways of depicting and naming angles. Angles may be depicted using as symbol such as
an arc, a dot or a letter (often from the Greek alphabet). Angles are named using different conventions,
such as the angle symbol ∠ followed by three letters denoting points, where the middle letter is the vertex,
or using just the label of the vertex.
angle of depression
When an observer looks at an object that is lower than the eye of the observer, the angle between the line
of sight and the horizontal is called the angle of depression.
angle of elevation
When an observer looks at an object that is higher than the eye of the observer, the angle between the line
of sight and the horizontal is called the angle of elevation.
area
Area is a measure of how many units are required to cover a surface. The units are usually standard units,
such as square centimetres or square metres. The area of a rectangle can be found by multiplying the size
of its length by the size of its width. For example, the area of the rectangle below is given by 8×2=16 units.
array
An array is an ordered collection of objects or numbers. Rectangular arrays are commonly used in primary
mathematics. For example, the two arrays of dots shown below are two different representations of the
number 24.
associative
Operations are associative if the order in which operations take place does not affect the result.
For example, addition of numbers is associative, since the order in which they are added does not change
their sum. The corresponding associative law is: (a+b)+c=a+(b+c) for all numbers a,b and c.
Multiplication is also associative, as the product of the numbers does not vary with the order of their
multiplication. The corresponding associative law is: (ab)c=a(bc) for all numbers a,b and c.
Subtraction and division are not associative, as the order of operations changes the value of the
expression; for example: (74)3≠7(43) and (12÷6)÷2≠12÷(6÷2).
average
An average is a number expressing a central or typical value in a set of data. While it usually refers to the
arithmetic mean, that is, the sum of a set of numbers divided by the number of numbers in the set, it may
also refer to other measures of central tendency.
axes
(plural) See axis.
axis
(singular) An axis is one of the horizontal or vertical lines that make up the Cartesian plane. The horizontal
line is called the $x$ axis, and the vertical line is called the $y$ axis. The $x$ and $y$ axes intersect at
point O, called the origin, which defines the centre of the coordinate system.
backtoback stem and leaf plot
A backtoback stem and leaf plot is a method for comparing two data distributions by attaching two sets of
‘leaves’ to the same ‘stem’; for example, the stemandleaf plot below displays the distribution of pulse rates
of 19 students before and after gentle exercise.
In this plot, the stem unit is ‘10’ and the leaf unit is ‘1’. Thus, the third row in the plot, 8 8 6 2 | 8 | 6 7 8 8,
displays pulse rates of 88, 88, 86, 82 before exercise and 86, 87, 88, 88 after exercise.
bimodal data
Bimodal data has two modes.
binomial
A binomial is an algebraic expression containing two distinct algebraic terms. For example, $2x+a\;$ and \
(2x+8\;\) are binomial expressions but $3x+2x\;$ is not, as it can be simplified to $5x$.
bivariate data
Bivariate data relates to two variables. For example, the arm spans and heights of 16yearolds or the sex
of primary school students and their attitudes toward playing sports.
bivariate numerical data
Bivariate numerical data relates to two numerical variables. For example, height and weight.
boxandwhisker plot
A boxand whisker plot is a graphical display of a fivenumber summary.
In a boxandwhisker plot, the ‘box’ covers the interquartile range (IQR), the middle 50% of scores, with
‘whiskers’ reaching out from each end of the box to indicate maximum and minimum values in the data set.
A vertical line in the box is used to indicate the location of the median.
The boxandwhisker plot below has been constructed from the fivenumber summary of the resting pulse
rates of 17 students.
box plot
The term box plot is a synonym for a boxandwhisker plot.
capacity
In the given context, capacity is a term that describes how much a container will hold. It is used in reference
to the volume of fluids or gases and is measured in units such as litres or millilitres.
Cartesian plane
The Cartesian plane or Cartesian coordinate system is a system that describes the exact location of any
point in a plane using an ordered pair of numbers, called coordinates. It is defined by the intersection of a
horizontal and vertical number line at a point called the origin. The coordinates of the origin are (0, 0).
The Cartesian plane is divided into four quadrants by these perpendicular axes called the xaxis (horizontal
line) and the yaxis (vertical line). The axes can be used to identify any point in the plane using a pair of
coordinates, as shown in the diagram below.
categorical variable
A categorical variable is a variable whose values are categories. For example, blood group is a categorical
variable; its common values are: A, B, AB or O.
census
A census is a survey of a whole population.
chord
A chord in a circle is a line segment joining any two points on the circle. Chord PQ, illustrated below, joins
points P and Q.
circle
A circle, with centre O and radius r, is the set of all points on a plane whose distance from O is r.
circumference
Circumference refers to the boundary of a circle. The length of the circumference c is given by $c=\pi d$,
where d is the diameter. Alternatively, it is given by $c=2\pi r$, where r is the radius.
classification of angles
Angles are classified according to their size. See acute angle, obtuse angle, reflex angle, right angle,
straight angle and revolution.
cointerior angles
Cointerior angles lie between two lines and on the same side of a transversal.
In each diagram the two marked angles are called cointerior angles.
If the two lines are parallel, then cointerior angles add to give 180o and so are supplementary. In the
diagram below the angles ∠CGF and ∠AFG are supplementary.
Conversely, if a pair of angles are supplementary, then the lines are parallel. Line segment CD is parallel to
line segment AB, because ∠CGF + ∠AFG = 180°.
column graph
A column graph is a graph used in statistics for organising and displaying categorical data. It consists of a
series of equalwidth rectangular columns, one for each category. Each column has a height equal to the
frequency of the category. This is shown in the example below which displays the hair colours of 27
students.
Column graphs are frequently called bar graphs or bar charts. In a bar graph or chart, the bars can be
either vertical or horizontal.
common factor
A common factor (or common divisor) of a set of numbers or algebraic expressions is a factor of each
element of that set. For example, 6 is a common factor of 24, 54 and 66, since $24=6\times4$, \
(54=6\times9\), and $66=6\times11$. Similarly, $x+1$ is a common factor of $x^21$ and $x^2+5x+4$,
since $x^21\;=(x+1)(x1)$ and $x^2+5x+4\;=(x+1)(x+4)$.
commutative operations
Operations are commutative if the order in which terms are given does not affect the result.
The commutative law for addition is: $a+b=b+a$ for all numbers a and b.
For example, 3+5=5+3.
The commutative law for multiplication is: $ab=ba$ for all numbers a and b.
For example, 4×7=7×4.
Subtraction and division are not commutative because 53≠35 and 12÷4≠4÷12.
complementary angles
Two angles that add to 90o are called complementary; for example, 23o and 67o are complementary
angles.
complementary events
Events A and B are complementary events if A and B are mutually exclusive (have no overlap) and \
(\;Pr(A)\;+\;Pr(B)\;=\;1\), where the symbol $Pr(A)\;$ denotes the probability of event $A$ occurring.
composite number
A composite number is a natural number that has a factor other than 1 and itself.
compound interest
The interest earned by investing a sum of money (the principal) is compound interest if each successive
interest payment is added to the principal for the purpose of calculating the next interest payment. For
example, if the principal $\$P$ earns compound interest at the rate of r% per period, then after n periods
the principal plus interest is $\;\$P(1+r)^n$.
computation
Computation is mathematical calculation.
cone
A cone is a solid that is formed by taking a circle, called the base, and a point, called the vertex, which lies
above or below the circle, and joining the vertex to each point on the circle.
congruence
Two plane shapes are congruent if they are identical in size and shape and one can be moved or reflected
so that it fits exactly on top of the other figure.
Matching sides have the same length, and matching angles have the same size.
The four standard congruence tests for triangles
Two triangles are congruent if:
SSS: the three sides of one triangle are respectively equal to the three sides of the other triangle, or
SAS: two sides and the included angle of one triangle are respectively equal to two sides and the included
angle of the other triangle, or
AAS: two angles and one side of one triangle are respectively equal to two angles and the matching side of
the other triangle, or
RHS: the hypotenuse and one side of one right‐angled triangle are respectively equal to the hypotenuse
and one side of the other right‐angled triangle.
continuous numerical data
Continuous numerical data includes any value that lies within an interval. In practice, the values taken are
subject to the accuracy of the measurement instrument used to obtain these values. Height, reaction time
to a stimulus and systolic blood pressure are all types of continuous numerical data that can be collected.
coordinate
A coordinate is one value of an ordered pair that describes the location of a point along an axis in the
Cartesian plane. By definition, the first number (xcoordinate) of the ordered pair denotes the horizontal
distance, the second number (ycoordinate) gives the vertical distance from the centre (origin) of the
coordinate system. Positive x coordinates indicate that the point is located to the right (East), negative to
the left (West) of the origin. Positive y coordinates indicate a location above (North of), negative below
(South of) the origin. The origin has the coordinates (0,0).
For instance, in the ordered pair (4, –2) the number 4 denotes the x coordinate of a point situated at a
horizontal distance of 4 units to the origin. The number –2 denotes the y coordinate of the same point
indicating a vertical distance of 2 units below the origin.
coordinate system
see Cartesian plane.
corresponding angles
Corresponding angles are formed when two lines are crossed by another line (the transversal). In each
diagram the two marked angles are called corresponding angles because they are on the same side of the
transversal and in corresponding positions in relation to the lines.
If the lines are parallel, then each pair of corresponding angles is equal (as are the angles ∠QGD and
∠GFB in the diagram shown below).
Conversely, if a pair of corresponding angles is equal, then the lines are parallel.
cosine
In any rightangled triangle, $\cos\theta=\frac{\text{adjacent}}{\text{hypotenuse}}$, where \
(0<\theta<90^\circ\).
cosine rule
In any triangle ABC, $c^2=a^2+b^22ab\cos C$
counting numbers
Counting numbers are the positive integers, that is, the numbers 1, 2, 3, … .
Sometimes it is taken to mean the nonnegative integers, which include zero.
counting on
Counting on is a strategy for solving simple addition problems. For example, a student can add 6 and 4 by
counting on from 6, saying ‘7, 8, 9, 10’. If students are asked how many more objects need to be added to
a collection of 8 to give a total of 13, they can count ‘9, 10, 11, 12, 13’ to find the answer 5.
cylinder
A cylinder is a solid that has parallel circular discs of equal radius at the ends, and whose horizontal cross
section is a circle with the same radius. The centres of these circular crosssections lie on a straight line,
called the axis of the cylinder.
data
Data is a general term for information (observations and/or measurements) collected during any type of
systematic investigation.
data display
A data display is a visual format for organising and summarising data. Examples include box plots, column
graphs, frequency tables, scatter plots, and stem plots.
decimal
A decimal is a numeral in the decimal number system, which is the placevalue system most commonly
used for representing real numbers. In this system numbers are expressed as sequences of Arabic
numerals 0 to 9, in which each successive digit to the left or right of the decimal point indicates a multiple of
successive powers of 10; for example, the number represented by the decimal 123.45 is the sum
$1\times10^2+2\times10^1+3\times10^0+4\times10^{1}+5\times10^{2}$
$=1\times100+2\times10+3\times1+4\times\frac1{10}+5\times\frac1{100}$
The digits after the decimal point can be terminating or nonterminating. A terminating decimal is a decimal
that contains a finite number of digits, as shown in the example above. A decimal is nonterminating, if it
has an infinite number of digits after the decimal point. Nonterminating decimals may be recurring, that is,
contain a pattern of digits that repeats indefinitely after a certain number of places. For example, the
fraction $\frac13$, written in the decimal number system, results in an infinite sequence of 3s after the
decimal point. This can be represented by a dot above the recurring decimal.
$\frac13=0.333333\dots=0.\dot3$
Similarly, the fraction $\frac17$ results in a recurring group of digits, which is represented by a bar above
the whole group of repeating digits
$\frac17=0.142857142857142857\dots=0.\overline{142857}$
Nonterminating decimals may also be nonrecurring, that is the digits after the decimal point never repeat
in a pattern. This is the case for irrational number, such as pi, e, or $\sqrt[{}]2$. For example,
$\pi=3.1415926535897932384626433832795028841971693993751058209749\dots$
Irrational numbers can only be approximated in the decimal number system.
denominator
In any fraction in the form $\frac ab$ , b is the denominator. It represents the number of equal parts into
which the whole has been divided. For example, in the diagram below, a rectangle has been divided into 5
equal parts. Each of those parts is one fifth of the whole and corresponds to the unit fraction $\frac15\;\;.$.
diameter
A diameter is a chord that passes through the centre of a circle. The word diameter is also used to refer to
the length of the diameter. The diameter d of the circle below is represented by line segment AB.
difference
A difference is the result of subtracting one number or algebraic quantity from another. For example, the
difference between 8 and 6 is 2, written as 86=2.
distributive
Multiplication of numbers is said to be ‘distributive over addition’, because the product of one number with
the sum of two others equals the sum of the products of the first number with each of the others. For
example, the product of 3 with (4+5) gives the same result as the sum of 3×4 and 3×5:
3×(4+5)=3×9=27 and 3×4+3×5=12+15=27
This distributive law is expressed algebraically as follows:
a(b+c)=ab+ac, for all numbers a,b and c.
divisible
In general, a number or algebraic expression $x$ is divisible by another $y$, if there exists a number or
algebraic expression $q$ of a specified type for which $x=yq$.
A natural number $m$ is divisible by a natural number $n$ if there is a natural number $q$ such that \
(m=nq\); for example, 12 is divisible by 4 because 12=3×4.
dot plot
A dot plot is a graph used in statistics for organising and displaying categorical data or discrete numerical
data.
The dot plot below displays the number of passengers observed in 32 cars stopped at a traffic light.
enlargement
An enlargement is a scaled up (or down) version of a figure so that the new figure is in proportion to the
original figure. The relative positions of points are unchanged and the two figures are similar.
In the diagram below triangle A'B'C' is the image of triangle ABC under the enlargement with enlargement
factor 2 and centre of enlargement O.
equally likely outcomes
Equally likely outcomes have the same probability of occurring. For example, in tossing a fair coin, the
outcome ‘head’ and the outcome ‘tail’ are equally likely. In this situation,
$Pr(\text{head})\;=\;Pr(\text{tail})\;=\;0.5$.
equation
An equation is a statement that asserts that two mathematical expressions are equal in value. An equation
must include an equal sign.
Examples of equations are $3+14=6+11$ or $2x+ 5=21$.
equivalent fractions
Equivalent fractions are alternative ways of writing the same fraction; for example, \
(\frac12=\frac24=\frac36\cdots\). Two fractions $\frac ab$ and $\frac cd$ are equivalent, if they are equal in
value, that is, if $ad=bc$.
estimate
To estimate is to judge the value, number, or quantity of a calculation roughly.
In statistical terms, an estimate is information about a population extrapolated from a sample of the
population; for example, the mean number of decayed teeth in a randomly selected group of eightyearold
children is an estimate of the mean number of decayed teeth in eightyearold children in Australia.
event
An event is a subset of the sample space for a random experiment; for example, the set of outcomes from
tossing two coins is {HH, HT, TH, TT}, where H represents a ‘head’ and T a ‘tail’.
even number
An even number is an integer that is divisible by 2. The even numbers are …,4,2, 0, 2, 4,….
exponential function
An exponential function is a function where the independent variable is in the exponent (or index), that is, in
the simplest form, $\;f(x)=a^x$, where a is a positive real number not equal to zero.
expression
An expression refers to two or more numbers or variables connected by operations. For example, $17–9,
8×(2+3), (2a+3b)^2$ are all expressions. Expressions do not include an equal sign.
factor
Numbers or algebraic expressions are factors (or divisors) of another number if they multiply to give that
number. For example, 3 and 4 are factors of 12 as 3×4=12. This can be written algebraically as
$x$ and $y$ are factors of $m$, if $m=xy$
For polynomial expressions the same rule applies. For example, $x4$ and $x2$ are factors of the
quadratic expression $x^26x+8$ because $(x4)(x2)=x^26x+8$.
factor and remainder theorem
According to the factor theorem, if $p(x)$ is a polynomial and $p(a)=0$ for some number $a$, then $xa$
is a factor of $p(x)$. Conversely, if $p(x)$ is divisible by $xa$ then $p(a)=0$.
This follows from the more general remainder theorem, which states that the remainder of the division of a
polynomial $p(x)$ by a linear polynomial $xa$ is equal to $p(a)$. This relationship is often stated in the
form $px=q(x)(xa)+p(a)$, where $q(x)$ is another polynomial, usually referred to as the quotient. It follows
that, if $p(a)=0$, the remainder is $0$ and $p(x)$ is divisible by $xa$.
The factor theorem can be used to obtain factors of a polynomial; for example, if $p(x)=x^33x^2+5x6$,
then it is easy to check that $p(2)=2^33×2^2+5×26=0$. So by the factor theorem $x2$ is a factor of \
(x^33x^2+5x6\).
factorise
To factorise a number or algebraic expression is to express it as a product; for example,
15 is factorised when expressed as a product: 15=3×5.
$x^23x+2$ is factorised when written as a product: $x^23x+2=(x1)(x2)$
fivenumber summary
A fivenumber summary is a method of summarising a data set using five statistics: the minimum value, the
lower quartile, the median, the upper quartile and the maximum value. Box plots are a useful method of
graphically depicting fivenumber summaries.
fraction
The fraction $\frac ab$ (written alternatively as a/b), where a and b are integers unequal to zero. For
example, $\frac35$ refers to 3 of 5 equal parts of the whole.
In the fraction $\frac ab$ the number a is the numerator and the number b is the denominator.
frequency
Frequency, or observed frequency, is the number of times that a particular value occurs in a data set. For
grouped data, it is the number of observations that lie in that group or class interval.
An expected frequency is the number of times that a particular event is expected to occur when a chance
experiment is repeated a number of times. If the experiment is repeated n times, and on each of those
times the probability that the event occurs is p, then the expected frequency of the event is np.
For example, suppose that a fair coin is tossed 5 times and the number of heads showing recorded. Then
the expected frequency of ‘heads’ is 5/2. This example shows that the expected frequency is not
necessarily an observed frequency, which in this case is any one of the numbers 0, 1, 2, 3, 4 or 5.
The relative frequency is given by the ratio $\frac fn$, where f is the frequency of occurrence of a particular
data value or group of data values in a data set and n is the number of data values in the data set.
frequency distribution
A frequency distribution is the division of a set of observations into a number of classes, together with a
listing of the number of observations (the frequency) in that class. Frequency distributions can be displayed
in the form of a frequency table, a twowaytable or in graphical form.
frequency table
A frequency table lists the frequency (number of occurrences) of observations in different ranges, called
class intervals.
The frequency distribution of the heights (in cm) of a sample of 46 people is displayed in the form of a
frequency table below.
The information in a frequency table can also be displayed graphically in the form of a histogram or using a
column graph.
function
A function $f$ assigns to each element of a set of input values (called the domain) precisely one element of
a set of output values (called the range). In mathematical modelling, the independent variable is usually
chosen as the input values for the function. The output values then represent the dependent variable.
Functions are usually defined by a formula for $f(x)$ in terms of $x$; for example, the formula $f(x)=x^2$
defines the ‘squaring function’ that maps each real number x to its square $x^2$. The graph of this function
is shown below.
gradient
The gradient of a line is sometimes also called a slope and is a measure of how steeply a line is rising or
falling.
If $A(x_1,y_1)$ and $B(x_2,y_2)$ are points on the plane, the gradient of the line segment AB is given by
$AB=\frac{\text{rise}}{\text{run}}=\frac{y_2y_1}{x_2x_1}$, provided that $x_2x_1\neq0$
The gradient of a line is the gradient of any line segment within the line.
Gradients can be positive or negative, indicating whether the line is increasing or decreasing from left to
right. The graph below shows two examples:
$gradient(AB)=\frac{31}{1(4)}=\frac23$
$gradient(CD)=\frac{04}{31}=\frac{4}2=2$
grid reference
A grid reference identifies a region on a map. Coordinates and gridlines are used to refer to specific
features or locations. For example, in the map below, the school is located at the grid reference C4.
histogram
A histogram is a statistical graph for displaying the frequency distribution of continuous data.
A histogram is a graphical representation of the information contained in a frequency table. In a histogram,
class frequencies are represented by the areas of rectangles centred on each class interval. The class
frequency is proportional to the rectangle’s height when the class intervals are all of equal width.
The histogram below displays the frequency distribution of the heights (in cm) of a sample of 42 people with
class intervals of width 5 cm.
hyperbola
A hyperbola is the graph of a curve in two parts separated by straight lines called asymptotes. The simplest
example is the graph of $y=\frac1x,\;x\neq0$, called a rectangular hyperbola.
hypotenuse
The hypotenuse is the side opposite the right angle. It is also always the longest side in a rightangled
triangle.
image
In geometry, an image refers to the result of a transformation of a figure.
independent and dependent variables
In mathematical modelling, the independent variable is a measurable or observable quantity that has a
relation to (or a causal effect on) one or more other quantities, called the dependent variables.
For example, a scientific investigation considers the relationship between the amount of water supplied and
the growth of a plant. It is assumed that there is a causal link between the two quantities. A choice is made
to make the amount of water the independent variable, because it is the quantity whose effect is to be
investigated, thus making the growth of the plant the dependent variable.
When graphing the results of such an investigation, the convention is to display the independent variable
(the amount of water) on the horizontal axis and the dependent variable (the growth of the plant) on the
vertical axis.
independent event
Two events are independent if knowing the outcome of one event tells us nothing about the outcome of the
other event.
index laws
Index laws are rules for manipulating indices. They include
$xâx^b=x^{a+b};\text{ }\left(xâ\right)^b=x^{ab}\text{ }$
$xâyâ=\left(xy\right)â$
and
$x^0=1;\text{ }x^{a}=\frac1{xâ};\text{ and }x^{1/a}=\sqrt[a]x$
index notation
When the product of $a×a×a$ is written as $a^3$, the number 3 is called the index, often also referred to
as the ‘power’ or the ‘exponent’.
indices
(plural) See index.
inequality
An inequality is a statement that one number or algebraic expression is less than (or greater than) another.
There are five types of inequalities:
The relation a is less than b is written a<b
a is greater than b is written a>b
a is less than or equal to b is written a≤b
a is greater than or equal to b is written a≥b.
a is unequal to b is written a≠b.
informal unit
Informal units are not part of a standardised system of units for measurement; for example, an informal unit
for length could be paperclips of uniform length. An informal unit for area could be uniform paper squares of
any size. Informal units are sometimes referred to as nonstandard units.
integer
The integers are the “whole numbers” including those with negative sign ⋯3, 2, 1, 0, 1, 2, 3⋯. In Latin,
the word integer means “whole.” The set of integers is usually denoted by Z. Integers are basic building
blocks in mathematics.
interquartile range
The interquartile range (IQR) is a measure of the spread within a numerical data set. It is equal to the upper
quartile (Q3) minus the lower quartile (Q1); that is, IQR = Q3 – Q1.
The IQR is the width of an interval that contains the middle 50% (approximately) of the data values. To be
exactly 50%, the sample size must be a multiple of four.
interval
An interval is a subset of the number line.
irrational number
An irrational number is a real number that is not rational, that means, it cannot be represented as a fraction.
Some commonly used irrational numbers are $\pi,e\text{ and }\sqrt[{}]2$.
Decimal representations of irrational numbers are nonterminating. For example, the Euler Number e is an
irrational real number whose decimal expansion begins
$e=2.718281828⋯$.
irregular shape
An irregular shape is a shape where not all sides and angles are equal in length or magnitude. By contrast,
a regular shape has sides and angles that are equal in length and magnitude; for example, a square is a
regular shape, while a scalene triangle is irregular.
kite
A kite is a quadrilateral with two pairs of adjacent sides equal.
A kite may be convex as shown in the diagram above to the left or nonconvex as shown above to the right.
The axis of symmetry of the kite is shown.
leading term
The leading term of a polynomial is the term that contains the variable raised to the highest power. For
example, in the polynomial $3x^25x+2$, the leading term is $3x^2$.
line
In geometry, a line extends infinitely in both directions.
A line is different from a ray (which extends from a point toward infinity) and a line segment (which extends
between two points). Lines are depicted with arrow heads on both ends to distinguish them from rays and
line segments.
linear equation
A linear equation is an equation involving just linear terms, that is, no variables are raised to a power
greater than one. The general form of a linear equation in one variable is $ax+b=0$, where a and b cannot
both be 0. The solution of a linear equation in general form is $x=\frac{b}a$
A linear equation with two variables takes the general form $ax+by+c=0$, where a and b cannot both be 0.
If a≠0, then the point where the line intersects the xaxis (the xintercept) is $\frac ca$.
If b≠0, then the point where the line intersects the yaxis (the yintercept) is $\frac cb$.
Twovariable, or twodimensional linear equations also come in the form $y=mx+b$. The constant m
indicates the gradient or slope of a line, while b represents the yintercept.
line segment
If A and B are two points on a line, the part of the line between and including A and B is called a line
segment or interval.
The distance AB is a measure of the length of AB.
location
In Measurement and Geometry, the relative position of an object is referred to as its location. It can be
expressed in terms of a description (such as ‘next to’, ‘behind’, ‘on top of’), a grid reference (such as ‘A5’),
or a coordinate (such as ‘(2,7)’).
In Statistics and Probability, a measure of location is a single number that can be used to indicate a central
or ‘typical value’ within a set of data. The most commonly used measures of location are the mean and the
median although the mode is also sometimes used for this purpose.
logarithm
The logarithm of a positive number x is the power to which a given number b, called the base, must be
raised in order to produce the number x. The logarithm of x, to the base b is denoted by $\;\log_bx$.
Algebraically, the statements $\log_bx=y$ and $b^y=x$ are equivalent in the sense that both statements
express the identical relationship between x, y and b. For example, $\log_{10}\;100=2$ because \
(10^2=100,\), and $\log_2\left(\frac1{32}\right)=5$ because $2^{5}=\frac1{32}$.
mass
Mass is the measure of how much matter is in a person, object, or substance. Mass is measured in grams,
kilograms, tonnes, ounces, or pounds. It is distinct from weight, which refers to the amount of gravitational
force acting on matter. If you travelled to Mars, your mass would be the same as it was on Earth, but your
weight would be less due to the weaker gravitational force on Mars.
measures of central tendency
In statistics, the term measures of central tendency refers to different methods of calculating typical values
(commonly called averages) within a set. The most commonly used measures of central tendency are the
mean, median, and mode.
mean
The arithmetic mean of a list of numbers is the sum of the data values divided by the number of numbers in
the list.
In everyday language, the arithmetic mean is commonly called the average; for example, for the following
list of five numbers, {2, 3, 3, 6, 8}, the mean equals $\frac{2+3+3+6+8}5=\frac{22}5=4.4$
median
The median is the value in a set of ordered data that divides the data into two parts. It is frequently called
the ‘middle value’.
Where the number of observations is odd, the median is the middle value; for example, for the following
ordered data set with an odd number of observations, the median value is five.
1 3 3 4 5 6 8 9 9
Where the number of observations is even, the median is calculated as the mean of the two central values;
for example, in the following ordered data set, the two central values are 5 and 6, and median value is the
mean of these two values, 5.5.
1 3 3 4 5 6 8 9 9 10
The median provides a measure of location of a data set that is suitable for both symmetric and skewed
distributions and is also relatively insensitive to outliers.
midpoint
The midpoint M of a line segment AB, which extends between points A and B, is the point that divides the
segment into two equal parts.
If $A\;\left(x_1,\;y_1\right)$ and $B\;(x_2,\;y_2)$ are points on a Cartesian plane, then the midpoint M of
the line segment AB has coordinates $\left(\frac{x_1+\;x_2}2,\;\;\frac{y_1+\;y_2}2\right)$
mode
The mode is a measure calculated by identifying the value that appears with greatest frequency in a set of
data. If two numbers occur in a set with equal frequency, the set is said to contain bimodal data. If there are
more than two numbers in a set that occur with equal frequency, the set is said to contain multimodal data.
The mode of the set {1, 2, 3, 4, 4, 5} is 4. In the set {1, 2, 2, 4, 5, 7, 7}, the modes are both 2 and 7, making
the set bimodal. The mode is sometimes used as a measure of location.
monic
A monic polynomial is one in which the coefficient of the leading term is 1.
For example, $x^3+2x^27$ is monic, but $4x^2x+1$ is not.
multimodal data
Multimodal data is data whose distribution has more than two modes.
multiples
A multiple of a whole number is the product of that number and an integer.
A multiple of a real number $x$ is any number that is a product of $x$ and an integer; for example,
4.5 and 13.5 are multiples of 1.5 because 4.5=3×1.5 and 13.5=9×1.5.
natural number
A natural number can refer either to a positive integer (which excludes negative numbers and zero) or a
counting number (which excludes negative numbers but includes zero). The set of natural numbers is
usually denoted by N.
negative integer
A negative integer is any integer whose value is below zero. That is, 1, 2, 3, 4, 5, 6 ⋯.
net
A net is a plane figure that can be folded to form a polyhedron.
One possible net for a cube is shown
nonmonic
A polynomial in one variable is said to be nonmonic, if the coefficient of the leading term is unequal to one.
For example, $2x^3+2x^2+3x4$ is a nonmonic polynomial, whereas $x^3+2x^2+3x4$ is a monic
polynomial.
nonnegative integers
A nonnegative integer is an integer that is not negative, and is either zero or positive. It differs from a
positive integer, which excludes zero. Nonnegative integers are 0, 1, 2, 3, 4, 5⋯.
nonzero whole numbers
Nonzero whole numbers are whole numbers that explicitly exclude zero. Nonzero whole numbers are 1, 2,
3, 4, 5, 6 ⋯.
number line
A number line, like the one below, gives a pictorial representation of real numbers. An example is given
below depicting the location of a negative decimal and a positive fraction.
number sentence
A number sentence is typically an equation or inequality expressed using numbers and common symbols;
for example, 10 + 10 = 3 + 7 + 5 + 5 could describe a situation where 2 packets of 10 coloured pens
contained 3 red, 7 green, 5 yellow and 5 white.
numerator
In the fraction $$\frac ab$$, a is the numerator. If an object is divided into b equal parts, then the fraction
$$\frac ab$$ represents a of these parts taken together; for example, if a line segment is divided into 5
equal parts, each of those parts is one fifth of the whole and 3 of these parts taken together corresponds to
the fraction $$\frac35$$.
numeral
A numeral is a figure or symbol used to represent a number; for example, 3, 0, 45, IX, π.
numerical data
Numerical data is data associated with a numerical variable.
Numerical variables are variables whose values are numbers, and for which arithmetic processes such as
adding and subtracting, or calculating an average, make sense.
obtuse angle
An obtuse angle is bigger than 90° but smaller than 180°.
odd number
An odd number is an integer that is not divisible by 2. The odd numbers are ⋯5,3,1, 1, 3, 5⋯.
operation
Operation is the process of combining numbers or expressions. In the primary years, operations include
addition, subtraction, multiplication, and division. In later years, operations include, for instance, raising to a
power, taking the logarithm, and more complex operations, such as integration.
ordered pair
In mathematics, an ordered pair is a collection of two numbers whose order is significant. Ordered pairs are
used to describe the location of a point in the Cartesian plane.
order of operations
Order of operations refers to a collection of rules for simplifying expressions. It stipulates that calculations in
brackets must be made first, followed by calculations involving indices (powers, exponents), then
multiplication and division (working from left to right), and lastly, addition and subtraction (also in order from
left to right); for example, in 56÷2+7, the division is performed first and the expression becomes 53+7=9. If
the convention is ignored and the operations are performed in the order they are written, the incorrect
result, 6.5 is obtained.
outlier
An outlier is a data value that appears to stand out from the other members of the data set by being
unusually high or low. The most effective way of identifying outliers in a data set is to graph the data; for
example, in the following list of ages of a group of 10 people, {12, 12, 13, 13, 13, 13, 13, 14, 14, 14, 24},
the number 24 would be considered to be a possible outlier.
parabola
In algebra, a parabola is the graph of a function of the general form $$y=ax^2+bx+c$$, where a, b and c
are real numbers and a≠0. Two examples of parabolas are shown below.
parallel
Parallel lines are lines in a plane which do not intersect or touch each other at any point. Parallel lines can
never intersect, even if they were to continuously extend toward infinity.
Two lines are parallel, if they have the same gradient (or slope).
The lines below are parallel to one another, as indicated by the use of the arrow signs. In text, the symbol ∥
is used to denote parallel lines; for example, a∥b is read as “line a is parallel to line b”.
parallelogram
A parallelogram is a quadrilateral whose opposite sides are parallel.
Thus the quadrilateral ABCD shown below is a parallelogram because AB∥DC and AD∥BC.
Properties of a parallelogram

The opposite angles of a parallelogram are equal.
The opposite sides of a parallelogram are equal.
The diagonals of a parallelogram bisect each other.
partitioning
Partitioning means dividing a quantity into parts. In the early years, it commonly refers to the ability to think
about numbers as made up of two parts, such as, 10 is 8 and 2. In later years it refers to dividing both
continuous and discrete quantities into equal parts.
percentage
A percentage is a fraction whose denominator is 100; for example, 6 percent (written as 6%) is the
percentage whose value is $$\frac6{100}$$.
Similarly, 40 as a percentage of 250 is $$\frac{40}{250}\times100=16\%$$.
percentile
Percentiles are the 99 values that divide an ordered data set into 100 (approximately) equal parts. It is only
possible to divide a data set into exactly 100 equal parts when the number of data values is a multiple of
one hundred.
Within the above limitations, the first percentile divides off the lower 1% of data values. The second, the
lower 2% and so on. In particular, the lower quartile (Q1) is the 25th percentile, the median is the 50th
percentile and the upper quartile is the 75th percentile.
Percentiles are often used to report comparative test results. A student who scores in the 90th percentile for
a given test has scored higher than 90% of other students who took the test. A student who scores in the
10th percentile would have scored better than only 10% of students who took the test.
perimeter
The perimeter of a plane figure is the length of its boundary. The perimeter of a figure can be calculated by
adding the lengths of all its sides.
perpendicular
In geometry, two lines are said to be perpendicular to each other, if they meet at a right angle (90 degrees).
Pi
Pi is the name of the Greek letter π that is used to denote the ratio of the circumference of any circle to its
diameter. The number $$\pi$$ is irrational, but $$\frac{22}7$$ is a rational approximation. The decimal
expansion of $$\pi$$ begins:
$$\pi=3.141\text{ }592\text{ }653\text{ }589\text{ }79\dots$$
picture graphs
A picture graph is a statistical graph for organising and displaying categorical data.
place value
Place value refers to the value of a digit as determined by its position in a number, relative to the ones (or
units) place. For integers, the ones place is occupied by the rightmost digit in the number; for example, in
the number 2 594.6 the 4 denotes 4 ones, the 9 denotes 90 ones or 9 tens, the 5 denotes 500 ones or 5
hundreds, the 2 denotes 2000 ones or 2 thousands, and the 6 denotes $$\frac6{10}$$ of a one or 6 tenths.
point
A point marks a position, but has no size.
polygon
A polygon is a plane figure bounded by three or more line segments. The word derives from Greek polys
“many” and gonia “angle”.
The regular pentagon shown below is an example of a polygon. It is called a pentagon because it has five
sides (and five angles). It is called regular because all sides have equal length and all interior angles are
equal.
polyhedron
A polyhedron is a threedimensional object, or a solid, which consists of a collection of polygons, joined at
their edges and making up the faces of the solid. The word derives from Greek polys “many” and hedra
“base” or “seat”.
The solid below is an example of a polyhedron (called an icosahedra and consisting of 20 faces).
polynomial
A polynomial in one variable $$x$$ is a finite sum of terms of the form $$ax^k$$, where $$a$$ is a real
number and $$k$$ is a nonnegative integer.
A nonzero polynomial can be written in the form $$a_0+a_1x+a_2x^2+\cdots+a_nx^n,$$, where $$n$$ is a
nonnegative integer and $$a_n\neq0$$.
The term that contains the variable $$x$$ raised to the highest power, that is $$a_nx^n$$, is called the
leading term.
The numbers $$a_0,a_1,\dots,a_n$$ are called the coefficients of the terms. Coefficients include the
preceding sign.
For example, in the polynomial $$3x^25x+2$$, the leading term is $$3x^2$$ and the coefficient of the
second term is $$5$$.
population
A population is the complete set of individuals, objects, places etc. about which we want information.
A census is an attempt to collect information about the whole population.
positive integer
A positive integer is an integer that excludes negative numbers and zero. Positive integers are 1, 2, 3, 4, 5,
6, ….
primary data
Primary data is original data collected by the user. Primary data might include data obtained from interviews
the user has conducted herself, or observations the user has made during an experiment.
prime factor
A prime factor of a number is a factor of that number which is prime.
prime number
A prime number is a natural number greater than 1 that has no factor other than 1 and itself.
prism
A prism is a polyhedron that has two congruent and parallel faces and all its remaining faces are
parallelograms.
A right prism is a polyhedron that has two congruent and parallel faces and all its remaining faces are
rectangles. A prism that is not a right prism is often called an oblique prism.
Some examples of prisms are shown below.
probability
The probability of an event is a number between 0 and 1 that indicates the chance of that event happening;
for example, the probability that the sun will come up tomorrow is 1, the probability that a fair coin will come
up ‘heads’ when tossed is 0.5, while the probability of someone being physically present in Adelaide and
Brisbane at exactly the same time is zero.
product
A product is the result of multiplying together two or more numbers or algebraic expressions; for example,
36 is the product of 9 and 4, and $$x^2y^2$$ is product of $$xy$$ and $$x+y$$.
proof
A proof is a rigorous mathematical argument that demonstrates the truth of a given proposition. A
mathematical statement that has been established by means of a proof is called a theorem.
proportion
Two quantities are in proportion, if there is a constant ratio between them.
protractor
A protractor is an instrument for measuring angles. It uses degrees as the unit of measurement and is
commonly in the shape of a semicircle (180°) or circle (360°).
pyramid
A pyramid is a polyhedron with a polygonal base and triangular sides that meet at a point called the vertex.
The pyramid is named according to the shape of its base.
Pythagoras’ theorem
Pythagoras’ theorem states that for a rightangled triangle:
The square of the hypotenuse of a rightangled triangle equals the sum of the squares of the lengths of the
other two sides.
In symbols, $$c^2=a^2+b^2$$.
The converse
If $$c^2=a^2+b^2$$ in a triangle ABC, then ∠C is a right angle.
quadrant
Quadrant refers to the four sections of the Cartesian plane created through the intersection of the x and y
axes. They are numbered 1 through 4, beginning with the top right quadrant and moving counter clockwise
around the plane. Each of the four quadrants is labelled on the plane below.
quadratic equation
The general quadratic equation in one variable is $$ax^2+bx+c=0,$$ where $$a≠0$$.
The solutions are given by the quadratic formula: $$x=\frac{b\pm\sqrt[{}]{b^24ac}}{2a}$$.
quadratic expression
A quadratic expression or function contains one or more terms in which the variable is raised to the second
power, but no variable is raised to a higher power. Examples of quadratic expressions include $$3x^2+7$$
and $$x^2+2xy+y^22x+y+5$$.
quadrilateral
A quadrilateral is a polygon with four sides.
quartile
Quartiles are the values that divide an ordered data set into four (approximately) equal parts. It is only
possible to divide a data set into exactly four equal parts, when the number of data values is a multiple of
four.
There are three quartiles. The first, the lower quartile (Q1) divides off (approximately) the lower 25% of data
values. The second quartile (Q2) is the median. The third quartile, the upper quartile (Q3), divides off
(approximately) the upper 25% of data values.
quotient
A quotient is the result of dividing one number or algebraic expression by another. See also remainder.
radius
The radius of a circle (r) is the distance from its centre to any point (A) on its perimeter, and is equal to half
of the circle’s diameter.
Putting the point of a pair of compasses at the centre and opening the arms to the radius can draw a circle.
random number
A random number is one whose value is governed by chance; such as, the number of dots showing when a
fair die is tossed. The value of a random number cannot be predicted in advance.
random sample
A sample is called a random sample (or a simple random sample), if it is selected from a population at
random. That is, all the elements of the population had an equal probability of being included in the sample.
range
In statistics, the range is the difference between the largest and smallest observations in a data set.
The range can be used as a measure of spread in a data set, but it is extremely sensitive to the presence
of outliers and should only be used with care.
ratio
A ratio is a quotient of two numbers, magnitudes, or algebraic expressions. It is often used as a measure of
the relative size of two objects; for example, the ratio of the length of a side of a square to the length of a
diagonal is $$1:\sqrt[{}]2\;$$ that is, $$\frac1{\sqrt[{}]2}.$$
rational numbers
The rational numbers are the set of all numbers that can be expressed as fractions, that is, as quotients of
two integer values. The decimal expansion of a rational number is either terminating or recurring.
ray
A ray is the part of a line that starts at a point and continues in a particular direction to infinity. Rays are
usually depicted with an arrow head, which indicates the direction in which the line continues to infinity.
Any point A on a line divides the line into two pieces called rays. The ray AP is that ray which contains the
point P (and the point A) and extends toward infinity. The point A is called the vertex of the ray.
real number
The numbers generally used in mathematics, in scientific work and in everyday life are the real numbers.
They can be pictured as points on a number line, with the integers evenly spaced along the line, and a real
number b to the right of a real number a if b>a.
A real number is either rational or irrational. Every real number has a decimal expansion. Rational numbers
are the ones whose decimal expansions are either terminating or recurring, while irrational numbers can
only be approximated in the decimal number system.
rearranging parts
Rearranging parts refers to moving counters, numbers, etc., in order to change the visual representation of
the number; for example, ‘4’ could be represented as either of the two combinations below.
reasonableness
Reasonableness refers to how appropriate an answer is. “Does this answer make sense?” and “Does this
answer sound right?” are two questions that should be asked when thinking about reasonableness.
rectangle
A rectangle is a quadrilateral in which all angles are right angles.
reflex angle
A reflex angle is an angle with a size that is larger than 180◦ but smaller than 360◦.
reflection
To reflect the point A in an axis of reflection, a line is drawn at right angles to the axis of reflection and the
point Aʹ is marked at the same distance from the axis of reflection as A, but on the other side.
The point A′ is called the reflection image of A.
A reflection is a transformation that moves each point to its reflection image.
regular shape
A regular shape has sides and angles that are equal in length and magnitude.
related denominators
Related denominators occur where one denominator is a multiple of the other; for example, the fractions
$$\frac13$$ and $$\frac59$$ have related denominators because 9 is a multiple of 3.
Fractions with related denominators are more easily added and subtracted than fractions with unrelated
denominators, because only one needs to be rewritten; for example, to add $$\frac13$$ and $$\frac59$$
we can rewrite $$\frac13$$ as the equivalent fraction $$\frac39$$ and then compute $$\frac39+\frac59$$ =
$$\frac89$$.
remainder
A remainder is the amount left over when one number or algebraic quantity a is divided by another b. If a is
divisible by b then the remainder is 0. For example, when 68 is divided by 11, the remainder is 2, because
68 can be expressed as 68=6×11+2.
revolution
A revolution is the amount of turning required to rotate a ray about its endpoint until it falls back onto itself.
The size of 1 revolution is 360°.
rhombus
A rhombus is a quadrilateral with all sides equal.
right angle
A right angle is half a straight angle, and so is equal to 90°.
rounding
The decimal expansion of a real number is rounded when it is approximated by a terminating decimal that
has a given number of decimal digits to the right of the decimal point.
Rounding to n decimal places is achieved by removing all decimal digits beyond (to the right of) the
$$n^{th}$$ digit to the right of the decimal place, and adjusting the remaining digits where necessary.
If the first digit removed (the $${(n+1)}^{th}$$ digit) is less than 5 the preceding digit is not changed; for
example, 4.02749 becomes 4.027 when rounded to 3 decimal places.
If the first digit removed is greater than or equal to 5, then the preceding digit is increased by 1; for
example, 6.1234586 becomes 6.12346 when rounded to 5 decimal places.
rotation
In a plane, a rotation is a transformation that turns a figure about a fixed point, called the centre of rotation.
A rotation is specified by:
the centre of rotation O
the angle of rotation
the direction of rotation (clockwise or counterclockwise).
In the first diagram below, the point A is rotated through 120° clockwise about O. In the second diagram, it
is rotated through 60° counterclockwise about O.
A rotation is a transformation that moves each point to its rotation image.
sample
A sample is part of a population. It is a subset of the population, often randomly selected for the purpose of
estimating the value of a characteristic of the population as a whole.
For instance, a randomly selected group of eightyear old children (the sample) might be selected to
estimate the incidence of tooth decay in eightyear old children in Australia (the population).
sample space
A sample space is the set of all possible outcomes of a chance experiment; for example, the set of
outcomes (also called sample points) from tossing two heads is {HH, HT, TH, TT}, where H represents a
‘head’ and T a ‘tail’.
scatter plots
When two variables are numerical then a scatter plot (or bivariate plot) may be constructed. This is an
important tool in the analysis of bivariate data, and should always be examined before further analysis is
undertaken. The pairs of data points are plotted on a Cartesian plane, with each pair contributing one point
to the plot. The following example examines the features of the scatterplot in more detail.
Suppose we record the heights and weights of a group of 100 people. The scatterplot of those data would
be 100 points. Each point represents one person's height and weight.
scientific notation
Scientific notation is a distinct way of writing numbers that are too big or too small to be written in an
accessible way. Numbers are expressed as a product of the power of 10 and a decimal that has just one
digit to the left of the decimal point; for example, the scientific notation for 34,590 is $$3.459\times10^4,$$,
and the scientific notation for 0.000004567 is 4.567×106.
Many electronic calculators will show these as 3.459E4 and $$4.567\times10^{6}.$$.
secondary data
Secondary data is data collected by others. Sources of secondary data include, webbased data, the media,
books, scientific papers, etc.
sequence
A sequence is an ordered collection of elements. When written, the elements are separated by commas.
Sequences can be finite (e.g., 1, 2, 3, 4), or infinite (1, 2, 3, 4, 5, 6…).
set
In probability and statistics, a set is a welldefined collection of objects, events or outcomes. Each item
within a set is called an element of the set.
shape
The shape of a numerical data distribution is mostly simply described as symmetric, if it is roughly evenly
spread around some central point or skewed, if it is not. If a distribution is skewed, it can be further
described as positively skewed (‘tailingoff’ to the upper end of the distribution) or negatively skewed
(‘tailingoff’ to the lower end of the distribution).
These three distribution shapes are illustrated in the parallel dot plot display below.
Dot plots, histograms and stem plots can all be used to investigate the shape of a data distribution.
sidebyside column graph
A sidebyside column graph can be used to organise and display the data that arises when a group of
individuals or things are categorised according to two or more criteria; for example, the sidebyside column
graph below displays the data obtained when 27 children are categorised according to hair type (straight or
curly) and hair colour (red, brown, blonde, black). The legend indicates that blue columns represent
children with straight hair and red columns children with curly hair.
Sidebyside column graphs are frequently called sidebyside bar graphs or bar charts. In a bar graph or
chart, the bars can be either vertical or horizontal.
similarity
Similarity (general):
Two plane figures are called similar if an enlargement of one figure is congruent to the other.
That is, if one can be mapped to the other by a sequence of translations, rotations, reflections and
enlargements.
Similar figures thus have the same shape, but not necessarily the same size.
Similarity (triangles):
There are four standard tests to determine if two triangles are similar
AAA: If two angles of one triangle are respectively equal to two angles of another triangle, then the two
triangles are similar.
SAS: If the ratio of the lengths of two sides of one triangle is equal to the ratio of the lengths of two sides of
another triangle, and the included angles are equal, then the two triangles are similar.
SSS: If we can match up the sides of one triangle with the sides of another so that the ratios of matching
sides are equal, then the two triangles are similar.
RHS: If the ratio of the hypotenuse and one side of a rightangled triangle is equal to the ratio of the
hypotenuse and one side of another rightangled triangle, then the two triangles are similar.
simple interest
Simple interest is the interest accumulated when the interest payment in each period is a fixed fraction of
the principal; for example, if the principle $P earns simple interest at the rate of i% per period, then after n
periods the accumulated simple interest is $Pni/100.
simultaneous equations
Two or more equations form a set of simultaneous equations if there are conditions imposed
simultaneously on all of the variables involved.
sine
In any rightangled triangle, the sine of an angle is defined as the length of the side opposite the angle
divided by the length of the hypotenuse; $$\sin\theta=\frac{\text{opposite}}{\text{hypotenuse}}$$ , where
0°<θ<90°.
sine rule
In any triangle ABC, $$\frac a{\sin A}=\frac b{\sin B}=\frac c{\sin C}$$.
In words it says:
Any side of a triangle over the sine of the opposite angle equals any other side of the triangle over the sine
of its opposite angle.
skewness
Skewness is a measure of asymmetry (nonsymmetry) in a distribution of values about the mean of a set of
data.
In the diagrams below, the histogram to the left is positively skewed. Data values are concentrated at the
beginning of the number line, causing the graph to have a long tail to the right and a very short tail to the
left. The histogram to the right is negatively skewed. Data values are concentrated further right along the
number line, causing the graph to have a long tail to the left and a very short tail to the  right. The mode,
median and mean will not coincide.
When the distribution of values in a set of data is symmetrical about the mean, the data is said to have
normal distribution. The histogram in the middle is normally distributed.
skip counting
Skip counting is counting by a number that is not 1; for example, skip counting forwards by 2 would be 2, 4,
6, 8, 10, 12, 14, 16, 18, 20 ⋯. Skip counting backwards by 3 from 21 would be 21, 18, 15, 12, 9, 6, 3, 0.
solid
A solid is any threedimensional geometrical figure.
square
A square is a quadrilateral that is both a rectangle and a rhombus. A square thus has all the properties of a
rectangle, and all the properties of a rhombus.
standard deviation
Standard deviation is a measure of the variability or spread of a data set. It gives an indication of the
degree to which the individual data values are spread around their mean.
stem and leaf plot
A stemandleaf plot is a method of organising and displaying numerical data in which each data value is
split in to two parts, a ‘stem’ and a ‘leaf’; for example, the stemandleaf plot below displays the resting
pulse rates of 19 students.
In this plot, the stem unit is ‘10’ and the leaf unit is ‘1’. Thus the top row in the plot 6 | 8 8 8 9 displays pulse
rates of 68, 68, 68 and 69.
stemplot
Stemplot is a synonym for stemandleaf plot.
straight angle
A straight angle is half a revolution, and so is equal to 180°.
subitising
Subitising refers to the recognition of the number of objects in a collection without consciously counting.
subset
In probability and statistics, a set is a welldefined collection of objects, events or outcomes. Each item
within a set is called an element of the set. If every element in set 1 is also in set 2, then set 1 is a subset of
set 2.
In a random experiment, each event or outcome is a subset of the broader sample space.
sum
A sum is the result of adding together two of more numbers or algebraic expressions. In the equation
8+6=14, the sum is 14.
supplementary
Two angles that add to 180° are called supplementary angles; for example, 45° and 135° are
supplementary angles.
surd
A surd is a numerical expression involving one or more irrational roots of numbers. Examples of surds
include $$\sqrt[{}]2,$$,$$\sqrt[3]{5,}\;$$ and $$\;4\sqrt[{}]3+7\sqrt[3]6$$
symmetry
A plane figure f has line symmetry in a line m, if the image of f under the reflection in m is f itself. The line m
is called the axis of symmetry.
A plane figure f has rotational symmetry about a point O if there is a rotation such that the image of f under
the rotation is f itself.
A rotation of 120° around O moves the equilateral triangle onto itself.
tangent
1. Planegeometry:
In planegeometry, a tangent to a circle is a line that intersects a circle at just one point. It touches the circle
at that point of contact, but does not pass inside it.
2. Trigonometry:
In any rightangled triangle, the tangent of an angle is defined as the length of the side opposite the angle
divided by the length of its adjacent side; $$\tan\theta=\frac{\text{opposite}}{\text{adjacent}}$$ , where
0°<θ<90°.
theorem
A theorem is a mathematical statement that has been established by means of a proof.
threedimensional
An object is threedimensional when it possesses the dimensions of height, width and depth. Two
dimensional objects only have two dimensions: length and width. A solid is any geometrical object with
threedimensions.
transformation
The transformations included in this glossary are enlargements, reflections, rotations, and translations.
translation
Shifting a figure in the plane without turning it is called translation. To describe a translation in the plane, it is
enough to say how far left or right and how far up or down the figure is moved.
A translation is a transformation that moves each point to its translation image.
transversal
A transversal is a line that crosses two or more other lines in a plane.
trapezium
A trapezium is a quadrilateral with one pair of opposite sides parallel.
tree diagram
A tree diagram is a diagram that can used to enumerate the outcomes of a multistep random experiment.
The diagram below shows a tree diagram that has been used to enumerate all of the possible outcomes
when a coin is tossed twice. Below is an example of a twostep random experiment.
triangular number
A triangular number is the number of dots required to make a triangular array of dots in which the top row
consists of just one dot, and each of the other rows contains one more dot than the row above it. So the
first triangular number is 1, the second is 3=1+2, the third is 6 (=1+2+3) and so on.
trigonometric ratios
Trigonometric ratios describe the relationships between the angles and sides of right triangles. The three
basic trigonometric ratios covered in this glossary are: Sine, Cosine, and Tangent.
twodimensional
A shape is twodimensional when it only possesses the dimensions of length and width.
twoway table
A twoway table is commonly used to for displaying the twoway frequency distribution that arises when a
group of individuals or things are categorised according to two criteria; for example, the twoway table
below displays the twoway frequency distribution that arises when 27 children are categorised according to
hair type (straight or curly) and hair colour (red, brown, blonde, black).
The information in a twoway table can also be displayed graphically using a sidebyside column graph.
unit fraction
A unit fraction is a simple fraction whose numerator is 1, that is, a fraction of the form 1/n, where n is a
natural number.
variable
In statistics, a variable is something measurable or observable that is expected to either change over time
or between individual observations. Examples of variables in statistics include the age of students, their hair
colour or a playing field’s length or its shape.
Numerical variables are variables whose values are numbers, and for which arithmetic processes such as
adding and subtracting, or calculating an average, make sense.
Examples include the number of children in a family or the number of days in a month.
A discrete numerical variable is a numerical variable, each of whose possible values is separated from the
next by a definite ‘gap’. The most common numerical variables have the counting numbers 0,1,2,3,… as
possible values. Others are prices, measured in dollars and cents.
In algebra, a variable is a symbol, such as x,y or z, used to represent an unspecified number of a specific
type; for example, the variable x could represent an unspecified real number.
Venn diagram
A Venn diagram is a graphical representation of the extent to which two or more events, for example A and
B, are mutually inclusive (overlap) or mutually exclusive (do not overlap).
vertex
A vertex is the point where two line segments or rays meet, join, or intersect.
vertically opposite angle
When two lines intersect, four angles are formed at the point of intersection. In the diagram, the angles
marked ∠AOX and ∠BOY are called vertically opposite. Vertically opposite angles are equal.
volume
The volume of a solid is a measure of the space enclosed by the solid.
For a rectangular prism, Volume = Length × Width × Height.
whole number
A whole number is a nonnegative integer, that is, one of the numbers 0,1,2,3,⋯,
Sometimes it is taken to mean only a positive integer.
Science (Version 8.4)
Page 875 of 943

The Australian Curriculum: Science
Science How the Subject works
Rationale
Science provides an empirical way of answering
interesting and important questions about the curriculum introduction scie…
biological, physical and technological world. The
knowledge it produces has proved to be a
reliable basis for action in our personal, social
and economic lives. Science is a dynamic,
collaborative and creative human endeavour
arising from our desire to make sense of our
world through exploring the unknown,
investigating universal mysteries, making
predictions and solving problems. Science aims
to understand a large number of observations in
terms of a much smaller number of broad principles. Science knowledge is contestable and is revised, refined
and extended as new evidence arises.
The Australian Curriculum: Science provides opportunities for students to develop an understanding of
important science concepts and processes, the practices used to develop scientific knowledge, of science’s
contribution to our culture and society, and its applications in our lives. The curriculum supports students to
develop the scientific knowledge, understandings and skills to make informed decisions about local, national
and global issues and to participate, if they so wish, in sciencerelated careers.
In addition to its practical applications, learning science is a valuable pursuit in its own right. Students can
experience the joy of scientific discovery and nurture their natural curiosity about the world around them. In
doing this, they develop critical and creative thinking skills and challenge themselves to identify questions and
draw evidencebased conclusions using scientific methods. The wider benefits of this ‘scientific literacy’ are
well established, including giving students the capability to investigate the natural world and changes made to
it through human activity.
The ability to think and act in scientific ways helps build the broader suite of capabilities in students as
confident, selfmotivated and active members of our society.
Aims
The Australian Curriculum: Science aims to ensure that students develop:
an interest in science as a means of expanding their curiosity and willingness to explore, ask
questions about and speculate on the changing world in which they live
an understanding of the vision that science provides of the nature of living things, of Earth and its
place in the cosmos, and of the physical and chemical processes that explain the behaviour of all
material things
an understanding of the nature of scientific inquiry and the ability to use a range of scientific inquiry
methods, including questioning; planning and conducting experiments and investigations based on
ethical principles; collecting and analysing data; evaluating results; and drawing critical, evidence
based conclusions
an ability to communicate scientific understanding and findings to a range of audiences, to justify
ideas on the basis of evidence, and to evaluate and debate scientific arguments and claims
an ability to solve problems and make informed, evidencebased decisions about current and future
applications of science while taking into account ethical and social implications of decisions
an understanding of historical and cultural contributions to science as well as contemporary science
issues and activities and an understanding of the diversity of careers related to science
a solid foundation of knowledge of the biological, chemical, physical, earth and space sciences,
including being able to select and integrate the scientific knowledge and methods needed to explain
and predict phenomena, to apply that understanding to new situations and events, and to
appreciate the dynamic nature of science knowledge.
Key ideas
In the Australian Curriculum: Science, there are six key ideas that represent key aspects of a scientific view of
the world and bridge knowledge and understanding across the disciplines of science, as shown Figure 1
below. These are embedded within each year level description and guide the teaching/learning emphasis for
the relevant year level.
Figure 1: Key ideas of the science curriculum
These key ideas are designed to support the coherence and developmental sequence of science knowledge
within and across year levels. The key ideas frame the development of concepts in the science
understandingstrand, support key aspects of the science inquiry skills strand and contribute to developing
students’ appreciation of the nature of science.
The six key ideas that frame the Australian Curriculum: Science are:
Patterns, order and organisation
An important aspect of science is recognising patterns in the world around us, and ordering and organising
phenomena at different scales. As students progress from Foundation to Year 10, they build skills and
understanding that will help them to observe and describe patterns at different scales, and develop and use
classifications to organise events and phenomena and make predictions. Classifying objects and events into
groups (such as solid/liquid/gas or living/nonliving) and developing criteria for those groupings relies on
making observations and identifying patterns of similarity and difference.
As students progress through the primary years, they become more proficient in identifying and describing the
relationships that underpin patterns, including cause and effect. Students increasingly recognise that scale
plays an important role in the observation of patterns; some patterns may only be evident at certain time and
spatial scales. For example, the pattern of day and night is not evident over the time scale of an hour.
Form and function
Many aspects of science are concerned with the relationships between form (the nature or makeup of an
aspect of an object or organism) and function (the use of that aspect).
As students progress from Foundation to Year 10, they see that the functions of both living and nonliving
objects rely on their forms. Their understanding of forms such as the features of living things or the nature of
a range of materials, and their related functions or uses, is initially based on observable behaviours and
physical properties. In later years, students recognise that function frequently relies on form and that this
relationship can be examined at many scales. They apply an understanding of microscopic and atomic
structures, interactions of force and flows of energy and matter to describe relationships between form and
function.
Stability and change
Many areas of science involve the recognition, description and prediction of stability and change. Early in their
schooling, students recognise that in their observations of the world around them, some properties and
phenomena appear to remain stable or constant over time, whereas others change.
As they progress from Foundation to Year 10, they also recognise that phenomena (such as properties of
objects and relationships between living things) can appear to be stable at one spatial or time scale, but at a
larger or smaller scale may be seen to be changing. They begin to appreciate that stability can be the result
of competing, but balanced forces. Students become increasingly adept at quantifying change through
measurement and looking for patterns of change by representing and analysing data in tables or graphs.
Scale and measurement
Quantification of time and spatial scale is critical to the development of science understanding as it enables
the comparison of observations. Students often find it difficult to work with scales that are outside their
everyday experience – these include the huge distances in space, the incredibly small size of atoms and the
slow processes that occur over geological time.
As students progress from Foundation to Year 10, their understanding of relative sizes and rates of change
develops and they are able to conceptualise events and phenomena at a wider range of scales. They
progress from working with scales related to their everyday experiences and comparing events and
phenomena using relative language (such as 'bigger' or 'faster') and informal measurement, to working with
scales beyond human experience and quantifying magnitudes, rates of change and comparisons using formal
units of measurement.
Matter and energy
Many aspects of science involve identifying, describing and measuring transfers of energy and/or matter. As
students progress through Foundation to Year 10, they become increasingly able to explain phenomena in
terms of the flow of matter and energy.
Initially, students focus on direct experience and observation of phenomena and materials. They are
introduced to the ways in which objects and living things change and begin to recognise the role of energy
and matter in these changes. In later years, they are introduced to more abstract notions of particles, forces
and energy transfer and transformation. They use these understandings to describe and model phenomena
and processes involving matter and energy.
Systems
Science frequently involves thinking, modelling and analysing in terms of systems in order to understand,
explain and predict events and phenomena. As students progress through Foundation to Year 10, they
explore, describe and analyse increasingly complex systems.
Initially, students identify the observable components of a clearly identified ‘whole’ such as features of plants
and animals and parts of mixtures. Over Years 3 to 6, they learn to identify and describe relationships
between components within simple systems, and they begin to appreciate that components within living and
nonliving systems are interdependent. In Years 7 to 10, they are introduced to the processes and underlying
phenomena that structure systems such as ecosystems, body systems and the carbon cycle. They recognise
that within systems, interactions between components can involve forces and changes acting in opposing
directions and that for a system to be in a steady state, these factors need to be in a state of balance or
equilibrium. They are increasingly aware that systems can exist as components within larger systems, and
that one important part of thinking about systems is identifying boundaries, inputs and outputs.
Structure
The three interrelated strands of science
The Australian Curriculum: Science has three interrelated strands: science understanding, science as a
human endeavour and science inquiry skills.
Together, the three strands of the science curriculum provide students with understanding, knowledge and
skills through which they can develop a scientific view of the world. Students are challenged to explore
science, its concepts, nature and uses through clearly described inquiry processes.
Science understanding
Science understanding is evident when a person selects and integrates appropriate science knowledge to
explain and predict phenomena, and applies that knowledge to new situations. Science knowledge refers to
facts, concepts, principles, laws, theories and models that have been established by scientists over time. This
strand provides the content through which the key ideas of science and skills are developed within contexts
appropriate to the learners.
The science understanding strand comprises four substrands. The content is described by year level.
Biological sciences
The biological sciences substrand is concerned with understanding living things. The key concepts
developed within this substrand are that: a diverse range of living things have evolved on Earth over
hundreds of millions of years; living things are interdependent and interact with each other and their
environment; and the form and features of living things are related to the functions that their body systems
perform.
Through this substrand, students investigate living things, including animals, plants and microorganisms, and
their interdependence and interactions within ecosystems. They explore their life cycles, body systems,
structural adaptations and behaviours, how these features aid survival, and how their characteristics are
inherited from one generation to the next. Students are introduced to the cell as the basic unit of life and the
processes that are central to its function.
Chemical sciences
The chemical sciences substrand is concerned with understanding the composition and behaviour of
substances. The key concepts developed within this substrand are that: the chemical and physical properties
of substances are determined by their structure at an atomic scale; substances change and new substances
are produced by rearranging atoms through atomic interactions and energy transfer.
In this substrand, students classify substances based on their properties, such as solids, liquids and gases,
or their composition, such as elements, compounds and mixtures. They explore physical changes such as
changes of state and dissolving, and investigate how chemical reactions result in the production of new
substances. Students recognise that all substances consist of atoms which can combine to form molecules,
and chemical reactions involve atoms being rearranged and recombined to form new substances. They
explore the relationship between the way in which atoms are arranged and the properties of substances, and
the effect of energy transfers on these arrangements.
Earth and space sciences
The earth and space sciences substrand is concerned with Earth’s dynamic structure and its place in the
cosmos. The key concepts developed within this substrand are that: Earth is part of a solar system that is
part of a larger universe; Earth is subject to change within and on its surface, over a range of timescales as a
result of natural processes and human use of resources.
Through this substrand, students view Earth as part of a solar system, which is part of a galaxy, which is one
of many in the universe, and explore the immense scales associated with space. They explore how changes
on Earth, such as day and night and the seasons, relate to Earth’s rotation and its orbit around the sun.
Students investigate the processes that result in change to Earth’s surface, recognising that Earth has
evolved over 4.5 billion years and that the effect of some of these processes is only evident when viewed over
extremely long timescales. They explore the ways in which humans use resources from Earth and appreciate
the influence of human activity on the surface of Earth and its atmosphere.
Physical sciences
The physical sciences substrand is concerned with understanding the nature of forces and motion, and
matter and energy. The two key concepts developed within this substrand are that: forces affect the
behaviour of objects; energy can be transferred and transformed from one form to another.
Through this substrand, students gain an understanding of how an object’s motion (direction, speed and
acceleration) is influenced by a range of contact and noncontact forces such as friction, magnetism, gravity
and electrostatic forces. They develop an understanding of the concept of energy and how energy transfer is
associated with phenomena involving motion, heat, sound, light and electricity. They appreciate that concepts
of force, motion, matter and energy apply to systems ranging in scale from atoms to the universe itself.
Science as a human endeavour
Through science, humans seek to improve their understanding and explanations of the natural world. Science
involves the construction of explanations based on evidence and science knowledge can be changed as new
evidence becomes available. Science influences society by posing, and responding to, social and ethical
questions, and scientific research is itself influenced by the needs and priorities of society.
This strand highlights the development of science as a unique way of knowing and doing, and the importance
of science in contemporary decisionmaking and problemsolving. It acknowledges that in making decisions
about science practices and applications, ethical and social implications must be taken into account. This
strand also recognises that science advances through the contributions of many different people from
different cultures and that there are many rewarding sciencebased career paths. This strand provides
context and relevance to students and to our broader community.
The content in the science as a human endeavour strand is described in twoyear bands. There are two sub
strands of science as a human endeavour. These are:
Nature and development of science: This substrand develops an appreciation of the unique nature of
science and scientific knowledge, including how current knowledge has developed over time through the
actions of many people.
Use and influence of science: This substrand explores how science knowledge and applications affect
peoples’ lives, including their work, and how science is influenced by society and can be used to inform
decisions and actions.
Science inquiry skills
Science inquiry involves identifying and posing questions; planning, conducting and reflecting on
investigations; processing, analysing and interpreting evidence; and communicating findings. This strand is
concerned with evaluating claims, investigating ideas, solving problems, drawing valid conclusions and
developing evidencebased arguments. The skills students develop give them the tools they need to achieve
deeper understanding of the science concepts and how scientific thinking applies to these understandings.
Science investigations are activities in which ideas, predictions or hypotheses are tested and conclusions are
drawn in response to a question or problem. Investigations can involve a range of activities, including
experimental testing, field work, locating and using information sources, conducting surveys, and using
modelling and simulations. The choice of the approach taken will depend on the context (science as a human
endeavour) and subject of the investigation (science understanding).
In science investigations, collection and analysis of primary data and evidence play a major role. This can
involve collecting or extracting information and reorganising data in the form of tables, graphs, flow charts,
diagrams, prose, keys, spreadsheets and databases. Students will also develop their understandings through
the collection and analysis of secondary data and information.
The content in the science inquiry skillsstrand is described in twoyear bands. There are five substrands of
science inquiry skills. These are:
Questioning and predicting: Identifying and constructing questions, proposing hypotheses and suggesting
possible outcomes.
Planning and conducting: Making decisions about how to investigate or solve a problem and carrying out
an investigation, including the collection of data.
Processing and analysing data and information: Representing data in meaningful and useful ways;
identifying trends, patterns and relationships in data, and using this evidence to justify conclusions.
Evaluating: Considering the quality of available evidence and the merit or significance of a claim, proposition
or conclusion with reference to that evidence.
Communicating: Conveying information or ideas to others through appropriate representations, text types
and modes.
In the practice of science, the three strands of science understanding, science as a human endeavour and
science inquiry skills are closely integrated; the work of scientists reflects the nature and development of
science, is built around scientific inquiry and seeks to respond to and influence society’s needs. Students’
experiences of school science should mirror and connect to this multifaceted view of science.
To achieve this, the three strands of the Australian Curriculum: Science should be taught in an integrated way.
The content descriptions of the three strands have been written so that at each year this integration is
possible. In the earlier years, the nature and development of science substrand within the science as a
human endeavour strand focuses on scientific inquiry. This enables students to make clear connections
between the inquiry skills that they are learning and the work of scientists. As students progress through the
curriculum they investigate how science understanding has developed, including considering some of the
people and the stories behind these advances in science.
They will also recognise how this science understanding can be applied to their lives and the lives of others.
As students develop a more sophisticated understanding of the knowledge and skills of science they are
increasingly able to appreciate the role of science in society. The content of the science understanding strand
will inform students’ understanding of contemporary issues such as climate change, use of resources, medical
interventions, biodiversity and the origins of the universe. The importance of these areas of science can be
emphasised through the context provided by the science as a human endeavour strand, and students can be
encouraged to view contemporary science critically through aspects of the science inquiry skills strand; for
example, by analysing, evaluating and communicating.
Science (Version 8.4)
Curriculum F10
Page 883 of 943

Science Curriculum F10
The science inquiry skills and science as a human endeavour strands are described across a twoyear band.
In their planning, schools and teachers refer to the expectations outlined in the achievement standard and
also to the content of the science understanding strand for the relevant year level to ensure that these two
strands are addressed over the twoyear period. The three strands of the curriculum are interrelated and their
content is taught in an integrated way. The order and detail in which the content descriptions are organised
into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and
geographic scales.
In Year 6, students explore how changes can be classified in different ways. They learn about transfer and
transformations of electricity, and continue to develop an understanding of energy flows through systems.
They link their experiences of electric circuits as a system at one scale to generation of electricity from a
variety of sources at another scale and begin to see links between these systems. They develop a view of
Earth as a dynamic system, in which changes in one aspect of the system impact on other aspects; similarly,
they see that the growth and survival of living things are dependent on matter and energy flows within a larger
system. Students begin to see the role of variables in measuring changes and the value of accuracy in these
measurements. They learn how to look for patterns and to use these to identify and explain relationships by
drawing on evidence.
Science Understanding
Biological sciences
The growth and survival of living things are affected by physical conditions of their environment (ACSSU094
Scootle )
Elaborations
investigating Aboriginal and Torres Strait Islander Peoples’ knowledge and understanding of the physical
conditions necessary for the survival of certain plants and animals in the environment (OI.2, OI.3)
investigating how changing the physical conditions for plants impacts on their growth and survival such
as salt water, use of fertilizers and soil types

observing the growth of fungi such as yeast and bread mould in different conditions
researching organisms that live in extreme environments such as Antarctica or a desert

considering the effects of physical conditions causing migration and hibernation

Chemical sciences
Changes to materials can be reversible or irreversible (ACSSU095 Scootle )
Elaborations
investigating Aboriginal and Torres Strait Islander Peoples’ knowledge of reversible processes, such as
the application of adhesives, and of irreversible processes, such as the use of fuels for torches (OI.5)
describing what happens when materials are mixed

investigating the solubility of common materials in water
investigating the change in state caused by heating and cooling of a familiar substance
investigating irreversible changes such as rusting, burning and cooking
exploring how reversible changes can be used to recycle materials

investigate reversible changes such as melting, freezing and evaporating
Earth and space sciences
Sudden geological changes and extreme weather events can affect Earth’s surface
(ACSSU096 Scootle )
Elaborations
researching Aboriginal and Torres Strait Islander peoples’ cultural stories that provide evidence of
geological events (OI.3)
investigating major geological events such as earthquakes, volcanic eruptions and tsunamis in Australia,
the Asia region and throughout the world

recognising that earthquakes can cause tsunamis
describing how people measure significant geological events

exploring ways that scientific understanding can assist in natural disaster management to minimise both
long and shortterm effects

considering the effect of drought on living and nonliving aspects of the environment

Physical sciences
Electrical energy can be transferred and transformed in electrical circuits and can be generated from a
range of sources (ACSSU097 Scootle )
Elaborations
recognising the need for a complete circuit to allow the flow of electricity
investigating different electrical conductors and insulators
exploring the features of electrical devices such as switches and light globes
investigating how moving air and water can turn turbines to generate electricity

investigating the use of solar panels

considering whether an energy source is sustainable

Science as a Human Endeavour
Nature and development of science
Science involves testing predictions by gathering data and using evidence to develop explanations of
events and phenomena and reflects historical and cultural contributions (ACSHE098 Scootle )
Elaborations
investigating how Aboriginal and Torres Strait Islander Peoples test predictions and gather data in the
development of technologies and processes (OI.5, OI.9)
learning how Aboriginal and Torres Strait Islander Peoples’ knowledge, such as the medicinal and
nutritional properties of Australian plants, is being used as part of the evidence base for scientific
advances (OI.9)

investigating how knowledge about the effects of using the Earth’s resources has changed over time

describing how understanding of the causes and effects of major natural events has changed as new
evidence has become available

investigating the use of electricity, including predicting the effects of changes to electric circuits

considering how gathering evidence helps scientists to predict the effect of major geological or climatic
events

investigating how people from different cultures have used sustainable sources of energy, for example
water and solar power

exploring institutions and locations where contemporary Australian scientists conduct research on
catastrophic natural events

investigating the development of earthquake measurements from the Chinese invention of the
seismograph in the second century

Use and influence of science
Scientific knowledge is used to solve problems and inform personal and community decisions
(ACSHE100 Scootle )
Elaborations
discussing how modern approaches to fire ecology in Australia are being informed by Aboriginal and
Torres Strait Islander Peoples’ traditional ecological knowledge and fire management practices (OI.2,
OI.9)
considering how personal and community choices influence our use of sustainable sources of energy

investigating how understanding of catastrophic natural events helps in planning for their early detection
and minimising their impact

recognising that science can inform choices about where people live and how they manage natural
disasters
considering how guidelines help to ensure the safe use of electrical devices
discussing the use of electricity and the conservation of sources of energy

researching the scientific work involved in global disaster alerts and communication, such as cyclone,
earthquake and tsunami alerts

investigating how electrical energy is generated in Australia and around the world

researching the use of methane generators in Indonesia

considering how electricity and electrical appliances have changed the way some people live

Science Inquiry Skills
Questioning and predicting
With guidance, pose clarifying questions and make predictions about scientific investigations
(ACSIS232 Scootle )

Elaborations
consulting with Aboriginal and Torres Strait Islander Peoples to clarify investigable questions based upon
their traditional ecological knowledge, such as predictions regarding the impact of invasive species
refining questions to enable scientific investigation

asking questions to understand the scope or nature of a problem

applying experience from previous investigations to predict the outcomes of investigations in new
contexts

Planning and conducting
Identify, plan and apply the elements of scientific investigations to answer questions and solve problems
using equipment and materials safely and identifying potential risks (ACSIS103 Scootle )

Elaborations
following a procedure to design an experimental or field investigation

discussing methods chosen with other students, and refining methods accordingly

considering which investigation methods are most suited to answer a particular question or solve a
problem
Decide variables to be changed and measured in fair tests, and observe measure and record data with
accuracy using digital technologies as appropriate (ACSIS104 Scootle )

Elaborations
using familiar units such as grams, seconds and metres and developing the use of standard multipliers
such as kilometres and millimetres
using the idea of an independent variable (note: this terminology does not need to be used at this stage)
as something that is being investigated by changing it and measuring the effect of this change

using digital technologies to make accurate measurements and to record data

Processing and analysing data and information
Construct and use a range of representations, including tables and graphs, to represent and describe
observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107
Scootle )

Elaborations
exploring how different representations can be used to show different aspects of relationships, processes
or trends

using digital technologies to construct representations, including dynamic representations

Compare data with predictions and use as evidence in developing explanations (ACSIS221 Scootle )

Elaborations
sharing ideas as to whether observations match predictions, and discussing possible reasons for
predictions being incorrect

discussing the difference between data and evidence

referring to evidence when explaining the outcomes of an investigation

Evaluating
Reflect on and suggest improvements to scientific investigations (ACSIS108 Scootle )

Elaborations
discussing improvements to the methods used, and how these methods would improve the quality of the
data obtained

Communicating
Communicate ideas, explanations and processes using scientific representations in a variety of ways,
including multimodal texts (ACSIS110 Scootle )

Elaborations
discussing the best way to communicate science ideas and what should be considered when planning a
text

using a variety of communication modes, such as reports, explanations, arguments, debates and
procedural accounts, to communicate science ideas

using labelled diagrams, including crosssectional representations, to communicate ideas and processes
within multimodal texts

By the end of Year 6, students compare and classify different types of observable changes to materials. They
analyse requirements for the transfer of electricity and describe how energy can be transformed from one
form to another when generating electricity. They explain how natural events cause rapid change to Earth’s
surface. They describe and predict the effect of environmental changes on individual living things. Students
explain how scientific knowledge helps us to solve problems and inform decisions and identify historical and
cultural contributions.
Students follow procedures to develop investigable questions and design investigations into simple cause
andeffect relationships. They identify variables to be changed and measured and describe potential safety
risks when planning methods. They collect, organise and interpret their data, identifying where improvements
to their methods or research could improve the data. They describe and analyse relationships in data using
appropriate representations and construct multimodal texts to communicate ideas, methods and findings.
Glossary
adaptation
A physical or behavioural characteristic that is inherited and which results in an individual being more likely
to survive and reproduce in its environment.
analyse
To consider in detail for the purpose of finding meaning or relationships, and identifying patterns, similarities
and differences.
characteristic
A distinguishing aspect (including features and behaviours) of an object material, living thing or event.
chart
A visual display of information.
classify
To arrange items into named categories in order to sort, group or identify them.
collaborate
To work with others to perform a specific task.
conclusion
A judgement based on evidence.
contemporary science
New and emerging science research and issues of current relevance and interest.
continuous data
Quantitative data with a potentially infinite number of possible values along a continuum.
controlled variable
A variable that is kept constant (or changed in constant ways) during an investigation.
convention
An agreed method of representing concepts, information and behaviours.
data
The plural of datum; the measurement of an attribute, the volume of gas or the type of rubber. This does
not necessarily mean a single measurement: it may be the result of averaging several repeated
measurements and these could be quantitative or qualitative.
dependent variable
A variable that changes in response to changes to the independent variable in an investigation.
design
To plan and evaluate the construction of a product or process, including an investigation.
digital technologies
Systems that handle digital data, including hardware and software, for specific purposes.
discrete data
Quantitative data consisting of a number of separate values where intermediate values are not permissible.
environment
All the surroundings, both living and nonliving.
evaluate
To examine and judge the merit or significance of something, including processes, events, descriptions,
relationships or data.
evidence
In science, evidence is data that is considered reliable and valid, and that can be used to support a
particular idea, conclusion or decision. Evidence gives weight or value to data by considering its credibility,
acceptance, bias, status, appropriateness and reasonableness.
experiment / experimental investigation
An investigation that involves carrying out a practical activity.
fair test
An investigation where one variable (the independent variable) is changed and all other conditions
(controlled variables) are kept the same; what is measured or observed is referred to as the dependent
variable.
familiar
wellknown; something that a student has encountered previously on a number of occasions.
field study / work
An observational or practical research undertaken in a normal environment of the subject of a study, that is,
an investigation can be conducted outside the laboratory.
force
A push or pull between objects, which may cause one or both objects to change speed and/or direction of
their motion (that is, accelerate) or change their shape. Scientists identify four fundamental forces:
gravitational, electromagnetic (involving both electrostatic and magnetic forces), weak nuclear forces and
strong nuclear forces. All interactions between matter can be explained as an action of one or a
combination of the four fundamental forces.
formal measurement
Measurement based on an agreed standard unit (metre, second, gram).
formal unit
A unit of measurement based on an agreed fixed standard (metre, second, gram).
guided investigation
An investigation partly directed by a teacher.
graph
A visual representation of the relationship between quantities plotted with reference to a set of axes.
hypothesis
A tentative idea or explanation for an observation, which can be tested and either supported or refuted by
investigation.
independent variable
A variable that is changed in an investigation to see what effect it has on the dependent variable.
informal measurement
Measurement that is not based on any agreed standard unit (for example, hand spans, paces, cups).
informal units
Measurements based on variable quantities (for example, hand spans, paces, cups).
information research
A study involving collection of information from primary and secondary sources.
investigation
A scientific process of answering a question, exploring an idea or solving a problem that requires activities
such as planning a course of action, collecting data, interpreting data, reaching a conclusion and
communicating these activities.
law
A statement of a relationship based on available evidence.
local environment
Surroundings that can be considered as proximal or familiar to the subject of investigation (for example, an
organism, mountain, student).
material
A substance with particular qualities or that is used for specific purposes.
matter
A physical substance; anything that has mass and occupies space.
model
A representation that describes, simplifies, clarifies or provides an explanation of the workings, structure or
relationships within an object, system or idea.
multimodal text
A text that combines two or more communication modes, for example, print text, image and spoken word as
in film or computer presentations.
natural materials
Products or physical matter that come from plants, animals, or earth and have undergone very little
modification by humans, minerals and metals that can be extracted from them (without further modification)
are considered natural materials.
observable
Something that can be seen, heard, felt, tasted or smelled either directly by an individual or indirectly by a
measuring device, for example, a ruler, camera or thermometer.
pattern
A repeated occurrence or sequence.
primary sources
Information created by a person or persons directly involved in a study or observing an event.
processed materials
Products of physical matter that have been modified from natural materials by human intervention or that
do not occur at all in the natural environment, but have been designed and manufactured to fulfil a
particular purpose.
property
An attribute of an object or material, normally used to describe attributes common to a group.
qualitative data
Information that is not numerical in nature.
quantitative data
Numerical information.
reflect on
To think carefully about something, such as past experiences, activities or events.
relate
To identify connections or associations between ideas or relationships or between components of systems
and structures.
relationship
A connection or association between ideas or between components of systems and structures.
reliability
An extent to which repeated observations and/or measurements taken under identical circumstances will
yield similar results.
reliable data
Data that have been judged to have a high level of reliability; reliability is the degree to which an
assessment instrument or protocol consistently and repeatedly measures an attribute achieving similar
results for the same population.
repeat trial
A test within an experimental investigation that is carried out more than once under the same set of
conditions.
replicate
An independent experiment that uses the same method in order to validate findings.
report
A written account of an investigation.
research
To locate, gather, record and analyse information in order to develop understanding.
scientific language
Terminology that has specific meaning in a scientific context.
scientific literacy
An ability to use scientific knowledge, understanding, and inquiry skills to identify questions, acquire new
knowledge, explain science phenomena, solve problems and draw evidencebased conclusions in making
sense of the world, and to recognise how understandings of the nature, development, use and influence of
science help us make responsible decisions and shape our interpretations of information.
scientist
A person who works within a recognised field of science.
secondary source
Information that has been compiled from primary sources by a person or persons not directly involved in
the original study or event.
senses
Hearing, sight, smell, touch and taste.
simulation
A representation of a process, event or system, which imitates the real situation.
sustainable
Supports the needs of the present without compromising the ability of future generations to support their
needs.
survey
An investigation method involving asking questions of a range of respondents.
system
A group of interacting objects, materials or processes that form an integrated whole.
table
An arrangement of data or observations in rows and columns.
technology
A development of products, services, systems and environments, using various types of knowledge, to
meet human needs and wants.
theory
An explanation of a set of observations that is based on one or more proven hypotheses, which has been
accepted through consensus by a group of scientists.
trend
General direction in which something is changing.
tools
Equipment used to make a task easier.
validity
An extent to which tests measure what was intended; an extent to which data, inferences and actions
produced from tests and other processes are accurate.
variable
A factor that can be changed, kept the same or measured in an investigation, for example, time, distance,
light, temperature.
Health and Physical Education
(Version 8.4)
Page 902 of 943

The Australian Curriculum: Health and Physical Education
Server Error in '/' Application.
Runtime Error
Description: An application error occurred on the server. The current custom error settings for this application prevent the details of the application error from
being viewed remotely (for security reasons). It could, however, be viewed by browsers running on the local server machine.
Details: To enable the details of this specific error message to be viewable on remote machines, please create a <customErrors> tag within a "web.config"
configuration file located in the root directory of the current web application. This <customErrors> tag should then have its "mode" attribute set to "Off".
<!‐‐ Web.Config Configuration File ‐‐>

<configuration>
<system.web>
<customErrors mode="Off"/>
</system.web>
</configuration>
Notes: The current error page you are seeing can be replaced by a custom error page by modifying the "defaultRedirect" attribute of the application's
<customErrors> configuration tag to point to a custom error page URL.
<!‐‐ Web.Config Configuration File ‐‐>

<configuration>
<system.web>
<customErrors mode="RemoteOnly" defaultRedirect="mycustompage.htm"/>
</system.web>
</configuration>
Health and Physical Education
(Version 8.4)
Curriculum F10
Page 904 of 943

Health and Physical Education Curriculum F10
The Year 5 and 6 curriculum supports students to develop knowledge, understanding and skills to create
opportunities and take action to enhance their own and others' health, wellbeing, safety and physical activity
participation. Students develop skills to manage their emotions, understand the physical and social changes
that are occurring for them and examine how the nature of their relationships changes over time.
The content provides opportunities for students to contribute to building a positive school environment that
supports healthy, safe and active choices for everyone. Students also explore a range of factors and
behaviours that can influence health, safety and wellbeing.
Students refine and further develop a wide range of fundamental movement skills in more complex movement
patterns and situations. They also apply their understanding of movement strategies and concepts when
composing and creating movement sequences and participating in games and sport. Students in Years 5 and
6 further develop their understanding about movement as they learn to monitor how their body responds to
different types of physical activity. In addition, they continue to learn to apply rules fairly and behave ethically
when participating in different physical activities. Students also learn to effectively communicate and problem
solve in teams or groups in movement settings.
Focus areas to be addressed in Years 5 and 6 include:
alcohol and other drugs (AD)
food and nutrition (FN)
health benefits of physical activity (HBPA)
mental health and wellbeing (MH)
relationships and sexuality (RS)
safety (S)
challenge and adventure activities (CA)
fundamental movement skills (FMS)
games and sports (GS)
lifelong physical activities (LLPA)
rhythmic and expressive movement activities (RE).
Personal, Social and Community Health
Being healthy, safe and active
Examine how identities are influenced by people and places (ACPPS051 Scootle )

Elaborations
identifying how personal qualities contribute to identities and inform world views

recognising how individual personalities and teamwork contribute to achieving success in physical
activities

exploring how personal and cultural identities change over time

investigating how personal and cultural identities are influenced by the groups and communities to which
we belong and the places to which we feel connected

exploring how family, peers, popular culture and the media influence how individuals interact and the
choices they make in given situations

discussing the notion of 'border crossing'; that is, how Aboriginal and Torres Strait Islander Peoples live in
two worlds

Investigate resources and strategies to manage changes and transitions associated with puberty
(ACPPS052 Scootle )

Elaborations
understanding that individuals experience changes associated with puberty at different times, with
differing levels of intensity and with different responses


researching and identifying ageappropriate text and webbased resources to enhance understanding of
changes associated with puberty

examining the range of products available to manage the physical changes associated with puberty

Investigate community resources and ways to seek help about health, safety and wellbeing (ACPPS053
Scootle )

Elaborations
researching health information sources and places where they can seek help, and prioritising those that
are reliable and trustworthy

applying criteria to online information to assess the credibility of the information and its relevance to
peers

creating ways to share information about local services young people can access for help, such as a
blog, app or advertisement

Plan and practise strategies to promote health, safety and wellbeing (ACPPS054 Scootle )

Elaborations
scripting and rehearsing how to refuse drugs they may be offered, such as medication, tobacco product
or alcohol

comparing product labels on food items or nutritional information in recipes and suggesting ways to
improve the nutritional value of meals

proposing and implementing opportunities to increase their physical activity levels at school and at home


selecting and practising appropriate responses to promote safety in different situations, including water
and trafficrelated situations

Communicating and interacting for health and wellbeing
Practise skills to establish and manage relationships (ACPPS055 Scootle )
Elaborations
exploring reasons why relationships may change, such as starting a new school, changing priorities or
interests, family breakup, or joining a new sports team

assessing the impact of different relationships on personal health and wellbeing

proposing strategies for managing the changing nature of relationships, including dealing with bullying
and harassment and building new friendships

selecting and practising appropriate ways to share power within relationships

Examine the influence of emotional responses on behaviour and relationships (ACPPS056 Scootle )

Elaborations
analysing situations in which emotions can influence decisionmaking, including in peergroup, family and
movement situations

discussing how inappropriate emotional responses impact relationships

exploring why emotional responses can be unpredictable

exploring the emotions associated with feeling unsafe or uncomfortable and how emotions can vary
according to different contexts and situations

Recognise how media and important people in the community influence personal attitudes, beliefs,
decisions and behaviours (ACPPS057 Scootle )

Elaborations
examining how media and public identities influence the way people act and the choices they make

sharing how important people in their life influence them to act or behave in a healthy or safe way

analysing health messages in the media and comparing their interpretations with those of other members
of the class

exploring media representations of people who are Aboriginal and Torres Strait Islander, from diverse
cultural backgrounds, samesex attracted or gender diverse, and discussing how representations impact
on community values

Contributing to healthy and active communities
Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for
individuals and their communities (ACPPS058 Scootle )

Elaborations
investigating practices that help promote and maintain health and wellbeing, such as eating a diet
reflecting The Australian Guide to Healthy Eating, meeting recommendations for daily physical activity
and creating connections with others to enhance social health

proposing and implementing actions and protective behaviours that promote safe participation in physical
activities

discussing the importance of social support and a sense of belonging in promoting mental health and
wellbeing

Explore how participation in outdoor activities supports personal and community health and wellbeing and
creates connections to natural and built environments (ACPPS059 Scootle )

Elaborations
exploring ways in which people can connect with other members of their community through participating
in physical activities in natural settings and built environments

discussing how a connection to the local community, environment or special places can influence
personal and community health and wellbeing

discussing how access to natural and built environments can help or hinder participation in physical
activities

exploring Aboriginal and Torres Strait Islander understandings of special places and the connection of
these places to physical activities

Identify how valuing diversity positively influences the wellbeing of the community (ACPPS060 Scootle )

Elaborations
exploring initiatives sporting and community groups use to counter all forms of discrimination and support
the wellbeing of their communities

discussing how the actions of bystanders, friends and family can prevent and/or stop bullying and other
forms of discrimination and harassment

proposing strategies to help others understand points of view that differ from their own and to encourage
further discussion about individual and cultural similarities and differences in order to tackle racism


exploring and celebrating how cultures differ in behaviours, beliefs and values

exploring ways to create safe and inclusive schools for minority groups

Movement and Physical Activity
Moving our body
Practise specialised movement skills and apply them in a variety of movement sequences and situations
(ACPMP061 Scootle )
Elaborations
applying stability and locomotor skills to dodge and feint in different movement situations

applying kicking, striking and throwing skills to propel an object and keep it in motion

combining surface propulsion and underwater skills in an aquatic environment

composing and performing a range of complex static and dynamic balances on different body parts or
rotating and/or pivoting

jumping with control for height and distance using a variety of body positions

performing activities that involve a transition from one skill to another, such as from dribbling to shooting
or from leaping to balancing

designing a sequence of passes between teammates to maintain possession or move a piece of
equipment from one point to another

experimenting with different music genres such as Indian bhangra music when performing creative
dances

Propose and apply movement concepts and strategies with and without equipment (ACPMP063 Scootle
)
Elaborations
demonstrating defensive and offensive play in modified games
proposing and applying movement concepts and strategies to perform movement sequences at different
levels using different types of equipment

proposing and applying movement concepts and strategies to safely traverse a natural environment

Understanding movement
Participate in physical activities designed to enhance fitness, and discuss the impact regular participation
can have on health and wellbeing (ACPMP064 Scootle )

Elaborations
creating and participating in a fitness circuit designed to improve healthrelated fitness components

demonstrating and describing safe stretching activities which maintain and develop flexibility

examining the benefits of physical activity to social health and mental wellbeing

participating in a range of physical activities and exploring their health, skill and fitness benefits


examining and describing healthrelated and skillrelated components of fitness

Manipulate and modify elements of effort, space, time, objects and people to perform movement
sequences (ACPMP065 Scootle )

Elaborations
demonstrating an understanding of how to adjust the force and speed of an object to improve accuracy
and control

creating a movement sequence that demonstrates variations in flow and levels and involves individuals
moving together in time

working with a partner to explore pushing and pulling movements and how these can be manipulated to
perform counterbalances

developing strategies that exploit the playing space to create overlaps and extra attackers
Participate in physical activities from their own and others’ cultures, and examine how involvement creates
community connections and intercultural understanding (ACPMP066 Scootle )

Elaborations
researching and participating in different cultural games or physical activities that children in other
countries play

exploring the place of waterbased recreational activities in Australian culture and how communities
come together to enjoy waterbased activities

participating in and investigating the heritage of games that have cultural significance in Australia, and
exploring similarities with games of significance to other cultures, such as jump rope and Nang Tong
(from Thailand), poison ball and Bola Beracun (from Malaysia), hockey and Lor Kon Krok (from Thailand)
and Australian Rules football, lacrosse and Gaelic football

Learning through movement
Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities
(ACPMP067 Scootle )

Elaborations
understanding the contribution of different roles and responsibilities in physical activities that promote
enjoyment, safety and positive outcomes for participants

demonstrating negotiation skills when dealing with conflicts or disagreements in movement situations

using reflective listening when working in small groups on movement tasks or challenges

exploring and performing the duties and responsibilities of different roles for a range of physical activities

Apply critical and creative thinking processes in order to generate and assess solutions to
movement challenges (ACPMP068 Scootle )

Elaborations
recognising that there may be a number of solutions to movement challenges and justifying which
solution is most appropriate or effective

applying movement skills and strategies from other contexts to generate a solution to an unfamiliar
movement challenge

assessing and refining strategies to persist and successfully perform new and challenging movement
skills and sequences


devising strategies and formulating plans to assist in successfully performing new movement skills

Demonstrate ethical behaviour and fair play that aligns with rules when participating in a range of physical
activities (ACPMP069 Scootle )

Elaborations
explaining why infringements result in consequences such as a penalty or free pass

proposing changes to the rules and/or conditions to create a more inclusive game or to allow for a fairer
contest

correctly interpreting and applying rules in physical activities

By the end of Year 6, students investigate developmental changes and transitions. They explain the influence
of people and places on identities. They recognise the influence of emotions on behaviours and discuss
factors that influence how people interact. They describe their own and others’ contributions to health,
physical activity, safety and wellbeing. They describe the key features of healthrelated fitness and the
significance of physical activity participation to health and wellbeing. They examine how physical activity,
celebrating diversity and connecting to the environment support community wellbeing and cultural
understanding.
Students demonstrate fair play and skills to work collaboratively. They access and interpret health information
and apply decisionmaking and problemsolving skills to enhance their own and others’ health, safety and
wellbeing. They perform specialised movement skills and sequences and propose and combine
movement concepts and strategies to achieve movement outcomes and solve movement challenges. They
apply the elements of movement when composing and performing movement sequences.
Glossary
access
To gather information from a variety of sources.
active play
Any form of regular physical activity that children do, which includes moderate to vigorous bursts of high
energy, and which raises their heart rate and makes them ‘huff and puff’. Active play can occur indoors or
outdoors, alone, with a partner or in a group. Active play may be structured and can involve rules, time
limits or special equipment or play can be unstructured, or spontaneous. As well as giving children an
opportunity to be physically active, play can develop skills such as persistence, negotiation, problem
solving, planning and cooperation.
advocate (verb)
To argue in support of a cause or position, or speak out and act on behalf of yourself or another to ensure
that your or others’ interests are taken into account.
analyse
To examine and break down information into parts, make inferences and find evidence to support
generalisations, to find meaning or relationships and identify patterns, similarities and differences.
apply
To use in a particular situation.
border crossing
Negotiating ways of moving between different cultures or between a marginalised and dominant culture.
challenge and adventure activities
Physical activities designed to challenge students physiologically, behaviourally and socially in diverse
contexts and environments. These activities include: initiative games, movement challenges (as individuals
and in teams or groups), recreational activities in natural and outdoor settings and navigational challenges.
With access to specialised facilities and equipment, and relevant teacher expertise, these activities can also
include: bushwalking, camping, biathlon and triathlon, martial arts, rock climbing, canoeing and kayaking,
cycling (mountain biking, BMX, road and track cycling), surfing, skiing (snow or water) and swimming for
performance (with a focus on technique). These activities can give students opportunities to assess
hazards and manage risk.
change (noun)
Change is about something or someone becoming different. It is situational and in HPE refers to a range of
circumstances such as different stages in a young person’s life, including puberty and adolescence; moving
from primary school to secondary school on a different site; or moving between different cultures defined by
different behavioural expectations, such as moving between home and school for an EAL/D student, or a
student caring for a parent with a disability or mental illness.
communicate
To convey and listen to specific information, knowledge, understanding, processes, skills, opinions, beliefs,
perspectives, needs and emotions to and from others.
community
A group of people linked by a common social structure and sense of belonging. This may be based on
location, gender, interests, cultural background or political or religious beliefs. It may also refer to a virtual
community.
community health
Focuses on work within defined communities to maintain and improve the health and wellbeing of all people
in that community through collective action.
compare
To observe or note how things are similar or different.
compose
To bring together a sequence of movements, concepts or words.
contextual factors
A range of factors that can influence health, safety, wellbeing and participation in physical activity. These
factors include personal, social, cultural, economic and political factors that exist in differing ways and have
varying impacts across population groups.
CPR
An abbreviation for cardiopulmonary resuscitation. CPR is an emergency procedure in which a heart and
lungs are made to work by manually compressing the chest overlying the heart and forcing air into the
lungs.
create
To invent or design a movement, movement sequence, plan or idea.
creative movement
A movement that evolves from a student’s own thoughts, experiences, ideas and imagination in response to
stimuli in dance, games, sport and adventure activities.
critical inquiry approach
To question the social, cultural and political factors that influence health and wellbeing. This involves critical
analysis and critical evaluation of health and physical activity knowledge to make informed judgements and
take appropriate individual and collective action. Students explore matters such as inclusiveness, power
inequalities, assumptions, diversity and social justice and develop strategies to improve their own and
others health and wellbeing.
critically analyse
To analyse an issue, information or data to form a judgement. It can involve asking questions, identifying
problems and solutions, applying knowledge, stating an argument and supporting it with evidence, or
making comparisons and evaluating. In Health and Physical Education it could include:
exploring and experimenting with different offensive and defensive strategies in games and sports
to determine an agreed game plan
investigating different forms of skill practice to determine the most effective for a given skill
identifying a key issue linked to the ethical use of mobile technologies in school, at home and in
social situations, and developing critical questions to actively seek and propose solutions
investigating the physical, social and psychological impact of drugs such as energy drinks on
young people’s health and wellbeing
investigating and challenging stereotypes about and advocating for young people’s involvement in
community actions.
critically evaluate
To appraise an issue or information to form a critical judgement. It involves presenting and defending
opinions about information; making informed judgements or decisions about the worth, validity and reliability
of opinions, information, ideas and knowledge. In health and physical education it could involve:
critically evaluating established guidelines and procedures, such as the Australian Dietary
Guidelines or guidelines to address sedentary behaviour, to suggest ways to accommodate
different cultural patters of eating and healthy eating options for inclusion on the school canteen
menu, or ways to increase and promote physical activity at school
evaluating survey data gathered from students and making suggestions on how to address an
identified issue within the school, such as safety in the playground or protocols for dealing with
bullying and harassment
scrutinising the equity of a policy or program to determine whether all individuals and groups are
able to participate equally.
culture
Shared stories, beliefs, attitudes and behaviours that give a group or individual a sense of who they are and
help them make sense of the world in which they live. Culture is a shared system but inherently diverse –
there can be individual and group differences within cultures. Everyone has culture – it is a lens through
which we see the world.
demonstrate
To show by example, give a practical exhibition or explanation.
describe
To give an account of characteristics or features.
design (verb)
To plan and evaluate the construction of a product or process.
develop
To create something, elaborate or expand in detail.
dimensions of health
Variables that influence an individual’s level of overall health. The variables, frequently referred to in Health
and Physical Education as dimensions are: physical, social, emotional, mental and spiritual.
discrimination
An unjust or prejudicial treatment of someone. The types of discrimination that students must learn about
include racial, levels of ability, sex and gender discrimination, homophobia and transphobia.
discuss
To talk or write about a topic, taking into account different issues or ideas.
dispositions
Enduring habits of mind and actions, and tendencies to respond to situations in characteristic ways (for
example, maintaining an optimistic outlook, being willing to persevere with challenges, or actively engaging
in regular physical activity).
distinguish
To recognise point(s) of difference.
diversity
Differences that exist within a group including age, sex, gender, gender expression, sexuality, ethnicity,
ability, body shape and composition, culture, religion, learning styles, socioeconomic background, values
and experience. Appreciating, understanding and respecting diversity impacts on an individual’s sense of
self and their relations to others. Diversity can be acknowledged through shared activities that may involve
building knowledge and awareness, peer teaching, games, dance, food and festivals.
drug
Any substance (excluding food, water and oxygen) that, when taken into a body, alters its function
physically or psychologically. These substances include prescription drugs, bush and alternative medicines,
energy drinks, caffeine, tobacco, alcohol, illegal drugs and performanceenhancing drugs.
elaborate
To expand with detail.
elements of movement
Variables that are combined in composing and performing movement. The elements of movement are
effort, time, space and relationships.
emotional health
An ability to recognise, understand and effectively manage emotions and use this knowledge when thinking,
feeling and acting.
enhance
To add to, improve or increase; to build on assets and strengths that already exist for an individual, group
or community.
evaluate
To examine and judge the merit, significance or value of something.
examine
To determine the nature or condition of something.
explain
To provide extra information that demonstrates understanding of reasoning and/or application.
familiar (adj.)
Content, process or approach previously encountered in learning activities.
first aid
The initial care of the ill or injured, usually given by someone who is on the scene when a person becomes
ill or injured.
food and nutrition
Refers to food groups and recommendations for healthy eating across the lifespan as well as sustainable
strategies for healthy eating and nutrition, food labelling, packaging and food advertising. It acknowledges
personal, social, economic and cultural influences on food choices and eating habits.
fundamental movement skills
The foundation movements or precursor patterns to more specialised, complex skills in games, sports,
dance, gymnastics and physical recreation activities. They provide the foundation for human movement and
competent and confident participation in a range of physical activities. The fundamental movement skills to
be developed through Health and Physical Education include:
locomotor and nonlocomotor skills – rolling, balancing, sliding, jogging, running, leaping, jumping,
hopping, dodging, galloping, skipping, floating and moving the body through water to safety
object control skills – bouncing, throwing, catching, kicking, striking.
games and sports
Modified games, traditional games or sports, culturally significant games and sports (such as traditional
Indigenous games and games of significance from the Asia region) and nontraditional games and sports
(including studentdesigned games). Most games and sports can be classified into invasion games, net and
wall games, striking and fielding games and target games.
gender
Refers to the concepts of male and female as well as the socially constructed expectations about what is
acceptable for males and females including behaviour, dress and interests. These expectations vary across
history and different cultures. Legally, there are more than two genders, and a person may identify as male,
female, neither male nor female or both.
gender diverse
A broad term that includes people who may identify as transgender, nonbinary or who feel that their
gender identity does not align with the sex assigned to them at birth and/or society’s expectations. A person
may identify as male, female, neither or both.
gender identity
Refers to a person’s sense of being masculine or feminine, both or neither, and how they identify. Gender
identity does not necessarily relate to the sex assigned at birth.
harm minimisation
A strategy that aims to lower the risks and harmful consequences associated with drug use and other high
risk behaviours, rather than simply promoting abstinence.
health
A state of complete physical, social, emotional, mental and spiritual wellbeing and not merely the absence
of disease or infirmity. It includes the ability to lead a socially and economically productive life.
health benefits of physical activity
Refers to the influence and impact regular physical activity participation has on individual and community
social and emotionalhealth and wellbeing. It involves making active choices and exploring the range of
influences on physical activity participation and choices.
health literacy
An ability to selectively access and critically analyse information, navigate community services and
resources, and take action to promote personal health and the health of others. This includes online
information and websites as well as information from friends, family and health professionals. Health literacy
has three dimensions: functional, interactive and critical.
health messages
Any message or advertising related to the health and wellbeing of people. These can be in the form of TV
or magazine advertisements, media articles, product labelling, portrayal of ‘healthy’ choices in the media or
messages from families and peer groups.
healthrelated fitness
Physical fitness is considered a measure of a body’s ability to function efficiently, effectively and without
injury in work and leisure activities, to pursue recreational activities and to cope with emergency situations.
Healthrelated fitness includes components such as cardiovascular fitness, flexibility, muscular endurance
and strength.
identities
Individual characteristics (including thoughts, ideas, feelings and attitudes towards selfworth) and
capabilities of a person, or characteristics of a social group. Identity refers to all things that define who we
are at any given moment in our lives. It is not static. We construct our identities according to things such as
where we come from, what we believe in, who we relate to, how we belong, how we behave and what we
do.
identify
To recognise or name someone or something.
initiative games
Fun, cooperative, challenging games that require groups to collaborate to solve a specific problem.
interpret
To explain the meaning of information or actions.
intersex
Relates to a range of innate biological traits or variations away from conventional ideas of ‘male’ and
‘female’. An intersex person may have a combination of biological attributes of both sexes or lack some of
the biological attributes considered necessary to be defined as one or the other sex. Intersex is always
congenital and can originate from genetic, chromosomal or hormonal variations. Most intersex people
identify as male or female.
investigate
To plan, collect, interpret data/information.
justify
To show how an argument or conclusion is right or reasonable.
kinaesthetic
A sensation by which bodily position, weight, muscle tension and movement are perceived by an individual.
kinship
A feature of Aboriginal and Torres Strait Islander Peoples’ social organisation and family relationships. It is a
complex system that determines how people relate to each other and their roles, responsibilities and
obligations in relation to one another, ceremonial business and land.
lifelong physical activities
Physical activities that can enhance health and wellbeing across the lifespan including individual and group
activities and active recreation activities. With access to specialised facilities, equipment and expertise,
these activities can include swimming, tai chi, yoga, Pilates, bushwalking, recreational cycling and
resistance training.
locomotor skills
Locomotor movement is when you move from one place to another. Locomotor skills include walking,
climbing, rolling, balancing, sliding, jogging, running, leaping, jumping, hopping, dodging, galloping,
skipping, floating and moving the body through water to safety.
manipulate
To adapt or change.
manipulative skills
Skills that require an ability to handle an object or piece of equipment with control, such as kicking, striking,
dribbling or catching a ball.
mental health
A state of wellbeing in which an individual thrives and can manage normal stresses of life, work and
recreation. Social, emotional and spiritual resilience, which enables people to enjoy life and survive pain,
disappointment and sadness. It is a positive sense of wellbeing and an underlying belief in our own and
others’ dignity and worth.
minor games
Simple games, with few rules, designed to allow students to practise skills, tactics and strategies in a
challenging situation.
modified games
Games or sports that are simplified to suit the skills, strategic understandings and characteristics of
students through alterations to the game’s constraints such as rules, equipment and/or the size of the
playing area.
movement challenges
Movement tasks that require individual students or groups of students to use a problemsolving approach to
solve a problem to successfully complete the task. The solution can be verbalised, documented or
demonstrated physically.
movement concepts and strategies
These provide a framework for enhancing movement performance. Movement concepts (or elements of
movement) explored in the curriculum include body awareness; spatial awareness; effort awareness; and
relationship to/with objects, people and space. Movement strategies refer to a variety of approaches that
will help a player or team to successfully achieve a movement outcome or goal. Movement strategies
include moving into space to receive a pass from a teammate or hitting a ball away from opponents to
make it difficult to retrieve or return the ball. Different games and sports may require similar activities or
goals and will therefore use similar movement strategies to achieve success.
movement elements
The variables that are combined in composing and performing movement. The elements of movement are
effort, time, space and relationships.
movement exploration
Discovering a body’s potential for movement by experimenting with different ways to move.
movement sequence
A combination of fundamental movement skills and movement elements to enable a body and/or objects to
move in response to a stimulus; or a planned order of movements.
movement situation
A situation where students are moving with the intent of achieving an outcome, such as to score a goal, to
perform a sequence of movements, to retain possession, or to cross a creek.
nonlocomotor skills
Moving on the spot without any change in location. These skills include bending, stretching, twisting,
turning, swinging, inverted supports, landing/stopping, dodging and balancing.
organise
To form as or into a whole consisting of a sequence or interdependent parts.
outdoor recreation
Physical activity in outdoors or natural settings, which provides opportunities to connect individually, in small
groups or as a community to the outdoor environment.
perform
To execute a movement or movement sequence such as a volleyball set, folk dance, ball skills or teamwork
skills.
preventive health
Behaviours and decisions that direct resources to the prevention of ill health, promotion of individual and
communityhealth, and reduction of health inequalities.
physical activity
Body movement that is produced by a contraction of skeletal muscle and that increases energy
expenditure. Physical activity is a broad term that includes playing sport; exercise and fitness activities such
as dance, yoga and tai chi; everyday activities such as walking to work, household chores and gardening;
and many other forms of active recreation.
physical fitness
A measure of a body’s ability to function efficiently, effectively and without injury in work and leisure
activities, to pursue recreational activities and to cope with emergency situations. It is a set of attributes that
people have or achieve relating to the ability to perform physical activity. It is commonly conceptualised as
being made up of healthrelated components (such as cardiovascular fitness, flexibility, muscular
endurance, and strength) and skillrelated components (such as agility, balance, coordination, reactions,
rhythm, power and speed).
play
Play is an activity that is positively valued by the player, selfmotivated, freely chosen, and engaging.
Children actively involved in play may be engaged in a variety of activities, independently, with a partner or
in a group. Play can occur indoors or outdoors. It is closely tied to the cognitive, socioemotional, and motor
development of young children, and is an important part of developmentally appropriate early years
learning. Benefits of a play can include persistence, negotiation, problemsolving, planning and cooperation.
plyometrics
A form of resistance training that uses jumping, throwing, hopping and other explosive movements to
develop muscular power.
practise (verb)
To repeat and rehearse an activity or exercise for the purpose of improvement or to maintain proficiency.
predict
To suggest what might happen in the future or as a consequence of some action occurring.
recognise
To be aware of or acknowledge and make connections.
recreation
An activity in which people enjoy participating during their free time. Recreation is often recognised as
having socially worthwhile qualities. Active recreation requires physical exertion.
refine
To improve and hone knowledge, understanding and skills by making subtle or fine distinctions.
reproductive health
A state of physical, mental and social wellbeing in all matters relating to the reproductive system, at any
stage of life.
resilience
A capacity to deal constructively with change or challenge, allowing a person to maintain or reestablish
their social and emotional wellbeing in the face of difficult events. It involves thoughts, feelings and actions.
Resilience is an integral part of learning as it underpins the ability to respond positively to setbacks or
mistakes.
resilient
Able to deal constructively with change or challenge, allowing them to maintain or reestablish their social
and emotional wellbeing in the face of difficult events.
respond
To react to a person or text.
rhythmic and expressive movement
Movement that is composed and performed in response to stimuli such as equipment, beats and sounds,
images, words or themes. It includes creative movement, movement exploration, dance styles and dance
elements. With specialised facilities, equipment and expertise, it can also include circus skills, tai chi, yoga,
rhythmic gymnastics and educational gymnastics.
safety
Relates to safety issues that students may encounter in their daily lives, assessing risk, making safe
decisions and behaving in ways that protect their own safety and that of others. It includes making safe
decisions that keep people healthy in situations and places such as school, home, on roads, outdoors, near
and in water, parties, online, first aid, relationships and dating, and personal safety.
Children and young people will seek out risks elsewhere, in environments that are not controlled or
designed for them, if a play and physical activity provision is not challenging enough. Important learning can
take place when children are exposed to, and have to learn to deal with, environmental hazards.
samesex attracted
A term used to describe someone who is physically, emotionally, sexually or spiritually attracted to a person
of the same sex. They may or may not be attracted to people of other genders and may or may not identify
as gay, lesbian or bisexual.
sedentary behaviour
Activities that do not increase energy expenditure higher than resting levels and usually involve sitting or
lying down. They can include watching screens (television, gaming, texting or using a computer and other
devices), sitting and talking, reading, writing and listening to presentations.
select
To choose in preference to another or others.
selfefficacy
An individual’s belief in their ability to succeed in reaching a specific goal or completing a task, such as
maintaining healthy and active habits, acquiring a new movement skill or meeting a personal challenge.
sexual health
A state of physical, mental and social wellbeing in relation to sexuality. It requires a positive and respectful
approach to sexuality and sexual relationships, as well as a possibility of having pleasurable and safe
sexual experiences, free of coercion, discrimination and violence.
sense of place
A physical, social, emotional and/or spiritual connection to a place that shapes personal and social
identities, perspectives and interactions.
sexuality
A central aspect of being human throughout life. It is influenced by an interaction of biological,
psychological, social, economic, political, cultural, ethical, legal, historical, religious and spiritual factors. It is
experienced and expressed in thoughts, feelings, desires, beliefs, attitudes, values, behaviours, practices,
roles and relationships.
sense of self
An individual’s perception of ‘self’ and how they perceive their place in the world in relation to a range of
personal characteristics and cultural norms and expectations.
skilled play
Components of skilled play include agility, endurance, resilience, courage, communication, willingness to
play fairly, game sense and technical ability.
skillrelated fitness
Physical fitness is considered a measure of a body’s ability to function efficiently, effectively and without
injury in work and leisure activities, to pursue recreational activities and to cope with emergency situations.
Skillrelated fitness includes components such as agility, balance, coordination, reactions, rhythm, power
and speed.
social health
An ability to form satisfying interpersonal relationships with others. It also relates to an ability to adapt
comfortably to different social situations, social institutions, social values and norms, and act appropriately
in a variety of settings. This requires strong communication skills, empathy for others and a sense of
accountability.
solve
To work out a correct solution to a problem.
specialised movement skills
Movement skills that are required in more organised games and activities. Examples of specialised
movement skills include fielding a ground ball in softball, climbing a rock wall and performing a grapevine
step in dance.
spiritual health
A positive sense of belonging, meaning and purpose in life. It includes values and beliefs that influence the
way people live, and can be influenced by an individual’s connection to themselves, others, nature and
beyond.
sport
A human activity that has physical exertion, skills tactics and strategies as a primary focus, with elements of
competition, and for which rules and patterns of behaviour governing an activity exist formally through
organisations.
strategy
Generally: A method or plan of action chosen to bring about a particular outcome.
In sport: A set of specific tactics applied within a particular context of a game.
strengthsbased approach
Focuses on capacities, competencies, values and hopes of all students, regardless of their current
circumstances, to optimise their own health and that of others. It looks to extend preventive health to the
creation of health through individual, community and societal resources and assets.
suggest
To put forward for consideration.
summarise
To give a brief statement of the main points.
synthesise
To combine elements (information/ideas/components) into a coherent whole.
tactics
An action or strategy carefully planned to achieve a specific end. Applied in every instance in a game.
transgender
Most commonly the term is used by those whose gender identity is different from the sex assigned to them
at birth.
transitions
Internal processes or psychological reorientation people experience as a result of change, and usually
involves establishing new behaviours or new ways of thinking before the change can work. Individuals
experience transitions in different ways and at different rates. Transition involves three stages: a letting go
of the way things are or used to be; a period of exploration and adjustment; and a final stage where new
behaviours and ways of working evolve.
transphobia
A fear or hatred of transgender people. Transphobia is manifested in a number of ways, including violence,
harassment and discrimination.
technique
Movement patterns such as throwing, catching and kicking. Technical ability is only one aspect of skilled
performance.
test alternatives
To experiment with a variety of ways of creating an opportunity or solving a problem.
understand
To comprehend what is meant, grasp a concept, and be thoroughly familiar with an idea.
unfamiliar
Not previously encountered in prior learning activities.
wellbeing
A sense of satisfaction, happiness, effective social functioning and spiritual health, and dispositions of
optimism, openness, curiosity and resilience.
Work Studies (Version 8.4)
Page 933 of 943

The Australian Curriculum: Work Studies
Work Studies How the Subject works
Introduction
The Australian Curriculum: Work Studies, Years 9–10 has been written in response to key workrelated issues
facing young people today and into the future. This is a worldleading, futureoriented curriculum, equal in
quality, value and rigour to more traditional academic programs. It is designed for all students, whether they
pursue a vocational or an academic path.
Rapid technological advances are impacting on work and will reshape its future. Technological change has led
to increased digitisation and automation, and influences the way we communicate. The resulting globalisation
affects how, where, when and why people work.
Australian industries and enterprises face unprecedented global competition and pressure for increased
productivity. This, in turn, contributes to an unpredictable work future for young people, where routine job
opportunities are limited, and outsourcing, contract work and flexible work arrangements are the norm. School
leavers can no longer anticipate a single job or singletrack career for a lifetime and will be encountering jobs
which currently do not exist.
The skills and capabilities needed to prosper in this new, knowledgefocused world will differ from those of the
past. Young people will need a set of personal and interpersonal capacities, wideranging global awareness
and the flexibility to manage rapid change and transition.
Work Studies Years 9–10 is an applied learning curriculum that adapts disciplinebased learning to work
contexts. This requires a variation in the approach to curriculum design and content descriptions and
elaborations, as they need to be active. It also allows for a crosscurriculum disciplinary mode of delivery.
Rationale
Work has intrinsic value and is a fundamental part of everyday life. It fosters human dignity, independence
and a sense of personal worth. It is recognised as a right of all people.
In an increasingly globalised world, the nature of work is changing and the knowledge, skills and attributes
needed to engage with the emerging challenges and opportunities differ from those of the past. The
Australian Curriculum: Work Studies, Years 9–10 concentrates on the capacities individuals need for full and
effective participation in life, learning and work.
The curriculum helps young people plan for and shape their future and make a contribution to the wider
community by providing them with the essential knowledge, understanding and skills for participation in the
rapidly changing world of work.
Students begin preparation for the working world by developing understanding of themselves in relation to
work, recognising their aspirations, their rights and responsibilities as workers, as well as employer
expectations and the diversity of work opportunities. They learn to understand what work is, how and why it is
changing and what this means for their future in working for others or themselves. They engage with the
career management processes needed to adapt to multiple transitions in work and life, and use opportunities
to transfer their developing knowledge, understanding and skills to a range of workrelated contexts and
projects.
Through exposure to workrelated learning, students develop the selfknowledge, contemporary work skills
st
and entrepreneurial behaviours and resilience necessary to thrive in the 21st century. They appreciate the role
of collaboration, creativity and analytical skills in workplaces and the importance of cultural diversity and
ethical practices.
Aims
The Australian Curriculum: Work Studies, Years 9–10 aims to ensure that students in Years 9 and 10 develop:
knowledge of the world of work and the importance of lifelong learning
capacities to manage careers, change and transitions in an uncertain and changing future
literacy, numeracy, ICT and interpersonal skills to work, interact and communicate successfully with
others in diverse contexts, using appropriate behaviours and protocols
skills and resilience to meet the demands of their present and future learning and work.
Nature of work studies
Applied learning
Practicallybased learning in realistic contexts is recognised internationally as being important for students in
preparing for the world of work.
Applied learning is essentially teacherguided and studentcentred. The role of the learner is integral to
applied learning and the student plays an active role in managing the processes of applying knowledge.
Through applied learning experiences, students broaden and deepen their understanding and are able to
plan and guide their own learning.
The Australian Curriculum: Work Studies, Years 9–10 engages students in transferring workrelated
knowledge and understanding to activities that involve the world of work. Students concentrate on learning
and applying the knowledge, understanding and skills they need to solve a problem or implement a project
relevant to work or workplaces.
As students take greater responsibility for managing the processes of applying their knowledge, they practise
and further develop the critical skills and characteristics that are important for work and daily life in the 21st
century. These include organisation, decisionmaking, collaboration and teamwork, problemsolving, risk
taking, critical thinking, creativity, adaptability and resilience.
By using their knowledge in realistic situations, students gain a better understanding of work and places of
work. They see the relevance and purpose of their learning, which increases their motivation. By practising
skills in complex realistic situations, students test and adjust their understandings in relation to what they learn
at school.
Structured reflection and feedback are fundamental to the success of applied learning. Where students are
given opportunities and time to reflect on learning and engage in feedback from peers and adults, their
knowledge and understanding are deepened and broadened, and the relevance of learning becomes more
apparent.
Activities such as debriefing sessions and keeping journals encourage students to review their workrelated
experiences methodically and reflect on their meaning and how knowledge and skills can be transferred to
new situations. Transferability of knowledge and skills to different contexts is critical to the successful
management of change and transition in the world of work.
Work exposure
Work exposure promotes learning in a wide variety of environments, for example, by bringing the world of
work into the classroom and taking the classroom to the world of work. It provides a platform for applied
learning experiences and is an integral element of the Work Studies Years 9–10 curriculum. Work exposure is
embedded in content descriptions and elaborations, making it integral to the curriculum. Work exposure
opportunities are not intended to be restricted to the traditional practice of blocks of work experience,
although work experience may take up part of work exposure.
Rather, work exposure can take many forms including:
direct involvement in the workplace
visits to and from private and public enterprises and community organisations
visits to and from industry experts, employers, employees, selfemployed people
‘career taster’ days
mentoring and shadowing
interviews with industry experts, employers, employees, and selfemployed people
use of various media sources
labour market research
use of workrelated simulations and role plays
virtual tours of industries and workplaces
industry, community, career or problembased projects
use of parttime work, unpaid work or communitybased volunteering currently undertaken by
students
engaging with workrelated education programs.
Students’ knowledge of the dynamic nature of workplaces and understanding of workplace expectations are
enhanced through interacting with employers, employees, selfemployed people, entrepreneurs and
community agencies.
Work exposure contributes to students’ understanding of the changing nature and requirements of work, the
variances between different occupations and industries, and the skills and personal qualities needed for work
and life. It encourages students to identify and practise these skills in school and other environments and to
recognise the relevance and importance of their ongoing learning. Work exposure provides the opportunities
and impetus for students to explore and frame possible future work options and career pathways.
These opportunities require schools to develop and/or continue to expand ties with local industry, business
and community agencies, as well as education and training institutions. These partnerships form the
foundation for providing students with learning and real work exposure opportunities and allow students to
explore traditional and nontraditional employment options.
Work exposure needs to be tailored to meet individual student and school needs, and reflect availability in the
local and wider community. Remote schools or schools with limited options for access to such authentic
learning experiences may require different solutions to broaden the range of offerings accessible to students
such as the use of:
internet research
visits to remote and rural schools by businesses and community organisations
virtual workplaces
tours.
Structure
The design, organisation and structure of the Work Studies Years 9–10 curriculum provides flexibility for
schools to draw on the interests, capabilities and contexts of their students. It allows schools to accommodate
school structures and processes, and support middle school approaches to curriculum delivery if appropriate.
Work Studies enriches the learning of students who are working and those who are not.
The curriculum is built on two foundations that underpin learning: selfknowledge and understanding the world
of work. The Australian Curriculum: Work Studies, Years 9–10 is premised on students learning in applied
ways, with work exposure an essential part of the curriculum and emphasising the link between learning and
doing.
Knowledge, understanding and applied skills are developed through the general capabilities and core skills
and the way they are embedded in the content descriptions and achievement standards.
Applied learning and work exposure are integral elements of the Work Studies curriculum. Statements on
these elements help teachers to understand the positioning and significance of each within the curriculum.
The Work Studies Years 9–10 curriculum structure reflects the focus on learning, work and the development
of work readiness within two strands: Skills for learning and work, and career and life design. The strands are
interrelated, providing flexibility and opportunities for teachers to build their own curriculum, collaborate with
teachers from other learning areas and construct integrated units of work incorporating the core and options.
The strands build sequentially from Year 9 to Year 10.
Figure 1: Work Studies Years 9–10 organisation diagram
The curriculum consists of a core and options, and is described through content descriptions, and
elaborations, achievement standards and content. It concentrates on building the skills needed for effective
participation in the 21st century, including broad workplace skills, knowledge about and experience of work
and work environments, and lifelong career design skills, knowledge and dispositions.
Options provide flexible frameworks for teachers and students to negotiate extra content relevant to student
interests, and school and student circumstances. They are designed to maximise opportunities to connect the
curriculum to the reality of students’ lives and engagement with the local communities and regions. This
should enhance opportunities for work exposure and selfdirected and applied learning.
The order and detail in which the core and options within each year level are taught are programming
decisions that schools may determine.
Options may also be taught in either year level. The curriculum may be studied for one year in Year 9 or Year
10 or as a twoyear course across Years 9–10. It may also be taught on a semester basis.
To be deemed to have completed Work Studies for a given year level, students need to have studied the core
and at least one option. If studied on a semester basis the core for the year and one option must be
completed.
Skills for learning and work
This strand focuses on the development of a student’s understanding of self and a realistic appreciation of
their individual interests, values, preferences and strengths. Across three substrands, the strand
encompasses understanding of and managing self, the importance of communication in a range of contexts,
working with others, planning and implementing tasks or projects, clarifying problems and proposing solutions
and making decisions. It provides for investigation of work skills and entrepreneurial behaviours and their use
in learning and work contexts.
Learning to learn
This substrand introduces the key concepts of learning as a lifelong activity and its importance for sustaining
working life in changing contexts. Lifelong learning is viewed as a personal capacity that is developed through
creating awareness of self as a learner, developing the capacities needed to be a successful learner and
acknowledging the influence of work, family and community on learning capacities and opportunities.
Work skills
This substrand introduces and develops the work skills and attributes needed for 21st century workplaces
and that can be transferred from one situation to another. These include the systematic study of a broad
range of communication skills, the ways digital technologies are transforming workplaces and the importance
of embracing cultural and social diversity.
Entrepreneurial behaviours
This substrand introduces the idea of entrepreneurial behaviours. These behaviours are specifically about
developing and valuing an entrepreneurial disposition to work including creativity, problemsolving, lateral
thinking and using initiative. They are not limited to the narrow view of how to create or run a business.
This substrand is underpinned by a need to respond to changes brought about by globalisation, new
technologies, the rapidly increasing significance of the Asia region and the need for a sustainable future.
Students are exposed to these behaviours and how they might be developed and enacted in workplaces to
drive innovation, productivity, global awareness and appreciation of cultural and social diversity.
Career and life design
This strand focuses on developing knowledge and understanding of, and experience in, the world of work;
skills, knowledge and dispositions to manage careers; and skills and knowledge in managing transitions. The
strand encompasses the importance of education, training and lifelong learning, the global context impacting
on work and work opportunities and the personal qualities and attributes, such as awareness of opportunity,
adaptability and responsiveness to change, needed to thrive in the 21st century work environment.
Career development and management
This substrand embraces the reality that the world of work is changing and that there is no certainty
regarding work and career paths. Throughout their lives, students need to be flexible and responsive to
changing work and life circumstances. They develop skills that enable them to create career scenarios and
prepare for career transitions. This substrand links to the ‘Learning to learn’ substrand, as the capacity for
lifelong learning is intimately connected to managing careers in the 21st century.
The nature of work
This substrand further explores the ways in which work is changing. Students analyse opportunities for work
and the way it may be organised globally and in communities and explore the importance of work in all its
forms to the economy, to communities and to self. Students should also understand the different work
arrangements likely to be available to them, and the entitlements, rights and responsibilities that flow from
these arrangements.
Gaining and keeping work
This substrand focuses on building an awareness of the demands of work including those requiring creation
of new ways of working. Students are exposed to the realities of working life including rights and
responsibilities, the importance of work cultures, and appropriate behaviours and the dispositions needed for
gaining and keeping work such as resilience and flexibility. They engage in strategies for seeking work
opportunities, understanding recruitment processes and the importance of networking.
Glossary
Aboriginal and Torres Strait Islander People and Aboriginal and Torres Strait Islander
peoples
Uppercase ‘P’ is used when reference is to all Aboriginal and Torres Strait Islander People
Lowercase ‘p’ is used when reference is made to a range of groups or tribes in a collective sense
applied learning
the use of skills, knowledge and understanding to complete tasks, solve problems and/or implement
projects in a particular context or environment
Asiarelevant capabilities
the universal capabilities for the 21st century contextualised within the Asian region, including open
mindedness, observation, creative thinking, analytical thinking, respectful interaction, effective
communication, and knowledge and understandings of the countries of Asia and its peoples
career
the sequence and variety of work roles (paid and unpaid) undertaken throughout a lifetime, including life
roles, leisure activities, learning and work
career development and management
individuals managing learning, work and life and the everchanging contexts that occur throughout their
lifespan
communitybased project
the connection between meaningful community activity and classroom experiences and then addressing
specific community problems, issues or practices
dispositions
the tendencies to act or think in a particular manner under given circumstances; a state of mind regarding
something; an inclination or characteristic attitude
distinct profile
building an inventory of work skills, personal strengths, values, talents, motivations, goals, and experience
that highlights personal attributes, skills and distinctiveness and can be used to enhance access to work
opportunities
entrepreneur
someone who undertakes a significant project or activity finding new and better ways of doing things; they
are opportunity aware, take risks and utilise a range of behaviours, such as initiative and innovation, that
create value and contribute to their success
entrepreneurial behaviours
behaviours that demonstrate confidence, initiative, innovation and creativity, global competency and
empathy, an awareness of opportunity and a willingness to take risks that can all be applied to a range of
contexts
entrepreneurial mindset
the group of personal dispositions which contribute to identifying and/or creating opportunities, and
implementing these dispositions in a productive way in a work context
enterprise
an organisation such as a business, community or government agency
intrapreneur
a highly selfmotivated, proactive and actionoriented individual who displays initiative, leadership, risk
taking and creative thinking within an organisation or workplace for the benefit of the organisation or
workplace
life design
career management that pursues contextual possibilities, responds to dynamic processes and change,
nonlinear progression and personal patterns
lifelong learning
the ongoing, voluntary and selfmotivated pursuit of knowledge, understanding and skills development for
either personal or professional reasons – enhancing personal development, competitiveness and
employability
projectbased activity
any activity that involves students working on a realworld task or challenge, typically with a public outcome
reconciliation
the respect for Aboriginal and Torres Strait Islander heritage, valuing justice and equity for all Australians
and the unity and respect between Aboriginal and Torres Strait Islander Peoples and other Australians
reflection
the capacity for individuals to exercise introspection to learn more about their fundamental nature and
purpose, their skill set, to learn from mistakes and gain deeper insight, to develop selfawareness and grow
personally and professionally, to help with clarifying priorities, strengths and goals, and build resilience
selfadvocacy
an individual’s ability to communicate effectively, convey, negotiate or assert their interests, know their rights
and responsibilities, make choices and decisions and take responsibility for themselves and their decisions
social and policy entrepreneur
an entrepreneur with a social mission to create and sustain social value; they pursue new opportunities to
serve the social mission and engage innovation, adaptation and learning to add social value
unemployment
a situation in which an individual is without paid work and is actively seeking work
work
a set of activities with an intended set of outcomes, from which it is hoped that an individual will derive
personal satisfaction; it is not necessarily tied to paid employment and can encompass other meaningful
and satisfying activities through which an individual’s career develops, such as parenting or volunteering
work culture
the work environment including the policies, protocols and accepted practice of a particular workplace. It
includes the way people interact with others in the workplace, go about their work and the practices they
undertake in this environment.
Work Health and Safety (WHS)
legislation (2011) that covers the physiological and psychological wellbeing of people engaged in work and
employment; employers and employees have a common law duty to take reasonable care to guard
everyone’s health and safety in the workplace
workrelated learning
learning that predominantly provides the key workrelated knowledge, skills and competencies needed to
participate effectively in the world of work
work skills
the broad knowledge, skills and attributes required to gain work and become an effective participant in work
including the skills related to career development and managing transitions

Australian Curriculum

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Australian Curriculum

Uploaded by

Copyright:

Available Formats

The

Humanities and Social Sciences 9

Foundation – Year Years 3–4 Years 5–6/7 Years 7–10

History Humanities and Humanities and Humanities and History

Civics and N/A Civics and

Economics and N/A N/A Economics and

Foundation – Year 2 Years 3–4 Years 5–6/7

Geography Geography Geography

History History History

N/A Civics and Citizenship Civics and Citizenship

N/A N/A Economics and Business

Page 102 of 943

Page 114 of 943

Page 124 of 943

Examples of As the artist: As the audience:

Content Foundation – Year 6 Content Years 7–10

1st Exploring ideas and improvising with 1st Exploring ideas and improvising with

2nd Developing understanding of 3rd Developing and refining

3rd Sharing artworks through 5th Sharing artworks through

4th Responding to and interpreting 6th Analysing and reflecting upon

Page 144 of 943

Page 149 of 943

Page 155 of 943

Page 160 of 943

Page 167 of 943

Page 172 of 943

Page 178 of 943

Page 183 of 943

Page 189 of 943

Page 194 of 943

Page 201 of 943

Design and Technologies: A…

Digital Technologies: An Intr…

Page 249 of 943

Page 256 of 943

Page 266 of 943

Page 273 of 943

Page 283 of 943

Strand Sub­ Description

Communicating: 1.1 Interacting orally and in writing to exchange,

Understanding: 2.1 Understanding language as a system, including

Page 317 of 943

Page 320 of 943

‫ﺍﻟﻣﺩﺭﺳ ِﺔ‬ ‫ﻓﻲ‬/‫ﻭﺍﺳﻌﺔ‬ ُ‫ﺍﻟﻣﺩﺭﺳﺔ‬ ‫ﺍﻟﺗﻔﺎﺣﺔ؛‬ ِ‫ﺃﻛﻠﺕ‬ ‫ﺍﻟﺗﻔﺎﺣﺔ؟‬ ُ‫ﺃﻛﻠﺕ‬

‫ﺗﺄﺧﺭﻭﺍ‬ ‫ﻫﻡ‬ ‫ﺿﺕ؛‬ ‫ﺫﻫﺑﺕ‬ ِ‫ﺃﻧﺕ‬ ‫ﺷﺭﺑﺕَ ؛‬ َ‫ﺃﻧﺕ‬ ‫ﺃﻛﻠﺕُ ؛‬ ‫ﺃﻧﺎ‬

Page 335 of 943

Strand Sub­ Description

Communicating 1.1 Interacting to exchange ideas, opinions,

Understanding 2.1 Understanding the language system, including

Strand Sub­ First Language Second Language

Communicating 1.1 Socialising and Socialising and

1.2 Obtaining and using Obtaining and using

1.3 Participating in and Participating in and

1.4 Translating/interpreting Translating/interpreting

1.5 Identity Exploring and Expressing and

1.6 Reflecting on the Reflecting on the

Understanding 2.1 Formational elements Formational elements

2.2 Variation in language Variation in language

Language use use

2.3 Linguistic landscapes Linguistic landscapes

2.4 The The relationship The relationship

Page 353 of 943

Page 375 of 943

Strand Sub Description

Strand Sub Description

Strand Sub First Language Second Language

Strand Sub Description

Strand Sub Description

Strand Sub Thread

Strand Sub Thread

Strand Sub Thread

Strand Substrand Description Threads

Strand Substrand Description Threads