Modern Languages K–10 Draft Syllabus - NSW Education ...

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Modern Languages K–10 Draft Syllabus for the ‘Have your say’ period, updated March 2022 Page 1 of 54

Modern Languages K–10

Draft Syllabus

for the ‘Have your say’ period

March – May 2022


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Contents

Modern Languages K–10 Draft Syllabus for the ‘Have your say’ period (March–May 2022)................. 4

Course overview ........................................................................................................................................ 7

Rationale .................................................................................................................................................... 9

Aim .......................................................................................................................................................... 10

Table of outcomes ................................................................................................................................... 11

Outcomes and content for Early Stage 1 ................................................................................................ 14

Outcomes and content for Stage 1 ......................................................................................................... 18





Access content points .............................................................................................................................. 42

Life Skills .................................................................................................................................................. 46

Life Skills outcomes ................................................................................................................................. 47

Life Skills outcomes and content ............................................................................................................. 49


Modern Languages K–10 Draft Syllabus for the

‘Have your say’ period (March–May 2022)

Curriculum review

The development of the Modern Languages K–10 Syllabus is based on NSW Government priorities,

following the NSW Curriculum Review (2020).

Government priorities from the NSW Curriculum Review (2020) that relate to Modern Languages K–10

include:

Learning with understanding

1.1 In each subject of the new curriculum, identify essential facts, concepts and principles, the understanding of which is developed in increasing depth over time, and where required, use this to identify content that is more peripheral and could be removed.

1.2 Decide how this core content is to be sequenced through new syllabuses, informed by evidence of how increasingly deep knowledge and understandings in a subject commonly unfold and are best developed over time.

Skills in applying knowledge

2.1 Make explicit in new syllabuses for every subject that skills in applying knowledge are part of the intended learning, and show how these skills are to be developed over time. These skills include subject-specific skills, but also skills in using technologies, sourcing and analysing information, critical and creative thinking, collaborating, and communicating.

Excellent ongoing progress

3.2 Specify what students are expected to know, understand and be able to do as a result of being

taught each syllabus in a subject and illustrate this standard with samples of student responses

and work.

Syllabus outcomes and content are intended to be inclusive of the learning needs of all students,

including:

▪ Aboriginal students

▪ students with disability

▪ gifted and talented students

▪ students learning English as an additional language or dialect (EAL/D).

https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/diversity-in-learning/aboriginal-education/aboriginal-students

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/diversity-in-learning/special-education/students-with-disability

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/diversity-in-learning/gifted-education

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/diversity-in-learning/english-as-an-additional-language-support

Modern Languages K–10 Draft Syllabus for the ‘Have your say’ period


Evidence base

The syllabus for Modern Languages K–10 is based on evidence which highlights that:

▪ communication is the central goal in language learning. It can be defined as the purposeful

interpretation and expression of meaning1, 2

▪ development and transfer of the knowledge and skills needed to communicate is achieved

through the target language3, 4, 5 ▪ intercultural understanding develops the capability to exchange, understand and create meaning

in communication across languages and cultures6 ▪ reflecting on one’s own language, culture and identity is a key factor in successful language

learning.7, 8

Reforms evident in the syllabus

The Modern Languages K–10 syllabus includes:

▪ explicit outcomes and content that indicate essential knowledge, understanding and skills

▪ content that demonstrates application of knowledge and skills in language learning

▪ a new structure that highlights essential content

▪ a sequence of learning K–10 with linguistic and cognitive progression stating what students are

expected to know, understand and do.

Guidance and feedback are being received during the development of the syllabus from:

▪ syllabus writers, comprising experienced classroom teachers recommended by stakeholders,

from sectors, unions and professional associations

▪ sector and NESA subject matter experts

▪ focus groups representing professional associations

▪ technical advisors and critical friends from a variety of educational settings.

Curriculum framework

An important part of the framework is a streamlined syllabus structure. Teachers will find a level of

familiarity with the retention of syllabus rationale, aim, outcomes and content.

1 – Henshaw FG and Hawkins MD (2022) Common Ground: Second Language Acquisition Theory Goes to the Classroom, Hackett Publishing, Indianapolis.

2 – Macaro E, Graham S and Woore R (2016) Improving Foreign Language Teaching: Towards a Research-Based Curriculum and Pedagogy, Routledge, Abingdon.

3 – Nation P and Yamamoto A (2012) ‘Applying the Four Strands to Language Learning’, International Journal of Innovation in English Language Teaching, 1(2):168–181.

4 – Hall JK (2001) Methods for Teaching Foreign Languages, Prentice-Hall, New Jersey. 5 – Nassaji H (2000) ‘Towards Integrating Form-Focused Instruction and Communicative Interaction in the Second Language

Classroom: Some Pedagogical Possibilities’, The Modern Language Journal, 84(2):241–250, doi: 10.1111/0026-7902.00065. 6 – Scarino A (2010) ‘Assessing Intercultural Capability in Learning Languages: A Renewed Understanding of Language, Culture,

Learning, and the Nature of Assessment’ The Modern Language Journal, 94(2):324–329, doi: 10.1111/j.1540-4781.2010.01026.x.

7 – Fielding R (2021) ‘A multilingual identity approach to intercultural stance in language learning’ The Language Learning Journal, doi:10.1080/09571736.2021.1912154.

8 – Liddicoat AJ, Papademetre L, Scarino A and Kohler M (2003) Report on intercultural language learning. Canberra: Commonwealth of Australia.

Modern Languages K–10 Draft Syllabus for the ‘Have your say’ period


Learning across the curriculum (LAC)

LAC has been embedded in syllabus content where relevant and appropriate and will be tagged on the

digital syllabus.

The Australian Curriculum

The F–10 Australian Curriculum: Languages is currently under review by the Australian Curriculum,

Assessment and Reporting Authority (ACARA). NSW takes an ‘adopt and adapt’ approach to

incorporating Australian Curriculum content into NSW syllabuses. The new syllabus will be mapped to

the revised Australian Curriculum.

Teaching advice

Teaching advice is designed to support teachers in implementing the syllabus. Teaching advice for

targeted outcomes and content will accompany the final version of the syllabus, where appropriate.


Course overview

Organisation of Modern Languages K–10

The diagram below (Figure 1) shows the organisation of the outcomes and content for Modern

Languages K–10. The 3 focus areas are communication skills of interacting, understanding texts and

creating texts. The diagram also shows the importance of students developing intercultural capability.

Intercultural capability addresses the capacity to exchange, understand and create meaning between

people and across languages and cultures. Students build intercultural capability by reflecting on

language, culture and identity. It is embedded in all areas of the syllabus, and it plays a significant role in

the skills used to communicate in the target language. The diagram highlights the interrelationship

between languages and cultures as the foundation of all communication.

Figure 1: Overview of outcomes and content structure

Macro skills

There are 4 macro skills (also known as language modes): listening, reading, speaking and writing. They

are related to syllabus outcomes as shown in the table below.

Learning focus Macro skills

Listening Speaking Reading Writing

Interacting

Understanding texts

Creating texts

* The response to texts may be in English or the target language depending on the outcome or content.

Course overview


Listening, reading, speaking and writing skills are integral for students who are learning the target

language. For some students with disability, teachers will need to consider relevant and appropriate

adjustments to speaking, listening, reading, writing and communication experiences in the context of the

Modern Languages K –10 Syllabus. This could include using assistive technology, such as text to

speech or speech to text applications, or alternative forms of communication when interacting or creating

spoken texts, such as signing, symbols, and speech generation devices. When creating texts, some

students may create a spoken text without presenting the text verbally (for example, creating a transcript

of a dialogue).

Entry points

Students come to the learning of languages with diverse linguistic, cultural and personal profiles. This

may include a range of prior language experiences, either in the target language or another language.

Learner proficiency

A student’s proficiency in the target language can vary depending on their experiences. Where relevant,

examples have been provided for each stage to support students learning the language at Beginner,

Intermediate and Advanced Levels.9 This recognises what the student can do in the target language

rather than prior learning or experience.

Texts

Any written, spoken/signed, nonverbal, visual, auditory or multimodal communication.

Language-specific support

Support materials will be provided for Modern Languages with an existing NESA K–10 syllabus. 10These

will be made available in due course. Language-specific support materials will be given as specific

language (phonics, vocabulary and/or grammar) and cultural concepts to assist teachers in

understanding and in teaching the content.

9 – Teaching advice will be developed to support teachers with learner proficiency levels. 10 – Arabic, Chinese, French, German, Hindi, Indonesian, Italian, Japanese, Korean, Macedonian, Modern Greek, Modern Hebrew,

Persian, Punjabi, Russian, Spanish, Tamil, Turkish, Vietnamese.


Rationale

The study of Modern Languages provides an opportunity for students to engage with the linguistic and

cultural diversity of the world and its peoples. Students develop their knowledge by applying

communicative skills to mediate meaning. Learning languages helps equip students with intercultural

capability, which enhances their own sense of belonging and identity. It promotes a respect for cultural

diversity, openness and empathy.

Language learning leads to enhanced critical awareness of the self, as students are exposed to new

ways of understanding their own identity and culture. The Modern Languages K–10 Syllabus requires

students to consider the perspectives of others and the world beyond themselves, contributing to their

social and emotional development. Through learning about other languages and cultures, students

develop inclusive values and positive attitudes. This promotes their understanding of global citizenship

and helps them reflect on their place in the world.

The research explicitly shows that learning a language improves literacy outcomes in first and additional

languages and it also increases metalinguistic awareness.11, 12, 13, 14, 15 Learning languages strengthens

reflective, collaborative and problem-solving skills, and enhances creative and critical thinking.16

The communicative, intercultural and intellectual benefits of language learning reach beyond the

individual to society as a whole. Proficiency in languages is a resource that serves communities in

Australia. It enables students to engage meaningfully within the global community. Students improve

their communicative competence in order to use the language in real situations and see language

learning as offering valuable skills for life.

11 – Canadian Association of Second Languages Teachers (2017) Literature review on the impact of second-language learning, Second Languages and Intercultural Council of Alberta Teachers’ Association.

12 – Fielding R and Harbon L (2020) ‘Dispelling the monolingual myth: exploring literacy outcomes in Australian bilingual programs’ International Journal of Bilingual Education and Bilingualism, 1–24, doi:10.1080/13670050.2020.1734531.

13 – Morgan AM, Scrimgeour A, Farmer K, Saunders S and Dodd C (2016) Effective early years (Prep-Year 2) languages programs, AFMLTA.

14 – Murphy VA, Macaro E, Alba S and Cipolla C (2015) ‘The influence of learning a second language in primary school on developing first language literacy skills’, Applied Psycholinguistics, 36(5):1133 –1153, doi:10.1017/S0142716414000095

15 – Worsley J and Harbon L (2001) ‘How language teaching can enhance children's literacy: A Tasmanian example’, BABEL, 36(1):27–31.

16 – Li L (2020) Thinking Skills and Creativity in Second Language Education, Routledge, Abingdon.


Aim

The aim of Modern Languages K–10 is to empower students to become effective communicators in the

target language through developing intercultural capability. Students:

▪ learn to interact, understand and create texts in the target language

▪ reflect on the identity, values and culture(s) of themselves and others

▪ develop an interest in and enjoyment of language learning.


Table of outcomes

Interacting in the language

Early Stage 1 outcome Stage 1 outcome Stage 2 outcome Stage 3 outcome Stage 4 outcome Stage 5 outcome

A student:

▪ interacts to

exchange

meaning by

reproducing

modelled

vocabulary

and/or phrases

A student:

▪ interacts to

exchange

meaning in

familiar contexts

by using

modelled

vocabulary and

phrases

A student:

▪ interacts to

exchange

meaning in

familiar contexts

by using

modelled

language

A student:

▪ interacts to

exchange

meaning in

familiar contexts

by selecting

modelled

language and

using

knowledge of

culture

A student:

▪ interacts to

exchange and

negotiate

meaning in a

range of familiar

contexts by

applying

knowledge of

language and

culture

A student:

▪ interacts to

exchange and

negotiate

meaning in a

range of familiar

and unfamiliar

contexts by

manipulating

language and

applying

knowledge of

culture


Understanding texts in the language


A student:

▪ demonstrates

understanding

of simple texts

by recognising

modelled

vocabulary

and/or phrases

and responding

in a variety of

ways

A student:

▪ demonstrates

understanding

of simple texts

by accessing

modelled

vocabulary and

phrases and

responding in a

variety of ways

A student:

▪ demonstrates

understanding

of texts by

accessing

modelled

language and

responding in

English and/or

the target

language

A student:

▪ demonstrates

understanding

of texts on

familiar topics

by accessing

information and

opinions and

responding in

English and/or

the target

language

A student:

▪ demonstrates

understanding

of texts on a

range of familiar

topics by

accessing

information,

opinions and

ideas and

responding in

English and/or

the target

language

A student:

▪ demonstrates

understanding

of texts on a

wide range of

topics by

interpreting

information,

ideas and

perspectives

and responding

in English

and/or the target

language


Creating texts in the language


A student:

▪ creates texts

using modelled

vocabulary

A student:

▪ creates texts

using modelled

vocabulary and

phrases

A student:

▪ creates spoken,

written and

multimodal texts

for familiar

communicative

purposes using

modelled

language

A student:

▪ creates spoken,

written and

multimodal texts

for familiar

communicative

purposes by

selecting

modelled

language and

using

knowledge of

culture

A student:

▪ creates a range

of spoken,

written and

multimodal texts

for familiar

communicative

purposes by

applying

knowledge of

language and

culture

A student:

▪ creates a range

of spoken,

written and

multimodal texts

for diverse

communicative

purposes by

manipulating

language and

applying

knowledge of

culture


Outcomes and content for Early Stage 1


Outcomes

A student:

▪ interacts to exchange meaning by reproducing modelled vocabulary and/or phrases

Content

Access content points are also available to support students with significant intellectual disability who are

working towards this outcome.

Exchanging meaning in spoken interactions

Students:

▪ communicate in a simple exchange using the target language17

Reproducing spoken language

Students:

▪ recognise, reproduce and recall modelled phonemes of the target language18

Applying knowledge of culture in interactions

Students:

▪ use vocabulary and nonverbal communication in the target language that is appropriate to

cultural practices19

Examples 17 – Beginner: introducing themselves in the target language

– Intermediate: asking for help in the target language – Advanced: answering questions about themselves using formulaic expressions and actions in the target language

18 – Beginner: imitating phonemes and reproducing songs, chants or rhymes in the target language that include action, movement or dance

– Intermediate: imitating speech of the target language, using patterns of intonation, pronunciation and stress – Advanced: experimenting with sounds used in the target language and comparing them with sounds in English, the local

Aboriginal Language, and/or languages represented in the class

19 – Beginner: using appropriate greetings, gestures and facial expressions relevant to cultural practices – Intermediate: participating in everyday scenarios using vocabulary and formulaic phrases relevant to cultural practices – Advanced: naming familiar people and/or expressing likes and dislikes appropriate to cultural practices

Early Stage 1



Outcomes

A student:

▪ demonstrates understanding of simple texts by recognising modelled vocabulary and/or

phrases and responding in a variety of ways

Content



Accessing spoken, written and multimodal texts

Students:

▪ recognise key vocabulary20

▪ use vocabulary and/or phonic knowledge to understand texts

Responding to spoken, written and multimodal texts

Students:

▪ demonstrate understanding of simple texts by responding to in a variety of ways in the target

language or English21

Examples 20 – Beginner: understanding and following classroom instructions in the target language

– Intermediate: counting and recognising numbers to at least 10 in the target language – Advanced: participating in shared reading and storytelling, demonstrating understanding of a simple text

21 – Beginner: using actions to show understanding of new vocabulary – Intermediate: pointing to, clicking, tracing or labelling visuals, words and/or phrases in the classroom environment – Advanced: drawing and labelling a picture in response to a text

Early Stage 1


Mediating information in spoken, written and multimodal texts

Students:

▪ use visuals and other scaffolds to understand a text22

Developing intercultural understanding through texts

Students:

▪ engage with texts and make a connection to their own language, culture and identity,

demonstrating that there are cultural practices similar or different from their own23

Examples 22 – Beginner: using visuals to understand a story – Intermediate: making connections with vocabulary and phrases from classroom routines, word walls, images and labels,

calendars and the classroom environment to understand a text – Advanced: recognising target language conventions such as punctuation or pictographs to understand a text

23 – Beginner: exploring the different languages spoken by class members, and recognising the different sounds and ways of saying greetings compared to the target language

– Intermediate: observing similarities and differences of cultural routine activities shown in visuals or multimodal texts and drawing a picture of their own experience

– Advanced: locating the target language country(ies) on a map, understanding that the target language is the national language of the identified places and that the target language may be spoken in additional countries

Early Stage 1



Outcomes

A student:

▪ creates texts using modelled vocabulary

Content



Creating spoken, written and multimodal texts

Students:

▪ create spoken, written and multimodal texts using visuals24

Reproducing vocabulary to create texts

Students:

▪ reproduce vocabulary to create simple texts25

Examples 24 – Beginner: creating or selecting images to represent the target language vocabulary – Intermediate: labelling objects, pictures or drawings using modelled vocabulary in the target language, such as describing

name, size or colour – Advanced: drawing a picture and/or constructing a sentence in the target language, using modelled vocabulary, by ordering,

matching, selecting, clicking and dragging, repeating, tracing or copying 25 – Beginner: reproducing vocabulary starting with the same phoneme – Intermediate: reproducing short formulaic spoken responses – Advanced: using modelled vocabulary to share information about themselves, such as selecting vocabulary to race, write or

label


Outcomes and content for Stage 1


Outcomes

A student:

▪ interacts to exchange meaning in familiar contexts by using vocabulary and phrases

Content

Exchanging meaning in spoken and written interactions

Students:

▪ share information in scaffolded interactions using modelled language in familiar contexts in the

target language26

Applying knowledge of spoken language

Students:

▪ reproduce the modelled phonemes, intonation patterns and/or rhythm of the target language

through imitation27


Students:

▪ use vocabulary, phrases and nonverbal communication in the target language that is

appropriate to cultural practices28

Examples 26 – Beginner: greeting, thanking, apologising, congratulation and saying yes, no and goodbye in a simple exchange – Intermediate: answering simple questions about themselves in the target language in spoken and written formats – Advanced: using formulaic phrases in the target language for everyday interactions, descriptions and/or explaining likes and

dislikes 27 – Beginner: reproducing patterns of sound, intonation, pronunciation and stress, through imitation of speech in nursery rhymes,

chants, tongue twisters and songs – Intermediate: pronouncing modelled vocabulary and recognising similarities and differences between the target language and

English – Advanced: using intonation patterns of the target language in interactions

28 – Beginner: recognising and using appropriate target language gestures and greetings with familiar people – Intermediate: using phrases in the target language appropriate to cultural practices, such as ordering food in a restaurant and

giving reasons for likes and dislikes – Advanced: noticing language associated with cultural contexts, such as interactions in a shop or describing the weather in the

target language

Stage 1



Outcomes

A student:

▪ demonstrates understanding of simple texts by accessing modelled vocabulary and phrases

and responding in a variety of ways

Content


Students:

▪ recognise key information in simple texts29

▪ use vocabulary, basic grammar and/or phonic knowledge to understand texts30

▪ recognise that the target language has features that may be similar to or different from

English31

Examples 29 – Beginner: identifying the main idea of a well-known story in the target language based on images, key vocabulary and/or

phrases – Intermediate: counting and identifying numbers to at least 20 in the target language – Advanced: using intonation and visual cues, such as gestures, facial expressions, images and contextual clues, to assist with

the meaning of key vocabulary and information in context 30 – Beginner: observing and noticing simple grammar patterns, such as the structure of modelled statements and questions 31 – Beginner: listing English vocabulary that is the same or similar in the target language

– Intermediate: recognising punctuation used in the target language and in English – Advanced: comparing loan vocabulary from languages other than the target language, including words from Aboriginal

Languages, such as kookaburra (from Gugubarra in Wiradjuri) and kangaroo (from Gangurru in Guugu Ymidhirr), and considering that word borrowing occurs as a result of contact between language communities

Stage 1



Students:

▪ respond to simple texts to demonstrate their understanding, using words and phrases in the

target language or English32


Students:

▪ use modelled language and contextual clues to understand a text33


Students:

▪ respond to texts, noticing that language is used in ways that reflect cultural practices and

reflect on their own language, culture and identity34

Examples 32 – Beginner: retelling a story or event by ordering images and/or matching images to words and phrases

– Intermediate: answering questions in response to a text using formulaic expressions to share information about themselves

33 – Beginner: using pictures to predict the meaning of a text – Intermediate: pointing to objects and/or visuals named in the target language or matching images to key vocabulary and

phrases – Advanced: asking, pausing or reviewing a text to clarify meaning of unknown vocabulary

34 – Beginner: reflecting on cultural practices of the target language speaking community through music, dance, food and games,

recognising similarities and differences associated with the target language culture(s), Aboriginal and/or Torres Strait Islander cultures and their own culture(s)

– Intermediate: exploring the languages and cultures in their classroom by using images of cultural celebrations, events and milestones and formulaic expressions associated with them, and comparing to their own

– Advanced: reading, listening and/or viewing texts about public cultural practices associated with the target language and comparing to own local community, including Aboriginal Peoples such as smoking ceremonies, Acknowledgement of and Welcome to Country

Stage 1



Outcomes

A student:

▪ creates texts using modelled vocabulary and phrases

Content


Students:

▪ create spoken, written and multimodal texts to express ideas35

Applying knowledge of grammar, vocabulary and text features to create texts

Students:

▪ use modelled vocabulary and/or formulaic phrases to create simple texts36

Demonstrating intercultural understanding to create texts

Students:

▪ create simple texts by including vocabulary that demonstrates emerging intercultural

understanding37

Applying knowledge of non-Roman alphabet writing systems to create texts,

where applicable

Students:

▪ recognise and reproduce symbols and/or key words in the target language writing system

Examples 35 – Beginner: sequencing pictures to describe events and/or matching key vocabulary with visuals – Intermediate: contributing to a shared class book with labels and illustrations and presenting it with modelled vocabulary,

phrases, gestures or mime – Advanced: creating sentences about themselves using sentence scaffolds, vocabulary tables, picture glossaries and/or

alphabet or sound charts 36 – Beginner: creating a digital recording, photograph or artwork with characters asking and answering simple questions using short

formulaic spoken or written responses – Intermediate: describing themselves and giving descriptive information using simple structures and adjectives – Advanced: drawing and creating captions for characters in a comic strip for a familiar context, such as a celebration, event or

milestone 37 – Beginner: creating an image with labels, such as a digital image or artwork, of a cultural celebration, event or milestone

associated with the target language – Intermediate: sharing cultural information about themselves using scaffolds, such as cultural heritage and/or national affiliations,

food, language and family – Advanced: using provided words, phrases and sentences to express intercultural understanding




Outcomes

A student:

▪ interacts to exchange meaning in familiar contexts by using modelled language

Content


Students:

▪ share information in interactions using modelled language in familiar contexts in the target

language38


Students:

▪ apply modelled phonemes, intonation patterns and/or rhythms of the target language39


Students:

▪ use modelled language structures in the target language that is appropriate to cultural

practices40

Examples 38 – Beginner: exchanging information through spoken communication by asking and responding to questions on familiar topics – Intermediate: exchanging simple written information on familiar topics about themselves, familiar people, leisure, local

community, daily experiences and food – Advanced: responding to a partner's questions and giving descriptive information

39 – Beginner: developing pronunciation and fluency between sounds and/or sound blends in the target language – Intermediate: applying phonological knowledge to spell new words

40 – Beginner: using gestures to accompany greetings and simple phrases and reproducing conventional, social expressions – Intermediate: choosing from provided words, phrases and sentences to express intercultural understanding in an interaction – Advanced: observing language used across generations, such as noticing differences in words used by grandparents, parents

and young people, and applying these observations to interactions

Stage 2



Outcomes

A student:

▪ demonstrates understanding of texts by accessing modelled language and responding in

English and/or the target language

Content


Students:

▪ locate key information in texts on familiar topics41

▪ use vocabulary, grammar and/or phonic knowledge to understand texts42

▪ recognise modelled target language features and compare them with English features, in

known contexts43


Students:

▪ respond to main points in texts on familiar topics to demonstrate their understanding of

information, using modelled target language structures and/or English44


Students:

▪ apply strategies to organise, locate and understand information in texts for themselves and/or

others45

Examples 41 – Beginner: following simple recipes or instructions – Intermediate: highlighting, underlining, circling or clicking on key information in a text about a familiar topic – Advanced: appreciating the elements of humour and drama, and responding to the characters and events depicted in an

authentic text 42 – Beginner: recognising letter/sound combinations specific to the target language – Intermediate: recognising how ideas or events are sequenced in simple sentences and texts by using conjunctions – Advanced: using sentences and paragraphs in their entirety to predict meaning of unknown vocabulary and expressions

43 – Beginner: developing metalanguage for talking about language, such as using and understanding nouns, verbs and adjectives – Intermediate: noticing how English influences understanding of the target language when responding to a text, such as noticing

some commonalities between text types in the target language and English – Advanced: collecting and using target language words and expressions that do not translate easily into English and showing

awareness that some expressions have no equivalent in the English language 44 – Beginner: creating a poster with a personal profile identifying key information for a class display – Intermediate: categorising information, tabulating the results of a survey in a chart – Advanced: responding to questionnaires about interests, routines or activities in the target language

45 – Beginner: using the title, picture, front cover of a book and other textual features to predict meaning of a text – Intermediate: using print or digital word banks, glossaries or dictionaries of the target language and English to find unknown

vocabulary and expressions in texts to support understanding – Advanced: creating a word bank of commonly used words, phrases or sentences, including questions, idiomatic expressions,

responses that convey target language cultural practices

Stage 2


Intercultural understanding through texts

Students:

▪ respond to and identify connections between language and cultural practices, and reflect on

their own language, culture and identity46

Examples

46 – Beginner: recognising that language carries information about the people who use it and that common expressions often reflect

cultural values, such as expressions that convey politeness, ways of expressing the time – Intermediate: observing and connecting their own cultural practices, routines and preferences with those of target language-

speaking cultures, local Aboriginal culture(s) and cultures in the school community when accessing texts – Advanced: collecting and organising information about a target language cultural event from a variety of texts, explaining the

practices contained in the texts to someone unfamiliar with the target language and then reflecting on their own cultural identity

Stage 2



Outcomes

A student:

▪ creates spoken, written and multimodal texts for familiar communicative purposes using

modelled language

Content


Students:

▪ create spoken, written and multimodal descriptive texts47


Students:

▪ use vocabulary, modelled phrases and/or structures and basic grammar patterns to create

simple texts48


Students:

▪ create simple texts by including vocabulary and formulaic phrases that demonstrate emerging

intercultural understanding49

Examples 47 – Beginner: creating a short visual text with captions to share with younger students on topics or concepts using a combination of

modelled language and images – Intermediate: creating a dialogue, script or role-play using mime, movement or drama to give expression to events in texts or

describe characters – Advanced: creating and presenting a story based on a set of images using modelled structures and commenting on the events

and characters 48 – Beginner: using simple vocabulary and expressions selected from modelled structures and word banks to create personal

profiles that highlights key characteristics and features – Intermediate: creating a comic strip writing about and illustrating daily routines or a ‘day in the life of’ an imaginary person,

animal or fictional character by using a modelled grammar pattern and adjectives to describe characteristics or qualities of a person or object

– Advanced: creating a short film in the target language using modelled language, such as a cooking show explaining the steps to make a cultural dish

49 – Beginner: describing cultural routines, people, places or objects in the target language – Intermediate: creating simple descriptions in the target language and matching them to appropriate Country/Place in their

school of local area – Advanced: creating a print or electronic visual presentation that shares cultural knowledge, such as presenting a travel plan with

budget to visit a target language-speaking country

Stage 2



where applicable

Students:

▪ recognise and reproduce symbols and/or words in the target language writing system50

Examples 50 – Beginner: recognising differences in symbols and/or vocabulary and punctuation rules when writing




Outcomes

A student:

▪ interacts to exchange meaning in familiar contexts by selecting modelled language and using

knowledge of culture

Content


Students:

▪ exchange information and opinions using modelled and rehearsed language to participate in

interactions in the target language51


Students:

▪ apply appropriate pronunciation, intonation patterns and/or rhythms in spoken interactions in

the target language52

Examples 51 – Beginner: asking and responding to questions, agreeing or disagreeing politely, expressing feelings and sharing personal

preferences of themselves and others – Intermediate: selecting modelled language to exchange opinions to create a class agreement on an important issue, such as

caring for the environment or making healthy choices – Advanced: interacting on a school blog and speaking spontaneously with others to exchange information, opinions and

experiences, in the target language 52 – Beginner: understanding that pronunciation affects meaning – Intermediate: applying the pronunciation of loan words – Advanced: practising pronunciation to develop fluency in the target language

Stage 3


Mediating meaning in interactions

Students:

▪ use communication strategies, such as asking questions or repeating information, in order to

facilitate understanding in the Target Language53


Students:

▪ apply knowledge of how language use in the target language reflects cultural practices54

Examples 53 – Beginner: using another mode to express meaning in an interaction, such as using gestures, drawing or pointing to an example – Intermediate: repeating information to a partner or group in class activities and helping others to understand – Advanced: asking for clarification of meaning in an interaction and paraphrasing using a similar known word or expression in the

target language 54 – Beginner: behaving in a culturally appropriate manner in familiar scenarios, such as shopping or visiting family – Intermediate: accepting or declining invitations politely that reflects cultural practices – Advanced: contributing ideas, opinions and feelings in interactions by acknowledging, replying, agreeing and disagreeing and

concluding in a respectful way that reflects cultural practice

Stage 3



Outcomes

A student:

▪ demonstrates understanding of texts on familiar topics by accessing information and opinions

and responding in English and/or the target language

Content


Students:

▪ locate and process information in spoken, written and multimodal texts on familiar topics55

▪ use vocabulary, grammar and/or phonic knowledge to understand texts

▪ compare some of the target language structures and features with English, using

metalanguage56


Students:

▪ respond in the target language and/or English to main points and some details in familiar

contexts to demonstrate their understanding of information and opinions, using a range of

formats57

Examples 55 – Beginner: gathering information from a range of texts and then participating in class discussions using this information or

presenting information independently in a variety of forms – Intermediate: surveying peers on specific topics or areas of interest to make comparisons with the target language culture(s) by

presenting the findings using a range of formats and/or media, such as using tables, concept maps, graphs and digital presentations

– Advanced: researching concepts in the target language, using a range of sources, and organising and sharing information in print or digital format

56 – Beginner: developing and using metalanguage to describe patterns and grammatical rules, identifying language structures in

the target language – Intermediate: noticing that there is not always word-for-word equivalence when moving between English and the target

language, such as noticing how language is used in different ways in advertisements, websites and shop signs – Advanced: discussing the differences in register when using language in different contexts, such as when giving an oral

presentation to the class and talking to friends in the playground 57 – Beginner: responding to a text with modelled phrases – Intermediate: following a documentary or podcast in the target language and explaining in English the meaning of culturally

significant phrases, gestures, idioms, signs and concepts encountered in everyday interactions – Advanced: asking and responding to structured questions using modelled language to express opinions about events and

characters in texts, and to understand the purpose of the texts and audience

Stage 3



Students:

▪ apply strategies to organise, translate and understand information and opinions in texts for

themselves and/or others58


Students:

▪ respond to and consider how language is connected with cultural practices and compare how

this is evident in their own language, culture and identity59

Examples 58 – Beginner: using the context of a text and accepting that it is not necessary to understand every word in order to obtain meaning – Intermediate: using print of digital dictionaries and online translators to find the correct meaning of words and expressions within

a given context, and then using them appropriately to compose their own texts – Advanced: gathering information from a range of texts, tabulating findings and explaining knowledge to help other students

understand 59 – Beginner: discussing some generalisations and stereotypes about target language-speaking countries and reflecting on their

own experiences – Intermediate: exploring how language, culture and identity can be expressed through song, dance and artworks considering

similarities and differences between target language-speaking people or communities, Aboriginal and Torres Strait Islander cultures and/or students’ own culture(s)

– Advanced: developing an awareness of how conversations are used in target language-speaking communities, such as listening to the accents, observing gestures or comparing language use in similar social situations in English and/or their own experiences

Stage 3



Outcomes

A student:

▪ creates spoken, written and multimodal texts for familiar communicative purposes by selecting

modelled language and using knowledge of culture

Content


Students:

▪ create spoken, written and multimodal informative and imaginative texts for familiar contexts

and purposes60


Students:

▪ use vocabulary, modelled sentences, basic grammar structures and textual conventions to

create simple texts


Students:

▪ create texts by including language that demonstrates developing intercultural understanding61

Applying knowledge of non-Roman alphabet writing to create texts, where

applicable

Students:

▪ identify and reproduce symbols and/or words in the target language writing system to create

scaffolded texts

Examples 60 – Beginner: conveying information through different text types in the target language, such as by creating an advertisement,

producing cards for a range of events or writing their own play – Intermediate: creating a video guide to share interesting facts about places associated with the target language, where to visit,

and things to do and see – Advanced: adapting patterns from familiar stories to create a different version of a text based on the characters, settings and

events 61 – Beginner: creating a multimodal text, such as a video, poster, graphic or digital text to present target language cultural practices,

ideas, values and/or information to others – Advanced: writing short texts to familiar people appropriate to context and text type, such as a letter to an older significant adult,

sharing information about aspects of their life and using the appropriate phrases to mark respect for age, gender, and/or social authority




Outcomes

A student:

▪ interacts to exchange and negotiate meaning in a range of familiar contexts by applying

knowledge of language and culture

Related Life Skills outcomes: Outcome codes to be developed.

Content


Students:

▪ exchange information and ideas using appropriate language to formulate interactions in the

target language62

Applying knowledge of the spoken language

Students:

▪ apply appropriate pronunciation, intonation patterns and/or rhythms in spoken interactions to

build fluency in the target language


Students:

▪ use a range of communication strategies, such as repeating and relaying information, and

asking for clarification, in order to facilitate understanding and negotiate meaning in

interactions in the target language63

Examples 62 – Beginner: participating in predictable exchanges, using modelled language chunks through interactive activities using a scaffold,

then adapting and manipulating the chunks to perform a role-play – Intermediate: conducting more sustained, detailed interactions through sequencing strategies, including connectives to link

ideas or manipulating word order for emphasis – Advanced: initiating and maintaining communication on a variety of topics using a range of modes, such as class debates,

multimodal presentations, group discussions or virtual discussions 63 – Beginner: requesting information, explanation or help in order to participate in an interaction – Intermediate: informally communicating the sense of what speakers are saying in an authentic conversation in the target

language to help other students understand – Advanced: using the target language to repeat the sense of what is expressed in a target language speech or presentation to

help other students understand

Stage 4



Students:

▪ apply knowledge of how language use in the target language reflects cultural practices, values

and perspectives64

Examples 64 – Beginner: noticing and discussing how greetings are used according to cultural practices, including use of actions and gestures – Intermediate: noticing and discussing how disbelief or disagreement are expressed according to cultural practices, including use

of actions and gestures – Advanced: sharing information and ideas about social and cultural misunderstandings, and explaining to other students how to

adapt communication to context

Stage 4



Outcomes

A student:

▪ demonstrates understanding of texts on a range of familiar topics by accessing information,

opinions and ideas, and responding in English and/or the target language


Content


Students:

▪ process and interpret meaning in spoken, written and multimodal texts on familiar topics65

▪ use a range of vocabulary, grammar and phonic knowledge to understand texts

▪ compare target language structures and features with English, using metalanguage66


Students:

▪ respond, in the target language and/or English, to the main points and some details in texts to

demonstrate their understanding of information and ideas67


Students:

▪ apply comprehension strategies to translate, process and explain information and ideas in

texts for themselves and/or others68

Examples 65 – Beginner: collaborating with others to reconstruct an audio text such as a story, recipe or poem in the target language – Intermediate: articulating a detailed understanding of a familiar topic based on a range of texts in different formats – Advanced: comparing how various multimodal sources, such as advertising, videos, podcasts or websites, use language to

convey meaning 66 – Beginner: using metalanguage to discuss aspects of grammar evident in spoken, written and/or multimodal texts – Intermediate: identifying aspects of various text types and explaining the relationship between language, the structure used and

the purpose of the text 67 – Beginner: reading or viewing a multimodal text, such as a comic strip, in the target language and creating a timeline of events in

English – Intermediate: summarising the story in English from a text, such as an episode of a children’s cartoon in the target language – Advanced: obtaining, classifying and summarising data collected from a class survey or a web search on a variety of topics and

presenting this to the class in the target language 68 – Beginner: identifying key points of information in a short, spoken text, such as a voicemail or an announcement, and

representing the information in note form to communicate with others – Intermediate: paraphrasing information in a short text to help other students understand the text – Advanced: using bilingual print and/or online dictionaries or translators to explain issues to others, such as alternative or

multiple meanings of words, and the importance of context when making meaning

Stage 4



Students:

▪ respond to texts by reflecting on how language is connected with cultural practices and

perspectives, and reflect on how this is evident in their own language, culture and identity69

Examples 69 – Beginner: observing interactions between speakers of the target language in a range of contexts, recognising the elements that

reflect cultural practices and perspectives, and comparing this with experience of their own culture(s) – Intermediate: reflecting on how their cultural perspectives may have expanded since learning the target language and

discussing if this has affected their sense of identity – Advanced: reflecting on the meaning and use of proverbs, idioms and sayings in texts, discussing how they reflect culture of

target language-speaking country(ies) and how they compare to equivalent idioms and sayings in English and in other languages

Stage 4



Outcomes

A student:

▪ creates a range of spoken, written and multimodal texts for familiar communicative purposes

by applying knowledge of language and culture


Content


Students:

▪ create a range of spoken, written and multimodal informative and imaginative texts for familiar

contexts, purposes and audiences70


Students:

▪ integrate knowledge of vocabulary, expressions, grammar structures and textual conventions

to create logical and comprehensible texts


Students:

▪ create texts by including a variety of language that demonstrates consolidating intercultural

understanding


where applicable

Students:

▪ recognise and use the target language writing system to create texts

Examples 70 – Beginner: researching the names of animals in the target language, the local Aboriginal Language and English to create a

multimodal resource for younger students – Intermediate: researching and presenting an Acknowledgement of Country in the target language for a school assembly – Advanced: researching and creating a multimodal resource for young speakers of the target language explaining one or more

aspects of Aboriginal and/or Torres Strait Islander astronomies




Outcomes

A student:

▪ interacts to exchange and negotiate meaning in a range of familiar and unfamiliar contexts by

manipulating language and applying knowledge of culture


Content


Students:

▪ sustain and extend communication to generate a variety of interactions in the target language

with some spontaneity71


Students:

▪ manipulate the features and conventions of spoken language to extend oral fluency in the

target language


Students:

▪ adapt communication strategies, such as simplifying and clarifying information, to negotiate

and improve understanding in interactions in the target language, including collaborative

situations72

Examples 71 – Intermediate: initiating and sustaining exchanges with others by acknowledging, asking and expanding questions, making

excuses and apologising using forms of politeness and respect – Advanced: initiating and sustaining conversation by introducing topics, inviting contributions and leading discussions

72 – Intermediate: using strategies to sustain interactions, such as asking for clarification or confirmation, or providing suggestions – Advanced: facilitating conversation in group activities, including inviting others to contribute and simplifying the discussion to

restore communication

Stage 5



Students:

▪ apply knowledge of how and why language choice in the target language reflects cultural

values, perspectives and identity73

Examples 73 – Intermediate: considering the influence of English on the target language and developing awareness of some aspects of current

debates around its use – Advanced: recognising the diversity of spoken forms of the target language, including regional dialects and accents, and

reflecting on how this represents the cultural values and identity of target language-speaking communities

Stage 5



Outcomes

A student:

▪ demonstrates understanding of texts on a wide range of topics by interpreting information,

ideas and perspectives and responding in English and/or the target language


Content


Students:

▪ interpret and infer meaning in spoken, written and multimodal texts on a wide range of topics

with increasing linguistic complexity74

▪ use a wide range of vocabulary and increasingly complex grammar knowledge to understand

texts

▪ evaluate target language texts, using metalanguage to discuss language structures and

features75


Students:

▪ respond in English and/or the target language to the main points and detail in a range of

diverse texts to demonstrate understanding of information, ideas and perspectives76

Examples 74 – Intermediate: making a judgement based on examining the information presented in a target language text – Advanced: making a judgement based on examining and discussing the information in a series of thematic, target language

texts, using the target language 75 – Intermediate: comparing spoken and written texts, such as apologies or invitations, to identify how differences in grammar and

text features determine the nature of formal and informal texts 76 – Intermediate: creating a personal response such as a letter to an interview with a well-known person from a target language-

speaking country – Advanced: creating a comparative response to an interview with several well-known people from a target language-speaking

country

Stage 5



Students:

▪ apply comprehension strategies to translate, summarise and interpret information, ideas and

perspectives in texts for themselves and/or others77


Students:

▪ respond to and reflect on how identity is shaped by language(s), culture(s), beliefs,

perspectives and values78

Examples 77 – Intermediate: summarising the main points from a range of target language texts, including interviews and videos to present to

others in English – Advanced: summarising the main points from a range of texts, including interviews and videos, to present to others in the target

language 78 – Intermediate: listing key points from short, informative texts, such as documentaries or news reports, and considering how

emphasis or perspective can reflect culture and context – Advanced: analysing and reflecting on how identity is expressed across Aboriginal and/or Torres Strait Islander Peoples’

languages and cultures and target language and culture(s), such as the idea of ‘belonging’ and the importance of cultural group or family membership

Stage 5



Outcomes

A student:

▪ creates a range of spoken, written and multimodal texts for diverse communicative purposes

by manipulating language and applying knowledge of culture.


Content


Students:

▪ create a range of spoken, written and multimodal informative, imaginative and persuasive

texts for a variety of contexts, purposes and audiences79


Students:

▪ adjust and manipulate knowledge of vocabulary, expressions, grammar structures and textual

conventions to create detailed texts80


Students:

▪ create texts by adjusting and adapting language that demonstrates deepening intercultural

understanding.


where applicable

Students:

▪ recognise and use the target language writing system to create detailed texts

Examples 79 – Intermediate: researching and creating a multimodal presentation on the successes and achievements of a prominent

Aboriginal or Torres Strait Islander person – Advanced: writing or presenting an account in the target language of a visit to a NSW site of cultural significance, such as a

local Aboriginal site or a virtual tour, and sharing personal responses to the experience 80 – Intermediate: making grammatical choices to indicate meaning, determine perspective and establish relationships – Advanced: recognising ways in which written language is different from spoken language and understanding that written

language can be more crafted, precise, elaborated and complex


Access content points

Some students with disability, particularly students with significant intellectual disability, require additional

support to access the Early Stage 1 outcomes. These students may communicate using verbal and/or

nonverbal forms. For each of these outcomes, access content points have been provided to indicate

content that students with significant intellectual disability may access as they work towards the

outcomes. Teachers will be able to choose to use the access content points on their own, or in

combination with the content for each outcome.


Content

Exchanging meaning in spoken interactions

Students:

▪ acknowledge a communication partner81

▪ respond to familiar exchanges using facial expressions, gestures, actions, pictures, symbols,

signing or words82

Reproducing spoken language

Students:

▪ recognise modelled phonemes of the target language83

▪ imitate some phonemes of the target language84

Examples 81 – turning towards or looking at a communication partner during an interaction 82 – looking at a communication partner and imitating a facial expression or gesture

– responding when greeted – pointing to, signing or saying their name when asked

83 – turning towards communication partner, changing facial expression, gesturing or vocalising in response to modelled phonemes of the target language

84 – vocalising in response to sounds of the target language – repeating phonemes of the target language



Mediating meanings in interactions

Students:

▪ acknowledge a person with intent to communicate85

▪ gain attention of communication partner.86


Students:

▪ use facial expressions or gestures during interactions87

▪ recognise the meaning of facial expressions or gestures in the target language.88

Examples 85 – turning towards a communication partner and vocalising or gesturing 86 – vocalising or gesturing towards a communication partner

– using language to gain attention of a communication partner 87 – smiling when greeted

– using gestures to indicate agreement or disagreement 88 – acknowledging facial expressions or gestures of the target language

– responding appropriately to facial expressions or gestures of the target language




Content

Accessing spoken, written and/or multimodal texts

Students:

▪ recognise gestures or words in the target language89

Responding to spoken, written and/or multimodal texts

Students:

▪ respond to gestures, images or words in the target language or English90

Mediating information in spoken, written and/or multimodal texts

Students:

▪ engage with words in the target language using visual cues91


Students:

▪ respond to cultural practices in texts92

▪ recognise cultural practices similar or different from their own93

Examples 89 – choosing a common gesture in the target language from a series of photographs or pictures

– matching a commonly used word in the target language to a photograph, picture, symbol or the corresponding word in the target language or English

90 – responding to gestures of the target language – showing recognition of a familiar image or word in the target language

91 – responding to a communication board that uses images accompanied by words in the target language 92 – using facial expressions, vocalising, gesturing, signing or commenting in response to a cultural event in a rhyme, song or story 93 – looking at, pointing to or selecting a photograph or picture of an everyday cultural practice that is different from their own cultural

practices




Content

Creating spoken, written and/or multimodal texts

Students:

▪ use gestures, symbols, signs and/or words to convey meaning94

▪ use pictures to communicate a message95

Reproducing vocabulary to create texts

Students:

▪ use modelled language to communicate96

Examples 94 – selecting a symbol or word, using gesture or signing to accept, reject or request 95 – selecting a photograph or picture to accept, reject or request

– communicating a preference using a photograph or picture – selecting a photograph or picture to communicate about a familiar rhyme, song or story

96 – selecting, signing, saying or writing a familiar phrase, such as ‘How are you?’ – ordering words to form a short, familiar phrase


Life Skills

Some students with disability, particularly students with intellectual disability, may find the Years 7–10

Life Skills outcomes and content the most appropriate option to follow in Stage 4 and/or Stage 5. This

decision should be made through the collaborative curriculum planning process.

Before deciding that a student should undertake a course based on Life Skills outcomes and content,

consideration should be given to other ways of assisting the student to engage with the regular course

outcomes. This assistance may include a range of adjustments to teaching, learning and assessment

activities.

Further information in relation to planning, implementing and assessing Life Skills outcomes and content

can be found on the NESA website.

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/diversity-in-learning/special-education/collaborative-curriculum-planning

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/diversity-in-learning/special-education/life-skills


Life Skills outcomes

A student:

▪ interacts to exchange meaning in familiar contexts using gestures, actions, language and/or


▪ demonstrates understanding of information and ideas in texts

▪ creates a range of spoken, written and/or multimodal texts using modelled language

Life Skills and related syllabus outcomes

Stage 4


A student:

Related Stage 4 outcomes

A student:

▪ interacts to exchange meaning in

familiar contexts using gestures,

actions, language and/or knowledge of

culture

▪ interacts to exchange and negotiate

meaning in a range of familiar contexts

by applying knowledge of language and

culture

▪ demonstrates understanding of

information and ideas in texts

▪ demonstrates understanding of texts on

a range of familiar topics by accessing

information, opinions and ideas and

responding in English and/or the target

language

▪ creates a range of spoken, written

and/or multimodal texts using modelled

language


and/or multimodal texts for familiar

communicative purposes by applying

knowledge of language and culture

Stage 5


A student:


A student:

▪ interacts to exchange meaning in

familiar contexts using gestures,

actions, language and/or knowledge of

culture

▪ interacts to exchange and negotiate

meaning in a range of familiar and

unfamiliar contexts by manipulating

language and applying knowledge of

culture



A student:


A student:

▪ demonstrates understanding of

information and ideas in texts

▪ demonstrates understanding of texts on

a wide range of topics by interpreting

information, ideas and perspectives and

responding in English and/or the target

language


and/or multimodal texts using modelled

language


and/or multimodal texts for diverse

communicative purposes by

manipulating language and applying



Life Skills outcomes and content


Outcomes

A student:

▪ interacts to exchange meaning in familiar contexts using gestures, actions, language and/or


Related Stage 4/5 outcomes: Outcome codes to be developed.

Content


Students:

▪ initiate interactions using modelled language or expressions of the target language97

▪ participate in interactions in familiar contexts98

▪ engage in classroom routines and activities in the target language99

Examples 97 – Beginner:

- using gestures and/or facial expressions to communicate or to accompany modelled language - pointing to a communication board to request an activity

– Intermediate: using greetings in the target language 98 – Beginner: answering yes or no questions using gestures, facial expressions, pictures, signing, symbols or modelled language – Intermediate: participating in a conversation to discuss likes or dislikes; farewelling others at different times of the day

99 – Beginner: participating in games or activities that involve taking turns, such as memory games of numbers or colours – Intermediate: exchanging greetings; asking or sharing how they are feeling today; following simple classroom instructions, such

as ‘come in’, ‘take your seats’ – Advanced: producing today’s date in the target language or selecting the date from flashcards as part of the classroom routine;

participating in a game to exchange information

Life Skills



Students:

▪ recognise phonemes specific to the target language100

▪ explore features of the target language sound system, such as pitch, tone, accent, rhythm or

intonation101


Students:

▪ use strategies to support communication between participants, such as turn-taking, active

listening behaviours and asking for clarification102

▪ confirm understanding when communicating in the target language in everyday contexts103


Students:

▪ recognise facial expressions, gestures or words in the target language that reflect cultural

practices104

▪ identify how language use in the target language reflects different relationships105

▪ use modelled language and gestures consistent with cultural practices of the target

language106

Examples 100 – Beginner: participating in singing or performing actions – Intermediate: recognising patterns of intonation, pronunciation or stress

101 – Beginner: participating in a syllable drumming or clapping game to become accustomed to intonation and stress of the target

language 102 – Beginner: turning towards a communication partner or facing peers when sharing greetings or information – Intermediate: interacting with teacher or peers to exchange information during a conversation

103 – Beginner: indicating acknowledgement or understanding through gestures, facial expressions or modelled language – Intermediate: asking questions or seeking help with instructions or tasks

104 – Beginner: recognising common gestures of the target language, such as shaking hands, bowing head, kissing on the cheek – Intermediate: responding with facial expressions, gestures or words when greeted or asked how they are

105 – Beginner: paying attention to a communication partner as they point to pictures of family members and model words to

describe them – Intermediate: understanding that language use varies according to context and situation, such as recognising that language

used during social interactions with peers is different to that used with the teacher in the classroom 106 – Beginner: using common gestures of the target language, such as shaking hands, bowing head, kissing on the cheek – Intermediate: using modelled language that reflects cultural practices, such as morning, afternoon and evening greetings

Life Skills



Outcomes

A student:

▪ demonstrates understanding of information and ideas in texts


Content

Accessing spoken, written and/or multimodal texts

Students:

▪ identify key ideas in spoken, written and/or multimodal texts107

▪ demonstrate understanding of the target language in texts through participation in

collaborative activities108

▪ identify structures and features of everyday texts in the target language109

Responding to spoken, written and/or multimodal texts

Students:

▪ respond in English or the target language to known words or phrases110

▪ respond in English or the target language to information or questions on familiar topics111

▪ share ideas or opinions in English or the target language in response to texts112

Mediating information in spoken, written and/or multimodal texts

Students:

Examples 107 – Beginner: matching pictures and/or captions to a familiar narrative – Intermediate: locating key information and known phrases when viewing, listening to or reading simple texts, such as locating

the setting in a story, naming and describing characters 108 – Beginner: participating in singing or reciting a rhyme, chant or song, accompanied by actions – Intermediate: participating in shared viewing of a film and sequencing the main events

109 – Beginner: identifying structural elements on forms or surveys, such as place for the respondent’s name, address, date – Intermediate: exploring word choices used to achieve a particular effect in a text

110 – Beginner: participating in making a visual representation of a character from a story using words or phrases in the target

language – Intermediate: responding to information in texts in the target language that relate to other learning areas, such as countries and

their capital cities 111 – Beginner: answering simple questions by pointing to a communication board that uses words in the target language paired with

visuals – Intermediate: answering survey questions posed in the target language about themselves, such as age, country of birth or

hobbies 112 – Beginner: sharing likes or dislikes of a text using gestures, pictures, symbols, signing or modelled language

– Intermediate: sharing opinions on the ending of a film viewed or story read in class – Advanced: responding to data about a social topic, such as average screen time for different age groups

Life Skills


▪ use text structures and features to assist with gaining meaning from a text113

▪ apply strategies to organise and understand information in texts114


Students:

▪ recognise cultural practices and ideas in texts115

▪ identify cultural practices and ideas in texts that are similar or different from their own116

▪ explore the relationship between language, culture and identity117

Examples 113 – Beginner: identifying details of a person from a social media profile, such as name, age, where they live

– Intermediate: using the visual features of a website to identify what it’s about 114 – Beginner: participating in retelling key events from a familiar story using images and modelled language

– Intermediate: participating in presenting the results of a class survey in various formats, such as list, table or pie chart 115 – Beginner: responding to a photograph or picture of a cultural event

– Intermediate: identifying culturally specific words or phrases in texts 116 – Beginner: comparing a photograph or picture of a cultural event from their own culture, to a photograph or picture of a cultural

event from the target language-speaking country(ies) – Intermediate: engaging with a spoken, written or multimodal text and identifying unfamiliar cultural practices

117 – Beginner: recognising culturally appropriate language and behaviours for particular contexts

– Intermediate: exploring language use, such as when a word or phrase has multiple meanings, or when multiple words can be used to represent the same thing

– Advanced: exploring the idea of belonging through shared language and culture

Life Skills



Outcomes

A student:

▪ creates a range of spoken, written and/or multimodal texts using modelled language


Content

Creating spoken, written and/or multimodal texts

Students:

▪ participate in the creation of texts using known words of phrases118

▪ create texts using modelled language and/or images119

▪ create texts to convey information, experiences or opinions120


Students:

▪ use sounds and expressions of the target language when creating spoken texts121

▪ identify vocabulary, grammatical structures and/or textual conventions of the target

language122

▪ create texts using textual conventions appropriate to the target language.123

Examples 118 – Beginner:

- choosing words to contribute to a collaborative text - labelling photographs for a classroom display

– Intermediate: contributing to the creation of a timetable of weekly or monthly activities 119 – Beginner: participating in creating a visual text accompanied by key words or modelled language

– Intermediate: participating in completing speech bubbles in a comic strip – Advanced: creating a visual display or digital presentation of a cultural event in the target language

120 – Beginner: participating in creating a list of ingredients needed for a recipe

– Intermediate: participating in creating a short, introductory speech to introduce themselves to a new classmate – Advanced: creating a simple recount, poem or narrative

121 – Beginner: using correct intonation and expression when saying key words in the target language

– Intermediate: exploring the role of intonation, stress and rhythm when creating spoken texts 122 – Beginner: labelling or performing familiar verbs in the target language

– Intermediate: - using familiar verbs or adjectives - using appropriate structures and conventions when asking questions

– Advanced: using appropriate word order when making simple statements 123 – Beginner: matching vocabulary in the target language to a familiar text

– Intermediate: completing a scaffold to create a multimodal text, eg greeting card, social media profile, online recipe – Advanced: creating a text on a familiar topic, such as visual display about themselves (including family members or friends),

hobbies, likes and dislikes

Life Skills



Students:

▪ use images, signs or symbols to create texts that demonstrate an understanding of culture124

▪ create texts that demonstrate intercultural understanding 125


where applicable

Students:

▪ recognise script, characters or symbols in the target language126

▪ explore forming script, characters or symbols in the target language127

▪ follow a scaffold to compose a text using the target language writing system128

Examples 124 – Beginner: participating in creating a menu for a specific mealtime

– Intermediate: participating in creating a bilingual dictionary or word wall, using language accompanied by images, signs or symbols

– Advanced: creating a visual display or digital presentation comparing a cultural practice from their own culture with one from the target language

125 – Beginner: using culturally appropriate gestures when interacting with others

– Intermediate: participating in creating posters for the school that celebrate diverse cultural representations – Advanced: participating in creating a narrative that involves diverse cultural representations

126 – Beginner: recognising characters or symbols used in the target language

– Intermediate: recognising key words written in the target language writing system 127 – Beginner: forming script, characters or symbols in salt or sand, or using moulding clay or dough

– Intermediate: practising the writing system of the target language using models 128 – Beginner: tracing, copying or matching words using the target language writing system

– Intermediate: completing a simple text by adding words or phrases to a scaffold, using the target language writing system – Advanced: writing short texts using the target language writing system

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Modern Languages K–10 Draft Syllabus - NSW Education ...

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