By the end of the year:
Speaking and Listening
Students interact with others, and listen to and create spoken and/or multimodal texts, including literary texts. For particular purposes and audiences, they share, develop and expand on ideas and opinions, using supporting details from topics or texts. They contribute actively to class and group discussions, taking into account other perspectives. They use different text structures to organise, develop and link ideas. They use language features, topic-specific vocabulary and literary devices, and/or multimodal features and features of voice.
Reading and Viewing
Students listen to, read, view and comprehend texts created to inform, entertain or persuade audiences. When reading, they decode unfamiliar words, integrating phonic, grammatical, semantic and contextual knowledge. They use comprehension strategies to build literal and inferred meaning in written and visual texts with less familiar and more varied topics. They read and navigate texts for specific purposes and begin to evaluate the ideas and information presented in them. They explain how ideas are developed, including through characters, settings and/or events, and how texts reflect contexts. They explain how characteristic text structures support the purpose of texts. They explain how language features, literary devices and visual features contribute to the effect and meaning of a text.
Writing and Creating
Students create written and/or multimodal texts, including literary texts, for particular purposes and audiences, developing and expanding on ideas with supporting details from topics or texts. They use paragraphs to organise, develop and link ideas. They use language features, a variety of sentence types, including complex sentences, tenses, topic‑specific vocabulary and literary devices, and/or multimodal features. They spell words, including more complex words using phonic, morphemic and vocabulary knowledge.
By the end of the year:
Health Education
Students identify practical strategies for promoting a healthy lifestyle and adapting to changing situations that occur as they grow and mature. They explain how communication skills, protective behaviours and help‑seeking strategies keep themselves and others safe online and offline. Students identify emotional responses appropriate to different situations and apply skills and strategies to manage relationships over time.
Physical Education
Students perform a variety of fundamental movement skills with some competency. They implement simple tactics in physical activity and game contexts and respond to challenges involving people, objects and space to achieve an intended outcome. Students explain some of the benefits of regular physical activity and maintaining physical fitness in relation to physical, mental and emotional wellbeing. They use movement skills that combine the elements of effort, space, time, objects and people to improve movement outcomes. Students demonstrate ethical behaviour and use this to be effective when taking on the role of player or referee/umpire.
At standard, students participate in interactions in Chinese with their teacher and each other through guided tasks, class experiences, activities and transactions, to exchange information about their home and places in their community. They use simple modelled, descriptive and expressive language, with some guidance, to participate in activities, or to provide information, such as 我星期六去图书馆, through photo-stories, emails and text messages for new classmates or for a class blog. Students gather and compare most information and some supporting details from spoken and visual texts related to their personal and social worlds. They locate, summarise and convey most key points in written informative texts, using learnt words, phrases and characters, with some guidance. They share simple responses to characters in imaginative texts and create simple written imaginative texts, showing sequencing of events and using scaffolded models of texts, with guidance. Students translate, with some guidance, simple texts from Chinese to English and vice versa, showing some awareness that there are words or expressions that cannot be directly translated between languages. They use dictionaries, with some guidance, and word lists to translate short familiar texts. Students identify some ways in which culture influences language use and compare with guidance, ways of communicating in Australian and Chinese-speaking contexts.
Students are becoming more familiar with the systems of the Chinese language, identifying and discriminating between most familiar homonyms, with some guidance. They identify, and sometimes apply when speaking, some familiar Pinyin/language that changes meaning depending on the tone mark. Students identify some of the features of the Chinese writing system and how the form of a character relates to its sound and meaning. They recognise and use vocabulary and elements of grammar with a satisfactory level of accuracy. Students form simple sentences using nouns, adjectives, numbers, the joining word 和, and measurement words. They recognise that in Chinese, verbs convey tense without conjugation, such as explaining why 有 can mean ‘have’, ‘had’ and ‘will have,’ and apply processes of discourse development, including 也 and 和. Students talk about how the Chinese language works using some Chinese terms, with guidance, and explore some features of familiar text types in Chinese. They describe how language is used to clarify roles and relationships between participants, and identify some ways in which Chinese is different in spoken and written forms.
At standard, students initiate, with guidance, interactions in Japanese with their teacher and each other through guided tasks, class experiences, activities and transactions, to exchange information about their home, neighbourhood and local community. They use mostly familiar descriptive and expressive language to participate with guidance, in tasks or activities or to provide information, such asまっすぐ いって、みぎ に まがって、としょかん が. Students gather and compare most information and some supporting details, and convey information and ideas in different formats from a range of texts related to their personal and social worlds. They share simple responses to characters, events and ideas in imaginative texts and make simple connections with their own experience and feelings. They create and present, with guidance, imaginative texts for different audiences, based on or adapted from events, characters or settings. Students collect, use and explain Japanese words and expressions that do not translate easily into English. They use dictionaries, with guidance, word lists and pictures to translate simple familiar texts. Students identify ways in which culture influences language use, and provide simple examples when comparing ways of communicating in Australian and Japanese-speaking contexts.
Students are becoming more familiar with the systems of the Japanese language, pronouncing all the sounds in the kana chart with a satisfactory level of accuracy and explaining that the sounds of hiragana and katakana are identical, even though the associated scripts are different. Using a hiragana chart, students read and write all hiragana with a satisfactory level of accuracy. They know and use, with guidance, basic Japanese punctuation marks. They read and write words, phrases and sentences using hiragana and simple kanji with a satisfactory level of accuracy. Students use vocabulary and expressions and develop and apply knowledge of the systematic nature of Japanese grammatical rules in simple spoken and written texts. They use verbs to indicate – let’s…, ～ましょう, identify elements of different sentence structures and the use of particles. They understand the use of ～が あります/ います to refer to inanimate/animate objects. Students use prepositions to describe the position of objects and describe locations of homes, people, animals and items, using basic structures, such as noun は place に あります. Students use common counters and classifiers and understand Japanese numerical place order. They understand different question words such as いくら/どれ.They talk in Japanese, with guidance, about how the Japanese language works. They explain with guidance, the use of formulaic expressions and textual features in familiar texts. They discuss how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving, and may be differently interpreted by others. They identify some ways that the Japanese language has changed over time through contact with other languages.
At standard, students participate in interactions with the teacher and others in classroom situations, to exchange information about their home, neighbourhood and local community. They use simple descriptive and occasionally expressive modelled language to participate in tasks or activities, or to provide information such as Wir haben zwei Badezimmer; Was gibt es in deiner Stadt? Es gibt eine Bibliothek, eine Schule und ein Fußballstadion. Students gather and compare some information and details from a range of texts related to their personal and social worlds. They convey appropriate information, ideas and opinions related to planning outings and conducting events, to suit specific audiences and contexts from a range of texts related to their personal and social worlds. They share simple responses to characters, events and ideas in imaginative texts and make simple connections with their own experience and feelings. Students create and present, with guidance, imaginative texts for different audiences, based on or adapted from events, characters or settings. Students translate simple texts from German to English and vice versa, with some inaccuracies, showing some awareness that there are words or phrases that may require interpretation or explanation. They use dictionaries, word lists and pictures, with some degree of confidence, to translate short familiar texts. They compare ways of communicating in Australian and German-speaking contexts and provide an example of how culture influences language use.
Students apply basic rules for German pronunciation at times, applying different intonation for statements, questions, exclamations and instructions. They apply some sentence structure and word order rules when creating original texts. Students use some relevant vocabulary and develop and apply knowledge of grammatical elements in simple spoken and written texts with a satisfactory level of accuracy, such as referring to a person, place or object using the nominative and accusative definite and indefinite articles such as Die Stadt hat ein Kino. They begin to understand the concept of regular and irregular verbs such as sein. Students talk about how the German language works, commenting on vocabulary and grammar, describing patterns, grammatical rules and variations in language structures, with guidance. They identify that texts have certain conventions and can take different forms. Students recognise that language is important in social and educational life, and understand that on some occasions German is used in different contexts by different people, resulting in variations in language. They discuss how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving and may be differently interpreted by others. They make connections between culture and language use, recognising how language and culture influence one another, and reflect on how their own and others’ language use may be interpreted differently by others.
At standard, students initiate, with some guidance, interactions in Italian using mostly familiar descriptive and expressive language, and modelled language, to participate in guided tasks or activities and to exchange information about their home, neighbourhood and local community, such as il weekend vado alla spiaggia o a fare lo shopping al centro commericale con gli amici. Students gather and compare most information and some supporting details from texts, and convey adequate information and ideas related to their personal and social worlds. They use English and modelled Italian language to share simple responses to characters, events and ideas in imaginative texts and make simple connections with their own experience and feelings. They create or present simple imaginative texts for different audiences, adapted from events, characters or settings. Students translate simple texts from Italian to English and vice versa, showing some awareness that some words or expressions cannot be directly translated between languages. They use dictionaries, with some guidance, and word lists to translate short familiar texts. Students identify ways of communicating in Australian and Italian-speaking contexts and ways in which culture influences language use.
Students apply rules of pronunciation and spelling to familiar words accurately most of the time. They experiment with the pronunciation of Italian specific sounds, such as double consonants, z and t sounds, and they apply knowledge of familiar vocabulary and grammatical elements in simple spoken and written texts with a high level of accuracy, and less familiar elements with a satisfactory level of accuracy. Students show understanding of formation of both regular and irregular plural nouns, plural forms of possessive adjectives and adjective-noun agreement. Students use both molto and the -issimo suffix to translate ‘very.’ They convey action in the present and immediate future using the singular forms of regular and irregular verbs in the present, such as Domani vado al cinema con Andrea. They formulate questions using dove, che, cosa and con chi and use the preposition a with the definite article to indicate location, such as Che cosa c’è vicino al parco? Students use numbers 0–100 and explore Italian currency. They comment, sometimes using some Italian terms, on how Italian works and include most of the features of familiar texts when writing. Students explain with guidance, that differences in how people use Italian may be due to regional variations and differences in register, and that different forms of spoken and written Italian are used within Italy and Italian-speaking communities around the world. They discuss how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving, and may be differently interpreted by others.
At standard, students initiate, with some guidance, interactions in Indonesian with their teacher and each other through guided tasks, class experiences, activities and transactions, to exchange information about their home, neighbourhood and local community. They use mostly familiar descriptive and expressive language to participate in tasks or activities, or to provide information, such as Di belakang rumah saya ada kolam renang. Students gather and compare most information and some supporting details and convey information and ideas in different formats from a range of texts related to their personal and social worlds. They share simple responses to characters, events and ideas in imaginative texts and make simple connections with their own experience and feelings. They create and present, with guidance, imaginative texts for different audiences, based on or adapted from events, characters or settings. Students translate, with a satisfactory level of accuracy, simple texts from Indonesian to English and vice versa, showing some awareness that there are words or phrases that require interpretation or explanation. They use dictionaries, with guidance, and word lists to translate short familiar texts. Students identify ways of communicating in Australian and Indonesian-speaking contexts, and ways in which culture influences language use.
Students apply the pronunciation of phonemes and of loan words from English with a satisfactory level of accuracy. They use vocabulary and develop and apply knowledge of grammatical elements in simple spoken and written texts, with a satisfactory level of accuracy. Students use prepositions to specify the location of places and objects in the home, neighbourhood and local community and prepositions, such as dari, ke and dengan. They use words and expressions indicating direction or means of transportation. Students refer to people and things using pronouns, and indicate possession using –nya, mereka and kami/kita. They direct others using imperatives and invite others using polite forms. Students seek information and explanation using question words. Students indicate location in time using pada and place using di with atas, dalam and belakang, and create cohesion using conjunctions. Students talk about how the Indonesian language works, commenting on patterns and grammatical rules with guidance. They identify that texts have certain conventions and can take different forms. They explain that there are variations in Indonesian as it is used in different contexts by different people, such as formal/informal register and regional variations. Students explain, with guidance, that Indonesian contains influences from other languages, and discuss how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving, and may be differently interpreted by others.
At standard, students initiate, with guidance, interactions in French with their teacher and each other through guided tasks, class experiences, activities and transactions to exchange information about their home, neighbourhood and local community. They use mostly familiar descriptive and expressive language to participate in tasks or activities or to provide information, such as Le week-end je vais au café ou je fais du shopping, avec mes amis. Students gather and compare most information and some supporting details, and convey information and ideas in different formats from a range of texts related to their personal and social worlds. They share simple responses to characters, events and ideas in imaginative texts and make simple connections with their own experience and feelings. They create and present, with guidance, imaginative texts for different audiences, based on or adapted from events, characters or settings. Students translate with a satisfactory level of accuracy simple texts from French to English and vice versa, showing some awareness that there are words or phrases that require interpretation or explanation. They use dictionaries with guidance, word lists and pictures to translate short familiar texts. Students identify ways in which culture influences language use and provide simple examples when comparing ways of communicating in Australian and French-speaking contexts.
Students are becoming more familiar with the systems of the French language, applying features of intonation and pronunciation, such as using liaisons, silent letters (h), the aigu –é and conveying meaning with pitch, stress and rhythm with a satisfactory level of accuracy. They use a range of vocabulary and develop and apply knowledge of grammatical elements in simple spoken and written texts with a satisfactory level of accuracy. Students observe the relationship between subject pronouns and verb endings, using je/tu/il/elle/on/vous + present tense of verbs associated with familiar actions and environments, -er, -ir and -re verbs and common irregular verbs, such as avoir, être, aller and faire. They formulate questions using Est-ce que … ? and use the inverted form of the verb, or changed intonation. Students identify the function of verb moods and know how to use imperatives. They use additional prepositions to indicate direction or location. Students talk about how the French language works, commenting on vocabulary and grammar, describing patterns, grammatical rules and variations in language structures with guidance. They identify that texts have certain conventions and can take different forms. They explain that the differences in how people use French may be due to differences in register and regional variations. Students discuss how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving, and may be differently interpreted by others.
At Standard, students identify ways people address and overcome competing considerations when designing products, services and environments. In Engineering principles and systems, students distinguish various ways forces control movement, sound or light in a product or system. In Food and fibre production, students identify ways people in design and technology occupations aim to increase the efficiency of production systems or consumer satisfaction of food and natural fibre products. In Food specialisations, students identify and implement a variety of food and hygiene practices. In Materials and technologies specialisations, students outline and apply suitable and safe practices and are able to classify the characteristics and properties of a range of materials and components.
With all Design and Technology contexts, students define a problem, identify available resources and create sequenced steps to assist in decision making for a given task. They develop and communicate alternative solutions, and use annotated diagrams, storyboards and appropriate technical terms when following design ideas. Students select and apply safe procedures when using components and equipment. They develop negotiated criteria to evaluate and justify design processes and solutions. Students work independently, or collaboratively, to plan, safely develop and communicate ideas and information.
At Standard, students identify components of digital systems and their basic functions that connect to form networks which transmit data. They represent data using code, as well as using software to collect, store and present data for a specific purpose. Students create design solutions for a user interface and design, follow and represent diagrammatically, a simple sequence of steps (algorithms), involving branching (decisions) and iteration (repetition), implementing and using simple programming. They create and communicate information for online collaborative projects, using agreed social, ethical and technical protocols (codes of conduct).
In Digital Technologies, students define a problem, identify available resources and create algorithms (sequenced steps) to assist in decision making for a given digital task. They develop and communicate alternative solutions, and use annotated diagrams, storyboards and appropriate technical terms when following design ideas. Students select and apply safe procedures when using components and equipment. They develop negotiated criteria to evaluate and justify design processes and solutions. Students work independently, or collaboratively, to plan, safely develop and communicate ideas and information.
At Standard, students plan, produce and present media work for specific audiences and purposes. They use codes and conventions to create point of view for some audience engagement. Students explore narrative structures and point of view to communicate ideas to an audience. They sequence and edit images, audio and text to convey the message for a specific audience and purpose. They use props, costumes and places to represent fictional and non-fictional characters and settings. Students follow some appropriate media protocols.
Students consider the role of media from different cultures and/or times. They identify how the codes and conventions of media are used to communicate meaning and create point of view, using some media terminology.
At Standard, students use improvisation skills and dramatic action to present drama to an audience. They use voice, movement, role and relationships to create drama in devised, improvised or scripted drama. Students use rehearsal processes in different groups to develop dramatic narratives. They demonstrate awareness of guiding the audience focus in performance.
Students outline elements of drama that relate to dramatic meaning in performance. They outline the role of drama in different cultures and times. Students use some drama terminology.
At Standard, students explore, improvise, select and combine, in familiar ways, the elements of dance (BEST) and use choreographic devices (repetition, contrast and/or unison) to structure dance to communicate an idea/theme. They demonstrate some control and coordination of combinations of fundamental movement skills in dance sequences incorporating spatial changes. Students demonstrate, on occasion, performance skills of focus, appropriate facial expression and audience acknowledgement when performing dance.
Students outline, using dance terminology, how the elements of dance (BEST) and specified choreographic devices are used in their own and others’ dance to communicate an idea/theme. They outline the characteristics of dance from diverse cultures.
At Standard, students improvise and organise rhythm patterns in simple and compound time, with some errors. They identify metre and some metre changes in simple and compound time, and identify tempo and some tempo changes. Students improvise, identify, sing and play melodic patterns based on pentatonic and major scales, with some inconsistencies. They use graphic and standard rhythmic and pitch notation, with some inconsistencies. Students improvise, select and organise some elements of music to represent a music idea, incorporating some known stylistic features. They identify and describe some instruments and methods of sound production to inform their choices when listening or composing. Students identify some forms and musical structures. They sing and play with some inconsistencies in tuning, timing and technique, incorporating some appropriate dynamics and expression, and generally maintain their own part when performing with others. Students use some teacher and peer feedback to adapt their ideas when rehearsing and performing.
Students listen and respond to music, and provide links between the use of some elements of music to the composer’s purpose, or a particular time, culture, event or context. Students identify and describe some stylistic and musical characteristics, using some appropriate music terminology.
At Standard, students apply their ideas, skills and techniques to making artwork. Their ideas replicate aspects of the style of another artist or movement. Students apply their ideas by selecting relevant materials, some appropriate techniques and visual art elements to create artwork. They produce and enhance their finished artwork by manipulating complex shapes, using a variety of line types, creating and using a range colours and different textures, organising space, and exploring and manipulating values. Students create artwork, selecting and using a range of techniques suitable to selected art forms.
With guidance, students make links between an artist’s context and their own artwork. They make observations about how meaning is communicated through the use of visual art elements and techniques, using some visual art terminology.