Years 9 and 10 Auslan
The nature of the learners This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more deductively with language and culture systems, to apply more …
Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Years 9 and 10 Auslan
The nature of the learners Learners enter this band with prior experience of Auslan. They bring a range of existing capabilities, strategies and knowledge that can be applied to new learning. This stage of learning coincides with social, physical and …
Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Years 9 and 10 French
The nature of the learners At this level, students bring existing knowledge of French language and culture and a range of learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with youth-related …
Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Years 9 and 10 Italian
The nature of the learners At this level, students bring existing knowledge of Italian language and culture and a range of language learning strategies to their learning. They are increasingly aware of the world beyond …
Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Years 9 and 10 Turkish
The nature of the learners This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more deductively with language and culture systems, to apply more …
Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Years 9 and 10 Arabic
The nature of the learners At this level, students bring to their learning existing knowledge of Arabic language and culture and a range of strategies. They are increasingly aware of the world beyond their own and are …
Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Years 9 and 10 Arabic
The nature of the learners Learners increasingly communicate in Arabic in everyday interactions and in domains beyond the home. They continue to be immersed in Arabic language and culture, making connections and comparisons with other languages and cultures. …
Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
Years 9 and 10 Modern Greek
The nature of the learners Students have prior experience of learning Modern Greek and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences …
Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Years 9 and 10 Vietnamese
The nature of the learners At this level, students bring to their learning existing knowledge of Vietnamese language and culture and a range of strategies. They are increasingly aware of the world beyond their own and …
Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Years 9 and 10 Vietnamese
The nature of the learners Learners increasingly communicate in Vietnamese in everyday interactions and in domains that are beyond the home. They continue to be immersed in Vietnamese language and culture, making connections and comparisons with other …
Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Yo puedo – AT
Students completed a series of exercises to reinforce their understanding of a language function (verb plus infinitive) and to use new vocabulary in relation to leisure activities. These exercises included creating simple sentences to describe what activities …
Yo puedo – AT | Samples | Work samples | Resources
Γεια σας! – AT
Students worked with a partner or in threes to script a conversation between young people who meet and exchange information about themselves. The conversation was based on a scaffold, but students had to adapt and modify the text to include a range of …
Γεια σας! – AT | Samples | Work samples | Resources
Τι κάνω το απόγευμα – AT
Students learnt personal and school routines for various parts of the day. In this task students wrote sentences and paragraphs in relation to the sequence of their afternoon routine, using a range of language features and functions and appropriate punctuation …
Τι κάνω το απόγευμα – AT | Samples | Work samples | Resources
το ελληνικό αλφάβητο – AT
Students new to Modern Greek learn how to read, write and pronounce the Greek alphabet and discuss similarities and differences to the English alphabet. In this task, students were asked to write the Greek alphabet in order using upper and lower cases. …
το ελληνικό αλφάβητο – AT | Samples | Work samples | Resources
των ζώων – AT
Students learnt about farm, wild and domestic animals within the unit ‘living things’. After building on animal vocabulary, students were introduced to articles and how to express likes. In this task, students were asked to make a poster by drawing and …
των ζώων – AT | Samples | Work samples | Resources
φρούτα και λαχανικά – AT
Students learnt about the Greek diet and healthy eating. They learnt the names of popular Greek fruit and vegetables and how to describe them, discuss likes/dislikes and ask for them at a Greek greengrocer. The students learnt about gender and gender …
φρούτα και λαχανικά – AT | Samples | Work samples | Resources
الاحتفالات الوطنية – AT
Students discussed the ways in which Arabic speaking countries celebrate their national days. Students learned how to talk about and describe activities and the atmosphere of particular events in which people celebrate with a sense of pride and personal …
الاحتفالات الوطنية – AT | Samples | Work samples | Resources
شجرة عائلتي – AT
Students learnt how to talk about family, to discuss family structures and to make a family tree. Students participated in various activities to reinforce how to read, write and pronounce names of family members and their significance in Arabic. In this …
شجرة عائلتي – AT | Samples | Work samples | Resources
예요 and 이에요 – AT
Students learnt about occupations, jobs and necessary tools. As part of this unit, students learnt the two verb endings 예요 and 이에요 and the rules associated with each. Students completed activities that required them to choose the correct ‘be’ verb endings. In …
예요 and 이에요 – AT | Samples | Work samples | Resources
우리 가족 – AT
Students learnt about language to present and describe their family and family members. They discussed similarities and differences between the role of family in Korean communities and other cultures. In this task students were asked to create a brochure …
우리 가족 – AT | Samples | Work samples | Resources