The content focuses on providing opportunities for students to participate in intercultural exchange, questioning reactions and assumptions; and considering how interaction shapes communication and identity. The Communicating strand involves various combinations of listening, speaking, reading, and writing skills: ◦ interacting and interpreting meaning (spoken and written reception) ◦ interacting and creating meaning (spoken and written production) and incorporates diverse text types and task types. The Understanding strand focuses on students analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange. Systems of language The content focuses on students developing the understanding of language as a system, including sound, writing, grammatical and textual conventions. Language variation and change The content focuses on students developing the understanding of how languages vary in use (register, style, standard and non-standard varieties) and change over time and place. The role of language and culture The content focuses on students analysing and understanding the role of language and culture in the exchange of meaning. Year level descriptions provide an overview of the key concepts addressed, along with core content being studied at that year level. They also emphasise the interrelated nature of the two strands and the expectation that planning will involve integration of content from across the strands. Content descriptions set out the knowledge, understanding and skills that teachers are expected to teach and students are expected to learn. They do not prescribe approaches to teaching. The core content has been written to ensure that learning is appropriately ordered and that unnecessary repetition is avoided. However, a concept or skill introduced at one year level may be revisited, strengthened and extended at later year levels as needed. Additional content descriptions are available for teachers to incorporate in their teaching programs. Schools will determine the inclusion of additional content, taking into account learning area time allocation and school priorities. The additional content will not be reflected in the Achievement Standard. From Pre-primary to Year 10, achievement standards indicate the quality of learning that students should typically demonstrate by a particular point in their schooling. An achievement standard describes the quality of learning (e.g. the depth of conceptual understanding and the sophistication of skills) that would indicate the student is well-placed to commence the learning required at the next level of achievement.
The content focuses on providing opportunities for students to participate in intercultural exchange, questioning reactions and assumptions; and considering how interaction shapes communication and identity. The Communicating strand involves various combinations of listening, speaking, reading, and writing skills: ◦ interacting and interpreting meaning (spoken and written reception) ◦ interacting and creating meaning (spoken and written production) and incorporates diverse text types and task types. The Understanding strand focuses on students analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange. Systems of language The content focuses on students developing the understanding of language as a system, including sound, writing, grammatical and textual conventions. Language variation and change The content focuses on students developing the understanding of how languages vary in use (register, style, standard and non-standard varieties) and change over time and place. The role of language and culture The content focuses on students analysing and understanding the role of language and culture in the exchange of meaning. Year level descriptions provide an overview of the key concepts addressed, along with core content being studied at that year level. They also emphasise the interrelated nature of the two strands and the expectation that planning will involve integration of content from across the strands. Content descriptions set out the knowledge, understanding and skills that teachers are expected to teach and students are expected to learn. They do not prescribe approaches to teaching. The core content has been written to ensure that learning is appropriately ordered and that unnecessary repetition is avoided. However, a concept or skill introduced at one year level may be revisited, strengthened and extended at later year levels as needed. Additional content descriptions are available for teachers to incorporate in their teaching programs. Schools will determine the inclusion of additional content, taking into account learning area time allocation and school priorities. The additional content will not be reflected in the Achievement Standard. From Pre-primary to Year 10, achievement standards indicate the quality of learning that students should typically demonstrate by a particular point in their schooling. An achievement standard describes the quality of learning (e.g. the depth of conceptual understanding and the sophistication of skills) that would indicate the student is well-placed to commence the learning required at the next level of achievement.