spoken and written texts and respond to and support materials to present information imaginative experiences. about themselves, others, home and school. They present information about themselves, They respond to imaginative by talking about their family, friends and possessions using favourite elements, acting out events and making gestures and modelled language. simple statements about characters. They create simple texts, such as captions to They perform and create short imaginative texts, images, using familiar words, phrases and using formulaic expressions and modelled sentence patterns. language. They use vocabulary related to their Students use vocabulary related to school, home classroom and family. and everyday routines and describe people, They recognise questions and commands objects or events using adjectives and adverbs. and use short sentences with appropriate They use appropriate grammar and syntax in language structures to communicate about simple spoken and written texts. themselves, their family and classroom. They translate and interpret common words and They translate frequently used words and frequently used language relating to familiar simple phrases relating to their immediate environments and create simple bilingual environment, using visual cues and resources for the classroom, such as picture identifying similarities and differences. dictionaries and captions. They give examples of ways the language Students identify and write letters of the alphabet being studied sounds and looks different from of the language being studied, and recognise other languages that they bring to the sound-letter relationships. classroom. They identify the structure and linguistic features Students identify how letters of the language of texts used in familiar contexts, such as stories, being studied are represented in words and songs, recipes and conversations. read. They provide examples of how language use They identify features of familiar texts, such varies according to the context and the purpose as songs, labels and captions. of the exchange. They recognise that different titles and They recognise that languages change over time, greetings are used to address people in and that languages influence each other, different situations. providing examples of words in the language They list the different languages that are being studied that are borrowed from other spoken in Australia. languages. They identify similarities and differences They compare the language being studied and between the language being studied and their English, identifying similarities and differences, own language and culture. particularly in vocabulary, behaviours and expressions related to cultural practices such as special occasions.
spoken and written texts and respond to imaginative experiences. They present information about themselves, their family, friends and possessions using gestures and modelled language. They create simple texts, such as captions to images, using familiar words, phrases and sentence patterns. They use vocabulary related to their classroom and family. They recognise questions and commands and use short sentences with appropriate language structures to communicate about themselves, their family and classroom. They translate frequently used words and simple phrases relating to their immediate environment, using visual cues and identifying similarities and differences. They give examples of ways the language being studied sounds and looks different from other languages that they bring to the classroom. Students identify how letters of the language being studied are represented in words and read. They identify features of familiar texts, such as songs, labels and captions. They recognise that different titles and greetings are used to address people in different situations. They list the different languages that are spoken in Australia. They identify similarities and differences between the language being studied and their own language and culture. and support materials to present information about themselves, others, home and school. They respond to imaginative by talking about favourite elements, acting out events and making simple statements about characters. They perform and create short imaginative texts, using formulaic expressions and modelled language. Students use vocabulary related to school, home and everyday routines and describe people, objects or events using adjectives and adverbs. They use appropriate grammar and syntax in simple spoken and written texts. They translate and interpret common words and frequently used language relating to familiar environments and create simple bilingual resources for the classroom, such as picture dictionaries and captions. Students identify and write letters of the alphabet of the language being studied, and recognise sound-letter relationships. They identify the structure and linguistic features of texts used in familiar contexts, such as stories, songs, recipes and conversations. They provide examples of how language use varies according to the context and the purpose of the exchange. They recognise that languages change over time, and that languages influence each other, providing examples of words in the language being studied that are borrowed from other languages. They compare the language being studied and English, identifying similarities and differences, particularly in vocabulary, behaviours and expressions related to cultural practices such as special occasions.