The Australian Curriculum: Arabic recognises that learners of Arabic in Australian schools have a range of cultural backgrounds and language experiences. Learners may have varying degrees of proficiency in Modern Standard or colloquial Arabic as background-language learners or they may be learning Arabic as a second or additional language.

Modern Standard Arabic is an official language common to countries in the Middle East, North Africa and the Gulf States, where it is the language of media and official events. Modern Standard Arabic is one of the 6 official languages of the United Nations and its agencies, such as UNESCO and the World Health Organisation. It is also the language of religious texts across the Islamic world.  Colloquial Arabic varies according to geographical location.

The Arabic-speaking world has a rich cultural heritage and history, and has influenced architecture, calligraphy, literature, mathematics and science. It has global economic and political significance.

Arabic speakers have made a significant contribution in shaping multicultural Australia. Arabic has been taught in some Australian schools and universities since the 1980s as well as in community-run organisations prior to this time. The influence of Arabic-speaking communities is evident in areas such as commerce, cuisine, education, industry, journalism, music and religion. 

Arabic is a Semitic language. Many English words have been borrowed directly or indirectly from Arabic. Learning Arabic develops students’ understanding of the language and culture of Arabic-speaking communities. It also enhances students’ awareness of the nature of language learning and promotes an appreciation of diverse attitudes, beliefs and values. Knowledge of the Arabic language and culture enriches travel experiences and increases employment opportunities.

Arabic has been developed to cater for learners with different linguistic experiences, those with a background in Arabic as well as those learning Arabic as a second or additional language. 

The Australian Curriculum: Arabic includes 2 sequences:

• Foundation to Year 10
• Years 7 to 10.

Teachers can use the curriculum to make appropriate adjustments to differentiate learning. Content elaborations provide differentiated examples of language use and contexts to assist teachers to meet the needs of a range of learners, including background-language learners and second-language learners. 

Content in Arabic is organised under 2 interrelated strands, each with a number of sub-strands. The strands and sub-strands are presented in Figure 1.

Figure 1: Arabic content structure

Strand: Communicating meaning in Arabic 

This involves students learning to use language for communicative purposes in interpreting, creating and exchanging meaning. There are 3 sub-strands.

Strand: Understanding language and culture

This involves students learning to analyse and understand language and culture as resources for interpreting and shaping meaning in intercultural exchange. There are 2 sub-strands.

The Australian Curriculum: Auslan recognises that learners of Auslan (Australian Sign Language) in Australian schools have a range of linguistic and cultural backgrounds, and language-learning experiences. Learners may have varying degrees of proficiency in Auslan as first-language learners, or they may be learning Auslan as a second or additional language.

Auslan is the language of the Deaf community of Australia. Auslan is a visual-gestural language with a complete set of linguistic structures and features. Auslan’s rich cultural heritage can be traced to its historical descent from British Sign Language (BSL) and the arrival of Europeans in Australia in the late 1700s.

In the 1980s and 1990s, civil and political events around the world raised the profile and status of Deaf communities. In Australia, this was reflected in changing societal attitudes towards signed languages, from misconceptions and marginalisation to greater understanding and respect for the Deaf community and their language. The Australian government officially recognised Auslan as a legitimate language in 1987.

Signed languages have the same functions as spoken languages in meeting the communicative, cognitive and social needs of users. However, the modes of communication of a signed language are different from those of a spoken language. Although the languages share many linguistic principles, the visual-gestural mode of a signed language results in some unique language features.

Auslan is, increasingly, taught in Australian schools and universities, and has been taught in community-run organisations for decades. The influence of Auslan in Australian society is evident in areas such as education, media and communication.

Signed languages have their own grammar and lexicon which are not based on the spoken language of the country or region, although they are influenced by them. Some signed languages are grouped into language families. Auslan belongs to the BSL family, which includes British, Australian and New Zealand sign languages, which share a similar lexicon and grammar. The link that Auslan shares with BSL gives it historical context as a member of one of the longest continuing signed language families in the world.

Empowering young people whose native language is Auslan to learn their own language at school supports their overall achievement and wellbeing. It fulfils their needs and rights to preserve and embrace their linguistic and cultural heritage. For all students, learning Auslan provides a distinctive means of understanding the community in which they live. It enhances students’ awareness of the nature of language learning and language modes. It promotes an appreciation of diverse attitudes, beliefs and values and increases employment opportunities.

Auslan has been developed to cater for the diversity of students learning Auslan, with both First-Language (L1) and Second-Language (L2) pathways. Learners may be deaf, hard of hearing or hearing, and may be learning Auslan as a first language or as a second or additional language.  

The L1 pathway typically caters for deaf students whose native language is Auslan. These students may be deaf children of deaf parents/carers, deaf children of hearing families/carers who use Auslan at home or hearing children with signing deaf parents/carers. They may also be deaf students who are introduced to Auslan at school and may not have access to Auslan at home.  

The L2 pathway typically caters for students who are not members of the Deaf community. These students are mostly hearing students learning Auslan as a second or additional language. Learners may also include deaf or hard of hearing children who use another signed language, as in the case of a recent immigrant, or hard of hearing children who have residual hearing or access to speech. 

Each pathway includes a Foundation to Year 10 sequence:  

• Foundation to Year 10 sequence (First-Language (L1) learners) 
• Foundation to Year 10 sequence (Second-Language (L2) learners)  

There is also a combined Years 7 to 10 sequence with differentiated content for First-Language (L1) and Second-Language (L2) learners in content elaborations: 

• Years 7 to 10 sequence (First-Language (L1) and Second-Language (L2) learners) 
  

Schools and teachers make decisions about which pathway and sequence best serve their students’ needs and make appropriate adjustments to differentiate learning experiences. To assist teachers to meet the diverse needs of learners, content elaborations in the Years 7 to 10 sequences differentiate examples of language use and contexts.  

Strands and sub-strands 

Content in Auslan is organised under 2 interrelated strands, each with a number of sub-strands. The strands and sub-strands are presented in Figure 2. 

Figure 2: Auslan content structure

Strand: Communicating meaning in Auslan

This involves students learning to use language for communicative purposes in interpreting, creating and exchanging meaning. There are 3 sub-strands.

Strand: Understanding language and culture

This involves students learning to analyse and understand language and culture as resources for interpreting and shaping meaning in intercultural exchange. There are 2 sub-strands.

Macro skills in Auslan

In Auslan, the macro skills, also known as language modes, include signing and viewing. Reading and writing may also be used when mediating meaning in and between languages.

Table 1: The relationship between macro skills and the Communicating meaning in Auslan strand

Protocols

Education systems can play a significant role in facilitating access to learning Auslan and supporting language maintenance. Schools make choices in relation to the language(s) taught and learnt in their contexts, predominantly in consultation with their local communities. State and territory jurisdictional authorities provide implementation advice.  

In introducing an Auslan program in contextually, culturally, sensitive and appropriate ways, it is recommended that schools, in conjunction with jurisdictional requirements, consider:

• engagement and consultation with local, regional or state Deaf community groups, as available to the school
• the proportion of students in the school identifying directly with Auslan
• the appropriate pathways and sequences, or combinations of these, that might apply in their school context, for deaf, hard of hearing and hearing students
• the opportunities for real-world contexts for learning Auslan
• the availability of appropriate school staff and community members, and resources, for developing and teaching Auslan.

Annotated Auslan text

Content elaborations include examples of Auslan use. These examples are provided as annotated text and in video. Examples are accompanied by free, rather than literal, English translation. The format and style guidelines of annotated text have been adapted from the following references:

auslan signbank (n.d.), auslan signbank, auslan.org.au, accessed January 2024

Johnston T (2019) Auslan Corpus annotation guidelines [PDF 27.09MB], auslan signbank website, accessed January 2024 

Johnston T and Schembri A (2007) Australian Sign Language (Auslan): an introduction to sign language linguistics, Cambridge University Press, New York.

The Australian Curriculum: Classical Greek is pitched to second-language learners in Years 7–10, that is, the dominant structure and sequence of learning in the current Australian school context. For most students it is their first experience of learning Classical Greek.

Classical Greek is defined as the literary Attic-Ionic dialect used by prominent Greek historians, orators, philosophers and playwrights in the fifth and fourth centuries BCE. The conquests of Alexander the Great in the fourth century BCE extended the influence of Greek language and culture in western Asia and Egypt, and resulted in the upsurge in Greek literature and learning known as the Hellenistic Age. The eastern Roman Empire, based at Constantinople, continued as a Greek-speaking, Christian community until it was conquered by the Turks in 1453 CE. 

After the conquest of Constantinople, many Greek scholars moved to western Europe, stimulating the revival of Classical Greek learning, art and culture during the Renaissance period. The Greek language continued to evolve and absorb influences from other languages until the present day.

Modern Greek uses the same alphabet as, and the written language bears strong resemblance to, Classical Greek. The enduring achievements and rich legacy of the ancient Greek world are evident in modern beliefs, customs and values, architecture, art, engineering, laws and forms of government, literature, mathematics, medicine, philosophy and sciences.

Classical Greek has been taught in Australian schools and universities since the 1800s. By accessing and translating Classical Greek texts and engaging with artefacts, students make connections with ancient worlds that have shaped contemporary life and societies. Learning Classical Greek enhances students’ understanding of English due to its influence on the vocabulary of English. Knowledge of Classical Greek and the ancient Greek world enriches students’ awareness of how an ancient civilisation influences life and thought in the modern world. This knowledge promotes understanding of diverse attitudes, beliefs and values.

Classical Greek has been developed as a second-language learner pathway which caters for students learning Classical Greek as a second or additional language in Years 7–10.  

The second-language learner pathway includes one sequence: 

• Years 7 to 10. 

Teachers use the curriculum to cater for the range of learners by making appropriate adjustments to differentiate learning experiences. 

Content in Classical Greek is organised under 2 interrelated strands, each with a number of sub-strands. The strands and sub-strands are presented in Figure 1.

Figure 1: Classical Greek content structure

Strand: Engaging with the ancient Greek world through texts

This involves students engaging with the language, culture and history of the ancient Greek world through the interpretation, analysis and translation of Classical Greek texts. There are 2 sub-strands. 

Strand: Understanding language and culture

This involves students learning to analyse language and culture as resources for understanding meaning. There are 2 sub-strands.

The Framework for Aboriginal Languages and Torres Strait Islander Languages (the Framework) is to guide the development of language-specific curricula and teaching and learning programs for Aboriginal languages and Torres Strait Islander languages. By providing a framework, it is intended that curriculum development and school programs are nationally consistent, as well as providing for flexibility in developing unique programs for local contexts.

There are at least 250 distinct Aboriginal languages and Torres Strait Islander languages, many having several regional and social dialects. Each language has an intimate connection with Country/Place, the areas of land, water, sea and sky to which it belongs. Each Aboriginal or Torres Strait Islander person inherits language as part of their birthright, along with membership of a particular group and attachment to Country/Place. In this way, people become owners and Custodians of areas of land, waters, sky, and of language.  

Since 1788, many traditional languages were severely impacted by colonisation. Aboriginal Peoples and Torres Strait Islander Peoples were forced to stop speaking their languages as a result of government policies, including the removal of Aboriginal children (Stolen Generations), and other policies aimed at assimilating communities into the non-Indigenous population. However, there are some languages used in communities on a daily basis and being actively transmitted to children as their first language. The Framework’s First-Language Learner Pathway supports these languages in school and learning contexts. Communities across Australia are also working actively towards reviving, revitalising and strengthening languages, with aspects of language in everyday use. The Framework’s Language Revival Pathway and Second-Language Learner Pathway can assist this work in school and learning contexts.

Aboriginal languages and Torres Strait Islander languages are the original languages of this country. Each Aboriginal language and Torres Strait Islander language belongs to its Country/Place. It gives voice to the landscapes, thoughts, and ways of seeing and interpreting the world. When the language of the land is spoken, it brings together the elements of the landscape and its people. It encompasses the relationships of these people with one another and with the landscape, past, present and future.  

Aboriginal languages and Torres Strait Islander languages are fundamental to the identity of Aboriginal Peoples and Torres Strait Islander Peoples. It is also the right of Aboriginal Peoples and Torres Strait Islander Peoples to have access to education in and about their own languages, as enshrined in Resolution 61/295 of the United Nations Declaration on the Rights of Indigenous Peoples, adopted on 13 September 2007. 

United Nations (2008) United Nations Declaration on the Rights of Indigenous Peoples, United Nations, accessed January 2024. www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf 

Education systems can play a significant role in maintaining and strengthening Aboriginal languages and Torres Strait Islander languages, by facilitating access to language learning and supporting community language revival and maintenance. Empowering young people to learn their own Aboriginal languages or Torres Strait Islander languages is vital for their overall achievement and wellbeing, as it fulfils their needs and rights to preserve and embrace their cultural heritage. 

For all students, learning Aboriginal languages and Torres Strait Islander languages provides a distinctive means of understanding the Country/Place in which they live, including the relationship between land, the environment and people. The ongoing and necessary revival, maintenance and development of these languages also contribute to reconciliation. The learning of an Aboriginal language or Torres Strait Islander language facilitates students’ deep engagement with ways of being and ways of knowing. It develops in students an understanding of historical, current and ongoing connection with Country/Place and culture, and the issues affecting First Nations Peoples. Through learning these languages, all students gain access to knowledge and understanding of Australia that can only come from an Aboriginal perspective or Torres Strait Islander perspective. Learning to use these unique languages can play an important part in the development of a strong sense of identity, pride and self-esteem for all Australian students.

The interrelated aims of the Framework for Aboriginal Languages and Torres Strait Islander Languages are to develop the knowledge, understanding and skills necessary to ensure that: 

• first-language learners maintain and strengthen their communication in the language 
  
• learners understand the processes of language reclamation, revitalisation and revival as means to extend the language and to develop knowledge of linguistic techniques 
  
• learners understand language(s), culture(s) and identity, and their interrelationship with Country/Place
  

To cater for differences among languages, the communities who are owners and Custodians of the languages, and the diversity of learner backgrounds, the Framework has 3 pathways, with a Foundation to Year 10 sequence for each pathway. The pathways recognise 2 key variables: the nature of the learner and the nature of the language. As these variables, and therefore the pathways, are not mutually exclusive, they lend themselves to flexibility of use in localised programs: 

• First-Language Learner Pathway (L1) 
  
• Second-Language Learner Pathway (L2) 
  
• Language Revival Pathway (LR). 
  

Each pathway has the following bands of years of learning:  

• Foundation  
  
• Years 1 to 2  
  
• Years 3 to 4  
  
• Years 5 to 6 
  
• Years 7 to 8 
  
• Years 9 to 10. 
  

The Framework is designed to be flexible for developing language-specific curricula and programs. Aspects of the content and achievement standards from the 3 learner pathways can be selected, adapted and modified in ways that best suit a particular language. Modifications allow the curriculum and programs to be appropriately pitched, and recognise the nature of the language, the nature of the learners and the context of learning. 

The 3 pathways are:

Content in the Framework is organised under 2 interrelated strands, each with a number of sub-strands. The strands and sub-strands are represented in Figure 2.

Figure 2: Framework content structure

Strand: Communicating meaning in [Language] 

This involves students learning to use language for communicative purposes in interpreting, creating and exchanging meaning. There are 3 sub-strands.

Strand: Understanding language and culture

This involves students learning to analyse and understand language and culture as resources for interpreting and shaping meaning in intercultural exchange. There are 2 sub-strands.

The Framework caters for the development of language-specific curricula and programs for Aboriginal languages and Torres Strait Islander languages and language learners, whether the language be everyday communication used by a community, a language at a point in the continuum of revival, or one of the creole languages that have evolved through the history of language contact in Australia.

The Framework is designed to be flexible. The content of the 3 pathways is not mutually exclusive. This means that when developing language-specific curricula and programs, elements from across the pathways can be selected. These elements can be adapted and modified in ways that best suit the particular language, its context and learners.

A crucial part of a person’s identity is sourced through language and Country/Place. This has important implications for the framing of appropriate principles and protocols for the provision of school-based programs in Aboriginal languages and Torres Strait Islander languages. It also emphasises the need for ongoing consultation with relevant language communities when developing school programs.

Appropriate consultations with language Custodians are central to the development of language-specific curricula and the provision of language-learning programs in schools. State and territory educational systems and authorities have locally-designed principles, protocols and practices in relation to consultation with First Nations community organisations that have interests and responsibilities in local languages. These principles, protocols and practices should be followed in the development of language-specific curricula and programs for Aboriginal languages and Torres Strait Islander languages.  

The following guiding principles and protocols are integral to the development and provision of language curricula and programs at all stages of development, implementation and evaluation. They are intended to reinforce and/or complement state and territory guidelines.

Each Aboriginal language or Torres Strait Islander language belongs to a group of people who are its Custodians. This means that permission and consent must be sought from the owners when developing language-specific curricula and planning language programs. This includes visits, excursions to the Country/Place, and use of cultural material as part of the teaching and learning program.

Sufficient time and resources should be allowed for thorough and ongoing consultation processes in accordance with local contexts and situations. There may be more than one Aboriginal language or Torres Strait Islander language represented in the local setting. This means that a decision needs to be reached as to which language(s) will be developed and taught, and who is appropriate to teach and learn the language(s). The ultimate authority regarding the choice of language rests with the local Aboriginal community and/or Torres Strait Islander community.

Consultation should occur with all local community organisations that have interests and responsibilities in local languages. These may include local language centres, health centres, land councils, native title bodies, professional associations, and representative bodies. Networks of schools, local Aboriginal education consultative groups or equivalent, groups of educators and any other relevant key stakeholders may also be included.

A comprehensive survey of the local language situation should be conducted before a language-specific curriculum is developed or a language program is commenced. The development of a language-specific curriculum that is not the language of the land also requires consultation with both the local community and the community of the language.

The curriculum-development team, at either school level or systems level, needs to identify the appropriate persons to consult in the local Aboriginal community and/or Torres Strait Islander community. These would typically be local Elders, traditional Custodians, individuals with historical links to the language, and relevant local community organisations. Issues for schools and local educational authorities to consider might include:

• whether the proposed language is the language of the Country/Place on which it will be learnt
• the proportion of students in the proposed program identifying directly with the language 
• the range of languages represented in the learner group
• the availability of appropriate community members and school staff for developing and teaching the language
• the level of documentation and resources available for the language, including issues of copyright and Indigenous Cultural and Intellectual Property (ICIP)
• the appropriate protocols and permissions required for culturally-specific program content
• the availability of Keeping Places for language and cultural materials produced for the program.

The Framework may be used by state and territory education jurisdictions, schools and communities, to develop language-specific curricula and programs. Consideration must be given to the availability of appropriate jurisdictional and school staff, and community members to develop the curriculum. The level of documentation and resources available for the particular language must also be considered.

In selecting the pathway, or the combination of pathway content, consideration should be given to the nature of the language, the nature of the learners, and the context of learning.

When developing language-specific curricula and programs, aspects of the content and achievement standards from across the pathways can be selected, adapted and modified in ways that best suit the particular language, its context and its learners. For example, a language-specific curriculum, or a program for a language that is being revived, could potentially adapt and modify some aspects of the content and achievement standards from the L1, L2 and LR Pathways.

Learning languages develops students’ ability to listen to, read, view, create and perform a range of spoken, written and multimodal texts. Aboriginal and Torres Strait Islander texts will also include Country/Place as text, such as land, waters, sky and constellations. When Aboriginal students and Torres Strait Islander students are learning their first language which may not be English, or students are learning an Aboriginal language or a Torres Strait Islander language as a second or additional language, it provides them with opportunities to move between languages to analyse, interpret and reflect on texts. Students enhance and extend their literacy as they develop increasing fluency in their first, second or additional language, and/or English. 

The Framework uses particular terms for people, places, stories and languages. There are other terms Peoples of a particular area or location prefer. It is important to use the terms preferred in a particular area or location.

For example:

• the Australian Curriculum uses the terms ‘First Nations Australians’ and ‘Australian First Nations Peoples’
• the Framework references stories using the term ‘Creation, Dreamtime, Dreaming and traditional stories’
• in the Framework, Language owners are referred to as Custodians
• in the Framework, the term ‘Keeping Places’ refers to the safekeeping and custodianship of cultural objects, materials, artworks and knowledge 

Languages’ Custodians, communities and teachers are, increasingly, developing resource banks of materials to support and strengthen first-language maintenance programs, and language building and revitalisation. There are also languages that may only be known from wordlists, some may have incomplete grammars, and others may have recorded texts from which some grammar structures may be deduced. Some languages, which are no longer in everyday use, may have audio and film resources. In the case of languages which have limited documented written, sound or video resources and/or language users, there will be gaps to fill. In these languages with limited documentation, source materials may need to be interpreted through comparison with closely-related languages, if documentation of such languages exists.

Documentation might include language use in the public domain, for example, a public speech, a Welcome to Country, an Acknowledgement of Country, and in naming various public entities and institutions. Language documentation might also be found in educational programs and the development of contemporary resources, for example, alphabet books, animations, audio and video clips and programs, dictionaries, grammar guides, language-learner guides, readers, websites with online language lessons, digital apps, and word charts.

The Australian Curriculum: [Classical Language] is pitched to second-language learners in Years 7–10, that is, the dominant structure and sequence of learning in the current Australian school context. For most students it is their first experience of learning [Classical Language].

[Classical Language] was the official language of Ancient [Country/City]. Curriculum writers insert period of time, spread and influence of [Classical Language]; and the significance of [Classical Language] and Ancient [Country/City] in and of its time, and influences in modern times.

[Classical Language] has been taught in Australian universities and schools since ... Curriculum writers insert the history of teaching and learning in Australia. By accessing and translating texts and engaging with artefacts, students make connections with ancient worlds that have shaped contemporary life and societies. Learning [Classical Language] enhances students’ understanding and knowledge of … Curriculum writers insert significance of [Classical Language] to English and/or other languages. This knowledge promotes understanding of diverse languages, cultures, attitudes, beliefs, values and traditions.

[Classical Language] has been developed as a second-language learner pathway which caters for students learning [Classical Language] as a second or additional language in Years 7–10.

The second-language learner pathway includes one sequence: 

• Years 7 to 10. 

Teachers use the curriculum to cater for the range of learners by making appropriate adjustments to differentiate learning experiences. 

Content in [Classical Language] is organised under 2 interrelated strands, each with a number of sub-strands. The strands and sub-strands are presented in Figure 1. 

Figure 1: Framework for Classical languages content structure 

Strand: Engaging with the ancient [Country/City] world through texts

This involves students engaging with the language, culture and history of the ancient [Country/City] world through the interpretation, analysis and translation of [Classical Language] texts. There are 2 sub-strands. 

Strand: Understanding language and culture

This involves students learning to analyse language and culture as resources for understanding meaning. There are 2 sub-strands.

French is pitched to second language learners, that is, to the dominant group of learners in the current Australian context for whom French is an additional language.

Students of French in Australian schools come from a range of backgrounds. For most students it is their first experience of learning French, while some may have existing connections to French as background French speakers.

French has been taught in Australian schools and universities since the 1880s. It is a major world language, spoken as the first language in more than 2 dozen countries on 5 continents, and as an official language in many countries. First language speakers include the inhabitants of mainland France, territorial communities of New Caledonia and French Polynesia, the Wallis and Futuna Islands, the majority of the inhabitants of Québec, and significant communities in Europe and Africa. French is an official working language in several international organisations.  

French is a language of diplomacy, used by international organisations, and is the dominant working language at the European Court of Justice. French culture has contributed to the shaping of global movements and traditions associated with the arts, philosophy and cultural theory as well as fashion, design, food and wine. 

Current links between Australia and the French-speaking world are strong, characterised by bilateral relationships in trade and investment, educational exchanges, research and development in science and technology, humanitarian and environmental initiatives, communications, and strategic and defence priorities. The Pacific region is a particularly important focus of bilateral engagement.

French has been developed as a Second Language Learner Pathway which caters for students learning French as a second or additional language.  

The Second Language Learner Pathway includes 2 sequences: 

• Foundation to Year 10 
  
• Years 7 to 10. 
  

Teachers use the curriculum to cater for learners of different backgrounds by making appropriate adjustments to differentiate learning experiences. 

Content in French is organised under 2 interrelated strands, each with a number of sub-strands. The strands and sub-strands are presented in Figure 1. 

Figure 1: French content structure 

Strand: Communicating meaning in French  

This involves students learning to use language for communicative purposes in interpreting, creating and exchanging meaning. There are 3 sub-strands. 

Strand: Understanding language and culture  

This involves students learning to analyse and understand language and culture as resources for interpreting and shaping meaning in intercultural exchange. There are 2 sub-strands.

The Australian Curriculum: German is pitched to second language learners, that is, the dominant group of learners in the current Australian context for whom German is an additional language.

Students of German in Australian schools come from a range of backgrounds. For most students it is their first experience of learning German, while some may have existing connections to German as background speakers of the language.

German is the official language of Germany, Austria and Liechtenstein, and an official language of Belgium, Luxembourg and Switzerland, and South Tyrol in Italy. It is used in communities throughout the world. German is one of 3 procedural languages of the European Union.

The influences of German culture, language and thought can be seen globally in past and contemporary achievements in architecture, the arts, philosophy, in engineering, environmental and scientific innovations, and in recreational and sporting pursuits.

German migration has made a significant contribution to shaping multicultural Australia, and the German language has been taught in many Australian schools and universities since the mid-1800s. The influence of German-speaking communities is evident in the arts, cuisine, education and viticulture. Strong partnerships have developed to promote German–Australian relationships in educational and cultural exchanges, in diplomatic and research agreements, and in industry, trade and commerce.

German, like English, belongs to the Indo-European family of languages, and both share some similarities such as alphabet, vocabulary, language structures and features. Learning German enhances students’ understanding of English and develops an appreciation of the language and cultures of German-speaking communities. Knowledge of German language and culture enriches travel experiences, increases employment opportunities and promotes understanding of diverse attitudes, beliefs and values.

German has been developed as a Second Language Learner Pathway which caters for students learning German as a second or additional language.

The Second Language Learner Pathway includes 2 sequences:

• Foundation to Year 10
• Years 7 to 10.

Teachers use the curriculum to cater for learners of different backgrounds by making appropriate adjustments to differentiate learning experiences.

Content in German is organised under 2 interrelated strands, each with a number of sub-strands. The strands and sub-strands are presented in Figure 1.

Figure 1: German content structure

Strand: Communicating meaning in German

This involves students learning to use language for communicative purposes in interpreting, creating and exchanging meaning. There are 3 sub-strands.

Strand: Understanding language and culture

This involves students learning to analyse and understand language and culture as resources for interpreting and shaping meaning in intercultural exchange. There are 2 sub-strands.

The Australian Curriculum: Hindi recognises that learners of Hindi in Australian schools have a range of cultural backgrounds and language experiences. Learners may have varying degrees of proficiency in Hindi as background-language learners or they may be learning Hindi as a second or additional language.

Hindi is an official language of India and Fiji. It is the most widely spoken language of the Indian subcontinent and is spoken throughout the world. Hindi is written in the Devanāgarī script and is one of the 2 official languages of the government of India, along with English.

Hindi speakers have made a significant contribution in shaping multicultural Australia. Hindi has been taught in some Australian schools and universities since the 1980s as well as in community-run organisations prior to this time. The influence of Hindi-speaking communities is evident in areas such as agriculture, commerce, cuisine, education, film, music and technology. There is increasing interest in Bollywood, the Hindi-language film industry.

Modern Standard Hindi is an alphabetic language, derived from Sanskrit, and belongs to the Indo-Aryan branch of the Indo-European family of languages, the family to which English also belongs. It has been influenced by Arabic, English, Persian and Turkish. Learning Hindi develops students’ understanding of the language and culture of Hindi-speaking communities. It also enhances students’ awareness of the nature of language learning and promotes an appreciation of diverse attitudes, beliefs and values. Knowledge of the Hindi language and culture enriches travel experiences and increases employment opportunities. 

Hindi has been developed to cater for learners with different linguistic experiences, those with a background in Hindi as well as those learning Hindi as a second or additional language.

The Australian Curriculum: Hindi includes 2 sequences:

• Foundation to Year 10
• Years 7 to 10.

Teachers can use the curriculum to make appropriate adjustments to differentiate learning. Content elaborations provide differentiated examples of language use and contexts to assist teachers to meet the needs of a range of learners, including background-language learners and second-language learners. 

Content in Hindi is organised under 2 interrelated strands, each with a number of sub-strands. The strands and sub-strands are presented in Figure 1.

Figure 1: Hindi content structure

Strand: Communicating meaning in Hindi 

This involves students learning to use language for communicative purposes in interpreting, creating and exchanging meaning. There are 3 sub-strands.

Strand: Understanding language and culture

This involves students learning to analyse and understand language and culture as resources for interpreting and shaping meaning in intercultural exchange. There are 2 sub-strands.

The Australian Curriculum: Indonesian is pitched to second language learners, that is, the dominant group of learners in the current Australian context for whom Indonesian is an additional language.

Students of Indonesian in Australian schools come from a range of backgrounds. For most students it is their first experience of learning Indonesian, while some may have existing connections to Indonesian as background speakers of the language.

Indonesian has been the official language of Indonesia since the country’s independence. It is a standardised language, spoken throughout the Indonesian archipelago. It is closely related to Malay and other variants used in Malaysia, Singapore, Brunei and southern Thailand.

Contact between First Nations Peoples of northern Australia and the peoples of the islands now known as Indonesia has been in place for several centuries with the sharing of art, commerce, cuisine, culture and language. As Australia’s largest neighbour in the Asia-Pacific region of Southeast Asia, commercial, cultural and linguistic ties between Indonesia and Australia continue to be of significance.

Indonesian has been taught in some Australian schools and universities since the 1950s and relations between Indonesia and Australia continue to grow in the area of education as well as trade and cultural exchanges. Australia has a strong diplomatic presence in Indonesia and significant numbers of Australians travel to Indonesia for education, business and leisure. There is an increasing number of Indonesian-speaking communities across Australia.

The Indonesian language uses a Romanised script and has phonetic pronunciation so speakers of English can predict how to say, read or write Indonesian words. Learning Indonesian enhances students’ understanding of language learning strategies and develops an appreciation of the language and cultures of Indonesian-speaking communities. Knowledge of Indonesian language and culture enriches travel experiences, increases employment opportunities, and promotes understanding of diverse attitudes, beliefs and values.

Indonesian has been developed as a Second Language Learner Pathway which caters for students learning Indonesian as a second or additional language. 

The Second Language Learner Pathway includes 2 sequences:

• Foundation to Year 10
• Years 7 to 10.

Teachers use the curriculum to cater for learners of different backgrounds by making appropriate adjustments to differentiate learning experiences.

Content in Indonesian is organised under 2 interrelated strands, each with a number of sub-strands. The strands and sub-strands are presented in Figure 1.

Figure 1: Indonesian content structure

Strand: Communicating meaning in Indonesian

This involves students learning to use language for communicative purposes in interpreting, creating and exchanging meaning. There are 3 sub-strands.

Strand: Understanding language and culture

This involves students learning to analyse and understand language and culture as resources for interpreting and shaping meaning in intercultural exchange. There are 2 sub-strands.

Italian refers to Standard Italian or italiano standard. It is pitched to second language learners, that is, to the dominant group of learners in the current Australian context for whom Italian is an additional language.  

Students of Italian in Australian schools come from a wide range of backgrounds. For some students it is their first experience of learning Italian, while others may have existing connections with Italian as background Italian speakers or as multi-generation Italian Australians. 

Italian has been taught in Australian schools and universities since the 1930s and is, and has been for many years, one of the major community languages in Australia. It is the official language of Italy, the Vatican City, San Marino, parts of Switzerland, and the European Union. It is a major community language in Europe, the United States, Canada, South America and parts of Africa. 

Italian belongs to the Romance family of languages that includes Catalan, French, Portuguese, Romanian and Spanish. Italian and English have a common linguistic link with Latin, sharing many Latin-derived words and using the same Roman alphabet. 

The history of Italian settlement in Australia can be traced to the First Fleet in 1788 and Italian-speaking communities in Australia continue to play a significant role in Australia’s culturally diverse society.  

Australia has strong cultural, political and trade connections with Italy, including economic and commercial cooperation and expanding relationships in science and technology. A significant number of Italian companies have branches in Australia. Italians and the Italian language make a distinctive contribution to politics, art, architecture, cuisine, music, fashion, science, literature, film and theatre. 

Italian has been developed as a Second Language Learner Pathway which caters for students learning Italian as a second or additional language.  

The Second Language Learner Pathway includes 2 sequences: 

• Foundation to Year 10 
  
• Years 7 to 10. 
  

Teachers use the curriculum to cater for learners of different backgrounds by making appropriate adjustments to differentiate learning experiences. 

Content in Italian is organised under 2 interrelated strands, each with a number of sub-strands. The strands and sub-strands are presented in Figure 1.

Figure 1: Italian content structure 

Strand: Communicating meaning in Italian  

This involves students learning to use language for communicative purposes in interpreting, creating and exchanging meaning. There are 3 sub-strands.  

Strand: Understanding language and culture  

This involves students learning to analyse and understand language and culture as resources for interpreting and shaping meaning in intercultural exchange. There are 2 sub-strands. 

Japanese is pitched to second language learners, that is, to the dominant group of students in the current Australian context for whom Japanese is an additional language.  

Students of Japanese in Australian schools come from a range of backgrounds. For most students it is their first experience of learning Japanese, while others may have existing connections to Japanese as background Japanese speakers. 

Japanese has been taught in Australia for more than 100 years, significantly as a second or additional language. It is the official language of Japan and widely used by communities of speakers in Hawaii, Peru and Brazil. Large numbers of students in the Republic of Korea, China, Indonesia and Australia learn Japanese as an additional language. 

Australia has a significant number of Japanese national residents and Japanese culture influences many areas of contemporary Australian society, including the arts, design, technology, fashion, popular culture and cuisine.  

Australia is a close strategic and economic partner of Japan, and there is ongoing exchange between the 2 countries in the areas of education, trade, diplomacy and tourism. Japan is an important nation within Asia and a significant contributor to economic, political and diplomatic relations in the region. 

Japanese has been developed as a Second Language Learner Pathway which caters for students learning Japanese as a second or additional language.  

The Second Language Learner Pathway includes 2 sequences: 

• Foundation to Year 10 
  
• Years 7 to 10. 
  

Teachers use the curriculum to cater for learners of different backgrounds by making appropriate adjustments to differentiate learning experiences. 

Content in Japanese is organised under 2 interrelated strands, each with a number of sub-strands. The strands and sub-strands are presented in Figure 1. 

Figure 1: Japanese content structure 

Strand: Communicating meaning in Japanese  

This involves students learning to use language for communicative purposes in interpreting, creating and exchanging meaning. There are 3 sub-strands.

Strand: Understanding language and culture  

This involves students learning to analyse and understand language and culture as resources for interpreting and shaping meaning in intercultural exchange. There are 2 sub-strands. 

The Australian Curriculum: Korean is pitched to second language learners, that is, the dominant group of learners in the current Australian context for whom Korean is an additional language.

Students of Korean in Australian schools come from a range of backgrounds. For many students it may be their first experience of learning Korean, while some may have existing connections to Korean as background speakers of the language.

Korean is the official language of South Korea (Republic of Korea) and North Korea (Democratic People’s Republic of Korea) and is spoken in communities worldwide. South Korea is one of the most technologically advanced societies and economies in the Asian region. It is developing global reach in its innovation of high-technology products and vehicles, and popular culture. South Korea and Australia have established relationships through cultural and educational exchanges, and economic, political and trade partnerships.

Korean migration has made a significant contribution in shaping multicultural Australia. There has been an increasing number of Korean-speaking communities throughout Australia since the late 1960s. The influence of and interest in Korean cuisine, as well as pop culture such as K Pop, cosmetics, movies and television shows, are increasingly evident in Australian society.

Learning Korean enhances students’ understanding of different alphabets, writing systems and language learning strategies, and develops an appreciation of the language and cultures of Korean-speaking communities. Knowledge of Korean language and culture enriches travel experiences, increases employment opportunities, and promotes understanding of diverse attitudes, beliefs and values.

Korean has been developed as a Second Language Learner Pathway which caters for students learning Korean as a second or additional language.

The Second Language Learner Pathway includes 2 sequences:

• Foundation to Year 10
• Years 7 to 10.

Teachers use the curriculum to cater for learners of different backgrounds by making appropriate adjustments to differentiate learning experiences.

Content in Korean is organised under 2 interrelated strands, each with a number of sub-strands. The strands and sub-strands are presented in Figure 1.

Figure 1: Korean content structure

Strand: Communicating meaning in Korean

This involves students learning to use language for communicative purposes in interpreting, creating and exchanging meaning. There are 3 sub-strands.

Strand: Understanding language and culture

This involves students learning to analyse and understand language and culture as resources for interpreting and shaping meaning in intercultural exchange. There are 2 sub-strands.

The Australian Curriculum: Latin is pitched to second language learners in Years 7–10, that is, the dominant structure and sequence of learning in the current Australian school context. For most students it is their first experience of learning Latin.

Latin was the official language of Ancient Rome, and the language of transmission of Roman law, government, literature and cultural knowledge and values throughout much of Europe, North Africa and West Asia during the period 753 BCE–476 CE. After the fall of the Roman empire, Latin evolved into several regional dialects, some of which have become known as the Romance languages, for example, French, Italian, Portuguese, Romanian and Spanish. Latin has remained a language for literary, liturgical, legal, political, philosophical and scientific texts, many of lasting historical and aesthetic value.

Latin continued as the language of Western Christianity, and remains so today for the official business of the Roman Catholic Church and the Vatican City State. The enduring achievements and rich legacy of the ancient Roman world are evident in modern beliefs, customs and values, architecture, art, engineering, laws and forms of government, literature and medicine. 

Latin has been taught in Australian schools and universities since the 1800s. By accessing and translating Latin texts and engaging with artefacts, students make connections with ancient worlds that have shaped contemporary life and societies. Learning Latin enhances students’ understanding of English due to its influence on the alphabet and vocabulary of English, some Latin terms and mottos which remain unchanged, and commonly used abbreviations. Knowledge of Latin and the ancient Roman world enriches students’ awareness of how an ancient civilisation influences life and thought in the modern world. This knowledge promotes understanding of diverse attitudes, beliefs and values.

Latin has been developed as a second-language learner pathway which caters for students learning Latin as a second or additional language in Years 7–10.

The second-language learner pathway includes one sequence: 

• Years 7 to 10.

Teachers use the curriculum to cater for the range of learners by making appropriate adjustments to differentiate learning experiences.

Content in Latin is organised under 2 interrelated strands, each with a number of sub-strands. The strands and sub-strands are presented in Figure 1.

Figure 1: Latin content structure

Strand: Engaging with the ancient Roman world through texts

This involves students engaging with the language, culture and history of the ancient Roman world through the interpretation, analysis and translation of Latin texts. There are 2 sub-strands.

Strand: Understanding language and culture

This involves students learning to analyse language and culture as resources for understanding meaning. There are 2 sub-strands.

The Australian Curriculum: Languages: Modern Greek is pitched to second language learners, that is, the dominant group of learners in the current Australian context for whom Modern Greek is an additional language.

Students of Modern Greek (Greek) in Australian schools come from a range of backgrounds. For many students it may be their first experience of learning Greek, while others may have existing connections to Greek as background speakers.

Greek is the official language of Greece and an official language of the Republic of Cyprus. It is spoken in communities throughout the world. The modern standard version of Greek is the demotic form of the spoken and written language and is the official language taught worldwide. Greek is one of the official languages of the European Union.

The Hellenic civilisation and language have significantly shaped Western civilisation in the arts, architecture, literature, medicine, mathematics, philosophy, politics and science. The Greek language is still used in many fields to coin new terms.

Greek migration has made a significant contribution to shaping multicultural Australia. The Greek language has been taught in some Australian schools and universities since the 1970s, with extensive networks of community language programs established prior to this time with the first settlement of Greeks in Australia. The influence of Greek-speaking communities is evident in the areas of agriculture, the arts, commerce and trade, cuisine, education, government and politics, industry, law, medicine and scientific research.

Greek belongs to an independent branch of the Indo-European family of languages, to which family of languages English also belongs. Both languages share some similarities such as vocabulary, and language structures and features. Learning Greek enhances students’ understanding of the origins of many English words, and different alphabets and writing systems. It develops an appreciation of the language and cultures of Greek-speaking communities. Knowledge of Greek language and culture enriches travel experiences, increases employment opportunities and promotes understanding of diverse attitudes, beliefs and values.

Modern Greek has been developed as a Second Language Learner Pathway which caters for students learning Greek as a second or additional language.

The Second Language Learner Pathway includes 2 sequences:

• Foundation to Year 10
• Years 7 to 10.

Teachers use the curriculum to cater for learners of different backgrounds by making appropriate adjustments to differentiate learning experiences.

Content in Modern Greek is organised under 2 interrelated strands, each with a number of sub-strands. The strands and sub-strands are presented in Figure 1.

Figure 1: Modern Greek content structure

Strand: Communicating meaning in Greek

This involves students learning to use language for communicative purposes in interpreting, creating and exchanging meaning. There are 3 sub-strands.

The Australian Curriculum: Spanish is pitched to second language learners, that is, the dominant group of learners in the current Australian context for whom Spanish is an additional language.

Students of Spanish in Australian schools come from a range of backgrounds. For most students it is their first experience of learning Spanish, while others may have existing connections to Spanish as background speakers of the language.

Spanish is the official language of Spain and an official language of Argentina, Bolivia, Chile, Colombia, Costa Rica, Cuba, Dominican Republic, Ecuador, El Salvador, Equatorial Guinea, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Puerto Rico, Uruguay and Venezuela. Spanish is a global language and is one of the official languages of the European Union and the United Nations.

The influence of the Spanish language and the cultures of Spanish-speaking communities can be seen globally in past and contemporary achievements in areas such as architecture, art, cuisine, dance, literature and music.

Migration from Spanish-speaking countries to Australia has made a significant contribution to shaping multicultural Australia. Patterns of migration of Spanish speakers to Australia have been influenced by a variety of factors, including economic and political circumstances, interest in tertiary education, and employment opportunities presented by trade agreements in sectors such as agriculture, mining and technology. The Spanish language has been taught in some Australian schools and universities since the 1960s and the influence of and interest in the cuisine, dance, literature and music of Spanish-speaking communities are evident in Australian society.

Spanish, like English, belongs to the Indo-European family of languages, and both share some similarities such as alphabet, vocabulary, language structures and features. Learning Spanish enhances students’ understanding of English and develops an appreciation of the language and cultures of Spanish-speaking communities. Knowledge of Spanish language and cultures enriches travel experiences, increases employment opportunities and promotes understanding of diverse attitudes, beliefs and values.

Spanish has been developed as a Second Language Learner Pathway which caters for students learning Spanish as a second or additional language.

The Second Language Learner Pathway includes 2 sequences:

• Foundation to Year 10
• Years 7 to 10.

Teachers use the curriculum to cater for learners of different backgrounds by making appropriate adjustments to differentiate learning experiences.

Content in Spanish is organised under 2 interrelated strands, each with a number of sub-strands. The strands and sub-strands are presented in Figure 1.

Figure 1: Spanish content structure

Strand: Communicating meaning in Spanish

This involves students learning to use language for communicative purposes in interpreting, creating and exchanging meaning. There are 3 sub-strands.

Strand: Understanding language and culture

This involves students learning to analyse and understand language and culture as resources for interpreting and shaping meaning in intercultural exchange. There are 2 sub-strands.

The Australian Curriculum: Turkish recognises that learners of Turkish in Australian schools have a range of cultural backgrounds and language experiences. Learners may have varying degrees of proficiency in Turkish as background-language learners or they may be learning Turkish as a second or additional language.

Turkish is the official language of Türkiye and an official language of the Republic of Cyprus. In 1928 the founder of the Republic of Türkiye, Mustafa Kemal Ataturk, replaced the Ottoman alphabet with the Roman alphabet, a process which included modifications to the language.

The campaign of the Gallipoli Peninsula during World War I laid the foundations of what was later to become strong Australian–Turkish connections, characterised by economic and bilateral trade relationships, cultural exchanges and consular cooperation.

Turkish speakers have contributed to shaping multicultural Australia. Turkish has been taught in some Australian schools and tertiary institutions since the 1950s as well as in community-run organisations prior to this time. The influence of Turkish-speaking communities is evident in areas such as commerce, cuisine, religion and sport.

Turkish is the major member of the Turkic language family, within the Uralo-Altaic language group. It is a phonetic language and uses the Roman alphabet with additional diacritic marks, so speakers of English can recognise the script and attempt its pronunciation. Learning Turkish develops students’ understanding of the language and culture of Turkish-speaking communities. It also enhances students’ awareness of the nature of language learning and promotes an appreciation of diverse attitudes, beliefs and values. Knowledge of the Turkish language and culture enriches travel experiences and increases employment opportunities.  

Turkish has been developed to cater for learners with different linguistic experiences, those with a background in Turkish as well as those learning Turkish as a second or additional language. 

The Australian Curriculum: Turkish includes 2 sequences:

• Foundation to Year 10
• Years 7 to 10.

Teachers can use the curriculum to make appropriate adjustments to differentiate learning. Content elaborations provide differentiated examples of language use and contexts to assist teachers to meet the needs of a range of learners, including background-language learners and second-language learners.

Content in Turkish is organised under 2 interrelated strands, each with a number of sub-strands. The strands and sub-strands are presented in Figure 1.

Figure 1: Turkish content structure

Strand: Communicating meaning in Turkish

This involves students learning to use language for communicative purposes in interpreting, creating and exchanging meaning. There are 3 sub-strands.

Strand: Understanding language and culture

This involves students learning to analyse and understand language and culture as resources for interpreting and shaping meaning in intercultural exchange. There are 2 sub-strands.

The Australian Curriculum: Vietnamese recognises that learners of Vietnamese in Australian schools have a range of cultural backgrounds and language experiences. Learners may have varying degrees of proficiency in Vietnamese as background-language learners or they may be learning Vietnamese as a second or additional language.

Modern Standard Vietnamese is the official language of Vietnam. It is a tonal language written in the Roman alphabet with additional diacritics for tones.  

Vietnamese speakers have made significant contributions in shaping multicultural Australia. Vietnamese has been taught in some Australian schools and universities since the 1990s as well as in community-run organisations prior to this time. The influence of Vietnamese-speaking communities is evident in areas such as agriculture, the clothing industry, commerce, cuisine and tourism.  

Vietnamese is a member of the Mon-Khmer language family. The influence of historical contact and exchanges among Vietnamese, Chinese and French people can be seen in Vietnamese vocabulary. As it uses the Roman alphabet, speakers of English can recognise the script and attempt its pronunciation. Learning Vietnamese develops students’ understanding of the language and culture of Vietnamese-speaking communities. It also enhances students’ awareness of the nature of language learning and promotes an appreciation of diverse attitudes, beliefs and values. Knowledge of the Vietnamese language and culture enriches travel experiences and increases employment opportunities. 

Vietnamese has been developed to cater for learners with different linguistic experiences, those with a background in Vietnamese as well as those learning Vietnamese as a second or additional language.  

The Australian Curriculum: Vietnamese includes 2 sequences: 

• Foundation to Year 10 
  
• Years 7 to 10. 
  

Teachers can use the curriculum to make appropriate adjustments to differentiate learning. Content elaborations provide differentiated examples of language use and contexts to assist teachers to meet the needs of a range of learners, including background-language learners and second-language learners. 

Content in Vietnamese is organised under 2 interrelated strands, each with a number of sub-strands. The strands and sub-strands are presented in Figure 1. 

Figure 1: Vietnamese content structure 

Strand: Communicating meaning in Vietnamese  

This involves students learning to use language for communicative purposes in interpreting, creating and exchanging meaning. There are 3 sub-strands. 

Strand: Understanding language and culture

This involves students learning to analyse and understand language and culture as resources for interpreting and shaping meaning in intercultural exchange. There are 2 sub-strands.