By the end of Stage 2, students interact with others in [Language] to share information and participate in guided classroom activities that involve following instructions and collaborating with peers. They locate and classify information in texts, such as recipes or menus, and respond to texts, using modelled language and graphic, visual or digital supports. They compose texts in [Language], using familiar words, formulaic expressions and modelled language, and create bilingual texts, such as descriptions and signs for the classroom.
Students reproduce pronunciation and intonation patterns, and identify sound–writing relationships. They {write simple texts in […], and} (insert this statement for non roman-scripted languages) identify basic elements of grammar in familiar language patterns. They recognise structure and language features in familiar texts, and variations in language use according to context and relationships between participants. They recognise frequently used loan words from English and other languages, comparing pronunciation. Students identify terms and expressions in [Language] that reflect cultural practices, and make comparisons with their own and other communities. They understand that ways of communicating and behaving reflect aspects of personal identity.
Students with prior learning and/or experience
Students with prior learning and/or experience of [Language] have more developed communicative skills, and knowledge and understanding of language and culture. They interact with others in [Language] to share information, experiences and feelings, and participate in tasks and activities that involve collaborative planning and simple transactions. They locate and organise information from spoken, written, digital and visual texts, and respond to texts, using English or modelled language in [Language], in spoken, written and digital modes. They compose texts using formulaic expressions, modelled language and visual supports, and create bilingual texts such as signs or notices, digital picture dictionaries or word banks for the classroom and school community.
Students apply intonation and phrasing patterns of spoken [Language]. They {write texts using […], applying} (insert this statement for non roman-scripted languages) apply their knowledge of grammatical elements to describe actions, people and objects. They reflect on their experiences when interacting in [Language] and English-speaking contexts, identifying similarities and differences in language use and behaviours.