By the end of Stage 3, students interact with others in [Language] to exchange information and opinions. They engage in classroom activities and collaborate with peers to plan a group activity or shared event. They obtain and organise information from written, spoken and digital texts, using contextual and other clues to elicit meaning, and respond to texts in [Language] or English, using a range of formats. They compose informative and imaginative texts, linking ideas in a series of sentences, and using familiar modelled language and scaffolds. They create bilingual texts, such as signs, notices, games, displays, websites or word banks, for the school community.
Students use key features of pronunciation and intonation, recognising the relationship between sounds, words and meaning, and apply basic writing conventions. They recognise the systematic nature of [Language] grammar rules, and use basic grammatical structures to present information. They identify how texts vary according to purpose and context, and recognise variations in language use according to context and relationships between participants. They explore the influence of [Language] language and culture on other languages. Students describe aspects of their own identity, making comparisons between their own cultural practices and language use and those of [Language]-speaking communities, and considering how this affects intercultural communication.
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 initiate interactions in [Language] with others to exchange information, ideas and opinions, and collaborate with peers to make choices and arrangements, organise events and complete transactions. They locate and classify information from a range of written, spoken and digital texts, and respond to texts in [Language] or English, using a range of formats for different audiences. They compose informative and imaginative texts for a variety of purposes and audiences, and create bilingual texts and resources for their own language learning and the school community.
Students apply the [Language] sound system, including variations in tone, stress and phrasing. They {apply an increasing range of […] in written texts, applying} (insert this statement for non roman-scripted languages) apply basic structures and features of [Language] grammar to present information and elaborate on meaning. They reflect on their experiences in [Language] and English-speaking contexts, discussing adjustments made when moving from English to [Language] and vice versa.