NSW Education Standards Authority

Macedonian K–10 Draft Syllabus for Consultation

24 September – 18 November 2018

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NCS-437 D2018/114746

Contents

NESA K–10 Syllabus Development Process ...... 4 Introduction...... 5 Introduction to the Macedonian K–10 Syllabus ...... 6 Macedonian Key ...... 9 Rationale ...... 11 The Place of the Macedonian K–10 Syllabus in the K–12 Curriculum ...... 13 Aim ...... 14 Objectives...... 15 Outcomes ...... 16 Stage Statements ...... 21 Content ...... 30 Content for Early Stage 1 ...... 39 Content for Stage 1 ...... 47 Content for Stage 2 ...... 58 Content for Stage 3 ...... 69 Content for Stage 4 ...... 80 Content for Stage 5 ...... 98 Years 7–10 Life Skills Outcomes and Content ...... 115 Years 7–10 Life Skills Outcomes ...... 116 Years 7–10 Life Skills Content ...... 121 Assessment ...... 134 Glossary ...... 137

NESA K–10 Syllabus Development Process

The NSW Education Standards Authority (NESA) process for the development of K–10 syllabuses to include Australian Curriculum content involves expert writers and opportunities for broad consultation with teachers and other stakeholder groups in order to receive the highest-quality advice from across the education community.

This project will follow the NESA syllabus development process, recognising the substantial review and development work that the Australian Curriculum, Assessment and Reporting Authority (ACARA), together with all states and territories, has undertaken.

Each subsection of the Macedonian K–10 Draft Syllabus addresses a syllabus component and includes an explanation of the component’s purpose.

Assisting Respondents

The following icons are used throughout this document to assist respondents:

Icon and label Description

This icon indicates general information that assists in reading or  for your information understanding the information contained in the document. Text introduced by this icon will not appear in the final syllabus.

This icon indicates material on which responses and views are sought  consult through consultation.

Macedonian K–10 Draft Syllabus for Consultation 4

Introduction

 for your information

This text is included in all K–10 syllabuses.

The K–10 Curriculum

The NSW Education Standards Authority (NESA) syllabuses are developed with respect to some overarching views about education. These include the NESA K–10 Curriculum Framework and Statement of Equity Principles, and the Melbourne Declaration on Educational Goals for Young Australians (December 2008).

NESA syllabuses include agreed Australian Curriculum content and content that clarifies the scope, breadth and depth of learning. The Australian Curriculum achievement standards underpin the syllabus outcomes and the Stage statements for Early Stage 1 to Stage 5.

In accordance with the K–10 Curriculum Framework and the Statement of Equity Principles, the syllabus takes into account the diverse needs of all students. It identifies essential knowledge, understanding, skills, values and attitudes. It outlines clear standards of what students are expected to know and be able to do in K–10. It provides structures and processes by which teachers can provide continuity of study for all students.

The framework also provides a set of broad learning outcomes that summarise the knowledge, understanding, skills, values and attitudes essential for all students in all learning areas to succeed in and beyond their schooling.

The continued relevance of the K–10 Curriculum Framework is consistent with the intent of the Melbourne Declaration on Educational Goals for Young Australians (December 2008), which set the direction for Australian schooling for the next ten years. There are two broad goals: Goal 1: Australian schooling promotes equity and excellence. Goal 2: All young Australians become successful learners, confident and creative individuals, and active and informed citizens.

The way in which learning in the Macedonian K–10 Syllabus will contribute to the curriculum, and to students’ achievement of the broad learning outcomes, is outlined in the syllabus rationale.

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Introduction to the Macedonian K–10 Syllabus

The Language

The language to be studied and assessed is the modern standard version of Macedonian.

Students should be aware of formal and informal levels of language used in daily life. This includes the use of colloquialisms, where appropriate, and an awareness of regional differences.

The Learners of Macedonian

Students come to the learning of languages with diverse linguistic, cultural and personal profiles, including a range of prior language experiences either in Macedonian or in a different language. Students may have engaged with Macedonian in formal or less formal contexts, or they may have been exposed to a language through family members or in-country experience. Students start school as mono-, bi- or plurilinguals.

Mandatory study of a language occurs in Stage 4. However, students may commence their study of a language at any point along the K–10 continuum.

The learners of Macedonian include students:  learning Macedonian as a second or additional language  with prior learning and/or experience who may have: − undertaken a significant school-based learning program in Australia − had exposure to Macedonian language and culture and may engage in some active but predominantly receptive use of Macedonian (including dialects and variants of Macedonian)  with a background in the language who have had their primary socialisation as well as initial literacy development and primary schooling in Macedonian  undertaking a course based on Life Skills outcomes and content.

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Diversity of Learners

NSW syllabuses are inclusive of the learning needs of all students. Syllabuses accommodate teaching approaches that support student diversity, including students with special education needs, gifted and talented students, and students learning English as an additional language or dialect (EAL/D). Students may have more than one learning need.

Students with Special Education Needs All students are entitled to participate in and progress through the curriculum. Under the Disability Standards for Education 2005, schools are required to provide additional support or adjustments to teaching, learning and assessment activities for some students with special education needs. Adjustments are measures or actions taken in relation to teaching, learning and assessment that enable a student with special education needs to access syllabus outcomes and content and demonstrate achievement of outcomes.

Students with special education needs can access outcomes and content from K–10 syllabuses in a range of ways. Students may engage with:  syllabus outcomes and content from their age-appropriate stage with adjustments to teaching, learning and/or assessment activities; or  selected syllabus outcomes and content from their age-appropriate stage, relevant to their learning needs; or  syllabus outcomes from an earlier Stage, using age-appropriate content; or  selected Years 7–10 Life Skills outcomes and content from one or more syllabuses for students in Stages 4 and 5.

Decisions regarding curriculum options, including adjustments, should be made in the context of collaborative curriculum planning with the student, parent/carer and other significant individuals to ensure that syllabus outcomes and content reflect the learning needs and priorities of individual students.

Further information can be found in support materials for:  Languages  Special education  Life Skills.

Gifted and Talented Students Gifted and talented students have specific learning needs that may require adjustments to the pace, level and content of the curriculum. Differentiated educational opportunities assist in meeting the needs of gifted and talented students.

Generally, gifted and talented students demonstrate the following characteristics:  the capacity to learn at faster rates  the capacity to find and solve problems  the capacity to make connections and manipulate abstract ideas.

There are different kinds and levels of giftedness and talent. Gifted and talented students may also have learning disabilities and/or English as an additional language or dialect. These needs should be addressed when planning appropriate teaching, learning and assessment activities.

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Curriculum strategies for gifted and talented students may include:  differentiation: modifying the pace, level and content of teaching, learning and assessment activities  acceleration: promoting a student to a level of study beyond their age group  curriculum compacting: assessing a student’s current level of learning and addressing aspects of the curriculum that have not yet been mastered.

School decisions about appropriate strategies are generally collaborative and involve teachers, parents/carers and students, with reference to documents and advice available from NESA and the education sectors.

Gifted and talented students may also benefit from individual planning to determine the curriculum options, as well as teaching, learning and assessment strategies, most suited to their needs and abilities.

Students Learning English as an Additional Language or Dialect (EAL/D) Many students in Australian schools are learning English as an additional language or dialect (EAL/D). EAL/D students are those whose first language is a language or dialect other than Standard Australian English and who require additional support to assist them to develop English language proficiency.

EAL/D students come from diverse backgrounds and may include:  overseas and Australian-born students whose first language is a language other than English, including creoles and related varieties  Aboriginal and Torres Strait Islander students whose first language is Aboriginal English, including Kriol and related varieties.

EAL/D students enter Australian schools at different ages and stages of schooling and at different stages of English language learning. They have diverse talents and capabilities and a range of prior learning experiences and levels of literacy in their first language and in Standard Australian English. EAL/D students represent a significant and growing percentage of learners in NSW schools. For some, school is the only place they use Standard Australian English.

EAL/D students are simultaneously learning a new language and the knowledge, understanding and skills of a syllabus through that new language. They require additional time and support, along with informed teaching that explicitly addresses their language needs, and assessments that take into account their developing language proficiency.

The ESL Scales and the English as an Additional Language or Dialect: Teacher Resource provide information about the English language development phases of EAL/D students. These materials and other resources can be used to support the specific needs of EAL/D students and to assist students to access syllabus outcomes and content.

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Macedonian Key

 for your information

The following codes and icons are used in the Macedonian K–10 Syllabus.

Outcome Coding

Syllabus outcomes are coded in a consistent way. The code identifies the language, Stage, outcome number and the way content is organised.

Early Stage 1 to Stage 5 are represented by the following codes:

Stage Code

Early Stage 1 e

Stage 1 1

Stage 2 2

Stage 3 3

Stage 4 4

Stage 5 5

Life Skills LS

In the Macedonian syllabus, outcome codes indicate subject, Stage, outcome number and strand. For example:

Outcome code Interpretation

LMA2-1C Languages, Macedonian, Stage 2 – Outcome number 1 (Communicating)

LMA5-7U Languages, Macedonian, Stage 5 – Outcome number 7 (Understanding)

LMALS-2C Languages, Macedonian, Life Skills – Outcome number 2 (Communicating)

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Learning Across the Curriculum Icons

 for your information

Learning across the curriculum content, including the cross-curriculum priorities, general capabilities and other areas identified as important learning for all students, is incorporated and identified by icons in the syllabus.

Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

Sustainability

General capabilities

Critical and creative thinking

Ethical understanding

Information and communication technology capability

Intercultural understanding

Literacy

Numeracy

Personal and social capability

Other learning across the curriculum areas

Civics and citizenship

Difference and diversity

Work and enterprise

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Rationale

 for your information

The rationale describes the distinctive nature of the subject and outlines its relationship to the contemporary world and current practice. It explains the place and purpose of the subject in the curriculum, including:  why the subject exists  the theoretical underpinnings  what makes the subject distinctive  why students would study the subject  how it contributes to the purpose of the K–10 Curriculum Framework  how it prepares students for further schooling.

 consult Learning languages provides the opportunity for students to engage with the linguistic and cultural diversity of the world and its peoples. Students broaden their horizons in relation to personal, social, cultural and employment opportunities in an increasingly interconnected and interdependent world. Proficiency in languages provides a national resource that serves communities within Australia and enables the nation to engage more effectively with the global community.

Contemporary research and practice have established a clear link between the learning of languages and improved literacy skills for both background speakers and second or additional language learners. Through the development of communicative skills in a language and understanding of how language works as a system, students further develop literacy in English, through close attention to detail, accuracy, logic and critical reasoning. Learning languages exercises students’ intellectual curiosity, increases metalinguistic awareness, strengthens intellectual, analytical and reflective capabilities, and enhances creative and critical thinking.

Macedonian is the official language of the Republic of Macedonia and it is spoken in neighbouring countries by Macedonian minorities and diaspora. It is also a major community language in Australia, Canada, the United States of America and Europe. Australia has a large number of Macedonian- speaking communities, which have made and continue to make a significant contribution to the development and enrichment of Australian society, in areas such as commerce, industry, health and education. The Macedonian language influences transcultural and lifestyle choices in Australia.

The Macedonian language uses a Cyrillic alphabet which consists of 31 letters. Macedonian is a phonetic language, which makes it easily accessible for second language acquisition. Through the study of Macedonian, learners are able to gain access to and appreciate the rich language, culture, history, art and literature of Macedonia. This continues to promote an understanding of diverse attitudes and values in Australian society.

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The ability to communicate in Macedonian provides incentives for travel and for more meaningful interactions with speakers of Macedonian, encouraging sociocultural understanding between Australia and Macedonia, and cohesion within the Australian community. It also provides opportunities for students to gain insights into the contributions that have been made by Macedonian-speaking communities to Australian society and to the global community. For background speakers, this valuable learning experience is further enhanced by the opportunity to maintain and develop their Macedonian language skills and understanding of their cultural heritage.

The rich linguistic and cultural diversity of New South Wales, to which Macedonian-speaking communities contribute significantly, provides an educational environment where the study of languages and cultures is valued as a unique and integral part of the K–10 Curriculum.

Through learning languages, students develop an intercultural capability and an understanding of the role of language and culture in communication, and become more accepting of difference and diversity. They develop understanding of global citizenship, and reflect on their own heritage, values, culture and identity.

The study of Macedonian in Kindergarten to Year 10 may be the basis for further study of the Macedonian syllabus available for study in Stage 6, and for future employment, within Australia and internationally, in areas such as commerce, tourism, entertainment, hospitality, education, sport, visual arts, performing arts and international relations.

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The Place of the Macedonian K–10 Syllabus in the K–12 Curriculum

 for your information

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Aim

 for your information In NSW syllabuses, the aim provides a succinct statement of the overall purpose of the syllabus. It indicates the general educational benefits for students from programs based on the syllabus.

The aim, objectives, outcomes and content of a syllabus are clearly linked and sequentially amplify details of the intention of the syllabus.

The study of Macedonian in K–10 enables students to communicate with others in Macedonian, and to reflect on and understand the nature and role of language and culture in their own lives and the lives of others.

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Objectives

 for your information

In NSW syllabuses, objectives provide specific statements of the intention of a syllabus. They amplify the aim and provide direction to teachers on the teaching and learning process emerging from the syllabus. They define, in broad terms, the knowledge, understanding, skills, values and attitudes to be developed through study in the subject. They act as organisers for the intended outcomes.

Knowledge, Understanding and Skills

Communicating Strand Students use language for communicative purposes by:  interacting – exchanging information, ideas and opinions, and socialising, planning and negotiating  accessing and responding – obtaining, processing and responding to information through a range of spoken, written, digital and/or multimodal texts  composing – creating spoken, written, bilingual, digital and/or multimodal texts.

Understanding Strand Students analyse and understand language and culture by:  systems of language – understanding the language system including sound, writing, grammar and text structure; and how language changes over time and place  the role of language and culture – understanding and reflecting on the role of language and culture in the exchange of meaning, and considering how interaction shapes communication and identity.

The Communicating and Understanding strands are interdependent and one or more of the objectives may be emphasised at any given time, depending on the language and the Stage of learning.

Values and Attitudes

Students:  develop an interest in and enjoyment of language learning  appreciate and value their own heritage, culture and identity  appreciate and respect the culture, beliefs and values of others through language learning.

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Outcomes

 for your information

In NSW syllabuses, outcomes provide detail about what students are expected to achieve at the end of each Stage in relation to the objectives. They indicate the knowledge, understanding and skills expected to be demonstrated by students as a result of effective teaching and learning. They are derived from the objectives of the syllabus.

Table of Objectives and Outcomes – Continuum of Learning

Communicating Strand Objective Interacting – exchanging information, ideas and opinions, and socialising, planning and negotiating*

Early Stage 1 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 outcome outcome outcome outcome outcome outcome A student: A student: A student: A student: A student: A student:

LMAe-1C LMA1-1C LMA2-1C LMA3-1C LMA4-1C LMA5-1C interacts in participates in interacts with uses uses manipulates simple classroom others to share Macedonian to Macedonian to Macedonian in exchanges in interactions information interact with interact with sustained Macedonian and play- and participate others to others to interactions to based learning in classroom exchange exchange exchange activities in activities in information information, information, Macedonian Macedonian and opinions, ideas and ideas and and to opinions, and opinions, and participate in make plans make plans classroom and negotiate activities

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Objective Accessing and responding – obtaining, processing and responding to information through a range of spoken, written, digital and/or multimodal texts*

Early Stage 1 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 outcomes outcomes outcomes outcomes outcomes outcomes A student: A student: A student: A student: A student: A student:

LMAe-2C LMA1-2C LMA2-2C LMA3-2C LMA4-2C LMA5-2C engages with identifies key locates and obtains and identifies main identifies and Macedonian words and classifies processes ideas in, and interprets texts information in information in information in obtains information in simple texts texts texts, using information a range of contextual and from texts texts other clues

LMAe-3C LMA1-3C LMA2-3C LMA3-3C LMA4-3C LMA5-3C responds to responds to responds to responds to organises and evaluates and spoken and texts using a texts in a texts using responds to responds to visual texts range of variety of ways different information information, supports formats and ideas in opinions and texts for ideas in texts, different using a range audiences of formats for specific contexts, purposes and audiences

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Objective Composing – creating spoken, written, bilingual, digital and/or multimodal texts*

Early Stage 1 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 outcome outcome outcome outcome outcome outcome A student: A student: A student: A student: A student: A student:

LMAe-4C LMA1-4C LMA2-4C LMA3-4C LMA4-4C LMA5-4C composes composes composes composes applies a experiments texts in texts in texts in texts in range of with linguistic Macedonian Macedonian Macedonian Macedonian linguistic patterns and using visual using using using a series structures to structures to supports and rehearsed modelled of sentences compose texts compose texts other scaffolds language language in in Macedonian, Macedonian, using a range using a range of formats for of formats for different a variety of audiences contexts, purposes and audiences

* Speaking, listening, reading and writing skills are integral for students who are developing their acquisition of Macedonian. For some students with disability, teachers will need to consider relevant and appropriate adjustments to speaking, listening, reading, writing and communication experiences within the context of the Macedonian K–10 Syllabus.

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Understanding Strand Objective Systems of language – understanding the language system, including sound, writing, grammar, text structure; and how language changes over time and place*

Early Stage 1 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 outcomes outcomes outcomes outcomes outcomes outcomes A student: A student: A student: A student: A student: A student:

LMAe-5U LMA1-5U LMA2-5U LMA3-5U LMA4-5U LMA5-5U recognises recognises recognises applies key applies demonstrates spoken and pronunciation features of Macedonian how Macedonian reproduces and intonation Macedonian pronunciation Macedonian the sounds of patterns of pronunciation and intonation pronunciation Macedonian Macedonian and intonation patterns and intonation are used to convey meaning

LMAe-6U LMA1-6U LMA2-6U LMA3-6U LMA4-6U LMA5-6U recognises recognises demonstrates applies basic demonstrates demonstrates written basic understanding Macedonian understanding understanding Macedonian Macedonian of basic writing of key aspects of how writing Macedonian conventions of Macedonian Macedonian conventions writing writing writing conventions conventions conventions are used to convey meaning

LMAe-7U LMA1-7U LMA2-7U LMA3-7U LMA4-7U LMA5-7U recognises the recognises demonstrates demonstrates applies analyses the difference Macedonian understanding understanding features of function of between language of elements of of Macedonian Macedonian complex statements, patterns in Macedonian grammatical grammatical Macedonian questions and statements, grammar in structures structures and grammatical commands in questions and familiar sentence structures to Macedonian commands language patterns to extend patterns convey meaning information and ideas

LMAe-8U LMA1-8U LMA2-8U LMA3-8U LMA4-8U LMA5-8U recognises recognises demonstrates recognises identifies analyses that there are features of an awareness how texts and variations in linguistic, different kinds familiar texts of how familiar language use linguistic and structural and of texts texts are vary according structural cultural structured to context and features of features in a purpose texts range of texts

* Speaking, listening, reading and writing skills are integral for students who are developing their acquisition of Macedonian. For some students with disability, teachers will need to consider relevant and appropriate adjustments to speaking, listening, reading, writing and communication experiences within the context of the Macedonian K–10 Syllabus.

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Objective The role of language and culture – understanding and reflecting on the role of language and culture in the exchange of meaning, and considering how interaction shapes communication and identity*

Early Stage 1 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 outcome outcome outcome outcome outcome outcome A student: A student: A student: A student: A student: A student:

LMAe-9U LMA1-9U LMA2-9U LMA3-9U LMA4-9U LMA5-9U recognises recognises recognises makes identifies that explains and other similarities and how terms connections language use reflects on the languages differences in and between reflects interrelationship and cultures in communicatio expressions cultural cultural ideas, between their n across reflect aspects practices and values and language, immediate cultures of culture language use beliefs culture and environment identity and the world

* Speaking, listening, reading and writing skills are integral for students who are developing their acquisition of Macedonian. For some students with disability, teachers will need to consider relevant and appropriate adjustments to speaking, listening, reading, writing and communication experiences within the context of the Macedonian K–10 Syllabus.

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Stage Statements

 for your information In NSW syllabuses Stage statements summarise the knowledge, understanding, skills, values and attitudes developed by students as a result of achieving the outcomes for each Stage of learning.

Australian Curriculum achievement standards underpin the development of the Stage statements.

Stage statements are summaries of the knowledge, understanding, skills, values and attitudes that have been developed by students as a result of achieving the outcomes for the relevant Stage of learning.

Prior-to-school Learning

Students bring to school a range of knowledge, understanding and skills developed in home and prior-to-school settings. The movement into Early Stage 1 should be seen as a continuum of learning and planned for appropriately.

The Early Years Learning Framework for Australia describes a range of opportunities for students to learn and develop a foundation for future success in learning.

The Early Years Learning Framework for Australia has five Learning Outcomes that reflect contemporary theories and research evidence about children’s learning. The outcomes are used to guide planning and to assist all children to make progress.

The outcomes are: 1. Children have a strong sense of identity. 2. Children are connected with and contribute to their world. 3. Children have a strong sense of wellbeing. 4. Children are confident and involved learners. 5. Children are effective communicators.

In addition, teachers need to acknowledge the learning that children bring to school, and plan appropriate learning experiences that make connections with existing language and literacy development, including language used at home.

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Early Stage 1

By the end of Early Stage 1, students interact in Macedonian with their peers and teacher through action-related talk and play-based activities. They exchange greetings and respond to simple instructions, question cues and spoken and visual texts with actions, gestures, single words or phrases, including formulaic phrases. They participate in shared listening or viewing of texts such as Big Book stories, using pictures and contextual clues to help make meaning, and responding through actions, gestures, drawing or singing. They identify key words in spoken texts, such as names of people or objects, and match simple words to pictures, for example labelling classroom objects in Macedonian and English. They compose their own spoken texts with teacher support, using scaffolds and visual support, such as photos, to convey simple information about themselves or their family.

Students recognise that Macedonian sounds different to English, and mimic Macedonian pronunciation, approximating sounds. They recognise the difference between statements, questions and commands. They understand that there are different kinds of texts, such as songs, labels and captions, and recognise Macedonian in the written form. They understand that some Macedonian and English words are similar. They understand that Macedonian is used in the Republic of Macedonia and in other places in the world, and explore different languages that are used by their peers or family, or in their local community. Students have a growing awareness of the culture of Macedonian- speaking communities, and identify some Macedonian cultural practices that are similar or different to their own.

Students with prior learning and/or experience Students with prior learning and/or experience of Macedonian have more developed communicative skills, and knowledge and understanding of language and culture. They interact in Macedonian with their peers and teacher by exchanging greetings, responding to questions and instructions and taking turns in class activities. They identify key words and specific information in simple spoken and visual texts, and share information, using illustrations and gestures to support meaning. They compose simple spoken and visual texts, using illustrations and actions, and create bilingual word lists and labels for the classroom.

Students use features of the Macedonian sound system, including pitch, accent, rhythm and intonation, and understand that the sounds of Macedonian are represented in letters and words. They identify the function of statements, questions and commands. They describe aspects of self and their family background, and their own prior learning and/or experience of Macedonian.

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Stage 1

By the end of Stage 1, students interact in Macedonian with their peers and teacher to exchange greetings and simple information. They use Macedonian in play-based learning contexts and classroom routines, using modelled language. They identify key words and information in simple texts, such as charts, songs and rhymes, and respond to texts, using key words, phrases, gestures, objects and other supports. They compose simple texts in Macedonian using rehearsed language, and create bilingual labels and captions for objects and visual texts.

Students reproduce the sounds and rhythms of spoken Macedonian, and understand how sounds are represented in Macedonian. They recognise and copy the Macedonian alphabet and identify language patterns in simple statements, questions and commands. They identify features of familiar texts, such as greeting cards, and variations in language use when greeting and addressing different people. They recognise that Macedonian and English borrow words and expressions from each other and other languages. Students understand that the ways in which people use language reflect their culture, and relate to where and how they live and what is important to them. They reflect on similarities and differences between Macedonian and their own language and culture.

Students with prior learning and/or experience Students with prior learning and/or experience of Macedonian have more developed communicative skills, and knowledge and understanding of language and culture. They interact in Macedonian with their peers and teacher to exchange personal information, and participate in classroom routines and guided activities by responding to questions, following instructions and seeking permission. They locate and organise key points of information from simple spoken, written, digital and visual texts, and respond to texts in English or by using modelled sentence structures in Macedonian. They compose simple texts, using modelled language and illustrations to support meaning, and create simple bilingual texts in print or digital form, such as word lists, labels or captions for the classroom.

Students apply pronunciation and intonation patterns, including pronunciation of loan words and punctuation. They write simple texts using combinations of letters of the Macedonian alphabet, recognising parts of speech and basic word order in simple sentences. They reflect on the role of Macedonian language and culture in their own lives.

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Stage 2

By the end of Stage 2, students interact with others in Macedonian 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 Macedonian, 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 using the Macedonian alphabet, and 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 Macedonian 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 Macedonian have more developed communicative skills, and knowledge and understanding of language and culture. They interact with others in Macedonian 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 Macedonian, 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 Macedonian. They write texts using the Macedonian alphabet, applying their knowledge of grammatical elements to describe actions, people and objects. They reflect on their experiences when interacting in Macedonian and English-speaking contexts, identifying similarities and differences in language use and behaviours.

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Stage 3

By the end of Stage 3, students interact with others in Macedonian 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 Macedonian 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 Macedonian 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 Macedonian 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 Macedonian-speaking communities, and considering how this affects intercultural communication.

Students with prior learning and/or experience Students with prior learning and/or experience of Macedonian have more developed communicative skills, and knowledge and understanding of language and culture. They initiate interactions in Macedonian 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 Macedonian 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 Macedonian sound system, including variations in tone, stress and phrasing. They use the Cyrillic alphabet and understand spelling conventions, and apply basic structures and features of Macedonian grammar to present information and elaborate on meaning. They reflect on their experiences in Macedonian and English-speaking contexts, discussing adjustments made when moving from English to Macedonian and vice versa.

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Stage 4

By the end of Stage 4, students interact with others in Macedonian to exchange information and ideas on topics of interest, and engage in collaborative tasks and activities that involve making plans and arrangements. They identify main ideas and specific information in a range of written, spoken and digital texts, and respond in Macedonian or English to information and ideas, in a range of formats for specific audiences. They compose informative and imaginative texts for different audiences, using a range of linguistic structures with the support of stimulus materials and modelled language, and create bilingual texts and learning resources for the classroom.

Students apply Macedonian pronunciation and intonation patterns, including pitch, accent and rhythm, in a range of sentence types and vocabulary. They recognise and use features of the Cyrillic writing system. They recognise elements of Macedonian grammar, including the systematic nature of verb conjugation, and use features of Macedonian grammatical structures and sentence patterns to convey information and ideas. They identify variations in linguistic and structural features in a range of texts, explaining how language use varies according to context and the relationship between participants.

Students examine how Macedonian influences and is influenced by other languages and cultures, identifying borrowed words used in Macedonian and English, and Macedonian words and phrases that have emerged in response to new technology. They explore connections between language and culture in particular words, expressions and communicative behaviours, recognising values that are important in Macedonian-speaking communities. They share their reactions to intercultural experiences, considering how ways of communicating and expressing identity are shaped by the values and beliefs of a community.

Students with prior learning and/or experience Students with prior learning and/or experience of Macedonian have more developed communicative skills, and knowledge and understanding of language and culture. They interact in Macedonian with peers and known adults on a range of topics and experiences, and engage in collaborative tasks and activities that involve planning, negotiating and making decisions. They obtain and process information from a range of written, spoken and digital texts, and respond in Macedonian or English to information and ideas on a variety of topics, events or experiences, using different modes of presentation for particular audiences. They compose informative and imaginative texts in a range of formats according to purpose and audience, and create bilingual texts and resources for the school and wider community.

They apply Macedonian pronunciation and intonation patterns, including pronunciation of loan words and punctuation. They apply knowledge of Macedonian orthographic rules to their writing. They use elements of Macedonian grammar and sentence structure to express ideas. They understand how different types of texts are structured and use particular language features according to context, purpose and audience. They recognise that Macedonian has evolved and developed through different periods of influence and change, and how variations in Macedonian language use reflect different levels of formality, authority and status. Students explain ways in which choices in language use reflect cultural ideas, and explore different communicative behaviours across cultures. They reflect on how their own biography, including family origins, traditions and beliefs, has an impact on their sense of identity and ways of communicating.

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Students with a background in Macedonian Students with a background in Macedonian have more sophisticated communicative skills, and knowledge and understanding of language and culture. They interact with peers and known adults to exchange information, opinions and preferences relating to social issues and cultural experiences, and engage in collaborative tasks and activities that involve negotiating, solving problems and justifying decisions. They access and evaluate information in a range of written, spoken and digital texts, and respond in Macedonian to information, ideas and perspectives on a range of topics, events or experiences, using different presentation modes for particular audiences. They compose informative and imaginative texts in a range of formats according to purpose and audience, and create bilingual texts and resources for the school and wider community.

Students apply the Macedonian sound system, explaining features, including variations in tone, stress and phrasing. They apply their knowledge of Macedonian grammar to organise and elaborate on ideas and opinions, and understand how different types of texts are structured and use particular language features according to context, purpose and audience. They recognise that Macedonian has evolved and developed through different periods of influence and change, and how variations in Macedonian language use reflect different levels of formality, authority and status. Students analyse ways in which choices in language use reflect cultural ideas and perspectives, and reflect on how what is considered acceptable in communication varies across cultures. They reflect on how and why being a speaker of Macedonian contributes to their sense of identity and is important to their Macedonian cultural heritage.

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Stage 5

By the end of Stage 5, students manipulate Macedonian in sustained interactions with others to exchange information, ideas and opinions. They participate in a range of collaborative tasks, activities and experiences that involve making plans, negotiating and solving problems. They identify and interpret information from a range of written, spoken, visual or multimodal texts, and evaluate and respond in English or Macedonian to information, opinions and ideas, using a range of formats for specific contexts, purposes and audiences. They compose informative and imaginative texts to express ideas, attitudes and values, experimenting with linguistic patterns and structures, and using different formats for a variety of contexts, purposes and audiences. They create a range of bilingual texts and resources for the school and wider community.

Students apply pronunciation, intonation and phrasing patterns of spoken Macedonian. They understand conventions of the Macedonian alphabet and the systematic nature of Macedonian grammatical forms, and use elements of grammar to express complex ideas. They analyse the effects of linguistic and structural features in texts, explaining their interrelationship with context, purpose and audience. They examine the impact of factors such as media, technology, globalisation and popular culture on Macedonian.

Students explain how and why language use varies according to social and cultural contexts, relationships between participants and textual purpose. They understand that language, culture and communication are interrelated and shaped by each other. They reflect on their intercultural experiences, recognising how cultural identity influences ways of communicating, thinking and behaving.

Students with prior learning and/or experience Students with prior learning and/or experience of Macedonian have more developed communicative skills, and knowledge and understanding of language and culture. They initiate and sustain interactions in Macedonian with others to share information, feelings, opinions, ideas and points of view. They participate in a range of collaborative tasks, activities and experiences that involve negotiating and solving problems. They obtain, interpret and evaluate information, ideas and opinions from a range of texts, and respond to texts in Macedonian or English, using different formats, for specific contexts, purposes and audiences. They compose a variety of informative and imaginative texts in different formats, and create a range of bilingual texts, for different contexts, purposes and audiences.

Students apply intonation and phrasing patterns in both formal and informal speech, and extend their knowledge of more advanced spelling rules. They use complex grammatical structures, including a range of verb tenses and subordinate clauses, to achieve sophistication in expression, and explain the relationship between context, purpose, audience, linguistic features and cultural elements in a range of personal, reflective, informative and persuasive texts. They research the phenomenon of language change in Macedonian-speaking communities, analysing and comparing language use of previous generations with contemporary use. Students analyse the reciprocal relationship between language, culture and communication, and how this relationship reflects values, attitudes and beliefs. They reflect on how their own identity both influences and is shaped by ways of communicating, thinking and behaving.

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Students with a background in Macedonian Students with a background in Macedonian have more sophisticated communicative skills, and knowledge and understanding of language and culture. They initiate and sustain interactions in Macedonian with others to discuss ideas and points of view, and participate in a range of collaborative tasks, activities and experiences that involve planning, negotiation and debate. They analyse written and spoken texts to identify elements such as viewpoint, theme, stylistic devices, cultural influences and values. They respond in Macedonian to information and ideas from different perspectives, using a range of formats for specific contexts, purposes and audiences. They compose a variety of informative and imaginative texts in different formats, experimenting with genre, textual features and stylistic devices, and create a range of bilingual texts, for different contexts, purposes and audiences.

Students apply the Macedonian sound system in both formal and informal speech, understanding how patterns of rhythm, tempo, stress, pitch and intonation are used to enhance the aesthetic features of texts. They apply complex grammatical structures to enhance communication and achieve particular effects. They explain the relationship between context, purpose, audience, linguistic features and cultural elements in a range of personal, reflective, informative and persuasive texts. They research the phenomenon of language change in Macedonian-speaking communities, analysing and comparing language use of previous generations with contemporary use. Students discuss how meanings vary according to cultural assumptions that Macedonian and English speakers bring to interactions, and how mutual understanding can be achieved. They reflect on variations in their own language use and communicative and cultural behaviours in Macedonian and English-speaking contexts.

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Content

 for your information

For Kindergarten to Year 10, courses of study and educational programs are based on the outcomes of syllabuses. The content describes in more detail how the outcomes are to be interpreted and used, and the intended learning appropriate for the Stage. In considering the intended learning, teachers will make decisions about the sequence, the emphasis to be given to particular areas of content, and any adjustments required based on the needs, interests and abilities of their students.

The knowledge, understanding and skills described in the outcomes and content provide a sound basis for students to successfully move to the next stage of learning.

In general, the examples of content in the Communicating strand are learning tasks (see glossary). Unlike form-focused language activities and exercises (see glossary), the learning tasks involve the achievement of a devised or actual goal or purpose. They provide opportunities to draw on existing language resources and to experiment with new forms in authentic or simulated contexts.

The content has been designed to accommodate a range of student entry points and a range of learners, some of whom may have significant prior learning, experience or background in Macedonian.

In Kindergarten to Year 6, content has been developed for two broad student groups:  students who are studying the language as second or additional language learners, and  students who have prior learning and/or experience.

In Year 7 to Year 10, content has been developed and presented in four ways:  students who are studying the language as second or additional language learners  students who have prior learning and/or experience  students who have experienced some or all of their formal school education in a Macedonian- speaking environment  students undertaking a course based on Life Skills outcomes and content.

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Organisation of Content

The following diagram provides an illustrative representation of elements of the course and their relationship.

Strands The content of the syllabus is organised through the two interrelated strands of Communicating and Understanding, and related objectives and outcomes.

The strands reflect important aspects of language learning related to communication, analysis and understanding of language and culture, and reflection. Students reflect on the experience of communicating and on their own language and culture in comparison to those of others.

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Macro Skills The four macro skills: listening, reading, speaking and writing are related to syllabus objectives within the Communicating strand in the following way:

Interacting Accessing and responding* Composing

Listening Listening Speaking

Reading Reading Writing

Speaking Speaking

Writing Writing

* The response to texts may be in English or Macedonian depending on the outcome or content.

Listening, reading, speaking and writing skills are integral for students who are developing their acquisition of Macedonian. For some students with disability, teachers will need to consider relevant and appropriate adjustments to listening, reading, speaking, writing and communication experiences within the context of the Macedonian K–10 Syllabus.

The use of English The target language is used wherever possible as the primary medium of interaction in both language-oriented and most content-oriented tasks.

English may be used for discussion, explanation or analysis and reflection, providing opportunities for students to develop metalanguage for sharing ideas about language, culture and experience.

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Learning Across the Curriculum

 for your information NSW syllabuses provide a context within which to develop core knowledge and understanding and skills considered important for the acquisition of effective, higher-order thinking skills that underpin successful participation in further education, work and everyday life, including problem-solving, collaboration, self-management, communication and information technology skills.

Learning across the curriculum content, including the cross-curriculum priorities and general capabilities, assists students to achieve the broad learning outcomes defined in the NESA K–10 Curriculum Framework and Statement of Equity Principles, and in the Melbourne Declaration on Educational Goals for Young Australians (December 2008).

Cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face.

The cross-curriculum priorities are:  Aboriginal and Torres Strait Islander histories and cultures  Asia and Australia’s engagement with Asia  Sustainability

General capabilities encompass the knowledge, skills, attitudes and behaviours to assist students to live and work successfully in the 21st century.

The general capabilities are:  Critical and creative thinking  Ethical understanding  Information and communication technology capability  Intercultural understanding  Literacy  Numeracy  Personal and social capability

NESA syllabuses include other areas identified as important learning for all students:  Civics and citizenship  Difference and diversity  Work and enterprise

Learning across the curriculum content is incorporated, and identified by icons, in the content of the Macedonian K–10 Syllabus in the following ways.

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Aboriginal and Torres Strait Islander Histories and Cultures The study of languages provides valuable opportunities for students to make interlinguistic and intercultural comparisons across languages, including Aboriginal and Torres Strait Islander languages, and to develop their understanding of concepts related to the linguistic landscape of Australia. Students explore the languages spoken in their immediate environment, identify local and other Aboriginal, off-Country Aboriginal languages and/or Torres Strait Islander languages. They examine cultural symbols and practices across languages, and ways in which people express their culture through traditional stories, songs, dance and crafts. By exploring and reflecting on the interrelationship between language, culture and identity, students are provided with opportunities to understand that the ways in which people use language reflect the values and beliefs of their respective communities, including Australia’s rich and diverse Aboriginal and Torres Strait Islander communities.

When planning and programming content relating to Aboriginal and Torres Strait Islander histories and cultures, teachers are encouraged to:  involve local Aboriginal communities and/or appropriate knowledge holders in determining suitable resources, or to use Aboriginal or Torres Strait Islander authored or endorsed publications  read the Principles and Protocols relating to teaching and learning about Aboriginal and Torres Strait Islander histories and cultures and the involvement of local Aboriginal communities.

Asia and Australia’s engagement with Asia Students learning Macedonian can engage with rich content and contexts for developing their knowledge and understanding of Macedonian-speaking societies, and are provided with opportunities to make comparisons with Asian societies, languages, cultures, values and beliefs. They have opportunities to learn to communicate and interact in Macedonian in interculturally appropriate ways, exploring concepts, experiences and perspectives from within and across Macedonian and other Asian cultures. They are provided with opportunities to understand that there are Macedonian- speaking communities in the Republic of Macedonia, Australia and around the world, and that there is diversity within the Macedonian language. They identify words and expressions that Macedonian and English borrow from each other and other languages. They explore the impact on Macedonian of social, cultural and intercultural influences, such as media, technology, globalisation and popular culture. They develop an appreciation for the place of Australia within the Asia region, including the interconnections of languages and cultures, peoples and communities, histories and economies. Students are provided with opportunities to learn how Australia is situated within the Asia region, and how Australia’s linguistic and cultural identity is continuously evolving, both locally and within an international context.

Sustainability Learning Macedonian provides a context for students to develop their knowledge and understanding of concepts, perspectives and issues related to sustainability in Macedonian-speaking communities in the Republic of Macedonia, Australia and the world. They engage with a range of texts to obtain, interpret and present information, ideas and opinions on concepts such as the environment, climate, conservation, linguistic and cultural ecologies, and change, both within Macedonian language and culture, and across languages and cultures. Students develop their knowledge, understanding and skills about sustainability within particular cultural contexts. Through interacting with others, negotiating meaning and mutual understanding and reflecting on communication, they can learn to live and work in ways that are both productive and sustainable.

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Critical and creative thinking Students develop critical and creative thinking as they interact in Macedonian with people and ideas from diverse backgrounds and perspectives. They participate in a range of collaborative tasks, activities and experiences that involve negotiating, solving problems and making decisions. Students obtain, interpret and organise information, ideas and perspectives from a range of texts, analysing aspects of Macedonian language and culture and making comparisons with other languages and cultures. They develop skills in creative thinking when composing informative and imaginative texts in Macedonian in different formats for a range of contexts, purposes and audiences.

Ethical understanding Students learning Macedonian are encouraged to acknowledge and value difference in their interactions with others and to respect diverse ways of perceiving and acting in the world. They can apply their knowledge of ethics when using technology to communicate information. When collecting, interpreting and analysing information, ideas and research data related to aspects of language and culture in Macedonian-speaking communities, students are provided with opportunities to learn about ethical procedures for investigating and working with people and places. As they develop their knowledge and understanding of the language, culture, beliefs, values and attitudes of Macedonian- speaking, their own and other communities, students become more aware of their own roles and responsibilities as citizens.

Information and communication technology capability Accessing live Macedonian environments and texts via digital media contributes to the development of students’ ICT capabilities as well as linguistic and cultural knowledge, and extends the boundaries of the classroom. Students are provided with opportunities to maximise use of the technologies available to them, adapting as technologies evolve and limiting the risks to themselves and others in a digital environment.

Students interact with Macedonian speakers in online contexts, and access multimodal resources, digital environments and technologies to enhance their learning. They engage with digital texts to obtain, interpret, reorganise and present information, opinions and ideas. They can use word- processing skills to produce written texts in Macedonian. They create informative and imaginative texts in digital formats, using text, sound and images, and produce bilingual resources, such as digital displays or websites, for the school community.

Intercultural understanding The development of intercultural understanding is a central aim of learning languages, as it is integral to communicating in the context of diversity, the development of global citizenship and lifelong learning. Learning languages can enable students to develop their intercultural understanding as they learn to value their own language(s), culture(s) and beliefs, and those of others. They are provided with opportunities to understand the reciprocal relationship between language, culture and identity, and how this relationship reflects the values and beliefs of a community. Students are encouraged to reflect on their own and other cultures in ways that recognise similarities and differences, create connections with others and cultivate mutual respect. Learning to move between languages and cultures is integral to language learning and is the key to the development of students’ intercultural understanding.

Students learning Macedonian are provided with opportunities to understand that language develops and operates in a sociocultural context. They are encouraged to make connections between social and cultural practices and language use, identifying culture-specific terms and expressions in

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Macedonian and making comparisons with other languages and cultures. They examine differences in language use and behaviours, explaining variations according to context, purpose, mode of delivery and the roles and relationships of participants. Students are provided with opportunities to understand how cultural identity influences ways of communicating, thinking and behaving. They reflect on their experiences when interacting in Macedonian and English-speaking contexts, considering adjustments made and how this affects intercultural communication.

Literacy Contemporary research has demonstrated explicit links between language learning and improved literacy skills. The study of Macedonian develops students’ understanding of how languages work as systems, thereby enhancing literacy and language skills in Macedonian, as well as English. For background speakers of Macedonian, the knowledge, understanding and skills which students develop through learning their first language also support and enhance the development of literacy in English.

Students learning Macedonian can make connections between spoken language and written Macedonian. They engage with Macedonian texts, using their knowledge of the language to predict the meaning of new words, and compose texts. They are encouraged to use metalanguage to describe linguistic structures and features in texts, recognising that grammatical concepts serve particular functions and represent part of the system of language.

Students identify main ideas and specific information in a range of spoken, written and multimodal texts, explaining textual structure and linguistic features and their relationship with context, purpose and audience. They convey information, ideas and opinions in a variety of text types and formats, and compose informative and imaginative texts in different formats for a range of audiences, purposes and contexts, applying their knowledge of grammatical structures, word order and sentence construction. Students create bilingual texts and resources for the school and wider community, making comparisons between Macedonian and English textual features, and linguistic and cultural elements.

Numeracy Students develop numeracy capability as they communicate in Macedonian in everyday situations. They use Macedonian numbers for counting and measuring. They role-play shopping situations in class, negotiating details such as size, quantity and price, and using currency exchange rates to complete transactions. They use expressions of time to sequence events, and create calendars to share information about class routines, birthdays, including zodiac signs, and Macedonian events and celebrations. They interpret data and statistics from multimodal sources, and construct tables, charts, graphs and diagrams to present information.

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Personal and social capability Students develop personal and social capability as they interact with Macedonian speakers in culturally appropriate ways in a range of contexts and situations, developing understanding of the importance of communicating in a respectful manner. They participate in shared tasks and activities that involve planning, negotiating, and making decisions and arrangements. They work both collaboratively and independently, engaging with Macedonian texts and resources to obtain, interpret and evaluate information, and creating their own informative and imaginative texts to express their ideas, opinions and beliefs.

Students explore connections between Macedonian language and culture in particular words, expressions and communicative behaviours, recognising and empathising with values that are important to Macedonian-speaking communities. They are provided with opportunities to understand that people view and experience the world in different ways, and reflect on their own heritage, values, culture and identity.

Civics and citizenship As students engage in learning Macedonian, they develop the knowledge, understanding, skills, values and attitudes for responsible, informed and active participation in Australian society and as global citizens.

Students are provided with opportunities to understand the concept of community identity within the context of multicultural Australia. They explore the diversity of identities and cultural perspectives within Macedonian-speaking and other Australian communities and the diverse ways in which individuals and communities may express their cultures and identities in Australian society.

Students examine the importance of tradition to a sense of community and national identity, and explore the impact of social, cultural and intercultural influences on Macedonian language and culture, such as media, technology, globalisation and popular culture. They can appreciate the richness of Macedonian language and culture, and the significant social, economic and cultural contributions of Macedonian-speaking communities to Australian society and the world.

Difference and diversity Difference and diversity comprises gender, ethnicity, ability and socio-economic circumstances.

Through their learning of Macedonian, students develop awareness, understanding and acceptance of difference and diversity in their personal lives, and within the local and global community. Students are provided with opportunities to learn about diverse values, attitudes, customs and traditions in Macedonian-speaking communities, as well as characteristics that are common to their own and other communities. They communicate in Macedonian in diverse contexts, developing understanding of the importance of using culturally appropriate language and behaviour.

The study of Macedonian fosters the ideals of respect for others and appreciation and acceptance of diverse points of view, beliefs, attitudes and values. Students develop their understanding of issues such as age, beliefs, gender, language and ethnicity, and their appreciation of ways in which diversity contributes to a deeper sense of community and national identity.

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Work and enterprise Students need to be prepared for living and working in a world that is more technologically focused, globally connected and internationally competitive. Through their study of Macedonian, students learn about the living and working conditions of Macedonian-speaking communities, and are provided with opportunities to understand the impact of social, economic and technological developments. Students learning Macedonian develop skills in communication, collaboration, negotiation and problem-solving that can equip them for participation in a range of work settings, and can enable them to become more effective and valuable members of the workforce. The ability to communicate in Macedonian broadens future employment opportunities for students in an increasingly globalised world.

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Content for Early Stage 1

Communicating

Interacting

Outcome A student: › interacts in simple exchanges in Macedonian LMAe-1C

Content Students:  exchange greetings, for example: – exchanging greetings with the teacher and peers, eg Добро утро! Добар ден! Здраво! – introducing self, using culturally appropriate gestures, such as shaking hands and making eye contact, eg Јас се викам... Мило ми е! – responding to simple questions using culturally appropriate expressions, eg Како си? Добро, благодарам! Како си ти? Да си здрав(а) и жив(а)! – farewelling using formal and informal language, eg Догледање! Довидување! Пријатно! Чао!

 participate in classroom routines and follow simple instructions, for example: – following whole class instructions, eg Седнете! Станете! Играјте! Направете круг! Фатете се за раце! – responding to their name when the class roll is marked, eg Овде сум. Тука сум. – engaging in simple rhymes using repetitive language and formulaic expressions, eg Думбара бара, Сапунче, сапунче – participating in songs, chants or action games, eg Роденден, Две рачички, Бонбонче – participating in a game or routine that involves taking turns

Content for students with prior learning and/or experience Students:  interact with teacher and peers by exchanging information, for example: – sharing news about familiar experiences, eg Вчера, јас бев на пазар со мама и тато и тие ми купија сладолед. – sharing personal information with the class, eg Во среда ми е роденден. Јас ќе полнам шест години. – communicating their likes and dislikes with their teacher and peers, eg Јас сакам да одам на гости кај баба ми. Не ми се допаѓа оваа торта – describing a favourite object of interest to peers and teachers using simple sentences, such as a toy, a pet, a game, eg Ова е мојата фамилија: мајка ми Бети, татко ми Цане, брат ми Пеце и јас, Нина. Оваа слика е во убава сребрена рамка што ми ја даде баба Ката.

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 participate in classroom activities by responding to instructions and taking turns, for example:

– taking part in games that involve working with peers, eg Чук, чук, Стојанче! – responding to the instructions of an unknown game, eg Земете си радост, среќа, љубов... од волшебната кутија на Нина. Играње на криенка. Играње на играта „Mачка и глушец“, Играње на играта „Балонот се дува“ – learning to follow simple instructions involving observations and using expressions, eg Пронајди го предметот -жешко, жешко, млако, студено…

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Communicating

Accessing and Responding

Outcomes A student: › engages with Macedonian texts LMAe-2C › responds to spoken and visual texts LMAe-3C

Content Students:  participate in shared listening and viewing activities, for example: – engaging with songs or poems that include actions, eg Две рачички, Име и е Македонија, Ало амбуланта, Мамо, роди ми братче, Мечето Менде, Зела сито мецана – engaging with interactive digital big books or cartoons using visual clues, eg На што личи овој облак? (Облаци), Повелете, земете си (По утрото денот се познава) – making predictions about stories from the covers, illustrations or visual images, eg Кое прасенце живее во најубавата куќа? (Трите прасенца), Кој е на ред за капење? (Госпоѓа Мие-Трие) – following simple instructions to learn a dance

 respond to simple or familiar stories, songs and rhymes through actions, drawing or singing, for example: – responding to a familiar story by drawing, singing a song or by sequencing the events, eg Тортата на Ратка (poem), Трите прасенца (book) – responding to simple stories by participating in performances, eg Роденден, Госпоѓа Мие – Трие, Хети и лисицата, Гладната гасеница – demonstrating their understanding of a shared story by matching pictures with words, eg мама, тато, баба, дедо, мајка ми, татко ми, баба ми, дедо ми/ мајка ти, татко ти, баба ти дедо ти

Content for students with prior learning and/or experience Students:  identify key words and specific information in simple spoken and visual texts, for example: – responding to questions about picture books or familiar multimodal stories to demonstrate comprehension, eg За што се зборува во оваа книга? Како знаеш дека Нина е добро девојче? (Кој добро прави- добро го снаоѓа) Зошто Дедо Мраз носи куси панталони во Австралија? Како е облечен во Македонија (Патувањето на Дедо Мраз) – identifying key words in Macedonian from spoken, printed or digital sources, eg мама, тато, јас, баба, дедо – creating a storyboard with labels using modelled language

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 share information from texts, using illustrations and gestures to support meaning, for example:

– demonstrating their understanding of texts through drawing – creating masks or puppets to display their understanding of the main characters in a story

– performing a scenario of a familiar story using actions or mime, eg раширени раце-големо е, бакнување на собрани прсти – убаво е, нишање на главата лево десно- не, климање со главата - да – illustrating the events in a picture book or multimodal story, eg прво... второ... трета слика…

– retelling a familiar story using modelled language and expressions, eg Јас ќе ви зборувам за мојот цртеж. Јас нацртав… – matching items from pictures to words such as people, animals or food groups, eg еден со 1: два со 2: десет со 10...

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Communicating

Composing

Outcome A student: › composes texts in Macedonian using visual supports and other scaffolds LMAe-4C

Content Students:  describe objects in Macedonian using visual supports, for example: – describing the texture, size or colour of objects around the school, eg Моето училиште е големо. Оваа играчка е мека. – describing an image using an adjective, eg Убава слика. Слатко девојче. Жолта куќа.

– recording and copying captions as they contribute to a digital class story – creating a short dialogue using familiar modelled language, such as between two hand puppets, eg Моето име е… Како се викаш?

 label objects and images in Macedonian, for example: – using ICT to create labels for classroom objects, eg биро, таблата, книга, шкаф – labelling an image from a wordbank – identifying the various roles in their family by labelling a photo, eg Ова е мама, ова е тато, ова е баба

Content for students with prior learning and/or experience Students:  compose simple texts using illustrations and actions to support meaning, for example: – constructing a spoken text using familiar visual prompts, eg семејна фотографија – using a scaffold to communicate through show and tell, eg Зборување по слики/ презентација на електронско стапче (digital photographs) – retelling a familiar story with an alternative ending using pictures and actions as supports, eg Трите прасенца и волкот станаа пријатели, бидејки направија вистински позитивен избор. – creating a card for specific purposes, eg Mothers’ Day card

 create bilingual word lists and labels for the classroom, for example: – labelling classroom objects in Macedonian and English, eg стол/chair, прозорец/window, компјутер/computer – contributing to the word wall that displays Macedonian and English vocabulary, eg играчка- toy, торта-cake, роденден- birthday – creating a bilingual picture dictionary

Macedonian K–10 Draft Syllabus for Consultation 43 Early Stage 1

Understanding

Systems of Language

Outcomes A student: › recognises spoken Macedonian LMAe-5U › recognises written Macedonian LMAe-6U › recognises the difference between statements, questions and commands in Macedonian LMAe-7U › recognises that there are different kinds of texts LMAe-8U

Content Students:  recognise the sounds of Macedonian, for example: – learning the different Macedonian sounds through alphabet songs, eg Бушавата азбука, Азбуката наша – learning the rhythm of Macedonian language through songs or rhymes, eg Дувна ветре Развигорче – understanding that each sound in the Macedonian language is represented by an individual letter, eg таа, играат

 recognise that Macedonian and English are written differently, for example: – tracing their name in Macedonian, eg Петар- Peter, Изабела - Isabella, Филип- Phillip – differentiating between the Macedonian alphabet (azbuka) and the Roman alphabet, eg мама - mama, тато - tato, бато - bato

 recognise the structure of statements, questions and commands in Macedonian, for example: – recognising basic familiar instructions and imperatives, eg Затвори ја вратата! Земи го моливот! Дојди! Стани! Седни! – expressing affirmative and negative responses, eg да, не, ако, никако, секако – recognising basic word order, eg Јас пијам вода од шише. Мама има куса коса. – recognising questions, eg Што е името на вашето куче?

 understand that some Macedonian and English words are similar, for example: – comparing pronunciation and intonation of Macedonian loan words with English pronunciation and vice versa, eg computer- компјутер, telephone – телефон, jeep - џип – recognising words in English that are from Macedonian origin, eg бурек/burek pastry, пита/pie – keeping a class record of Macedonian words that are borrowed from other languages, including loan words from Aboriginal languages, eg kookaburra (from Wiradjuri), kangaroo (from Guugu Yimidhirr), wombat and waratah (from Dharug)

Macedonian K–10 Draft Syllabus for Consultation 44 Early Stage 1

 understand that language is organised as ‘text’, for example: – understanding that texts can be spoken, written, digital or visual and can be short or long, eg stories, films, rhymes – naming familiar texts, eg rhymes, stories, songs and conversations – comparing similar texts in Macedonian and English, eg знаци на производите во македонските продавници, имињата на улиците

Content for students with prior learning and/or experience Students:  recognise and use features of the Macedonian sound system, including pitch, accent, rhythm and intonation, for example: – identifying pitch, accent, rhythm and intonation when listening to stories – using pitch, accent and rhythm when dramatising and reciting, eg Муууу, рече кравата и таа скокна во калта! Ква, ква, рече пајката и таа шлапкаше во калта!

 recognise that the sounds of Macedonian are represented in Cyrillic script for example: – recognising the Macedonian azbuka (alphabet) as it is represented with: eg Аа, Бб, Вв, Гг, Дд, Ѓѓ, Ее, Жж, Зз, Ѕѕ, Ии, Јј, Кк, Лл, Љљ, Мм, Нн,Њњ,Оо,Пп, Рр, Сс,Тт, Ќќ, Уу, Фф, Хх, Цц, Чч, Џџ, Шш

 identify the function of statements, questions and commands in Macedonian, for example: – describing actions using imperatives and simple verbs, eg Бегај! Пеј! Оди! Барај! – recognising requests, eg Донеси ми ги лепенките! Избриши ја оваа буква во зборот! Нацртај се! – identifying different question words, eg зошто, кога, како, што, дали – identifying basic Macedonian word order, eg Мачката е црна.

Macedonian K–10 Draft Syllabus for Consultation 45 Early Stage 1

Understanding

The Role of Language and Culture

Outcome A student: › recognises other languages and cultures in their immediate environment and the world LMAe-9U

Content Students:  understand that Macedonian is one of the many languages spoken in Australia, for example:

– discussing where the Macedonian language is spoken in their local community, eg family and community events, television – identifying local Aboriginal languages – understanding that Macedonian is the national language of the Republic of Macedonia and is spoken by Macedonian people in Australia and all around the world – sharing places where different languages are spoken, such as Chinese, Arabic, Italian being spoken, eg parks, schools and restaurants

 recognise that there are cultural practices that differ from their own, for example: – sharing knowledge about celebrations in the Macedonian culture and making comparisons with celebrations in other communities, including Aboriginal and Torres Strait Islander communities, eg National Aboriginal and Torres Strait Islander Children’s Day – identifying customs and traditions that are a part of Macedonian culture, eg народна носија, играње на традиционални ора, правење на уметнички ракотворби – discussing cultural backgrounds of peers and their families and sharing knowledge of own cultural background, eg family routine, ways of greeting – inviting parents and other community members to share stories and experiences

Content for students with prior learning and/or experience Students:  describe aspects of self and their family background, for example: – discussing elements of cultural identity, eg тапан, бурек, оро, гајда – creating an ‘all about me’ poster using different media, eg drawings, photographs, diagrams and words – discussing elements of Macedonian cultural identity and how it involves concrete elements such as traditional folk dancing or eating and abstract concepts such as valuing elders, eg играње ора и пеење македонски песни, слушање на постарите, поздравување, почит кон постарите – expressing themselves through art, eg плетење, ткаење, копирање на традиционална носија или предмети кои се употребуваат во македонските семејства: тепсии, бардаци, земјени тави...

Macedonian K–10 Draft Syllabus for Consultation 46 Stage 1

Content for Stage 1

Communicating

Interacting

Outcome A student: › participates in classroom interactions and play-based learning activities in Macedonian LMA1-1C

Content Students:  interact with teacher and peers to exchange greetings and information, for example: – understanding that there are various greetings used throughout the day and night, eg Добро утро! Добар ден! Добро вечер! Добра ноќ! – taking part in appropriate greetings and gestures at occasions – introducing self and their peers to others, using formulaic expressions and making eye contact, eg (Си го кажува името) Мило ми е! – interacting in a simple dialogue and responding to questions, using culturally appropriate expressions, eg Како си? Добро, благодарам! Како си ти? Да си здрав(а) и жив(а)! Како е брат ти? Како е мајка ти / татко ти/ сестра ти? – engaging and participating in simple scenarios, eg -Добар ден! /-Добар ден! / -Како си? / - Добро, благодарам! Како си ти?/- И јас сум добро, фала! /-Мило ми е!/-Мило ми е! – expressing likes and dislikes, eg Ми се допаѓаат моите пријатели. Не ми се допаѓа пајаците.

 participate in classroom routines and activities, for example: – following whole class instructions, eg Седнете! Станете! Играјте! Направете круг! Фатете се за раце! Пребројте се: Прв/а! Втор/а! Трет/а! – responding independently to their name when the class roll is marked, eg Овде сум. Тука сум. – engaging with simple rhymes using repetitive language, eg Чекор по чекор, Можеш ли?, Трчање – participating in actions to songs, eg Лазе бурекџијата, Име и е Македонија, Фамилија музичари – responding to instructions and directions through actions, gestures or verbal responses, eg Сврти лево! Оди право! Земи ја оваа книга! Собери ги боичките од земја! – following instructions by observing and using expressions, eg Пронајди го предметот- студено, млако, жешко, жешко... – following instructions of an unknown game, eg Земете си радост, среќа, љубов... од волшебната кутија на Нина. Играње на криенка. Играње на играта мачка и глушец. Играње на играта „Балонот се дува“

Macedonian K–10 Draft Syllabus for Consultation 47 Stage 1

Content for students with prior learning and/or experience Students:  interact with teacher and peers to exchange personal information, for example: – using simple statements to introduce self to peers and students from other year groups, – participating in conversations using flash cards, pictures and prompts – expressing their likes and dislikes to their teacher and peers, eg Јас сакам да пишувам! Јас не сакам да одам во кревет во 19 часот! – sharing ideas about personal familiar topics, eg Моето семејство, using description/action/reflection strategies – evaluating an experience, eg a school excursion

 participate in classroom routines and guided activities by responding to questions, following instructions and asking for permission, for example: – making predictions about the events, characters or ending in a story, eg Што ќе и направи Нина на госпоѓата (Кој добро прави - добро го снаоѓа), Колку бонбончиња ќе изеде Зоки? (Зоки Поки) – participating in a Macedonian dance routine by following step by step instructions, eg Чекор- чекор-чекор-горе-долу-горе – using polite language when seeking permission from the teacher, eg Се извинувам, може ли да одам по нужда? Дали може да се напијам вода? – identifying various two-dimensional shapes, eg Стави ја топката врз правоаголникот! Извади го моливот од триаголникот! – participating in and leading classroom routines eg денеска е среда, десети март 2018 година.

Macedonian K–10 Draft Syllabus for Consultation 48 Stage 1

Communicating

Accessing and Responding

Outcomes A student: › identifies key words and information in simple texts LMA1-2C › responds to texts using a range of supports LMA1-3C

Content Students:  locate specific items of information in texts, such as charts, songs, rhymes or lists, for example:

– recognising key words in various types of texts such as poems or song lyrics, eg names of characters, or cultural references – identifying the key words in Macedonian songs, eg Македонија навива за вас! Битола мој роден крај! Бисер балкански! – identifying items in lists, eg shopping lists, birthday lists – arranging pictures in the correct order to show a sequence of events in a familiar text – identifying names and ages of family members in a family tree, eg Мајка ми Вера, 35 години, баба и Нада, 56 години – counting the number of times a given word is used in a video

 respond to texts using key words or phrases in English or Macedonian, or gestures, drawings and other supports, for example: – drawing or labelling the main character described in a text – using different techniques to respond to questions, eg drawings, painting, ICT, miming

– sharing their feelings about a written text or a short digital story by, eg Ми беше жал кога... Ииии, колку убав фустан имаше девојчето! Мојот омилен дел во оваа емисија беше кога... Јас сакав кога дететето и шепна на мајка му дека... – responding to shared reading of books by using illustrations, sounds or animation – creating a storyboard after viewing English and Macedonian versions of a digital text, eg Црвенкапа, Трите прасенца...

Macedonian K–10 Draft Syllabus for Consultation 49 Stage 1

Content for students with prior learning and/or experience Students:  locate and organise key points of information from simple spoken, written, digital and visual texts, for example: – responding to questions about picture books and familiar multimodal stories, eg За што се зборува во оваа книга? Како знаеш дека Нина е добро девојче? (Кој добро прави- добро го снаоѓа) – identifying key words from a printed or a digital source, eg мама, тато, јас, баба, дедо, студено, жешко, есен, зима, пролет, лето – using a calendar to identify and share information about events and celebrations, eg Clean up Australia day, birthdays, sport days, annual concert, eg Во август ќе ни биде натпреварот по рецитирање! Во декември ќе биде Годишниот концерт! – matching and sequencing main events from a spoken, written, digital or visual text, eg Јас мислам дека оваа слика треба да се стави овде! Знам, оваа реченица оди со оваа слика! ... – creating a class book using ICT in response to a text, eg using specific software to draw a picture and write key words

 respond to texts using English, or modelled sentence structures in Macedonian, or illustrations to support meaning, for example: – retelling a short Macedonian story using puppets or masks, eg Зоки поки и баба му! Зајакот и желката! Штурецот и мраваката! – responding to a text through illustrations and rehearsed sentences – answering questions in response to a classroom presentation about a favourite topic, such as a famous person, eg Кој е овој пејач? Каква музика пее? Која негова песна ви е омилена?

– selecting images and texts from magazines about Macedonian culture, eg Macedonian music and cuisine, and discussing the key ideas

Macedonian K–10 Draft Syllabus for Consultation 50 Stage 1

Communicating

Composing

Outcome A student: › composes texts in Macedonian using rehearsed language LMA1-4C

Content Students:  compose simple texts using familiar words, phrases and patterns, for example: – describing objects in their home, school or environment, eg Нашата куќа е голема! Улуру е голем камен. Најголемиот ѕид во светот е во Кина. Играм фудбал на големата, зелена ливада. – describing an image or object using known words and phrases, eg голема, жолта куќа, умно мало дете, мало, слатко јагненце. – creating a birthday card for a friend, eg Среќен роденден! – composing spoken or written texts using description, action and reflection – composing a short personal profile or a digital story about themselves, using pictures or captions, eg naming family members, friends and favourite hobbies – describing an event by sequencing images and text – creating speech bubbles for cartoon characters, eg introducing self, pets, friends or family members

 label objects and caption visual texts, for example: – matching and labelling the days of the week, months and seasons on an interactive chart, eg понеделник, вторник, среда... март, април, мај... eсен, зима, пролет, лето – matching sentences to images – collaborating with peers to create an illustrated Macedonian dictionary – creating a visual board using photographs from a school event and including captions, eg education week – creating sets of cards in English and Macedonian and playing matching games, eg Snap

Content for students with prior learning and/or experience Students:  compose simple texts using modelled sentence structures and illustrations to support meaning, for example: – constructing a spoken text using familiar visual prompts, eg Семејна фотографија, Нашиот одмор во Македонија, На гости кај баба ми, – describing an object or an event such as during a show and tell presentation, eg Зборување по слики/презентација на електронско стапче – creating captions to modify a known story such as providing an alternative story line, new characters or a different ending, eg Штурецот и мравката – creating an online animated card – labelling images related to other curriculum areas using ICT, eg parts of a flower – sharing a family story or describing a photograph about their Macedonian heritage – composing a simple rap or song using the vocabulary from a nominated topic, eg seasons, animals

Macedonian K–10 Draft Syllabus for Consultation 51 Stage 1

 create simple print or digital bilingual texts, such as word lists, labels and captions for the classroom, for example: – creating and labelling a visual board in English and Macedonian using photographs from their home – making a poster of classroom rules in English and Macedonian – creating a collaborative class bilingual dictionary for different topic areas – creating bilingual identity cards, eg This is me, I have brown hair, blue eyes/Ова сум јас. Имам кафена коса и сини очи. – creating bilingual captions to describe an event, eg an excursion to the zoo, a sports day, a multicultural day

Macedonian K–10 Draft Syllabus for Consultation 52 Stage 1

Understanding

Systems of Language

Outcomes A student: › recognises and reproduces the sounds of Macedonian LMA1-5U › recognises basic Macedonian writing conventions LMA1-6U › recognises Macedonian language patterns in statements, questions and commands LMA1-7U › recognises features of familiar texts LMA1-8U

Content Students:  recognise the sounds and rhythms of spoken Macedonian, for example: – identifying and reproducing Macedonian sounds, eg а, б, в, г, д... – familiarising themselves with the different Macedonian sounds by singing alphabet songs, eg Бушавата азбука, Азбуката наша – learning the rhythm of Macedonian through songs or rhymes, eg Дувна ветре Развигорче – comparing the sounds of the Macedonian alphabet (azbuka) with the English alphabet, eg а, е, и, о, у, с, м, к, т, в, р, ѕ, ј, н, х – experimenting with all of the Macedonian sounds by singing, reciting or repeating – learning Macedonian sounds and diphthongs through repetition and identifying how they are used in words, eg а, е, и , о , у, ма, ме ми, мо, му, ба бе би бо бу, ша,ше,ши, шо, шу,

 recognise and reproduce the letters of the Macedonian alphabet, for example: – recognising that the Macedonian language is phonetic and that each sound is represented by an individual letter, eg таа, играат, сонуваат, пејат, плачат... – reproducing letters of the Macedonian alphabet, identifying how they are represented in words, and recognising vowel-consonant combinations

 understand basic Macedonian sentence structure and recognise some key elements of Macedonian grammar, for example: – using correct gender-specific words during formal and informal conversations, eg Дали сте биле во….? Дали си била во...? Дали си бил...? – using the correct gender-specific pronouns to identify people, eg Јас, ти, тој, таа, тоа, ние, вие, тие – recognising that adjectives occur before the nouns and are used to describe it, eg Бела кошула, црвени балони, жолти пајчиња – understanding the variations of word endings in singular, duo and plural words, eg еден стол, два стола, повеќе столици... – using affirmative and negative responses, eg да, не, ако, никако, секако – understanding the structure of modelled statements and questions, eg Јас бев на пазар. Таму купив млеко и леб. Колку пари потроши? – recognising that nouns, adjectives and adverbs end with an article, eg столчето, чашана, чешмава, убавата, брзата, облаков... – using the correct form of a noun when communicating, eg детенце, дете, детиште, човече, човек, човечиште, куќичка, куќа, куќиште…

Macedonian K–10 Draft Syllabus for Consultation 53 Stage 1

 recognise that Macedonian and English borrow words and expressions from each other and other languages, for example: – comparing changes when writing loan words, eg computer/компјутер, television/телевизор, football/фудбал – creating a class record of Macedonian words that are borrowed from other languages including Aboriginal languages, eg koala from the Dharug language, kookaburra from the Wiradjuri language, Canberra from the Ngambri-gummaal – understanding that languages continuously change and borrow from one another, eg рабишот/ Hebrew, фрута / Serbian, ланчот/Russian, дринкче/ Serbian… – recognising that Macedonian words from other languages may be spelt and pronounced differently, eg сокак, баклава, торта...

 understand that there are different types of text with particular features, for example: – comparing features of spoken, written, digital or visual texts, eg rhythm and repetition in action songs – identifying and differentiating familiar texts, eg story, poem, song or conversation – understanding how written texts are sequenced, eg прво, потоа, на крај

Macedonian K–10 Draft Syllabus for Consultation 54 Stage 1

Content for students with prior learning and/or experience Students:  apply Macedonian pronunciation and intonation patterns, including pronunciation of loan words and punctuation, for example: – participating in guided reading with an emphasis on punctuation and expression – self-evaluating their expression by recording their voice on a device – self-evaluating their pronounciation of Macedonian sentences using a recording tool

– developing pronunciation, phrasing and intonation skills by singing, reciting or repetition of words and expressions in context

 building knowledge of the Macedonian alphabet, for example – applying their knowledge of the Macedonian writing structure when writing their names, eg Phillip/Ф-и-л-и-п, Timothy/Т-и-м-о-т-и, Chloe/К-л-о-и – comparing English alphabet letters with Macedonian, starting with letters that look and sound the same, eg К, M, O

 recognise parts of speech and understand basic rules of word order in simple sentences, for example: – developing metalanguage for communication about language structures, using terms such as ‘noun’, ‘verb’, ‘adjective’ – identifying different question words, eg зошто, кога, како, што, дали – recognising requests, eg Донеси ми ја тетратката! Напиши си го името и презимето! Нацртај го твојот дом! – using pronouns to identify people – exploring how to use singular and plural forms of nouns, eg тетратка/тетратки, книга/книги, рака/раце – recognising simple verb forms such as present tense and imperative to describe actions eg Играј! Трчај! Скокај! Седи! Барај! – adjusting the ending of an adjective to match the ending of the noun, eg Зелената трева! Жолтиот балон! Црвеното џемперче! – using conjunctions, eg и, или, – recognising the past tense of verbs, eg играше, трчаше, седеше, пееше, избега – using modelled sentences, the classroom word wall and applying rules of word order when creating a short text

Macedonian K–10 Draft Syllabus for Consultation 55 Stage 1

Understanding The Role of Language and Culture

Outcome A student: › recognises similarities and differences in communication across cultures LMA1-9U

Content Students:  recognise that the ways of greeting and addressing others vary in different cultural and social contexts, for example: – exploring how language is used differently in Macedonian to reflect different relationships, eg parent–child exchanges – identifying the ways in which the local Aboriginal people respect their elders such as respecting the value of their cultural knowledge, leadership abilities and for making decisions on behalf of the community – greeting the teacher and peers by using culturally appropriate gestures, eg Добро утро! Добар ден! Здраво!

 understand that language and culture are closely connected, for example : – using resources to understand the culturally appropriate way of greeting and farewelling family and friends, such as kissing on the cheek three times, the appropriate way to start a meal, eg Пријатно јадење/ Добар апетит and shaking hands with others – comparing and contrasting various cultural practices, such as smoking ceremonies and Chinese New Year with Macedonian name days celebrations, eg Свети Никола, Митровден, Илинден – recognising visual representations of identity such as the symbols used in various flags, eg the sun on the Macedonian flag and on the Aboriginal flag – exploring the range of languages and cultures at school and in the local community, including local Aboriginal languages and cultures

 identify what may look or feel similar or different to their own language and culture when interacting in Macedonian, for example: – reflecting on what sounds, looks or feels similar or different to English when interacting in Macedonian – reflecting on cultural experiences such as talking about a popular Macedonian festival they attended, eg the Balkan Folklore Festival – comparing how body gestures convey different messages, eg flicking the right hand in the air to tell someone to go away, waving goodbye, kissing three fingers, shaking head left to right

Macedonian K–10 Draft Syllabus for Consultation 56 Stage 1

Content for students with prior learning and/or experience Students:  reflect on the role of Macedonian language and culture in their own lives, for example: – exploring ways in which Macedonian people express their culture through music, dance, traditional stories, food, games and celebrations – discussing elements of cultural identity such as particular foods and musical instruments eg Тапан, бурек, оро, гајда – identifying that there are different dialects of the Macedonian language spoken by their peers,eg чупе, девојче, дејче, момиче, момичка – discussing elements of Macedonian cultural identity and how it involves concrete elements such as traditional folk dancing or eating and abstract concepts such as valuing elders eg Играње ора и пеење македонски песни, Слушање на постарите, поздравување, почит кон постарите – discussing the role of Macedonian language and culture, eg participation in cultural events, food festivals and travelling to Macedonia

Macedonian K–10 Draft Syllabus for Consultation 57 Stage 2

Content for Stage 2

Communicating

Interacting

Outcome A student: › interacts with others to share information and participate in classroom activities in Macedonian LMA2-1C

Content Students:  interact with teacher and peers in guided exchanges, for example: – introducing self to class, using formal language, eg Добар ден! Јас се викам... Денеска ќе ви зборувам за себе, за мојот идентитет и потекло. Јас сум Македонец/ Македонка. – responding to questions using culturally appropriate expressions, eg Како си? Добро, благодарам! Како си ти? Да си здрав(а) и жив(а)! – communicating with classmates about their family, friends and interests, eg Имаш ли сестра? Како се вика? Баба ти, живее ли со вас? – asking and answering questions about the position of objects in the classroom or surroundings, eg Каде се наоѓа електронската табла? Електронската табла е закачена на ѕидот. Каде е кутијата со фломастери? Еве ја врз клупава. Има ли ламби во училницава? Да, еве ги на таванот. – requesting assistance or seeking clarification from teachers or peers during shared reading or group activities, eg Како си? Добро, благодарам! Како си ти? Да си здрав(а) и жив(а)! – interviewing peers and asking questions relating to time, place or number and to a topic of interest, eg Кога ти е роденден? Како се вика детето во текстов? – expressing praise and appreciation, eg Браво, Вера, многу убаво зборуваше на македонски! Госпоѓа Петреска, многу ти е убава косата денеска! – providing feedback and encouragement to peers during class activities, eg Браво, колку убаво зборуваше за твојата фамилија! Каде ќе одите за викендот? Јас мислам ќе одиме на кино, ама, навистина сакам да одиме на скијање.

 participate in activities with teacher support that involve following instructions and interacting with peers, for example: – responding to teacher instructions and participating in classroom routines, eg marking the roll, naming the months and days of the week – using modelled language to follow simple procedures for collaborative activities such as cooking a dish, completing a digital task, eg Готвење во класот, креирање на дигитален текст во врска со поставената задача… – following teacher and peer instructions when engaging in art activities, eg Направи..., залепи..., исечи ги сликиве и ... – participating in games that require lining up to ordinal numbers, eg Јас сум прв, јас сум втора, јас сум трета, јас сум десети...

Macedonian K–10 Draft Syllabus for Consultation 58 Stage 2

– preparing, rehearsing and performing, if appropriate, a play or a traditional Macedonian dance for the wider school community, eg Обичаите за коледе, за Божик, за Велигден, драматизација за животните… – participating in the singing of traditional folk songs, eg Што имала к’смет стамена, Бисер балкански… – using modelled language to describe the weather, eg Денеска времето е врнежливо. На лето е секогаш жешко во Австралија. Во Македонија, во зима паѓа снег. – following teacher instructions to create a traditional Macedonian piece of art – playing games that include actions, eg bus stop, phone-a-friend, charades

Content for students with prior learning and/or experience Students:  interact with teacher and peers to share information, experiences and feelings, for example: – engaging in informal conversations with peers and teacher using new vocabulary, eg Денеска времето е сончево. После училиште ќе одиме во паркот! Рекоа дека утре ќе врне дожд! Другата недела ќе одиме на свадба! – exchanging information about themselves, their family and friends or with students from a buddy school by participating in shared blogs, eg Еден ден во нашето училиште во Австралија, Важни споменици во Австралија: оперската куќа, мостот, централната кула

– sharing pictures and experiences relating to a recent family trip to Macedonia, eg Летово, кога бевме во Македонија, јас го посетив градот Прилеп – sharing information about Macedonia, eg Македонија е планинска земја и се наоѓа на Балканот. Македонија е на Македонците. – interacting with peers through simple correspondence such as messages, invitations to a special occasion, eg a birthday party, a thank you note – describing an artwork, including examples by Aboriginal and/or Torres Strait Islander artists or art from China and Japan

 participate in classroom activities and collaborative tasks that involve planning or simple transactions, for example: – following instructions for an art activity, eg Ставете ја сликата врз хартијата. Поминете со пенкалото врз сликата. Не ја мрдајте сликата додека не завршите – leading a group of peers in the planning and creation of a board game – planning and producing a poster or flyer to advertise an upcoming school event, eg Ќе направиме постер за … Дај ми ги информациите за постеров, те молам! Што сакаш да ставиме? – conducting a collaborative scientific investigation, eg Ајде да видиме како расти гравот?

– negotiating details in a virtual transaction such as preferred size, quantity or price and concluding the transaction, eg Колку чинат доматите? -Два долари за едно кило. - Фантастично! Дајете ми три килограми, ве молам! -Повелете! -Повелете пет долари! – Благодарам

Macedonian K–10 Draft Syllabus for Consultation 59 Stage 2

Communicating

Accessing and Responding

Outcomes A student: › locates and classifies information in texts LMA2-2C › responds to texts in a variety of ways LMA2-3C

Content Students:  obtain specific information from texts, for example: – locate key points of information and known phrases by viewing, listening to or reading simple texts, eg identifying names, ages from personal profiles, place, object – sequencing the order of events from a narrative – identifying known vocabulary of a simple text and summarising its main points – engaging with a story or fable and identifing which words or expressions show the moral of the story – collating a list of exclamations or useful expressions to aid in interpretation of meaning from different imaginative texts – collecting information about the natural world, and creating a multimedia display using appropriate descriptive vocabulary, eg wild Macedonian fauna

 respond to texts using graphic, visual and digital supports, or in English or Macedonian, using simple statements, for example: – reporting the findings of surveys about families, pets, likes and dislikes, sports or other activities, and using picture or column graphs to display results – sketching the main character of a text and describing their personality by using captions or speech bubbles – comparing and contrasting two characters from a text by using graphic organisers, eg Лавот и глушецот (Езоп), Желката и зајакот (Езоп) – taking the role of a main character and presenting it to their teacher and peers using visual supports, eg Јас сум лав. Живеам во зоолошката градина Тарунга. Јас јадам... – reenacting a scene from a story, eg Да, си ја научив ролјата за драмата/ стихотворбата. Еве вака: – giving a short digital presentation about a Macedonian community event, eg свадба, крштевка, слава, концерт на македонска музика, роденден…

Macedonian K–10 Draft Syllabus for Consultation 60 Stage 2

Content for students with prior learning and/or experience Students:  locate and organise information from spoken, written, digital and visual texts, for example:

– recognising character traits or behaviours in texts, eg children’s stories that reflect Macedonian culture and traditions, eg Бабата на Нина во “По утрото денот” се познава, Итар Пејо. – organising information from short spoken texts, with some unfamiliar language, eg peers discussing attendance at a birthday party, favourite sporting activities, preferred foods – reading or reviewing an authentic print or digital text to locate familiar words in Macedonian and categorise information by type, shape, function and colour, eg food packaging, advertisements, menus, TV guides – sequencing elements of cartoons or simple narratives, eg creating a storyboard using pictures and captions – accessing specific information and summarising key aspects of an important event, eg a sporting event, a community festival – comparing profiles and stories in print and digital form about famous Macedonian people

 respond in English or Macedonian to texts, using spoken, written and digital modes, and models, for example: – responding to a report of an event using a timeline to sequence elements, eg a festival or family celebration, – conveying information about a Macedonian community event in a digital presentation, eg свадба, крштевка, роденден – conducting surveys or interviewing Macedonian-speaking people in the community and using graphs and charts to display results to the class – collecting information from secondary sources and working collaboratively to create a report, using modelled language, eg an animal report, traditional event report – accessing weather reports and completing a weather map, eg Еве ја официјалната временска прогноза за утре: Утре времето ќе биде сончево и температурата ќе достигне до 30 степени – collecting information about Australian animals and their habitats, and creating an informative brochure for Macedonian-speaking visitors to Australia, eg Име на животното. Со што се храни? Каде живее? Кој му е природен непријател? Интересни факти за животното. Каде може да се види животното? Адреси на најблиските зоолошки градини

Macedonian K–10 Draft Syllabus for Consultation 61 Stage 2

Communicating

Composing

Outcome A student: › composes texts in Macedonian using modelled language LMA2-4C

Content Students:  compose simple texts using familiar words, formulaic expressions and modelled language, for example: – creating a text to describe themselves, their interests, friends or family, supported by visual resources – describing characters, places or animals – writing a short poem using rhyming words, eg бело/ село,ете/дете, зема/снема… – composing a simple report about a recent trip, with teachers support – creating a digital display related to topics they have been studying in other subject areas

– composing a short dialogue between two fictional characters – contributing their ideas to the creation of a whole class drama performance – creating a poster to advertise a special upcoming community event, eg Матурска вечер, концерт – making a digital greeting card for a special occasion, eg роденден, именден, слава...

 create bilingual texts for the classroom, such as descriptions and signs, for example: – creating simple activities that involve alternating or combining repeated words or phrases in Macedonian and English, eg verbs, questions words – collaborating to translate a simple poem from English to Macedonian and vice versa – composing a bilingual self-profile for the class blog – creating bilingual captions for images for a digital picture story, eg моите миленичиња

– developing bilingual class resources for familiar games, eg Bingo, Snap, Snakes and Ladders

– creating a bilingual text for the classroom or school community, eg poster, library display or online newsletter item – creating a bilingual resource for use in the classroom, eg class rules, picture dictionaries, glossaries or signs for class routines

Macedonian K–10 Draft Syllabus for Consultation 62 Stage 2

Content for students with prior learning and/or experience Students:  compose texts using formulaic expressions, modelled language and visual supports, for example:

– composing and illustrating simple narratives about a day in the life of an imaginary person, animal or fictional character, using ICT to share with peers and Macedonian-speaking contacts – creating texts to introduce and describe friends and family members, eg Отпечатете фотографија или скенирајте ја истата и опишете го изгледот на еден член од вашето семејство. Опишете ја истата личност од внатре: како се однесува, кои ѝ се добри и лоши особини, какви доблести има, какво хоби има...? – writing a speech on a given topic and presenting it to an audience – recording a procedure for making a Macedonian dish, eg макало, мазник, пинџур – composing a simple narrative based on a familiar story, with an orientation, complication and resolution – creating a brochure to persuade an audience, eg reasons to visit Macedonia, importance of playing sport

 create bilingual texts such as signs or notices, digital picture dictionaries and word banks for the classroom and school community, for example: – producing a bilingual school map and bilingual signs for Macedonian visitors – composing a digital bilingual invitation for community members to attend a traditional Macedonian event – creating a shared database of Macedonian words, idioms and expressions that do not readily translate, eg скенирај, фејсбук, твитер, инстаграм, емаил – creating captions in Macedonian and English to support images, cartoons or comic strips in print or digital format, using modelled language – creating an informative bilingual brochure about recycling in the school or other activities in the school community

Macedonian K–10 Draft Syllabus for Consultation 63 Stage 2

Understanding

Systems of Language

Outcomes A student: › recognises pronunciation and intonation patterns of Macedonian LMA2-5U › demonstrates understanding of basic Macedonian writing conventions LMA2-6U › demonstrates understanding of elements of Macedonian grammar in familiar language patterns LMA2-7U › demonstrates an awareness of how familiar texts are structured LMA2-8U

Content Students:  reproduce pronunciation and intonation and recognise sound–writing relationships, for example:

– understanding that the Macedonian language is based on a phonetic language system where the written form correlates with the pronunciation – identifying that the Macedonian language consists of five vowels а е и о у and 26 consonants, б в г д ѓ ж з ѕ и ј к л љ м н њ п р с т ќ ф х ц ч џ ш – learning that Macedonian syllables only have one vowel, eg те - ле - ви- зор – recognising the difference in pronunciation and intonation between English and Macedonian versions of loan word, eg computer/ компјутер, football / фудбал, telephone/телефон – learning that the accent in Macedonian words are always on the third last syllable, counted backwards, eg ма - те - мá - ти - ка

 recognise the connection of letters in cursive writing, for example: – introducing and practising cursive Macedonian writing and understanding the formation of each letter is different to the non-cursive formation

 understand and identify elements of basic grammar and sentence structure, for example: – understanding the metalanguage of grammar, eg noun, verb and adjective – communicating using present, past and future tense, eg Јас играм со топка., Јас играв со топка. Јас ќе играм со топка. – creating simple sentences in the subject-verb-object order, eg Мама меси зелник. – understanding that adjectives are placed before a noun and must agree with the noun in number and gender, eg една бела кошула, три зелени јаболки – understanding that each noun has grammatical gender (masculine, feminine or neuter), eg брод, слика, огледало – identifying questions by the question word used, eg Каква книга доби за подарок? Колку е часот? Зошто доцниш на училиште? – identifying that if a question contains a preposition, then the preposition always precedes the question word, eg Врз која книга го стави пенкалото? На кој спрат живееш? – specifying location or direction using prepositions, eg Под масата има мачка. Мојот телефон е до чашата. Јадењето е на масата. – recognising that there are three forms of the definite article, based on the degree of proximity to the speaker, eg книгава, книгана, книгата, играчкава, играчкана, играчката… – using prefixes, eg најубаво, подобро, прекрасно

Macedonian K–10 Draft Syllabus for Consultation 64 Stage 2

 recognise that Macedonian and English borrow words and expressions from each other and other languages, for example: – adding to the class display of Macedonian words and comparing how these words are pronounced in English and in other languages, eg бурек, пита, – contrasting the pronunciation and intonation of Macedonian loan words with English pronunciation and vice versa, eg телевизор, интернет, компјутер – defining words in English that are from Macedonian origin, eg бурек, пита – contributing to the class display of Macedonian words that are borrowed from an Aboriginal language, eg koala from the Dharug language, kookaburra from the Wiradjuri language, Canberra from the Ngambri-gummaal – understanding that languages continuously change and borrow from one another, eg рабишот, фрута, ланчот, дринкче – recognising borrowed words that are frequently used, eg телевизор, комјутер, ајпед (English) аирлија, машала (Turkish).

 identify particular language features and textual conventions in familiar texts, for example: – recognising features of familiar types of Macedonian texts, eg picture books, digital books or games, video clips or songs – recognising the differences between questions, statements and commands and applying the correct punctuation – distinguishing different parts of a narrative and how ideas are sequenced – identifying how different textual elements combine to make meaning, eg images, font and script of a webpage, layout, title and illustrations in a picture book, date and time on an invitation – recognising language features associated with particular texts, eg the use of imperatives in recipes, time markers in stories, or recycling symbols in packaging

Content for students with prior learning and/or experience Students:  understand the intonation and phrasing patterns of spoken Macedonian, for example: – understanding that the Macedonian language is based on a phonetic language system where the written form correlates with the pronunciation – learning that Macedonian syllables only have one vowel, eg те -ле - ви - зор, and applying their knowledge when writing – recognising the difference in pronunciation between English and Macedonian versions of loan word and applying the variations when communicating, eg computer/компјутер – applying phonological and grammatical knowledge to write unfamiliar words – comparing own Macedonian speech patterns with standard Macedonian pronunciation, and making adjustments – understanding that, when speaking Macedonian, intonation, rhythm and pace ensure meaningful communication

 recognise letters and accent marks unique to the Macedonian script, for example: – recognising the letters Ѓ and Ќ representing the phonemes /ɟ/ and /c/ – learning the position of Ѓ and Ќ in the alphabet, according to their phonetic qualities – recognising the function of the accent marks on Ѐ and Ѝ, in particular words

Macedonian K–10 Draft Syllabus for Consultation 65 Stage 2

 develop knowledge of grammatical elements to describe actions, people and objects, for example: – expressing frequency, eg Секој ден си ги мијам забите. – demonstrating preferences and explaining the reasons for their choice, eg Јас ја сакам жолтата круша, бидејќи е поблага. – linking ideas using conjunctions, eg Мајка ми оди на работа и печали пари за да одиме во Македонија. – expressing attitudes and emotions, eg Јас сум многу среќна! Тој е тажен. Тие се весели затоа што ќе одат во Македонија. – learning how to use past, present and future tense accurately, eg Ние живееме во Сиднеј. Баба ми живееше во македонија. Тета ќе живее во Америка. – implementing the use of more than one adjective in all forms of communication, eg Големата розева панделка/ Зелената, густа трева – using adjectives when comparing people and objects, eg Големото разгрането дрво е постаро од дебелиот даб., Мајка ми е постара од татко ми. Брат ми е повисок од мене.

– using adverbs to provide information about manner, place, time and frequency, eg Брзата река / еднаш годишно / – using declarative sentences, eg Јас ја сакам мојата мајка! – using conditional sentences, eg Ако доцниш, ќе го испуштиш автобусот! – using causal sentences, eg Ако не си ги миеш рацете пред јадење, ќе се разболиш. – using consecutive sentences, eg Прво, дојде тета, а потоа дојде баба и ми даде подарок.

Macedonian K–10 Draft Syllabus for Consultation 66 Stage 2

Understanding

The Role of Language and Culture

Outcome A student: › recognises how terms and expressions reflect aspects of culture LMA2-9U

Content Students:  understand that Macedonian changes according to the context of use and reflects different relationships, for example: – noticing differences in the ways in which both Macedonian and English speakers communicate with different people, eg with young children, with unfamiliar adults or with elderly people – applying the appropriate greetings when interacting with familiar and unfamiliar adults and children, eg Добро утро! Здраво! Добра ноќ! Чао! Довидување! Догледање! – using culturally appropriate expressions at all times, eg Како си? Добро, благодарам! Како си ти? Да си здрав(а) и жив(а)! да растиш голем! – comparing words in the standard Macedonian language to other Macedonian dialects, eg патлиџан/домат, бостан/ лубеница, пиперка/чушка – recognising differences in interaction styles in familiar Macedonian and Australian contexts, eg interactions in the playground, classrooms or shops

 make connections between cultural practices and language use, such as culture-specific terms and expressions in Macedonian or English, for example: – understanding that language carries information about the people who use it, and that common expressions often reflect cultural values, eg the importance of respect for older people is reflected in terms of address in Macedonian – identifying culturally specific terms and phrases, eg ‘mate’ in Australian English and ‘за убаво’, ‘аирилија’ in Macedonian, and ‘sista’, ‘bro’, ‘Aunty’ and ‘Uncle’ in Aboriginal English, and sharing insights into why particular cultures value certain colloquial language – analysing and comparing the culturally appropriate way of greeting and farewelling family and friends, starting a meal (Пријатно јадење/ Добар апетит) and shaking hands with others (Мило ми е!) – recognising that the ending of a Macedonian surname denotes the family's origin, eg Презимињата во прилепско и охридско се пишуваат без в: Петрески(а), Наумоски(а), Велески(а), од Битола: Петреска(и), Наумовска(и), Велевска(и), од Кочани: Петров(а), Наумов(а), Велев(а)

Macedonian K–10 Draft Syllabus for Consultation 67 Stage 2

 understand that ways of communicating and behaving reflect aspects of personal identity, for example: – exchanging a self-profile with a potential Macedonian friend, selecting keywords and simple expressions from word banks, and modelled statements that capture their sense of self as learners of Macedonian – reflecting on the experience of learning Macedonian and discussing the advantages of being bilingual – engaging in Macedonian community activities which broaden their Macedonian identity, eg being a part of the Macedonian dancing or language group – creating and describing digital or visual representations of the Macedonian national costume, artefacts, architecture, village and city life. – comparing the cultural differences between the Macedonian-speaking community in Australia to the native speaking peers in Macedonia, eg food choices, celebrations, respect for elders and schooling system – comparing and contrasting the Macedonian way of communicating and behaving with other languages, eg the Chinese speaking community have similar traditional elements as Macedonians (mythology, the dragon) and have different cultural music

Content for students with prior learning and/or experience Students:  reflect on their experiences when interacting in Macedonian and English-speaking contexts, identifying differences in language use and behaviours, for example: – identifying and discussing phrases and expressions used only in Macedonian or in English, analysing cultural contexts in which they are used – reflecting on ways in which Macedonian people express their culture through music, dance, traditional stories, food, games and celebrations – discussing how family origins reflect the use of language at home, eg mixing Macedonian with English words while speaking to another speaker of Macedonian – participating in cultural events, such as performing a Macedonian dance at education week, recital competitions and annual events throughout the year

Macedonian K–10 Draft Syllabus for Consultation 68 Stage 3

Content for Stage 3

Communicating

Interacting

Outcome A student: › uses Macedonian to interact with others to exchange information and opinions, and to participate in classroom activities LMA3-1C

Content Students:  initiate interactions and exchange information with teacher and peers, for example: – initiate an interaction with a peer on a topic of interest, eg favourite hobbies – asking for clarification from teacher and peers on unknown vocabulary and phrases during independent reading, eg Што значи зборот изгрејсонце? Ве молам, можете ли да ми кажете како се пишува комплицирано? – emailing peers to exchange information about family, friends, teachers using questions and statements, eg Имаш ли сестра? Како се вика? Дали баба ти живее со вас? – exchanging simple correspondence such as a seasonal greeting card, using modelled language, eg Среќен роденден и најдобри желби, среќен Божиќ – interacting with peers to discuss future plans and events, eg После училиште ќе одиме во паркот! Рекоа дека утре ќе врне дожд! Другата недела ќе одиме на свадба, затоа си купив нов фустан. – recounting events and activities with peers, using formulaic sentences, eg Денеска бев на пазар со мама и тато и си купив нов компјутер со безжично глувче. – connecting with a buddy school through a shared blog to exchange information about themselves, their friends and their school

 participate in a group activity or shared event, for example: – creating and performing a short drama or play to introduce aspects of Macedonian language and culture to younger students learning Macedonian, eg on the topic of gift giving and receiving – participating in a cooking activity following teacher instructions, eg макало, топеница, македонска салата – collaborating to create a digital presentation or animation to share with others – planning and organising a school activity such as a school cultural day, eg creating posters, signs and notices – participating in a simulated transaction such as shopping or choosing food in a restaurant, using appropriate expressions and relevant question-answer exchanges, eg – creating a script for a small group production and editing their work, practising and recording on a device, if appropriate, eg филм, радио или тв реклама

Macedonian K–10 Draft Syllabus for Consultation 69 Stage 3

Content for students with prior learning and/or experience Students:  initiate interactions with adults and peers to exchange information, ideas and opinions, for example: – taking on roles and responsibilities in the classroom, such as leading the class in routines, eg opening and closing lessons, writing important class announcements and reminders on the board – interviewing grandparents or Macedonian elders about traditional folk literature and writing their responses, eg Дедо, те молам раскажи ми една приказна што си ја слушнал од баба ти! Бабо кажи ми една коледарска песна, те молам! – participating in class discussion that includes personal ideas and opinions about aspects of their lives, eg family origins – maintaining a personal digital journal and sharing it with their peers – interacting with Macedonian language classes around the world via different modes of communication such as emails, text messages or blogs – engaging others in conversation by inviting responses on issues including favourite sporting team or players, favourite pets, books, pop groups – engaging in a classroom debate on a relevant topic that includes arguments for and against, to provide different points of view, eg задолжителна домашна задача

 collaborate with peers in group activities and shared experiences to make choices and arrangements, organise events and complete transactions, for example: – planning and organising a performance item for school assembly by contributing language and cultural knowledge to class discussion – organising a proposal for a class excursion that includes an itinerary, travelling schedules and costing – assisting in organising a cultural workshop for younger Macedonian language students, eg making a Macedonian dish, learning a Macedonian dance, egg decorating – deciding on a menu for a special celebratory class lunch and negotiating preferred food choices and prices – assisting in the organisation of hosting visitors to the school, eg composing the speech of welcome, developing a list of questions that could be asked, preparing to show the visitors around the school – participating in activities advertised in community media, including Macedonian radio or television, eg a film making competition, a singing competition – communicating the results of a group investigation, eg what languages are spoken in the school or local community

Macedonian K–10 Draft Syllabus for Consultation 70 Stage 3

Communicating

Accessing and Responding

Outcomes A student: › obtains and processes information in texts, using contextual and other clues LMA3-2C › responds to texts using different formats LMA3-3C

Content Students:  obtain and organise specific information from texts, for example: – identifying and recording known words and expressions from videos of social interactions, eg exchanges between teacher and students, or customers and shop assistants – locating key points of information and known phrases when engaging in the shared reading of texts – identifying the order of events from a narrative or fictional text, eg вовед, дејствие и заклучок

– extracting the main idea of various texts, eg drawing their interpretation of a read poem, book or Macedonian song – engaging with imaginative texts and identifying features of the main character, eg poems, cartoons, folktales, stories or films – extracting information from surveys of peers and family members, eg preferred holiday destinations – gathering factual information from a range of authentic texts, eg signs, instructions, directions, menus, diagrams, advertisements, weather reports – responding to simple modelled questions about a stimulus text such as a popular children’s story or a puppet show eg Како се вика детето во текстов? Во кој град живее девојчето?

 respond in English or Macedonian to texts, using a range of formats, for example: – responding to an email from a new Macedonian friend – analysing and contrasting two texts by creating a concept map, eg Лавот и глушецот (Езоп), Желката и зајакот (Езоп) – creating a short digital presentation to convey information about a Macedonian cultural event or cultural practice, eg the Taksirat festival, the Ohrid Summer festival, крштевки, свадби

– researching a local city or popular tourist site and presenting the information in a poster using text, pictures, maps or data – responding to questions about events and characters in different types of imaginative texts such as a cartoon, a comic strip, a children’s story, using modelled language to express opinion – identifying specific information from a video of a Macedonian cooking show, eg name of the recipe, names and quantities of ingredients – interviewing peers about their family home and sharing their findings, eg Дали живееш во стан или во куќа? Колку соби иматге дома? Колку балкони имате во куќата?

Macedonian K–10 Draft Syllabus for Consultation 71 Stage 3

Content for students with prior learning and/or experience Students:  locate and classify information from a range of spoken, written, digital and visual texts, for example: – investigating aspects of life in Macedonian-speaking communities overseas, eg web-chatting with relatives overseas to find out more about their own family origins, history or circumstances – engaging in children's literature including fables, folk and modern stories, and exploring values and morals of the stories – summarising the procedure in a cooking demonstration of a popular Macedonian dish – reading, viewing or listening to a variety of texts to collect and organise information about a Macedonian cultural event – selecting digital sources and comparing and contrasting different perspectives on issues, eg how children in Macedonia describe their school experience – interviewing elderly relatives or friends who have migrated to Australia and sharing these stories with the class, eg Како стигнавте во Австралија? Со што патувавте? Колку време ви зеде? Што работевте овде? – extracting key points from a magazine or digital text on various topics of interest, eg appropriate behaviour on the sport field

 respond in English or Macedonian to ideas and information, using a range of formats for different audiences, for example: – responding to spoken, written or digital narratives that evoke positive or negative emotions, by connecting these with their own experiences and expressing their feelings in their journals

– researching information and presenting a summary, comparing the cultures of Macedonian- speaking and other communities, including Aboriginal and Torres Strait Islander communities, eg celebrations, family, local community and the environment – retelling and explaining aspects of a Macedonian story or text to an English speaking audience – comparing and contrasting favourite characters or events in imaginative texts, eg cartoons and stories – presenting information, using multimedia and visual supports, on a researched topic of interest to peers, parents and other visitors, eg famous sports people, healthy eating

Macedonian K–10 Draft Syllabus for Consultation 72 Stage 3

Communicating

Composing

Outcome A student: › composes texts in Macedonian using a series of sentences LMA3-4C

Content Students:  compose informative and imaginative texts, using scaffolded models, for different purposes and audiences, for example: – composing a commercial for a new or existing technology product – creating a short play about a theme of interest to the class – designing a menu for a Macedonian lunch or dinner – composing different types of poems, eg acrostic, haiku and free verse poems, experimenting with rhyme, rhythm and alliteration – composing a procedural text using modelled language, eg a list of instructions, a recipe or an investigation – creating an interactive display for younger peers depicting aspects on Macedonian culture

– creating a class travel blog, guide book or video guide to share interesting facts about Macedonian geography, things to do and see, eg Охридското езеро, Матка

 create bilingual texts, such as signs, notices, games, displays, websites or word banks, for the school community, for example: – creating bilingual texts for the classroom or school community, eg invitations to attend class or school assembly performances – creating posters in English and Macedonian advertising a significant school event, eg school fete, Mother’s Day stall, Father’s Day stall – creating a game with instructions or a set of illustrated word cards in English and Macedonian for younger Macedonian learners – creating a sign to display bilingual school rules inside and around the playground – applying English subtitles to a short film created by the class – recording significant learning experiences and events by contributing to a class journal or website in Macedonian and English

Macedonian K–10 Draft Syllabus for Consultation 73 Stage 3

Content for students with prior learning and/or experience Students:  compose informative and imaginative texts for a variety of purposes and audiences, for example:

– recording the results of a scientific investigation, for the class – conveying information about significant people, places or events in Macedonian-speaking communities through different text types, eg a poster for a concert, a profile of a famous Macedonian speaking actor or a digital guide to a place of interest – composing a story about an imagined encounter with a famous person or experience, eg Тоше Проески, Изгубени во Битола, Откриено е злато во Стоби – composing a poem and publishing it in the school newsletter – creating a video or multimedia text to share ideas and information – composing a report for a Macedonian radio program about recent activities and projects at their school – creating a digital animation that informs younger peers of important topics such as recycling and saving the environment, healthy eating, animal cruelty, eg Зошто јадењето здрава храна е добро

 create bilingual texts and resources for their own language learning and the school community, for example: – creating shared bilingual learning resources used in formal and informal interactions, eg print or digital word banks or glossaries of Macedonian and English expressions – designing a bilingual game to be used on the interactive whiteboard by younger students learning Macedonian – creating and performing a rap incorporating Macedonian and English vocabulary with numbers up to 100, eg еден, два, три, четири, пет, шест, седум, осум, девет, десет.

– creating a bilingual column for the school newsletter – producing a Macedonian version of the school canteen menu – creating a school information pack in English and Macedonian that can be used by student visitors from Macedonia – creating a bilingual description of items presented at a multicultural school fashion parade or food market stall, eg Ова е прекрасна партија фустан за млади модерни дами., Ова е македонска пита.

Macedonian K–10 Draft Syllabus for Consultation 74 Stage 3

Understanding

Systems of Language

Outcomes A student: › applies key features of Macedonian pronunciation and intonation LMA3-5U › applies basic Macedonian writing conventions LMA3-6U › demonstrates understanding of Macedonian grammatical structures LMA3-7U › recognises how texts and language use vary according to context and purpose LMA3-8U

Content Students:  reproduce pronunciation, intonation and stress, recognising the relationship between sounds, words and meaning, for example: – understanding and applying punctuation marks in writing, eg full stops, commas, exclamation marks, apostrophes, speech marks and question marks – recognising the effect of nonverbal language and tone in reinforcing meaning in spoken Macedonian, eg Го спушта гласот на точка, го подигнува гласот на запирка и прашалник, извикнува на извичник. – applying phonemic knowledge and other strategies to write unknown words, eg с-и-р-е-н-а, а-ј-к-у-л-а, к-и-т, ј-а-г-у-ла, п-а-с-т-р-м-к-а – recognising that the standard Macedonian language varies in dialect depending on the region spoken in, eg пиперки, чушки, домати, френки, патлиџани

 identify and apply vowel and consonant combinations and related rules, for example: – understanding that there are five vowels in the Macedonian language but in specific contexts the sound 'r' can become a vowel when it is in between two consonants, eg прстен, дрво, срце, прст – understanding that a word beginning with 'r' needs to have an apostrophe before it and a consonant following it, eg 'рбет, 'рѓа, 'рж, 'рти…

 recognise the systematic nature of Macedonian grammar rules, for example: – classifying nouns according to gender and number and making them definite, eg masculine: ден-от, денови-те, feminine: јаболка-та, јаболки-те, neuter: село-то, села-та – using the appropriate adjectives before a noun, eg спортска облека, кинески ориз, елегантен фустан, голем џемпер… – understanding how some nouns can be changed to adjectives, eg стакло-стаклена, чоколадо-чоколадна, сребро-сребрен – understanding different question words, eg како, што, зошто, дали, колку – practising changing phrases to definite, eg зелена трева - зелената трева, сиви облаци- сивите облаци, зрела лубеница- зрелата лубеница – recognising and using prepositions in their written and spoken form, eg до, во, на, од, со, по

– applying appropriate long and short pronominal forms, eg го, ја/нас, неа, мене, нив – rephrasing the order of commands with imperative form, eg Треба да зборуваш! - Зборувај!, Треба да играш! - Играј!,Треба да скокаш! - Скокај!

Macedonian K–10 Draft Syllabus for Consultation 75 Stage 3

– using the negative form of a verb in the imperative, eg Помогни му! - Не помагај му!, Кажи му! Не кажувај му! – identifying how verbs are changed into past and future tense, eg трчај, трчаше, трчав, ќе трчам, пишувам, пишував, ќе пишувам – understanding and applying the sound 'j' in between the sounds 'i' and 'a', eg Македонија, носија, спијат, змија, Илија, Дијана… – understanding how to pronounce international names written in Macedonian script, eg Theodora/Теодора, Kathryn/Кетрин, Stephen/Стивен – using cardinal and ordinal numbers in different contexts such as telling the time, stating dates, ordering, or in simple descriptions, eg Сега е осум часот! Денеска Ивана беше прва на трката од сто метри! Утре е 1ви април. – understanding that double negation of verbs is required to convey the correct meaning, eg Никој не игра тенис, Не сакам ништо од тебе, Јас никогаш не одам на кино! – building compound sentences using conjunctions to express or develop opinions or reasons, eg Го барав пенкалото без да знам дека мама го зеде. Треба да ја напишам домашната работа пред да излезам да играм. – understanding that the compound word 'за да' is used when expressing a future goal, eg Пијам чај за да оздравам. Одам на играорна за да научам да играм македонски ора.

 recognise that the Macedonian language is both influenced and in turn influences other languages and cultures, for example: – creating a glossary of Macedonian words specific to certain areas to investigate the influence of Macedonian language and culture on other languages, eg food, communication, – understanding that all languages change, that some are constantly growing and expanding while others are being revitalised, eg many international indigenous languages and Aboriginal and Torres Strait Islander languages – identifying familiar words in Macedonian and recognising their English equivalents, eg parking - паркинг, opera - опера, stewardess- стјуардеса, music - музика, sport - спорт – investigating how media, digital technologies and popular culture have influenced the Macedonian language, eg маркетинг, анимации, епс, фејсбук, инстаграм, линктин

 identify how the features of text organisation vary according to purpose and audience, for example: – understanding the significance of features of different text types, eg opening and closing emails, letters or phone conversations, eg Почитуван Господине, со почит..., Ало, здраво Мери! Ви благодарам за вниманието! Дослушање! – reading, viewing or listening to different texts with a common topic, eg comparing a print, TV and internet announcement for the same event – identifying and comparing language used in particular types of texts, eg descriptive language in recounts or narratives, persuasive language in advertisements, humorous language in comic verse or puppet theatre plays, instructional language in recipes and manuals – transforming a text such as a song into another text type to identify differences between spoken and written texts, eg a conversation or cartoon

Macedonian K–10 Draft Syllabus for Consultation 76 Stage 3

Content for students with prior learning and/or experience Students:  apply the Macedonian sound system, including variations in tone, stress and phrasing, for example: – understanding how to make appropriate pauses in a sentence, by dividing the sentence into cohesive chunks, eg when reading books aloud – using stress and voice variations to engage an audience in conversation

 extending knowledge of the Macedonian alphabet and experimenting with spelling, for example

– applying phonemic and grammatical knowledge to spell unfamiliar words – experimenting with spelling by placing a list of unknown words in the correct alphabetical order – applying changes to the spelling of noun, adjective and verb endings to indicate a change in gender and number

 understand and use basic structures and features of Macedonian grammar to elaborate on meaning, for example: – further developing metalanguage to describe and apply grammatical concepts and language elements, eg verb charts – understanding that expectative conditionals are made up of two parts, an 'if' clause and a 'then' clause, eg Ако ми ја дадеше книгата, тогаш ќе го научев четивото., Ако ми ја дадеш книгата, ќе го научам четивото. – understanding the use of definite direct objects, in different types of phrases, eg Ја гледам новата учителка. Го читам новиот е-меил. Го слушаме овај пејач. Го знам Петре. Дали ја знаете тетка ми? – investigating and contrasting the differences between embedded and indirect questions, eg Каде е моето шише за вода? Дали знаете каде е моето шише за вода? Не знам каде е твоето шише за вода! Ве молам, дали знаете каде е моето шише за вода? Се извинувам, дали знаете каде е моето шише за вода?

Macedonian K–10 Draft Syllabus for Consultation 77 Stage 3

Understanding

The Role of Language and Culture

Outcome A student: › makes connections between cultural practices and language use LMA3-9U

Content Students:  understand that Macedonian changes according to the context of use and reflects different relationships, for example: – observing how language use reflects relationships and respect, such as expressing familiarity with friends by using first names rather than surnames or showing respect for authority figures, eg Здраво, Филип! Како си? Добар ден, Господине Петровски! Како сте! – reflecting on the use of colloquial or abbreviated language by young people in informal written contexts, eg the language of written text messages as well as the use of borrowed words from other languages, eg Зш? Што играш дес? Чао! – recognising differences in formality according to context, purpose and audience, eg writing to friends/family: Мили мои, Драга Донка, Поздрав, Томе, Те сака, writing to formal audience, eg Почитувани Господа, Со почит, Дончо. – identifying specialised language used in specific contexts, eg на пазар, во докторската ординација, на театар

 understand that language use is shaped by the values and beliefs of a community, for example:

– understanding the use of formulaic expressions and reflecting on the experience of using such exchanges, eg those exchanged before and after meals or when giving or receiving gifts

– describing different ways of communicating, identifying aspects that may reflect Australian traditions, values and practices – recognising culturally appropriate ways of offering praise, recognition, gratitude and encouragement – developing an awareness of the different dialects in spoken Macedonian and used in Macedonian speaking communities in Macedonia and around the world

 describe aspects of own identity and reflect on differences between Macedonian and own language and culture, considering how this affects intercultural communication, for example:

– recognising ways in which Macedonian behaviour reflects values, traditions and culture, eg Велигден, Божик, Коледе, Илинден – identifying examples of Australian values and traditions reflected in ways of communicating that may not be familiar to members of other language communities, eg ways of addressing people, behaviour and interactions around mealtimes – connecting various experiences of learning Macedonian and describing how it has influenced behaviour and language use, eg using Macedonian outside the classroom, going to dinner at a Macedonian restaurant or a trip to Macedonia and being able to read some of the signs and menus

Macedonian K–10 Draft Syllabus for Consultation 78 Stage 3

– reflecting on traditional Macedonian music, songs and dances and comparing them with traditional songs and dances from other cultures such as Chinese, Aboriginal, Spanish, Turkish – displaying interpersonal skills such as showing initiative when using the Macedonian language with members of the community and taking responsibility by maintaining the community language

Content for students with prior learning and/or experience Students:  reflect on their experiences in Macedonian and English-speaking contexts, discussing adjustments made when moving from English to Macedonian and vice versa, for example: – identifying and comparing cultural images and language used in Macedonian and Australian print and media advertising and tourist brochures, considering how and why they are used and what message they convey – engaging with Macedonian-speaking peers in diverse contexts, identifying situations in which misunderstandings or miscommunications occur and exploring strategies to overcome this, eg Го познаваш ли чупето? - Го знаеш ли девојчето? Куде идеш? - Кај ќе одиш? – discussing moving from a Macedonian speaking community to Australia, eg нови навики, нови правила во училиштето, нови другари, помалку учење, а повеќе јадење во училиштето, различни униформи, – identifying similarities and differences in their home life with other students in the class, eg славење на различни верски празници, славење на денот на Австралија, појадок, ручек и вечера, славење на Нова година – discussing language choices required in different contexts across languages, eg apologising, congratulating, expressing thanks, declining, rejecting or complaining

Macedonian K–10 Draft Syllabus for Consultation 79 Stage 4

Content for Stage 4

Communicating

Interacting

Outcome A student: › uses Macedonian to interact with others to exchange information, ideas and opinions, and make plans LMA4-1C

Related Life Skills outcome: LMALS-1C

Content Students:  interact with peers and known adults on topics of interest, for example: – exchanging personal details with real or imagined visiting students from Macedonia or a Macedonian-speaking buddy school, eg name, age, birthday, phone number, email address, family members, eg Се викам Мирјана. Како се викате? Од каде сте? Живеам во Мелбурн. Колку години имаш? Одам во средно училиште. – exchanging simple greetings, thanks and good wishes, adjusting the language to different social situations, eg Добар ден! Како сте? До видување! Здраво! Мило ми е, господине! Благодарам! До скоро видување! Добар пат! Со среќа! – responding to teacher's instructions and requests, and asking for permission, clarification or repetition, eg Седнете, ве молам! Отворете ги книгите! Имате ли прашања? Зборувај погласно, те молам! Што значи зборот ... ? Може ли да влезам? Имам прашање. Може ли да ми повторите? Ве молам, објаснете ми! – introducing and describing self, others, pets and favourite possessions, eg Јас сум Мирјана, ученик во седма година. Имам плава коса и плави очи. Сестра ми има кафени очи. Имаме куче дома. – interacting to exchange information about, their daily routines, interests, and comparing experiences, eg Кои јазици ги знаеш? Знам да читам француски, но не разбирам многу. Јас знам добро германски. Дали сакаш да пееш? Не, сакам да свирам на гитара.

– exchanging opinions on school, favourite subjects and social life, eg Во кое училиште одиш? Јас најмногу сакам математика. Кој предмет најмногу го сакаш? Секоја сабота излегувам со другарките? Дали одиш на игранки? – composing written or digital texts, such as e-cards, text messages to invite, congratulate or thank someone, eg

Macedonian K–10 Draft Syllabus for Consultation 80 Stage 4

 engage in collaborative activities that involve planning and making arrangements, for example:

– participating in class activities such as word, board or electronic games, using set phrases in Macedonian, eg Ајде да ја пробаме оваа игра. Сега јас ќе почнам прв. Јас имам најмногу поени. – exchanging details about an event, such as time, day, place, activity and participants, eg кои, што, каде, кога – praising or encouraging each other during group work, eg многу убаво, добро направено, прекрасно, честитки, Горд сум на тебе – participating in scenarios related to accepting and declining invitations, planning and making arrangements, using language related to time, place and activity, eg Благодарам на поканата, ќе дојдам. Благодарам, но не сум слободен во петок навечер. – asking for and providing directions when planning for a real or virtual journey, eg Каде се наоѓа поштата? Се наоѓа пред банката. Оди лево, потоа продолжи право. Библиотеката е до училиштето. – planning for a class celebration or performance using modelled language to create a program or an invitation, eg Се одржува …. Што? Кои? Каде? Кога? – creating a restaurant menu with prices and participating in taking on a role in the imagined interactions between waiters and customers, eg Што ќе нарачате? Повелете. Супа и една салата, ве молам. Може ли белешката? Да платам, ве молам. – negotiating and making arrangements for social or sporting events by using texts such as messages, emails and letters

Content for students with prior learning and/or experience Students:  interact with peers and known adults on a range of topics and experiences, for example: – making comparisons between their own daily routine and that of peers, family and students in Macedonia – exchanging greetings, thanks, apologies and good wishes in different social contexts using the appropriate register, eg Мило ми е што Ве запознав, господине. Мило ми е што те запознав. Ви благодарам многу. – communicating online or face-to-face about their interests, favourite subjects and plans for the holidays, eg Jас играм фудбал секоја сабота. Мојот омилен предмет е биологија. Што планираш за школскиот одмор? Планирам да одам на море со другарите. – discussing cultural or social events and expressing their views and opinions using descriptive language, eg Мислам дека концертот беше многу успешен. Многу ми се допадна претставата. – recounting experiences such as holidays, special events or celebrations through email or conversations, eg Оваа година бев на одмор во Квинсленд и многу убаво си поминав. Како го помина твојот училишен распуст? – sharing views with peers about favourite forms of entertainment, celebrities and other significant figures, expressing preferences, views and opinions, eg Сакам да гледам филмови. Најмногу сакам да слушам музика. Таа пеачка има многу хитови и е многу популарна. – participating in a classroom or on-line discussion, considering and commenting on the views and opinions of others, eg Јас мислам дека Петар е во право. Се согласувам со него. Ме интересира зошто мислиш така? – stating a problem and asking for advice, eg Ја заборавив мојата лозинка за компјутерот. Што треба да направам?

Macedonian K–10 Draft Syllabus for Consultation 81 Stage 4

 engage in collaborative activities that involve planning, making decisions and negotiating, for example: – participating in class activities, such as word, board or digital games, using set phrases, eg Учителке, го знам одговорот. Може јас да пробам сега? Ти цртај ги сликите, јас ќе го пишувам текстот, после ќе се смениме. – budgeting for a virtual shopping expedition, consulting online catalogues, websites, prices and values and discussing intended purchases, eg Колку чини ова? Во овој каталог истата маса е поевтина. На овој вебсајт телевизорот чини $2000 долари. Дали да купиме бел или црн мобилен телефон? – planning a fundraising activity, creating a poster using online tools, discussing suggestions and negotiating solutions, eg Јас ќе направам колачи за продавање. Кој ќе оди до локалните продавници? Ти Петар убаво црташ, можеш да правиш портрети. – asking, giving and following directions to a real or virtual location using electronic information devices, apps or maps, eg Како да стигнеме до Градскиот стадион? Кој пат е најбрз, а кој најкраток? Колку време ќе треба да пешачиме од автобуската станица до Стадионот?

– complaining about unsatisfactory goods and services, such as making a phone call or composing an email about an online purchase of a faulty item and asking for a refund, eg Би сакал да се пожалам. Добив расипан производ.Сакам да ми ги вратите парите. Сакам да добијам друг, нов производ. – planning and preparing a virtual tour route and commentary of the main tourist attractions of a city of choice in Australia and presenting it to a Macedonian tourist, eg Сиднејската Опера е една од најпознатите градби на дваесеттиот век. Најубави и најпосетени плажи во Сиднеј се Бондај, Менли … Ти препорачувам да ја посетиш Ботаничката градина.

Content for students with a background in Macedonian Students:  interact with peers and known adults to exchange information, opinions and preferences relating to social issues and cultural experiences, for example: – expressing opinions to the teacher about their new high school life – communicating with Macedonian peers either in Australia or overseas using different forms of telecommunication to discuss their life in Australia – sharing opinions about Macedonian and Australian food, national dishes and table manners with peers in Macedonian, eg Во Македонија луѓето многу сакаат печени пиперки. Во Австралија специјалитет е морската храна, а во Македонија тавче-гравче. Пред јадење во Македонија се вели: Пријатно! – comparing the climate, seasons and geographical landscapes in Macedonia and Australia and their influence on the respective lifestyles, eg Зимите во Македонија се многу студени, во Австралија се умерени. Лугето во Австралија сакаат да одат на плажа и се добри во водени спортови. – sharing experiences and discussing how their own cultural practices are maintained or adapted in their new environment, eg participating in school extracurricular activities, attending music, dance lessons outside school and in the community – exchanging ideas with their Macedonian-speaking peers about the experience of learning English in an Australian context

Macedonian K–10 Draft Syllabus for Consultation 82 Stage 4

 engage in collaborative tasks that involve negotiating, solving problems and justifying decisions, for example: – planning or participating in events relating to popular aspects of Australian ways of life, eg music, popular culture, climate, landscape and recreational activities, and share experiences with members of their local Macedonian-speaking community – assigning, negotiating and justifying the allocation of roles to peers in a planned activity, eg Ти подобро ја знаеш таа апликација, затоа најдобро е ти да ги дизајнираш постерите.

– identifying a local issue of concern and working with others to devise a solution, eg a local environmental issue, lack of social facilities in the community for young people – discussing with a friend how to resolve a personal issue, such as communication breakdown with parents, eg Имам проблем и ми треба совет. Што мислиш дека е најдобро да направам во оваа ситуација? – collaborating with others to organise a cultural day, eg Harmony Day, to support appreciation of linguistic and cultural diversity within the social community, using technology to plan the event and to encourage others to participate – planning a performance, excursion or celebration that combines linguistic and cultural elements and requires explanation and interpretation for the intended audience

Macedonian K–10 Draft Syllabus for Consultation 83 Stage 4

Communicating

Accessing and Responding

Outcomes A student: › identifies main ideas in, and obtains information from texts LMA4-2C › organises and responds to information and ideas in texts for different audiences LMA4-3C

Related Life Skills outcomes: LMALS-2C, LMALS-3C

Content Students:  locate information and identify gist in a range of spoken, written and digital texts, for example:

– identifying key ideas in a conversation – identifying the main information in a range of spoken, visual, written or digital texts, eg timetable, calendar, family tree, video advertisement, sign, poster – accessing an email from a Macedonian speaking student to identify personal information

– accessing people’s reviews about a popular song/movie or blog on social media and identifying the common theme of the message and common language structures. – sequencing actions or events from a text such as an announcement, a magazine article or sports report, using time markers, eg Во почетокот … , на прво место во низата настани е …, потоа следи … , во последната етапа … – identifying key and commonly used expressions in spoken or written texts and using them in own texts, eg Неверојатно! Совршено! На почеток да кажеме дека … На крај да заклучиме дека … – locating, classifying and summarising data, eg results of class surveys or information from notices, timetables and announcements

 respond in English or Macedonian to information and ideas in a variety of spoken, written and digital forms for specific contexts, for example: – obtaining and organising information from a class survey, and presenting the findings in a table or graph in English or Macedonian for another class – selecting images such as pictures, symbols and emoticons to illustrate a piece of text to reflect the content or mood – researching a city in Macedonia and displaying the information in the form of digital presentation, a slide show or a poster, eg location, population, history and topographical characteristics – researching a famous Macedonian speaking person or historical event and presenting the information in a profile or timeline – responding to an imaginative text in different ways, such as giving opinions about characters and expressing reactions to the text, eg Мислам дека главниот јунак во расказот е трагичен лик. Не очекував таков крај на драмата, многу ме трогна. – researching a travel blog and presenting the information in a digital form or a poster about the countries, cities and itineraries

Macedonian K–10 Draft Syllabus for Consultation 84 Stage 4

Content for students with prior learning and/or experience Students:  obtain and process information from a range of spoken, written and digital texts, for example:

– identifying key details, expressions and information in authentic or modified texts, eg signs, weather reports, print advertisements, menus, packaging, brochures or websites, and using the information to create their own texts for specific purposes and audiences – identifying key information in television or radio programs – reading a range of film reviews and deciding with a friend whether or not to watch the film and explaining reasons for the decision, eg Ми изгледа дека филмот е интересен, сакам да го гледам. Сакам комедии, во прегледите за филмот пишува дека е комедија. – accessing and using online and print resources, eg dictionaries, grammar references and encyclopaedia to support the understanding of texts – accessing, collating and summarising information from online or printed resources related to lifestyle choices and youth related issues eg Колку е штетно прекумерното сончање и како да се заштитиме од можните последици? – collating information from a range of Macedonian media on a topic of interest, such as popular culture, sport or youth issues or high-profile events eg културно-забавниот живот на младите во Македонија, популарни спортови, проблемите на младата личност, Скопски Маратон, Охридско Лето, Струшки вечери на поезијата, and using a range of tools, such as graphs, tables, maps or charts to organise and present the findings to others – investigating the most successful or popular Macedonian movies, summarising, categorising and presenting the collected opinions, reviews and comments – summarising the main points of texts, deducing the meaning of some unknown words and phrases, and identifying cultural references, as well as representation, images and other content which contribute to the overall meaning

 respond in English or Macedonian to information and ideas on a range of topics, events or experiences, using different modes of presentation for particular audiences, for example: – presenting data relating to urban and country lifestyles in Macedonia, using online survey software – presenting information in a multimedia display relating to favourite pastimes among young people in Macedonia or what a typical school day looks like for high school students in Macedonia – comparing contemporary music popular among Macedonian and Australian teenagers and presenting information about the similarities and differences in themes, messages, expression or fashion styles, for the Macedonian class webpage on the school's website – participating in a school or community event, eg a school camp, excursion, performance or sporting event and creating a video clip or a photographic or journal record of activities with captions – reviewing a computer game, book, vodcast or performance to make a recommendation to a friend – comparing, summarising and analysing information from a range of sources, eg a tourism website or a documentary for a research project – listening to or viewing digital and other texts, eg songs, films or video clips, recognising ideas, and discussing aspects that may be similar or different across cultures, and making

Macedonian K–10 Draft Syllabus for Consultation 85 Stage 4

Content for students with a background in Macedonian Students:  access and evaluate information from a range of spoken, written and digital texts, for example:

– accessing diverse spoken texts, eg speeches, dialogues, news reports or interviews, and summarising key information in English – accessing diverse sources for a research project on Macedonian society or culture, analysing and comparing information, discussing the reasons for similarities and differences in the information obtained – examining word choices used to achieve a particular effect in digital texts, such as a debate on television, diary entry or an advertisement on a website – obtaining information from diverse sources on a social topic, eg how young people spend their free time in Macedonia, the importance of soccer in the lives of young people, and expressing own perspectives in a variety of formats, eg a blog entry, script of a speech or article – obtaining information on an environmental topic from diverse sources, and expressing own perspective in written or audiovisual text types, such as a blog entry, article or video clip

 respond in Macedonian to information, ideas and perspectives on a range of topics, events or experiences, using a variety of presentation modes for particular audiences, for example: – analysing and presenting data in Macedonian or English on topics of interest using online survey software – presenting the information from a range of sources to different audiences, such as a group of younger students and a parent group, explaining and justifying the language and format choices – accessing diverse online resources and printed articles about a social issue, and discussing the relevance and credibility of the information conveyed for a report to peers in a Macedonian speaking class – accessing Macedonian folk tales eg Итар Пејо, Сиљан штркот, and discussing the key messages and beliefs for a presentation to the class – conducting a mock interview with a character from a story or a television series – exploring word choices and expressions used to achieve a particular effect in multimodal texts, such as emotive or rhyming language in a song, descriptive or persuasive language in an advertisement – summarising information on educational and social topics and expressing own perspective on the information obtained, with specific references and quotes for a presentation to the class

– creating a review of a film, play or novel that considers the life and times of the composer of the text

Macedonian K–10 Draft Syllabus for Consultation 86 Stage 4

Communicating

Composing

Outcome A student: › applies a range of linguistic structures to compose texts in Macedonian, using a range of formats for different audiences LMA4-4C

Related Life Skills outcome: LMALS-4C

Content Students:  compose informative and imaginative texts in spoken, written and multimodal forms for a variety of purposes and audiences, using stimulus materials and modelled language, for example:

– creating a greeting card to a friend to say ‘hello’, or wish them ‘Happy Birthday’ – composing a single email to a host family in Macedonia, providing personal information, likes and interests, eg Јас имам … години. Сакам да играм фудбал. – creating a poster or brochure to advertise a social event in their local community – creating a video to introduce and present information about school or school subjects to peers and teachers at a buddy school in Macedonia – creating a profile of a known or famous person based on photos, eg Име и презиме, место на раѓање, место на живеење, потекло, професија, интереси – presenting statistics related to Australia and other countries, including Macedonia, eg population and physical size, daily temperatures, types of dwellings – creating resources such as posters, pamphlets or websites to present topics related to lifestyles, social and cultural events or environmental issues – captioning pictures, photos or cartoons – creating a digital story about themselves and others to present to the class

 create bilingual texts and resources for the classroom, for example: – creating flashcards for peers to learn new vocabulary – creating resources to support their language learning, eg captions for a photo story or display, glossary or personal Macedonian-English dictionary – creating online quizzes, eg crosswords, matching Macedonian and English equivalents, or selecting multiple-choice answers in Macedonian for a question in English to revise vocabulary and sentence structures at the end of the unit – creating bilingual resources such as the school canteen menu, signs for school buildings, a brochure about school subjects, a timeline of school events – creating subtitles in English for a short video in Macedonian introducing yourself or expressing your likes and dislikes – producing an English-Macedonian dictionary of words and phrases, including explanations of idioms and expressions

Macedonian K–10 Draft Syllabus for Consultation 87 Stage 4

Content for students with prior learning and/or experience Students:  compose informative and imaginative texts in a variety of formats for different purposes and audiences, for example: – creating a text, such as a brochure, poster or website post, about an upcoming event, eg a Macedonian-language performance, a school exchange visit or an environmental event

– composing an autobiographical story including family origins, traditions, interests and experiences to share with the class – organising and presenting information or inviting action in relation to a social, community or environmental issue, using multimodal forms of presentation, eg sound and visual images or websites – creating a slideshow describing favourite places in Macedonia or aspects of Macedonian culture for display, eg in the school library – creating a virtual introduction to present information about the school and the neighbourhood to Macedonian-speaking visitors, including annotated map, audio guides and subtitles – creating a range of texts to entertain others that involve imaginary characters, places and experiences – composing the script of a play or a film with a particular theme for real or imagined occasions

– dramatising a text, eg performing a poem or imagining they are the characters in a painting and creating a scenario and dialogue – composing songs, jingles, posters or video clips to promote real or imaginary Australian products for a Macedonian market

 create bilingual texts and resources in Macedonian for the school and wider community, for example: – creating an instructional video demonstrating the process of making something, eg a Macedonian recipe such as гравче тавче, with subtitles in English – creating English captions, commentaries or subtitles for Macedonian multimodal texts on Macedonian folk costumes – creating a tourist brochure or itinerary for young Australian travellers to Macedonia, supplying key words, phrases and cultural protocols – translate short texts such as simple dialogues, phone conversations, advertisements from Macedonian to English and vice versa, noticing when it is difficult to transfer meaning from one language to another – creating a text such as a picture big book, or digital cartoon for younger learners, selecting suitable structures, images and cultural references to enhance the learning experience, with bilingual language captions – creating a shared digital glossary of common idioms and expressions in English and Macedonian with explanations of their meaning – creating a brochure that explains aspects of the school for Macedonian visitors, such as the location of the facilities, opening and closing times of the canteen and library – creating a digital photostory with bilingual captions describing features of the local area

– creating a short film with English subtitles depicting an aspect of contemporary teenage life from a Macedonian or Australian perspective

Macedonian K–10 Draft Syllabus for Consultation 88 Stage 4

Content for students with a background in Macedonian Students:  compose informative and imaginative texts in a variety of formats for different purposes and audiences, for example: – presenting information about the lifestyle of people in various places in Macedonia, showing the impact of historical or geographical factors, through multiple text types and modes of presentation – presenting information and ideas using language appropriate to the text type and theme, eg using reflective language in diary and journal entries, persuasive language in advertisements and emotive images and captions to highlight issues such as Експлоатација на деца

– contrasting aspects of everyday Macedonian life of past and present, eg Денес има електронско плаќање. Денес имаме електронски весници и книги. Порано имало само печатени весници. – composing an autobiographical text, including family origins, traditions, interests and experiences to reflect on their sense of identity – creating a next scene, a new chapter or an alternative ending for imaginative texts, eg a story, drama, or film script – creating a range of texts to entertain others that involve imaginary characters, places and experiences depicting aspects of contemporary teenage life – using Macedonian idioms from popular sayings from modern media resources in their own writing

 create bilingual texts and resources for the school and wider community, for example: – creating a bilingual brochure to compare aspects of school life in Macedonia and in Australia, eg school subjects, timetables, sports, weekend – producing a bilingual recipe book or video with illustrations to introduce Macedonian cuisine to the school community – creating a bilingual text in print or multimodal formats to promote school events, such as multicultural activity, Macedonian performance or Education/Language Week activities

– translating an Australian children’s song, poem or story into Macedonian, with a commentary explaining particular cultural references and translation issues – creating a blog or magazine with a buddy-school aiming to develop writing and bilingual skills and sharing cultural insights – producing a children's bilingual short story with illustrations and explanations of cultural references – creating a Macedonian version of the school newsletter for non-English speaking parents

– creating a short bilingual documentary with English subtitles about the benefits of learning another language

Macedonian K–10 Draft Syllabus for Consultation 89 Stage 4

Understanding

Systems of Language

Outcomes A student: › applies Macedonian pronunciation and intonation patterns LMA4-5U › demonstrates understanding of key aspects of Macedonian writing conventions LMA4-6U › applies features of Macedonian grammatical structures and sentence patterns to convey information and ideas LMA4-7U › identifies variations in linguistic and structural features of texts LMA4-8U

Related Life Skills outcomes: LMALS-5U, LMALS-6U, LMALS-7U, LMALS-8U

Content Students:  recognise and use features of the Macedonian sound system, including pitch, accent, rhythm and intonation, for example: – pronouncing sounds correctly – comparing the similarities and differences between the Roman and Cyrillic script, reinforcing the sounds represented by ѓ, ќ, ц, ч, џ, ж, ш – exploring the Macedonian pronunciation of a range of cognates from English or other languages, with the right accentuation, eg сендвич, хамбургер, фудбал, театар, инжинер

– practicing syllabification by pronouncing the syllables separately, eg те-трат-ка-та, у-чи-лиш- те-то – recognising differences in intonation and rhythm between statements, questions and commands – learning to pronounce Macedonian alphabet by singing the Бушава азбука

 recognise and use features of the Macedonian writing system, for example – using the Macedonian alphabet, making connections between spoken and written words – using the capital letters appropriately and recognising that the possessive personal adjectives and the names of the months are written with small letters, eg македонски јазик, англиски јазик, август, септември – recognising that the letter ‘ј’ is written always between ‘и and а’, with the exceptions of borrowed words as алиас, the adverb иако and compound words as триаголник – recognising that when there are three vowels following one after another in a word, a letter ‘ј ‘ should be written between the last two, eg пееја, умееја, успеаја

 understand elements of Macedonian grammar, including the systematic nature of verb conjugation, for example: – applying standard word order and understanding that word order can vary – recognising that there are grammatical genders in Macedonian that can be mainly identified by the ending of the noun and that nouns change their endings according to gender and number, eg ученик, ученичка, ученици – recognising that the three articles have a demonstrative function, gender and number, and are attached to the end of the nouns, eg книгава, книгана, книгата

Macedonian K–10 Draft Syllabus for Consultation 90 Stage 4

– understanding the different rules that apply to form masculine, feminine and neuter adjectives, eg добра девојка, добро девојче, добри девојчиња – recognising that adjectives can be definite by adding the article at the end of the adjectives and understanding the article for masculine adjective, eg интересната книга, интересниот филм, добриов човек – using numerals, including cardinal, ordinal, dates and time and understanding the different uses of cardinal and ordinals, eg еден, една, едно, прв, прва, прво, два, две, втор, втора, второ – using common adverbs to qualify verbs and adjectives, eg Многу сакам да играм фудбал. Не сакам многу слатка храна. – recognising the differences between the formal and informal usage of personal pronouns, eg Ти си ученик. Вие сте ученици. Вие сте господин Стојанов? and that they can be omitted as the ending of the verb indicates the subject, eg Тие читаат книга. Читаат книга. – using demonstrative pronouns and understanding the usage of neuter form as a general demonstrative form, eg Овој човек е мој пријател. Ова е мојот пријател. Ова се Марко и Билјана. – using interrogative pronouns, eg што, каде, кога, зошто and understanding that they have gender and number, eg Кој е овој човек? Кои се овие луѓе? – expressing a relationship to a person or object using the long and short forms for direct and indirect object, eg Него го гледам. Го гледам. Ја читам книгата. Му зборувам на Марко.

– recognising the possessive pronouns, eg Ова е мојот пријател. Книгите на масата се негови. – using verbs describing state, eg сум, possession, eg има, and verbs describing action in the present tense, and recognising that in English they have two English translations, eg ние читаме can mean ‘we read’ or ‘we are reading’. – using the imperative forms, eg Читај! Трчајте брзо! Донеси ми чаша вода, те молам! – using modal verbs to express desire, need and obligation, and recognising the usage of ‘да’ construction, eg Сакам да одам на кино. Сакам да дојдеш со мене на кино. Треба да одам во продавница. Мора да го положам испитот. – negating verbs and recognising the negative form of ‘има’ – using simple conjunctions to create compound or complex sentences, eg и, а, или

 recognise how Macedonian influences and is influenced by factors such as technology, and other languages and cultures, for example: – recognising that the Macedonian language borrows and adapts words and expressions from English and other languages, eg хамбургер, фудбал, шпагети, гол, recognising differences in pronunciation – recognising many Macedonian words and phrases that have emerged in response to new ideas and developments in communication and technology, eg имејл, софтвер, компјутер

– understanding that some international Indigenous languages and many Aboriginal and Torres Strait Islander languages are growing and adapting, while others are endangered and being revitalised – recognising that Macedonian language has borrowed English words of different Aboriginal origins and adapted them, eg кенгур from Guugu Yimidhirr (Far North Queensland), коала from Dharug (Sydney), диџериду from Arnhem Land, Northern Territory, бумеранг from the Turuwal people (a subgroup of Darug in NSW) – understanding that languages and cultures change continuously as a result of the contact with one another, the response to new ideas and the developments in communication and technology

Macedonian K–10 Draft Syllabus for Consultation 91 Stage 4

 identify textual conventions of familiar spoken, written and multimodal texts, for example: – identifying different text types, explaining differences in structure and linguistic features, eg postcards, emails, cards, blogs, phone and face-to-face conversations – identifying the intended audience, purpose and key language features of familiar types of texts such as recipes, announcements or instructions – examining how texts are constructed, including textual features, eg (greeting in correspondence), grammatical structure, eg parts of the speech (adjectives and verbs) and visual cues (images in brochures) – understanding how to create textual cohesion, using elements such as coordinating conjunctions, eg и, но, меѓутоа, to link ideas

Content for students with prior learning and/or experience Students:  apply Macedonian pronunciation and intonation patterns, and punctuation, for example: – recognising the role of, and relationship between pronunciation, rhythm and pace in creating effects in spoken texts, such as stories, poems, songs and conversations – recognising the impact of nonverbal elements of Macedonian expression, eg hand gestures to replace words – using knowledge of punctuation to vary tone and pitch when reading aloud – experimenting with pronunciation of less familiar texts

 apply knowledge of Macedonian orthographic rules, for example: – comparing punctuation rules in English and Macedonian, considering aspects such as the distribution of commas, the style of quotation marks for direct speech, and writing numbers less than one million – recognising the Macedonian orthographic rules, considering aspects such as the usage of capital letters, the transliteration of foreign personal names, the compound adjectives, and the regressive assimilation of consonants – recognising that two or more separate words gain a new meaning when they are linked in one compound word by the vowels о or е, eg огномет, риболов, очевидец – understanding and applying spelling rules for special cases such as the letter љ is not written in front of ј, eg волја, фотелја, Билјана

 understand and use elements of Macedonian grammar and sentence structure to express ideas, for example: – recognising questions asking for a reason, and responding by using justification words – specifying a subject, object and verb using knowledge of Macedonian verb conjugation and using definite articles, pronominal forms for direct and indirect forms, demonstrative, possessive and interrogative adjectives (него го, нив ги, немѕ му, мојот, вашиот, чиј, чие)

– selecting and using the appropriate form of ‘you’ and its possessive adjective equivalents (ваш, Ваш) according to the audience, eg Дали сте Вие господин Стојановски? Вам ви зборувам деца. – using a range of tenses and voices to describe routines and actions – using adjectives to compare people and aspects of immediate environment, eg Марија ми е драга пријателка, но Билјана ми е подрага. Оваа куќа е повисока од онаа. Повисоката куќа е на Марко. – comparing the meaning and use of Macedonian modal verbs with their English equivalents, eg Сакам да ја научите песната. Вие треба да ја научите песната. Не смее да се пуши во ресторанот.

Macedonian K–10 Draft Syllabus for Consultation 92 Stage 4

– recognising the imperfective and perfective forms of verbs and using the appropriate form in present, future and simple past tenses, eg Сакам да возам велосипед секој ден. Сакам да го повозам велосипедот. Денес отидов на театар. Ќе ја прочитам книгата до утре. – using adverbs to modify and intensify the meaning of verbs and adjective, eg многу, малку, прилично, сосема – comparing the meaning and usage of Macedonian preposition with their English equivalents, eg во, на, за, покрај, околу, пред – examining negative constructions, eg Не ми се допаѓа. Нема да одам таму. Не ќе одам таму. – creating compound and complex sentences by using conjunctions and adverbs, eg и, но, или, потоа, пред тоа, пред да, бидејќи

 understand that the Macedonian language has evolved and developed through different periods of influence and change, for example: – examining Macedonian words and phrases that have emerged as a result of technological developments, eg хардвер, скенирање – discussing the different periods of influence and change on the Macedonian language, eg the period after Ottoman Empire, and the process of standardisation and codification of the Macedonian language – understanding that diachronically the Macedonian language has developed through contacts with surrounding languages – understanding that Macedonian, as all languages, is constantly expanding to include new words and expressions in response to changing environments as a result of globalisation, technology and intercultural experiences, eg брифинг, спин, сурфа на Интернет

 understand how different types of texts are structured and use particular language features to suit different contexts, purposes and audiences, for example: – recognising key features and structures of familiar texts in Macedonian, eg spoken commercials or print advertisements, train station announcement – describing the main features of familiar text types, eg cartoon, digital story, storyboard, online news reports – applying knowledge of text types to and their purposes to identify the gist and predict the meaning of the unfamiliar vocabulary – exploring the particular text types to determine the targeted audience, and describing the techniques used

Macedonian K–10 Draft Syllabus for Consultation 93 Stage 4

Content for students with a background in Macedonian Students:  apply the Macedonian sound system, explaining features, including variations in tone, stress and phrasing, for example: – recognising that intonation, rhythm and pace assist in making meaning in interacting and applying this knowledge to own communication, eg in reading stories to young children, asking questions, expressing emotions, exclamations and commands – comparing own Macedonian speech patterns with standard Macedonian pronunciation, and making adjustments

 apply knowledge of Macedonian grammar to organise and elaborate on ideas and opinions, for example: – using a range of grammatical structures, eg declarative, causal, conditional and consecutive clauses to justify opinions – continuing to build metalanguage to describe grammatical concepts and to organise learning resources, verb charts, vocabulary lists, special expressions lists, and groups of pronouns, adverbs, prepositions and adjectives – understanding and using modal verbs to express ability, possibility, advice and obligation – using a range of speech to express attitudes and emotions – using a different way to express imperative structures depending on а degree of formality, eg Ве молам, покажете ми ја блузата од излогот! – comparing grammatical features in English and Macedonian, eg tense – understanding that verbs can be combined with prefixes that alters the meaning of the base verb, eg Утре ќе станам во 7 часот. Вино настанува со ферментација на грозје. Тој престана да зборува.

 understand how different types of texts are structured and use particular language features to suit different contexts, purposes and audiences, for example: – examining the structure and word choices used in a range of texts for specific audiences and purposes, such as setting and plot in a narrative, or introduction, body and conclusion in a speech – examining and experimenting with formal and informal language registers used according to purpose and contexts, eg informal letters, formal letters, script of an interview or a diary entry

– discussing the impact of the stylistic devices on the effectiveness of texts, repetition for emphasis, simile and metaphor for descriptive illustrations, rhetorical questions to draw attention, litotes to understate – comparing language features in diverse genres with similar topics to understand the importance of recognising audience in communication, eg an email to a friend about a cultural event, a journalistic text about a cultural event

Macedonian K–10 Draft Syllabus for Consultation 94 Stage 4

Understanding

The Role of Language and Culture

Outcome A student: › identifies that language use reflects cultural ideas, values and beliefs LMA4-9U

Related Life Skills outcome: LMALS-9U

Content Students:  understand how language use varies according to context and the relationship between participants, for example: – investigating how language use may vary according to the intended audience – understanding that Macedonian language use may vary according to the relationship between participants, their age, social status, eg second personal pronouns and second person pronominal form for direct and indirect object could be ти, вие, тебе те, тебе ти, вас ве, вам ви – varying greetings according to relationship, age and social status, eg using Довидување! Пријатно! to teachers and older people and Се гледаме! to friends – recognising ways in which tone and gestures may modify and/or enhance the intended meaning of language – discussing appropriate language choices across culture, eg when meeting people for the first time or interacting with older people – comparing the concept of diversity in accents, dialects and vocabulary in Macedonian speaking communities with similar diversity in the use of English within and beyond Australia

 explore connections between language and culture in particular words, expressions and communicative behaviours, for example: – understanding the use of set phrases relating to cultural customs, eg meal time Пријатно! Добар апетит! На здравје! Name Day За многу години! – examining culturally specific terms and phrases, eg И на твоја глава! Да ти се врати! За твое здравје!, developing appropriate explanations for them and discussing equivalent expressions in English and other languages – discussing how and why gestures can be interpreted differently in different cultures, eg using fingers to beckon to others or to point out to someone is considered appropriate in some cultures, but impolite in Macedonian culture – recognising public cultural practices associated with Macedonian communities, eg name days and those associated with Aboriginal Peoples, eg smoking ceremonies, Acknowledgement of and Welcome to Country – exploring with guidance the nature and role of culture and its relationship with language, with reference to Macedonian, English and other known languages

Macedonian K–10 Draft Syllabus for Consultation 95 Stage 4

 recognise their own and others’ ways of expressing identity, reflecting on the relationship between language, culture and identity, for example: – understanding traditional and modern ways of celebrating festivals in Macedonia, and the values that underpin them – exploring Macedonian cultural symbols through games and crafts – observing interactions between Macedonian speakers in different contexts, identifying and recording elements that reflect cultural attitudes or behaviours – recognising visual expressions of identity, eg flags, maps, traditional dress and landmarks

– participating in cultural experiences, eg watching musical performances in Macedonian, dances or sporting competitions live or online, or eating in Macedonian restaurant and reflecting on cultural similarities and differences that are manifested through language

– annotating a family tree with information about family members such as significant places or languages spoken, identifying own heritage, eg I am Australian. My grandfather is from Macedonia. The local Elders speak the language of their Country. – discussing the role of Macedonian language and culture in their own lives, participations in cultural events, food preferences or overseas travel – observing own development as a Macedonian speaker and reflecting on relationship between identity, culture and language in relation to learning and using Macedonian

Content for students with prior learning and/or experience Students:  understand variations in Macedonian language use that reflect different levels of formality, status and authority, for example: – analysing language used to express different levels of formality in a variety of texts, eg conversations, letters, emails and text messages, noting differences between written and spoken texts – understanding that language is used differently to reflect levels of politeness and formality, eg the use of the second plural personal pronoun Вие, instead of ти, together with the pronominal forms for direct and indirect object, Вас ве, Вам ви, the use of professional titles and honorifics with elders and strangers instead of their names – recognising that language use changes according to the text type and modality, eg written messages and SMS, letters and emails, diaries and interactive web pages – interpreting the relationships of participants by observing their gestures and word choices – collecting and comparing language samples that show how people vary their language based on relationship, context, status, age, eg by comparing language used by teachers in the classroom with that of students in the playground, or politicians’ speeches with storytelling in the playground

 explain ways in which choices in language use reflect cultural ideas, and explore different communicative behaviours across cultures, for example: – explaining language use in Macedonian interactions that reflects humility or deference, eg expressions used to refuse or deflect praise of self or family, or to defer to others – comparing the use of titles in communicative behaviour in Macedonian and Aboriginal and Torres Strait Islander cultures, eg the terms ‘aunty’ and ‘uncle’ used to show respect to someone older and not necessarily a blood relative or Elder – comparing and contrasting appropriate gestures and body language in different cultures, eg bowing as a sign of respect – identifying changes in own ways of thinking about culture and identity as a result of learning Macedonian

Macedonian K–10 Draft Syllabus for Consultation 96 Stage 4

 reflect on how their own biography, including family origins, traditions and beliefs, affects their sense of identity and ways of communicating, for example: – reflecting on how their own cultural etiquette and behaviour may be interpreted when interacting with Macedonian people, noticing their own body language and modifying gestures

– reflecting on their own responses to communicating and behaving in Macedonian cultural context, eg using respectful language and appropriate gestures and body language – reflecting on and explaining which aspects of culture and language use can be comfortably adopted and where adjustments should be made, eg the use of titles – creating identity maps, timelines or digital presentations of their personal profile or family trees with captions, to describe significant influences, eg key people, places, events, educational experiences, community affiliations and travel experiences – sharing and comparing cultural and intercultural experiences and language capabilities, and exchanging views on the benefits of speaking more than one language, eg having additional insights and perspectives, opportunities for new experiences, and a larger vocabulary to draw on – discussing how family origins reflect the use of language at home, eg mixing Macedonian with English words while speaking to another speaker of Macedonian

Content for students with a background in Macedonian Students:  analyse ways in which choices in language use reflect cultural ideas and perspectives, and reflect on how what is considered acceptable in communication varies across cultures, for example: – understanding that language used in formal and informal contexts varies across cultures, eg greetings, meal etiquette – identifying the set expressions in Macedonian used in different contexts, eg Name Days and other family occasions – comparing the use of idioms and colloquial expressions between languages to identify different cultural perspectives – discussing the issue of identity and gender-inclusive language in Macedonian, eg деловна личност, деловни луѓе – considering how humour is expressed in culturally specific ways and whether it successfully crosses cultural boundaries, by comparing favourite jokes, cartoons, or amusing stories in Macedonian and English – understanding how cultural elements cannot be translated literally into English, especially in folktales, stories, songs, eg Сторил ниет зајко, зајко кокорајко

 reflect on how and why being a speaker of Macedonian contributes to their sense of identity and is important to their Macedonian cultural heritage, for example: – examining the impact of living in Australia on their sense of being Macedonian and their values and beliefs – discussing the challenges and opportunities that arise as a speaker of Macedonian living in Australia, eg stereotypes, culture shock, bilingualism – reflecting on the experiences of their last trip to Macedonia and their feelings about their old environment – exploring Macedonian values, eg family values, that are significant in their lives while living in Australia – investigating the contribution that different cultures make in the world, providing a way for individuals to live and behave as word citizens

Macedonian K–10 Draft Syllabus for Consultation 97 Stage 5

Content for Stage 5

Communicating

Interacting

Outcome A student: › manipulates Macedonian in sustained interactions to exchange information, ideas and opinions, and make plans and negotiate LMA5-1C

Related Life Skills outcome: LMALS-1C

Content Students:  initiate and sustain interactions to share information, opinions and ideas, for example: – initiating a conversation with a new friend, by asking and expanding questions – introducing yourself to a new student in the class and finding out personal information, eg Здраво, јас се викам…, Јас сум роден во…, Како се викаш ти? – communicating with peers and young Macedonian speakers via email and other online media about shared interests, eg popular culture, sports, special events and celebrations and comparing aspects of home and school life, eg Дали го прочита блогот на Данче? Сакаш ли да одиме на фудбал викендов? – sharing information about a significant or special event in their own life, eg birthday, holidays, celebrations, name-days/saints’ days – expressing wishes and feelings, likes and dislikes when describing or discussing personal plans or choices, eg Не фала! Повеќе ми се допаѓа таа јакна, многу сум среќна!

 participate in a range of collaborative tasks, activities and experiences that involve negotiating and solving problems, for example: – engaging in social transactions with peers and teachers, eg presenting gifts, accepting and declining invitations, making excuses and apologising, using appropriate protocols such as forms of politeness and respect, eg Ти благодарам за поклонот. Се извинувам но…, Извини – requesting and providing assistance in various situations such as asking for and giving directions, or asking if a product is available, eg Дали го имате овој производ? Се извинувам, каде а автобуската станица? Оди право по оваа улица па сврти десно – organising a class event such as a food stall, preparing labels and prices, using transactional language, eg Колку кошта овој производ? Овие производи ќе ги ставиме на горната полица. Прво да ги зготвиме, па ќе ги рекламираме јадењата – organising sports or social events, and planning location, date and time, using messages, texts, or emails, eg Фудбалскиот натпревар ќе се игра во локалниот парк во 9 часот. Роденденската забава започнува во 20 часот – collaborating to create a brochure related to getting about or living in Macedonia, eg using public transport, shopping, sightseeing – preparing and sharing a digital presentation to provide information about their school to a buddy school in Macedonia

Macedonian K–10 Draft Syllabus for Consultation 98 Stage 5

– creating a shared class blog to collect a variety of ideas, opinions and comments based on texts of interest – using a shared online resource to participate in the production of a play or film script that enhances the understanding of an aspect of Macedonian culture

Content for students with prior learning and/or experience Students:  initiate and sustain interactions with peers and adults to share information, feelings, opinions, ideas and points of view, for example: – engaging in face-to-face or online discussions with Macedonian-speaking peers, using descriptive and expressive language, to describe significant events, special occasions or milestones in their lives, eg Наполнив 18 години! Среќна нова година! Свадбата беше прекрасна, сите беа весели и среќни. Многу ми се допаѓа твојот џемпер – discussing young people’s lifestyles in Macedonia and in Australia, eg mealtimes, schooling, pastimes – participating in an online forum about a topic of interest to young people, eg Дали треба да се носи униформа на школо? Мобилни телефони - позитивна или негативна појава во секојдневниот живот? Екологија – discussing future plans and ambitions, such as further education, career and travel, eg Кога ќе завршам средно училиште, сакам да одам на факултет. Секоја година одиме на одмор во Македонија. Многу ми е битно да имам успешна кариера – discussing responsibilities at home and at school, eg Имам многу домашна работа. Составот по македонски јазик морам да го завршам вечерва. Јас морам да ги перам садовите дома послем вечера. Тревата ја косам секоја недела

 participate in a range of collaborative tasks, activities and experiences that involve negotiating and solving problems, for example: – clarifying, expressing preference for, and summarising arrangements for a social outing, eg Значи ќе се видиме пред кино салата во 18 часот? Искрено да ти кажам, повеќе би сакал да одиме во парк наместо во ресторан. Добро тогаш, ќе се најдеме негде во трговскиот центар? – planning and preparing for a virtual or real-life trip or excursion to Macedonia, eg Кога? Колку време? Каде? – planning a birthday party with a friend, arranging venues, invitations and activities, eg Забавата почнува во 19 часот. Кој ќе ги изпечати поканите за гостите? Дали сакаш жива музика? – planning and participating in a learning experience, eg an excursion to a Macedonian restaurant, exhibition, film festival or community event – creating a collaborative communications project via social media or a news segment for a community television or radio station – participating in planning a campaign to sensitise people to environmental issues in their community by creating a video and other useful resources

Macedonian K–10 Draft Syllabus for Consultation 99 Stage 5

Content for students with a background in Macedonian Students:  initiate and sustain interactions with others to discuss ideas and points of view, for example: – conducting a survey with Macedonian people in the community to investigate a problem or issue in the school or local area, and discussing and determining solutions, eg Кој е најголемиот проблем со кој се соочува оваа заедница? Како ќе го решиме овој проблем? Мора да се грижиме за нашата природна околина – presenting a speech on a current issue followed by a question and answer session, eg Дали се согласувате со мене? Дали има поинакво решение за овој проблем? Зошто ја одбра оваа тема? – initiating a debate on a current issue that is of interest to students, eg Кој а најдобриот филм во историјата на кинематографијата? Фудбал против рагби - најдобриот спорт – comparing aspirations in relation to social, educational and professional futures, including consideration of the role languages will play in these projections

 participate in a range of collaborative tasks, activities and experiences that involve planning, negotiation and debate, for example: – initiating a school campaign to promote awareness of social issues or charity fundraising, organising an event to discuss issues regarding the maintenance of the Macedonian language and culture – planning a group event, outlining the activities and writing a reflection on the outcome of the event, eg a diary entry, recount, blog – creating a collaborative communication project via social media or a news segment for a community television or radio station, using appropriate terms to introduce, identify and summarise, eg Добар ден драги гледачи. Јас се викам Деан и сум водител на оваа емисија. Ви благодарам за вниманието и ви пожелувам пријатна ноќ – creating posters or brochures to promote awareness of National Sorry Day – developing an online survey on climate change and presenting the findings to the class or the Student Representative Council

Macedonian K–10 Draft Syllabus for Consultation 100 Stage 5

Communicating

Accessing and Responding

Outcomes A student: › identifies and interprets information in a range of texts LMA5-2C › evaluates and responds to information, opinions and ideas in texts, using a range of formats for specific contexts, purposes and audiences LMA5-3C

Related Life Skills outcomes: LMALS-2C, LMALS-3C

Content Students:  obtain and synthesise information and ideas from spoken, written, visual or multimodal texts, for example: – obtaining information from a range of media texts, eg television weather reports, interviews and digital video clips, and summarising key points – using print and digital resources, eg dictionaries and grammar references to support comprehension and research – viewing and understanding a Macedonian film with subtitles, identifying and discussing themes, ideas and relevant social issues – discussing contemporary themes and ideas in a range of Macedonian songs – comparing Macedonian fables and/or tales, eg Итар Пејо and the Man from the Snowy River

– engaging with texts by Aboriginal and/or Torres Strait Islander authors, eg local accounts for a presentation to the class – summarising information and opinions from an interview with an ordinary person, a sports star or musician – examining a Macedonian poem and discussing the key meaning or the message conveyed in the poem

 respond in English or Macedonian to information, ideas and opinions, using a variety of text types and formats according to context, purpose and audience, for example: – preparing multimodal presentations on aspects of Macedonian lifestyles and cultural practices that invite comparison and contrast with their own experiences, eg fashion, music or regional cooking – researching a digital travel guide and other useful resources and preparing an itinerary for a proposed class trip to Macedonia – interviewing Macedonian and Australian students about their interests, daily routine, practices, likes and dislikes, and writing a summary of findings – identifying themes and language in advertisements, re-enacting them, applying similar concepts to other products and surveying comprehension results – identifying key information, language and design features when designing texts such as magazine covers or advertisements for a particular audience – reviewing a song or a film clip with peers and responding with a comment suitable for social media

Macedonian K–10 Draft Syllabus for Consultation 101 Stage 5

Content for students with prior learning and/or experience Students:  obtain, interpret and evaluate information, ideas and opinions from a range of texts, for example:

– identifying underlying values, cultural references and the purpose and intended audiences of different types of community texts, eg advertisements or posters – identifying the plot and traits of key characters in a short story in Macedonian – discussing characters, language and film techniques in a Macedonian film – accessing reference materials, using dictionaries and other online resources effectively, eg specific word lists, cognates and grammar references to assist and refine understanding of content – comparing advertisements from different countries for job positions or an item such as a mobile phone, soft drink or fast food and identifying both culture-specific and universal features – recognising and discussing ideas and representations in different forms of Macedonian art and entertainment, eg dance, music, television and cinema

 respond in English or Macedonian to information, ideas and opinions, using different formats for specific contexts, purposes and audiences, for example: – gathering information from sources to develop a digital travel guide for a proposed class visit to Macedonia – responding to peers using different Macedonian idioms, proverbs and colloquialisms and comparing these with English expressions, eg Кој рано рани, две среќи граби (The early bird catches the worm), Кога ќе роди врба грозје (Don’t hold your breath) – re-creating a character, different event or conclusion in a short story and creating a multimodal text to inform and entertain peers – obtaining and synthesising information from an interview, documentary or speech and presenting it in new forms, eg creating a profile of a famous person from an interview – reporting findings related to the investigation of a social or cultural issue, eg Степен на невработеност на помладите генерации, придобивките од изучувањето на македонскиот јазик во Австралија – being interviewed for a real or imaginary part-time job based on information included in a personal profile or resume

Macedonian K–10 Draft Syllabus for Consultation 102 Stage 5

Content for students with a background in Macedonian Students:  access a variety of informative and imaginative texts to identify and analyse in written and spoken forms textual elements such as viewpoints, themes, stylistic devices, influences and values, for example: – identifying bias in texts, examining the values that influence bias, and discussing how bias differs from opinion and perspective – selecting samples of a variety of texts that convey cultural or factual information, eg news articles, announcements, advertisements from local magazines and newspapers, and providing explanation and commentary on a particular cultural aspect or issue – comparing lyrics, themes and styles of popular Macedonian and English songs, eg similarities and differences in genre and modes of expression between an Australian and Macedonian singing contest – accessing news articles and historical accounts of world events, celebrations or commemorations of historical significance, and exploring how the author’s personal values and experiences influence their reporting of such events – researching a topic of global significance, eg the world refugee crisis, global warming and the development of artificial intelligence and identifying how texts use language to reflect different perspectives and priorities – accessing multimedia texts such as celebrity interviews, news reports and documentaries noting how cultural inferences influence language choices and non-verbal cues when expressing opinions, feelings and emotions

 respond in Macedonian to information, ideas and opinions on a range of issues from different perspectives, using a variety of formats for specific contexts, purposes and audiences, for example: – writing a book or film review for a popular review website – developing an information kit supported by visuals about the local city or region to provide to Macedonian visitors via a local tourism website, including details on history, including Aboriginal history identifying the local Aboriginal nation, people, language and sites significant to Aboriginal people, climate, environment and cultural activities – comparing Macedonian and Australian accounts of a world event and preparing a presentation of the findings – presenting information in a report about the movement of people globally, including to and from Macedonia – researching and presenting own position on issues such as attitudes towards the environment, education in rural communities or impact of social media on young people – responding to an issue of interest with a rap, song or poem using imagery and rhymes to create mood and effect

Macedonian K–10 Draft Syllabus for Consultation 103 Stage 5

Communicating

Composing

Outcome A student: › experiments with linguistic patterns and structures to compose texts in Macedonian, using a range of formats for a variety of contexts, purposes and audiences LMA5-4C

Related Life Skills outcome: LMALS-4C

Content Students:  compose a range of informative and imaginative texts using a variety of formats for different contexts, purposes and audiences, for example: – creating texts to inform others about or promote events, places or experiences, eg a poster or flyer for a multicultural event or a brochure about their school for a Macedonian audience

– using digital technologies to create a design to showcase Aboriginal and Torres Strait Islander cultures to young Macedonian visitors to Australia, demonstrating knowledge of cultural protocols protecting Indigenous cultural and intellectual property – exchanging personal information with a new correspondent in Macedonian or a student from another school studying Macedonian – creating a shared travel blog for young Macedonian-speaking travellers to Australia – creating an audio-visual presentation reflecting on an imaginary trip to Macedonia, eg 10 places to visit in Skopje, 10 things to know before your trip to Macedonia – writing a description of their experiences while on holidays in Macedonia, eg Вчера бевме на прошетка во центарот на Битола, Најмногу ми се допадна Охрид бидејки има убава архитектура, тавче гравчето што го јадевме во Тетово беше прекрасно! – creating or contributing to a blog on a topic of interest in Macedonian, eg food and recipe blog

– composing and performing, if appropriate, a short skit, rhyme or rap based on a unit of learning or a particular theme, eg Пазарување, мојата фамилија, училиште

 create a range of bilingual texts and resources for the school and wider community, for example:

– creating an online bilingual class profile to send to a Macedonian buddy school, or to present to Macedonian visitors to the school, including translations and/or explanation of key terms and expressions associated with events or school celebrations – creating a bilingual pamphlet that explains aspects of common cultural references in Australia, eg family barbeques, BYO, ‘bring a plate’ – creating a menu in Macedonian with footnotes in English about the ingredients – creating bilingual descriptions of traditional Macedonian costumes to be presented at a school multicultural fashion parade – creating bilingual promotional materials for upcoming events at the school or in the local community

Macedonian K–10 Draft Syllabus for Consultation 104 Stage 5

– providing bilingual captions for images of Macedonian or Australian scenes to explain cultural references, eg bush, beach or city, Aboriginal Country (Saltwater Country/Freshwater Country), and sites associated with Macedonia, eg Stobi, Plaoshnik, Heraclea Lyncestis, Scupi, Kale Fortress, Matka Canyon, St Panteleimon – creating a bilingual Macedonian/English/ set of school rules and procedures for newly enrolled students from Macedonia and their families, in booklet form or as a multimedia presentation

Content for students with prior learning and/or experience Students:  compose a range of informative and imaginative texts using different formats to express ideas, attitudes and values, for example: – creating an informative text such as a poster, a brochure or a digital page, eg a brochure promoting a holiday destination, a webpage reviewing new music and film releases – designing a text pitched to a specific age or interest group, eg relationship advice for teens, tips for healthier living – adapting existing texts to change the emotional effect, or to represent different cultural values or experiences, eg by changing the location, characters or era of a familiar story or cartoon,

– composing and performing, if appropriate, a poem, song, monologue or dialogue that reflects cultural values and personal experiences – creating an alternative story line to a Macedonian story, play or film script – creating a cartoon or digital story about personal past or future imagined experiences to present to the class

 create a range of bilingual texts using different formats for a variety of contexts, purposes and audiences, for example: – creating bilingual instructions for Macedonian visitors about how to play various Australian and Macedonian traditional sports – creating a bilingual flyer for potential students and their parents at your school, explaining the subjects that are taught there – adding subtitles and captions in English to complement the Macedonian audio of video clips and commercials – creating a bilingual digital database that groups words and expressions associated with themes or contexts, eg food, travel, the environment – comparing translated versions of popular headlines, advertisements and news items and discussing differences in the way meaning is maintained and/or modified between the two languages

Content for students with a background in Macedonian Students:  compose a range of informative and imaginative texts, using a variety of formats for different contexts, purposes and audiences, and experimenting with genre, textual features and stylistic devices, for example: – composing a speech on an aspect of popular youth culture for an audience of adults, eg Супер-херои и филмската индустрија, Битноста на социјалните мрежи во секојдневниот живот на тинејџерите – presenting their own position on a range of issues, eg attitudes towards recycling, employment in rural communities or the impact of social media on young people

Macedonian K–10 Draft Syllabus for Consultation 105 Stage 5

– creating a design to showcase Aboriginal and Torres Strait Islander cultures to young Macedonian visitors to Australia, demonstrating knowledge and cultural protocols including the protection of Aboriginal and Torres Strait Islander cultural and intellectual property

– creating an imaginative text, using literary devices to achieve particular purposes, eg foreshadowing events and building up to the climax in a story, and experimenting with different language techniques – composing a song, poem, animated cartoon or comic strip to highlight amusing cultural insights

 create a range of bilingual texts using different formats for a variety of contexts, purposes and audiences, for example: – translating literary texts, eg poems, songs or short stories, using print or online dictionaries to develop their own linguistic repertoire and an understanding of the risks of word-for-word translation – producing a sign or a poster in both Macedonian and English, promoting the benefits of learning Macedonian in Australia – annotating a translated literary text to show how translators maintain the original intention of authors in terms of stylistic devices, eg poems and short stories – creating a bilingual story book for primary school students that explores a contemporary issue, such as an environmental issue, eg Ајде да рециклираме!

Macedonian K–10 Draft Syllabus for Consultation 106 Stage 5

Understanding

Systems of Language

Outcomes A student: › demonstrates how Macedonian pronunciation and intonation are used to convey meaning LMA5-5U › demonstrates understanding of how Macedonian writing conventions are used to convey meaning LMA5-6U › analyses the function of complex Macedonian grammatical structures to extend meaning LMA5-7U › analyses linguistic, structural and cultural features in a range of texts LMA5-8U

Related Life Skills outcomes: LMALS-5U, LMALS-6U, LMALS-7U, LMALS-8U

Content Students:  understand the intonation and phrasing patterns of spoken Macedonian, for example: – identifying ways in which stress, intonation and body language convey meaning – recognising that pronunciation, intonation, rhythm and pace assist in making meaning in interactions and applying this knowledge to own communication, eg when reading stories to young children, asking questions, expressing emotion, exclamations and commands – recognising devoicing as an important feature of the consonant system, eg the voiceless counterpart of the consonant which have voicing contrast can occur in the final position, eg verbal леп, written леб, verbal граф, written грав – focusing on pronunciation rules in authentic conversations and interactions in Macedonian, eg SBS Broadcast - Macedonian – recognising the rules that govern word stress in Macedonian, eg the stress falls on the first syllable in two and three syllable words, eg Сло-бо-дан, тре-ва-та

 understand conventions of the Macedonian alphabet, for example: – recognising upper and lower cases of letters – recognising the difference between cursive and typewritten letters and applying the knowledge for production of own typed and handwritten texts

 understand and use Macedonian language and grammatical forms, and explore how to use/combine these elements to express complex ideas, for example: – further developing metalanguage to describe and apply grammatical concepts and language elements, and to organise learning resources, eg verb charts and lists of vocabulary and sentence structures – recognising and using the conjugation of verbal groups a, e and i, eg Вика, скока, живее, јаде, оди, води – using tenses of verbs, eg present, perfect, future and continuous, eg Чита, читав, ќе читам, читајќи, читам, вика, викав, ќе викам, викајќи, викам – recognising the exceptions to the gender of nouns in Macedonian, eg nouns that are masculine бут end in the -o ending of neuter nouns, eg Дедо, чичко, татко

Macedonian K–10 Draft Syllabus for Consultation 107 Stage 5

– recognising that the word order in a Macedonian sentence is not fixed and is dependent on the part of the sentence that is to be emphasised, eg Живеам во Скопје/во Скопје живеам, Сега читам пораки/пораки сега читам/читам пораки сега – identifying indication of mood in all tenses (past, perfect, future and continuous) and using the imperative and potential conditional forms, eg Читај! Да читаше..., Ако дојдеш со мене, ќе те частам пијалок! – identifying and using active and passive voice, eg Се занесовме, занесени, се изгубивме, изгубени – using verbal nouns and verbal adjectives, eg Работење, работен, јадење, јаден – using adverbs of time, place, manner, quantity and comparison, eg Вчера, утринава, таму, овде, пешки, со автобус, пет, неколку, отколку, од, нај – identifying and using the range of articles, including the indefinite, definite, masculine, feminine and neuter forms, eg Врата, вратата, телевизорот/ов/от/он, масата/ва/та/на, пилето/во/то/но – identifying and using a range of noun genders, including masculine, feminine, neuter and irregular plural, eg Професор, професорка, дете, нож-ножеви – identifying and using a range of adjective forms, including number, gender, definiteness, comparative and superlative forms, eg Убави куќи, убав-убава-убаво, убавиот-убавата, убавото, поубав, најубав – identifying and using different forms of pronouns, including personal, possessive, demonstrative, reflexive and interrogative, eg Јас-ти-вие, мој-твој-негов, она-овој-тој-оние, мене ме-тебе те-ним им, кој?-што?-чиј? – using cardinal and ordinal numerals, eg Еден два, прв/а/о/и, втор/а/о/и – using prepositional phrases, eg Низ, зад, на, од – using formal and informal registers, eg Ти, Вие, вие

 investigate the impact of factors such as media, technology, globalisation and popular culture on Macedonian, for example: – considering how globalisation has accelerated the introduction of English words and expressions into Macedonian, and discussing possible benefits and disadvantages associated with the blending and mixing of languages, eg fashion/food/music – locating online or print examples of the cross-cultural influence between Macedonian, English and Australian English cultural expressions, art forms, food and vocabulary, eg Бурек, баклава, македонски хип хоп – identifying how and why foreign words with Macedonian equivalents are being adopted into the Macedonian language, eg computer/сметачка машина, email/електронска пошта, meeting/состанок – identifying examples of the influence of media and technology on Macedonian by comparing advertisements

 apply knowledge of the interrelationship between linguistic elements, structure, context, purpose and audience to a range of texts, for example: – applying understanding of the textual features of different text types to construct simple narratives, messages, slogans or song lyrics, noticing how the choice of language and text structure works to achieve each text’s purpose – applying knowledge of the interrelationship of audience, context and purpose and using knowledge of text types and their purpose to predict the meaning of unfamiliar vocabulary in texts – comparing Macedonian and English versions of a text with easily recognisable language features, eg a recipe, horoscope or invitation, recognising differences or similarities in presentation or focus that might be culturally significant

Macedonian K–10 Draft Syllabus for Consultation 108 Stage 5

– identifying how word choice, illustrations and language techniques are combined in a text to achieve purpose, eg emotive language in diaries, imperative in advertisements, onomatopoeia in poems or songs

Content for students with prior learning and/or experience Students:  apply intonation and phrasing patterns in both formal and informal speech, for example: – recognising that pronunciation, intonation, rhythm and pace assist in making meaning in interactions and applying this knowledge to own communication, eg in reading stories to young children, asking questions, expressing emotion, exclamation and commands, eg И кога застана пред крајот извика - браво! Извини Маре, каде рече си била до сега? – recognising the interactive, fluid and less permanent nature of spoken language, identifying features such as the use of repetition, pauses, interruptions, contractions, incomplete sentences and reliance on nonverbal elements and vocal expression – analysing the challenges of communication associated with clarity and pace in audio texts, eg recorder phone messages, community radio announcements

 extend understanding of more advanced spelling rules, for example: – recognising the rules that govern word stress in Macedonian, eg words with more than three syllables have their stress on the third syllable from the last, eg Ра-бот-ли-во, при-вре-ме- но, не-ус-тав-но – recognising the -o ending of neuter nouns, eg , Пенкало, стапало – recognising the -e ending of neuter nouns, eg Столче, јаже, маче, знаме – recognising the -a ending of feminine nouns, eg Врата, маса, капа – recognising that short pronominal forms are used when sentences contain both an indirect and a definite direct object, eg Каже, кажува, објаснува/објасни, дава/даде

 understand how sophistication in expression can be achieved by the use of a variety of verb and adjective conjugations, and other complex grammatical structures, for example: – further developing metalanguage to describe and increase control of grammatical concepts and language elements, and to organise learning resources, eg verb charts and lists of vocabulary and sentence structures – using conjunctions to link, clarify, sequence ideas and increase cohesion, eg Го видовме пред да ја напушти канцеларијата, одамна се немаме видено, штом тој дојде, го повикавме татко му, или вие или брат ви морате да одите – understanding and using adjectival agreement with nouns in gender and number, eg Белата куќа, бел галеб, убава маса, гордата мајка – understanding and using the conjugation of more complex verbal groups a, e, i and the past definite perfective form, eg Вика-живее-оди, читал

 research the phenomenon of language change in Macedonian-speaking communities, analysing and comparing language use of previous generations with contemporary use, for example:

– finding examples of ways in which social and cultural influences affect languages, eg Социјална медиа, рок музика, турбо-фолк – investigating the state and nature of Indigenous Macedonian languages, considering issues, eg language revival and reclamation, and drawing comparisons with Aboriginal languages and Torres Strait Islander languages in Australia – reflecting on changes in their own language and culture due to influences such as technology and social media, eg the use of abbreviations in text messaging or the replacement of words by emoticons, and considering possible effects of such changes on Macedonian and English spelling

Macedonian K–10 Draft Syllabus for Consultation 109 Stage 5

– investigating how Macedonian language use has changed over time, eg level of formality, choice of vocabulary, tone and structure, eg Супер! Феноменално! Пушти ми писмо... пушти ми електронска пошта

 understand the relationship between context, purpose, audience, linguistic features and cultural elements in different types of personal, reflective, informative and persuasive texts, for example:

– identifying the use of cohesive devices, eg conjunctions, to sequence and link ideas and actions in both Macedonian and English media texts – identifying the features of familiar text types, eg emails, slogans or public signs, and recognising how the choice of language and structure works to achieve each text’s purpose

– recognising textual conventions used in a formal letter, email or article, identifying elements, eg salutations, introductions, sequencing of ideas and the use of cohesive devices to link paragraphs – comparing features of spoken and written versions of texts, eg spoken and print advertisements, face-to-face conversations and emails, to understand how text mode shapes structure and helps a text achieve its purpose – recognising the different conventions that shape texts, eg the use of descriptive language in travel brochures, emotive language in advertisements or argument in debates

Content for students with a background in Macedonian Students:  apply the Macedonian sound system in both formal and informal speech, understanding how patterns of rhythm, tempo, stress, pitch and intonation are used to enhance the aesthetic features of texts, for example: – experimenting with rhythm, tempo, stress, pitch and intonation in different situations, analysing and comparing how differently they are used, eg when reading a story to an audience, or having a casual conversation with friends – understanding the different intonation and accents of dialects, identifying in which regions the dialect is used – analysing the tone of voice, rhythm and informal and formal forms of language in official news broadcasts, eg Macedonian news regarding political affairs, sporting events and current affairs – understanding the different intonation and accents of Macedonian dialects and identifying similarities and differences between them and standard Macedonian

 understand and apply complex grammatical structures to enhance communication and achieve particular effects, for example: – using reflective language, eg Според мое мислење, јадењево е премногу солено! Денес се чуствувам навистина добро, незнам дали постапив правилно во таа ситуација – using impersonal verbs, eg Се вели, се мисли – using verbal adverbs and verbal constructions ima/nema, eg Работно, има некој/нема никој, има речено/нема речено – using diminutive nouns, eg Пиленце, ноже, столче – using possessive adjectives, eg Училишно ѕвонче – analysing complex structures that express formality, opinion and other higher order thoughts and expressions, eg Ти/вие, како си/како сте? Според моето мислење..., Зарем навистина мислите дека сте во право? ...

Macedonian K–10 Draft Syllabus for Consultation 110 Stage 5

 understand the relationship between context, purpose, audience, linguistic features and cultural elements in different types of personal, reflective, informative and persuasive texts, for example:

– identifying stylistic features of formal text types, eg when presenting an argument in a speech, writing a formal letter, newspaper article, eg Добар ден драги соученици, почитуван господин/госпоѓо..., Ви, ви благодарам, со почит... – using persuasive language to achieve the desired outcome, eg Цврсто верувам во тоа..., Ајде! По мене…, ако сакате…, тогаш морате да…, во тој случај ќе треба да…, брзо! – recognising the purpose of particular texts to affect others such as by influencing opinions and reactions, eg in advertisements, reviews of films or concerts

Macedonian K–10 Draft Syllabus for Consultation 111 Stage 5

Understanding

The Role of Language and Culture

Outcome A student: › explains and reflects on the interrelationship between language, culture and identity LMA5-9U

Related Life Skills outcome: LMALS-9U

Content Students:  analyse and explain how and why language use varies according to social and cultural contexts, relationships and purposes, for example: – comparing features of written and spoken Macedonian that reflect different communicative purposes, eg formal grammatical structures in letters compared to conversational markers or interjections to support the flow of face-to-face conversation – analysing differences in communicative style between formal and informal interactions, eg Како си ти? Како сте вие? Како се викаш? Како се викате? – recognising that language is used differently to achieve different purposes, eg use of contractions, emoticons and acronyms in text messages for the purposes of speed and economy, and the use of slang, specialised or inclusive language to establish shared interest or identity, eg jargon – identifying the way in which stress, intonation and body language convey meaning, eg the characteristic of rising intonation when asking questions, eg Колку рековте кошта тој производ!? Дали сте озбилен!?

 understand that language, culture and communication are interrelated and shaped by each other, for example: – understanding that language carries cultural associations and indicates priorities in regard to individual, collective and family relationships – considering the cultural significance of language associated with certain social interactions, eg issuing, accepting or declining invitations, formal vs informal invitations, greeting and taking leave from people you know, eg Вие сте поканети на свадбата на…, ајде на кафе!

– critically analysing texts such as advertisements, brochures, catalogues and websites in Macedonian that show different representations of culture, reflecting on language use, images and symbols – evaluating own and others’ assumptions and generalisations about values, beliefs, cultural norms and practices of Macedonian-speaking communities and how these influence intercultural exchange – examining how changes to the Macedonian language reflect changes in some cultural practices and attitudes, eg Брза храна, блогови, глобални климатски промени – identifying how cultural attitudes and traditions are reflected in the way language is used and the choice of language used, eg Не умри магаре до зелена трева, кога ќе роди врба грозје, нероден Петко капа му кроја, брат за брат, сирење за пари, брат брата не рани, ама тешко тој што го нема

Macedonian K–10 Draft Syllabus for Consultation 112 Stage 5

 reflect on intercultural experiences as a learner of Macedonian, recognising how cultural identity influences ways of communicating, thinking and behaving, for example: – discussing incidences in Macedonian language exchanges when miscommunication has occurred, and reflecting on why or how this happened – considering how own cultural practices, values and body language may be interpreted by Macedonian-speaking peers, such as personal space and physical contact, eg shaking hands, kissing or hugging when greeting, choice of language register, eg Ти, вие – exploring how cultural identity is manifested through family occasions and community events and festivals, eg Карневал, собир, игранка, фестивал, веселба – recognising how identity is expressed through languages spoken by people in various cultural contexts, including the range of languages spoken by classmates and family or community members – analysing the use of social media in a Macedonian context and discussing the ways language use changes to reflect changes in cultural habits in 21st century Macedonian society – reflecting on how being a bilingual language learner affects identity

Content for students with prior learning and/or experience Students:  analyse and explain how and why language use varies according to social and cultural contexts, relationships and purposes, for example: – evaluating how language choices reflect social relations and priorities, eg language used between friends, family members, teachers, colleagues – comparing verbal and non-verbal elements of communication in different languages and cultural contexts, eg ways of disagreeing or responding to thanks, or the use of gestures and facial expressions – exploring the use of appropriate conventions to produce spoken or written texts for real or imaginary situations, eg a job interview or a letter of complaint – analysing degrees of formality in correspondence, eg Почитуван господине/госпоѓо/Здраво, со почит/поздрав, догледање/ довидување, ви благодарам/фала

 analyse the reciprocal relationship between language, culture and communication, and how this relationship reflects values, attitudes and beliefs, for example: – discussing their own and others’ attitudes towards cultural diversity and difference, including the use of stereotypes and generalisations, and considering how these affect communication

– keeping a journal or e-portfolio to record perceptions of how using and learning Macedonian has affected their own assumptions about Macedonian language and culture – reflecting on the experience of moving between cultures in and out of school from a Macedonian-Australian perspective – participating in guided discussion and reflection on the nature and role of culture and its relationship with language, noting any shifts in their own attitudes, values or understandings about culture, identity and diversity as a consequence of learning and using Macedonian

 reflect on how their own cultural identity both influences and is shaped by ways of communicating, thinking and behaving, for example: – reflecting and reporting on how learning Macedonian provides insights into language and culture in general, and how their own assumptions about Macedonia have changed as a result of intercultural language learning – examining the key influences on a person’s identity by interviewing an older Macedonian speaker or researching the life of a famous person

Macedonian K–10 Draft Syllabus for Consultation 113 Stage 5

– recounting personal experiences and expressing opinions through a range of texts, eg a presentation about their family history and generational influences – discussing how adult and young Macedonians communicate and they ways in which it is different to how Australians communicate, eg use of formal expression when communicating with an unknown other, kissing cheeks three times when greeting someone, waving the index finger up and down when indicating sternness – reflecting on aspects of their own experiences of intercultural communication, eg instances of breakdowns or breakthroughs in communication and responses and insights gained through interactions – surveying a group of students studying Macedonian about their assumptions prior to studying Macedonian, changes in those views and whether the study of Macedonian has helped them understand their first language better

Content for students with a background in Macedonian Students:  analyse how and why language use varies according to social and cultural contexts, relationships and purposes, for example: – examining a level of politeness in language and how the language changes, depending on the audience, eg Добар ден, како сте? vs здраво, како си? Догледање vs чао – using and analysing language, body language and gestures in culturally appropriate ways specific to Macedonian speakers in forms and expressions such as idioms and slang – challenging own assumptions and offering different perspectives to new language learning contexts and situations, eg social issues in Macedonian-speaking communities

 discuss how meanings vary according to cultural assumptions that Macedonian and English speakers bring to interactions, and how mutual understanding can be achieved, for example:

– reflecting on their own cultural values and evaluating how these intersect with mainstream values when interacting in Macedonian and English-speaking contexts – exploring language and communicative behaviours, associated with particular Macedonian- speaking regions or geographical locations to understand how factors such as geography and economic situation shape language practices – discussing and comparing the differences in Macedonian and English-speaking cultures and what is acceptable behaviour in both cultures

 reflect on their language choices, and communicative and cultural behaviours in Macedonian and English-speaking contexts, for example: – reflecting on how their language choices, including the use of English and Macedonian, are indications of their sense of identity within a particular context – considering differences in their sense of identity in Australia as opposed to living in Macedonia – comparing and contrasting the Macedonian and Australian experience and considering how identity may shift according to place and time

Macedonian K–10 Draft Syllabus for Consultation 114 Life Skills

Years 7–10 Life Skills Outcomes and Content

 for your information

The Years 7–10 Life Skills outcomes and content are developed from the objectives of the Macedonian K–10 Syllabus.

Before deciding that a student should undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of assisting the student to engage with the regular course outcomes. This assistance may include a range of adjustments to teaching, learning and assessment activities.

If the adjustments do not provide a student with sufficient access to some or all of the Stage 4 and Stage 5 outcomes, a decision can be explored for the student to undertake Life Skills outcomes and content. This decision should be made through the collaborative curriculum planning process involving the student and parent/carer and other significant individuals. School principals are responsible for the management of the collaborative curriculum planning process.

The following points need to be taken into consideration:  students are required to demonstrate achievement of one or more Life Skills outcomes  specific Life Skills outcomes should be selected based on the needs, strengths, goals, interests and prior learning of each student  achievement of an outcome may be demonstrated through selected Life Skills content  outcomes may be demonstrated independently or with support.

Further information in relation to planning, implementing and assessing Life Skills outcomes and content can be found in support materials for:  Languages  Special education  Life Skills.

Macedonian K–10 Draft Syllabus for Consultation 115 Life Skills

Years 7–10 Life Skills Outcomes

Table of Objectives and Outcomes

Communicating Strand Objective Students:  Interacting: exchanging information, ideas and opinions, and socialising, planning and negotiating*

Life Skills outcome A student:

LMALS-1C uses Macedonian to interact with others in everyday contexts

Objective  Accessing and responding: obtaining, processing and responding to information through a range of spoken, written, digital and/or multimodal texts*

Life Skills outcomes A student:

LMALS-2C accesses and obtains information from a range of texts

LMALS-3C responds to information and ideas for a range of purposes and/or audiences

Objective  Composing: creating spoken, written, bilingual, digital and/or multimodal texts*

Life Skills outcome A student:

LMALS-4C composes texts in Macedonian using a range of formats

Macedonian K–10 Draft Syllabus for Consultation 116 Life Skills

Understanding Strand Objective  Systems of language: understanding the language system, including sound, writing, grammar and text structure; and how language changes over time and place*

Life Skills outcomes A student:

LMALS-5U explores Macedonian pronunciation and intonation patterns

LMALS-6U engages with letter combinations and/or symbols in Macedonian

LMALS-7U explores Macedonian language patterns and structures

LMALS-8U engages with a variety of text structures

Objective  The role of language and culture: understanding and reflecting on the role of language and culture in the exchange of meaning, and considering how interaction shapes communication and identity*

Life Skills outcome A student:

LMALS-9U explores their own and other languages and cultures

* Speaking, listening, reading and writing skills are integral for students who are developing their acquisition of Macedonian. For some students with disability, teachers will need to consider relevant and appropriate adjustments to speaking, listening, reading, writing and communication experiences within the context of the Macedonian K–10 Syllabus.

Values and Attitudes Objectives Students:  develop an interest in and enjoyment of language learning  appreciate and value their own heritage, culture and identity  appreciate and respect the culture, beliefs and values of others through language learning.

Macedonian K–10 Draft Syllabus for Consultation 117 Life Skills

Years 7–10 Life Skills and Related Syllabus Outcomes

Communicating Strand Objective  Interacting: exchanging information, ideas and opinions, and socialising, planning and negotiating

Life Skills outcome Related Stage 4 and 5 outcomes A student: A student:

LMALS-1C LMA4-1C uses Macedonian to interact with others in uses Macedonian to interact with others to everyday contexts exchange information, ideas and opinions, and make plans

LMA5-1C manipulates Macedonian in sustained interactions to exchange information, ideas and opinions, and make plans and negotiate

Objective Accessing and responding: obtaining, processing and responding to information through a range of spoken, written, digital and/or multimodal texts

Life Skills outcomes Related Stage 4 and 5 outcomes A student: A student:

LMALS-2C LMA4-2C accesses and obtains information from a range identifies main ideas in, and obtains information of texts from texts

LMA5-2C identifies and interprets information from a range of texts

LMALS-3C LMA4-3C responds to information and ideas for a range of organises and responds to information and ideas purposes and/or audiences in texts for different audiences

LMA5-3C evaluates and responds to information, opinions and ideas in texts, using a range of formats for specific contexts, purposes and audiences

Macedonian K–10 Draft Syllabus for Consultation 118 Life Skills

Objective  Composing: creating spoken, written, bilingual, digital and/or multimodal texts

Life Skills outcome Related Stage 4 and 5 outcomes A student: A student:

LMALS-4C LMA4-4C composes texts in Macedonian using a range of applies a range of linguistic structures to formats compose texts in Macedonian using a range of formats for different audiences

LMA5-4C experiments with linguistic patterns and structures to compose texts in Macedonian using a range of formats for a variety of contexts, purposes and audiences

Understanding Strand Objective  Systems of language: understanding the language system, including sound, writing, grammar and text structure; and how language changes over time and place

Life Skills outcomes Related Stage 4 and 5 outcomes A student: A student:

LMALS-5U LMA4-5U explores Macedonian pronunciation and applies Macedonian pronunciation and intonation patterns intonation patterns

LMA5-5U demonstrates how Macedonian pronunciation and intonation are used to convey meaning

LMALS-6U LMA4-6U engages with letter combinations and/or symbols demonstrates understanding of key aspects of in Macedonian Macedonian writing conventions (if appropriate)

LMA5-6U demonstrates understanding of how Macedonian writing conventions are used to convey meaning

Macedonian K–10 Draft Syllabus for Consultation 119 Life Skills

Life Skills outcomes Related Stage 4 and 5 outcomes A student: A student:

LMALS-7U LMA4-7U explores Macedonian language patterns and applies features of Macedonian grammatical structures structures and sentence patterns to convey information and ideas

LMA5-7U analyses the function of complex Macedonian grammatical structures to extend meaning

LMALS-8U LMA4-8U engages with a variety of text structures identifies variations in linguistic and structural features of texts

LMA5-8U analyses linguistic, structural and cultural features in a range of texts

Objective  The role of language and culture: understanding and reflecting on the role of language and culture in the exchange of meaning; and considering how interaction shapes communication and identity

Life Skills outcome Related Stage 4 and 5 outcomes A student: A student:

LMALS-9U LMA4-9U explores their own and other languages and identifies that language use reflects cultural cultures ideas, values and beliefs

LMA5-9U explains and reflects on the interrelationship between language, culture and identity

Macedonian K–10 Draft Syllabus for Consultation 120 Life Skills

Years 7–10 Life Skills Content

 for your information

The Years 7–10 Life Skills content is suggested.

Content describes the intended learning for students as they work towards achieving one or more of the Life Skills outcomes. It provides the foundations for students to progress to the next stage of schooling or post-school opportunities.

Teachers will make decisions about the choice of outcomes and selection of content regarding the sequence, emphasis and any adjustments required based on the needs, strengths, goals, interests and prior learning of students. Examples provided in the content are suggestions only. Teachers may use the examples provided or use other examples to meet the particular needs of individual students.

Macedonian K–10 Draft Syllabus for Consultation 121 Life Skills

 consult Communicating

Interacting

Outcome A student: › uses Macedonian to interact with others in everyday contexts LMALS-1C

Related Stage 4/5 outcomes: LMA4-1C, LMA5-1C

Content Students:  use language to interact with peers and known adults, for example: – recognising basic greetings, eg Добро утро! Здраво! Добар ден! Добра ноќ! – responding to greetings, eg Здраво! – using ‘please’ and ‘thank you’, eg Благодарам! Фала! Ве молам! Те молам! – interacting with others, eg recognising hand gestures and facial expressions that can be used without language to convey meaning, eg Климање на главата лево -десно значи не, климање на главата горе-доле значи да – introducing themselves to others, eg Јас се викам …… Имам – offering wishes on special occasions, eg Да си здрав и жив! Да растиш голем! За многу години! До година повесели!! – responding to questions in everyday situations, eg Како си? Фала, добро! – exchanging personal details with others, eg Јас живеам во Сиднеј? А ти, каде живееш? – recognising everyday objects and concepts in Macedonian, eg Ова е самопослуга. Она е мојата клупа. Гледај, стигнавме во Сиднеј – participating in a conversation eg Како се викаш? Од каде си? Колку години имаш? Што сакаш да јадеш денеска? – recognising and responding to Macedonian words related to topics of interest, eg И јас сум од Цапари. Татко ми е ѕидар, а мајка ми е учителка. Јас слушам македонска музика. Јас знам да пишувам стихотворби. – sharing information about aspects of their personal world, such as family, friends, entertainment, sport or leisure, eg Ќе одам во црква утре. Брат ми прави свадба во недела. Татко ми е болен денеска. Утре ќе одиме на излет. – sharing opinions and ideas about what they like and dislike, eg Јас сакам да јадам мазник ида пијам боза. Не сакам да слушам џез музика. Јас сакам да играм пајдушко.

 engage in everyday collaborative activities and participate in classroom routines, for example:

– responding to cues for turn-taking, eg Јас сум прв(а), Ти си после мене. – responding to ‘yes’ and ‘no’ questions about learning activities, eg Да, јас ќе пишувам. Не, јас нема да пејам. – identifying the time for a particular activity – expressing needs and wants, eg using a choice board to indicate preference for an activity

Macedonian K–10 Draft Syllabus for Consultation 122 Life Skills

– following instructions, eg to learn a song or game, to put their pencil down Земи ги ножичките! Исечи ја сликата! Повтори по мене! Речи….! Оставете и моливите и скрстете ги рацете! – participating or cooperating with others in a shared event, eg popular Macedonian game or song, planning an outing, arranging to meet for lunch, organising a birthday party, eg Среќен роденден! Ајде да одиме на кино! Дојди со мене на играорна! – responding to questions about classroom routines, eg Да, јас ќе ги раздадам тетратките. Добро, ќе пишувам на компјутерот. Јас си ја ставив столицата врз клупата. – following activities on a class schedule or lessons on a school timetable, eg Дали денеска ќе пееме на почетокот на часот или на крајот на часот? – seeking help or permission, eg Може ли да прашам нешто? Може ли да одам во нужник? Како се вика ……. на македонски? – accepting or declining an invitation, eg Благодарам, јас ќе дојдам на роденден! Да, фала, јас ќе бидам таму во 6 часот. Извини, нема да можам да дојдам на фудбал. – expressing opinions, eg Ти си убав! Учителката е добра! Македонија е славна земја и Македонците се славни луѓе!

Content for students with prior learning, experience and/or background Students:  initiate and sustain interactions with peers and known adults, for example: Здраво, како си денеска? Мамо, дај ми го џемперот, те молам! Бабо, ми направи ли мазник? – introducing others, eg Ова е другар ми Ване! Запознајте се! Ова е мојата учителка по македонски јазик! – initiating conversations, eg И јас сум студент во ова училиште. Извинете, колку е часот?

– responding to questions about themselves, eg Јас сум добро, благодарам! Јас имам 14 години. Имам една сестра и еден брат. – sustaining interactions by asking questions, eg Колку години имаш ти? Што ќе правиш денеска кога ќе си одиш дома? Што работи мајка ти? – initiating and engaging in conversations about daily routines, eg Наутро си ги мијам забите со паста и четка. Навечер пијам млеко и мед. – using modelled language to share an opinion and/or point of view in an email or online forum, such as why their sports team should win the competition, eg Мојот тим е најдобар, нашите играчи се подобри – participating in a conversation and elaborating on ideas, eg Се согласувам, мислам дека оваа боја е поубава – using formulaic expressions to share their thoughts, feelings and/or preferences, eg about owning and caring for a pet, eg Многу го сакам моето куче, мора да го нахранам мачето бидејќи е гладно – sharing experiences online with a Macedonian friend about life at an Australian school, eg Овде учиме многу предмети, најомилен предмет ми е македонскиот јазик – following a scaffold to share information on a topic of interest such as sport, movies, eg Ајде да одиме во кино, многу ме интересира научна-фантазија...

Macedonian K–10 Draft Syllabus for Consultation 123 Life Skills

 engage in everyday collaborative activities that involve planning and negotiating, and participate in classroom routines, for example: – giving and following instructions, eg Оди право, па сврти десно на онаа улица, каде е железничката станица? – following directions to a location using online tools or maps – asking for clarification, eg Се извинувам, колку е часот? Значи, прво треба да …? – responding to open-ended questions about learning activities, eg Јас најмногу сакам да читам, моето мислење е ... – experiencing different roles in group activities – negotiating tasks in group work – using digital tools to collaborate with others in a shared event, eg planning a weekend outing, arranging to meet for lunch, organising a birthday party – elaborating on ideas and opinions, such as why it’s not a good idea to go out this weekend, eg Викендов ќе врне, подобро е да си седиме дома, леле, колку е ладно надвор – offering suggestions and advice to solve problems, eg Дали се сети да …, мислам дека е подобро да…, ајде да го завршиме ова па потоа... – collaborating with others to make decisions and/or solve problems in group activities, eg choosing when and where to meet, which restaurant to eat at, which film to see and at what time, eg Сакаш да се сретнеме пред стадионот? Каде сакате да јадеме? Кој филм ти се гледа? – collaborating with others to express opinions, thoughts and ideas, eg Значи, одлучивме да го гледаме овој филм? Еј, ај да појдеме во парк да се прошетаме! Мислам дека треба...

Macedonian K–10 Draft Syllabus for Consultation 124 Life Skills

Communicating

Accessing and Responding

Outcomes A student: › accesses and obtains information from a range of texts LMALS-2C › responds to information and ideas for a range of purposes and/or audiences LMALS-3C

Related Stage 4/5 outcomes: LMA4-2C, LMA4-3C, LMA5-2C, LMA5-3C

Content Students:  access texts and locate information, for example: – recognising information in Macedonian signs and symbols – recognising known words and phrases in Macedonian texts, eg greetings, days of the week

– identifying known words and phrases in simple texts, eg colours or numbers in a song, days of the week in a rhyme or poem, time or names in a conversation – recognising the days of the week or months of the year on a calendar or timetable – locating information in Macedonian on a print or online map, eg locating Macedonia on a world map, locating popular sites such as Plaosnikon on a map of Onrid – identifying key information in Macedonian, eg numbers, names, dates, times, measurements, cities – identifying ingredients for a meal from a recipe – locating and identifying key information in Macedonian print, digital, audio or visual texts, eg timetables, menus, invitations, posters, identity cards, passports, emails – identifying features of objects and/or people in a Macedonian text, eg Вазната има убав облик, тој има убави очи, таа има темна коса – obtaining specific information from written Macedonian texts in a variety of ways, eg matching words with pictures, sequencing words and sentences

 respond to information in a variety of formats using modelled language, for example: – using body language or gestures to respond to information on a familiar topic – responding to known words and phrases – responding to information on a familiar topic – responding to simple questions or ideas about a text, eg a well-known story – responding to a simple email in Macedonian from a real or imaginary friend – responding to information presented in a variety of formats, eg graph, poster, report, digital presentation – responding to ideas and opinions about a youth issue in a group forum, eg class discussion, blog, Google chat, game or activity – gathering information about where their friends went or what they did on the weekend and presenting findings in a table or graph – exploring information presented in texts, eg a travel website about a popular tourist destination in Macedonia – collating and presenting information about familiar topics using simple statements, images and digital technology where appropriate, eg a presentation on their family, weekend activities

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– composing a multimedia presentation to compare Macedonian and Aboriginal and Torres Strait Islander cultural practices

Content for students with prior learning, experience and/or background Students:  access and select relevant information and ideas from a range of texts, for example: – accessing texts and identifying main points and specific details – locating and identifying relevant information in Macedonian texts, eg focusing on familiar and predictable situations and answering questions in English or Macedonian – exploring information from a range of print and online sources in Macedonian, eg about schools, pop music, sport in Macedonia and Australia – organising and interpreting information in Macedonian, eg recording information in a timeline or profile about a famous person or event – describing information and ideas gathered from Macedonian texts, eg describing a character from a Macedonian story or film – gathering opinions and points of view on a topic in an Macedonian text, eg recycling, social media or sport

 respond to information on a range of topics, events or experiences in a variety of formats, for example: – responding to a story or folktale by summarising it – presenting information about a familiar topic, eg surveying opinions of classmates and presenting findings using digital technology – responding to more complex questions or ideas about texts, eg a well-known myth or fable

– collating information about a traditional or popular Macedonian dish and creating a digital or printed recipe – gathering information about a special Macedonian event, eg a festival, and presenting a short report, using photos, illustrations, captions or diagrams – representing gathered information by restating key phrases, and supporting presentations with pictures, charts or graphs – delivering a presentation about a Macedonian festival or tradition using information gathered from multiple sources – researching information about a popular tourist destination in Macedonia and creating a brochure in Macedonian and English

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Communicating

Composing

Outcome A student: › composes texts in Macedonian using a range of formats LMALS-4C

Related Stage 4/5 outcomes: LMA4-4C, LMA5-4C

Content Students:  compose texts in a variety of formats, using modelled language, for example: – participating in creating texts on familiar topics, eg family tree, digital mind map – labelling photos from a school excursion in Macedonian for classroom display, eg Ова е малото езеро, нашиот клас, класниот раководител – creating a print or digital greeting card to a friend to say ‘hello’ or wish them ‘Happy Birthday’

– creating a shopping list of ingredients required to cook a Macedonian meal from a recipe, eg Ни требаат следниве намирници:..., главните состојки се... – creating a timetable of weekly or monthly activities, eg Понеделник-кошарка, Вторник- музичко, Сабота-пливање... – filling in a personal profile for a simulated social media site – creating a visual text using simple Macedonian words and phrases, eg poster of main tourist attractions of Skopje or about sustainability at school – creating a Macedonian menu using images, word banks and sample sentence patterns for a class restaurant – creating a print or digital children’s game involving Macedonian numbers – creating speech bubbles in a comic strip – composing a self-introduction for meeting new students – composing a simple recount, letter to a friend, poem or narrative in Macedonian about a recent event, eg a holiday, an excursion, a celebration

 create bilingual texts, for example: – matching Macedonian words with corresponding English words – labelling familiar objects in Macedonian and English, including, with local Aboriginal community guidance and endorsement, Aboriginal English or the local Aboriginal language(s), eg classroom items – labelling the school map in Macedonian – creating a print or digital visual display of learned vocabulary on a range of topics, eg posters, flashcards – creating a bilingual picture dictionary of new words, eg Мобилен телефон, социјални мрежи, мајмунче (@ symbol) – creating a print or digital poster labelled in Macedonian and English, eg of classroom items, a school map, school canteen menu, school uniform shop opening hours – making a dictionary of learned vocabulary for the class, using word-processing programs

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Content for students with prior learning, experience and/or background Students:  compose texts in a variety of formats for different contexts and purposes, for example: – creating a menu in Macedonian with some details about each item for a class restaurant – composing lyrics to a rap song using familiar words – composing a recount, eg of a school excursion for the school newsletter – composing a diary entry, including phrases about how they felt, eg Бев многу возбудена, супер си поминав на забавата, драги дневнику… музиката беше одлична! – producing an advertisement, eg for a class restaurant, promoting what food the restaurant offers, or an environmental cause such as Earth Hour – creating own version of a popular children’s game, eg Guess who? Pictionary, snakes and ladders – composing print or digital imaginative texts using modelled examples, including accents

– creating multimedia presentations using simple statements and images, eg a presentation on their family, what they did on the weekend – composing simple texts using appropriate text structures from modelled examples, eg email, diary, letter, report, speech

 create bilingual texts for the classroom and the wider community, for example: – creating or selecting information for bilingual classroom posters, eg a poster about not eating in the classroom – producing a word bank containing vocabulary learnt in class – using a picture or digital dictionary to find meanings of words used in class and identifying English and Macedonian versions of each word, including those of Aboriginal Peoples when applicable and in consultation with local communities – creating lyrics in Macedonian to a well-known song/nursery rhyme originally in English – creating a digital presentation for the class spoken in Macedonian with English subtitles, eg a presentation about celebrities – creating a bilingual notice, eg for the school to notify Macedonian-speaking parents of a multicultural event – creating a bilingual version of a well-known myth/children’s story using illustrations and simple language structures – composing a simple multimodal text about a recent event in English and Macedonian for the school newsletter or local newspaper

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Understanding

Systems of Language

Outcomes A student: › explores Macedonian pronunciation and intonation patterns LMALS-5U › engages with letter combinations and/or symbols in Macedonian LMALS-6U › explores Macedonian language patterns and structures LMALS-7U › engages with a variety of text structures LMALS-8U

Related Stage 4/5 outcomes: LMA4-5U, LMA4-6U, LMA4-7U, LMA4-8U, LMA5-5U, LMA5-6U, LMA5-7U, LMA5-8U

Content Students:  recognise features of the Macedonian sound system, such as pitch, accent, rhythm and intonation, for example: – recognising nonverbal communication, eg shaking hands, cheek kissing – recognising that someone has a different accent such as a Macedonian accent when they speak English – recognising that tone, pitch and volume varies according to speaker’s mood – identifying the characteristic of rising intonation when asking questions – recognising the letters of the Macedonian alphabet, eg а, б, в, ѓ, ќ – recognising and reproducing the sounds of the Macedonian alphabet – exploring the similarities and differences between the Macedonian alphabet and the English alphabet – recognising specific sounds particular to Macedonian, eg њ, љ, ж – recognising that some foreign words borrowed in Macedonian retain their original accent, eg биро, депо, жири

 recognise features of the Macedonian writing system using scaffolds, for example: – recognising the Macedonian alphabet, making connections between spoken and written words – recognising capital letters and that possessive personal adjectives and the names of the months do not begin with a capital, eg македонски јазик, англиски јазик, август, септември

 recognise elements of Macedonian grammar and sentence patterns, for example: – recognising numerals, eg cardinal, ordinal, dates, time – recognising definite and indefinite articles, eg врата, вратата, вратава, пари, парите, париве – recognising interrogatives, eg кој? што? чиј? чии? – identifying a question and the question mark – recognising verbs related to daily activities, eg јаде, спие, се мие, учи, шета – recognising subject pronouns, eg јас, ти, тој – recognising adjectives, eg добар, добриот, шарена, шарената – using verbs related to daily activities, eg секој ден појадувам и одам на училиште

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– using adjectives to describe familiar objects, eg интересен филм, шарено маче – recognising standard word order, eg subject–verb–object eg Јас читам книга, Ние гледаме филм – building vocabulary that relates to familiar environments, eg the classroom, family and personal world

 recognise the dynamic nature of Macedonian and other languages, for example: – recognising Macedonian words that are commonly used in English, eg бурек – recognising how the Macedonian language is used in familiar routines and on special occasions, eg добар пат, со среќа, на здравје! – recognising cognates in a sentence, eg оперира, калкулира, интерпретира – recognising that the Macedonian language borrows and adapts words and expressions from English and other languages, eg фудбал, тенис, софтвер, брифинг – recognising Macedonian words and phrases that have emerged in response to new ideas and developments in communications and technology, eg компјутер, електронска пошта,блог, брифинг

 explore how different texts are structured, for example: – identifying the format of familiar texts, eg a greeting card, an invitation, a letter, an email, a menu, a news article – recognising an invitation because of how it is formatted – identifying language forms and features of texts, eg a date, time and venue in an invitation

– exploring the purpose and audience of a range of texts – recognising that texts may vary in different languages

Content for students with prior learning, experience and/or background Students:  recognise and use Macedonian pronunciation and intonation patterns, for example: – applying correct pronunciation and intonation when speaking – recognising the difference between Macedonian and English pronunciation – exploring how to pronounce sounds that do not exist in English, eg ж, њ, љ, ќ, ѓ – recognising the pronunciation of vowel and consonant combinations, eg voiced consonants in a final word position and in front of the unvoiced consonants are pronounced as their unvoiced pair such as врв, повторно, брод, леб – exploring the function of accents in Macedonian – exploring the role of emphasis, stress and rhythm in expressing subtle meanings in interactions

 recognise and use Macedonian spelling rules, for example: – recognising the Macedonian orthographic rules, considering aspects such as the usage of capital letters, the transliteration of foreign personal names, the compound adjectives, or the regressive assimilation of consonants – recognising the role of the clitics for the accentuation, eg мајка ми, брат му, на маса,

 recognise and use elements of Macedonian grammar and sentence structure, for example: – recognising different question words, eg зошто? каде? кога? кој? што? – recognising some tenses, such as present, simple past and future, eg Секој ден одам на училиште. Утре ќе отидам во Охрид. Минатата година го посетив мојот пријател во Мелбурн. Кога бев мал не знаев да пишувам на македонски. – exploring sentence structures in Macedonian, eg subject-verb-object, such as Tие гледаат филм, and complex structure, such as Тие многу сакаат да научат да свират гитара.

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– exploring the agreement system with other aspects of language, such as adjectives, articles, pronouns or verbs, eg an agreement of adjectives, possessive adjectives and nouns in gender and number, such as Читам една интересна книга. Мојaтa пријателка е одлична ученичка. – making simple statements using a subject pronoun, a verb and a noun, and a subject, verb and an adjective, eg Тие се ученици. Филмот е интересен. Сликовницата е шарена.

 explore how Macedonian has changed, for example: – exploring the influence of technology and globalisation on Macedonian – exploring the existence of foreign words in Macedonian – recognising the impact of youth culture on language, such as the use of English words in Macedonian music, films and advertising, eg hip hop culture, rap music, рефрен во македонска песна: be my brother, be my friend, ова е група, ова е бенд (група Бени нон- стоп) – exploring ways in which endangered languages can be revived, including Aboriginal and Torres Strait Islander languages

 explore and recognise textual conventions of familiar multimodal texts, for example: – recognising Macedonian texts and discussing how the content is organised, including headings, images, use of scripts and fonts – exploring a range of texts in Macedonian – demonstrating appropriate structure when composing texts – applying knowledge of text features to locate key information in a range of texts, eg maps, menus, emails, advertisements and recipes – engaging with familiar texts in both Macedonian and English and explaining how the content and features of the text suit its purpose, eg the menu has pictures of dishes to help the customer understand what kind of food it is

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Understanding

Role of Language and Culture

Outcome A student: › explores their own and other languages and cultures LMALS-9U

Related Stage 4/5 outcomes: LMA4-9U, LMA5-9U

Content Students:  explore how language changes in formal and informal contexts, for example: – noticing that greetings can change when talking to teachers or peers – observing forms of communication in different situations, eg telephone conversations – exploring how nonverbal communication is used in formal and informal contexts, eg when speaking to an adult or to peers – using correct forms when addressing different people, eg Господин Трајковски, Госпоѓа Стојановскa, Доктор Стојановски, Професор Петковски – exploring how different people use language in different ways, eg formal and informal language – recognising formal and informal language, when addressing people of different age, social status or gender, eg second person plural as a polite form Каде живеете господине Трајковски? Каде живееш Марко? – exploring specific formal language, eg addressing a teacher, eg Ве молам учителке, може да повторите? – exploring specific informal language, eg colloquial words that are not standard Macedonian words, addressing peers, eg Елена, кај си бе брат, ко бајаги ќе дојдеше. – varying basic phrases according to the relationship, age and familiarity, eg Добар ден како сте? Здраво, што правиш?

 explore links between language, culture and behaviours, for example: – recognising that language is used to communicate with others – recognising Macedonian as a language different from English – recognising countries where Macedonian is the main language spoken – recognising that there are culturally appropriate language and behaviours for particular contexts, eg addressing an official person, teacher versus greetings / conversing with friends,

– exploring nonverbal communication in different contexts, eg use of hand gestures for expression or emphasis, not pointing at someone with the index finger as this is considered impolite

 explore their own and others’ lifestyles, beliefs and cultural practices, for example: – exploring the range of languages spoken in Australia, including Aboriginal and Torres Strait Islander languages – identifying people in the local community or in the media who speak a different language, eg ‘My mum’s friend is from Macedonia, and she speaks Macedonian, ‘the local Elders speak the language of their Country

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– participating in a traditional Macedonian game or song – exploring and participating in specific Macedonian celebrations and cultural traditions – exploring Macedonian money systems, eg participating in scenarios using denars – exploring examples of both traditional and modern entertainment and recreational activities

– participating in a shared meal of Macedonian food and identifying customs associated with sharing meals, eg Повелете послужете се! Пробајте ја мојата салата. Ајде да живееме! На здравје!! – exploring the ways special events are celebrated differently across geographical regions, eg the Macedonian customs related to Easter Holiday, and traditional Macedonian wedding – comparing everyday experiences of Macedonian and Australian people – comparing cultural practices around the world, including of Aboriginal communities and Torres Strait Islander communities, eg ceremonies, greetings – comparing Macedonian and Australian lifestyles, and discussing their own involvement in these

Content for students with prior learning, experience and/or background Students:  explore how language changes in formal and informal contexts, for example: – identifying examples of informal forms of language, eg the use of abbreviations or when texting – using polite language when speaking to seniors/teachers/Macedonian guests and students, eg Мило ми е што Ве запознав госпоѓа Цветановска. Се извинувам, каде живеете? Почитувани дами и господа … – using formulaic expressions and polite greetings in everyday contexts, eg Добар ден, како сте? Мило ми е, јас сум Бранко. Добар пат! Довидување! – identifying and using appropriate language (formal or informal) in letters to the principal/employer and emails to peers

 explore the relationship between language, culture and behaviour, for example: – exploring the use of body language and gestures when communicating/interacting in Macedonian, eg hand shaking, cheek kissing – understanding certain foods are served at certain times of the year, eg полнети пиперки, пинџур, сарма, ајвар – participating in a class activity about own and others’ culture and language – exploring difference and diversity of cultural expression in Australia, including Aboriginal and Torres Strait Islander peoples, eg celebrations, food, music, art, craft, beliefs/protocols, dance and traditional clothing – exploring the idea of belonging through a shared language, culture and behaviour

 explore how aspects of identity, including family background, traditions and beliefs, influence us, for example: – participating in class activities about their own and others’ culture and language – sharing information about themselves and their family, eg their family’s origins, languages they speak at home, why their family emigrated to Australia – recognising that identity can be reflected through speech, eg the use of colloquial language

– deciding how best to address and refer to others, eg addressing an older stranger as opposed to addressing a mate – demonstrating respect for diverse cultural practices, eg differences in speech, dress, celebrations

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Assessment

 for your information

Standards

The NSW Education Standards Authority’s (NESA) K–10 Curriculum Framework is a standards- referenced framework that describes, through syllabuses and other documents, the expected learning outcomes for students

Standards in the framework consist of three interrelated elements:  outcomes and content in syllabuses showing what is to be learned  Stage statements that summarise student achievement  samples of work on the NESA website that provide examples of levels of achievement within a Stage.

Syllabus outcomes in Macedonian contribute to a developmental sequence in which students are challenged to acquire new knowledge, understanding and skills.

Assessment

Assessment is an integral part of teaching and learning. Well-designed assessment is central to engaging students and should be closely aligned to the outcomes within a Stage. Effective assessment increases student engagement in their learning and leads to enhanced student outcomes.

Assessment for Learning, Assessment as Learning and Assessment of Learning are three approaches to assessment that play an important role in teaching and learning. The NESA K–10 syllabuses particularly promote Assessment for Learning as an essential component of good teaching.

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Further advice on programming and appropriate assessment practice is provided on the NESA website. This support material provides general advice on assessment as well as strategies to assist teachers in planning education programs.

Assessment for Students with Special Education Needs

Some students with special education needs will require adjustments to assessment practices in order to demonstrate what they know and can do in relation to syllabus outcomes and content. The type of adjustments and support will vary according to the particular needs of the student and the requirements of the activity. These may be:  adjustments to the assessment process, for example scaffolded instructions, additional guidance provided, highlighted keywords or phrases, the use of specific technology, extra time in an examination  adjustments to assessment activities, for example rephrasing questions, using simplified language, fewer questions or alternative formats for questions  alternative formats for responses, for example written point form instead of essays, scaffolded structured responses, short objective questions or multimedia presentations.

It is a requirement under the Disability Standards for Education 2005 for schools to ensure that assessment tasks are accessible to students with disability. Schools are responsible for any decisions made at school level to offer adjustments to coursework, assessment activities and tasks, including in-school tests. Decisions regarding adjustments should be made in the context of collaborative curriculum planning.

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Further examples of adjustments to assessment for students with special education needs and information on assessment of students undertaking Life Skills outcomes and content can be found in support materials for:  Languages  Special education  Life Skills.

Reporting

Reporting is the process of providing feedback to students, parents/carers and other teachers about student progress.

Teachers use assessment evidence to extend the process of Assessment for Learning into their Assessment of Learning. In a standards-referenced framework, teachers make professional judgements about student achievement at key points in the learning cycle. These points may be at the end of a Year or Stage, when schools may wish to report differentially on the levels of knowledge, understanding and skills demonstrated by students.

Descriptions of student achievement provide schools with a useful tool to report consistent information about student achievement to students and parents/carers, and to the next teacher to help plan the future steps in the learning process.

The A–E grade scale or equivalent provides a common language for reporting by describing observable and measurable features of student achievement at the end of a Stage, within the indicative hours of study. Teachers use the descriptions of the standards to make a professional, on- balance judgement, based on available assessment information, to match each student’s achievement to a description. Teachers use the Common Grade Scale (A–E) or equivalent to report student levels of achievement from Stage 1 to Stage 5.

For students with special education needs, teachers may need to consider, in consultation with their school and sector, the most appropriate method of reporting student achievement. It may be deemed more appropriate for students with special education needs to be reported against outcomes or goals identified through the collaborative curriculum planning process. There is no requirement for schools to use the Common Grade Scale (A–E) or equivalent to report achievement of students undertaking Life Skills outcomes and content.

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Glossary

 for your information This section draws on the Australian Curriculum: Languages F–10 glossary which is included below. Additional words and/or terms specific to individual languages may also be identified for inclusion.

 consult

Glossary term Definition

Aboriginal and Torres Aboriginal Peoples are the first peoples of Australia and are represented Strait Islander by over 250 language groups, each associated with a particular Country or Peoples territory. Torres Strait Islander Peoples are represented by five major island groups, and are associated with island territories to the north of Australia’s Cape York which were annexed by Queensland in 1879.

An Aboriginal and/or Torres Strait Islander person is someone who:  is of Aboriginal and/or Torres Strait Islander descent  identifies as an Aboriginal person and/or Torres Strait Islander person, and  is accepted as such by the Aboriginal and/or Torres Strait Islander community(ies) in which they live. accent A manner of pronunciation of a language which marks speakers as belonging to identifiable categories such as geographical or ethnic origin, social class or generation. activity A game or other teaching strategy that is used to rehearse learned language. Playing a game of bingo, singing a song or writing and acting out a role-play are examples of activities where language is modelled and practised. ‘Classroom activities’ is a generic term used in the syllabus to describe any planned occurrences within a language classroom and includes exercises, activities and learning tasks. adjective A word that modifies or describes a noun or pronoun, eg astonishing in an astonishing discovery. adverb A word class that may modify or qualify a verb, an adjective or another adverb, eg beautifully in she sings beautifully; really in he is really interesting; very and slowly in she walks very slowly. adverbial A word or group of words that functions as an adverb, eg at the speed of light. aesthetic Relates to a sense of beauty or appreciation of artistic expression. audience Intended readers, listeners or viewers. authentic Texts or materials produced for ‘real-life’ purposes and contexts as (texts/materials) opposed to being created specifically for learning tasks or language practice.

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Glossary term Definition author A composer or originator of a work, eg a novel, film, website, speech, essay, autobiography. bilingualism An ability to use two languages. biography A detailed account of an individual’s life; a text genre that lends itself to different modes of expression and construction. In the context of intercultural language learning, the concept of biography can be considered in relation to identity, to the formation of identity over time, and to the understanding that language is involved in the shaping and expressing of identity. clause A grammatical unit that contains a subject and a predicate (verb) and expresses the complete proposition.

CLIL Content and Language Integrated Learning. An approach to learning content through an additional language. cohesion That quality in a text determined by its parts being related and contributing to its overall unity. Cohesion is achieved through various devices such as connectives, ellipses and word associations. These associations include synonyms, antonyms (for example study/laze about, ugly/beautiful), repetition (for example work, work, work – that’s all we do!) and collocation (for example friend and pal in, My friend did me a big favour last week. She’s been a real pal.) communication A mutual and reciprocal exchange of meaning. composing A process of producing written, spoken, graphic, visual or multimodal texts.

It also includes applying knowledge and control of language forms, features and structures required to complete the task. compound sentence A sentence with two or more main clauses of equal grammatical status, usually marked by a coordinating conjunction such as or, and, but. In the following examples, the main clauses are indicated by square brackets: [Alice came home this morning] but [she didn't stay long]. [Kim is an actor], [Pat is a teacher], and [Sam is an architect]. conjunction A part of speech that signals relationships between people, things, events, ideas, eg Sophie and her mother might come and visit, or they might stay at home. The conjunction and links the two participants, while or links alternative options. context An environment and circumstances in which a text is created or interpreted. Context can include the general social, historical and cultural conditions in which a text exists or the specific features of its immediate environment, such as participants, roles, relationships and setting. The term is also used to refer to the wording surrounding an unfamiliar word that a reader or listener uses to understand its meaning.

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Glossary term Definition convention An accepted language or communicative practice that has developed and become established over time, eg the use of punctuation or directionality.

Country Country is used by Aboriginal people to describe their territories and ecosystems – a sum total of spiritual beliefs, including Dreamings, all living things including totems and all physical factors such as sacred sites, water, air and geographical features. create/compose Develop and/or produce spoken, written or multimodal texts in print, visual, oral or digital forms. cues Sources of information used to facilitate comprehension of language that may be visual, grammatical, gestural or contextual. culture In earlier models of language teaching and learning, culture was represented as a combination of literary and historical resources, and visible, functional aspects of a community group’s way of life such as food, celebrations and folklore. While these elements of culture are parts of cultural experience and organisation, current orientations to language teaching and learning employ a less static model of culture.

Culture is understood as a framework in which things come to be seen as having meaning. It involves the lens through which people:  see, think, interpret the world and experience  make assumptions about self and others  understand and represent individual and community identity.

Culture involves understandings about ‘norms’ and expectations, which shape perspectives and attitudes. It can be defined as social practices, patterns of behaviour, and organisational processes and perspectives associated with the values, beliefs and understandings shared by members of a community or cultural group. Language, culture and identity are understood to be closely interrelated and involved in the shaping and expression of each other. The intercultural orientation to language teaching and learning is informed by this understanding. de-centre A capacity to step outside familiar frames of reference, to consider alternative views, experiences and perspectives and to look critically and objectively at one’s own linguistic and cultural behaviour. dialect A variant of a language that is characteristic of a region or social group. digital media Various platforms via which people communicate electronically. digital texts Audio, visual or multimodal texts produced through digital or electronic technology. They may be interactive and include animations or hyperlinks. Examples of digital texts include DVDs, websites and e-literature. directionality A direction in which writing/script occurs, eg from left to right, right to left.

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Glossary term Definition ellipsis Ellipsis is the omission of words where:  words repeat what has gone before and these terms are simply understood, eg ‘The project will be innovative. To be involved (in the project) will be exciting.’  a word like one is substituted for a noun or group, as in ‘There are lots of apples in the bowl. Can I have one?’  a cohesive resource that binds text together and is commonly used in dialogue for speed of response, eg (Do you) ‘Want a drink?’ ‘Thanks’ (I would like a drink)  three dots (also known as points of ellipsis) are used to indicate such things as surprise or suspense in a narrative text or that there is more to come in an on-screen menu  the points of ellipsis take the place of sections of text when quoting from a source. exercise A teaching strategy that is used to practise learned language. Matching exercises, sentence completions, true/false statements, grammatical manipulations are examples of exercises. form-focused Activities designed to rehearse, practise, control and demonstrate language activities particular language structures, forms or features, eg drills, rehearsed role- plays/dialogues, games and songs, set sequences of language patterns. formulaic language Words or expressions which are commonly used in fixed patterns and learned as such without grammatical analysis, eg Once upon a time (story-starter); G’day, how are you going? (greeting in Australian English). genre A category used to classify text types and language use; characterised by distinguishing features such as subject matter, form, function and intended audience. Examples of genres typically used in early language learning include greetings, classroom instructions and apologies. More advanced language proficiency includes the ability to use genres such as narrative or persuasive text, creative performance and debates.

The language we use and the description of language as a system. In describing language, attention is paid to both structure (form) and meaning (function) at the level of the word, the sentence and the text. gist The general meaning or most important piece of information in a text. identity A person’s conception and expression of individuality or group affiliation, self-concept and self-representation. Identity is closely connected to both culture and language. Thinking and talking about the self is influenced by the cultural frames, which are offered by different languages and cultural systems. Identity is not fixed. Non-background language learners’ experiences with different linguistic and cultural systems introduce them to alternative ways of considering the nature and the possibilities associated with identity.

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Glossary term Definition idiomatic A group of (more or less) fixed words having a meaning not deducible expressions from the individual words. Idioms are typically informal expressions used by particular social groups and need to be explained as one unit, eg I am over the moon; on thin ice; a fish out of water; fed up to the back teeth.

Indigenous cultural Includes objects, sites, cultural knowledge, cultural expression and the and intellectual arts, that have been transmitted or continue to be transmitted through property generations as belonging to a particular Indigenous group or Indigenous Peoples as a whole or their territory.

Indigenous Peoples This term is used when referring collectively to the first peoples of a land in international communities. The term Indigenous Australians is used when speaking about both Aboriginal and Torres Strait Islander Peoples within Australia. input Direct contact with and experience of the target language; the stimulus required for language acquisition and learning. Input can take multiple forms and be received through different modes. intercultural An ability to understand and to engage in the relationship between capability language, culture and people from diverse backgrounds and experience. This involves understanding the dynamic and interdependent nature of both language and culture, that communicating and interacting in different languages involves interacting with values, beliefs and experiences as well as with words and grammars. An intercultural capability involves being open to different perspectives, being flexible and curious, responsive and reflective; being able to de-centre, to look objectively at one’s own cultural ways of thinking and behaving, and at how these affect attitudes to others, shade assumptions and shape behaviours.

Characteristics of an intercultural capability include cognitive and communicative flexibility and an orientation and ability to act in ways that are inclusive and ethical in relation to difference and diversity. intercultural An orientation to language teaching and learning that informs current language teaching curriculum design; framed by the understanding that language and culture and learning are dynamic, interconnected systems of meaning-making; that proficiency in an additional language involves cultural and intercultural as well as linguistic capabilities. The focus is on developing communicative proficiency and on moving between language-culture systems. It includes the reflexive and reciprocal dimension of attention to learners’ own language(s) and cultural frame(s). interpret In the context of second or additional language learning, interpret refers to two distinct processes:  the act of translation from one language to another  the process of understanding and explaining; the ability to conceive significance and construct meaning, and to explain to self or others.

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Glossary term Definition intonation A key component of communication, involving patterns of pitch and melody of spoken language that can be used like punctuation, eg to express surprise or suggest a question, to shade, accentuate or diminish emphasis or meaning, and to regulate turn-taking in conversations. language A human cognitive and communicative capability which makes it possible to communicate, to create and comprehend meaning, to build and sustain relationships, to represent and shape knowledge, and to imagine, analyse, express and evaluate.

Language is described and employed:  as code – comprising systems, rules, a fixed body of knowledge; for example grammar and vocabulary, sound and writing systems  as social practice – used to do things, create relationship s, interact with others, represent the world and the self; to organise social systems and practices in dynamic, variable, and changing ways  as cultural and intercultural practice – means by which communities construct and express their experience, values, beliefs and aspirations  as cognitive process – means by which ideas are shaped, knowledge is constructed, and analysis and reflection are structured. language features Features of language that support meaning, eg sentence structure, noun group/phrase, vocabulary, punctuation, figurative language. Choices in language features and text structures together define a type of text and shape its meaning. These choices vary according to the purpose of a text, its subject matter, audience and mode or medium of production. language patterns Identifiable repeated or corresponding elements in a text. These include patterns of repetition or similarity, such as the repetition of imperative verb forms at the beginning of each step in a recipe, or the repetition of a chorus after each verse in a song. Patterns may alternate, as in the call and response pattern of some games, or the to-and-fro of a dialogue. Patterns may also contrast, as in opposing viewpoints in a discussion or contrasting patterns of imagery in a poem. language systems Elements that organise how a language works, including the systems of signs and rules (phonological, syntactic, semantic and pragmatic) that underpin language use. These systems have to be internalised for effective communication and comprehension.

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Glossary term Definition learning task Learning tasks are relevant and significant learning experiences that involve purposeful language use. Unlike form-focused language activities and exercises, the learning task involves the achievement of a devised or actual goal or purpose. Learning tasks provide opportunities to draw on existing language resources and to experiment with new forms.

The learning task may be authentic, eg to conduct a Macedonian- speaking person around a school or to participate in an experiment; or simulated, eg to compose an email to a Macedonian-speaking friend or read a friend’s blog.

Learning tasks provide the organising structure and context for meaning- focused language learning. macro skills Four major language skills of listening, reading, speaking and writing. manipulate To change or alter the vocabulary or syntax of a sentence. media texts Spoken, print, graphic or electronic communications created for a public audience. They often involve numerous people in their construction and are usually shaped by the technology used in their production. Media texts studied in different languages can be found in newspapers, magazines and on television, film, radio, computer software and the internet. metalanguage A vocabulary used to discuss language conventions and use (for example language used to talk about grammatical terms such as sentence, clause, conjunction; or about the social and cultural nature of language, such as face, reciprocating, register). mnemonic An aid such as a pattern, rhyme, acronym, visual image used for memorising information. mode Various processes of communication: listening, speaking, reading/viewing, signing and writing/creating. Modes are also used to refer to the semiotic (meaning-making) resources associated with these communicative processes, such as sound, print, image and gesture. monolingual Using only one language. multimodal text A text which involves two or more communication modes; for example the combining of print, image and spoken text in film or computer presentations. narrative A story of events or experiences, real or imagined. noun A part of speech that includes all words denoting physical objects such as man, woman, boy, girl, car, window. These are concrete nouns. Abstract nouns express intangibles, such as democracy, courage, success, idea. off-Country Taking place away from Aboriginal land or Country of origin. on-Country Taking place on Aboriginal land or Country of origin.

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Glossary term Definition onomatopoeia The formation of a word by imitating the sound associated with the object designated. orthography Writing words with correct letters, [including accent marks] [or characters] according to common usage. performance A use of the language in real situations, putting language knowledge into practice; it involves accuracy, fluency and complexity. phonological Understanding that every spoken word is composed of small units of awareness sound, identifying relationships between letters and sounds when listening, reading and spelling. It includes understandings about words, rhyme and syllables.

Place A space mapped out by physical or intangible boundaries that individuals or groups of Torres Strait Islander peoples occupy and regard as their own. Places are spaces that have varying degrees of spirituality. plurilingual An ability to use several languages. pragmatics A study of how context affects communication, eg in relation to the status of participants, the situation in which the communication is happening, or the intention of the speaker. prefix A meaningful element (morpheme) added before the main part of a word to change its meaning, eg ‘un’ in unhappy. preposition A part of speech that precedes a noun, noun phrase or pronoun, thereby describing relationships in a sentence in respect to:  space/direction (below, in, on, to, under ‒ for example she sat on the table)  time (after, before, since ‒ for example I will go to the beach after lunch)  those that do not relate to space or time (of, besides, except, despite ‒ for example he ate all the beans except the purple ones).

Prepositions usually combine with a noun group or phrase to form a prepositional phrase, eg in the office; besides these two articles. productive language One of two aspects of communication through language (see receptive language) involving the ability to express, articulate and produce utterances or texts in the target language. pronoun A part of speech that refers to nouns, or substituting for them, within and across sentences, eg Ahmad chose a chocolate cake. He ate it that evening (where he and it are personal pronouns; and that is a demonstrative pronoun). pronunciation A manner in which a syllable is uttered.

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Glossary term Definition question A commonly employed prompt to find out information. A key element of scaffolding to support learners’ use of language and to encourage further contributions. Different types of questions provide different prompts:  closed questions are questions for which there are predictable answers, eg What time is it? These are typically used as prompts for short answers, as a framework for testing comprehension or reviewing facts, and for routinised interactions. They are frequently used to scaffold early language development.  open questions are questions with unknown and unpredictable answers that invite and support more elaborated and extended contributions from learners, eg How do you feel about that? What do you think might happen next? They are used as stimulus for discussion, reflection and investigation.

Questions are an important element of intercultural language teaching and learning. The quality of questions determines the quality and substance of the learning experience. Effective questions relating to the nature of language, culture and identity and the processes involved in language learning and intercultural experience guide the processes of investigating, interpreting and reflecting which support new understanding and knowledge development. receptive language One of the two components of communication through language (see productive language): the ‘receiving’ aspect of language input, the gathering of information and making of meaning via listening, reading, viewing processes. register A variety of language used for a particular purpose or in a particular situation, the variation being defined by use as well as user, eg informal register or academic register. scaffolding Support provided to assist the learning process or to complete a learning task. Scaffolded language support involves using the target language at a level slightly beyond learners’ current level of performance, and involves incremental increasing and decreasing of assistance. Task support provides assistance to perform just beyond what learners can currently do unassisted, to progress to being able to do it independently. Scaffolding includes modelling and structuring input in ways that provide additional cues or interactive questioning to activate existing knowledge, probe existing conceptions or cue noticing and reflecting. speak Convey meaning and communicate with purpose. Some students participate in speaking activities using communication systems and assistive technologies to communicate wants and needs, and to comment about the world. stereotype A widely held but fixed and oversimplified image or idea of a particular type of person or thing. stress An emphasis in pronunciation that is placed on a particular syllable of a word, eg she will conduct the orchestra; her conduct is exemplary.

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Glossary term Definition suffix A meaningful element added after the root of a word to change its meaning, eg to show its tense: -ed in passed. Common suffixes in English include -ing, -ed, -ness, -less, -able. sustained interaction An exchange of information, ideas and/or opinions consisting of a series of questions, responses or comments. talk Convey meaning and communicate with purpose. Some students participate in speaking activities using communication systems and assistive technologies to communicate wants and needs, and to comment about the world. texts Communications of meaning produced in any media that incorporates Macedonian. Text forms and conventions have developed to support communication with a variety of audiences for a range of purposes. Texts include written, spoken, visual, digital and multimodal communications of meaning (see multimodal texts). text structure Ways in which information is organised in different types of texts (for example chapter headings, subheadings, tables of contents, indexes and glossaries, overviews, introductory and concluding paragraphs, sequencing, topic sentences, taxonomies, cause and effect). Choices in text structures and language features together define a text type and shape its meaning. Different languages/cultures structure texts differently in many instances. text types (genres) Categories of text, classified according to the particular purposes they are designed to achieve, which influence the features the texts employ, eg texts may be imaginative, informative or persuasive; or can belong to more than one category. Text types vary significantly in terms of structure and language features across different languages and cultural contexts, eg a business letter in French will be more elaborated than a similar text in English; a request or an offer of hospitality will be expressed differently in Macedonian or German. textual Structural components and elements that combine to construct meaning features/conventions and achieve purpose, and are recognisable as characterising particular text types (see language features). translation A process of translating words/text from one language into another, recognising that the process involves movement of meanings and attention to cultural context as well as the transposition of individual words. verb A part of speech which expresses existence, action, state or occurrence, eg they watch football; she is exhausted; the day finally came.

auxiliary verb – a verb that combines with another verb in a verb phrase to form tense, mood, voice or condition. For example they will go, I did eat lunch, she might fail the exam.

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Glossary term Definition viewing Observing and comprehending a visual text, for example diagram, illustration, photograph, film, television documentary, multimedia. This sometimes involves listening to and reading accompanying written text. word borrowing A practice of incorporating words from one language into another. For example the use of Macedonian words such as karate, karaoke in English and the use of English ICT terms in many languages. The increasing frequency of word-borrowing between languages reflects intercultural contact, contemporary cultural shifts and practices in a globalised world, issues of ease of communication and efficiency and technological specialisation. word processing The use of a computer system to produce documents by inputting, editing, manipulating, storing and printing them.

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