OUTCOME 5: Children are effective communicators

5.1 Interact verbally and non-verbally with others for a range of purposes

Develops use of Standard Australian English and home language to communicate effectively
Clearly articulates developmentally appropriate vowel and consonant sounds
Develops a range of simple sentence structures to convey meaning
Establishes use of a range of vocabulary, e.g. nouns, verbs, adjectives, simple conjunctions
Listens and participates in conversation as appropriate to children’s cultural situation, e.g. eye contact, turn-taking
Communicates with peers and adults in a range of contexts, e.g. play setting, group situations, formal instruction
Uses language for a variety of social purposes, e.g. taking turns in conversations, expressing thinking and ideas, recounting experiences, coordinating play
Listens and engages in conversation related to classroom activities
Uses vocabulary in familiar contexts related to everyday experiences and personal interests
Uses specific, subject or topic-related vocabulary, e.g. mathematical or scientific terms including number, size and quantity, spatial words, categories of items such as colours, animals, body parts or food
Uses oral language as a tool for reflective thinking, e.g. recounting, describing, reason ing, explaining, problem-solving
Uses oral language as a tool for analysing and organising, e.g. sorting, describing, comparing and categorising objects and experiences
Respond to and generate questions
Communicates with known adults and peers about personal experiences

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