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Roman Alphabet Languages

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  1. F–10 Sequence
  2. F-2
  3. 3-4
  4. 5-6
  5. 7-8
  6. 9-10
  7. 7–10 Sequence
  8. 7-8
  9. 9-10

F–10 Sequence Foundation to Level 2

Foundation to Level 2 Description

In these levels there is an emphasis on developing students’ oral language to enable them to participate in class activities. They repeat sounds, particularly of vowels, as modelled by the teacher and aural texts. Students use formulaic language and single-idea phrases. They recognise the alphabet as the same one they are learning for writing English and observe that some letters have...

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Foundation to Level 2 Content Descriptions

Communicating

Socialising
  1. Participate in structured play and class activities, exchanging greetings and information about self, family and interests with peers and teacher (VCRAC001)
  2. Participate in guided group activities such as games, songs and simple tasks, using movement, gesture and pictures to support meaning (VCRAC002)
  3. Participate with teacher and peers in class routines and activities (VCRAC003)
Informing
  1. Locate specific words and familiar phrases in texts such as charts, lists and songs, and use information to complete guided oral and written tasks (VCRAC004)
  2. Give factual information about self, family and significant objects using labels, captions and descriptions (VCRAC005)
Creating
  1. Participate in shared reading and play-acting, and respond through singing, chanting, action and movement (VCRAC006)
  2. Use familiar words, phrases and patterns to create captions and participate in shared performances and games (VCRAC007)
Translating
  1. Translate familiar words and phrases, using visual cues and word lists, noticing how words may have similar or different meanings (VCRAC008)
  2. Create captions, labels and statements for the immediate learning environment (VCRAC009)
Reflecting
  1. Notice what may look or feel similar or different to own language and culture when interacting in the language being studied (VCRAC010)
  2. Describe aspects of self, such as family, school/class, gender and language/s, noticing how these are part of one’s identity (VCRAC011)

Understanding

Systems of language
  1. Reproduce the sound and spelling of the letters and recognise that the language is written using the Roman alphabet (VCRAU012)
  2. Recognise questions, commands and simple sentences, and develop vocabulary for people, places and things in their personal world (VCRAU013)
  3. Understand that language is organised as ‘text’, and recognise features of texts such as songs, chants, labels and captions (VCRAU014)
Language variation and change
  1. Recognise that ways of greeting and addressing others may change according to cultural norms (VCRAU015)
  2. Develop awareness that languages borrow from each other (VCRAU016)
Role of language and culture
  1. Notice that the languages people use and the way they use them relate to who they are and where and how they live (VCRAU017)

Foundation to Level 2 Achievement Standard

By the end of Level 2, students interact with teachers and peers through play and action-related language. They use greetings and respond to instructions through actions. Students pronounce the sounds of the language. They recognise simple questions and can respond to them, in addition to names and numbers (up to ten). They listen to texts and identify specific words such as names of objects and people, and respond by acting or by drawing or labelling a picture. They read texts with the teacher and peers, and participate in songs and chants. They present factual information at word and simple sentence level, such as lists, labels, descriptions and sharing/news reports, relying on formulaic language and modelled examples. They show comprehension and create simple texts such as a description, story or comic by matching pictures and captions. They use vocabulary related to their class and home environments. Students recognise simple verbs and use pronouns to address others. Students comment on similarities and differences in meanings of words, noticing that some cannot be readily translated. They comment on aspects of using the language and express feelings about learning languages.

Students recognise that the language is written using the same alphabet as English but that many sounds are different. They know that they communicate in English (and possibly other languages) and they recognise that some words in the language are similar to English. Students identify some distinctive words in the language. They are aware that language and culture are related.

F–10 Sequence Levels 3 and 4

Levels 3 and 4 Description

Students participate orally in classroom routines and tasks, and share ideas about how the language works. They respond to teacher-generated questions about texts, participate in games and give brief presentations about topics such as family, pets, or a favourite game or object. Students follow instructions, read stories and captions, and use computer games for word building and language exercises...

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Levels 3 and 4 Content Descriptions

Communicating

Socialising
  1. Share with peers and teacher information about aspects of the students' personal world (VCRAC018)
  2. Contribute to class activities such as solving a problem or planning an event (VCRAC019)
  3. Respond to questions, instructions and requests, and participate in routine exchanges (VCRAC020)
Informing
  1. Obtain and share information from peers and texts related to family, home, routines and interests (VCRAC021)
  2. Present information about school and neighbourhood using tables, lists and descriptions (VCRAC022)
Creating
  1. Listen to, read and view creative texts such as rhymes, songs and stories, identifying characters and acting out events (VCRAC023)
  2. Create texts such as dialogues and stories, using formulaic expressions and modelled language (VCRAC024)
Translating
  1. Translate using textual cues such as pictures, layout and key words to predict meaning, and comment on the non-equivalence of words due to cultural differences (VCRAC025)
  2. Produce texts such as descriptions and signs in both the language and English for the school community (VCRAC026)
Reflecting
  1. Communicate in the language using routine phrases and expressions, recognising that such language reflects cultural practices and norms (VCRAC027)
  2. Interact with others and notice how identity is acknowledged, such as in use of terms of address, who and what is included, and what language is used (VCRAC028)

Understanding

Systems of language
  1. Recognise and reproduce pronunciation conventions, including loan words from English and intonation for questions, statements and commands (VCRAU029)
  2. Develop understanding of ways to express possession and describe qualities of people and objects, and expand vocabulary and grammatical elements related to personal and social world (VCRAU030)
  3. Recognise that texts such as stories, games and conversations have particular features (VCRAU031)
Language variation and change
  1. Understand that language may vary according to age, gender and social position, such as place in the family (VCRAU032)
  2. Recognise the areas of the world where the language is spoken (VCRAU033)
Role of language and culture
  1. Make connections between cultural practices and language use, such as specific vocabulary and expressions (VCRAU034)

Levels 3 and 4 Achievement Standard

By the end of Level 4, students engage in classroom routines and structured interactions with teachers and peers. They reproduce a range of the sounds of the language. Students follow instructions, make requests and respond with actions. They respond to questions, often by using a simple phrase. They engage with texts, relying on graphics, key words and examples to support understanding, and respond using formulaic language. Students present factual information in texts such as descriptions, lists and tables. They work with modelled language to create their own texts, such as sequencing pictures and statements to create a comic and using word lists to complete a paragraph or simple story. Students use vocabulary related to school, home and some interests to create simple informative and descriptive texts. They describe amounts using cardinal numbers and create plurals. Students state preferences and use adjectives, including adjectives of size and colour. They create sentences, and use simple possessive structures and conjunctions. Students translate texts using word lists and dictionaries, identifying words and expressions that do not have word-to-word equivalence. They begin to observe how language use, including their own, is influenced by culture and notice how it can influence intercultural experiences.

Students differentiate spoken statements from questions. They recognise that the word order in the language being studied differs from English. They understand that language use varies according to who is using it and with whom, and that some terms have specific cultural meanings. They make comparisons between the language and English, particularly noticing similarities and differences in cultural practices related to daily routines and special occasions.

F–10 Sequence Levels 5 and 6

Levels 5 and 6 Description

Students use formulaic phrases to participate in classroom routines, presentations and structured conversations with the teacher and peers. Students develop oral language through scaffolded tasks and texts such as songs, descriptions and stories. They extend their oral fluency by focusing on sentence-level intonation and stress.

In pairs and as a class, students read texts such as signs, posters...

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Levels 5 and 6 Content Descriptions

Communicating

Socialising
  1. Interact with peers to describe aspects of daily life, school, friends and pastimes (VCRAC035)
  2. Collaborate with peers to plan and conduct a shared event or activity (VCRAC036)
  3. Participate in classroom interactions and structured tasks by asking and responding to questions, seeking permission and expressing preferences (VCRAC037)
Informing
  1. Locate, classify and compare factual information from texts about aspects of daily life and significant events across cultures (VCRAC038)
  2. Convey information about aspects of language and culture using diagrams, charts, timelines, descriptions and guided reports (VCRAC039)
Creating
  1. Engage with texts such as cartoons, dialogues and fairy tales, and respond by describing aspects such as characters and actions (VCRAC040)
  2. Compose and perform texts such as a skit, rap or video clip, based on a stimulus, concept or theme (VCRAC041)
Translating
  1. Translate texts from the language to English and vice versa, selecting from possible choices to create appropriate meanings (VCRAC042)
  2. Create for the school community simple bilingual texts such as reports, instructions and games (VCRAC043)
Reflecting
  1. Engage in intercultural experiences, describing aspects that are unfamiliar or uncomfortable and discussing own reactions and adjustments (VCRAC044)
  2. Share experiences of learning and using the language, and comment on aspects of the culture(s) studied that have been accepted or rejected and how this has impacted on the students' own identity (VCRAC045)

Understanding

Systems of language
  1. Notice pronunciation of the sounds of the language and the difference in pronunciation of loan words from English (VCRAU046)
  2. Understand how to use prepositions, and continue to expand knowledge of verbs and vocabulary (VCRAU047)
  3. Develop understanding of how the choice of text type influences the use of grammatical structures and rules (VCRAU048)
Language variation and change
  1. Develop awareness that language use reflects different contexts, purposes and audiences (VCRAU049)
  2. Recognise influences from other languages, such as regional and foreign languages (VCRAU050)
Role of language and culture
  1. Recognise that language and culture are integral to the nature of identity and communication (VCRAU051)

Levels 5 and 6 Achievement Standard

By the end of Level 6, students use the language to convey information about themselves, their family and friends, and daily routines and activities. They locate specific details and use familiar words and phrases to predict meanings in texts. They respond to and create texts such as descriptions and conversations to share factual and imaginative ideas and experiences, using formulaic phrases and modelled language. Students produce the sounds of the language, and apply knowledge of pronunciation and spelling to predict the sound, spelling and meaning of new words. They ask and respond to questions, and interact spontaneously with peers in discussions on familiar topics. Students use a range of verbs. They use numbers, describe character and appearance and understand the use of word order. Students use possessive forms with some accuracy and describe events in time using numbers and days of the week. They translate texts, relying on key words and formulaic expressions, describing how meanings may vary across languages and cultures. Students comment on how experiences and cultural perspectives, including their own, influence people’s assumptions and language use in intercultural interactions.

Students understand that they are studying a language system that has rules, and that some aspects are similar to English. They recognise features of texts such as adjectives in descriptions, superlatives in advertisements and imperatives in signs. Students observe that language use varies according to age, relationships and situation, particularly in relation to terms of address and the nature of what is discussed. They recognise loan words from English and their distinctive spelling and pronunciation in the language being studied. They comment on similarities and differences between aspects of language and culture, such as celebrations, leisure, environment or pronunciation and intonation. Students understand that some terms and expressions reflect culture-specific practices and cannot be directly translated.

F–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students interact using the language in classroom routines and communicative tasks. They give presentations and participate in dialogues, with preparation and some support, such as cue cards. They respond to short texts, locating specific details and meaning. Students extend the range and quality of their writing through increased vocabulary and grammar knowledge, and by drafting and editing...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. Engage with others to exchange ideas, experiences and interests (VCRAC052)
  2. Make plans, solve problems and address needs by, for example, corresponding and transacting in real or simulated situations (VCRAC053)
  3. Interact with others by making requests, seeking clarification, checking understanding and expressing opinions (VCRAC054)
Informing
  1. Identify, summarise and evaluate factual information related to topics of interest such as leisure, food and diet, entertainment and special occasions (VCRAC055)
  2. Give presentations to describe, compare and report on experiences and topics of interest (VCRAC056)
Creating
  1. Respond to aspects of imaginative texts by expressing opinions and feelings about them and comparing these with imaginative texts in own language and culture (VCRAC057)
  2. Create individual and shared texts about imagined people, places and experiences, in order to entertain others (VCRAC058)
Translating
  1. Translate and analyse a range of texts, comparing language choices and exploring differences in meanings (VCRAC059)
  2. Create bilingual texts in collaboration with others for the wider community (VCRAC060)
Reflecting
  1. Participate in intercultural interactions with peers, comparing aspects of culture, monitoring how own culture impacts on language use and how this may enhance or inhibit understanding (VCRAC061)
  2. Consider how the students' own biographies, including family origins, traditions and beliefs, impact on identity and shapes the students' intercultural experiences (VCRAC062)

Understanding

Systems of language
  1. Recognise how stress works in the language and the use of intonation (VCRAU063)
  2. Develop knowledge of verb rules and how to link and extend ideas by using adverbs, cohesive devices and other elements of grammar (VCRAU064)
  3. Expand understanding of textual conventions, particularly related to social and informational media (VCRAU065)
Language variation and change
  1. Recognise formal and informal forms and that their style and use depend on the context, purpose and audience (VCRAU066)
  2. Understand that languages continue to change over time due to influences such as globalisation and technology (VCRAU067)
Role of language and culture
  1. Understand that language is not neutral and that its use reflects cultural ideas, assumptions and perspectives (VCRAU068)

Levels 7 and 8 Achievement Standard

By the end of Level 8, students use the language to interact and exchange ideas, experiences and interests with teachers, peers and others. When interacting, they ask questions, respond to questions and clarify their answers. Students give opinions, make comparisons and state preferences. They locate and evaluate factual information in texts, and create informative and imaginative texts (such as forms of correspondence, stories or reports) using models. They vary their sentence construction to create interest for the audience. Students use cohesive devices such as time markers and a range of personal pronouns and verbs. Students describe qualities using colours and adjectives. They refer to the past and future using time indicators. They translate across languages, noticing where equivalence may not be possible, for example, daylight saving. They comment on their reactions to intercultural experiences, describing aspects that do or do not fit with their own identity and considering why.

Students differentiate between similar-sounding words and how they are written and apply correct spelling conventions. They recognise how possessive forms differ from English and have a metalanguage to identify common features such as nouns, pronouns, verbs and adjectives. Students identify and reproduce features of familiar text types such as emails, stories and dialogues. They notice how languages and cultures influence each other, particularly noticing borrowings from other languages. Students understand that cultural values and ideas are embedded in language use, including their own, and consider where these may have come from and how they may be seen from another cultural perspective.

F–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

Students engage with a range of texts in the language. They participate individually and in groups in tasks and experiences, such as corresponding with peers, reviewing a video clip or planning an excursion. They participate in presentations, conversations, narration and interviews, sometimes with preparation and sometimes spontaneously. Students acquire skills in analysing and translating increasingly...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising
  1. Build relationships by sharing personal opinions, memories and feelings about aspects of childhood, teenage life and aspirations (VCRAC069)
  2. Take responsibility by initiating interactions, solving problems and encouraging others to act (VCRAC070)
  3. Engage in language learning tasks and experiences through discussion, justifying opinions and reflecting on own language learning (VCRAC071)
Informing
  1. Investigate, synthesise and evaluate information from a range of perspectives in relation to topical issues and concepts from a range of learning areas (VCRAC072)
  2. Construct and present a range of texts (such as presentations, reports and reviews) related to social issues and topics of interest (VCRAC073)
Creating
  1. Engage with a variety of imaginative texts, analysing ideas and values, discussing responses and altering key aspects (VCRAC074)
  2. Create a variety of imaginative texts to express ideas, attitudes and values, for a range of audiences (VCRAC075)
Translating
  1. Translate a range of informative, literary and personal texts, comparing interpretations and explaining how cultural perspectives and concepts have been represented (VCRAC076)
  2. Create parallel texts in the language and in English for a range of purposes and audiences, for the wider community (VCRAC077)
Reflecting
  1. Make choices while using the language, recognising own assumptions and taking responsibility for modifying language for different cultural perspectives (VCRAC078)
  2. Engage in intercultural experiences, reflecting on how aspects of identity such as ethnicity and religion influence language use and understanding of the experience (VCRAC079)

Understanding

Systems of language
  1. Understand pronunciation and intonation conventions, and apply to new words and a range of complex sentences (VCRAU080)
  2. Analyse complex noun and verb forms, and recognise sentence structures and elements of grammar (VCRAU081)
  3. Recognise the purpose and features of a range of texts such as persuasive, argumentative and expository texts (VCRAU082)
Language variation and change
  1. Analyse the ways in which the language varies according to spoken and written forms, cultural context and subcultures (VCRAU083)
  2. Understand the power of language to influence people’s actions, values and beliefs, and appreciate the value of linguistic diversity (VCRAU084)
Role of language and culture
  1. Understand that languages and cultures are interrelated; they shape and are shaped by each other, in a given moment and over time (VCRAU085)

Levels 9 and 10 Achievement Standard

By the end of Level 10, students use the language to communicate with teachers, peers and others in a range of settings and for a range of purposes. They pronounce the sounds of the language accurately and use stress to create fluency in sentences. Students use and respond to open-ended questions and use strategies for initiating, sustaining and concluding oral and written exchanges. They locate, synthesise and evaluate specific details and meaning from a range of texts. Students create a range of personal, informative, persuasive and imaginative texts, working independently, drafting and editing, and seeking timely feedback. They include time markers, and conjunctions to extend meanings such as in stories, comics, and written and oral reports. Students expand descriptions and ideas, and incorporate different sentence structures to vary expression. They express opinions, make comparisons, and incorporate emotions and humour. Students describe possibilities and express aspirations. They translate texts and create bilingual texts, relying on textual features, patterns and grammatical knowledge, and comment on how meaning can vary across languages and cultures, such as the use of idioms and culture-specific terms. Students express reactions to intercultural experiences, and discuss their assumptions, interpretations and any adjustments they make in their language use to cater for the perspective of speakers of the language.

Students understand that spoken and written language may vary, noticing informal and formal forms and the use of exclamations. They recognise contractions, acronyms and abbreviations such as texting language. Students use metalanguage to discuss possessive forms and word order and are able to predict meaning and decode new words using dictionaries. They understand how language is used to create particular effects and influence others, such as through the use of rhetorical devices. They explain aspects of the studied language and culture/s and the importance of language and ethnicity as identity markers. Learners make connections between language use and cultural practices, values and assumptions, both in the language studied and in their own language use.

7–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students use the language in a range of classroom interactions and experiences. They read and listen to texts, and apply modelled language in creating their own texts, such as scripts, messages and stories. Learners draw on their literacy in their first language and their understanding of features of a range of text types to predict meanings and create texts such as emails, advertisements and...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. Interact with peers and teacher to exchange information and opinions about self, friends and family, pastimes, special occasions and the immediate environment (VCRAC086)
  2. Make plans and obtain goods or services in real or simulated situations, through corresponding and transacting with others using modelled texts (VCRAC087)
  3. Interact in class routines and exchanges by asking and responding to questions, following instructions, and seeking help and permission (VCRAC088)
Informing
  1. Identify meaning and locate factual information (such as details about people and events) from a range of spoken and written texts, and use the information in new ways (VCRAC089)
  2. Present factual information and ideas about aspects of language and culture in oral, written and multimodal form (VCRAC090)
Creating
  1. Engage with imaginative texts such as cartoons, songs and stories, and respond by describing aspects such as characters, events and ideas and by creating new texts (VCRAC091)
  2. Create individual and shared texts with imagined scenarios, characters and events, using modelled language (VCRAC092)
Translating
  1. Translate and interpret texts such as descriptions, emails, signs and notices, using contextual cues and textual features, and noticing non-equivalence of meaning (VCRAC093)
  2. Create bilingual texts such as signs, posters, games and descriptions for the classroom and the school community (VCRAC094)
Reflecting
  1. Interact with peers and texts, noticing what and how language is being used, and considering own reactions and how these relate to own language and culture (VCRAC095)
  2. Participate in learning and using the language, noticing how aspects of identity such as family background, age, school and interests impact on intercultural exchange (VCRAC096)

Understanding

Systems of language
  1. Develop understanding of pronunciation related to single and combined sounds and the use of intonation in statements and questions, recognising spelling and using pronunciation conventions (VCRAU097)
  2. Develop knowledge of structures and vocabulary for describing people, places and things, such as pronouns, verbs, adjectives, word order and other elements of grammar (VCRAU098)
  3. Recognise grammatical structures and features in a range of personal, informative and imaginative texts, and notice how these contribute to meaning (VCRAU099)
Language variation and change
  1. Understand that the language, like all languages, varies according to participants, roles and relationships, situations and cultures (VCRAU100)
  2. Understand that the language has been and continues to be changed through interaction with other languages and cultures (VCRAU101)
Role of language and culture
  1. Notice connections between language and culture in intercultural language use, recognising how words and expressions may be culture-specific (VCRAU102)

Levels 7 and 8 Achievement Standard

By the end of Level 8, students share factual information and opinions about their personal worlds, including personal details, family, pets, friends, pastimes, school and neighbourhood. They interact with others orally and in writing, asking and responding to questions, and expressing preferences. They mostly use correct pronunciation of individual and combined sounds, and use formulaic expressions to sustain interactions. Students describe qualities of appearance, colour, character and condition, and identify quantities using numbers and fractions. They respond to and create texts to describe real and imagined events and characters. Students use the features of a range of personal, informative and imaginative texts and modelled language to assist with structure, flow and coherence in their own speech and writing. They form simple sentences and link ideas using conjunctions. They refer to others using pronouns and use these in possessive form. They refer to events in time and place using time markers and/or tenses. Students predict meaning based on knowledge of their first language, text features and key words, including loan words from English. They translate texts, identifying culture-specific language such as vocabulary related to cultural practices, artefacts and the environment. Students comment on their experiences of and feelings about using the language, observing how it fits with their sense of self.

Students understand that the language is used by some communities in daily life and that it is constantly changing. They recognise that spoken and written forms can vary. They recognise the flexibility of sentence structure while adhering to rules of word order. They use metalanguage to describe and compare features and rules of sentence construction. Students recognise textual features in a range of text types, such as correspondence, narrative and dialogue. They notice how language changes according to people and their relationships, such as using informal language with friends and formal language with teachers and adults. Students make connections between aspects of their own language and culture, such as particular expressions or practices, and compare these with the studied language and culture.

7–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

Students engage with a range of texts in the language. They need opportunities for both prepared and spontaneous language use, such as giving presentations, using captions and visual supports. Students interact with others in, for example, conversations, interviews and correspondence, and in shared experiences such as games and excursions. They engage in individual and collaborative writing...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising
  1. Share personal opinions and experiences with peers, comparing aspects of teenage life (VCRAC103)
  2. Interact with others to make decisions and solve problems when making plans or obtaining goods or services (VCRAC104)
  3. Contribute to structured discussions and tasks by asking and responding to questions, clarifying understanding and expressing agreement or disagreement (VCRAC105)
Informing
  1. Engage with texts to locate information and infer meaning, state opinions on information obtained and present it in new forms (VCRAC106)
  2. Convey factual information and opinions in texts such as reports and displays using graphics and multimedia tools (VCRAC107)
Creating
  1. Respond to aspects of imaginative texts such as character, ideas, events and setting by expressing reactions and opinions, and by modifying aspects (VCRAC108)
  2. Create a variety of texts to express imaginary people, places and experiences, drawing on aspects of personal and social world (VCRAC109)
Translating
  1. Translate informative and imaginative texts comparing own interpretations with others and discussing what differs and why (VCRAC110)
  2. Create bilingual texts for the wider community, such as notices and instructions, promotional material, performances and announcements (VCRAC111)
Reflecting
  1. Engage with texts and peers who speak the language, recognising how own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments (VCRAC112)
  2. Interact with others, monitoring how identity influences intercultural exchange, and reflect on own identity (VCRAC113)

Understanding

Systems of language
  1. Recognise pronunciation of the sounds of the language, and use of rhythm and stress in complex sentences (VCRAU114)
  2. Develop knowledge of vocabulary and grammatical structures to extend meanings, such as cohesive devices and sentence construction (VCRAU115)
  3. Develop understanding of textual conventions and how they shape meaning and influence responses (VCRAU116)
Language variation and change
  1. Develop awareness of register, comparing language choices and considering how and why language varies in formality (VCRAU117)
  2. Recognise how the language impacts and is impacted by social, political and cultural changes, such as new information and communication technologies (VCRAU118)
Role of language and culture
  1. Understand the role of language and culture in shaping and conveying cultural identity including the multiple languages and cultures present in other countries and in Australia (VCRAU119)

Levels 9 and 10 Achievement Standard

By the end of Level 10, students interact with peers and adults using written and spoken language to communicate about personal interests and relationships, practices and experiences, and about broader issues such as health and the environment. They respond to and create personal, descriptive, informative and imaginative texts for a range of purposes. When participating in presentations, correspondence and dialogues, students use both rehearsed and spontaneous language, and exchange facts, ideas and opinions, using questions. In speaking, they apply conventions of pronunciation, stress and rhythm to a range of sentence structures. Students use a variety of verbs, pronouns, and noun forms. They apply knowledge of textual features such as salutations, sequences, and persuasive and emotive language to comprehend and create texts such as public signs, advertisements, announcements and websites. Students use embedded clauses to expand ideas, and create cohesion and interest by using cohesive devices. They refer to the past, present and future. Students engage with others using formulaic expressions and verbal fillers to sustain and extend interactions. They translate texts and create bilingual texts, comparing different interpretations and deciding how to deal with instances of non-equivalence, such as proverbs, idioms, proper nouns, and culture-specific terms and expressions. They comment on their own reactions in intercultural encounters and reflect on how these may relate to their own assumptions and identity, and consider how they may also be perceived by others.

They understand that language use varies according to context, purpose, audience and mode, and that languages change over time. They recognise colloquial forms and make connections between these and their formal counterparts. They use metalanguage to discuss features of language, texts and grammar such as sentence construction. They use bilingual dictionaries with confidence. Students recognise that the language borrows from a range of other languages. They comment on the connection between language and culture evident in language such as terms for artefacts, cultural practices, ideas and values.

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