Search results

Result list

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use the written and spoken language being studied to initiate and sustain classroom interactions to carry out transactions and to exchange information, ideas, thoughts and feelings about people, objects, places and events. They ask and respond to open-ended questions...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 7 and 8 description

  At this level, students express ideas and feelings, exchange opinions, negotiate relationships and manage shared activities. They use modelled and rehearsed language in familiar and unfamiliar contexts and increasingly generate original and personal language. They create and perform more complex...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence

• Non-Roman Alphabet Languages - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use the language being studied to describe feelings, express likes and dislikes and exchange information about their personal worlds, including information about themselves, their family, friends and interests. They interact with others in collaborative and classroom...

  Level description | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8

• Non-Roman Alphabet Languages - 7–10 Sequence: Levels 7 and 8 description

  Students listen to, speak, read and write the language being studied in a widening range of interactions for a variety of purposes. They participate in role-plays, discussions, games, hands-on activities and competitions, and are supported to use the language being studied as much as possible....

  Level description | Languages | Non-Roman Alphabet Languages | 7–10 Sequence

• VCNRC090

  Use spoken, written and multimodal forms of presentation to convey information on selected topics of interest

  Elaborations

  • creating texts relating to own experiences, for example, celebrations using appropriate and related greetings
  • describing aspects of life in Australia for an audience in communities where the language being studied is spoken, such as a teenage birthday party
  • presenting information in different formats for different audiences, for example, writing an email to a pen pal or introducing a new student to the class
  • reporting on events in their school life, personal world and immediate environment, for example, in a diary entry
  • using different modes of presentation to profile significant events, people or places, for example, a flyer about a community event, a digital presentation on a favourite musician

  VCNRC090 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCNRC091

  Listen to, read and view imaginative texts and respond by describing aspects, such as characters, events and ideas

  Elaborations

  • participating in imaginary exchanges between characters from a story in a performance for the class
  • listening to, reading and viewing texts, and responding to questions about characters and events
  • describing characters, events and key ideas in a shared text using a scaffold, for example, a storyboard or cartoon
  • listening to songs, such as versions of English language songs in the language being studied and comparing aspects that may be similar or different

  VCNRC091 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCNRC087

  Participate in collaborative activities, such as performances and presentations, that involve planning and making arrangements

  Elaborations

  • using language to participate with others in everyday activities, for example, ordering at a restaurant, shopping at a bakery, using public transport, or meeting at the movies
  • participating in role plays relating to making arrangements
  • collaborating with peers to present a birthday celebration song to a class mate
  • creating presentations or performances for family, friends or school community to showcase target language learning
  • accepting or declining an invitation

  VCNRC087 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCNRC086

  Interact with peers and teacher to exchange information and opinions about self, family, friends and interests, and express feelings, likes and dislikes

  Elaborations

  • engaging in conversations with peers and teacher to exchange information about themselves, their family and friends
  • introducing self and others in real and imagined situations
  • expressing opinions and describing and exchanging information about interests, for example, leisure activities, using modelled language
  • expressing likes and dislikes in classroom and school ground conversations
  • expressing how they are feeling

  VCNRC086 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCNRC095

  Engage with speakers of the language being studied, recognising that interaction involves the expression of cultural experience and values as well as language

  Elaborations

  • participating in and discussing experiences in intercultural interactions, for example, using appropriate greetings, terms and non-verbal gestures and explaining why they vary in different cultural and social settings and contexts
  • researching language used in different contexts, for example, informal texts such as text messages, recognising elements that reflect cultural attitudes and trends
  • reflecting on choices made when using the language to interact with others, considering the relationship between language and culture, for example, when speaking in the formal and informal register
  • participating in intercultural experiences, for example, visiting a cultural establishment, reflecting on etiquette, cultural expressions and language choices

  VCNRC095 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCNRC093

  Translate and interpret texts such as emails, signs and notices, using contextual cues and familiar textual features and recognising aspects that are similar and different in the two language versions

  Elaborations

  • translating short, simple texts identifying words and expressions that can be readily translated and those that can be ‘lost in translation’
  • translating signs and notices from the language, identifying similarities and differences in both language versions
  • identifying and explaining expressions that require interpretation rather than translation
  • using bilingual dictionaries and electronic translation tools to become aware of alternative or multiple meanings of words and the importance of context when making meaning

  VCNRC093 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCNRC088

  Interact in class routines and exchanges by asking and responding to questions, following instructions and seeking help and permission

  Elaborations

  • asking and responding to questions relating to the learning environment
  • interacting in classroom routines by following instructions
  • using formulaic language to ask permission
  • responding to questions

  VCNRC088 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCNRC096

  Recognise their own and others’ ways of expressing identity, reflecting on the relationship between language, culture and identity

  Elaborations

  • monitoring own development as a speaker of the language and exploring the relationship between identity, culture and language in relation to learning and using the language
  • recognising and exploring how identity is expressed through languages spoken by people in various cultural contexts, including languages spoken by classmates and family or community members
  • participating in cultural experiences, such as going to a concert or attending a function, and reflecting on cultural similarities and differences in own language and the language being studied and behaviours
  • reflecting on language choices used by speakers of the language and considering when and how to use these in own communication

  VCNRC096 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCNRC094

  Create bilingual texts and resources to support their own learning

  Elaborations

  • creating bilingual resources for language learning, such as word banks, glossaries, digital resources, charts or a personal translation dictionary, with examples and explanations of language use
  • using dictionaries and electronic translation tools to create bilingual texts, such as posters, maps, menus and schedules, making decisions about language use that is appropriate for the audience
  • creating bilingual resources, such as picture dictionaries or photo stories with bilingual captions and labels, for example, recreating a scene from a country where the language is spoken, depicting roads, shops, products and services
  • creating bilingual signs and notices for the school
  • developing strategies to support understanding of language that cannot be directly translated, for example, in the use of actions and gestures

  VCNRC094 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCNRC092

  Create or represent and perform own imagined scenarios, characters and events, using stimulus materials and modelled language

  Elaborations

  • creating own versions of familiar texts, such as greeting cards for imaginary special occasions or board games
  • creating and telling a story from stimulus, such as a photograph, using speech bubbles and captions to accompany visuals
  • creating and performing a short play or video clip to share with and entertain others, for example, a rap or role play for younger students, to be performed or played on Grandparents Day or Open Day
  • composing and participating in imaginary interactions in the language being studied, for example, a conversation between avatars or meeting a story or film character for the first time

  VCNRC092 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCNRC089

  Locate and use key points of information, such as main ideas, specific details and general descriptions from a range of spoken, written and visual texts

  Elaborations

  • reading, viewing or listening to texts, such as a song or poster, and responding to questions
  • obtaining information on a range of topics, such as the life of a student in a place where the language is spoken
  • identifying main ideas and key points of information in texts and using the information in new ways, for example, reading about an annual event in a country where the language is spoken and producing a program
  • identifying key and commonly used expressions in texts and using them in own texts
  • gathering and collating information from sources such as class surveys, and presenting findings to others in digital formats, for example, posters, wall charts, profiles or timelines

  VCNRC089 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing