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• VCRAC086

  Interact with peers and teacher to exchange information and opinions about self, friends and family, pastimes, special occasions and the immediate environment

  Elaborations

  • exchanging personal details such as name, age, address, school, abilities and interests, ethnicity, religion and language(s) spoken
  • describing and comparing aspects of personal world such as home and family, teachers and school, interests and friends
  • recounting significant or special events and comparing these to similar events for teenage speakers of the language, for example, birthdays, holidays, celebrations or sporting events
  • interacting with peers to express likes, dislikes and preferences, and to exchange and explain opinions
  • participating in class activities such as games using the language to interact

  VCRAC086 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCRAC060

  Create bilingual texts in collaboration with others for the wider community

  Elaborations

  • creating bilingual texts, using subtitles and captions to inform the school community about aspects of the culture/s studied, such as shopping at a market, visiting a home, attending a ceremony, giving a gift
  • producing public information texts in both the language and English, such as promoting a concert, or an interview with a celebrity for a teen radio station
  • creating digital texts such as songs or dialogues with options for displaying them in either the language or English

  VCRAC060 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCRAC058

  Create individual and shared texts about imagined people, places and experiences, in order to entertain others

  Elaborations

  • creating texts to entertain peers and younger audiences, for example, digital big books, short films with subtitles, comics, plays, posters for a film or websites for a fan club
  • creating the next scene, a new character or an alternative ending for fiction texts in the language such as a story, drama or film script
  • participating in spontaneous plays based on scenarios such as meeting a favourite celebrity, appearing on a television show or living in a past era
  • composing simple songs, jingles, posters and advertisements for real and imaginary situations or products

  VCRAC058 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCRAC096

  Participate in learning and using the language, noticing how aspects of identity such as family background, age, school and interests impact on intercultural exchange

  Elaborations

  • interacting with peers, considering own reactions to topics raised that may not usually be discussed in own culture, for example, religious beliefs
  • comparing aspects of identity that may be important across cultures such as, ethnic group, language, religion, age, gender, and position in family
  • creating texts such as a profile, montage or avatar, choosing what aspects to reveal to different people in another cultural context
  • sharing reactions to intercultural experiences, noting how own background, age and interests may contribute to stereotypes or assumptions that impact on the experience

  VCRAC096 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCRAC093

  Translate and interpret texts such as descriptions, emails, signs and notices, using contextual cues and textual features, and noticing non-equivalence of meaning

  Elaborations

  • collaborating with peers and teacher to translate and interpret personal texts, such as correspondence and conversations, noticing similarities and differences in language use and considering why these might exist
  • translating public signs or notices from the language to English and vice versa, comparing meanings and considering how effective the translations are and why
  • experimenting with translating, both literally and for meaning, by using strategies such as explaining rather than word-for-word translation, for example, describing a cricket match
  • learning to use bilingual dictionaries and electronic translation tools, identifying issues such as multiple meanings of words and the need to consider context and understand that meaning goes beyond the literal

  VCRAC093 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCRAC087

  Make plans and obtain goods or services in real or simulated situations, through corresponding and transacting with others using modelled texts

  Elaborations

  • participating in scenarios such as being lost and asking for and giving directions or assistance
  • negotiating and making decisions about goods and services such as transport, ordering goods such as food and drink, or purchasing goods
  • giving, accepting or declining invitations including making excuses to avoid causing offence or embarrassment
  • exchanging details such as time, place, activity and participants when organising events, using texts such as phone conversations, emails, text messages, notes and letters

  VCRAC087 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCRAC055

  Identify, summarise and evaluate factual information related to topics of interest such as leisure, food and diet, entertainment and special occasions

  Elaborations

  • gathering data from class surveys, social networking profiles, realia and charts to use in own texts, for example, synthesising information for a report or presentation
  • listening to, reading and viewing (digital) invitations, cards and messages, and responding to them
  • engaging with simple texts such as magazines, interviews, announcements and websites to gather facts about events or people, and reporting information to others for example, by using a timeline to show a sequence of events or creating a profile of a famous speaker of the language
  • analysing and summarising information from, for example, reports, posters, websites, itineraries and brochures, using tools such as concept maps and tables to organise and present information
  • comparing details from a range of texts about special occasions and ceremonies, and discussing culture-specific terms and representations

  VCRAC055 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCRAC090

  Present factual information and ideas about aspects of language and culture in oral, written and multimodal form

  Elaborations

  • reporting, orally and in writing, on events in their immediate environment or personal world, for example, a school/community event, celebration or excursion, or a new student
  • creating texts to present information or ideas to an audience, for example, advertise an event, create a virtual tour of the school, report on a favourite band or type of music
  • describing an aspect of Australian culture for an audience of speakers of the language being learned, for example, food/diet, daily life, a significant place or cultural practice
  • preparing presentations about aspects of daily life and practices in a region where the language is spoken, such as school, leisure, entertainment, diet or education

  VCRAC090 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCRAC054

  Interact with others by making requests, seeking clarification, checking understanding and expressing opinions

  Elaborations

  • asking for clarification, such as how to spell a word or asking for meaning
  • apologising and making requests, giving help and responding to instructions and asking and responding to closed and open-ended questions

  VCRAC054 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCRAC053

  Make plans, solve problems and address needs by, for example, corresponding and transacting in real or simulated situations

  Elaborations

  • organising class events, such as holding a lunch, party or performance
  • corresponding with peers, including via technology, asking and responding to questions to seek information or clarification
  • expressing preferences for plans (for example, comparing and contrasting alternatives) and agreeing or disagreeing
  • responding to invitations to events by accepting, declining, and giving excuses
  • participating in collaborative projects, such as arranging an excursion or creating a short documentary
  • participating in transactions and negotiations, such as purchasing food, clothing, souvenirs or transport, maintaining the interaction and discussing issues such as relative cost and wages

  VCRAC053 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCRAC059

  Translate and analyse a range of texts, comparing language choices and exploring differences in meanings

  Elaborations

  • translating texts, identifying culture-specific vocabulary and expressions, discussing the translation process (such as possible reasons for equivalence/non-equivalence), and choosing ‘best fit’ words or omitting words
  • comparing interpretations of texts such as advertisements, songs or film extracts, noticing similarities and differences, and reflecting on why interpretations may vary

  VCRAC059 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCRAC062

  Consider how the students' own biographies, including family origins, traditions and beliefs, impact on identity and shapes the students' intercultural experiences

  Elaborations

  • recognising that aspects of personal identity such as family, religion and marital status may be important in interacting with speakers of the language and in how one may be perceived
  • identifying formative events and experiences in own and others’ upbringing and how these shape identity, for example, events such as graduation or achieving a goal
  • reflecting on how learning the language may have impacted on own identity and understanding of the world such as increased awareness of representations of the culture/s studied in the Australian media

  VCRAC062 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCRAC095

  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

  Elaborations

  • participating in intercultural experiences, including viewing (online) videos or television programs, noticing what is confusing, surprising or 'strange', corresponding with peers in a region where the language is spoken, such as through email, shared digital spaces or video, comparing topics of interest, language choices and expressions
  • observing interactions between speakers, noticing similarities and differences in politeness and etiquette
  • recording features of language use, such as by keeping a journal about how language reflects cultural concepts and values
  • developing a language for describing personal reactions to and feelings about intercultural experiences

  VCRAC095 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCRAC052

  Engage with others to exchange ideas, experiences and interests

  Elaborations

  • exchanging opinions about family, friends, teachers, subjects, entertainment, sport and leisure
  • comparing aspects of their personal world such as school or home life
  • recounting significant events, special occasions and milestones
  • interacting in class activities and (electronic) games
  • socialising with friends and family at events, including chatting about school or holidays

  VCRAC052 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCRAC056

  Give presentations to describe, compare and report on experiences and topics of interest

  Elaborations

  • creating texts such as notices, brochures and posters to inform others about issues and forthcoming events
  • organising information for an audience, for example, creating a presentation to explain sport and leisure activities or video recording a cooking demonstration
  • reporting on own and others’ experiences of events such as school camp, a holiday or concert, or playing a new computer game

  VCRAC056 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCRAC091

  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

  Elaborations

  • listening to and viewing texts such as television shows, video clips, jingles and online greeting cards, and creating a new version or adding a new element to the plot
  • reading and viewing cartoons, comics and stories, and expressing opinions about characters, events and ideas in texts
  • listening to and viewing dramatic performances or extracts from films, sharing reactions with peers, and noticing ideas and comparing aspects that may be similar or different across cultures
  • inventing a new aspect of a text, such as a new character, plot, object or perspective, or an alternative ending

  VCRAC091 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCRAU067

  Understand that languages continue to change over time due to influences such as globalisation and technology

  Elaborations

  • analysing the influence of other languages on the language, such as in advertising and technology, food, administration, religion and everyday life
  • recording a range of borrowed words and examining their structure and rules of use
  • investigating the origins of borrowed words to discover when, how and by whom new words and expressions were introduced into the language and which languages have borrowed from the language being studied

  VCRAU067 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCRAU068

  Understand that language is not neutral and that its use reflects cultural ideas, assumptions and perspectives

  Elaborations

  • analysing culture-specific values reflected in the language such as respect for diversity, social justice and social responsibility and comparing these values to those evident in own language and culture
  • analysing the meaning and nuances of culture-specific descriptions
  • recognising that there are culture-specific meanings associated with body language, for example, hands on hips can suggest arrogance and aggression
  • recognising that language and cultural practices are interconnected and that some expressions may have religious connotations, for example, OMG
  • investigating and using language associated with significant cultural practices and events such as celebrations, birthdays, New Year

  VCRAU068 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCRAU099

  Recognise grammatical structures and features in a range of personal, informative and imaginative texts, and notice how these contribute to meaning

  Elaborations

  • analysing the key features of texts such as advertisements, stories, songs and conversations, and comparing these with texts in own language and culture
  • identifying how texts are constructed, such as textual features (for example, salutations in correspondence), grammatical structures (for example, time markers in narratives) and visual cues (for example, images in brochures)
  • comparing the grammar of the language and English, identifying similarities (for example, some sentence constructions) and differences (for example, word order and use of adjectives and verbs)
  • applying knowledge of grammatical rules and context when using dictionaries to support comprehension and creation of texts

  VCRAU099 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCRAU064

  Develop knowledge of verb rules and how to link and extend ideas by using adverbs, cohesive devices and other elements of grammar

  Elaborations

  • naming a range of animals and describing qualities of people using adjectives of character and appearance
  • identifying people and their occupations
  • describing qualities of things using adjectives
  • indicating quantity
  • identifying things using concrete nouns
  • describing actions using verbs
  • indicating negation
  • referring to the past and future using time indicators
  • seeking information using a range of questions
  • describing frequency using adverbs
  • creating cohesion using conjunctions
  • adding further information using embedded clauses
  • accepting or declining invitations
  • well-wishing
  • comparing and contrasting
  • expressing opinions
  • expressing emotions
  • describing state of actions

  VCRAU064 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language