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• VCITC006

  Give factual information about known people, everyday objects, family celebrations and personal experiences

  Elaborations

  • giving descriptive information using simple structures, for example, È la mia mamma. La mia mamma è alta. È il cane. L’uccello ha il becco
  • identifying the main idea or describing an event based on images, for example, naming what they see (la festa, la scuola, lo zoo, la spiaggia, l’estate, il picnic)
  • participating in ‘show and tell’, for example, Questa è la mia bambola. Si chiama Teresa
  • sequencing pictures to describe events, guided by the teacher
  • describing aspects of their immediate world by drawing and writing captions, such as:
    
    • people, for example, Ecco la mamma/mio fratello; É la mamma, Mario è il mio amico
      
    • objects, for example, Ho dieci matite. Ho la bambola, Si chiama Belinda
      
    • family celebrations, for example, Oggi è il compleanno della nonna. Tanti auguri, nonna!
      
    • places, for example, La casa di Tina è grande

  VCITC006 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCITC003

  Participate in real or simulated transactions using simple language and gestures in activities and games involving buying and selling

  Elaborations

  • participating in a guided role-play in a shop or at the market, for example, una banana per favore… ecco …; un gelato per favore; Ecco il gelato
  • selecting between given options relating to foods, toys or classroom items, for example, Posso avere …? Vuoi …? Cosa vuoi? Voglio una pesca. E tu, cosa prendi?

  VCITC003 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCITU016

  Recognise that different words are used in Italian to address and greet different people according to relationship, setting and time of the day

  Elaborations

  • learning to choose which form of address or greeting to use, according to gender and the relationship between participants, for example, using first names with peers (Ciao Isabella) but greeting the teacher with Buongiorno signora; using Caro/Cara in greeting cards
  • understanding that greetings vary according to the time of day or the occasion, for example, Buongiorno, Buonasera, Buon compleanno

  VCITU016 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCITU014

  Notice and use some aspects of the Italian language system, including gender forms, simple sentence structures and the placement of adjectives

  Elaborations

  • noticing definite and indefinite articles with nouns, for example, la casa, una casa; il giardino, un giardino
  • noticing that Italian words end mostly with vowels to mark gender and number; observing that some words which do not end with a vowel are the same in English, for example, computer, robot, yogurt, sport
  • noticing that adjectives are used to describe people, objects or places and are usually placed after the noun, for example, la penna rossa
  • observing gender in patterns of naming, for example, Paolo/Paola, Alessandro/Alessandra
  • exploring how to use singular and plural forms
  • understanding different words for asking questions, for example, Chi? Quando? Quanti?
  • identifying people using pronouns, for example, io, tu, lui, lei
  • noticing that the verbs essere and avere are used when giving personal information about state or identity, for example, Ho due fratelli, sono basso, Ho 6 anni, Ho gli occhi verdi, sono alto
  • learning simple verbs to describe actions and using them in formulaic expressions, for example, Mi piace cantare/giocare; Ti piace questo giocattolo?
  • understanding and responding to imperatives, for example, Vieni qui!
  • learning the structure of simple statements and questions based on models, for example, lo sono Anna. Non sto bene. È un gatto? Sìcomptue è un gatto
  • expressing negation, for example, Non mi piace, Non ho un cane.

  VCITU014 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCITU015

  Understand that language is organised as texts

  Elaborations

  • joining words or phrases using conjunctions, for example, e
  • recognising features of text types such as stories and letters

  VCITU015 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCITU013

  Reproduce the sounds of the Italian language

  Elaborations

  • learning to reproduce Italian sounds and intonation patterns through imitation, repetition and experimentation
  • pronouncing the Italian alphabet, particularly vowel sounds, rolled ‘r’, the ‘c’ as in ciao and the ‘ch’ as in chi?, noticing similarities and differences with English
  • noticing that words which have accents stress the final letter, for example, papà, città

  VCITU013 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCITU018

  Understand that Italian is one of many community languages spoken in Australia including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  Elaborations

  • understanding that Italian is the national language of Italy and is spoken in Italian-speaking communities around the world
  • experiencing the sounds, texts and images of different languages and cultures to develop an understanding of different languages used in the Australian community
  • noticing the different languages used by peers in their class and in their local community

  VCITU018 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCITU019

  Notice and reflect (mainly in English) on different cultural practices and the specific ways of using language in different cultures

  Elaborations

  • observing through visual and audio-visual resources such as video clips and photos that members of Italian-speaking communities may do everyday things differently to themselves, for example, shaking hands, kissing on cheek, starting a meal with Buon appetito
  • responding to guiding questions through which they reflect on experiences, such as greeting and socialising with others, or discussing aspects of school routines or family life, for example, What do you think about this? How would it feel if you were there/doing that? How do you feel about …? Is it the same or different in Italy and Australia?
  • understanding that culture influences representations of sounds such as those made by animals, for example, bau bau (dog), pio pio (chicken), gru gru (pig)

  VCITU019 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCITU017

  Recognise that Italian and English borrow words from each other

  Elaborations

  • noticing words in Italian that are the same as in English, for example, computer, sport
  • noticing Italian words and phrases used in everyday life in Australia, for example, in the world of food (gelato, spaghetti), music (opera, forte, piano) and the arts (fresco)
  • observing that some of the Italian words which do not end with a vowel are also used in English, for example, robot, yogurt

  VCITU017 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCJAC116

  Translate words and familiar phrases used in everyday situations from Japanese into English and vice versa, noticing how some words are shared between Japanese and English

  Elaborations

  • explaining to others the meaning and use of simple expressions such as greetings that are used for different times and occasions, for example, おはようございます、いただきます
  • using classroom resources such as word banks, visual and online dictionaries, word lists and pictures to translate the meaning of single words and common expressions
  • identifying Japanese expressions and practices that do not translate readily into English, for example, きもの、おべんとう、せんせい、～さん、～くん, using two hands for giving and receiving and まる/ばつ (○×)
  • finding examples of Japanese words used in English, for example, ‘sushi’, ‘karate’, ‘origami’, and explaining what they mean
  • identifying key words in children’s stories or songs, for example, むかしむかし、おわり, and providing English translations or explanations of meaning

  VCJAC116 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCJAC112

  Locate items of information in simple texts such as charts, songs, rhymes, video clips and anime to complete guided tasks

  Elaborations

  • listening for key words in stories, rhymes or songs, using visual cues such as gestures and facial expressions to assist understanding
  • recognising simple kanji, hiragana or words in familiar contexts such as labels and titles
  • demonstrating early Japanese literacy skills by selecting the correct hiragana or kanji through labelling, matching, clicking and dragging, drawing, mime and actions
  • listening to and/or viewing texts to obtain information such as colour (あか、あお、しろ、くろ、きいろ), size (おおきい、ちいさい) and shape (まる、さんかく、しかく), and using this information in guided activities such as drawing, building or collecting
  • listening to information about Japan, and demonstrating understanding by responding to questions such as 日本(にほん)　です　か。しんかんせん　です　か。すし　です　か。はい/いいえ, for example, by pointing to places on a map, such as Japan, Tokyo or Mount Fuji, or at pictures of different types of food

  VCJAC112 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCJAC110

  Participate in guided group activities such as games, songs and simple tasks, using movement, gestures and pictures to support understanding and to convey meaning

  Elaborations

  • singing and responding to action songs such as むすんでひらいて, ひげじいさん, きらきらぼし, おおきなくりのきのしたで、 or tongue twisters (早(はや)口(くち)言(こと)葉(ば)) such as なまむぎなまごめなまたまご、 あかパジャマきパジャマちゃパジャマ
  • playing じゃんけんぽん and using it in interactions such as turn-taking
  • participating in games, tasks and activities that involve guessing, matching and choosing objects, such as Bingo, Snap or Go Fish, using modelled questions and responses, for example,
    うさぎ　です　か。はい/いいえ。はい、うさぎ　です。
    いいえ、うさぎ　じゃない　です。
  • using formulaic phrases related to playing games, for example, つぎ、　はい！、　かった、 まけた、ざんねん、あたり、はずれ
  • using rehearsed language to collaborate in craft activities, for example, のり　を　ください。はい、どうぞ。

  VCJAC110 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCJAC119

  Use simple statements and gestures to express aspects of self, such as membership of family, friendship, gender, school/class or cultural groups

  Elaborations

  • making simple statements about themselves, such as their name and age, for example, ぼく　は　Sam 　です、9 さい　です 。
  • identifying themselves as part of a family, class or peer group ぼく　は　おとうと　です。おねえさん　は 15 さい　で す。, for example, by representing these relationships through drawing pictures or a family tree, adding captions to photos or creating digital presentations
  • noticing and comparing their own use of words or expressions from different languages when communicating in English

  VCJAC119 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCJAC118

  Notice and describe some ways in which Japanese language and communicative behaviour are similar or different to own language(s) and cultural forms of expression

  Elaborations

  • comparing Japanese ways of showing respect and being polite with how this is done in their own language(s), for example, by using titles such as Sensei, bowing, and accepting objects with both hands
  • comparing aspects of Australian and Japanese children’s lifestyles, such as ways of playing games じゃんけん、eating food (using chopsticks and formulaic language) or addressing family members and friends
  • experimenting with using Japanese in spontaneous interactions, for example, いたい、 すごい、 ぺこぺこ、がんばれ,、noticing any changes in the use of voice or body language and communicating how this feels

  VCJAC118 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCJAC114

  Participate in shared listening to, viewing and reading of imaginative texts, and respond through singing, chanting, miming, play-acting, drawing, action and movement

  Elaborations

  • performing songs such as あたまかたひざあし、むすんでひらいて, rhymes, chants or simple stories that include repeated phrases and rhythms and non-verbal forms of expression such as clapping, gestures and facial expressions
  • using simple language structures and supporting drawings or actions to describe and respond to imaginary characters or experiences, for example, おばけ/おに/かっぱ/たぬき/ようかい　です。
  • participating in shared reading and viewing of print and digital imaginative texts, sharing opinions and responding to prompt questions such as だれ　です　か。ちいさい　です　か。おおきい　です　か。かわいい　です　か。
  • making simple statements about favourite characters in stories or songs, for example, やさしいかわいい こわいつよい
  • responding to Japanese versions of familiar children’s stories and folk tales, comparing expressions at key points in the story with English-language versions, and re-enacting with puppets, props or actions

  VCJAC114 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCJAC113

  Convey factual information about self, family, friends and significant objects, using simple statements, gestures and support materials

  Elaborations

  • using digital technologies to help label and name personal items, classroom objects and shared resources, for example, ほん、きょうしつ、つくえ、いす、まど
  • using simple sentence structures, familiar vocabulary, concrete materials and appropriate gestures to provide information about self and immediate environment, for example, ぼく　の　えんぴつ　です。いぬ　が　すき　です。
  • presenting spoken information related to significant objects, using phrases such as わたし/ぼく　の noun　です。 adjective　です。これ　は　noun　です。
  • expressing factual information about qualities such as colour あか、あお、しろ、くろ、きいろ、 number 一(いち)～百(ひゃく)、size おおきい、ちいさい and shape まる、さんかく、しかく
  • making simple spoken statements about friends, family or favourite characters, for example, げんき、やさしい、おもしろい、つよい、しずか, using images or support materials

  VCJAC113 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCJAC117

  Create simple print or digital bilingual texts for the classroom environment, such as captions, labels and wall charts

  Elaborations

  • performing simple presentations for the school community that involve both Japanese and English language elements, such as a contribution to an assembly performance for Grandparents’ Day
  • creating bilingual wall charts or picture dictionaries with captions, stickers and simple descriptions in English to explain Japanese words and expressions that have particular cultural meaning
  • writing parallel captions in Japanese and English for a photographic display of a class event such as a sports carnival or pets’ day or about a topic such as caring for the school environment
  • creating sets of word cards in English and Japanese and playing matching games such as Memory or Snap

  VCJAC117 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCJAC109

  Exchange greetings and introduce and share information about self with the teacher and peers using simple language and gestures

  Elaborations

  • learning how to greet others at different times of the day using appropriate gestures and forms of address, for example, せんせい、おはようございます、さようなら、おはよう、じゃあね
  • using culturally appropriate titles, forms of address and levels of politeness in everyday interactions with the teacher and peers, for example, Smith せんせい、ありがとう　ございます。 Tom くん、ありがとう。Alisa さん、おめでとう。
  • introducing self, using formal spoken language and appropriate non-verbal language such as bowing, for example, はじめまして、Hana　です。どうぞよろしく。
  • using formulaic Japanese phrases for everyday interactions such as giving and receiving, thanking, apologising and offering wishes or congratulations, for example, どうぞ、(どうも) ありがとう、すみません、がんばって
  • indicating likes and dislikes, using modelled statements such as いぬ　が　すき　です。わに　が　すき　じゃない　です。
  • describing friends, favourite things and objects, using visual, concrete and digital support material, for example, これ　は　ねずみ　です。ちいさい　です。かわいい　です。 はいいろ　です。 すいか　です。おいしい　です。 ちいさい　目(め)　です。
  • responding to questions and indicating ownership, for example, だれ　の　ですか。わたし　の　です。Ollie くん/ Sarah さん　の　です 。わたし　の　えんぴつ（です）。
  • using formulaic expressions to convey emotions, for example, すごい、え～！、 かわいい、 やったー！

  VCJAC109 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCJAC115

  Participate in shared performances and presentations of stories, songs, chants and rhymes

  Elaborations

  • re-enacting or retelling simple stories or interactions with puppets, props, actions or gestures, using modelled language such as おむすびころりん、ももたろう
  • creating digital texts based around familiar contexts and characters using pictures and captions
  • creating/re-creating simple songs, poems and rhymes using spoken and written language as well as non-verbal forms of support such as clapping, gestures and facial expressions

  VCJAC115 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCJAC111

  Participate in classroom routines such as addressing and responding to the teacher, opening and closing of lessons, transition activities, following instructions, thanking and asking for help, using appropriate gestures and behaviour

  Elaborations

  • participating as a group in classroom routines such as opening and closing lessons, for example, せんせい、おはようございます。さようなら。, using appropriate gestures
  • understanding and responding to questions using まる/ばつ (○×) and はい/いいえ
  • understanding and responding to classroom instructions to play games, complete work or get ready for class, for example, たって　ください、すわって　ください、かいて　ください、みて　　ください、よんで　ください、きいて　ください。
  • requesting classroom objects, for example, noun　を　ください、えんぴつ　が　あります　か。 はい、どうぞ。
  • giving one another reminders such as しずかに、すわって, using appropriate gestures
  • participating in routine exchanges such as responding to the class roll and apologising for arriving late, for example, はい、います。Tia さん　は、いません。やすみ　です。おくれて　すみません。

  VCJAC111 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising