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• VCZHU010

  Reproduce the four tones and recognise how they can change the meaning of words

  Elaborations

  • noticing the tonal nature of spoken Chinese and using gestures to enhance the differentiation of tones
  • applying tones to diverse sounds in Chinese to express different meanings, and recognising differences between words with different tones, for example, 妈mā and 马mǎ
  • practising the pronunciation of syllables that are unique to Chinese, such as 女nǚ, 下 xià
  • working with classmates and teachers to identify initials (, b, p, m, d, t, g, k etc.) that are similar to English consonants (f, l, n, v)

  VCZHU010 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCKOC124

  Notice aspects of Korean language and culture that are ‘new’, sharing how interacting in Korean can be different to interacting in own language/s

  Elaborations

  • noticing that there are different ways to greet people in Korean, recognising their similarities and differences to those in their own language and culture
  • familiarising themselves with simple spoken exchanges in Korean, including how to use appropriate gestures, for example, how to bow and make hand gestures when saying 안녕하세요?
  • describing how it feels to use Korean, for example, when singing a song or hearing Korean spoken by others
  • including some Korean words and expressions in English conversation when it feels appropriate (for example, 네, 선생님, 고맙습니다), noticing changes in behaviour or body language when speaking Korean

  VCKOC124 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCFRU016

  Understand that all languages continuously change through contact with each other and through changes in society

  Elaborations

  • understanding that languages and cultures change in response to new ideas and social and cultural developments (globalisation)
  • recognising that languages borrow from each other, that many French words are used in English (for example, ‘croissant’, ‘menu’, ‘chauffeur’, ‘chef’, ‘ballet’) and many English words are used in French, for example, le week-end, le parking, le cowboy
  • understanding that some languages are continuously growing while others, such as many Indigenous languages throughout the world, are endangered or being revived

  VCFRU016 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCIDU015

  Recognise that ways of greeting and addressing others may change according to cultural norms

  Elaborations

  • knowing that different terms of address are used for teachers and friends, for example, Ibu/Bapak/kamu
  • understanding that language varies in formality depending on the people involved, for example, Hai versus Selamat pagi
  • recognising that greetings vary according to the time of day, for example, Selamat pagi/siang/sore/malam

  VCIDU015 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCKOU131

  Recognise that languages change continuously and borrow words from each other

  Elaborations

  • recognising loan words originating from other languages, for example, 코알라, 캥거루, 펭귄, 초코렛, 아이스크림
  • identifying Korean words used in English contexts, for example, taekwondo, kimchi

  VCKOU131 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCRAU015

  Recognise that ways of greeting and addressing others may change according to cultural norms

  Elaborations

  • knowing that different terms of address are used for teachers and friends
  • understanding that language varies in formality depending on the people involved
  • recognising that greetings may vary according to the time of day

  VCRAU015 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCHIU016

  Recognise that all languages change over time and borrow words and expressions from each other

  Elaborations

  • recognising that languages borrow words and expressions from each other and that Hindi includes many words that originated in languages such as Persian, Arabic and English
  • identifying loan words and expressions from English used in Hindi, understanding that they may be pronounced differently in the two languages, for example, phone is pronounced as फ़ोन, dollar is pronounced as डालर
  • finding examples of Hindi words that are used in other languages, for example, ‘yoga’ (योग), ‘sari’ (साड़ी), ‘khaki’ (खाकी), ‘pyjama’ (पायजामा)
  • noticing words that they use in their everyday lives that come from different languages

  VCHIU016 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCLVU145

  Recognise that different words and language forms are used to address and communicate with people according to relationship and context

  Elaborations

  • noticing that different forms of address and kinship terms are used depending on the relationship between participants
  • recognising that the way someone is related to others affects how he or she speaks to them
  • recognising that ways of speaking vary according to context and situation, for example, language used when interacting with peers during playground games is different to that used with the teaching team and with visiting respected community members
  • recognising that language used in particular interactions can vary between cultural contexts, for example, the use of titles in English compared to kin categories in the language

  VCLVU145 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Language variation and change

• VCARU114

  Recognise the letters and sounds of the Arabic alphabet and identify how letters are modified so they can be joined to form words

  Elaborations

  • recognising and reproducing the 28 letters of the alphabet and the three short and long vowels
  • recognising that Arabic words are written from right to left, numbers from left to right
  • recognising and producing distinctive Arabic sounds such as guttural sounds ع؛غ؛ق and other sounds such as

    ص؛ ض؛ ط؛ ظ؛ ح؛ خ

  • recognising that making Arabic words requires most letters to be joined, for example

    طار؛ طير؛ ذهب؛ أكل؛ شرب؛ ولد؛ أب؛ ام

  • developing pronunciation, phrasing and intonation skills by singing, reciting and repeating frequently used words and phrases, noticing that statements and questions have different intonation, for example,

    أكلت الطعام كله؟

  VCARU114 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCASFU139

  Recognise and restrict signing to the standard signing space, and understand that pronouns, depicting signs and verbs can be located meaningfully in that space

  Elaborations

  • describing the range of signing space in normal signed discourse
  • comparing and contrasting Auslan and English pronouns
  • noticing that the beginning and end locations of some verbs can be modified to show the referents involved, for example:
    PRO1 ASK PRO3 versus PRO1 ASK-_her
    
  • identifying what sorts of things can be represented in a DS by handshape, for example, point can mean a person or tree or pole

  VCASFU139 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCITC009

  Share with others what they can express in Italian, and explain how meanings are similar or different

  Elaborations

  • identifying when Italian or English is being used in the classroom
  • comparing Italian and English songs and rhymes, noticing similarities and differences, for example, in numbers, in some words for family, animals and toys
  • explaining to others the meanings of particular words and when they are used, for example, ciao
  • demonstrating and explaining specific gestures used in Italian

  VCITC009 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCLVU150

  Recognise that learning Aboriginal and Torres Strait Islander languages can provide language revival benefits to communities

  Elaborations

  • understanding that language is communally owned and therefore owners must be consulted regarding any use of it, including learning it in school
  • identifying and engaging with local identities/personalities/people who are involved in language revival efforts
  • considering why learning an Aboriginal and/or Torres Strait Islander language is important in Australia

  VCLVU150 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Role of language building

• VCASFU012

  Recognise the main formational elements of handshape, movement and location in Auslan signs, and understand that a sign is the same as a spoken or written word even though it can be iconic

  Elaborations

  • noticing the handshape of individual signs, and identifying signs that are made with a particular handshape, for example, COCKATOO (hs:5) and SOCCER (hs:fist)
  • recognising that signs are categorised by the handshape at the start of the sign
  • understanding that signs can be organised by handshape, for example in Johnston’s Auslan dictionaries or localised handshape dictionaries in schools, and that this is useful if an English word for a sign is not known
  • noticing the path movement of a particular sign and identifying signs associated with the major types of path movements, for example, THROUGH (forwards) or FULL (down to up)
  • noticing the five major locations of signs on the body or in space, and identifying signs associated with each, such as SEE (head/face), SAY (mouth/chin), WHY (chest), TALK (hand) and ONE (signing space)
  • understanding that sounds in English words are like handshapes, movements and locations in Auslan in the sense that they are combined together to make signs
  • recognising that some signs are iconic, linking to the appearance of a referent, for example, HOUSE, TREE, DRINK, ELEPHANT and that some are not, such as SISTER, WHY, SIMPLE
  • recognising that unlike English, which can be spoken or written, signed languages are not usually written down but occur ‘through the air’
  • experimenting with different methods of capturing the signed language, such as: a class-invented script, drawing pictures, videoing, English glosses or ASL-phabet

  VCASFU012 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCASFU138

  Recognise that meaning can be expressed through English words or Auslan signs and that signs have set handshapes, movements and locations, and identify and reproduce them independently

  Elaborations

  • realising that meaning is communicated through the use of signs, pictures, written or spoken words or miming
  • identifying the handshape of a sign, for example, COCKATOO (hs:5) and SOCCER (hs:fist)
  • recognising major types of path movements
  • understanding that sounds in English words are like handshapes, movements and locations in Auslan in the sense that they are combined together to make signs
  • noticing that in signed languages meaning can be expressed through whole signs or through fingerspelling
  • recognising that some signs are iconic, linking to the appearance of a referent, for example, HOUSE, TREE, DRINK, ELEPHANT, and that some are not, such as SISTER, WHY, SIMPLE
  • understanding that while English is spoken and heard as well as written and read, Auslan is usually uniquely ‘through the air’ and not written down
  • experimenting with different ways of recording signs, including video, writing an English word or drawing pictures

  VCASFU138 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCASFU013

  Recognise that signing happens in a finite space that can be used meaningfully within individual signs, learning in particular how depicting signs, some verbs, pronouns and enacting make use of spatial relationships

  Elaborations

  • realising that meaning is communicated through the use of signs, pictures, written or spoken words or miming
  • describing the range of signing space in normal signed discourse
  • noticing that single-digit numbers can be separate lexical items or merged into other signs (numeral incorporation) such as those for ages (for example, 5-YEARS-OLD) or adverbs of time (for example, 3-WEEKS-AGO) or pronouns (WE3, WE4)
  • noticing that Auslan pronouns are different from English ones because they don’t show gender but they can show location and a specific number of referents, for example, WE2 (inclusive) and WE3 (inclusive) or WE2-NOT-INCLUDING-YOU (exclusive)
  • noticing that enacting a role or modifying the beginning and end locations of some verbs can show the referents involved, for example:
    PRO1 ASK PRO3 versus PRO1 ASK-_her
    PRO3 ASK-_me CA:I-was-shocked
    
  • identifying what sort of things can be represented in a DS by a particular handshape, for example a distant person, pole or tree can be represented by a point handshape, and a cylinder can be traced by a C handshape

  VCASFU013 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCVIU117

  Recognise the sounds and tones of spoken Vietnamese, and notice how they are represented in words and symbols

  Elaborations

  • identifying the 29 letters of the Vietnamese alphabet by their names and sounds as well as the five tone markers
  • building phonic awareness by recognising and experimenting with sounds and rhythms, focusing on letters that are similar in the English alphabet but produce different sounds in Vietnamese, for example, e and i, d and đ
  • developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases
  • noticing that Vietnamese is a tonal language, and that pitch changes affect the meaning of words
  • understanding that although Vietnamese and English use the same alphabet there are additional symbols/markers that create more letters in Vietnamese
  • developing familiarity with similarities and differences in Vietnamese sound–letter correspondence, such as a, ă, â; e, ê; o, ô, ơ; u, ư; as well as c and k, i and y, s and x, and ch and tr
  • noticing that the same word with different tone markers has different meanings, for example, ma, mà, má, mả, mã and mạ
  • exploring Vietnamese spelling strategies such as grouping words according to initial letters that represent particular sounds, for example, h (hoa hồng, hát, học) or m (mẹ, má, mèo)
  • using single and consonant clusters, vowels and vowel clusters with tone markers to form and spell words, for example, ta, la, tha, nga
  • recognising and using lower and upper case letters

  VCVIU117 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCLVC132

  Interact in classroom routines and respond to teacher instructions

  Elaborations

  • participating in routine exchanges, such as, asking and answering questions, responding to the class roll, describing the weather, requesting classroom objects, participating in school and class creeds/affirmations
  • responding to and using routine classroom language, for example, ‘sit down’, ‘stand up’, ‘listen!’ ‘look this way’, ‘tidy up’
  • following instructions in language related to transition activities, for example, ‘form a circle’, ‘get into groups of three’, ‘put on your hat’, ‘line up’
  • responding to requests and instructions in verbal and non-verbal ways, such as movement, gesture and action, for example, in class and outdoors, in games and songs, or on visits and excursions

  VCLVC132 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Socialising

• VCELU119

  Recognise that the languages people use reflect their culture, such as who they are, where and how they live, and find examples of similarities and differences between Greek and their own ways of communicating

  Elaborations

  • exploring the meaning of ‘culture’, considering different lifestyles and symbols such as flags, including the Aboriginal flag and the Torres Strait Islander flag
  • understanding that traditional cultures reflect conditions and resources in particular environments and contribute to the sustainability of communities
  • exploring the significance of different cultural practices, activities and games, for example, using a κομπολόι, making wreaths for 1 May, making masks or kites for Απόκριες
  • recognising words that reflect aspects of culture, for example, γλέντι, κέφι, χρόνια πολλά, όπα!
  • understanding that particular Australian English terms and expressions have no equivalent in Greek, for example, ‘billabong’, ‘corroboree’, ‘the bush’
  • recognising features of Greek language interactions which may be similar to own ways of communicating, such as politely speaking to an adult, or different from own ways of communicating, for example, physical contact when farewelling someone

  VCELU119 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCASFC003

  Participate in classroom routines and activities such as following directions, attracting attention, responding to questions and turn-taking

  Elaborations

  • recognising their own and their classmates’ fingerspelled names used in games or routines such as roll call
  • asking for help, offering assistance or requesting permission in polite ways, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    CAN SHARE?
    Can we share these?
    
  • demonstrating attentive watching across a range of school contexts, such as assemblies or classroom discussions
  • following instructions for class routines, for example:
    PLEASE WITH-2++ DS:sit-opposite
    Please find a partner and sit opposite each other.
    DS:line-up PLEASE
    Line up, please.
    LOOK-AT-_me PRO1
    Look to the front.
    
  • gaining others’ attention in appropriate ways, relying less on tap and more on other strategies, and responding to others’ attempts to gain their attention
  • following protocols such as stopping when lights are flashed, and observing appropriate distance between signers
  • learning to be a supportive group discussion member, for example by asking relevant questions, providing feedback, prompting, using NMFs to indicate agreement or disagreement
  • formulating different kinds of open and closed questions, including WHEN, WHY and HOW questions
  • signing appropriately to maintain or change a topic, to remain on task and take turns
  • interacting with each other or the teacher by using eye gaze and other NMFs to indicate agreement/disagreement or understanding/lack of understanding
  • negotiating turn-taking, for example:
    PRO1 FIRST YOUR-TURN
    It’s my turn first, then your turn.
    
  • watching, remembering and responding to increasingly complex instructions of two or more steps, for example by moving or locating objects in the classroom
  • using the appropriate NMFs for asking questions and making statements when interacting in small groups

  VCASFC003 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC004

  Identify specific points of information in simple Auslan texts and use the information to complete guided tasks

  Elaborations

  • retelling and responding to key points of information in class messages, directions or introductions
  • gathering information from their peers about topics such as family members, favourite foods, toys or games to report back to the class
  • identifying information in simple Auslan texts that relates to properties such as colour, number, size or shape and responding through activities such as manipulating concrete materials and objects
  • identifying and categorising signs in simple Auslan texts according to handshape
  • following a signed text that involves several steps to progressively collect information needed to complete a task, such as an obstacle course
  • watching short Auslan texts about topics such as hobbies, animals or sports, recording key points of information using tables or graphic organisers
  • watching a presentation by a teacher, peer or visitor and recalling and retelling specific points of information
  • recording new language in personal sign dictionaries acquired from simple Auslan texts in different curriculum areas, for example, when learning about the weather or countries of the world

  VCASFC004 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing