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• VCRAU048

  Develop understanding of how the choice of text type influences the use of grammatical structures and rules

  Elaborations

  • noticing that different text types have a different register, for example, a speech, a dialogue with peers, an email or a letter to someone in authority
  • analysing how different text types use linguistic features to create effects, such as superlatives in advertisements designed to persuade, the imperative in signs designed to advise or prohibit, salutations in emails designed to maintain relationships, and declaratives in announcements designed to inform

  VCRAU048 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCRAU049

  Develop awareness that language use reflects different contexts, purposes and audiences

  Elaborations

  • recognising that there are linguistic choices available to vary the level of politeness in interactions, such as when giving instructions
  • observing how language use reflects respect and social distance, such as making requests with different levels of formality or showing respect for authority figures
  • reflecting on how language varies depending on the situation for example ordering a meal in a fast food restaurant compared with a dine in restaurant

  VCRAU049 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCRAU047

  Understand how to use prepositions, and continue to expand knowledge of verbs and vocabulary

  Elaborations

  • referring to people and things using pronouns and concrete nouns, such as those related to food and drink and indicating possession
  • describing locations
  • describing actions using verbs
  • knowing how to direct others using imperatives and invite others using polite forms
  • seeking information and explanation using question words
  • describing character and qualities using adjectives
  • indicating location in time and place
  • describing frequency using adverbs
  • creating cohesion using conjunctions
  • expressing reactions with exclamations
  • comparing and evaluating using comparatives and superlatives

  VCRAU047 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCRAC044

  Engage in intercultural experiences, describing aspects that are unfamiliar or uncomfortable and discussing own reactions and adjustments

  Elaborations

  • comparing the impact of gestures across cultures (for example, beckoning by pointing with index finger or laughing loudly) and noticing own comfort with these
  • describing ways of showing politeness, for example, giving an answer that may be incorrect as a way of saving face, or using body language such as smiling often
  • recognising and exploring aspects of the students' own language use that reflect own cultural perspective and experiences, for example, references to climate and environment, animals, activities and routines such as chores, celebrations and events such as school camp, Easter and Anzac Day, and expressions such as ‘g’day’, ‘howzat’ and ‘morning tea’
  • noticing the impact of the students' own assumptions about the studied language and culture/s when engaging with texts, and considering what assumptions others might hold about Australian people and culture

  VCRAC044 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCRAU046

  Notice pronunciation of the sounds of the language and the difference in pronunciation of loan words from English

  Elaborations

  • comparing different pronunciation and intonation
  • recognising the pronunciation of loan words from English and applying conventions to unfamiliar loan words
  • understanding how to use emphasis to enhance meaning

  VCRAU046 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCRAC045

  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

  Elaborations

  • monitoring own development as a learner of the language, for example, recording learning and reflections in blogs, learning log or journal
  • comparing peers experiences of learning the language, and considering any impacts, for example, noting own reactions when others such as teachers or extended family ask about learning the language
  • creating texts that express their own identity, including their identity as a learner of the language (for example, personal emblem/motto, poster, profile, photo journal, or caricature/self-portrait), and reflecting on how these may be understood from another perspective
  • considering how own upbringing and experiences impact on their assumptions in intercultural interactions (for example, notions of leisure and free time, pocket money, living in house with backyard ), and whether these assumptions have changed in the process of learning the language

  VCRAC045 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCRAC040

  Engage with texts such as cartoons, dialogues and fairy tales, and respond by describing aspects such as characters and actions

  Elaborations

  • recalling and/or illustrating main characters and events in texts, or, responding to questions
  • conveying understanding of plot and sequence in texts, such as by re-creating the sequence using a storyboard, labelling key events or creating a timeline
  • discussing reactions to texts such as stories, television programs and songs that reflect the contemporary values of speakers of the language (such as how to respect parents, appreciate diversity or be a good friend)
  • discussing key messages in creative texts, such as the moral of a fable/story, an idea or value in a song, or a quality of a character
  • responding to a creative text by manipulating the original text to create a new version, for example, resequencing events, adding a new element, changing the location or creating an alternative ending
  • writing a review, using modelled language, of a song, story, comic or television program

  VCRAC040 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Creating