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• VCNRC005

  Share and present information about self, family, friends and possessions, using modelled language

  Elaborations

  • using familiar vocabulary and simple sentences to create texts about self, family, friends and possessions, such as a family album, a class picture dictionary or a family tree
  • contributing to classroom resources that involve naming, labelling and illustrating, for example, a favourite photos wall, a word wall
  • providing information about self, family, friends, possessions by writing captions or attaching word bubbles to drawings or photos
  • using simple sentences to talk informally about self, friends and favourite possessions

  VCNRC005 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCNRC002

  Participate in guided activities and simple exchanges using simple repetitive language

  Elaborations

  • singing and adapting rhymes, action songs, rap, lullabies and counting songs
  • performing actions when singing songs and chants
  • making simple transactions, using modelled language, for example, when role playing
  • playing games such as matching pairs, memory games and bingo to reinforce vocabulary

  VCNRC002 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCNRC001

  Interact with peers and teacher, using simple language and gestures for exchanges

  Elaborations

  • using greetings relevant to the time of day, celebration or event, and relationship to the other person
  • introducing self and others
  • talking about and describing self and others
  • using formulaic expressions in everyday situations, imitating speech in the language, and incorporating appropriate gestures and body language

  VCNRC001 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCNRC010

  Reflect on what sounds, looks or appears similar or different to own language and culture when interacting in the language being studied

  Elaborations

  • using expressions and spontaneous exclamations when interacting with peers and noticing differences in the use of language, or voice
  • reflecting on differences in ways of communicating with each other in English and in the language
  • describing how it feels to use the language when, for example, singing a song or hearing the language spoken by others
  • comparing aspects of own and target-language children’s lifestyles, such as when interacting with family members, daily greetings in the family, family meal time

  VCNRC010 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting