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• VCRAU085

  Understand that languages and cultures are interrelated; they shape and are shaped by each other, in a given moment and over time

  Elaborations

  • recognising that texts are instances of language and culture working together to convey cultural perspectives, values and concepts
  • analysing how the language may reflect cultural perspectives such as patriotism or acceptance of diversity
  • investigating the origins of particular expressions or words, developing awareness of the origins of meanings and how these may or may not change over time
  • recognising the historical, political and cultural functions and value of language, and its historical and contemporary uses
  • developing awareness of linguistic diversity among speakers of the language, recognising that this reflects cultural diversity and comparing this to linguistic and cultural diversity in Australia, including Aboriginal languages and Torres Strait Islander languages

  VCRAU085 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• 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

• 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

• VCRAU116

  Develop understanding of textual conventions and how they shape meaning and influence responses

  Elaborations

  • analysing how texts are constructed, including cohesive devices such as conjunctions and coherence devices such as time markers
  • examining language structures and features used in a range of texts for communicative effect, for example, to persuade, amuse, ridicule, sympathise, challenge, include or exclude, offend or forgive
  • using literary devices to enhance ideas and expression in imaginative texts
  • analysing and comparing textual features across cultures
  • understanding the prevalence of acronyms and their use for convenience

  VCRAU116 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCRAC079

  Engage in intercultural experiences, reflecting on how aspects of identity such as ethnicity and religion influence language use and understanding of the experience

  Elaborations

  • sharing personal information with peers, in conversations and correspondence, choosing which aspects of own identity to convey and noticing how language use may reflect aspects of identity such as family background and religion
  • analysing how own cultural norms impact on interpretations of texts, for example, noticing reactions to an article about cultural practices such as wedding ceremonies
  • reflecting on the role of language in expressing own identity, considering when, with whom and why different languages are used and reflecting on whether own identity changes in different languages, for example, use of gesture and register
  • describing impressions and reactions while reflecting on intercultural learning
  • monitoring and recording own reactions when communicating in the language, for example, keeping a journal of key moments and considering how own perspective may have changed over time

  VCRAC079 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCRAU119

  Understand the role of language and culture in shaping and conveying cultural identity including the multiple languages and cultures present in other countries and in Australia

  Elaborations

  • understanding how language reflects specific cultural ideas as well as values, such as deference and respect
  • recognising that cultural values, customs and practices are constantly changing and are evident in language use
  • appreciating that language use can reflect and express cultural identity, that multiple languages exist in many regions of the world and Australia, including Indigenous languages; and that many people are multilingual and value this capability as an integral part of their identity

  VCRAU119 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• 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

• VCRAC024

  Create texts such as dialogues and stories, using formulaic expressions and modelled language

  Elaborations

  • creating texts with others for public display, such as participating in a mock talent show, performing a scene from a story or a rap, using both rehearsed and spontaneous language
  • creating texts to share with younger learners, such as big books, role-plays or comics
  • producing individual imaginative texts such as comics, diary entries and stories using modelled language, to express the students' own ideas and imagination

  VCRAC024 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• 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

• VCRAU030

  Develop understanding of ways to express possession and describe qualities of people and objects, and expand vocabulary and grammatical elements related to personal and social world

  Elaborations

  • describing people and animals using pronouns and adjectives of character
  • describing places and movement using prepositions and adjectives
  • referring to objects using concrete nouns related to home, school and local environment, for example, forms of transport and items such as foods
  • describing quantity using cardinal numbers, ordinal numbers, and plural forms
  • describing actions using simple verbs
  • recognising imperatives
  • seeking information using questions
  • linking ideas using conjunctions
  • locating events in time and using days of the week and months
  • understanding the rules for simple sentence construction and the use of possessive forms
  • giving praise, gratitude and encouragement
  • comparing the rules of punctuation in the language with those used in English, for example, using capital letters and full stops for sentences

  VCRAU030 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCRAC092

  Create individual and shared texts with imagined scenarios, characters and events, using modelled language

  Elaborations

  • composing and participating in dialogues between characters in a short drama or skit, rap or poem
  • creating stories using digital forms such as a video clip or photo story based on imaginary characters, places and events
  • creating texts to entertain others, for example, a comic strip or big book for younger students, a role-play or dialogue to present to parents, or a poem for an online newsletter
  • designing texts for special occasions (real and imagined) and imaginative play, such as greeting cards, or board or electronic games

  VCRAC092 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCRAC021

  Obtain and share information from peers and texts related to family, home, routines and interests

  Elaborations

  • gathering information about activities of others, such as surveying peers about time spent on activities
  • compiling information and reporting it to others, for example, making a shared class graph showing popular leisure activities during the year
  • comparing information about activities and practices across cultures, for example, reading, viewing or listening to texts in the language related to aspects of school life such as timetables, canteen menus, extracurricular activities and sports
  • working in groups to obtain and use factual information from texts related to other learning areas, for example, completing a simple science experiment, naming countries and significant land features, or recording distances using geography skills

  VCRAC021 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• 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

• 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

• VCRAU080

  Understand pronunciation and intonation conventions, and apply to new words and a range of complex sentences

  Elaborations

  • recognising the role of stress and rhythm in creating emphasis, for example, recurring patterns, chorus, rhymes and onomatopoeia
  • noticing how tone can convey emotion, such as in colloquial language
  • using elision in informal communication
  • recognising that there may be more than one spelling of loan words
  • knowing when to pause in complex sentences with embedded clauses

  VCRAU080 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• 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

• VCRAU065

  Expand understanding of textual conventions, particularly related to social and informational media

  Elaborations

  • experimenting with language appropriate to particular text types, such as descriptive language in documentaries, reflective language in diary and journal entries, and persuasive language in advertisements
  • analysing the informal style of language associated with social media texts and texting such as the use of emoticons and abbreviated forms of words
  • analysing the forms, features and purpose of texts, such as how texts are organised in terms of layout, sequencing of ideas, headings and stylistic devices

  VCRAU065 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCRAU115

  Develop knowledge of vocabulary and grammatical structures to extend meanings, such as cohesive devices and sentence construction

  Elaborations

  • identifying people by pronouns or titles and nicknames
  • describing the qualities of people using adjectives of character
  • indicating possibility
  • specifying what is being referred to
  • understanding embedded clauses
  • indicating equivalence
  • indicating action
  • relating position
  • comparing things using comparatives and superlatives
  • seeking information using interrogatives and question forms
  • requesting that others do something
  • excusing and apologising
  • giving advice
  • showing empathy and well-wishing
  • giving opinions
  • contrasting two ideas using conjunctions
  • referring to abstract ideas
  • referring to events and time using frequency markers and time indicators

  VCRAU115 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCRAC028

  Interact with others and notice how identity is acknowledged, such as in use of terms of address, who and what is included, and what language is used

  Elaborations

  • sharing personal details with others and making choices about what aspects of identity to include
  • designing visual representations of relationships to others and memberships of groups, for example, using a concept map, poster or slide presentation with captions to show friendships, family, teams and interest groups
  • comparing the students' own ‘family culture’ with that of peers and considering how family can impact on identity, offering reasons for similarities and differences
  • creating a self profile such as an avatar or montage with self-introduction, and making choices about the design, content and language used

  VCRAC028 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCRAU029

  Recognise and reproduce pronunciation conventions, including loan words from English and intonation for questions, statements and commands

  Elaborations

  • making connections between the sounds of the language and English sounds
  • recognising intonation for statements, questions and commands
  • identifying onomatopoeic words in the language compared with some in English such as the 'hum' of bees or the 'pop' of a balloon

  VCRAU029 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language