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• VCNRC040

  Listen to, read and view imaginative texts and respond by expressing feelings and opinions about the storyline, themes and characters

  Elaborations

  • responding to stories, myths, fables and films, using modelled language to describe themes, characters and actions
  • producing storyboards to represent key events in different types of imaginative texts, including captions or word bubbles to capture moods or feelings
  • introducing and comparing favourite characters in stories, myths, fables and films, listing associated key words or expressions
  • commenting on elements of humour and drama, and the use of sound effects and facial expressions relating to the characters depicted in stories, myths and fables

  VCNRC040 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Creating

• 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

• VCNRC018

  Interact with peers and teacher to exchange personal information about everyday routines involving school and home environment

  Elaborations

  • asking and answering questions to exchange information about self and family
  • asking and sharing information about daily and classroom routines
  • using common responses for frequently asked comments or questions
  • exchanging simple correspondence such as notes, invitations or messages in print or digital form

  VCNRC018 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Socialising

• VCNRC072

  Obtain, analyse and evaluate information and ideas from multiple spoken, written, print or digital sources on a range of issues

  Elaborations

  • gathering information from different sources and reporting to others, for example, interpreting a weather report
  • extracting information, discussing gist and evaluating main ideas of texts, such as a conversation, film or music review, advertisement or article
  • analysing reports of an event from a range of sources, and comparing different perspectives
  • listening to, reading and viewing informational texts such as news reports or feature articles, noting key words, specialised terms or points of information to be used in own news report
  • researching aspects of culture and choosing and explaining a particular course of action, for example, a suitable time to visit countries where the language is spoken, or a suitable holiday for visitors to Australia, for example, designing a poster in the language for visitors to Australia

  VCNRC072 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Informing

• VCNRC023

  Participate in shared imaginative activities and respond by acting out events, identifying favourite elements, and making simple statements about characters

  Elaborations

  • listening to, viewing and reading stories in a range of text types, and responding to questions about characters, themes and events
  • comparing a myth, legend or story to an Australian Dreaming story and highlighting the similarities and differences in characters, events and moral of the story
  • creating a timeline of the main events of a story using pictures, words and simple sentences
  • performing a scene from a myth, legend or story using simple, modelled language

  VCNRC023 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Creating

• VCNRC076

  Translate and analyse a range of texts comparing interpretations and explaining differences in meaning

  Elaborations

  • exchanging translations of familiar texts with peers, through email or shared spaces such as ePals, and discussing different versions in order to develop a whole-class translation
  • translating, analysing and explaining expressions and idioms encountered in texts, finding ways to convey the meaning and cultural significance
  • translating stories for others, analysing how words can have different meanings when used in different ways in a sentence and explaining the differences to others
  • translating texts to identify and evaluate cultural elements and influences, for example, proverbs and sayings

  VCNRC076 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Translating

• VCNRC057

  Engage with and respond to imaginative texts, describing and expressing feelings and opinions about key ideas, characters, places and events

  Elaborations

  • expressing personal opinions about ideas in imaginative texts such as myths, legends, stories, film excerpts, paintings, songs or video clips
  • comparing key messages and beliefs from texts such as traditional and contemporary stories and the Dreamtime
  • responding to imaginative texts, comparing ways in which people, places and experiences are represented
  • stating personal preferences about characters, attitudes and events in texts

  VCNRC057 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Creating

• VCNRC104

  Participate in collaborative planning and decision making for events and shared experiences, and engage in different forms of spoken and written transactions

  Elaborations

  • planning a performance, event or presentation, making decisions collaboratively, for example, a class party, activities for languages week
  • making transactions in either authentic or simulated situations, such as purchasing goods, checking receipts to confirm the price and other information relating to the purchase, for example, currency conversion, change
  • planning an orientation activity to guide younger students around the school, and collaboratively developing a map of the school with target language names and symbols
  • planning collaboratively for an event by participating in scenarios related to travelling in countries where the target language is spoken for example, planning an itinerary
  • sharing opinions about the benefits of visiting various tourist sites in countries where the language is spoken

  VCNRC104 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• 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

• VCNRC093

  Translate and interpret texts such as emails, signs and notices, using contextual cues and familiar textual features and recognising aspects that are similar and different in the two language versions

  Elaborations

  • translating short, simple texts identifying words and expressions that can be readily translated and those that can be ‘lost in translation’
  • translating signs and notices from the language, identifying similarities and differences in both language versions
  • identifying and explaining expressions that require interpretation rather than translation
  • using bilingual dictionaries and electronic translation tools to become aware of alternative or multiple meanings of words and the importance of context when making meaning

  VCNRC093 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCNRC075

  Create and perform a variety of imaginative texts for different audiences, manipulating language and experimenting with different techniques such as imagery or sound effects

  Elaborations

  • creating texts with various settings, characters and events, for example, animations or adventure stories, songs, games or short films, using a range of devices such as imagery and sound effects to entertain
  • creating and presenting various types of texts, such as skits or scripts for role plays, considering characters, themes and settings, for different audiences
  • designing and presenting posters and advertisements for real and imaginary situations or products, such as advertising an Australian product for the market in places where the language is spoken and vice versa
  • using a familiar text-type, such as those found in social media or a blog, to describe an imaginative experience, such as their first day as an exchange student in a school where the language is spoken

  VCNRC075 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Creating

• VCNRC006

  Participate in shared imaginative activities and respond through singing, chanting, play-acting and movement

  Elaborations

  • reading shared imaginative texts, repeating words and rehearsed language patterns, and making predictions about the storyline and characters, using cues from the heading, symbols, pictures and words in the text
  • performing songs, chants and rhymes in response to an imaginative text, experimenting with different expressive effects, such as using different voices
  • interacting with a character or puppet in an imaginary situation or setting, for example, Spot the Dog
  • acting out their favourite character or event from a shared story and making simple statements

  VCNRC006 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• 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

• VCNRC088

  Interact in class routines and exchanges by asking and responding to questions, following instructions and seeking help and permission

  Elaborations

  • asking and responding to questions relating to the learning environment
  • interacting in classroom routines by following instructions
  • using formulaic language to ask permission
  • responding to questions

  VCNRC088 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCNRC042

  Translate simple texts from the language being studied to English and vice versa, identifying words and expressions that do not always translate literally and may have more than one meaning

  Elaborations

  • comparing translations of written texts such as advertisements, websites, food packaging and menus, and considering how meanings may be interpreted from a different cultural perspective
  • translating simple sentences, noticing that there is not always word-for-word equivalence
  • recognising that some words cannot be translated into English without losing some of the meaning, or cannot be translated using only one word
  • identifying and explaining expressions and idioms that do not make sense when translated word-for-word
  • explaining to the teacher, peers and family how some words may have many different meanings

  VCNRC042 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Translating

• VCNRC071

  Participate in and sustain classroom interactions by elaborating on opinions and ideas and discussing the opinions and views of others

  Elaborations

  • participating in class discussions on topics of interest to young people
  • interacting with peers to manage shared learning experiences, considering and commenting on the contributions and views of others
  • comparing experiences and challenges in shared activities, and expressing own opinions such as agreement or disagreement with others
  • managing interactions with peers in class activities such as games or events, by taking turns or different roles, giving encouragement and praise

  VCNRC071 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Socialising

• VCNRC036

  Collaborate in group tasks and shared experiences which involve planning, making suggestions and completing transactions

  Elaborations

  • planning and organising an event, such as inviting a special guest to speak to the class about celebrations or to share a traditional recipe
  • working with another group, for example, by reading books to younger students, or teaching a skill, such as dyeing eggs, to another class
  • planning and organising an activity such as an excursion or party, using expressions related to place, time and numbers
  • creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning the target language or to promote the learning of the target language and culture

  VCNRC036 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Socialising

• VCNRC096

  Recognise their own and others’ ways of expressing identity, reflecting on the relationship between language, culture and identity

  Elaborations

  • monitoring own development as a speaker of the language and exploring the relationship between identity, culture and language in relation to learning and using the language
  • recognising and exploring how identity is expressed through languages spoken by people in various cultural contexts, including languages spoken by classmates and family or community members
  • participating in cultural experiences, such as going to a concert or attending a function, and reflecting on cultural similarities and differences in own language and the language being studied and behaviours
  • reflecting on language choices used by speakers of the language and considering when and how to use these in own communication

  VCNRC096 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCNRC027

  Share own experiences of communicating in the language being studied, recognising how it involves behaviours as well as words

  Elaborations

  • identifying elements of the language and culture that feel different to own language and culture, including pronunciation of some sounds, gestures and facial expressions
  • discussing ways of communicating and their appropriateness in different language contexts
  • describing to peers what they are confident about when using the language, what they feel unsure of and what they most enjoy
  • discussing how Australian terms and expressions might be understood from a target-language speaker’s perspective, for example, ‘bushwalking’, ‘kick a footy’ or ‘lamington’

  VCNRC027 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Reflecting

• VCNRC039

  Convey and present information about aspects of personal world, through prepared texts such as diagrams, dialogues and timelines

  Elaborations

  • constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts, such as fliers, newsletters, advertisements and brochures
  • preparing and giving simple oral presentations on personal world, for example, a timeline of growth and change, family celebrations and other special occasions
  • presenting the results of a class survey about aspects of personal world such as daily routines, for example, by creating a poster or digital presentation using diagrams, charts or timelines
  • conveying information to others using descriptive language, for example, producing a simple brochure or an advertisement about a city or tourist attraction in a country where the language is spoken
  • preparing a dialogue with a partner about self
  • using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), to compare statistics or ideas (Venn diagram), or to highlight frequency (graphs)
  • reporting information based on own or group research, and supporting the information with photos, illustrations, captions or diagrams

  VCNRC039 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Informing