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• VCRAU083

  Analyse the ways in which the language varies according to spoken and written forms, cultural context and subcultures

  Elaborations

  • comparing spoken and written texts (for example, spoken and print advertisements, face-to-face conversations and emails) to understand how mode relates to linguistic structures and features, and how this affects meaning
  • analysing examples of colloquial language, such as that used by sub-groups, and comparing these to formal forms
  • understanding how body language varies across cultures, for example, when to raise voice or laugh loudly, or smiling and nodding while listening to people

  VCRAU083 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCRAU051

  Recognise that language and culture are integral to the nature of identity and communication

  Elaborations

  • recognising that texts such as stories have a social and cultural purpose, and comparing values depicted in texts, for example, the moral of a story such as Cinderella as told in English compared with one from the language studied
  • recognising generalisations and stereotypes about cultural groups and noticing that the reality is more complex and varied
  • considering connections between language and culture in own experiences and perspective, such as how own language use reflects cultural practices, for example, participating in outdoor activities such as sports

  VCRAU051 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCRAU114

  Recognise pronunciation of the sounds of the language, and use of rhythm and stress in complex sentences

  Elaborations

  • recognising the sounds of the language and using appropriate intonation
  • recognising and reproducing the rhythm of extended sentences

  VCRAU114 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCRAU084

  Understand the power of language to influence people’s actions, values and beliefs, and appreciate the value of linguistic diversity

  Elaborations

  • analysing texts to understand how language can limit, promote or change actions
  • recognising the purpose of particular texts to impact emotionally on others, for example, by influencing opinions and reactions and in persuasive texts such as advertisements or reviews of a film, concert or fashion
  • analysing the language of social and political messages to explore attitudes, values and beliefs
  • noticing how jargon or specific terms may be used to express membership and identity
  • examining how words, expressions and actions reflect relationships and social hierarchies, for example, showing respect by introducing oneself to the most senior or eldest person first
  • appreciating the social and cultural functions performed by language

  VCRAU084 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCRAU014

  Understand that language is organised as ‘text’, and recognise features of texts such as songs, chants, labels and captions

  Elaborations

  • recognising that sentences have separate parts, observing features of familiar texts such as greetings in a conversation, the chorus in a song, or rhyme in a song/poem
  • understanding that texts have a purpose, for example, recounts are ways of describing past events and greeting cards can convey feelings

  VCRAU014 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• 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

• VCRAU031

  Recognise that texts such as stories, games and conversations have particular features

  Elaborations

  • recognising language features typically associated with texts, for example, the use of imperatives in games and time markers in stories
  • comparing features of different text types, for example, differences in purpose or in the amount and kinds of language in a conversation and a story
  • noticing differences between written and spoken texts (for example, comparing a written story with a spoken version), or comparing how texts within the same mode can differ, for example, a birthday card and an email message

  VCRAU031 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | 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

• VCRAU097

  Develop understanding of pronunciation related to single and combined sounds and the use of intonation in statements and questions, recognising spelling and using pronunciation conventions

  Elaborations

  • recognising that the language is written using the Roman alphabet but with distinctive sounds and sound combinations
  • recognising intonation for questions, statements, commands and interjections

  VCRAU097 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• 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

• 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

• VCRAU101

  Understand that the language has been and continues to be changed through interaction with other languages and cultures

  Elaborations

  • identifying loan words in the language and English, and understanding that borrowings are part of the nature of language
  • analysing texts as a class, recording loan words and investigating their origins, and comparing these with borrowings in English and other known languages

  VCRAU101 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCRAU013

  Recognise questions, commands and simple sentences, and develop vocabulary for people, places and things in their personal world

  Elaborations

  • identifying people using pronouns
  • describing possession in familiar phrases
  • greeting and farewelling others
  • specifying location
  • describing actions using simple verbs
  • understanding different question words and the anticipated answer
  • using imperatives to tell others to do something
  • referring to numbers of things using cardinal numbers
  • describing the colour, size, shape and character of a person, place or thing
  • joining words or phrases using conjunctions
  • using negation

  VCRAU013 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCRAU066

  Recognise formal and informal forms and that their style and use depend on the context, purpose and audience

  Elaborations

  • examining differences in language use according to mode, for example, poetry/song lyrics or abbreviations used in text messages
  • recognising that the use of different terms of address reflects varying levels of politeness and familiarity
  • comparing language structures in the language and English and how these are used to create intimacy or distance, for example, the use of colloquial language
  • using intonation to shift meaning, for example, to show surprise, to downplay or to exaggerate

  VCRAU066 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCRAU032

  Understand that language may vary according to age, gender and social position, such as place in the family

  Elaborations

  • noticing differences between formal and informal language, for example, greetings
  • comparing advertisements, such as for games or toys, for different age groups and genders
  • recognising appropriateness of gestures to accompany language when addressing teachers, friends or visitors to school
  • analysing how the language of texts such as invitations and greeting cards can vary depending on the occasion and the degree of closeness of the relationship between people

  VCRAU032 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCRAU100

  Understand that the language, like all languages, varies according to participants, roles and relationships, situations and cultures

  Elaborations

  • recognising that register shifts according to familiarity and social position, for example, using one register for friends, and another for teachers and adults
  • examining how language varies according to ethnicity and age
  • understanding that language may change according to people’s roles and situation and that people may choose to use different languages to show, for example, familiarity or high status, such as a politician using language to show sophistication, or someone using a regional variety of language to show membership of a particular ethnic group

  VCRAU100 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCRAU034

  Make connections between cultural practices and language use, such as specific vocabulary and expressions

  Elaborations

  • noticing how gestures differ between cultures for example ways of beckoning others
  • understanding that meanings of facial expressions can vary across cultures and that the same expression can convey various emotions
  • showing awareness that language carries cultural ideas
  • recognising character traits and values in stories
  • analysing which aspects of own language use might seem ‘strange’ from another perspective and why

  VCRAU034 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• 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

• VCRAU017

  Notice that the languages people use and the way they use them relate to who they are and where and how they live

  Elaborations

  • recognise the countries and regions where the language is spoken
  • noticing similarities and differences between lifestyles and language use
  • exploring different cultural practices and related language use through games
  • recognising words that reflect aspects of culture
  • noticing that particular Australian-English terms and expressions may have no equivalent in the language, for example, 'footy' or 'lamington'

  VCRAU017 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | 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