Search results

Result list

• French - F–10 Sequence: Levels 3 and 4 description

  Students develop active-listening and comprehension skills, using contextual, grammatical, phonic and non-verbal cues. The language they hear is authentic with modification, involving familiar vocabulary and simple structures. The balance between listening and speaking gradually shifts as students...

  Level description | Languages | French | F–10 Sequence

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 3 and 4 description

  Students interact with peers and the teacher in a variety of communicative activities where grammar, vocabulary and pronunciation are purposefully integrated. They primarily engage in a variety of listening and viewing activities, and understand familiar stories, songs and poems. Language use...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence

• VCASFC025

  Create or adapt imaginative texts and expressive performances that feature favourite characters, amusing experiences or special effects

  Elaborations

  • performing stories for a live audience with a focus on the visual communication of emotion and humour
  • adapting an element of a familiar cartoon or story to achieve a different effect, for example by varying the use of manner
  • adapting a signed advertisement for a product popular with their age group to create a change in effect, for example by inserting additional elements, mood or characters
  • signing stories or participating in play-based activities that require the use of constructed action to represent other people’s actions, thoughts, feelings or attitudes
  • adapting key elements of a popular picture book to create a short signed performance suitable for younger children being introduced to Auslan
  • experimenting with the genre of storytelling, adapting the use of signing space and signing techniques and changing perspectives according to character
  • performing an adaptation of a humorous story with two or more characters, using elements of constructed action such as shifting eye gaze and head orientation
  • creating the next scene, a new character or an alternative ending for a signed fable, short story or cartoon
  • choreographing and performing music-less dance, focusing on matching timing, beat and rhythm
  • creating original handshape poetry to present at a school assembly or community festival
  • playing with light and shadow, handshapes and movement, for example in shadow puppet performances

  VCASFC025 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCARU133

  Understand that familiar spoken and written Arabic texts, such as conversations and stories, have particular features and structures relating to different purposes and audiences

  Elaborations

  • noticing differences between different types of texts in Arabic, for example, comparing a verbal recount of a well-known fable with the written text, or a text message with a phone call, an email with letter
  • recognising how elements of texts in print, digital and online formats, such as title, layout, illustrations and size of script in a Big Book, combine to make meaning
  • identifying and comparing the features of different types of texts, observing similar patterns and identifying differences, for example, the opening and signature in an email and a letter, a description in a story and a diary entry
  • classifying a range of texts in print, digital and online formats, such as stories, digital greeting cards, recipes, advertisements (print and online versions) and posters, according to their purpose(s), for example, to entertain, to describe, to inform or to persuade, and recognising language features typically associated with particular texts, such as the use of imperatives in recipes and time markers in stories

  VCARU133 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCZHU141

  Recognise similarities and differences in the structure of spoken and written texts that have the same purpose

  Elaborations

  • recognising features of various genres, including narratives and explanatory texts, identifying which genres are most suitable for different purposes, for example, 记叙文记叙一个事情，比如说《我最喜欢的假期》
  • identifying differences and similarities in language choices and text structure across spoken and written texts, for example, comparing an announcement with a public notice
  • comparing and differentiating forms of texts based on purpose and audience, for example, asking: What’s the difference between a letter and an email? What might be the reasons for such differences?
  • applying cohesive devices in producing imaginative texts, correspondence and informative texts, for example, beginning a story with 很久很久以前

  VCZHU141 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• Modern Greek - F–10 Sequence: Levels 3 and 4 description

  Students begin to develop a metalanguage for understanding and discussing language features, and make connections and comparisons between English and Modern Greek. For example, they understand that in English there is one word for the definite article (‘the’), whereas in Greek the...

  Level description | Languages | Modern Greek | F–10 Sequence

• VCDEU133

  Identify the purposes of familiar personal, informative and imaginative texts such as maps, calendars and fairy tales, and explain how particular features of such texts help to achieve these purposes

  Elaborations

  • classifying a range of digital and other texts such as fairy tales, recipes, instructions, advertisements, greeting cards, maps or songs according to their purpose(s) (such as to entertain, describe or instruct), discussing and justifying choices in English
  • comparing wall calendars from a German-speaking country and Australia in terms of structure, public holidays, pictorial representation of seasons, and cultural influences
  • identifying and comparing the features of different types of texts, such as a cookery book, a picture storybook or a comic
  • discussing the structure of shared reading texts, identifying sentences, questions, answers and greetings (Satz, Frage, Antwort and Gruß), and recognising how different textual elements such as title, layout, script and images combine to make meaning

  VCDEU133 | Languages | German | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• Spanish - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students interact with teachers and peers in classroom routines, action-related talk and play. They use formulaic expressions when participating in classroom routines and collaborative activities, such as complimenting others (for example, El bolso de Susana es hermoso), reque...

  Level description | Languages | Spanish | F–10 Sequence | Levels 3 and 4

• VCJAU144

  Understand that the ways people use language reflect where and how they live and what is important to them

  Elaborations

  • understanding that language carries information about the people who use it and that common expressions often reflect cultural values, for example, the importance of respect for older people is reflected in terms of address in Japanese
  • exploring additional elements of ‘culture’, such as what is valued in different communities, contexts and environments, or different approaches to teaching and learning in school, understanding formulaic expressions that reflect cultural values, for example, いってきます、 いってらっしゃい、きをつけて
  • noticing how politeness and respect are conveyed in Japanese language and behaviour, such as how body language and gestures can replace language, for example, bowing as an apology or as a request to be excused
  • learning to discuss culture and language by responding to prompt questions such as ‘What do you notice?’ ‘Why do you think that …?’ ‘How is this similar / different …?’
  • identifying terms, expressions and ways of communicating associated with Australian contexts that might need explaining to Japanese children, for example, using first names when addressing adults, colloquial expressions such as ‘no worries’ or ‘footy’, and terms associated with Indigenous cultures, such as ‘the Dreaming’

  VCJAU144 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCKOU148

  Recognise differences in language features and text structures in different types of texts, including those in digital form, used in familiar contexts

  Elaborations

  • identifying familiar text types in different modes and using them in activities such as converting dialogues to chants
  • recognising language features typically associated with particular texts, for example, the use of imperatives in games
  • 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

  VCKOU148 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCIDU031

  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 between 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

  VCIDU031 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | 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

• VCASFC147

  Respond to questions, directions and requests, using non-manual features and simple questions and statements to ask for help, to indicate understanding or agreement and to negotiate turn-taking

  Elaborations

  • responding to classroom instructions such as
    PLEASE WITH-2++ DS:sit-opposite
    Please find a partner and sit opposite each other.
    DS:line-up PLEASE
    Line up, please.
    LOOK-AT-_me
    Look to the front.
    
  • attracting attention or asking for help, repetition or clarification, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    PLEASE AGAIN SIGN
    Please sign that again.
    PLEASE EXPLAIN-_{to self} AGAIN
    Please explain that again.
    WHAT MEAN?
    What do you mean?
    PRO2 MEAN…?
    Do you mean …?
    
  • negotiating turn-taking, for example:
    PRO1 FIRST YOUR-TURN
    It’s my turn first, then your turn.
    
  • using back-channels, for example, head nodding to indicate understanding, or raised eyebrows or head shaking to indicate lack of understanding
  • gaining the attention of a group or an individual, for example by flashing classroom lights, waving or multiple tapping or tapping or pointing to alert third parties
  • maintaining eye contact when communicating

  VCASFC147 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• Victorian Aboriginal Languages: Levels 3 to 6 achievement standards

  By the end of Level 6, students use familiar language and modelled sentence patterns to share information about aspects of their personal worlds, such as their family and friends, interests, everyday routines and activities. They interact appropriately with respected community members and community...

  Level description | Languages | Victorian Aboriginal Languages | Levels 3 to 6

• VCJAU141

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

  Elaborations

  • recognising features of familiar genres of Japanese texts such as picture books, digital books or games, video clips or songs
  • recognising differences between the layout and language features of different types of texts, including たてがき, よこがき
  • recognising the role played by different elements in texts to contribute to meaning-making, for example, the layout, title, illustration and use of punctuation in a picture book or the use of speech bubbles in a cartoon
  • recognising patterns in simple spoken or written texts in Japanese, for example, in relation to the use of particles, verb endings and other frequently occurring features

  VCJAU141 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCLVU165

  Understand that texts such as stories, paintings, songs and dances have distinct purposes and particular language features

  Elaborations

  • distinguishing the purpose and characteristic features of different types of texts, for example, stories are usually about journeys across Country and convey explanations about why features of Country exist and are important
  • understanding that for many Aboriginal languages conventions of written text are in the process of being developed
  • recognising language features typically associated with familiar texts, for example, the use of imperatives in games, instructions and procedures, and the use of past and habitual tenses in stories
  • linking ideas using appropriate grammatical forms and processes, for example, connectives, serialisation, embedding
  • recognising the role played by different elements in texts to contribute to meaning-making, for example, the layout, title, illustration and use of punctuation in a picture book or the use of speech bubbles in a cartoon
  • investigating the purpose and use of sign language in various Aboriginal languages, for example, for hunting, for recent bereavement, for communicating at a distance, for restricting who can understand the message

  VCLVU165 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Systems of language

• Turkish - F–10 Sequence: Levels 3 and 4 description

  Students' development of literacy skills progresses from supported comprehension and use of high-frequency and personally significant sight words to understanding and applying basic grammatical features of the language, such as simple verb tenses and verb moods, for example, recognising question...

  Level description | Languages | Turkish | F–10 Sequence

• Arabic - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students interact with the teacher and peers to share personal information about aspects of their lives, such as experiences, everyday routines and leisure activities, for example, عمري تسع سنوات؛ أنا مولود في أستراليا؛ أتيت إلى أستراليا وأنا صغير في الصباح أستيقظ باكراً...

  Level description | Languages | Arabic | F–10 Sequence | Levels 3 and 4

• Auslan - Second Language Learner - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students participate in classroom routines and structured interactions with teachers and peers. They communicate about daily routines, interests and pastimes; recount personal experiences and classroom events; and describe people, experiences or activities using simple depicting...

  Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4

• VCJAC127

  Interact with the teacher and peers to exchange information about self, family, friends and favourite things, and likes and dislikes, and to express praise, support and respect for others

  Elaborations

  • introducing self using formal spoken language and appropriate non-verbal language such as bowing, for example, はじめまして、 Julie　です、九(きゅう)さい　です、おんがく　が　すき　です、どうぞ　よろしく
  • exchanging information and building vocabulary to communicate about self, friends or family, using simple statements such as かぞく　は　六人　です。おとうさん　と　おかあさん　と　おねえさん　と　ぼく　と　いもうと　と　あかちゃん　です。いもうと　 は　五さい　 です。おかあさん　は　やさしい　です。
  • asking and answering factual questions relating to concepts such as time, place or number, using formulaic structures and familiar expressions, for example, かぞく　は　なんにん　です　か。3 人　です。いつ　です　か。五月(ごがつ)　です。なんじ　です　か。三じ　です。どこ　です　か。
  • showing interest in and respect for others, such as by expressing praise or encouragement, using formulaic expressions, for example, だいじょうぶ？たいへん？むずかしい？すごい（です）ね、やさしいね、おもしろいね、じょうずですね、かっこいいね、たのしかった？
  • communicating about activities and shared experiences, for example, place　に　いきました。 food を　たべました。 drink　を　のみます。 activity/sports　を　しましょう/しました。おいしかった　 です。

  VCJAC127 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising