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• Japanese - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use formulaic and modelled language in classroom interactions to carry out transactions and to share or convey information about daily routines, activities and events, using time expressions such as まい日、ときどき. They ask and respond to questions in familiar contexts...

  Level description | Languages | Japanese | F–10 Sequence | Levels 5 and 6

• VCKOU152

  Compare and reflect on different ways of using language in everyday situations in Korean, Australian and other cultures, sharing ideas about possible reasons for the differences and variations

  Elaborations

  • recognising the importance of politeness explicitly expressed in Korean and comparing this with English, for example, 만나서 반가워요 versus ‘Nice to meet you’
  • understanding that language carries information about the people who use it and that common expressions often reflect cultural values important to that language community
  • reflecting on individual words which may be interpreted differently by people who do not know Korean culture, for example, 우리 집, 우리 선생님
  • identifying non-verbal expressions that are typical or expected in communication in different cultures, for example, eye contact, bowing, nodding, pointing

  VCKOU152 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCTRC011

  Identify themselves as members of different groups, including their family, community and school, using simple statements, gestures and support materials

  Elaborations

  • sharing information about their family background, such as their country or region of origin, languages spoken at home and connections with extended family overseas, for example, Ben Avustralyalıyım/Türküm. Türkçe konuşurum. Ailem İstanbul’dan geldi
  • creating self-profiles, using drawings and captions or photos to identify their membership of different groups and communities, for example, home, school, friendship or sporting groups
  • identifying words or expressions in Turkish that they particularly associate with their sense of home and ‘who they are’
  • designing a ‘class tree’ that reflects the linguistic and cultural diversity represented in their class
  • considering how they communicate with different friends and family members who speak different languages

  VCTRC011 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCASFC045

  Create their own bilingual texts and learning resources to use themselves or to share with others, such as Auslan–English dictionaries, posts to websites, digital newsletters or school performances

  Elaborations

  • composing bilingual texts for class or school assembly performances, events or displays, for example, National Week of Deaf People announcements
  • using bilingual online dictionaries and electronic tools to compose bilingual texts, for example, captioned Auslan texts such as an online Auslan–English version of a school newsletter
  • constructing and co-maintaining a bilingual website with a Deaf school
  • creating bilingual texts for younger children, such as a mini Auslan–English dictionary of school-specific signs

  VCASFC045 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCDEC143

  Present, reinterpret or create alternative versions of imaginative texts, adapting events, characters or settings

  Elaborations

  • creating and performing a new version of a familiar song or poem, for example, using digital tools and apps for movie making and voice recording
  • creating dialogue/lines for characters from a text, describing in spoken or written form their opinions and emotional responses, for example, as an interview, email or diary entry
  • creating and presenting an adapted text such as a story, for example, by introducing new elements (changing the gender of the main character or the setting, adding a new character or dilemma), and presenting it to a younger audience

  VCDEC143 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCHIC081

  Create texts that draw on bilingual resources to explore and reflect the multicultural nature of their personal, school and community experience

  Elaborations

  • interviewing community members about their life stories and experiences to create digital/multimodal profiles that include the use of voice-overs in Hindi, images, music and English subtitles
  • creating raps or jingles that mix English and Hindi words/expressions, rhythms and gestures to capture elements of their own communicative behaviours
  • creating a bilingual information pack in print and/or digital form about their school and local community to present to a visiting school
  • creating glossaries and annotations in English that provide explanations for cultural and contextual references in contemporary Hindi texts

  VCHIC081 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCLAU010

  Identify the structure and features of a range of texts in Latin, such as narratives and short plays

  Elaborations

  • identifying elements of different types of text, for example, stories, dialogues and plays, and explaining the relationship between the language and structure used and the purpose of the text
  • distinguishing and comparing features of a story and a play, such as narrative voice, characterisation, impact of direct speech
  • making connections and comparisons between a new text and familiar texts of the same type
  • using metalanguage to explain the effect of particular language features on intended audiences, for example, exclamations, interjections, such as o me miserum; euge; eheu

  VCLAU010 | Languages | Latin | Levels 7 and 8 | Understanding | Systems of language

• 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

• 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

• 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

• VCZHC056

  Create short bilingual texts on topics of personal interest and on key content from other learning areas and provide subtitles or commentary to assist meaning

  Elaborations

  • translating special terms from their favourite subjects into Chinese, for example, 加、减、乘、除
  • producing bilingual instructions for classmates, explaining how to perform a particular activity relating to their favourite game or subject
  • preparing a voiceover text in Chinese for a video presentation about the Chinese language program or the school environment and adjusting anything that is unclear before voice recording

  VCZHC056 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHU186

  Explain the role that features of prosody such as intonation and stress play in interactions in various contexts

  Elaborations

  • identifying ways in which rhythm, pace and voice projection impact on interpretation and effectiveness of messages conveyed
  • experimenting with rhythm, intonation and stress when reading aloud, reciting texts or expressing emotion to others
  • discussing differences in pronunciation of words and flow of speech by different Chinese speakers, for example, identifying features of ‘native-like’ speech in second language learners

  VCZHU186 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCARC022

  Convey ideas and viewpoints from a range of perspectives to various audiences in familiar contexts using different modes of presentation

  Elaborations

  • informing others about an issue of interest and upcoming events in texts such as notices and newspaper announcements, for example,

    إعلان هام؛ تحتفل الجالية العربية بعيد الأم في إحتفال كبير في الحديقة العامة يوم السبت القادم؛ الدكتورة ريم ستلقي محاضرة عن الشباب والمستقبل في الجامعة

  • producing texts such as letters, emails and speeches to convey information and personal viewpoints on topics connected to personal experiences, for particular purposes and audiences
  • organising information for an Arabic-speaking audience, for example, creating a presentation comparing different cultural perspectives on a particular topic or a video recording of a cooking demonstration
  • reporting on own and others’ experiences, such as holiday trips or school camp, and comparing own experiences with others’ using expressions such as

    بالنسبة لي الرحلة كانت ممتعة بينما أغلبية التلاميذ شعروا بالملل؛ بالرغم من الساعات الطويلة التي قضيناها في الطريق إلا إنني لم أشعر بالتّعب لكن أصدقائي كانوا متعبين

  • creating a video clip to present information or ideas to a particular audience, such as a virtual tour of the school or the neighbourhood for prospective students and their parents
  • conveying information relating to significant events, people or places in different formats, such as a poster for a concert, a profile of a famous Arabic actor, or a digital guide to a place of interest
  • creating a group presentation of ideas and words and expressions relating to aspects of lifestyle, for example,

    الرّياضة ضرورية للصحة؛ المأكولات السريعة وأضرارها؛ الألعاب الإلكترونية وتأثيرها السلبي على العائلة

  VCARC022 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• French - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use French to interact with each other, teachers and online French-speaking contacts, to exchange information, opinions, experiences, thoughts and feelings about themselves, their families and friends. They initiate and sustain conversation by using active-listening...

  Level description | Languages | French | 7–10 Sequence | Levels 7 and 8

• VCASFC041

  Present information to describe, explain, persuade or report on different experiences or activities in ways likely to engage the intended audience

  Elaborations

  • providing step-by-step instructions to peers, for example directions to a location or explanations of how to build a model
  • creating signed announcements that use persuasive techniques to inform others about upcoming events, for example a Deaf theatre performance or National Week of Deaf People
  • reporting in digital form on their experiences of shared events such as school camps or concerts to send as feedback to the organisers
  • creating a video report of an event in Deaf history as a contribution to a shared e-book resource
  • developing a signed news report or public announcement to inform or alert an imagined audience of a recent or impending natural disaster
  • providing instructions for a group activity such as a maths or computer game
  • creating a digital clip or social media post that presents information on a selected issue in ways designed to persuade or dissuade the intended audience, for example an anti-smoking post or a clean-up-the-environment appeal
  • engaging with deaf visitors from different groups and backgrounds by creating a vlog about the visits and their responses to different identity stories
  • explaining a new concept encountered in content areas such as geography or history, such as erosion or revolution
  • preparing a short signed presentation for their peers drawing on information obtained from library resources or media texts on topics related to other curriculum areas such as visual arts or history

  VCASFC041 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCASFC239

  Preparing and presenting information on different issues, events, people, procedures or experiences, using signed descriptions and visual prompts to inform, report, promote, explain or invite action

  Elaborations

  • presenting a biographical report on a prominent deaf person, using visual prompts such as a slideshow to describe their life and achievements, incorporating some commentary and personal opinion
  • contributing an item of information for a collaborative e-book to describe views on different aspects of Deaf culture, such as community and protocols associated with signing
  • explaining to each other a selected procedure or practice, for example, a recipe, the rules of a sport or board game, or instructions on caring for animals
  • researching, composing and presenting a persuasive speech designed to invite action or support on a selected issue, such as a Deaf political matter
  • using visual props and signed explanation to describe a biological or mechanical process to the class, such as how the ear or a cochlear implant works
  • developing a signed news report or public announcement to inform or alert an imagined audience of a recent or impending natural disaster
  • creating signed announcements to inform members of the school community about events such as a Deaf theatre performance or National Week of Deaf People activities
  • creating digital clips or social media posts designed to persuade, inform or invite response on an issue of relevance to young people of their age
  • providing instructions in an engaging or entertaining style to create interest in a group activity, such as a maths game or signing choir

  VCASFC239 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• 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

• VCASFC171

  Create their own bilingual texts and learning resources such as electronic displays, websites or digital newsletters

  Elaborations

  • composing bilingual texts for class or school assembly performances, events or displays, for example, National Week of Deaf People announcements
  • constructing and co-maintaining a bilingual website with a Deaf school
  • creating bilingual texts for younger children, such as an online Auslan–English dictionary of school-specific vocabulary

  VCASFC171 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCKOU129

  Notice and identify different types of simple spoken, written and digital texts used for different purposes in familiar contexts

  Elaborations

  • listening to and viewing different types of simple texts in Korean including digital or online texts and recognising that Korean is used for purposes such as songs, chants, dialogues and stories
  • identifying Korean words in spoken and written texts where Korean is used alongside words from other languages

  VCKOU129 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCRAC026

  Produce texts such as descriptions and signs in both the language and English for the school community

  Elaborations

  • preparing descriptions in both the language and English about familiar topics, using modelled language and choosing from word lists, and discussing differences in language with the teacher
  • creating bilingual texts for the classroom and the school community, for example, posters, songs and online newsletter items, discussing with others how to represent meaning in different languages for different audiences

  VCRAC026 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Translating