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• VCELC161

  Translate texts from Greek to English and vice versa, interpreting meaning and identifying words or expressions of specific cultural significance in Greek

  Elaborations

  • translating and interpreting expressions used in routine exchanges in familiar settings and making comparisons with similar exchanges in English
  • translating texts, such as short video clips (without subtitles), posters, advertisements, signs and symbols such as emoticons, and explaining cultural aspects using subtitles, captions, gestures and commentaries
  • using dictionaries (traditional, online or electronic) and other translation tools found online, exploring ways of avoiding literal translations that do not reflect intended meaning
  • comparing translations and interpretations of texts such as songs and advertisements, noticing similarities and differences and reflecting on why interpretations may vary

  VCELC161 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCITC021

  Participate in collaborative action in class experiences and activities

  Elaborations

  • participating in organising a shared lunch in Italian (for example, Who will bring what? Who will invite parents? Facciamo un dolce. Chi porta lo zucchero? Chi porta le mele?) or a shared performance for assembly or guests, for example, Ti piace? Chi dobbiamo invitare? Facciamo un poster
  • creating invitation cards for a party, performance or class event, for example, Caro…Vieni alla nostra festa/recita/riunione! Il giorno…Alle ore ….Luogo/Presso
  • following procedures and instructions together, for example, recipes such as una macedonia di frutta, or making a model of an Italian garden or piazza

  VCITC021 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCKOC162

  Examine their perceptions of and reactions to Korean culture embedded in the language, and reflect on the relationship between language and culture

  Elaborations

  • finding examples of the significance of gestures across cultures, for example, (not) making eye contact when talking to older people, and reflecting on these
  • comparing interactions between Korean speakers and interactions insimilar Australian contexts by observing them in their immediate environments or from resources such as video clips or films (for example, students and teachers, or people interacting on the street or in shops, identifying who bows at the beginning and end of the interaction, who uses –요 at the end of sentences or how they shake hands)
  • recognising and exploring cultural aspects embedded in or accompanying language use, for example, the use of honorifics and different terms of address
  • noticing the impact of their own assumptions about Korean people and culture when engaging with texts, and considering what assumptions Koreans might hold about Australian people and culture

  VCKOC162 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• 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

• Auslan - First Language Learner - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students interact with the teaching team, class visitors and each other to share information about themselves, their families, friends, routines, pastimes and experiences. They refer to family members and classmates using fingerspelling or sign names as appropriate, and...

  Level description | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8

• Classical Greek: Levels 7 and 8 achievement standards

  By the end of Level 8, students use their knowledge of vocabulary, grammar and textual cues to identify and interpret information in Classical Greek texts, such as narratives, about the daily life and attitudes of the ancient Greeks. They interpret grammatical structures such as inflected forms...

  Level description | Languages | Classical Greek | Levels 7 and 8

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

  By the end of Level 6, students use spoken and written Hindi to exchange personal information and experiences, to give opinions and express feelings. When interacting with others, they use expressive and descriptive language, for example, नमस्ते आप कैसे हैं, मैं ठीक हूँ। मेरी माँ मुझे बहुत प्य...

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

• Hindi - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use written and spoken Hindi in familiar and unfamiliar contexts to discuss and compare experiences and to express views on local and global issues, for example, पारिवारिक सम्बन्ध या सामाजिक मीडिया का उपयोग – डिजिटल दुनिया, मेरा समुदाय, श्रमिक दिवस, स्वतंत्रत...

  Level description | Languages | Hindi | 7–10 Sequence | Levels 9 and 10

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

  By the end of Level 8, students interact with one another and the teacher in classroom routines and activities, exchanging greetings, wishes and information about their personal and social worlds. They use gestures and formulaic expressions appropriately, for example, おくれて すみません。しつれいします。 They...

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

• Languages: About the Languages

  Learning languages in addition to English extends students' literacy repertoires and their capacity to communicate. It strengthens students’ understanding of the nature of language, culture, and the processes of communication.

  Language categories

  The languages included in the Victorian...

  Overview material | Languages

• Languages | Classical Greek: Learning in Classical Greek

  The place of Classical Greek and the heritage of the ancient Greek world

  The Classical Greek language belongs to the Indo-European linguistic family. It is thus related to most of the languages of Europe, to Old Persian and, through Sanskrit, to several major Indian languages.

  Classical Greek is...

  Overview material | Classical Greek

• Spanish - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use written and spoken Spanish to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously to offer opinions on social issues and to discuss young people’s interests...

  Level description | Languages | Spanish | F–10 Sequence | Levels 9 and 10

• VCARC007

  Create and adapt texts with imaginary scenarios, characters and events, using modelled language and different modes of presentation

  Elaborations

  • creating own version of a story by sequencing a series of pictures with captions or by creating a storyboard with labels using modelled language, for example,

    استيقظ سامر صباحاً؛ غسل وجهه؛ بعدها ذهب إلى...؛ في طريقه شاهد ... في النهاية عاد إلى ...

  • creating and presenting own story in digital form based on imaginary scenarios, using familiar contexts and modelled language, for example,

    في يوم من الأيام؛ كان هناك...؛ كان يوجد مرة...

  • producing and presenting picture/digital books or short plays or animations that use familiar Arabic words and expressions
  • creating and performing alternative versions or endings of known stories, using voice, rhythm and gestures to animate characters
  • creating and performing alternative versions of known songs or raps by creating new lyrics and using new voices to convey mood
  • composing, performing or filming texts for own and others’ enjoyment and interest, for example, a description of an imaginary character or animal, a commercial for a new product, a short film, or a poster advertising an event

  VCARC007 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHC085

  Express opinions about imagined characters and events seen and heard in contemporary media and performances, and create own portrayals of characters using gesture, action, stress, and modelled phrases

  Elaborations

  • watching segments of texts in Chinese, such as popular music videos from various sources of media, and expressing personal opinions, for example, 我觉得…很有意思
  • performing Chinese songs and experimenting with rhythm, voice, emotion and gesture to convey the intended sentiment and meaning of songs and rhymes and enhance performance
  • comparing stories and characters in both Chinese and Australian popular media, and exploring themes and topics that interest young people from different cultural backgrounds, such as 澳大利亚的年轻人也很喜欢看动作片。成龙很有名
  • creating short plays or skits and taking on roles in imagined scenarios such as visiting or hosting a Chinese friend, a shopping experience or a fashion show
  • assuming the role of a young Chinese person in the performance of a play about, for example, celebrating Chinese New Year
  • creating and performing a rap about learning Chinese, experimenting with voice, gesture and action to convey different emotions and attitudes, including use of word stress to alter the way meaning is expressed and interpreted, for example, exploring the implications of expressing 不要 with varying degrees of volume and emphasis

  VCZHC085 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCARC125

  Respond to imaginative texts, such as interactive stories and performances, identifying and describing characters, events, ideas and favourite elements

  Elaborations

  • listening to, reading and viewing a range of print, digital and oral texts through shared and guided participation, and responding to questions about characters, ideas and events
  • comparing an Arabic fable such as سندباد البحري؛ علاء الدين والمصباح السحري؛ على بابا والأربعون حرامي with an Aboriginal or Torres Strait Islander story and highlighting the similarities and differences in characters, events and the moral of the story
  • discussing imaginative texts, using short statements to describe aspects such as characters, settings or events, and illustrating and captioning aspects of texts
  • role-playing events in imaginative texts, using movement and actions to reinforce meaning and experimenting with voice and gestures to animate characters

  VCARC125 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCASFC189

  Create bilingual texts to use in the wider school community, identifying words/signs or expressions that carry specific cultural meaning in either language

  Elaborations

  • capturing and presenting stories recorded from interviews in Auslan with members of the Deaf community, captioning the interviews in English
  • captioning examples of classmates’ work in Auslan, such as short stories or poems
  • creating translations of song lyrics for performance in Auslan
  • making a short documentary in Auslan about a topical issue, moving through the processes of drafting, translating, editing and captioning, trialling alternative captioning tools
  • captioning and providing voice-over for student-generated filmed Auslan texts, such as fairytales created for a young deaf audience
  • creating bilingual versions of short, simple texts such as instructions for a game or procedures for a recipe

  VCASFC189 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCELC007

  Create or represent and perform own imagined scenarios, characters and events, using stimulus materials and modelled language

  Elaborations

  • creating own versions of familiar texts, such as greeting cards for imaginary special occasions or board games, for example, Greek version of Scrabble
  • creating and telling a story from a stimulus, such as a photograph, using speech bubbles, voice recordings or captions to accompany visuals, using digital technologies
  • creating and performing a short play or video clip to share with and entertain others, for example, a rap or role-play on Grandparents’ Day or Open Day for younger students
  • composing and participating in imaginary interactions, for example, a conversation between avatars or meeting a character from a Greek story or film for the first time

  VCELC007 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCESC118

  Recognise what aspects of songs, stories, rhymes and pictures from Spanish-speaking cultures may look or feel similar or different to own language(s) and culture(s)

  Elaborations

  • comparing aspects of the lives of children in Australian and Spanish-speaking countries as represented in print and digital images, video clips and stories, for example, ways of playing games, eating food, or interacting at school or at home
  • using some Spanish words, expressions and exclamations when playing with one another, for example, ¡Ay! ¡salud! and noticing any differences in behaviour, use of voice or body language compared to when using English
  • responding to teacher prompts in Spanish or English, for example, ¿Qué ves/notas? or ‘What do you notice about…?’, to capture their impressions when viewing images or stories involving children in Spanish-speaking contexts

  VCESC118 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCESU162

  Reflect on own language use at home, at school and in the community, considering how this may be interpreted by young Spanish speakers

  Elaborations

  • describing own/one another’s ways of communicating, identifying aspects that may reflect Australian traditions, values and practices
  • choosing words or expressions commonly used in informal Australian interactions, and deciding how to interpret or explain them to young Spanish speakers, for example, ‘mate’, ‘fair dinkum’
  • noticing similarities and differences between own ways of communicating and aspects observed in interactions between young Spanish speakers in different contexts and situations, for example, the expression of politeness or turn-taking in conversations
  • identifying things they take for granted about communication in familiar cultural contexts, for example, shared understanding of gestures and tones of voice
  • noticing culturally appropriate ways of offering praise, recognition, gratitude or encouragement

  VCESU162 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCFRC061

  Create simple songs, plays or stories to entertain others, involving imagined contexts and characters

  Elaborations

  • creating and performing texts such as les raps, les poèmes or les sketchs, experimenting with the musicality, rhythms and non-verbal expressiveness of French
  • performing unscripted explorations of characters, contexts and concepts (for example, l’amitié, la peur, la liberté), using gestures, voice and props to build mood, drama and effect and to explore expression and emotion
  • creating simple texts such as picture books, bedtime stories or cartoons for younger children, selecting appropriate language, rhythms and images to enrich the visual or listening experience

  VCFRC061 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Creating