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• VCZHC019

  Obtain and process information about significant people, places and events from spoken and visual sources, and convey this information using learnt phrases and key words

  Elaborations

  • identifying commonly used terms for daily activities such as 你几点睡觉？ to contribute in an online discussion with sister-school friends
  • describing people, places and things using actions and gestures, for example, to create a video clip to describe the school
  • planning and presenting short reports about holidays, special events and places using photos, illustrations, captions, diagrams
  • listening to short spoken texts containing some unfamiliar language, identifying key information, for example, name and phone number of speaker in a voicemail message, or the names, year level and age of Chinese children in a short interview

  VCZHC019 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

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

  By the end of Level 6, students use spoken and written Arabic to exchange personal information and describe people, places and ideas related to their personal experiences and social activities such as celebrations for example, أذهب مع عائلتي لزيارة جدي وجدتي في الأعياد؛ في العطلة الأسبوعية, sport (f...

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

• Auslan - First Language Learner - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use Auslan to interact with people for a range of different purposes. They use descriptive and expressive language to share and compare experiences, ideas and opinions, such as THEATRE GOOD, LONG -_really, LONG-_really. They participate in class discussions and show...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6

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

  By the end of Level 8, students use Auslan to share information, experiences, interests, thoughts and feelings about their personal and immediate worlds. They use modelled constructions, ask for repetition or clarification, such as please slow sign, and use strategies such as fingerspelling to...

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

• Hindi - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with the teacher and peers to exchange greetings and talk about themselves and their families, for example, नमस्ते, आप कैसे हैं?, मेरा नाम गीता है, आप का क्या नाम है? मेरे घर में चार लोग हैं। मेरा एक भाई है। मेरी एक बहन है। ये मेरे पिताजी हैं। ये बहुत अच्छे...

  Level description | Languages | Hindi | F–10 Sequence | Foundation to Level 2

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

  By the end of Level 8, students interact with the teacher and peers to exchange information and opinions about their personal worlds, for example, मेरे परिवार के अधिकतर सदस्य ऑस्ट्रेलिया में रहते हैं लेकिन कुछ सदस्य भारत में भी रहते हैं। मुझे क्रिकेट खेलना अच्छा लगता है क्योंकि...... They exchange...

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

• 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

• Languages | Vietnamese: Learning in Vietnamese

  Vietnamese language learning

  Vietnamese is the official language of Vietnam. It is spoken by approximately 90 million people in Vietnam and approximately four million Vietnamese people living in other countries around the world, with the majority residing in the United States, Cambodia, France,...

  Overview material | Vietnamese

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

  By the end of Level 8, students use spoken and written Vietnamese to initiate and sustain interactions with peers, teachers, family members and other known adults, and to engage in transactions and exchange ideas and experiences. They ask and respond to open-ended questions such as Bạn nghĩ...

  Level description | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8

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

  By the end of Level 8, students use written and spoken Vietnamese to interact with peers and the teacher to exchange personal information (for example, Em tên Nam. Em mười hai tuổi. Em sinh ở Úc), describe feelings (for example, Em vui/hạnh phúc) and express preferences (for example

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

• VCITC030

  Compare experiences, noticing how these are influenced by language and culture and how readily they may be expressed in Italian

  Elaborations

  • reflecting on cultural differences between everyday life in Italy and Australia, for example, asking how their school day would change if they went to primary school in Italy or what they would find interesting about sharing a lunch with an Italian family, and why; and considering what they would tell a visiting Italian child about how their own family celebrates Christmas, and explaining their choices
  • noticing the influence of important events such as religious celebrations on childhood experiences (for example, le lezioni settimanali di catechismo, la Prima Comunione, andare alla Scuola Media) and connecting these to their own experiences
  • recognising similarities in the Italian and Australian schooling systems (for example, la maestra, l’aula, il cortile), and differences (for example, il bidello, la mensa, il giardino, le scale), and noticing that the Italian school day is different for cultural reasons
  • noticing similarities between Australian and Italian cultures in major celebrations like Christmas (l’albero di Natale) and Easter (l’uovo di cioccolata), as well as differences, for example, the presence of il presepe at Christmas, and the presence of la sorpresa dentro all’uovo di cioccolata at Easter
  • noticing how their own language use influences expectations about Italian language use, such as seeing word order as ‘back to front’, for example, la macchina rossa = the red car
  • discussing distinctive social and cultural practices such as celebrations, for example, Santo Stefano, Ferragosto, Carnevale or Pasquetta
  • considering messages in Italian children’s stories and making comparisons with own experiences, for example, Is that the same or different for me? What would I do or say in that particular situation?
  • considering own and others’ cultural assumptions about home, school and leisure, and how these may be different in an Italian context

  VCITC030 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCASFC220

  Identify gist and some points of factual information from a range of signed texts about familiar topics and use the information in new ways

  Elaborations

  • gathering information from their peers in relation to their interests and preferences or home and school routines and summarising findings in formats such as tables or graphs
  • observing informative signed texts such as weather reports or simple public announcements about events and celebrations, identifying key points of information to exchange with a partner in a barrier/information-gap game
  • collecting information from signed texts about people, time or activities and using the information in new ways, for example, by creating a timeline, diary or timetable to show a sequence of activities
  • viewing and following procedural signed texts such as cooking demonstrations or craft activities
  • watching/viewing a signed text and identifying specific points of information such as locations, for example, by labelling key locations on a school map
  • viewing and responding appropriately to simple class and school announcements and directions
  • watching short Auslan texts about topics such as hobbies or sports, and recording key points of information using tables or graphic organisers
  • paraphrasing content of selected community texts, such as public service or promotional announcements on the Deaf Emergency Info website

  VCASFC220 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCFRC045

  Create own bilingual texts and learning resources such as displays, websites, newsletters or word banks

  Elaborations

  • creating parallel lists of informal French and English expressions for everyday interactions with friends and family, for example, à tout à l’heure! /‘ See you later’; génial/ ‘cool’; salut, ça va!/ ‘Good day!’; Amuse-toi bien/ ‘have fun’; bisous/ ‘love’
  • composing bilingual texts such as posters for class or school assembly performances, events or displays, for example, Les pays francophones, les fêtes françaises, le 14 juillet
  • using bilingual dictionaries and electronic translation tools to compose bilingual texts such as captions, menus or school timetables, comparing results and noticing problems associated with translation
  • constructing and co-maintaining a bilingual website with a sister-school or contact group of young English learners in a French-speaking community
  • creating bilingual texts for younger readers based on models such as Oops et Ohlala, involving one English-speaking and one French-speaking character and incorporating instances of possible intercultural miscommunication

  VCFRC045 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCHIC095

  Convey information obtained from different sources relating to personal, social and natural worlds in spoken, written and multimodal forms suitable for a particular audience

  Elaborations

  • creating multimodal texts to share with Hindi speakers in different contexts that capture elements of their personal and social worlds, for example, हमारे स्कूल का एक दिन, मेरी मित्र-मण्डली
  • using different modes of presentation such as photo montages, written journals or recorded interviews to provide information for extended family members overseas about their social and educational experience in Australia
  • creating a video clip to support new students to the school, introducing aspects of school culture, key personnel and available study and extra-curricular options
  • presenting information gathered from print media/online sources on selected topics, using formats such as tables, graphs or spreadsheets to present statistical information or captions or spoken commentaries to report on environmental issues such as disaster relief or land degradation
  • creating a short video to post on their school website to report on a good news story, such as a successful fund-raising event or sporting or academic achievements
  • creating an interactive presentation for younger children to highlight the advantages of being bilingual/multilingual in a globalised world and of maintaining and strengthening a home/first language

  VCHIC095 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCTRC036

  Plan shared activities or events, such as a display or presentation, an interview, awareness campaign or virtual shopping expedition

  Elaborations

  • preparing performance texts such as Hacıvat ve Karagöz oyunları, skeçler, piyesler, marşlar, Ramazan manileri, to present to younger students at a community event or school assembly
  • planning and creating displays or resources such as timelines, schedules, posters or appeals for a fundraiser
  • planning for a Turkish-speaking guest by developing an interview schedule using questions such as Kendinizi tanıtır mısınız? Ne tür müzikten hoşlanırsınız?
  • creating interactive learning experiences to encourage children in a buddy class to learn Turkish or to use their existing Turkish language in different domains
  • budgeting for hypothetical shopping expeditions, for example, by consulting online catalogues and websites, comparing prices and values and discussing intended purchases, for example, Bu çok pahalı, İndirimli satışlar varmış, Ay, bu en son çıkan, Bu kelepir!
  • planning a campaign, for example, to introduce healthy Turkish food at the school canteen, raise awareness about pollution or prevent bullying, for example, by creating posters, pamphlets and flyers or by making presentations to school council/board

  VCTRC036 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCVIC161

  Convey information and ideas on different topics or events, describing and comparing views, experiences and aspects of culture, using different modes of presentation for particular audiences and contexts

  Elaborations

  • creating texts for a Vietnamese-speaking audience, using different forms and modes of presentation to enhance effect, for example, creating a digital presentation with visual and audio effects to introduce a famous tourist attraction or preparing a video clip of a cooking demonstration
  • investigating a social, environmental or cultural issue such as cyber bullying or cultural maintenance and presenting the findings summarising opinions, attitudes and comments collected from surveys, interviews or media sources
  • creating a range of texts to inform others of features of Vietnamese and Australian lifestyles, family life, schooling, and social and cultural norms, for example, an email in response to a Vietnamese friend’s enquiry about Australian schooling or leisure activities, a review to promote a Vietnamese restaurant, an advertisement to promote a new product, or a blog entry reflecting on the differences between Australian and Vietnamese foods or eating etiquette
  • delivering speeches or writing emails or letters to friends or relatives describing and analysing differences and similarities between the lives of Vietnamese and Australian teenagers, providing a balanced view of the lives and interests of teenagers in each country, referring to different perspectives from a range of resources and making connections with own or peers’ experiences
  • reporting in the form of a personal recount or diary entry a personal experience such as a school excursion, a holiday trip or a local cultural event, for example, a Moon festival

  VCVIC161 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCZHC098

  Correspond with peers and teacher, exchanging ideas, negotiating decisions and inviting others to participate in collective action

  Elaborations

  • corresponding with others via social networking sites, exchanging personal information and requesting information, for example, 你是哪国人？你喜欢学习汉语吗？
  • sharing information about life in diverse environments, expressing ideas with elaborated details to enhance meaning and engage readers, for example, 今天太冷了，只有零下五度，还下雪，只能在家呆着
  • sharing opinions about school or family life, including 我的学校，我的老师，我的好朋友， 我的一家人, and linking ideas to explain and support a particular position or view, for example, 我的姐姐不但喜欢音乐，而且也很喜欢体育, 我除了踢足球以外，还打板球。我觉得运动很有意思
  • reading promotional material on topics such as healthy eating, and creating similar texts in Chinese to convey the meaning to Chinese readers, for example, 每天吃五份蔬菜，两份水果
  • identifying unacceptable behaviours at school and devising a set of posters or signs in Chinese to remind people of school expectations, for example, 爱护花草，请安静， 可回收物/不可回收物，关闭手机

  VCZHC098 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCZHC162

  Participate in planning joint projects and events that would benefit the local community, justifying choices and making decisions

  Elaborations

  • collaborating with others to organise a community event, taking initiative in negotiating roles
  • participating in projects to benefit other learners and speakers of Chinese, for example, developing readers or multimedia learning tools for young Chinese children in the community; establishing a peer mentoring program to support learners of Chinese in local primary schools
  • making purchasing decisions by comparing prices of items from a range of suppliers, as well as features such as country of origin, quality, reliability, warranty and safety
  • requesting financial advice as part of responsible decision making when purchasing goods and services, for example, 我们可以花多少钱？这个一下就占了一大半，还是买便宜一些的那个吧
  • creating posters to promote activities among young people in Chinese communities within and beyond the school, for example, a language and culture club, sporting team
  • using social media to access a wider audience and promote intercultural understanding and awareness of the lifestyles and achievements of young Chinese Australians
  • promoting healthy living among Chinese peers by creating posters educating youth on the benefits of healthy eating and exercise, as well as the importance of success at school

  VCZHC162 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCZHC146

  Take action, resolve issues, make shared decisions and organise shared experiences

  Elaborations

  • collaborating to decide on a menu for a class lunch and negotiating items, prices and delivery with a local restaurant, for example, 大家都喜欢吃春卷，那么每个人一个春卷，我们需要二十五个
  • locating suppliers of Chinese learning materials through websites and other sources, for example, 你这本书是在哪儿买的？我们班要买一套图书，中国城的那家中文书店怎么样？ to select a class set of readers
  • listening to or viewing community media such as local Chinese radio or television, and participating in advertised activities, for example, a singing competition or locally organised events
  • researching and arranging a visit by an expert (such as a calligrapher or a taiji master) to visit class and share knowledge to promote Chinese learning in school community
  • captioning bilingual posters to promote community events (such as Chinese New Year celebrations, lion dance performances, visiting performers) and school activities, such as cultural days, assembly items or grandparents’ day
  • creating posters and fliers to promote cultural events to the local Chinese community, such as 悉尼艺术节，XXX音乐剧
  • producing a paragraph in the school newsletter to promote an upcoming event

  VCZHC146 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCASFC235

  Socialise and exchange views on selected issues using different communication strategies, language structures and techniques

  Elaborations

  • explaining or justifying a position in relation to personal and social issues, such as the inclusion of deaf jury members, using simple clauses and more complex constructions, such as statements, if…then… or when constructions, for example:
    IF DS:place-person DEAF TEACHER MEANS DEAF HEARING STUDENTS EQUAL-_all
    If there were a deaf teacher in the class as well, then all the students would be equal.
  • debating issues such as whether schools should have a school uniform, using a range of conjunctions and complex clauses, for example:
    SPORT, PRO1 THINK GOOD BECAUSE ENCOURAGE PEOPLE GO-OUT MEET-VARIOUS PEOPLE
    I think sport is great because it encourages people to go out and meet others.
    PRO1 THINK SCHOOL UNIFORM GOOD BECAUSE ALL STUDENT SAME-_all DOESN’T MATTER RICH POOR SAME-_all
    I think school uniforms are good because they keep students equal, and it doesn’t matter if they are rich or poor.
  • participating in conversations with their peers using strategies to sustain interactions, such as turn-taking and asking for repetition, clarification or confirmation, for example:
    WHAT? PLEASE AGAIN
    Could you repeat that, please?
    STILL GO-AHEAD
    Go ahead …
    RIGHT PRO2 SAY PRO1 FIX THAT?
    So, you want me to fix that?
  • communicating with other Auslan users via digital media to exchange views or to express personal opinion on topics such as co-educational or single-sex schools
  • adjusting their language to socialise with different audiences, such as primary school Auslan users, using appropriate code-switching techniques

  VCASFC235 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising