Search results

Result list

• Languages | Korean: Structure

  Sequences of learning

  The Korean curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Korean

• Languages | Modern Greek: Structure

  Sequences of learning

  The Modern Greek curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Modern Greek

• Languages | Non-Roman Alphabet Languages: Structure

  Sequences of learning

  The Non-Roman Alphabet Languages curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to...

  Overview material | Non-Roman Alphabet Languages

• Languages | Roman Alphabet Languages: Structure

  Sequences of learning

  The Roman Alphabet Languages curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences: 

  • F–10 sequence for students who begin to...

  Overview material | Roman Alphabet Languages

• Languages | Spanish: Structure

  Sequences of learning

  The Spanish curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Spanish

• Languages | Turkish: Structure

  Sequences of learning

  The Turkish curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Turkish

• Languages | Vietnamese: Structure

  Sequences of learning

  The Vietnamese curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Vietnamese

• Languages | French: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | French

• Languages | Indonesian: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Indonesian

• Languages | Italian: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Italian

• Languages | Non-Roman Alphabet Languages: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Non-Roman Alphabet Languages

• Languages | Roman Alphabet Languages: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Roman Alphabet Languages

• Languages | Chinese: Structure

  Sequences of learning

  The Chinese curriculum takes account of different entry points into language learning across F–10, which reflects current practice in language teaching.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language in primary...

  Overview material | Chinese

• Languages | Chinese: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Chinese

• VCZHC115

  Locate information about people and objects from a range of sources, and sequence events

  Elaborations

  • sharing information with the class on topics of interest (for example, 我的宠物), providing information and answering peers’ questions, for example, 我的猫很小，有棕色和白色的毛
  • identifying details about people and events heard in media texts, including children’s educational TV programs

  VCZHC115 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCZHU044

  Form sentences to express details such as the time, place and manner of an action and to sequence ideas

  Elaborations

  • developing knowledge of metalinguistic terminology, discussing, for example: What is the plural form? How do we know it’s plural when reading in English? Can we tell when we read a Chinese word?
  • recognising that in Chinese, verbs convey tense without verb conjugation, for example, explaining why 有 can mean ‘have’, ‘had’ and ‘will have’
  • comparing the use of tenses in English and Chinese, for example, how future tense is often expressed through time phrases in Chinese (我明天去北京，下个星期去上海)
  • identifying the use of adverbial phrases, and extending understanding of sentence structure using subject–time–place–manner–verb–object, for example, 我星期一上学。我在墨尔本上学。我走路上学
  • examining the clauses of a sentence in Chinese and noticing how they are linked coherently, for example, 他叫王晓明，(他) 是我的朋友 (i.e. no subject/pronoun)
  • applying processes of discourse development, including joining (也、 和), contrasting (但是) and sequencing (就) information
  • using alternative language to clarify intended meaning, for example, saying 我不胖不瘦 when they don’t know the phrase 中等身材

  VCZHU044 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCKOC005

  Present ideas and information obtained from different sources in a variety of ways for a different audiences such as listing, tabulating, sequencing or charting information

  Elaborations

  • reporting, orally and in writing, on events in their immediate environments or personal worlds, such as a school/community event, celebration, excursion, or the arrival of a new student, for example, 토니는 아주 재미있어요, 토니는 김치를 안/못 먹어요
  • presenting in the form of graphs or tables information collected from surveys, for example, results from a class survey about likes and dislikes, leisure activities or diets
  • creating texts to present information or ideas to a particular audience, for example, to advertise an event, create a virtual tour of the school or report on a favourite band or type of music
  • describing and classifying aspects of Australian culture for a Korean audience, for example, food/diet, daily life, significant places or cultural practices

  VCKOC005 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCZHC035

  Obtain and process specific information from multiple spoken sources, selecting and sequencing appropriate content for specific audiences

  Elaborations

  • identifying specific information related to places, for example, listening to a weather forecast, recognising the names of familiar cities (such as 北京，上海), and recording the weather conditions and the temperature
  • using textual clues such as 听一听小明的一天 to predict possible content when listening to spoken texts, and preparing to hear key information such as time and activities
  • listening to and viewing a range of informative texts to identify key points, for example, answering questions from classmates about the procedure and main ingredients for cooking a Chinese dish from a cooking show
  • presenting a short talk using information gathered from multiple sources, for example, investigating 南京的天气 by interviewing the teacher and listening to a podcast of a weather forecast
  • supporting presentations with pictures, charts or graphs as appropriate, for example, using bar charts to show data on 澳大利亚的语言

  VCZHC035 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCZHU060

  Identify and apply features of Chinese grammar and sentence structure to organise and sequence ideas in oral and written texts

  Elaborations

  • comparing ways in which tense is expressed in Chinese, for example, 了 to indicate completion; 完 to indicate the achievement of a desired result; 想 to indicate intention; verb negation (没有) to indicate incomplete past; and 正在 to indicate action in progress
  • exploring the use of diverse time expressions and ways to sequence events in time, for example, 先…然后; 一…就…; …了，就…;才; 第一；然后
  • comparing the functions of prepositions, and discussing the importance of context when determining their meaning in texts, for example, 跟；对；给
  • exploring and applying the use of conjunctions to sequence and connect ideas when constructing texts, for example, 不但…而且…；虽然…但是…
  • using different ways to negate ideas depending on degree of formality or emphasis, for example, 我不是…；我哪儿有…？；我没有办法…；我不能…；不行; 别 ; 不准

  VCZHU060 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHU091

  Identify how character structure, position and component sequences relate the form of a character to its particular sound and meaning

  Elaborations

  • learning the number, nature and sequence of strokes; exploring the range of stroke types used in characters; learning to write with a focus on stroke direction and order, and on balance and proportion within the square
  • comparing writing across languages, recognising differences in stroke sequences and word formation (letter strings versus character squares), word spacing, punctuation and text direction
  • learning the origins and features of components encountered in characters, and analysing the formation of characters, including recognising the frequency and positioning of common components (for example, 人、女、日、月) and their function or relationship to a compound character, for example, 人 in 他、认、从
  • decoding characters by analysing their structure and the number of components, and recognising familiar components
  • applying their knowledge of characters to learn to read and write new characters, and developing strategies for learning, for example, making connections between characters with a common component (你、他、们)
  • identifying contextual meanings of key morphemes in diverse contexts, for example, 天，日，二/两，你好 versus 好玩
  • identifying the relationships between the meaning of individual morphemes in words and exploring how these morphemes apply in a wider range of word contexts
  • explaining the use of common suffixes (子、里、面) and key morphemes (电、家、物、机)
  • understanding how new concepts are interpreted in Chinese by analysing the nature of technology-related terms expressed in Chinese, for example, 电脑、短信、博客

  VCZHU091 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language