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• VCIDC019

  Contribute to class activities such as solving a problem, creating a display or conducting a role-play/scenario

  Elaborations

  • participating in class routines such as taking the roll, saying the day and date, and describing the weather and the day’s schedule
  • working with others to take action, such as creating a model with captions, producing a poster or invitation for a special event, or designing an Indonesian garden, for example, following instructions, Tolong ambil itu, Mari ikut saya ke…, Minta air, Ayo tanam jagung/sayur
  • preparing, rehearsing and conducting public presentations and performances, such as an Indonesian item for assembly, or a presentation about significant event
  • interacting with the teacher and peers by asking and responding to questions and generating ‘small talk’, for example, Apa kabar? Siapa menonton film itu?
  • participating in group activities such as role-plays, asking and responding to questions and invitations (for example, Mau ke mana?; Mau ikut?), and negotiating with others to make decisions such as choosing ways to get around in Indonesia, for example, Mau naik apa? Saya mau naik becak. Berapa ongkosnya?

  VCIDC019 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCITC082

  Give information in different forms, offering own views in relation to the content and considering the significance for particular audiences

  Elaborations

  • using models of media texts such as television reports, video clips and social media to create informative texts in spoken and written form, to achieve different purposes, for example, to persuade, to entertain or to inspire, such as a weather report, a sports report, a magazine article about an issue or event, or a travel brochure promoting a local region or product, for example, Il tempo previsto per domani è … L’aspetto più interessante da capire è … Venite in Liguria! Vi aspettiamo! Cosa aspettate? Insomma gli immigrati possono essere una grande risorsa. Le olive siciliane sono le più gustose.
  • designing texts such as an advertisement or magazine cover for a particular audience, making choices about images, cultural references, music and colour, and explaining reasons for choices
  • conveying ideas drawn from different areas of learning (such as health and nutrition, design, or biological science) to inform others, for example, Venite! Ascoltate e provate …! Usalo/a due volte al giorno e non te ne pentirai!

  VCITC082 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCJAC147

  Participate in everyday classroom activities and routines such as asking how to say or write something, asking for help or repetition, praising or complimenting one another, thanking, apologising and expressing preferences

  Elaborations

  • taking on different roles and responsibilities in the classroom (当番(とうばん)), such as taking the roll, identifying the day of the week, describing the weather or acting as monitor, for example, 本(ほん)　を　ください。ノート　を　ください。(どうも)　ありがとう。
  • doing 日直(にっちょく), taking turns to lead the class in routines such as opening and closing lessons, for example, きり,つ れい、ちゃくせき, using appropriate gestures
  • indicating that something is either correct or incorrect using はい (>そうです) 。 ちがいます。
  • using appropriate language, actions and gestures to participate in interactions such as interrupting or asking for clarification, for example, 先生、すみません。 ちょっと　わかりません。 ゆっくり　(おねがいします) 。

  VCJAC147 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCJAC022

  Access ideas and information from a range of spoken, print and multimodal texts, compare views, state opinions, and present information in different formats to inform or interest others

  Elaborations

  • examining factual information from a range of print, online/web-based travel and leisure texts, using it to compare options and make suggestions, for example, しんかんせんはとても高いですが、べんりだと思(おも)います。東京(とうきょう)から京都(きょうと)まで二時間半(じかんはん)かかります。バスで八時間ぐらいかかります。
  • understanding the gist and recording specific details from texts such as websites, newspaper articles, documentaries, reports or podcasts on topics such as popular culture, schools, sports or leisure activities in Japan
  • obtaining and using information from a range of media texts, including television weather reports, interviews and digital video clips, and summarising key points through presentation modes such as graphs, charts, diagrams, and written or digital reports
  • identifying variations in spoken and written informative and persuasive texts, for example, print, television and online advertisements, noticing differences in language according to intended audience

  VCJAC022 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCJAU195

  Identify, analyse and compare textual features and conventions that characterise social and informative media in Japanese and English

  Elaborations

  • identifying the use of cohesive devices such as conjunctions to sequence and link ideas and actions in both Japanese and English media texts, for example, verb て form, だから、それに、それで
  • identifying features of familiar types of texts such as emails, songs, slogans or public signs, and noticing how the choice of language and structure works to achieve each text’s purpose
  • comparing language features of Japanese and English versions of texts such as weather reports or text messages, including the use of abbreviations and emoticons, and noting differences that might be culturally significant
  • recognising textual conventions employed within a letter, email or article, identifying elements such as introductions, sequencing of ideas and the use of また to link paragraphs
  • comparing features of spoken and written versions of texts, for example, spoken and print advertisements, face-to-face conversations and emails, to understand how text mode shapes structure and helps a text achieve its purpose

  VCJAU195 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCJAU033

  Use a range of textual conventions in spoken, written and multimodal texts, and understand how different scripts are used to convey meaning or effects

  Elaborations

  • applying their understanding of the function of cohesive devices such as conjunctions to sequence and link ideas and actions, for example, verb て form, だから、 しかし、 それに、 けれども
  • applying understanding of the textual features of different text types to construct simple narratives, messages, slogans or song lyrics, noticing how the choice of language and text structure works to achieve each text’s purpose
  • comparing language features of Japanese and English versions of familiar texts such as weather reports, phone conversations or text messages, for example, the use of abbreviations and emoticons, noting differences that appear to be culturally significant
  • using appropriate textual conventions to shape simple texts such as letters or menus, for example, introductions, linked paragraphs, summaries and sequencing strategies
  • analysing the function of different scripts in different types of texts, identifying examples of kanji used for nouns and verbs, katakana for borrowed words and hiragana for grammatical purposes

  VCJAU033 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCTRU065

  Understand the influence of purpose, audience and context on the structure and organisation of texts, and apply this understanding to interpret unfamiliar texts

  Elaborations

  • applying their understanding of key features of familiar types of texts to understand unfamiliar content, for example, in public announcements, commercials, print advertisements or itineraries
  • creating and comparing their own examples of particular text types, such as horoscopes, prayers or weather forecasts, explaining their choice of particular language and text organisation
  • recognising the format of different Turkish texts and stylistic conventions, such as resmi ve kişisel mektupta hitap, selamlama, adres ve imza, konuşmada hitap, identifying how these vary according to context, purpose and intended audience, and applying the conventions in their own spoken and written texts
  • demonstrating how texts achieve cohesion, for example, by using elements such as paragraphing or conjunctions to sequence and link ideas and to maintain the flow of expression, for example, konu cümlesi, giriş, gelişme ve sonuç paragrafları, ‘Öncelikle, Sonuç olarak, Bu yüzden’ gibi bağlaçlar
  • analysing unfamiliar texts to establish register, for example, by identifying words and expressions that suggest degrees of formality, audience and context, such as, siz/sen, sayın, saygıdeğer, müstakbel, beyefendi/hanımefendi, the use of first person diminutives, c(i)ğ(i)m (anneciğim) with bey (bey amcacığım or hanım teyzeciğim) and with canım (canım teyzeciğim), kuzucuklarım and canım kuzucuklarım

  VCTRU065 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHC083

  Locate and share with known audiences factual information about people, places and events from a range of oral texts

  Elaborations

  • listening to or viewing public information texts such as weather forecasts and announcements, and identifying specific information and key words, for example, 点, 度,米, 公里,元/块
  • viewing audiovisual texts such as a cooking program and answering questions from classmates about the key steps and main ingredients, for example, ‘蚂蚁上树’没有蚂蚁。树是粉丝，蚂蚁是猪肉
  • obtaining the gist or specific information in spoken texts by focusing on familiar, predictable items in a flow of words, as well as features of voice, gesture and word choice, for example recognising the emotion and degree of enthusiasm or dislike expressed (for example, 我一点儿也不喜欢… compared to 我不喜欢…)
  • representing gathered information by restating key phrases and explaining reasons for actions and feelings, for example, 她很高兴, 因为…
  • preparing short presentations of data collected from various sources, including texts in English on familiar people, places and events (for example, 澳大利亚的总理, 澳洲旅游景点，我是澳大利亚人), and creating supporting visual images such as a timeline

  VCZHC083 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCZHC081

  Exchange feelings, ideas and opinions, establish and maintain friendships and participate in group action

  Elaborations

  • exchanging greetings with peers and familiar adults, choosing appropriate greetings to suit age or position (for example, 您好，老师 好) or time of day (for example, 你早，晚安), and using appropriate tone and intonation
  • sharing personal ideas and opinions on experiences such as home life and routine, school and education, diet and food, travel and leisure, climate and weather, expressing opinions and preferences and stating reasons to elaborate the message, for example, 我不太喜欢…、我觉得…因为
  • engaging in class discussion by responding to questions such as 你喜欢运动吗？, expressing agreement and disagreement with others’ opinions (for example, 对，我也很喜欢运动), and making sure that other participants are included in the interaction, for example, 我去过法国，你呢？
  • using set phrases to greet, thank, apologise and ask permission from peers and teacher, for example, 我可以上厕所吗？；谢谢；对不起
  • comparing own experiences to the lives of young Chinese people, for example, 我觉得 7:30上学太早。 我不坐地铁上学，我坐公共汽车上学

  VCZHC081 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDEU013

  Develop knowledge of elements of the German grammatical system, including gender and number, nominative and accusative cases, present tense of regular and some irregular verbs, personal pronouns, possessive adjectives and word order, to describe people, objects, actions, events and relationships

  Elaborations

  • understanding that German has multiple words for ‘the’ and ‘a/an’ according to the gender of the relevant noun, and noticing that the articles for masculine nouns sometimes change (nominative to accusative), for example, Die Frau hat einen BMW.; Der Film hat ein Happy End
  • comparing pluralisation of nouns in German and English, for example, die for plural nouns
  • using post-nominal (predicative) adjectives, for example, Unsere Deutschlehrerin ist intelligent.; Die Berge in Österreich sind sehr schön.; Meine Augen sind blau.
  • noticing the relationship between gender, article, adjective and case when using pre-nominal (attributive) adjectives to describe people, objects, places and events, for example, Ich habe einen kleinen Bruder.
  • noticing that as well as the articles (for masculine nouns), some pronouns change after certain verbs (accusative direct object), for example, Wir sehen heute den Film.; Es gibt einen neuen Schüler in Klasse 8A.; Ich mag dich.
  • noticing that articles and pronouns change after particular prepositions (dative), such as those associated with location and destination, for example, Wir sind in der Stadt.; Die Party ist im Garten.; Wie kommst du zur Schule?
  • using common prepositional phrases formulaically, for example, nach Hause, zu Hause
  • using personal pronouns to refer to people and things, for example, Was kostet die App? Sie kostet… .
  • understanding the three German pronouns for ‘you’ (du/ihr/Sie) and when to use them
  • expressing a relationship to a person or object using some possessive adjectives in the nominative and accusative case, for example, Seine Familie kommt aus Afrika.; Ich liebe meinen Hund .
  • recognising that in German a subject + verb can have multiple English translations, for example, wir spielen can mean ‘we play’, ‘we are playing’, ‘we do play’, ‘we shall/will play’ and ‘we’re going to play’, and applying this understanding when formulating own German sentences
  • understanding the concept of regular and irregular verbs (spielen and lesen) and noticing that this is a feature of both German and English (and other languages, such as French, Italian and Spanish)
  • conjugating the present tense of regular verbs and some common irregular verbs, including sein and haben
  • understanding structures to express likes, dislikes and preferences, for example, Ich mag Tennis. Ich spiele nicht gern Fuβball. Ich spiele lieber Kricket.
  • using common modal verbs such as können to describe capabilities (Ich kann gut schwimmen., and Ich möchte and Darf ich… ?) or to make polite requests
  • gaining awareness of a limited number of routine past tense expressions including some with war and hatte and the present perfect, for example, Sabine war gestern krank. Das hat Spaβ gemacht. Habt ihr ein schönes Wochenende gehabt?
  • negating verbs and adjectives using nicht and nouns using kein/e, for example, Nein, Marcus hat keine Geschwister.
  • describing frequency using adverbs and adverbial expressions such as oft, manchmal, jeden Tag, ab und zu, nie
  • understanding the subject-verb-object (SVO) word order, for example, Ich spiele Basketball., and the need for subject-verb inversion to keep the verb as the second idea/element in the sentence, for example, Heute Abend spiele ich Basketball.
  • joining words, phrases and sentences using the coordinating conjunctions und, oder, aber
  • understanding how to form a question, using subject-verb inversion, for example, Hast du Geschwister? and with interrogatives such as wann, was, wer, wie, wie viel, wie viele, wo, woher, warum, welche(-r/s/n) and wohin
  • locating people, places and objects using adverbs such as rechts, links, oben, unten, hier, dort
  • using ordinal numbers to give the date or a birthday, for example, Heute ist der erste Ma.i; Seine Mutter hat am 22. April Geburtstag.
  • understanding and locating events in time (days, months, seasons), including the use of the 24-hour clock, prepositions such as nach and vor, and adverbs and formulaic expressions such as heute, vorgestern, früher, später, am Wochenende, in den Ferien
  • referring to quantities of people and things, including money, using cardinal numbers up to a billion, as well as decimals, common fractions and negative numbers, for example, Deutschland hat 81,9 Millionen Einwohner.; Die Tagestemperatur liegt bei minus 3 Grad.; Ich habe eine Halbschwester.
  • building metalanguage to comment on grammar and vocabulary (for example, Nomen, Verben, Zahlen, Fragewörter, groβ/klein schreiben), comparing with equivalent English terms

  VCDEU013 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• Arabic - F–10 Sequence: Foundation to Level 2 description

  Students become familiar with how the sounds of the Arabic language are represented in letters and words. They practise pronunciation and intonation through activities such as reciting rhymes and singing songs, and experiment with sounds, short and long vowels, phonemes, words, simple phrases...

  Level description | Languages | Arabic | F–10 Sequence

• Chinese - Background Language Learner - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use spoken and written Chinese to maintain exchanges, to analyse and evaluate information, and to share opinions (for example, 电视节目，纪录片，教育片，微电影， 报纸，杂志， 网站，博客， 少年百科) and experiences, for example, 我们为什么要保护熊猫？，中国和澳大利亚的一些差异， 我最喜欢的假期. They select and discern tone patterns...

  Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8

• French - F–10 Sequence: Foundation to Level 2 description

  Students become familiar with the sound systems of the French language, including pronunciation, rhythm, pitch and stress. They learn to pronounce individual letters and letter combinations, including unfamiliar sounds such as -eau, -u, è, é, ou, r and g. They recognise and use the...

  Level description | Languages | French | F–10 Sequence

• German - F–10 Sequence: Foundation to Level 2 description

  Students become familiar with the sounds and rhythms of German, approximating the pronunciation and phrasing of single words and short phrases, including distinctive sounds such as ch, r, th, u and z, and diphthongs such as au, ei, eu and ie. They use simple basic sentence structures and familiar...

  Level description | Languages | German | F–10 Sequence

• Korean - F–10 Sequence: Levels 9 and 10 description

  Students extend their grammatical knowledge to a range of particles, conjunctive suffixes (clausal connectives) and complex phrasal and sentential structures. Their vocabulary range expands to abstract words and some specialised vocabulary. With an increasing knowledge and control of language...

  Level description | Languages | Korean | F–10 Sequence

• Korean - F–10 Sequence: Levels 5 and 6 description

  Students expand their knowledge of Korean vocabulary, grammar and honorific elements. They are aware of some patterns of sound changes at syllable boundaries such as 연음법칙, 비음화 and 구개음화 in familiar words and expressions. They express past tense and use some verb phrases in complex structures as...

  Level description | Languages | Korean | F–10 Sequence

• Languages | Auslan: Rationale and Aims

  Rationale

  The formal study of Auslan contributes to the overall intellectual and social enrichment of both first language and second language learners by providing:

  • opportunities for engagement with the Deaf community and insight into its rich cultural heritage
  • opportunities to develop intercultural...

  Overview material | Auslan

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use the spoken and written language being studied to exchange personal information, describe feelings and express preferences. When participating in collaborative activities, transactions and classroom routines, they ask and respond to questions, plan collaboratively...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6

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

  By the end of Level 4, students interact with the teacher and peers to share simple information about aspects of their lives, such as school, home and everyday routines. They use formulaic expressions when participating in classroom routines, collaborative activities and simple transactional exchanges...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use the written and spoken language being studied to initiate and sustain classroom interactions to carry out transactions and to exchange information, ideas, thoughts and feelings about people, objects, places and events. They ask and respond to open-ended questions...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8