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• VCIDU081

  Analyse complex noun and verb forms, and recognise when and how to use object-focus construction

  Elaborations

  • describing people and things using, for example:
    • compound nouns (sayur-mayur, merah darah)
    • acronyms (puskesmas) and abbreviations (SMU, hp)
    • indicators of groups or plurals (kaum, para, kalian)
    • terms of address (Kak, Dik, Mas, Mbak, bang) and particles (diminutive Si and honorific Sang)
    • classifiers (buah, helai, potong, ikat)
  • expressing possession using word order, for example, siswa pertukaran, kartu telepon
  • describing the qualities of people and things using, for example:
    • adjectives using me-/me-kan (menarik, menakjubkan, mengesankan)
    • adjectives using the prefix pe- (to describe enduring attributes of behaviour or character: pemalu, pendiam, pemarah, pemalas)
    • comparatives (kurang, tidak begitu, agak, se-) and superlatives (ter-)
  • referring to abstract ideas by nominalising using prefixes and suffixes, for example, pe-an, per-an (pendidikan, pelajaran, pertandingan, pengetahuan), ke-an (kebersihan, kesehatan, kedatangan, kecantikan)
  • indicating action using, for example:
    • transitive verbs, me- verb system (-kan or -i suffix) in subject- and object-focus form (with di- prefix)
    • duplication of verbs (duduk-duduk, jalan-jalan, lihat-lihat)
    • adverbs as modifiers (kurang, cukup, cuma, agak, hanya, makin…makin, baik…maupun…)
  • recognising syntactic differences between subject- and object-focus construction, for example, Dia menjual minuman itu di toko-toko, Minuman itu dijual di toko-toko
  • referring to the past, present and future, and relating events in time using adverbs, for example, dulu, yang lalu, yang akan datang, dua minggu lagi
  • contrasting ideas using conjunctions, for example, sehingga, sementara, sedangkan, sambil, oleh karena itu, andaikata, jika, bila
  • indicating register using colloquial (for example, nggak, gimana, kok, deh, lho/lo) and formal language, for example, yang terhormat, sekian
  • expressing opinions, for example, yang saya rasa, saya lebih suka, lebih…dibandingkan…, pertama-tama…sekarang…
  • influencing others by persuading using superlatives (paling…, ter-), encouraging (cobalah, mari, ayo) and advising (sebaiknya, seharusnya, mesti)
  • evaluating by using, for example, pada pendapat saya, menurut saya, di satu pihak…di pihak lain…, sebaliknya
  • expressing imagination by using imagery (angin bertiup kencang, bunga-bunga berwarna-warni), metaphor (adalah; burung bernyanyi di pohon) and simile (Matanya seperti bintang kejora, Kata-katanya bagai air mengalir)
  • using idiomatic language, for example, idioms (masuk angin, panjang tangan) and proverbs (Datang sahabat, pulang saudara; Tak kenal maka tak saying; Ada gula ada semut)
  • maintaining interaction using rhetorical devices (for example, betul?, bukan?) and verbal fillers such as kalah saya tidak salah, omong-omong, begini…
  • expressing emphasis, for example, bukan main [adjective] nya

  VCIDU081 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCGRCE005

  Translate Classical Greek texts into Standard English, by applying knowledge of vocabulary, accidence and syntax, and linguistic and cultural cues

  Elaborations

  • reading texts to gain a sense of holistic meaning, and identifying cues, such as text type, familiar vocabulary, grammar, and cultural references
  • considering multiple meanings of vocabulary, for example, by using dictionaries and electronic translation tools, and making appropriate selections according to context, for example, ἄριστος
  • using known vocabulary, in Classical Greek or English, and context to deduce the meaning of unknown words
  • identifying meanings of words by recognising change of form, such as irregular verb forms and third declension nouns, for example, φέρω/οἴσω, παῖς/παιδός
  • identifying parts of speech and their function in context to determine meaning, for example, identifying the verb in a sentence
  • identifying the specific function of inflected forms to determine meaning, for example, ὁ ναύκληρος καλεῖ τὸν ναύτην (subject + verb + direct object) or ὁ ἀνήρ ἐστι ποιητής (subject + verb + complement)
  • applying knowledge of grammar to recognise in context the specific function of words which may have multiple applications, such as subject or object, for example, τὸ δένδρον θάλλει. ὁ γεωργὸς κόπτει τὸ δένδρον
  • exploring the effect of using the variety of English translations for verb tenses, for example, ἰδών (‘having seen’, ‘after seeing’, ‘on seeing’, ‘seeing’)
  • selecting appropriate English meanings, identifying words and expressions that do not translate easily, for example, ἀγαθός, ἄριστος, καλός, ξένος, δεινός, πρὸς τῶν θεῶν
  • determining appropriate word order in English to retain meaning and emphasis, for example, κελεύει σε ὁ Ζεύς
  • translating Classical Greek into idiomatic English, for example, by translating ἔστι μοι δοῦλος, as ‘I have a slave’
  • discussing how words that refer to aspects of ancient Greek culture should be translated, for example, ὁ δῆμος (deme, people, citizen body), ὁ ἀνήρ (man, husband, hero), ξένος (stranger, guest, foreigner)
  • developing problem-solving skills to resolve perceived issues and anomalies encountered in the translation process, for example, confusion of second declension masculine nominative and third declension feminine genitive
  • discussing and correcting own translations to increase accuracy and better reflect register, tone and relationships between characters
  • collaborating with peers to interpret meaning in texts and develop and edit joint translations, using a range of ICT
  • translating, independently, unseen texts in Classical Greek into appropriate English

  VCGRCE005 | Languages | Classical Greek | Levels 7 and 8 | Engaging with texts | Translating

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

  By the end of Level 2, students interact with the teacher and peers to exchange information about themselves, their family and friends, for example, إسمي هاني؛ أنا ليلى؛ عمري ست سنوات؛ أمي سميرة؛ أبي خالد؛ عندي أخ وأخت؛ صديقي رامي؛ صديقتي رنا , and initiate interactions by asking and responding...

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

• Arabic - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students interact with the teacher and peers to share personal information about aspects of their lives, such as experiences, everyday routines and leisure activities, for example, عمري تسع سنوات؛ أنا مولود في أستراليا؛ أتيت إلى أستراليا وأنا صغير في الصباح أستيقظ باكراً...

  Level description | Languages | Arabic | F–10 Sequence | Levels 3 and 4

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

  By the end of Level 8, students use written and spoken Arabic to exchange information about their personal worlds and to express feelings, likes and dislikes. They use formulaic language for a range of classroom functions and processes, such as asking and responding to questions, following instructions...

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

• Auslan - First Language Learner - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students exchange information, ideas and opinions on a broad range of social, environmental, educational and community issues. They summarise and justify points of view and use reflective language to respond to others’ opinions and perspectives, for example, RIGHT-YEAH,...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10

• Auslan - Second Language Learner - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use Auslan to build relationships and to initiate, sustain and extend interactions with teachers, peers and contacts in the wider community. They engage in debate and discuss aspirations and social issues, explaining and justifying positions and elaborating opinions...

  Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10

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

  By the end of Level 6, students use written and spoken German for classroom interactions, to carry out transactions, and to share ideas and opinions, relate experiences and express feelings. They use complete sentences in familiar contexts to ask questions such as, Bist du fertig? Was machst du...

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

• Indonesian - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students interact in classroom routines and structured interactions with teachers and peers. They reproduce the sounds of au (mau) and g (gemuk) and the final sound k (tidak). Students follow instructions, make requests and respond with actions (Duduklah, Bukalah bukumu). They...

  Level description | Languages | Indonesian | F–10 Sequence | Levels 3 and 4

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

  By the end of Level 8, students share factual information and opinions about their personal worlds, including personal details, family, pets, friends, pastimes, school and neighbourhood. They interact with others orally and in writing, asking and responding to questions using Siapa, Apakah, Berapa...

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

• 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

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

  By the end of Level 2, students interact with peers and teachers through play- and action-related talk, exchanging greetings and introducing themselves (for example, 안녕하세요?; 안녕?; 저는 ...이에요/예요 used as a set phrase) with gestures. They respond to question cues (such as 뭐예요?) by naming objects with...

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

• Languages | Classical Greek: Rationale and Aims

  Rationale

  The study of Classical Greek allows students to enter and explore ancient worlds that have shaped contemporary life and societies. Authentic engagement with seminal works of great literature and antiquities gives direct access to ancient ways of living in and viewing the world, and an...

  Overview material | Classical Greek

• Languages | Italian: Learning in Italian

  Italian language learning

  Italian belongs to the Romance family of languages and is closely connected to its ‘sibling’ languages of Spanish, Portuguese and French. It also has many commonalities and connections with English, sharing many Latin-derived words and using the same Roman...

  Overview material | Italian

• Modern Greek - F–10 Sequence: Levels 7 and 8 description

  By building their vocabulary knowledge, students are able to develop and express more complex concepts in Modern Greek. They use a range of grammatical forms and structures to convey relationships between ideas, events and experiences, developing awareness of the language structures and features...

  Level description | Languages | Modern Greek | F–10 Sequence

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

  By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves and exchange greetings such as Buenos días/tardes/noches, and farewells (for example, hasta pronto). They use simple repetitive language and respond to simple...

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

• Spanish - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students interact with teachers and peers in classroom routines, action-related talk and play. They use formulaic expressions when participating in classroom routines and collaborative activities, such as complimenting others (for example, El bolso de Susana es hermoso), reque...

  Level description | Languages | Spanish | F–10 Sequence | Levels 3 and 4

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

  By the end of Level 8, students use spoken and written Turkish to initiate and sustain social interactions and to reflect on their experiences. They exchange ideas on topics such as Türkiye’ye ilk ziyaret, Avustralya’ya ilk geliş and offer and justify opinions, for example, Sana kat...

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

• Turkish - F–10 Sequence: Levels 3 and 4 description

  Students' development of literacy skills progresses from supported comprehension and use of high-frequency and personally significant sight words to understanding and applying basic grammatical features of the language, such as simple verb tenses and verb moods, for example, recognising question...

  Level description | Languages | Turkish | F–10 Sequence

• Turkish - F–10 Sequence: Levels 7 and 8 description

  Students continue to expand their range of vocabulary to domains beyond their personal experience and interests. They use a range of grammatical forms and language structures to convey more complex ideas and experiences, for example, by using reflexive, reciprocal, causative and passive verbal...

  Level description | Languages | Turkish | F–10 Sequence