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• VCJAC133

  Create and present imaginative texts for a range of audiences that use familiar expressions and modelled language and allow for exploration and enjoyment of language, cultural expression and performance

  Elaborations

  • creating imaginary characters, places or animals, and presenting them through performance, digital display or visual representation, for example, みみ　が　大きい　です。かわ　に　います。food/ object　を　たべます。とても　こわい　です。おばけやしき　です。たくさん　おばけ　が　います。目　が　大きい　です。あし　が　ありません。
  • incorporating onomatopoeic sounds such as どきどき、ぺこぺこ、ぴかぴか、にこにこ into written/performed texts to enrich the texts and to entertain others
  • taking on the role of a character from a story, manga or anime, and responding to questions such as すきな　たべもの　は　なん　です　か。 noun　が　すき　です　か。なんさい　です　か。
  • creating, performing and presenting imaginative texts such as skits, songs and raps

  VCJAC133 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCJAC114

  Participate in shared listening to, viewing and reading of imaginative texts, and respond through singing, chanting, miming, play-acting, drawing, action and movement

  Elaborations

  • performing songs such as あたまかたひざあし、むすんでひらいて, rhymes, chants or simple stories that include repeated phrases and rhythms and non-verbal forms of expression such as clapping, gestures and facial expressions
  • using simple language structures and supporting drawings or actions to describe and respond to imaginary characters or experiences, for example, おばけ/おに/かっぱ/たぬき/ようかい　です。
  • participating in shared reading and viewing of print and digital imaginative texts, sharing opinions and responding to prompt questions such as だれ　です　か。ちいさい　です　か。おおきい　です　か。かわいい　です　か。
  • making simple statements about favourite characters in stories or songs, for example, やさしいかわいい こわいつよい
  • responding to Japanese versions of familiar children’s stories and folk tales, comparing expressions at key points in the story with English-language versions, and re-enacting with puppets, props or actions

  VCJAC114 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCJAU030

  Understand the intonation and phrasing patterns of spoken Japanese; and recognise that most kanji have more than one ‘reading’ and that the pronunciation changes according to kanji compounds

  Elaborations

  • understanding that some new notations have been devised over the years to account for the sounds of loan words, for example, ティ、 ヴィ、 ヴ
  • recognising and applying the basic pattern of intonation in Japanese, marked by the formation of a downturning curve
  • identifying the characteristic of rising intonation when asking questions in plain or ましょう form, for example, 行く？ 行きましょうか？
  • understanding how to make appropriate pauses in a sentence, dividing the sentence into cohesive chunks to allow for the use of あいづち
  • understanding that changes occur in kanji readings, for example, 一月(がつ)、 月(げつ)曜日

  VCJAU030 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCKOC003

  Engage in routine classroom interactions and activities, developing language for a range of basic classroom functions and processes

  Elaborations

  • asking and responding to questions, for example,이것/저것이 뭐예요? …예요/이에요. 알아요, 몰라요, 네, 아니요, 맞아요, 틀려요
  • asking how to say something in Korean or English, for example, …이/가/은/는 영어/한국어로 뭐예요?
  • expressing opinions using formulaic phrases such as 제생각에는/으로는 …이/가 맞아요, for example, 제 생각에는/으로는 민수가 맞아요
  • giving and following instructions and commands such as 일어나세요, 앉으세요, 쓰세요, 보세요, 들으세요, 따라하세요, 빨리 하세요
  • interacting in classroom routines such as responding to the teacher during rollcalls, for example, … 있어요? 네, (여기) 있어요; 아니요, 없어요; …이/가 안 왔어요

  VCKOC003 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCKOC006

  Participate in imaginative experiences by listening to, viewing and reading texts, including online or digital texts, such as songs, stories and cartoons, sharing feelings, responses and ideas about aspects such as characters, settings and plots/events

  Elaborations

  • listening to and reading texts including those in online or digital form such as dialogues, cartoons, comics and stories, taking note of key words or expressions and of language features such as characters’ use of the informal polite-style ending –어/아요
  • identifying and describing characters, settings, events and key ideas in texts, asking each other questions such as 여기는 학교예요, 누구예요? 어디예요? 무엇을 하고 있어요? 왜요?
  • expressing opinions about characters or settings in imaginative texts, using ‘… 같아요’, for example, 뭐예요? / 뭐 같아요? 호랑이 같아요
  • inventing a new aspect of a text, such as a new character, plot, object, perspective or an alternative ending

  VCKOC006 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCKOU038

  Analyse and comment on cultural and linguistic practices indifferent contexts and reflect on own and others’ communicative practices

  Elaborations

  • examining cultural backgrounds underlying culturally appropriate body language, gestures and verbal expressions in Korean and other languages
  • reflecting on diverse interpretations of everyday language use in Korean, including body language and gestures, and identifying Korean cultural elements, making comparisons with own language, for example, possible interpretations of such expressions as 어디 가요? and 밥 먹었어요? as either greetings or genuine questions, depending on the context
  • recognising that cultural values, customs and practices are constantly changing and are evident in language use, for example, the use of kinship terms to refer to people who are not blood relations, such as 오빠/형, 언니/누나, 이모, 삼촌
  • recognising that language use can reflect and express cultural identity; that multiple languages exist in both Korea and Australia, including indigenous languages; and that many people are multilingual and value this capability as an integral part of their identity

  VCKOU038 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCLVC180

  Create a range of spoken, written and multimodal texts to entertain others, involving real or imagined contexts and characters

  Elaborations

  • creating a rap or skit to entertain others, including digital or performative elements,
  • creating own visual and performative art work, using symbols and techniques appropriate to Country/Place to convey a message or emotion
  • taking on the role of a character from a story and responding to questions in-role
  • creating and performing real or imagined experiences, using expressive language, gestures and supporting materials to create dramatic effect
  • creating animations, short plays or stories to present in class or to share with a wider virtual audience
  • composing simple songs, sporting chants, jingles, posters or advertisements for real or imagined situations or products
  • telling the story of a real or imagined journey, involving a variety of characters, places and events
  • collaborating with community to tell stories

  VCLVC180 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Creating

• VCLVC131

  Participate in guided group activities, such as games, songs and simple tasks, using movement and gestures to support understanding and to convey meaning

  Elaborations

  • participating in games, tasks and activities that involve turn taking, guessing, matching and choosing objects using modelled questions and responses
  • participating in action games and songs by matching actions to words
  • following instructions by moving around or locating objects in the classroom
  • accompanying respected community members to gather traditional materials, such as nuts, twigs, bark, seeds, shells for use in craft related language activities
  • working collaboratively on a class performance or activity
  • working collaboratively to adapt and perform action songs, for example, by changing lyrics, substituting words and phrases based on modelled patterns, rehearsing and performing songs with appropriate gestures and actions
  • grouping and sorting natural objects from Country/Place, for example, leaves, stones, shells according to culturally appropriate categories

  VCLVC131 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Socialising

• VCLVC152

  Interact with peers, the teaching team and visiting respected community members about aspects of personal worlds, such as experiences at school, home, everyday routines, interests and activities

  Elaborations

  • describing self in relation to daily routines, family and friends, pastimes and aspects of school and home life
  • sharing and reflecting on learning experiences, such as visits, meetings, school and community activities with class members, using gestures, illustrations and graphics to support commentary
  • recounting specific events or experiences, using familiar and modelled language
  • asking and responding to questions to identify/describe features of people, plants, animals and items in the environment, for example, by referring to colour, size, number, location
  • talking about aspects of their personal worlds, such as interests and leisure activities
  • describing other people, such as family members, friends and teachers, for example, by identifying their kin relationship
  • showing interest in and respect for others, for example, by expressing praise or encouragement
  • expressing personal experiences and future plans, using modelled sentence patterns

  VCLVC152 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Socialising

• VCNRC111

  Create bilingual texts that draw on the language being studied and English for different purposes, such as menus or product instructions designed for both language contexts

  Elaborations

  • creating a range of bilingual texts to entertain and inform others, such as video clips, cartoons, posters and brochures
  • creating a shared website with a group of students who speak the language, posting items of interest, comments and questions in both the language and English
  • creating a storyboard outline which brings familiar English-speaking characters to contexts from the language being studied
  • creating a glossary of key vocabulary and expressions used in informative and persuasive texts
  • creating bilingual captions for tourist attractions in target language speaking countries or Australia to explain their significance and cultural references, for example, the bush
  • creating bilingual texts to provide information and instructions to others, for example, a bilingual brochure about the school for a visiting group of exchange students
  • creating a menu in the language with footnotes in English about the ingredients

  VCNRC111 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCRAC040

  Engage with texts such as cartoons, dialogues and fairy tales, and respond by describing aspects such as characters and actions

  Elaborations

  • recalling and/or illustrating main characters and events in texts, or, responding to questions
  • conveying understanding of plot and sequence in texts, such as by re-creating the sequence using a storyboard, labelling key events or creating a timeline
  • discussing reactions to texts such as stories, television programs and songs that reflect the contemporary values of speakers of the language (such as how to respect parents, appreciate diversity or be a good friend)
  • discussing key messages in creative texts, such as the moral of a fable/story, an idea or value in a song, or a quality of a character
  • responding to a creative text by manipulating the original text to create a new version, for example, resequencing events, adding a new element, changing the location or creating an alternative ending
  • writing a review, using modelled language, of a song, story, comic or television program

  VCRAC040 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCRAU030

  Develop understanding of ways to express possession and describe qualities of people and objects, and expand vocabulary and grammatical elements related to personal and social world

  Elaborations

  • describing people and animals using pronouns and adjectives of character
  • describing places and movement using prepositions and adjectives
  • referring to objects using concrete nouns related to home, school and local environment, for example, forms of transport and items such as foods
  • describing quantity using cardinal numbers, ordinal numbers, and plural forms
  • describing actions using simple verbs
  • recognising imperatives
  • seeking information using questions
  • linking ideas using conjunctions
  • locating events in time and using days of the week and months
  • understanding the rules for simple sentence construction and the use of possessive forms
  • giving praise, gratitude and encouragement
  • comparing the rules of punctuation in the language with those used in English, for example, using capital letters and full stops for sentences

  VCRAU030 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCTRU012

  Recognise and reproduce the sounds and spellings of Turkish-specific phonemes, /ı/, /ğ/, /ö/, /ü/ /ş/ and /ç/ and make connections between spoken language, alphabetic elements and written forms of the language

  Elaborations

  • becoming familiar with the Turkish alphabet and writing conventions, for example, by identifying sounds and spelling of specific phonemes, such as, /ı/, /ö/, /ü/, /ç/, /ğ/, /ş/ and comparing them with English sounds
  • understanding that intonation patterns create different meanings, as in the distinction between questions, statements and exclamations, geliyor musun? / geliyorsun / gelsene!
  • differentiating between vowel and consonant sounds
  • experimenting with sounds in onomatopoeic words, such as those related to animal sounds, üüürüüü (horoz), miyav miyav (kedi), möö (inek), hav hav (köpek ), cik cik (kuş); comparing with the pronunciation of equivalent animal sounds in English
  • developing pronunciation, phrasing, syllabification and intonation skills by singing, reciting and repeating words and phrases in context

  VCTRU012 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCVIC145

  Engage with imaginative texts, including digital and multimodal, by identifying and describing key elements such as themes, settings, characters and events

  Elaborations

  • identifying and describing key elements of an imaginative text, such as settings, characters and events, by asking and responding to questions such as ở đâu? khi nào? ai? làm gì? như thế nào? tại sao?, or by producing a profile of a character or a timeline of events
  • reading or viewing imaginative texts in print, digital or multimodal forms, such as poems, cartoons, stories, folk tales or films, and performing scenes that illustrate aspects of a character’s attitudes, personality or reactions, the story’s ending or the writer’s message
  • illustrating an extract of text by selecting images, for example, a picture, colour, symbol or emoticon, to express the content, mood or key message of the text
  • participating in imaginative exchanges such as a role-play between characters from a story

  VCVIC145 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCVIU185

  Understand the role of pronunciation, pauses, pace, intonation, fluency and appropriate writing conventions in effective communication and apply this knowledge to own interactions

  Elaborations

  • recognising and using rhythm in complex sentences, using pauses and intonation to signal clause boundaries and emphasis, for example, Con thích cái áo mà mẹ tặng cho con hôm sinh nhật vừa rồi
  • recognising the challenges of communication associated with clarity and pace in audio texts in certain situations, for example, station or airport announcements or recorded phone messages
  • recognising that tone of voice can indicate the relationship between the speakers, convey emotion and shape meaning, for example, distinguishing between a compliment and irony in the exclamatory sentence Hôm nay em đến sớm thế!
  • applying knowledge of pronunciation, intonation, tone and pace to own use of spoken Vietnamese for a range of social interactions, for example, asking questions or expressing emotions such as happiness, sadness, surprise or excitement
  • identifying the people and factors that influence their own Vietnamese language use and speech patterns, such as parents, teachers, peers and films

  VCVIU185 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU012

  Understand that Chinese sentences have a particular word order

  Elaborations

  • replacing words in modelled sentences to express a personal meaning, for example, replacing 弟弟 in 我有弟弟 with 妹妹 to say 我有妹妹
  • stating the subject of a sentence, for example, 我爱妈妈 is about ‘I’, and 妈妈爱我 is about ‘Mum’
  • recognising that simple statements in Chinese tend to follow English word order, but that questions do not, for example, ‘Do you have a cat?’ versus 你有猫吗？
  • recognising that sometimes the verb ‘to be’ is left out in Chinese sentences, for example, 我五岁 rather than 我是五岁

  VCZHU012 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCZHU079

  Explain how language defines people’s roles as outsiders or insiders in groups and cultures

  Elaborations

  • experimenting with internet language to communicate with peers in a class blog and recognising the value of technology in exploring and constructing own texts
  • considering how they can be more inclusive in their own language use, for example: What questions can I ask to understand others better? What words are best to be avoided? How can I express my opinion without causing offence?
  • examining the use of inclusive language and how ideas are framed, for example, the impact of positive versus negative framing on how meaning is interpreted across languages and cultures, such as 足下留情，小草常青 versus ‘Keep off the grass’
  • exploring the contexts and implications of terms used to identify others, for example, 老外、 华侨、 华裔、 大陆人、 华人、 中国人、 少数民族

  VCZHU079 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCARC006

  Participate in imaginative experience by listening to, viewing and reading texts, such as songs, cartoons, folk tales and other stories, and sharing opinions, ideas and responses relating to characters, settings and events

  Elaborations

  • participating in shared reading of imaginative texts, sharing opinions and responding to questions
  • responding to imaginative texts such as stories, rhymes and songs through play-acting, or using illustrations, captions and movement, or miming favourite characters
  • listening to, reading and viewing a range of texts in print, digital and oral formats, and participating in guided discussion, for example, by responding to questions about characters, ideas and events
  • discussing imaginative texts and making short statements about aspects such as characters, settings or events
  • listening to and viewing imaginative texts such as folk tales and fables and sharing opinions or feelings about them using expressions such as

    أحبّ قصة علاء الدين لأنها مسلية؛ قصة علاء الدين مملّة لأنها قديمة

  • describing characters, events or contexts in different types of imaginative texts such as films and cartoons, and listing words or expressions associated with a character’s personality and explaining how they can relate to them, for example,

    أنا أحبّ دور الولد في الفيلم لأنّه شقيّ مثلي؛ البنت غيورة جداً؛ الأب في الفيلم حنون مثل أبي

  • comparing favourite characters or events in imaginative texts such as cartoons, stories or digital games using expressions such as

    البنت في القصة أفضل من أخيها لأنها صادقة ولا تكذب؛ عادل صديق مخلص أكثر من سمير

  VCARC006 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCDEU148

  Explain and apply basic rules for German pronunciation, intonation, spelling and punctuation

  Elaborations

  • applying basic pronunciation rules, such as the two different pronunciations of ch
  • applying different intonation for statements, questions, exclamations and instructions
  • understanding that β can only be used in lower case, otherwise SS, and that ä, ö and ü can be written as ae, oe and ue respectively, for example, in upper case signs or word puzzles such as crosswords
  • applying phonic and grammatical knowledge to spell and write unfamiliar words containing, for example, ch, j, w and z, and diphthongs such as au, ei, eu and ie
  • noticing distinctive punctuation features of personal correspondence in German, such as Hallo Annette!/Lieber Klaus, followed respectively by upper or lower case for the beginning of the first sentence
  • understanding and applying punctuation rules (full stops, question marks, exclamation marks, commas, quotation marks) in German, including the meaning and use of full stops and commas in ordinal and decimal numbers (die 3. Klasse and 9,50 Euro), and capitalisation rules

  VCDEU148 | Languages | German | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCELU148

  Identify and reproduce letter clusters, the digraphs/diphthongs, reproduce key features of intonation and pronunciation, experiment with the spelling of common words and apply basic punctuation rules

  Elaborations

  • applying different intonation for statements, questions, interjections, exclamations and commands, for example, Είναι εδώ, Τι κάνεις; Ποπό! Σταμάτα! Άντε! Κρίμα!
  • reading simple texts and highlighting digraphs/diphthongs, including ου, μπ, ντ, αι, ει, οι
  • applying and using accent marks on all words which have more than one syllable and on a few monosyllable words, for example, πού; πώς; ή, and recognising that the position of the accent mark can change the meaning, for example, μάτια, ματιά, γέρος, γερός
  • experimenting with spelling simple words, for example, the spelling of verbs in the first person ending in ω, verbs in the third person ending in ει, the most common noun and adjective endings including ος, ας, ης, οι, η, α, ες, ι, ο, α, plural articles οι, τα, for example, θέλω, θέλει, ο άντρας, οι άντρες, η ντομάτα, οι ντομάτες, το παιδί, τα παιδιά, καλός, καλή, καλό
  • applying phonic and grammatical knowledge to spell and write unfamiliar words
  • understanding and applying punctuation marks in writing, for example, full stop, comma, exclamation mark, apostrophe, speech marks and question mark

  VCELU148 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language