Search results

Result list

• Languages | Classical Greek: Structure

  Sequences of learning

  Victorian Curriculum Classical Greek has one learning sequence:

  • 7–10 sequence for students who begin to learn the language in Year 7.

  Strands and Sub-strands

  The content of Classical Greek is organised through two interrelated strands. The two strands are Engaging...

  Overview material | Classical Greek

• Languages | Latin: Structure

  Sequences of learning

  Victorian Curriculum Latin has one learning sequence:

  • 7–10 sequence for students who begin to learn the language in Year 7.

  Strands and Sub-strands

  The content of Latin is organised through two interrelated strands. The two strands are Engaging with texts and Understanding...

  Overview material | Latin

• 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

• Non-Roman Alphabet Languages - F–10 Sequence: Foundation to Level 2 description

  The language is learnt in parallel with English language and literacy. While the learning of the language differs from the learning of English, each supports and enriches the other. The language is used in classroom interactions, routines and activities, supported by the use of materials and resources...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence

• VCIDC020

  Respond to questions, instructions and requests, and participate in routine exchanges

  Elaborations

  • initiating and responding to instructions and classroom routines and games, for example, Angkat tangan; Giliran saya
  • making and responding to requests (for example, Boleh pinjam…?, Permisi…), and asking for rephrasing, repetition and clarification, for example, Maaf Bu, apa artinya…? Mohon ulangi
  • contributing to preparing and displaying a set of class rules, for example, Jangan berlari di ruang kelas
  • using Indonesian for daily activities, such as creating and following Indonesian signs and instructions in the classroom and around the school

  VCIDC020 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCRAC020

  Respond to questions, instructions and requests, and participate in routine exchanges

  Elaborations

  • initiating and responding to instructions and classroom routines and games
  • making and responding to requests, and asking for rephrasing, repetition and clarification
  • contributing to preparing and displaying a set of class rules
  • using the language for daily activities, such as creating and following signs and instructions in the classroom and around the school

  VCRAC020 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

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

  By the end of Level 2, students interact with teachers and peers through play- and action-related language. They use greetings (Selamat pagi/siang) and respond to instructions through actions (Berdirilah, Masuklah). Students pronounce the vowel sounds, and ch for c. They recognise questions (Apa? Si...

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

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

  Students recognise the predictable nature of pronunciation in Japanese and apply their knowledge of sound–letter associations to spell new words. They recognise and use elements of grammar including simple verb forms, adjectives, interrogatives and some particles to understand and create...

  Level description | Languages | Japanese | F–10 Sequence

• Victorian Aboriginal Languages: Levels 3 to 6 description

  Students focus on aspects of their personal and social worlds, and are introduced to content related to the Country/Place and language community. They develop an awareness of their membership of various groups, and their widening social networks, experiences, and communicative repertoires, and...

  Level description | Languages | Victorian Aboriginal Languages

• VCASFC024

  Engage with imaginative texts such as stories, games, poems or cartoons, to demonstrate comprehension and express enjoyment

  [ Key concepts: story, emotion, expression, humour; Key processes: identifying, expressing emotion, re-enacting, experimenting, shadowing]

  Elaborations

  • viewing a signed story that involves progressive action, tension and resolution
  • identifying how signers use space to track a character or location throughout a text
  • viewing and responding to a range of Deaf poetry for children, for example by creating an alternative ending or extra verse
  • using NMFs to express changing emotions such as anticipation, fear or relief in response to elements of live or recorded signed stories
  • viewing and responding to short recorded skits, for example by re-enacting favourite elements and modifying manner or aspect to provide additional emphasis or expression
  • freezing cartoons or video clips of people/animals in amusing situations, signing a commentary on what has just happened and predicting what might happen next
  • experimenting with different Auslan parameters to create and perform examples of gestural humour, as modelled in performances by companies such as the Hong Kong Theatre of the Deaf
  • participating in games that focus on modifying manner or aspect for effect
  • viewing a theatre performance designed for a deaf audience and sharing their reactions to the experience of viewing a theatre performance designed for a deaf audience
  • engaging with different examples of Deaf humour or Deaf jokes and comparing them with examples of humour in spoken English or in silent films or mime
  • shadowing signed elements of theatrical or cinematographic texts that use handshapes, such as the scene with hand-faces in the film Labyrinth
  • comparing two signed versions of a story such as ‘The Hare and the Tortoise’ and indicating their preference for one version over the other
  • responding to elements of signed stories such as refrains or exclamations, for example by shadowing repeated signs, movements or facial expressions

  VCASFC024 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCZHU155

  Recognise the contextual meanings of individual syllables or characters to assist comprehension and vocabulary development, and explain the form and function of components in individual characters, for example, 心,想,情,闷

  Elaborations

  • inferring the meaning of unfamiliar characters by identifying familiar semantic and phonetic components of compound characters, and using contextual clues to map the form of characters to sound and meaning
  • using digital tools to write a specific character, and finding out its pronunciation by using online dictionaries
  • writing characters with correct structure and proportion when writing with and without 田字格, and discussing issues with remembering and reproducing individual components in characters, for example, discriminating between characters such as 冒、昌…
  • exploring a range of fonts in digital form and personal styles of writing, and appreciating the aesthetic value of calligraphy, including 硬笔书法

  VCZHU155 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• Languages | Auslan: Structure

  Sequences of learning

  The Auslan 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 | Auslan

• VCHIC021

  Respond to questions, directions and requests and use simple questions and statements to ask for help or permission, attract attention and check understanding

  Elaborations

  • using appropriate language to ask for help, information or to attract attention, for example, यह क्या है? मुझे समझ नहीं आया। क्या आप मेरी मदद करेगें? विद्यालय का खेल-दिवस कब है?
  • interacting with each other to complete learning activities and check on understanding, for example, मुझे पैन दो। क्या यह सही है? अपने हिस्से का कार्य जल्दी समाप्त करो।
  • responding to directions when playing games, completing work or getting ready for class, for example, मुझे एक बार फिर से दिखाएँ। ज़ोर से गाओ। वाक्य लिखो। इसे ध्यान से सुनो। इन चित्रों को देखो। एक सीधी पंक्ति में खड़े हो जाइए।
  • praising and encouraging each other during learning activities, for example, बहुत बढ़िया! बुरा नहीं है। ठीक-ठाक है।
  • using interaction skills such as questioning, responding and interpreting non-verbal clues when working collaboratively

  VCHIC021 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCJAC129

  Follow teacher instructions and directions by responding to questions and requests, and use simple questions and statements to ask permission and to show interest and appreciation

  Elaborations

  • participating in classroom interactions, for example, by responding with comments such as Matt くん　は　いません。Todd くん　と　Sally さん　は　やすみ　です。Ella さん　も　やすみ　です。
  • using appropriate formulaic expressions and gestures to contribute to interactions, for example, しつれいします。 おねがいします。
  • asking for help or clarification, for example, すみません。もういちど。, and negotiating turn-taking, for example, ちょっと　まって。 Matilda さん　の　ばん。どうぞ 。
  • responding to teacher instructions such as ペア　に　なって　ください。三人　グループ　に　なって　ください。ならんで　ください。大きいこえで。
  • recognising and rehearsing interjections or fillers in conversations, for example, ええとすみません 。ほんとう? そうですね 。

  VCJAC129 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCITC001

  Interact with the teacher and peers to greet, to introduce themselves, and to name and describe favourite things, friends, family members and special talents, through action-related talk and play

  Elaborations

  • using simple greetings relevant to the time of day, the celebration or event, and their relationship to the person, for example, Ciao! Buongiorno! Arrivederci! Tanti auguri! Buona Pasqua. Buon Natale
  • introducing themselves, for example, Come ti chiami? Mi chiamo …, e tu? Quanti anni hai? Ho sette anni, e tu? Come stai?
  • naming family members and friends, for example, mio fratello Carlo; il papà Tom
  • understanding single words and simple phrases, and indicating comprehension through actions such as pointing to an object, selecting a picture card or flashcard to demonstrate the phrase heard, and matching games in digital form, for example, personal objects: la cartella, la bambola, la palla; school objects: il quaderno, la matita, i colori, il banco; toys and games: il treno, la bicicletta
  • indicating possession (as set phrases), for example, la mia penna, il mio cane, il mio papà, la mia mamma
  • answering simple questions with short spoken and written responses and using flashcards, word lists, posters, photos and multimedia slides, for example, Quanti anni hai? Hai un animale?
  • talking about and describing people and belongings, using familiar formulaic expressions, for example, Questo/a è,. Ecco il mio pallone
  • talking about simple actions in the present tense, for example, Gioco a football, Mangio la pizza
  • using formulaic phrases, for example, Grazie! Prego. Scusa. Per favore. Bene. Molto bene. Perché? Buon appetito!
  • expressing satisfaction/dissatisfaction, for example, Sì; no; mi piace; non mi piace
  • copying words and reading them aloud, matching pictures and words, or choosing from sentences provided to express ideas, for example, È Marco. È grande. È bravo
  • imitating Italian speech, using Italian patterns of intonation, pronunciation and stress, and incorporating appropriate gestures and body language

  VCITC001 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

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

  By the end of Level 4, students interact with the teacher and peers in regular classroom routines and structured interactions. They understand and respond to instructions related to classroom organisation and activities, for example, ペア　に　なって　ください。大きい　こえ　で　いって　ください。. They use formulaic and rehearsed...

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

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

  Students become familiar with the sound system of the Modern Greek language, such as syllables using consonants and vowels, and new sounds, such as the guttural γ, ρ and γκ and ξ and ψ in words. They learn to identify and write letters, words and simple sentences using...

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

• Victorian Aboriginal Languages: Foundation to Level 2 description

  Students learn about Country/Place and community by interacting with respected community members, by exploring Country/Place, and by engaging with stories, songs and other texts such as videos, maps, and pictures. They learn about the concepts of kin and social groupings.

  Students use the language...

  Level description | Languages | Victorian Aboriginal Languages

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

  Students become familiar with how the sounds and tones of the Vietnamese language are represented in words and symbols. They practise pronunciation through activities such as singing Vietnamese folk songs (đồng dao, ca dao), and experiment with sounds, single vowels, consonants, syllables, simple...

  Level description | Languages | Vietnamese | F–10 Sequence

• VCZHC193

  Interact with peers and familiar adults, exchanging opinions and feelings and establishing friendships

  Elaborations

  • exchanging greetings with peers and familiar adults, choosing the appropriate greeting to suit age or position (for example, 您好，老师好) or time of day, for example, 你早，晚安
  • responding to invitations to participate in personal celebrations, including accepting and declining in appropriate ways, for example, 谢谢你的邀请，祝你生日快乐。但是我星期日要…对不起，不能参加你的聚会。希望你玩得高兴
  • 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
  • exchanging information and opinions in class dialogue, responding to questions (for example, 你喜欢运动吗？), expressing agreement or disagreement with others’ opinions (for example, 对，我也很喜欢运动。) and ensuring that other participants are included in interaction, for example, 我去过法国，你呢？
  • comparing own experiences to the lives of young people in other Chinese-speaking communities, 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
  • 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
  • following teacher’s instructions such as 站起来 or 我们看书 and restating teacher’s instructions to peers when needed (for example, 老师说我们...再…); responding to teacher’s questions with actions or answers, for example, 懂了吗？
  • responding to teacher’s praise (for example, 非常好， 太棒了) or suggestions, for example, 明天做，今天休息
  • participating in a shared blog and exchanging personal information such as name, age, school, year level and nationality with readers from a sister school, for example, 你好，我叫 Ann, 我是澳大利亚的学生
  • responding to correspondence, such as letters from pen pals, including by answering questions, clarifying meaning (for example, 你说你想来澳大利亚， 是吗？), seeking further information (for example, 你想一月来吗？) and addressing requests, for example, 澳大利亚一月是夏天，很热
  • maintaining contact with classmates and recording events in everyday life by keeping a weekly or daily online journal or blog, recording highlights of school or home life and leisure activity (for example, 今天我的足球队又输了，真没劲！ ) or a holiday experience, for example, 袋鼠岛游记
  • composing messages in an appropriate format for text messages, emails and letters, and using appropriate terms of address, for example, 敬爱的王老师 (for a formal letter) or 嘿，小王，最近好吗 (for a casual letter or message)

  VCZHC193 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising