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• 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

• VCZHC214

  Create narratives to describe experiences involving imagined people and places

  Elaborations

  • collaborating with peers to perform a script from 儿童剧 or 情景剧 for younger year levels to engage them with the imaginative world
  • creating a script in response to a story from classical literature, such as 《草船借箭》, and considering how to convey the characters’ personality through language
  • creating own dramatic or humorous representations of people and events encountered in traditional or contemporary Chinese literature, drama or song
  • writing a creative account of an imagined experience involving Chinese visitors to the local community, such as hosting a Chinese student or taking a tour group to a local sporting event
  • creating a Chinese voice-over for a scene from an English language sitcom and experimenting with ways in which language, images, action and humour are used to enhance appreciation of the message
  • collaborating to create performances in which they assume an imaginary role, for example, a skit about celebrating Spring Festival, a simple lyric about school life, or a rap about being a student of Chinese
  • creating narratives that hold the attention of readers, for example, beginning a story with 你知道吗？ and experimenting with 正叙，倒叙，插叙 to sequence events
  • collaboratively creating short plays describing the experiences of imagined characters in different cultures, for example, 《James在上海》
  • using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the smell of breakfast stalls on a busy morning in a Chinese town
  • exploring how alternative words can be used to convey a range of attitudes and varying degrees of emotion towards people, places and events, for example, 我真高兴。你快乐吗？他很幸福!
  • comparing portrayals of a range of social groups in media, for example, how urban and rural communities and residents are portrayed in both traditional and contemporary texts
  • creating own narrative accounts of the life experiences of major historical figures or characters from literature, for example, 诸葛亮，孔子和他的学生
  • engaging and entertaining the audience through the use of devices such as humour, irony and metaphor, and embellishing ideas (for example, 猜猜我昨天干了什么？ as opposed to 昨天我), and building up to a climatic ending

  VCZHC214 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCTRC038

  Gather, classify and compare information from print, digital and multimodal resources relating to their physical environment and social and cultural worlds

  Elaborations

  • gathering information from a range of digital and print resources about social and cultural activities in their community, making a list of terms, expressions or behaviours, such as Bayramınız kutlu olsun!, Başınız sağ olsun!, Hayırlara vesile olsun, Allah izin verirse, Hayırlı olsun
  • conducting interviews with family members or friends to collect stories of migration to Australia, identifying words and expressions that reflect important values and feelings, such as gurbet, özlem, heyecan, güvenlik, dostluk, komşuluk
  • gathering and comparing information on topics such as significant elements of family life, community or schooling in Australian and Turkish contexts
  • surveying friends and family members to report on cultural trends or changing social behaviours, such as preferred modes of communication
  • researching their own bicultural biographies, for example, by talking with relatives in Australia and elsewhere to know more about their family’s heritage, history or circumstances, comparing their details with those of their friends
  • collecting and presenting information from a range of print and digital resources about features of their local environment, for example, su, orman yangınları, ekosistem, yabani yaşam
  • viewing documentaries that reflect lifestyles of Turkish-speaking communities in different regions of the world, such as Kuzey Kıbrıs Türk Cumhuriyeti,Türkmenistan, recording key facts and unfamiliar vocabulary or expressions
    
  • gathering information about well-known people in fields such as sport, entertainment, pop culture, the arts or history, to create a profile to present to their peers

  VCTRC038 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCZHU062

  Investigate the extent and dynamic nature of Chinese language use locally and globally

  Elaborations

  • exploring the ways in which Chinese language use is fostered among local communities and the use of Chinese in local media such as community radio, TV, newspapers and magazines
  • exploring the use of 普通话 as a lingua franca in Chinese-speaking communities, and identifying terms used in different regions to express a similar idea, for example, 普通话 versus 国语；达人 vs 高手
  • viewing words in 繁体字 in familiar contexts and applying their understanding of the simplification process to determine the possible meanings and the 简体字 equivalent, for example, 个-個;说-說; 边-邊
  • discussing the use of 繁体字 and 简体字 in Chinese-speaking communities today, including the revival of 繁体字 and the spread of 简体字 in diverse communities
  • examining how globalisation is impacting on Chinese values and language use, for example, how responses to praise are shifting to reflect a western concept of gratitude (谢谢) rather than the modesty of the past (哪里哪里)
  • reading texts consisting of 名人名言 (such as 孔子说：有朋自远方来，不亦乐乎), and discussing the cultural meaning of the quote and how it is relevant to contemporary language use

  VCZHU062 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCJAC028

  Participate in intercultural interactions, recognising how their own cultural norms impact on language use and that intercultural communication involves shared responsibility for meaning-making

  Elaborations

  • recognising that social values and reactions such as respect or displeasure can be expressed differently in different cultures, for example, noting the Japanese avoidance of direct refusal or eye contact, the desire to please by answering a question even if they do not know the answer, waiting to be invited to eat or drink, and the practice of smiling for different reasons in different contexts
  • noticing cultural cues when interacting with Japanese speakers or resources that suggest differences in traditions, ideas or values, for example, ways of expressing feelings or emotions, maintaining harmony by avoiding direct replies to a question by using それは　ちょっと…。、 and avoiding foregrounding the self with phrases such as (お先(さき)に) どうぞ。がんばります。
  • recognising the importance of active listening skills to conversational etiquette in Japanese, such as showing interest and attentiveness by using あいづち and nodding, repeating information heard, and confirming details at the end of a conversation
  • discussing incidences in Japanese-language exchanges when miscommunication has occurred, and reflecting on why or how this happened
  • reflecting on how their own language and communication style might be perceived by Japanese speakers, considering concepts such as culture, attitudes, assumptions and values
  • discussing Japanese cultural concepts such as 恩(おん) (owing a kindness), 義理(ぎり) (a sense of duty) and 和(わ) (harmony), and considering how the expression of these concepts in Japanese language and behaviour compares with the expression of similarly significant concepts in their own language(s) and culture(s)

  VCJAC028 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCVIU187

  Understand the relationship between purpose, audience, context, linguistic features, and textual and cultural elements associated with different types of personal, reflective, informative and persuasive texts

  Elaborations

  • analysing how language choices help achieve particular purposes and effects, for example, descriptive language to promote a product, evaluative language to reflect on an experience or to review a literary work, persuasive language to influence audience, or humorous techniques to entertain
  • recognising and explaining cultural aspects reflected in a range of texts, including multimodal and digital texts, such as school reports, weather reports, official announcements, television programs, or recipes, particularly in the use of idiomatic expressions or proverbs
  • identifying appropriate salutations, depending on personal relationship or social ranking, in specific text types such as emails, speeches or interviews, for example, Kính thưa … /Thưa … , …thân mến/thương mến, kính chào/chào …
  • understanding and transforming texts to suit different purposes (to persuade, to entertain), different audiences (children, adolescents, Vietnamese people, Australians) and different types of texts (an article, a report, speech)
  • understanding the importance of choosing a text type appropriate to their audience and purpose, for example, a speech to persuade Year 8 students to choose Vietnamese as their elective in Year 9, or an article to express own opinions on the impact of technology on teenagers
  • recognising and analysing similarities or differences that might be culturally significant across cultures, for example, similarities such as the use of the heart as a symbol of love or pigeons as a symbol of peace, and differences such as the use of the colour white to signify purity in Western cultures but bad luck in Eastern cultures
  • recognising and discussing cultural concepts or values reflected in texts, for example, cultural icons used in commercial advertisements
  • identifying language features and cultural references that contribute to the overall meaning or purpose of texts, for example, a rhetorical question such as Chẳng lẽ chúng ta chịu bó tay sao? to call for action, or truyền thống tôn sư trọng đạo to promote the value of education

  VCVIU187 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

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

  By the end of Level 8, students sustain oral and written interactions with known audiences, making appropriate adjustments to language use for different audiences, contexts and purposes. They access and analyse a range of authentic spoken, written and multimodal sources to support and present...

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

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

  Students become familiar with the sound systems of the Japanese language, including pronunciation and rhythm. They learn to pronounce individual sounds and sound combinations. They understand basic word order in simple sentences, indicate affirmative or negative responses, respond to requests,...

  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

• VCZHC105

  Reflect on the reactions and experiences of participants (including their own) in interactions and observe how languages is adapted to communicate effectively in unfamiliar contexts

  Elaborations

  • sharing information about their membership of diverse groups and exploring how this is expressed in Chinese, for example, 我和他是同学，我们都在这个学校学习。我的姐姐是澳大利亚国家队的运动员
  • interacting with Chinese-speaking peers to share aspects of their own identities as young Australians, for example, considering: What aspects of my life and identity would Chinese youth find interesting? How do I want to be perceived or understood?
  • identifying how different opinions and perspectives are expressed and how this may be perceived by others, for example, comparing representations of foreigners in 外国人有一些不同的习俗 with 老外都很奇怪
  • interacting with teachers and peers and reflecting on how to respond, for example, what to do when they don’t comprehend words used or meanings expressed by other participants
  • identifying and responding to intended and unintended meanings conveyed in interactions, for example, noticing contradictions between what is being said and the posture, movement, gesture and expression of participants, and asking: How do I interpret participants’ real meaning? Are they just being polite or are their words genuine?
  • reflecting on their own language choices in interactions with Chinese speakers and how these may have been perceived, for example: Was my communication culturally appropriate? Did I adjust my language and body language to help convey my meaning more appropriately and effectively? How can I seem interested when I am not?
  • reflecting on how one’s own cultural values and norms may relate to those of Chinese speakers, for example: What are the values held by Chinese speakers? Which of my own values are non-negotiable? What Chinese values do I feel I should validate and support?
  • 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’
  • considering the role of voice, pitch and pace to encourage involvement of others in interactions and experimenting with modality to empower themselves and others, for example, 你可以 versus 你一定要；我可能 versus 我会
  • 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

  VCZHC105 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHC201

  Reflect on personal responses and reactions during interactions in Chinese such as talking with a Chinese adult or interacting online with Chinese peers

  Elaborations

  • engaging with Chinese speakers through organised school activities, for example, communicating with students at a Chinese school via Skype or welcoming visitors to own school), recording moments when difficulty is experienced in communication, reflecting on the cause of the difficulty, and noticing how next interaction improves
  • observing interactions between Chinese speakers and noticing the difference word choices and use of gesture among participants
  • identifying language use in different contexts, such as a family eating out in a restaurant (for example, noticing the seating arrangement, the background environment and how dishes are ordered and presented) and discuss how this compares to one’s own experience
  • comparing how language and gesture are used to communicate in English and how these features would be understood when interacting with Chinese people; identifying how their communication style may need to be altered when conveying ideas in Chinese
  • improving language choices across cultures, such as when meeting people for the first time (for example, when being introduced to a parent’s friend);
  • comparing how the residential address in Chinese and English reflects certain values in the different cultures
  • recognising their own tendency to generalise or stereotype during interactions (for example, 地域歧), and considering questions to ask about the other person’s cultural background, being sensitive to the possibility of causing offence
  • participating in cultural events and reflecting on how cultural practices change in a different context, for example, 我们家不过中秋节，因为大家都觉得不太重要。母亲节有时候我们全家回去爷爷奶奶家一起吃饭
  • being aware of how own ideas may be perceived by others based on language choice, for example, 我妈妈不喜欢我说汉语中间夹英语，但是我和朋友经常这样说，她也经常这样说。有的时候姥姥听不懂，我就会想想全用汉语怎么说

  VCZHC201 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCZHU061

  Analyse how authors adjust features of different text types for different purposes and audiences

  Elaborations

  • comparing diverse genres with similar topics (for example, 生日会的安排 and 我的生日日记), recognising the differences in purpose, focus of information and language choice
  • analysing and explaining the organisation and development of ideas or an argument in a range of genres, including textual features such as paragraphing

  VCZHU061 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHU138

  Recognise the tonal features of Chinese in own speech, and understand when and why some tones are not expressed in some contexts and how syllables are decoded from and encoded into Pinyin

  Elaborations

  • differentiating between the four tones when speaking, and knowing how to pronounce the ‘neutral tone’
  • understanding the aesthetic features of reading out loud 朗诵 and reciting 背诵, focusing on phrasing, stress and intonation of Chinese spoken language

  VCZHU138 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCELC178

  Translate and analyse a range of texts from Greek to English and vice versa, comparing interpretations and explaining differences in meaning

  Elaborations

  • exchanging translations of familiar texts with peers, through email or shared spaces such as ePals, and discussing different versions to develop a whole-class translation
  • translating, analysing and explaining expressions and idioms encountered in Greek texts, finding ways to convey the meaning and cultural significance, for example, Φαγητά της ώρας, Τα έκανα θάλασσα
  • translating stories for others, analysing how words can have different meanings when used in different ways in a sentence and explaining the differences to others, for example, in using Πώς πας (στο σχολείο; – με λεωφορείο), Πώς πας (σήμερα Ανδρέα; - τι κάνεις;), Πώς πας (με την εργασία σου; - προχωράς, δυσκολεύεσαι;), Γεια σου (hello, goodbye, cheers, bless you)
  • translating texts to identify and evaluate cultural elements and influences, for example, proverbs and sayings Στου κουφού την πόρτα όσο θέλεις βρόντα, Ας τα λέμε καλά, Τα πολλά λόγια είναι φτώχεια

  VCELC178 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCFRU087

  Analyse and explain how and why language is used differently in different contexts and relationships

  Elaborations

  • recognising the diversity of spoken forms of French from region to region (for example, les accents du Midi, l’accent parisien, toulousain, picard) and from country to country (le Québecois, La Réunion), considering concepts such as la norme, la diversité, l’intelligibilité and les élites in terms of how language variation can both reflect and shape social and cultural processes
  • exploring how texts achieve different effects, (for example, moving from generic terms such as les fleurs to specific detail such as les violettes, les jonquilles, les roses mignonnes in advertisements to suggest superior or specialised taste)
  • understanding the power of language to influence people’s actions and beliefs, for example by analysing language used in community appeals in response to natural disasters
  • comparing language and textual features used in texts to entertain different age groups, (for example, amusing rhymes for les tout petits, dessins d’humour for older children, and les blagues, l’humour noir and l’humour adolescent for older students)

  VCFRU087 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCHIU030

  Build phonic awareness and pronunciation skills through singing, reciting and experimenting with sounds; develop familiarity with the use of the under-dotted characters representing loan sounds in Hindi and conventions governing punctuation marks in written script

  Elaborations

  • creating an alphabet bank, collecting words beginning with each letter, for example, कमल, कसरत, कोयल।
  • imitating the discrimination of unaspirated and aspirated sounds, for example, क-ख, द-ध।
  • understanding that the sound and letter correspondence is the same in written and spoken Hindi, that there are no silent letters or more than one sound for any one letter, apart from the letters ह, य and व, whose pronunciation is influenced by their context
  • understanding that Hindi vowels can be pronounced with a nasal quality added to them which is represented by either a चंद्रबिंदु or a small dot (बिंदु) above the headstroke, for example, हाँ, मैं
  • recognising how to distinguish between nasal vowel sounds and nasal consonants, and the rules that govern how to represent nasal consonant combinations in words such as गंगा, पंजाब, ठंड/ठण्ड, बंद/बन्द and तुम्हारा
  • recognising that there are loan words in Hindi from languages such as English, Persian, Arabic, Turkish and Portuguese, and learning how the underdotted characters क़, ख़, ग़, ज़, फ़ are used to represent such loan sounds
  • recognising how pitch, stress and rhythm help to convey meaning even when individual words are unfamiliar

  VCHIU030 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language