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• 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

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

  Students extend their grammatical knowledge and metalanguage while beginning to explore more nuanced features of Auslan. They use strategies to initiate and sustain conversations, using more elaborate sentence structures such as embedding clauses. They can identify and describe some metaphorical...

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

• VCESU193

  Apply complex grammatical rules such as those relating to reflexive verbs and subjunctive and conditional moods, and use cohesive devices to link and extend ideas in own spoken and written texts

  Elaborations

  • extending the use of negative forms (no voy nunca, en ningún momento, no tengo nada, tú tampoco, no hay nadie) and understanding the difference between a reflexive verb and its corresponding non –reflexive verb, for example, Gerardo se lava la cara (reflexive) and Gerardo lava su carro (non-reflexive)
  • using subjunctive mood to express doubt, uncertainty or emotion, for example, dudo que vengas, siento que estés enferma, me alegra que hayas terminado tus estudios
  • expressing hypothetical events using conditional voice, for example, Sería interesante estudiar chino or Yo viajaría, pero no tengo dinero
  • using cohesive devices to sequence ideas, for example, aunque, a pesar de, sin embargo
  • describing events across time (past, present and future), choosing appropriate tenses
  • developing metalanguage to extend discussion of grammatical features such as word order, tenses and subjunctive mood, and using terms such as ‘verbs’, ‘nouns’, ‘conditional’, ‘subjunctive’ and ‘simple past’
  • describing people and things using:
    • comparatives and superlatives, for example, Ella es la más inteligente de la clase, Este jardín es lindísimo, Este jugo es el peor de todos
    • acronyms, for example, MERCOSUR, EEUU, UE, ONU
    • diminutives, for example, gatito, mesita, negrito
  • persuading, encouraging and advising others by using imperative verb forms, for example, vaya a la cancha, vamos al descanso, piénsalo bien, piénselo bien
  • exploring how word choices (such as selection of particular nouns and adjectives) can indicate values and attitudes, for example, Ese joven no sirve para nada/Es un joven valiente. Ellos son ilegales/Ellos son los refugiados
  • using the pasiva refleja or impersonal form with se for example, Se venden casas, ¿Cómo se dice...?
  • using idiomatic language such as proverbs (Lo cortés no quita lo valiente, El hábito no hace al monje) and idioms (me puse las botas, no pedir peras al olmo)

  VCESU193 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• 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

• VCASFC127

  Participate in simple interactions with their peers and teachers using high-frequency signs, non-manual features and gestures to talk about self, family and class activities

  Elaborations

  • using greetings and farewells following modelled signs such as HELLO, HOW-ARE-YOU? SEE LATER, GOOD MORNING M-R J-O-N-E-S
  • asking and answering questions that require an affirmative or negative response, for example:
    WANT PLAY HIDE-AND-SEEK?
    Do you want to play hide and seek?
    PRO2 ALIGHT?
    Are you alright?
    
  • asking and answering simple questions about family, friends and pets, such as:
    PRO2 BIRD HAVE PRO2?
    Do you have a bird?
    PRO1 DON’T-HAVE
    I don’t have one.
    SISTER-BROTHER HOW MANY?
    How many brothers and sisters do you have?
    2 BROTHER 1 SISTER
    Two brothers and one sister.
    
  • describing the appearance of people or objects using simple statements and supporting pictures or props, for example:
    PRO3 HAVE DS:curly-hair
    He has curly hair.
    THAT HORSE BIG
    The horse is big.
    
  • expressing likes and dislikes using simple statements such as:
    PRO1 LIKE SCHOOL
    I like school.
    FLOWER DON’T-LIKE
    I don’t like flowers.
    PRO1 HATE APPLES
    I hate apples.
    
  • expressing feelings using lexical signs and affective NMFs, for example:
    PRO1 HAPPY
    I’m happy.
    PRO3 GRUMPY
    She’s grumpy.
    
  • expressing wishes for particular occasions or events, for example, THANK-YOU, GOOD-LUCK or HAPPY BIRTHDAY
  • making arrangements using simple time markers without numeral incorporation, for example, TODAY, TOMORROW, NEXT-WEEK
  • referring to family members and classmates by fingerspelling a name or using a sign name
  • describing what they are doing in class activities using plain verbs, for example, PRO1 RUN, PRO1 READ

  VCASFC127 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• French - 7–10 Sequence: Levels 9 and 10 description

  Students recognise and approximate the pronunciation, rhythms and intonation patterns of more extended phrases and compound sentences. They use words with more complex syllable combinations and become more fluent and accurate in both spoken and written language production. They gain more control...

  Level description | Languages | French | 7–10 Sequence

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

  By the end of Level 8, students engage in social interaction to exchange greetings and to share ideas and information related to their personal, social and school worlds. They use known phrases to exchange ideas and opinions, for example, Non mi piace la pallacanestro. They participate in classroom...

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

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 9 and 10 description

  This is a period of language exploration, vocabulary expansion and experimentation. As students develop greater control of language structures and systems, their confidence increases, as does their interest in communicating in a wider range of contexts. They use the language being studied to communicate...

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

• VCIDC106

  Engage with texts to locate information and infer meaning, state opinions on information obtained and present it in new forms

  Elaborations

  • locating specific ideas and information about youth and environmental issues or ideas related to geography, history, health or science in texts such as advertisements, video clips, job vacancies, reports, magazine articles, reviews and graffiti, and presenting ideas and information to others
  • listening to texts such as advertisements, announcements, interviews and conversations to gather details and use these in own texts, for example, inviting a friend to an event based on a radio advertisement or creating a profile based on an interview with a celebrity
  • researching aspects of Indonesian society, history and culture (for example, religious beliefs and practices such as naik haji, Idul Fitri or ogah-ogah parade; sports such as bulu tangkis, pencak silat or lompat batu; or prominent historical figures such as Kartini or Sukarno) by gathering information from texts and exchanges with Indonesian peers and adults
  • critically analysing texts such as commercials, websites and brochures that show different representations of Indonesian culture, and reflecting on key messages, for example, mari kita, kita semua, kesatuan, masyarakat, gotong-royong, beraneka macam, Nusantara, keluarga besar, kerja sama

  VCIDC106 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCRAC001

  Participate in structured play and class activities, exchanging greetings and information about self, family and interests with peers and teacher

  Elaborations

  • learning how to greet others at different times of the day using appropriate forms of address and body language
  • expressing feelings, opinions and reactions
  • introducing and giving descriptions of self, family members, pets and favourite objects

  VCRAC001 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC075

  Engage proactively in language learning experiences through discussion, justification of opinions and reflection on the experience of learning and using Auslan

  Elaborations

  • participating in discussion and debate, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions
  • making connections between their own and each other’s ideas or beliefs and real-life experiences and consequences, using reflections such as:
    SOMETIMES POSSIBLE HAPPEN++ WHY I-F PRO2 PAST THINK-ABOUT WILL TRUE HAPPEN
    Sometimes things happen because you think they will, so it comes true.
    I-F YOU THINK PRO2 CAN PRO2 CAN. IF PRO2 THINK YOU CAN’T YOU CAN’T.
    If you think you can, you can. If you think you can’t, you can’t.
    
  • comparing opinions about culturally appropriate behaviours when engaging with unfamiliar members of the Deaf community
  • using skills such as paraphrasing, questioning, interpreting non-verbal cues and appropriate vocabulary selection to support elaborated discussion
  • discussing and experimenting with ways to strengthen and refine signed texts to entertain, inform, persuade or inspire different audiences
  • exchanging reflections on the experience of using Auslan in different contexts and situations, comparing challenges or satisfactions and reflecting on how the same event can be differently experienced or interpreted

  VCASFC075 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCELC125

  Participate in shared imaginative activities and respond by acting out events, identifying favourite elements, and making simple statements about characters

  Elaborations

  • listening to, viewing and reading stories, such as Aesop’s fables, or stories by contemporary Greek authors, in a range of text types, and responding to questions about characters, themes and events
  • comparing a Greek myth or legend to myths and legends of a country of the Asia region, such as China, and highlighting the similarities and differences in characters, events and moral of the story
  • creating a timeline of the main events of a story using pictures, words and simple sentences
  • performing a scene from a Greek myth (Theseus and the Minotaur, Icarus, Hercules, Cyclops, Persephone) using simple, modelled language

  VCELC125 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCESC115

  Create and perform simple imaginative texts that involve repetitive language, experimenting with sound patterns, rhymes and non-verbal forms of expression

  Elaborations

  • performing songs, rhymes and action stories using non-verbal forms of expression such as clapping, gestures and facial expressions to support the making of meaning
  • creating and presenting a shared class story that involves repeated actions and audience involvement
  • creating a new version of well-known stories, songs or rhymes such as Tengo, tengo, tengo by substituting words, phrases and expressions
  • composing original short stories by matching or sequencing a series of pictures with captions or by creating a storyboard with labels using modelled language

  VCESC115 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCIDC007

  Use familiar words, phrases and patterns to create captions and participate in shared performances and games

  Elaborations

  • creating own version of a story by sequencing a series of pictures with captions or by creating a storyboard with labels using modelled language, for example, Pada hari Senin, si ulat makan…
  • creating a new part of a text such as changing a character or adding an extra verse in a song, for example, by matching pictures and captions
  • making a shared big book based on an event, experience or shared text, for example, Ini hari kelas kita; Pergi ke kebun binatang

  VCIDC007 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCIDC026

  Produce texts such as descriptions and signs in both Indonesian and English for the school community

  Elaborations

  • preparing descriptions in both Indonesian and English about familiar topics, using modelled language and choosing from word lists, and discussing differences in language with the teacher
  • creating bilingual texts for the classroom and the school community (for example, posters, songs and online newsletter items), discussing with others how to represent meaning in different languages for different audiences

  VCIDC026 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCITC122

  Create imaginative texts to express experiences, ideas and emotions

  Elaborations

  • creating texts based on examples or models, for example, depictions of characters, children’s stories
  • creating texts to entertain others, expressing real and imagined experiences, ideas and emotions, for example, a rap about being young, a video about a fictional school, a cartoon about a real or fictitious hero, a short story about an inanimate object coming to life

  VCITC122 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCJAC115

  Participate in shared performances and presentations of stories, songs, chants and rhymes

  Elaborations

  • re-enacting or retelling simple stories or interactions with puppets, props, actions or gestures, using modelled language such as おむすびころりん、ももたろう
  • creating digital texts based around familiar contexts and characters using pictures and captions
  • creating/re-creating simple songs, poems and rhymes using spoken and written language as well as non-verbal forms of support such as clapping, gestures and facial expressions

  VCJAC115 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCKOC121

  Create captions to images for individual presentation and participate in shared performances and imaginative activities using familiar words, phrases and language patterns

  Elaborations

  • creating own version of a story by sequencing a series of pictures with captions or by creating a storyboard with labels using modelled language, for example, 안녕하세요?; … 있어요? 네, 있어요 / 아니요, 없어요; 고맙습니다
  • performing songs, rhymes and action stories using non-verbal forms of expression such as clapping, gestures and facial expressions to support the making of meaning
  • creating and presenting own Big Books, storyboards or digital texts based on imaginary scenarios in familiar contexts, for example, 곰 세 마리

  VCKOC121 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCKOC159

  Compose and perform a variety of creative texts based on a stimulus concept or theme, sharing them face-to-face and online to present to different audiences

  Elaborations

  • composing texts for own and others’ enjoyment and interest, for example, a description of an imaginary character, animal or event
  • creating texts to share with others face-to-face or online, for example, a commercial for a new product, a short film, video clip or rap, or a poster for an imagined event
  • creating and performing alternative versions of known songs or raps by creating lyrics with support of language model or scaffolding
  • creating a poem, rap or song, experimenting with rhyme and rhythm, for example, writing a shape poem, an acrostic poem or 삼행시

  VCKOC159 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCNRC103

  Initiate and sustain interactions by sharing personal opinions and experiences with peers and comparing aspects of young people’s lives, such as relationships, events and aspirations

  Elaborations

  • initiating conversations, for example, with peers and sister school friends, using expressions appropriate to context and audience
  • sustaining conversations on topics of mutual interest, for example, parties, music, friendship, fashion, through active listening strategies, turn taking and verbal and non-verbal responses
  • extending and elaborating on modelled language to elicit others’ and express own experiences and opinions
  • using formulaic language to talk about and compare aspects of teenage life

  VCNRC103 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising