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• VCIDU097

  Develop understanding of pronunciation related to single and combined sounds and the use of intonation in statements and questions, noticing Indonesian spelling and pronunciation conventions

  Elaborations

  • recognising that Indonesian is written using the Roman alphabet but with distinctive sounds and sound combinations, for example, a, e, i, o, u, c, r, ng, ngg, ny, au, aa, ai
  • noticing raised penultimate syllable in words, for example, membosankan, berbelanja and silakan
  • recognising intonation for questions (with or without question words), statements, commands and interjections, for example, wah, aduh

  VCIDU097 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCITC080

  Interact in discussions by questioning, making suggestions and expressing opinions, and reflect on experiences of classroom interactions

  Elaborations

  • interviewing class members, asking them, for example, to review an experience or to make suggestions for future study topics in areas of interest, for example, A mio parere … Forse … Un’ idea sarebbe; Si potrebbe ampliare la seconda parte. Sei d'accordo di/se ...?
  • participating in classroom discussions about how meanings can be interpreted or misinterpreted by others, for example, keeping a classroom journal with examples of language used in contexts within and outside the classroom as a basis for group discussion, for example, fare feste, fare il filo a …, a mani vuote, perdersi, spalmare, rendere pan per focaccia

  VCITC080 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCITC061

  Participate in classroom activities, giving and following instructions, asking questions to clarify purpose, and describing procedures and actions taken

  Elaborations

  • asking for, giving and following instructions, for example, Dov’è la casa di …? Come si usa …? Clicca sul pulsante. A cosa serve questo tasto? Scegli il programma dal menu e clicca sull’icona. Per quale motivo?
  • reflecting on and expressing opinions on experiences in the classroom and beyond, for example, Secondo me … Preferisco … Quest’esempio mi fa pensare a …

  VCITC061 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAC003

  Interact in classroom routines and exchanges such as asking and responding to questions, requesting help, repetition or permission, following instructions, or giving praise and encouragement

  Elaborations

  • using set phrases, formulaic expressions and appropriate gestures for regular classroom routines such as opening and closing lessons and responding to roll call, for example, きりつ, れい, ちゃくせき、はい、います。いません。
  • asking the meaning of words and how to say something in Japanese, requesting repetition and indicating whether or not they understand, for example, はい、わかりました。いいえ、ちょっと　わかりません。日本語(にほんご)で　何(なん) ですか。すみません、もう　いちど。
  • using formulaic expressions to ask for clarification (for example, ～は　えい語(ご)で　何(なん)　ですか。十四(じゅうよん)ページ　ですか。) or permission (for example,トイレに　行(い)っても　いい　ですか。), to apologise for lateness or interrupting (for example, すみません、ちょっと　いい　ですか。おくれて　すみません。), and to borrow classroom objects (for example,えんぴつを　かして　ください。けしゴム、ありますか。)
  • using appropriate language and behaviour when giving and receiving classroom objects, for example, どうぞ。ありがとう　ございます。
  • following instructions to complete an activity or to get organised, for example, たって　ください。三人(さんにん)グループに　なって　ください。
  • praising, complimenting and encouraging others, for example, じょうず　ですね。いい　ですね。よく　できました。すごい　ですね。もうちょっと　です。がんばりましょう。

  VCJAC003 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCKOC022

  Use classroom language to participate in shared activities and everyday routines, such as asking for clarification and responding to others’ requests and questions

  Elaborations

  • participating in reflective activities and evaluations of classroom experiences using language such as 어떻게 생각해요? 제생각에는 …, 아마 …, 글쎄요, –(으)ㄴ/는 것 같아요
  • checking understanding and indicating understanding or not understanding (알겠어요? 네, 알겠어요/아니요, 모르겠어요)
  • giving and following instructions such as 책을 책상 위에 놓으세요; 쓰지마세요 and requesting clarification, for example, 다시 설명해 주세요; 무슨 뜻이에요?
  • asking for and making suggestions relating to shared activities, for example, 무엇을 먼저 이야기할까요? …한테 물어 보세요

  VCKOC022 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCLVC154

  Participate in everyday classroom activities and routines, such as responding to questions and requests, asking permission, requesting help

  Elaborations

  • using rehearsed phrases and sentences to initiate and respond to language used in familiar classroom routines and exchanges, such as requesting a drink, asking permission to leave the classroom, borrowing equipment using rehearsed phrases and sentences
  • recognising and rehearsing interjections or fillers used in everyday conversations
  • asking simple questions and responding with simple statements, for example, asking for help, providing repetition or clarification
  • enquiring about and describing the location of classroom items and materials
  • preparing and displaying a set of agreed classroom procedures
  • participating in class activities that involve vocabulary, actions, signed expression or board/digital games

  VCLVC154 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Socialising

• VCNRC088

  Interact in class routines and exchanges by asking and responding to questions, following instructions and seeking help and permission

  Elaborations

  • asking and responding to questions relating to the learning environment
  • interacting in classroom routines by following instructions
  • using formulaic language to ask permission
  • responding to questions

  VCNRC088 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCNRC105

  Participate in structured discussions and tasks by asking and responding to questions, clarifying understanding and expressing agreement or disagreement

  Elaborations

  • interacting in class routines by requesting, advising and apologising
  • clarifying meaning or instructions
  • participating in discussions using modelled language, expressing opinions, and agreeing/disagreeing, on topics such as wearing hats in summer
  • contributing to collaborative interactions such as creating a schedule for a visiting school group, setting up a school display, hosting an event

  VCNRC105 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCRAC088

  Interact in class routines and exchanges by asking and responding to questions, following instructions, and seeking help and permission

  Elaborations

  • following instructions to play a game, complete work or get organised
  • asking and responding to questions to clarify meaning or instructions or request permission
  • interacting in classroom routines such as greeting and taking leave
  • using language for comparison, opinion, reaction and reflection

  VCRAC088 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCRAC105

  Contribute to structured discussions and tasks by asking and responding to questions, clarifying understanding and expressing agreement or disagreement

  Elaborations

  • contributing to collaborative interactions such as creating a newsletter, setting up a display or hosting an event, negotiating roles and responsibilities
  • interacting in class routines by apologising, clarifying, requesting and advising, participating in class discussions and making connections with contributions from others

  VCRAC105 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCRAC037

  Participate in classroom interactions and structured tasks by asking and responding to questions, seeking permission and expressing preferences

  Elaborations

  • asking and responding to questions, and asking for repetition or clarification
  • responding to instructions and commands
  • asking permission and giving advice and reminders to peers

  VCRAC037 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCRAU097

  Develop understanding of pronunciation related to single and combined sounds and the use of intonation in statements and questions, recognising spelling and using pronunciation conventions

  Elaborations

  • recognising that the language is written using the Roman alphabet but with distinctive sounds and sound combinations
  • recognising intonation for questions, statements, commands and interjections

  VCRAU097 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCRAU029

  Recognise and reproduce pronunciation conventions, including loan words from English and intonation for questions, statements and commands

  Elaborations

  • making connections between the sounds of the language and English sounds
  • recognising intonation for statements, questions and commands
  • identifying onomatopoeic words in the language compared with some in English such as the 'hum' of bees or the 'pop' of a balloon

  VCRAU029 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCTRC088

  Interact in classroom routines and exchanges, such as asking and responding to questions, requesting help, repetition or permission, giving praise or encouragement

  Elaborations

  • interacting during group activities by asking each other questions, making suggestions or checking on progress, for example, Ben ne yapabilirim? Sen not alır mısın? Bu sayfayı mı okuyacaktık? Cevapları maddeler halinde yazsak daha iyi olur. Ne dersiniz?
  • praising or encouraging each other, for example, çok güzel, aferin, harika, tebrikler, başarılarının devamını dilerim, seninle gurur duyuyorum
  • using appropriate language to seek clarification, to attract attention or to ask for something to be repeated, for example, Sence bu doğru mu? Tekrar eder misiniz? Arkadaşlar bakar mısınız? Bunu nasıl yapacağız?
  • using evaluative language to reflect on learning activities, for example, … başardık, … konularda zorlandık, … bu çalışmada … öğrendik
  • identifying and discussing Turkish idioms or proverbs that could be applied to their experience of learning languages in school, for example, Bir lisan, bir insan, Bir elin nesi var, iki elin sesi var

  VCTRC088 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCTRC071

  Ask and respond to questions that invite reflection, analysis and comparison of experiences, for example, as learners and users of Turkish in and out of school

  Elaborations

  • responding to questions that encourage reflection and require the use of elaborated and evaluative language, for example, how meanings can be interpreted or misinterpreted by others, with particular reference to their experience of moving between Turkish and English
  • asking each other questions that require the use of analytical or comparative language in response, for example, okuduğunuz metindeki bu düşünce izlediğiniz filmde nasıl işlenmiştir? Hangi dilde duygularını daha rahat ifade ediyorsun
  • documenting their experience of learning and using Turkish in the school context, for example, by maintaining a reflective journal that records responses to stimulus questions such as Türkçe’yi daha farklı ortamlarda rahatça kullanabiliyorum
  • using evaluative language to acknowledge elements of others’ arguments or to challenge ideas in a respectful manner, for example, Bazıları böyle düşünse de ben tamamen farklı düşünüyorum

  VCTRC071 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCTRC037

  Participate in classroom interactions that involve asking and responding to questions, seeking clarification, indicating understanding, reflecting and providing feedback

  Elaborations

  • interacting during group learning experiences by asking each other questions, making suggestions or checking on progress, for example, Ben ne yapabilirim? Sen not alır mısın? Bu sayfayı mı okuyacaktık? Cevapları maddeler halinde yazsak daha iyi olur. Ne dersiniz?
  • participating in discussions and debates on issues and experiences that affect their school, home or community lives, for example, Zorbalık, evde iş bölümü, Türk festivalinde çocuklar için neler yapılmalı, and clarifying their own statements, for example, Bence, bana göre
  • evaluating each other’s comments or suggestions when working together, indicating agreement or disagreement and negotiating changes, for example, Anladım, Anlayamadım, Yardım eder misin? Cevabım doğru mu? Emin değilim, şöyle yaparsak… daha iyi olur, peki öyle olsun … Bence … daha güzel olur
  • reflecting on their learning experiences and providing each other with feedback, advice or reminders, for example, Süper, harika, mükemmel, unutma, çok zor

  VCTRC037 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCVIC159

  Interact in classroom activities and discussions through asking and responding to open-ended questions, and offering and justifying opinions

  Elaborations

  • requesting repetition or asking for and providing clarification, for example, Bạn vui lòng lặp lại/nói rõ hơn về … , Bạn nghĩ sao về việc … ? Thưa cô, chữ ‘vẻ mặt’ là dấu hỏi hay dấu ngã? Làm sao biết khi nào dùng dấu hỏi hay dấu ngã?
  • asking and responding to open-ended questions about learning activities or strategies, for example, Hôm qua có bài làm về nhà gì cho môn tiếng Việt? Cô giáo dặn mình phải đọc và trả lời câu hỏi cho bài Tết Trung Thu. Mình phải làm sao để phân biệt được các dấu trong tiếng Việt? Thì bạn phải ráng tập nghe, tập đọc và tập viết cho nhiều, chú ý cách phát âm các dấu khác nhau thế nào
  • using descriptive or expressive language when discussing contrasting aspects of personal world such as home and school, discipline and freedom, study and entertainment, appearance and personality, and when offering and justifying opinions, for example, Chúng ta nói tiếng Anh với thầy cô và bạn bè ở trường nhưng nên nói tiếng Việt với gia đình ở nhà. Chúng ta nên biết cân bằng giữa học hành và giải trí. Gia đình tôi sống rất hòa thuận và vui vẻ. Cuối tuần tôi thường đi bơi hay đi coi phim với bạn bè
  • participating in authentic cultural experiences in the community, such as an excursion to a Vietnamese restaurant or festival, and rehearsing studied vocabulary, structures and manners, for example, Mình nên dùng món khai vị gì? Còn món ăn chính thì sao? Chúng ta nên ăn tráng miệng bằng trái cây thay cho bánh ngọt. Các bạn nhớ đừng nói chuyện ồn ào khi ăn uống

  VCVIC159 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCVIU168

  Apply Vietnamese pronunciation, spelling and intonation patterns in a range of sentences such as statements, questions and exclamations

  Elaborations

  • distinguishing and making nuances in pronunciation and spelling between some similar diphthongs and triphthongs, for example, chiều cao and cây cau, lổ mũi and con muỗi, chúi nhủi and trái chuối
  • applying Vietnamese pronunciation and spelling rules to own speech and writing to pronounce and spell new words encountered in interactions and texts, for example, if the spelling of the word mười is known, then the spelling of the word người can be determined without knowing its meaning
  • experimenting with intonation patterns to distinguish different types of sentences, for example, a statement (Con không đi chơi đâu.), a question (Con không đi chơi đâu?) and an exclamation (Con không đi chơi đâu!)
  • comparing own Vietnamese speech patterns with standard Vietnamese pronunciation, and making adjustments to their pronunciation of certain sounds or tone markers as necessary, for example, g and r, s and x, ch and tr, or d and gi and v
  • developing strategies to understand meaning when listening to diverse regional Vietnamese accents, for example, inferring meaning from the context of communication

  VCVIU168 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

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

  By the end of Level 2, students interact with the teacher and peers to exchange greetings and talk about themselves and their families, for example, नमस्ते, आप कैसे हैं?, मेरा नाम गीता है, आप का क्या नाम है? मेरे घर में चार लोग हैं। मेरा एक भाई है। मेरी एक बहन है। ये मेरे पिताजी हैं। ये बहुत अच्छे...

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

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

  By the end of Level 8, students use written and spoken Korean to interact with teachers, peers and others, and to exchange ideas, experiences and interests. They pronounce polysyllabic words that involve syllable-final consonants (받침) such as 먹고, 어떻게 and 축하합니다 as 먹꼬, 어떠케 and 추카함니다, applying relevant...

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