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• VCKOC004

  Identify and classify factual information obtained from a range of spoken, written, digital and multimodal texts encountered in the media and in public spaces

  Elaborations

  • identifying context, purpose and audience of texts such as advertisements, signs, notices and brochures, recognising features of language use in different types of text
  • locating, classifying and summarising data such as results of class surveys or factual information from notices, timetables and announcements; presenting findings to others, for example, in a digital visual presentation, poster or wall chart
  • reading and viewing a range of texts (for example, promotional brochures and signs, websites and cards) to obtain and compile information about Korean places, lifestyles and practices
  • gathering information, collaboratively or independently, about people, times and activities, and using the information in new ways, for example, creating a timeline, diary or timetable to show a sequence of activities

  VCKOC004 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCLVU143

  Recognise there are many ways of communicating messages in Aboriginal languages

  Elaborations

  • understanding that there are different ways of telling a story, such as respected community members yarning, through song, dance, music and associated visual design and spectacle, and through painting (body, bark, rock, sand)
  • understanding that texts have a purpose, for example, greetings, Welcome to Country/Acknowledgement of Country/Place, traditional stories, paintings, songs and dances that convey community-wide messages
  • identifying some features of stories, for example, the fact that they are often about journeys across Country/Place, involving landforms, animals and plants
  • noticing how texts such as storybooks are sequenced and organised, for example, by identifying the main title and the connections between pictures and text
  • recognising that communication can also occur through sign language

  VCLVU143 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Systems of language

• VCRAC089

  Identify meaning and locate factual information (such as details about people and events) from a range of spoken and written texts, and use the information in new ways

  Elaborations

  • identifying key details, expressions and information in conversations, announcements and notes, and using obtained information to create own texts, for example, listening to a weather report and then announcing the cancellation of an event due to bad weather
  • reading and viewing a range of texts (for example, promotional brochures and signs, websites and cards) to obtain and compile information about places, lifestyle and practices
  • locating, classifying and summarising data such as results of class surveys, or factual information from notices, timetables and announcements, and presenting findings to others, for example, in a digital visual presentation, poster or wall chart
  • gathering information about people, time and activities, and using the information, for example, creating a timeline, diary or timetable to show a sequence of activities

  VCRAC089 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCTRC007

  Express imaginative experience in stories, songs, rhymes and puppet performances using sound patterns, familiar language and non-verbal forms of expression

  Elaborations

  • creating and drawing/captioning new situations or settings for popular characters from texts such as the Keloğlan stories in print and digital forms
  • composing and performing their own simple rhymes and action songs that build on familiar language and content and use non-verbal forms of support, such as clapping, gestures and facial expressions
  • composing original short stories by matching and sequencing a series of pictures with captions or by creating a story board with labels using modelled language
  • creating and presenting their own Big Books or digital texts based on selected characters or elements of favourite texts

  VCTRC007 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCVIC112

  Create and perform simple imaginative texts such as chants, songs and stories, using familiar language and non-verbal forms of expression

  Elaborations

  • composing and performing rhymes, songs or stories, illustrating meaning through the use of non-verbal forms of expression such as clapping, gestures and facial expressions
  • creating a narrative through a photo story or animation by sequencing a series of pictures with captions or by creating a storyboard with labels, using modelled language, for example, Ngày xửa ngày xưa, trong một khu rừng/ngôi làng… có một gia đình/em bé
  • creating and presenting own Big Books or digital texts based on imagined scenarios in familiar contexts
  • expressing an experience through a puppet play or dramatic performance

  VCVIC112 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCZHC118

  Create own representations of imagined people or events using illustrations and actions

  Elaborations

  • expressing opinions about characters or retelling the storyline after viewing or listening to stories, for example, 我觉得…真讨厌！
  • selecting words from lists to produce captions for images related to familiar narratives heard or viewed in Chinese
  • copying from models to convey meanings for a sequence of images, such as creating sequential captions for photos, pictures and paintings
  • using characters and images to convey ideas in imaginative texts, for example, using pictographs such as 马, 田，山 to illustrate an imagined event
  • experimenting with storytelling by rewriting a segment of a modelled narrative text by replacing characters, actions or descriptions of objects

  VCZHC118 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCZHC003

  Locate information about family and familiar events from spoken and visual sources and convey this information in simple visual and oral texts

  Elaborations

  • using teacher scaffolding (for example, ‘We are going to listen for the information about the boy’s family members: what words might be used?’) to predict content before listening to spoken texts
  • matching information heard with pictures or other visual clues, such as identifying colours and fruit in game and real-life situations
  • sequencing pictures to describe events, guided by the teacher
  • responding to questions and retelling information obtained from listening to and viewing scaffolded models of texts, such as a video clip or an avatar of a Chinese student
  • practising tone, actions and gestures that support meaning to share information
  • expressing preferences, for example, 喜欢，不喜欢

  VCZHC003 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCZHC052

  Locate, classify and organise relevant information, including analysing data in simple diagrams, tables and graphs, and re-present this information for known audiences

  Elaborations

  • comparing travel brochures to identify places of interest, public transport information and activities
  • recognising the word/phrase boundaries in 我们学校/有/二百八十七个学生 and applying knowledge of Chinese information-sequencing rules, for example, using the knowledge that Chinese speakers organise information from most general to most specific in order to locate details in a Chinese address
  • identifying the common organising categories in tables or graphs, for example, deducing that 国籍 means ‘nationality’ by determining the meanings of 中国，澳大利亚 etc. in a table column

  VCZHC052 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCZHU239

  Compare writing styles between Chinese authors to identify and explore the purposes and features of text structure and organisation of ideas

  Elaborations

  • exploring diverse examples of writing and identifying features of particular styles such as 辞藻华丽 , 平实质朴 , 口语化
  • discussing own preferences for writing styles of particular popular authors
  • experimenting with different ways of sequencing and organising ideas for different audiences and purposes
  • exploring text structure and format in classical literature, for example, 五言 and 七言 in poetry; the absence of a subject in 李白《静夜思》
  • comparing the organisation and substantiation of ideas in essays in classical and modern literature, for example, comparing 周敦颐《爱莲说》 and 余光中《莲恋莲》

  VCZHU239 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCLVC157

  Listen to, read and view different real and imaginative texts, identifying and making simple statements about key elements, characters and events, and interpreting cultural expressions and behaviours

  Elaborations

  • recalling, illustrating and describing main characters and events in stories, songs and performances, for example, by selecting descriptive modelled statements as captions to their pictures or responding to questions, such as, Who? Where? How long? What?
  • participating in shared and guided reading/listening/viewing of real and imaginative texts, for example by making predictions about the development or flow of ideas, using contextual and visual cues, responding to questions and comparing responses to different characters, ideas and events
  • conveying understanding of plot and sequence in texts, for example, by re-creating a sequence using a storyboard, labelling key events or creating a timeline
  • mapping sites, landforms and other features of Country/Place through which a travelling story/storyline passes
  • listening to respected community members tell stories on Country/Place, interpreting hand signs and gestures, retelling parts of the story, for example, in sand, through painting or by performing, using a combination of words/phrases, illustrations, movements and visual props
  • listening to respected community members telling stories from their local area, and responding by retelling parts of the story
  • interacting/engaging with artistic expression/techniques appropriate to Country/Place, such as paintings, drawings, etchings, sculptures and dance, interpreting messages conveyed through these different forms
  • discussing key messages expressed in stories, songs and dance, such as social values and rules for living, comparing them to messages conveyed by stories in other cultures and languages
  • responding to a specific creative text by adapting the original to create a new version, for example, by re-sequencing events, adding new elements, changing time, location or character, or creating an alternative ending
  • understanding and discussing the importance of story/ storytelling in transmitting and maintaining language and culture

  VCLVC157 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Creating

• Auslan - First Language Learner - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with the teaching team, class visitors and each other to share information about themselves, their families, friends, routines, pastimes and experiences. They use fingerspelling or sign names as appropriate and lexical adjectives or size and shape specifiers...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2

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

  By the end of Level 8, students interact with the teaching team, class visitors and each other to share information about themselves, their families, friends, routines, pastimes and experiences. They refer to family members and classmates using fingerspelling or sign names as appropriate, and...

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

• Languages | Arabic: Learning in Arabic

  Arabic language learning

  Arabic is spoken by approximately 280 million people in 22 countries over several continents. It is the official language of the Arab world, which includes countries of the Middle East, North Africa and the Gulf region, and is one of the official languages of the United...

  Overview material | Arabic

• Languages | Chinese: Learning in Chinese

  Chinese language learning

  China's official language is Modern Standard Chinese, or Putonghua (the common or shared language) in Chinese. The language is also referred to as Hanyu, the spoken language of the Han people, or Zhongwen, the written language of China. In Taiwan it is more usually called...

  Overview material | Chinese

• Languages | French: Learning in French

  French language learning

  French is an Indo-European language and belongs to the family of Romance languages derived from the spoken Latin language of the Roman Empire. It is closely related to English, due to the shared influence of Latin and to the fact that French was the official language of...

  Overview material | French

• Languages | German: Learning in German

  German language learning

  German is an official language of Germany, Austria, Switzerland and Liechtenstein, Belgium, Luxembourg and in South Tyrol in Italy. It is also used as an official regional or auxiliary language in a number of other countries in Europe, and in Namibia in Africa. As one of...

  Overview material | German

• Languages | Indonesian: Learning in Indonesian

  Indonesian language learning

  Indonesian is a standardised language that is the official language of government, education, business and the media. It has been and continues to be shaped (for example, in terms of lexicon, grammatical structures and idiomatic usage) by other languages, most significantly...

  Overview material | Indonesian

• Languages | Japanese: Learning in Japanese

  Japanese Language Learning

  Japanese is the official language of Japan, a nation of islands located in the East Asia region. The Japanese language is also widely used by communities of speakers in Hawaii, Peru and Brazil, and learnt as an additional language by large numbers of students in the Republic...

  Overview material | Japanese

• Modern Greek - 7–10 Sequence: Levels 9 and 10 description

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

  Level description | Languages | Modern Greek | 7–10 Sequence

• Spanish - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use written and spoken Spanish to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously to offer opinions on social issues and to discuss young people’s interests...

  Level description | Languages | Spanish | F–10 Sequence | Levels 9 and 10